Belonging creativwe writting Essay

It has been a year since I moved out of home to attend a prestigious school. I have met new people, made new friends, and gotten use to moving around this town since when I first arrived. Although I am extremely happy about where I stand today, I’ve started to get this uneasy feeling, is it because I haven’t been feeling well or is it because I’ve started to dream more about those back at my home town. I’m running late to school again, if mum was here I wouldn’t hear the end of how I’m going to be scolded by the teacher, as much as I hated hearing it I wonder why I’m remembering it now. I got to school 10 min late for the first period. I got scolded by the teacher and got held back in class for the time I lost. I looked out the window and remembered back at school at my home town, always causing mischief and constantly being scolded, I felt a little bit happy and nostalgic mesmerising the past. It was time for roll call. I had to give a note to the teacher explaining why I was late. Rather than being scolded, he gave me short lesson of advice on how to prioritize my time. At some point I looked around the class seeing all my friends talking and laughing, it reminded me back of back at school in my home town. It was the same, although when the teacher would try to give me advice I would argue, and frustrate the teacher. I acted like a child always thinking I was right. It made me giggle a bit of how much mischief I use to get myself into. The teacher asked me if I found anything he said was funny, I apologised for being rude and listened to what he had to say until the bell for recess rung. My close friends weren’t at school today, they had a field trip for biology so I sat by myself on the silver seats in the shade and took out my recess. Watching everyone talk and play made me feel a bit lonely, it reminded me of when I first moved here, I thought I wasn’t going to make any friends and I was too shy and afraid to talk to anyone so I sat by myself at recess. Although now it’s different I have good friends here that make me happy. Then I remembered my childhood friends, all the games we played, all the laughs we had, all the arguments and fights, it felt nostalgic it brought a smile to my face that I haven’t shown in a while and it also hurt me just as much when I remember the day I left to come to this school. I wonder if they still think about me, I wonder how they all are, are they fine, are they doing well, are they still the same even without me being there and causing mischief. I wonder. Recess finished, and now I have my Health and PE class. When I arrived at class, I found a substitute teacher. He announced that our teacher will not be teaching for the rest of the week as they are sick. Instead of giving out the work he allowed us to have PE for both periods, he gave out a range of sports for us to choose form, once we decided we were playing. Everyone was sweating and laughing and enjoying themselves. I remembered back at my old school in my hometown when we would trick the substitute teacher in letting us play for two periods and the ruckus we caused because of it, it made me laugh a little bit and continued to play. ` Class ended, everyone is tired and exhausted. I went down for lunch and saw my friends; they had come back from their trip. I felt a little relieved it let me forget about a little about leaving my old friends. We talked about their trip and what they did, it seemed like they had a lot of fun. As we finished our lunch and headed towards the field and we lie down in our usual spot and relax and talk about what ever came to our mind. Without noticing the lunch bell rang and we stayed, everyone was leaving but we were too busy chatting we didn’t notice. Then a girl came running to tell us we’d be scolded again if we were late again after lunch. As we walked towards class I couldn’t take my eyes off her, I’ve had a crush on her since I came to this school, I don’t know why but it feels as though I’ve known her from somewhere. Then once again I remembered the girl I liked in my old school, I could never talk to her, I was too shy despite my mischievous self. I felt a little down because in the end I never told her before I moved and kept thinking if the same would happen again. During the last two periods I slacked off a little trying to think why I’ve been thinking so much about my old friends, about my home town. I couldn’t come up with an answer, but it hurt, it hurt so much, that I didn’t feel like I belonged here, but why? I’ve made good friends here; I feel at ease, I even have someone I like so why does it hurt so much. The final bell rang and it was time to head home, I didn’t feel like going home so I took a detour and went the longer way around, a longer way than usual that I didn’t know where I was going but kept going. I found myself on top of a hill; there was a small field of grass going down the hill. I took my bag off and sat down. I remembered that when I always felt upset and lonely I’d run off to a secret spot behind the woods of the park in my home town. There would be a grass field just like this. It calmed me down it made me feel like I was back at home, I felt a little relieved. I stayed there for a while, until it started to get dark so I headed back home. On my way I bought a few things to make food at home, on my way home I kept thinking how much I wanted to see my friends and family once again, just once would be enough. I got towards my apartment and saw my light on, I ran, I ran as quick as I could, I swung open the door and said â€Å"Mom, dad I’m home.† I looked around and there was no one; it looks like I forgot to turn off the light before I left again. All these old memories of my home town made my edgy, and showed me just how empty I really was. I finally realised why it hurt so much, and why it wouldn’t go away, and why it kept hurting more and more every time I thought about it. The truth was I was trying to cover up the fact that I truly don’t belong here no matter how much I try my heart and memories are anchored back at home and that’s where they’ll stay.

Template for Purpose Statement

University of Phoenix Material Problem and Purpose Statement Templates Templates for Purpose Statements Below are the criteria from the checklist that show the parts required in the problem statement. Samples of a qualitative, quantitative, and mixed study problem statement are provided as examples. |Problem Statement | |1.General problem identifying need for study: The problem is ______ | |2. Specific problem proposed for research: 3 out of 5 chief executive officers are overweight and at risk for heart attack | |3. Introductory words describing methodological approach given and appropriate to the specific problem; â€Å"This qualitative or quantitative case | |study will explore or examine†¦Ã¢â‚¬  | |4.General population group identified: Chief executive officers from Fortune 500 organizations will be surveyed to determine †¦.. | Qualitative Problem Statement African American females remain drastically underrepresented in community college president positions (problem), despite the increase of African American community college presidents over the last ten years (Phelps & Taber, 1997). Only 5% of 1,220 community colleges (specific problem: encourage numbers, as that helps illustrate specific problem) have African American presidents (Phelps & Taber, 1997).African American women occupy a small percentage of Phelps’ figure of 5%. This qualitative case study (study type) will describe personal and professional perceptions experienced by 20 African American women who have achieved the role as a United States community college president. (population) The data will provide leaders information related to leadership development, mentoring, and accession strategies for  African American females interested in  community college presidential roles. Quantitative Problem StatementDepartment of the Army civilian managers and supervisors, who hold leadership positions, are perceived as not having the same leadership training and competencies as their military counterparts (problem) (Viall, 2003). A study conducted by the Army Chief of Staff reported, â€Å"There is no well developed and executed, integrated, systemic approach for civilian leader development for the Army† (Viall, 2003). The Department of the Army, however, does have equal and required civilian and officer institutional leadership training, education, and development policies in place (specific problem) (Army, 1999, para. -6-3). These policies are outlined and explained in United States Army Training and Doctrine Command Regulation 351-10, and implemented for use by civilians through the Army Civilian Training, Education and Development System. The system was implemented to provide a sequential, progressive leadership development plan that provides civilians with a career leadership-learning path equal to leadership training provided in the Officer Education System (Army, 1999, p. 22).This quantitative study (methodological approach) will utilize quantifiab le and qualifiable research methods to compare the leadership training, education, and development regulations and programs of United States Army officers to that of civilians in a large federal laboratory located in the southeastern United States, (population being studied) to determine why civilians are perceived as not having the same leadership competencies as military counterparts. Mixed Methods Problem Statement Virtual employees are becoming more prevalent in business environments.There are approximately 24 million virtual workers in the U. S. , representing 18% of the total workforce (The Dieringer Research Group, 2004), up from 19 million in 1999 (Pratt, 1999). By 2010, there may be over 40 million virtual workers in the U. S. (Jala International, Inc. , 2004). In 2001, 51% of North American companies had virtual employee programs (Wiesenfeld, 2001). In some areas, the use of virtual employees and teams â€Å"has outpaced our understanding of the dynamics and unique charac teristics† (Pauleen & Young, 2002, p. 205). general problem) Whereas virtual environments require the same basic management and leadership responsibilities, they may encumber managers when conducting individual performance feedback and employee developmental activities (Bell & Kozlowski, 2002). (specific problem) This mixed method study (type of study) will use a modification of Morrill’s (1997) Likert-type instrument with several open-ended questions to explore the patterns of perceived feedback effectiveness and best practices for communicating feedback to virtual employees.The study will electronically survey all employees in _____ division, who have been in their position for at least one year and are located throughout the continental U. S. (geographic location) to describe the degree of correlation between the virtualness of the employee and the perceived level of performance feedback, developmental feedback, trust, and leaders member exchange. The survey will col lect data to identify best practices for communicating performance and developmental feedback to virtual employees. Templates for Purpose Statements.

A Passage to India

E. M. Forster's novel, A Passage to India, is a look into the lives of both the colonizer and the colonized. While the plight of the colonized is tragic, filled with degrading images of subjugated civilizations and noble people reduced to mere laborers, it is the colonizer, the British of India, and their rapid change from newly arrived colonist to rigid and unforgiving ruler that draws my interest. The characters constantly comment on these changes that occur to the British once they adjust to the imperialist lifestyle.In the second chapter of the novel Hamidullah, a Muslim character, remarks to his friends, â€Å"Yes, they have no choice here, that is my point. They come out intending to be gentlemen and are told it will not do. . . . I give any Englishman two years. . . . And I give any Englishwoman six months† (Forster 7). Miss Quested constantly worries about becoming this caricature of her former self and also recognizes the changes in her husband-to-be, Ronny, as he fit s into the British ruling class lifestyle.Fielding looks at the uncaring people his compatriots have become and marvels as he befriends an Indian Muslim. Is it possible that colonialism has an effect on the colonizer as well as the colonized? Forster clearly demonstrates that colonialism is not only a tragedy for the colonized, but effects a change on the colonizer as well. But how and why does this change occur? Aime Cesaire proposed that it is simply the savage nature of colonization that changes man into their most primal state (20). This does not work because there is no blatant savagery as in Heart of Darkness.Forster doesn't seem to be parading the cruelty of the colonizer. Thomas Gladwin and Ahmad Saidin suggest that the change is simply the myth of the white man as the British citizens assert their crowns of supposed natural, higher intelligence and worth (47). This does seem to be a good argument because of the superiority that the British colonists take upon themselves in the novel, sequestering themselves in the British club that no mere Indian can be a part of. However, it doesn't account for the more inquisitive and benevolent natures of Adela and Mr.Fielding and their acts and opinions toward the Indian people. In his essay â€Å"Shooting and Elephant,† George Orwell states that: When the white man turns tyrant it is his own freedom that he destroys. He becomes a sort of hollow, posing dummy, the conventionalized figure of a sahib. For it is the condition of his rule that he shall spend his life in trying to impress the ‘natives,' and so in every crisis he has got to do what the ‘natives' expect of him. He wears a mask and his face grows to fit. (152)Orwell suggests that the change is merely the taking on of a role and that the colonizer is an actor required to play the part of the British ruler. It is expected by the native people, and also by their fellow colonists. This expectation is shown through the comment of Hamidallah and his insistence of the inevitable change. It is expected. It is the acceptance of this role is the change that affects the characters in A Passage to India, and if this is the accepted norm, then it goes to reason that those who do not accept it will find themselves outcasts of the society they reject.This is what I intend to show by comparing the plights of Forster's characters Ronny, Adela, and Fielding, as I explore their differing approaches to this role and the effects that come of either accepting or rejecting it . The first groups of colonizers are those who accept the act of leadership whole-heartedly. They separate themselves from the population, declaring their own superiority over the masses as they build their walled compounds content to be out of sight and sound of any Indians, with the exception of their servants (of course) (Kurinan 44).They seek to make Britain in India, rather than accepting and glorifying the resident cultures. They remain strangers to it, pract ically living in a separate country they provided for themselves, yet ruling one that they remained aloof from (Eldridge 170). This is the Englishman or woman who feels that without British rule everything will fall to ruin and chaos, anarchy being the ruling class in their stead (Kurinan 33). This is also the class that Albert Memmi, author of The Colonizer and the Colonized (and a former colonized citizen himself), calls the â€Å"colonizer who accepts† (45).It is the colonizer who accepts his or her given role as ruler and god over the colonized people. Memmi supports Orwell's idea of the role they play by stating that â€Å"the colonizer must assume the opaque rigidity and imperviousness of stone. In short, he must dehumanize himself as well (xxvii). † Those who accept the role of the British administrator lose a part of themselves in the process, becoming an actor instead of a man, doing what is expected, not what is right. Forster picks up on this idea as well. R onny Healsop is the character that exemplifies the ruling class of the nineteenth century British colonizers.He fulfills the characteristics of the administrative class. He adopts the aloof and chilly manner that was characteristic, caring only about his superiority over the Indians and his evenings at the club with his own kind (Kurinan 43). He shows his callousness and robotic adherence to his role as magistrate in India in an argument with his mother. ‘We're out here to do justice and keep the peace. Theme's my sentiments. India isn't a drawing room. ‘ ‘You're sentiments are those of a god,' she said quietly, but it was his manner rather than his sentiments that annoyed her. Trying to recover his temper, he said, ‘India likes gods. ‘And Englishmen like posing as gods. ‘ ‘There's no point in all this. Here we are, and we're going to stop, and the country's got to put up with us, gods or no gods. . . .I am out here to work, mind, to hold th is wretched country by force. I'm not a missionary or a Labor Member or a vague sentimental sympathetic literary man. I'm just a servant of the Government. . . .We're not pleasant in India, and we don't intend to be pleasant. We've something more important to do' (51-52). Ronny dehumanizes himself with his constant ravings about having more important things to do in India than being pleasant to the â€Å"natives. He puts himself up as a god, only there for justice and to hold the country together by force. He sheds any ideas of sentiment and in doing so shows how such ideas are looked upon with derision by the ruling class of the colony. Adela, Ronny's intended fiancee, recognizes this loss of humanity in him from his arguments. She thinks about his manner and it upsets her that â€Å"he did rub it in that he was not in India to behave pleasantly, and derived positive satisfaction there from! . . . The traces of young-man humanitarianism sloughed† (52).What she doesn't reali ze is that Ronny is merely accepting his role as Orwell's â€Å"conventionalized figure of a sahib† and Memmi's typical colonizer: harsh and cold with no time or inclination toward sentiment. Adela Quested is troubled by this conventionalized role. She comes to India to see its wonders and to connect with its people. Her first moments of seeing Ronny are telling because they show her reluctance to take upon herself the role of the British administrative archetype. She marvels at how he has changed and how unsympathetic he is to those he rules over.This idea is something that haunts her as she continually struggles with the role she must take on if she marries Ronny and remains in India. She has a hard time reconciling the notion of the India she sees with that she must be apart of. â€Å"In front, like a shutter, fell a vision of her married life. She and Ronny would look into the club like this every evening, then drive home to dress; they would see the Lesleys and the Call enders and the Turtons and the Burtons, and invite them and be invited by them while the true India slid by unnoticed† (48).Adela does not wish to be a part of the society that Ronny is so fond of. She even goes so far as to ask an Indian about how she can avoid becoming as the other women, something that no other British woman would do. As she rejects her role as actress in the British imperial play, Adela becomes Memmi's â€Å"colonizer who refuses† (19), becoming contemptible in the sight of the English society of India. Those who did not accept this role were viewed as the enemy in the imperial point of view. Memmi points out that those who enter the colonies must accept or go home. There is no middle ground.Those who show signs of humanitarian romanticism are viewed as the worst of all dangers and are on the side of the enemy (20). Adela's thoughts are always viewed as naive and idealistic, but everyone has faith that she will fit in in time. The British laugh at h er notions of wanting to see the real India that they try to shut out every day, but they figure that she will fall in line in the end. But what happens if she doesn't? Adela's refusal to pursue charges against Aziz when she realizes her folly in accusing him of attempted molestation leaves her ostracized.She rejects the role of imperialist colonizer and must live with the consequences. Those who were once her greatest supporters, fawning over her illness and pretending to be so caring and concerned, now become her most vehement enemies. Memmi observed that those colonizers who felt their ideas were betrayed became vicious (21). As Adela found out after her acquitting remarks on Aziza's behalf, her friends turned against her, her superiors denounced her, and even Ronny left her. Adela realizes that if she doesn't choose to wear the mask of imperialism that â€Å"one belongs nowhere and becomes a public nuisance without realizing it. . .I speak of India. I am not astray in † ( 291). One key element of her statement is that she is only a nuisance in India. Memmi asserts that those who are good cannot stay in the colony (21). The best of people must leave because they cannot accept the consequences of their remaining as a colonist. This idea also shows that these changes in character are only exhibited in India. The English in England share differing opinions and ideas. They are not caught in the play as the colonists are and so it shows that a definite change exists between leaving England and acclimatizing to India.Therefore, Adela, although cast out from the imperial administrative class of , may remain unchanged and return to . The last character is that of Fielding. Fielding takes on the role of the colonizer who refuses, but he takes a different path than Adela. Instead of leaving he turns to the colonized for support. Fielding always connects with the Indians. He has no qualms about speaking to them or visiting them in their homes, even visiting Aziz when he falls ill. He doesn't frequent â€Å"the club,† because he doesn't share all of the same opinions that the ruling English colonizers do.Fielding also realizes the truth that the real India lays not in the British imperial scope, but in the Indians themselves. When Adela is expressing her desires to see the real India, Ronny asks Fielding how one sees the â€Å"real India. † Fielding's answer is â€Å"Try seeing Indians† (25). This question results in many of the people at the club talking about how they see too many Indians and too often. This comment about seeing the real India through its people, however, shows a definite sympathy with a conquered people, more than any of the other British people were willing to show at any point.Fielding takes his rejection of the imperialist nature so far as to support and defend the natives against his own people. When Aziz is accused of assault on Adela, Fielding is the first to come to his aid, forsaking his own people. He even defiles the sanctity of the club, choosing it to be his battle ground and denouncing his own people and the play that they have chosen to act in. He makes a very bold statement to the amazement of his fellow British subjects. He declares, â€Å"I believe Dr. Aziz to be innocent. . . . If he is guilty I resign from my service, and leave India. I resign from the club now† (210).He completely rejects his people in their chosen sanctuary, defiling their temple of Britishness and becoming their number one enemy. He is immediately denounced as he rejects this role of imperial aristocrat for benevolent humanitarian. He refuses the mask and doesn't just walk away from it, as Adela must eventually do, but he stomps on it. He in no way forsakes his British heritage, but he realizes that friendship is possible with the Indians, and he is willing to fight for his cause. He becomes the moral hero to the Indians, a quality that Memmi says is important to his acceptance into their confidence.But, Memmi also states that Fielding cannot completely join them because above all he is still British and therefore holds the same ideas and prejudices that he grew up with (45). That is unavoidable because, after all, Fielding is still a British citizen, something that can't be erased. In the end Fielding does turn back to his own people, marrying an English girl, but I think it is significant that he returns to England to find this girl, who is connected with Miss Quested and Mrs. Moore, the two idealistic characters in the novel. Fielding becomes more of a part of the imperial ociety with his marriage ties, but he remains free of the change that occurs in the colonies by making his match away from India. He stays free of the role of imperial actor and continues on with his notions of friendship and peace with the Indian people. I assert that Forster presented Fielding as an example of how to resist the imperial Indian machine and yet still maintain his British culture. Fielding is the most sympathetic, not wavering on his regard for the people, only realizing the differences that may lie between their personalities and cultures.When he becomes the â€Å"colonizer that refuses,† Fielding shows that resistance of the changes that come upon the colonizer is possible and that the role of imperial actor may be refused. Imperialism was a British institution for a long time. It brought British people in contact with many cultures and peoples. It also helped them to affect a great amount of change on indigenous ways of life. The images and accounts of the brutality and callousness of the Imperial administrators are legendary and will always be the most examined part of its long stretch until its fall in the twentieth century.These effects on the native cultures are important, as are the accounts of their plights, however now we can see that Imperialism and colonization didn't only affect the colonized, but that it had an effect on the colo nizer as well. Aime Cesaire stated that â€Å"colonial activity, colonial enterprise, colonial conquest, which is based on contempt for the nature and justified by that contempt, inevitable tends to change him who undertakes it† (20). Living the life of imperialism has its stamp. It can't help but have it.As George Orwell insinuated, it is a play, and the imperial citizens and administrators were actors, trying to play their parts as demi-gods with great confidence and authority (Kuinan 55). When any person did not live up to the art of performance, they either returned to England or joined in the plight of the native, being ostracized from their â€Å"people. † Forster presents a picture of this Imperial England. A Passage to India provides a perfect stage in which to watch the action play out among those who accept their role and those who rebel, whether knowingly or not.His portrayal of the characters Ronny, Adela, and Fielding show the three different types of colo nizers that Memmi observed in his own life as a suppressed â€Å"native. † Each character portrays a different situation and mind set, demonstrating the different alternatives in the colonial/imperial life. Through these characters we truly see the effects that imperialism had on not only the colonized, but also the colonizer, showing that no one is immune . A Passage to India E. M. Forster's novel, A Passage to India, is a look into the lives of both the colonizer and the colonized. While the plight of the colonized is tragic, filled with degrading images of subjugated civilizations and noble people reduced to mere laborers, it is the colonizer, the British of India, and their rapid change from newly arrived colonist to rigid and unforgiving ruler that draws my interest. The characters constantly comment on these changes that occur to the British once they adjust to the imperialist lifestyle.In the second chapter of the novel Hamidullah, a Muslim character, remarks to his friends, â€Å"Yes, they have no choice here, that is my point. They come out intending to be gentlemen and are told it will not do. . . . I give any Englishman two years. . . . And I give any Englishwoman six months† (Forster 7). Miss Quested constantly worries about becoming this caricature of her former self and also recognizes the changes in her husband-to-be, Ronny, as he fit s into the British ruling class lifestyle.Fielding looks at the uncaring people his compatriots have become and marvels as he befriends an Indian Muslim. Is it possible that colonialism has an effect on the colonizer as well as the colonized? Forster clearly demonstrates that colonialism is not only a tragedy for the colonized, but effects a change on the colonizer as well. But how and why does this change occur? Aime Cesaire proposed that it is simply the savage nature of colonization that changes man into their most primal state (20). This does not work because there is no blatant savagery as in Heart of Darkness.Forster doesn't seem to be parading the cruelty of the colonizer. Thomas Gladwin and Ahmad Saidin suggest that the change is simply the myth of the white man as the British citizens assert their crowns of supposed natural, higher intelligence and worth (47). This does seem to be a good argument because of the superiority that the British colonists take upon themselves in the novel, sequestering themselves in the British club that no mere Indian can be a part of. However, it doesn't account for the more inquisitive and benevolent natures of Adela and Mr.Fielding and their acts and opinions toward the Indian people. In his essay â€Å"Shooting and Elephant,† George Orwell states that: When the white man turns tyrant it is his own freedom that he destroys. He becomes a sort of hollow, posing dummy, the conventionalized figure of a sahib. For it is the condition of his rule that he shall spend his life in trying to impress the ‘natives,' and so in every crisis he has got to do what the ‘natives' expect of him. He wears a mask and his face grows to fit. (152)Orwell suggests that the change is merely the taking on of a role and that the colonizer is an actor required to play the part of the British ruler. It is expected by the native people, and also by their fellow colonists. This expectation is shown through the comment of Hamidallah and his insistence of the inevitable change. It is expected. It is the acceptance of this role is the change that affects the characters in A Passage to India, and if this is the accepted norm, then it goes to reason that those who do not accept it will find themselves outcasts of the society they reject.This is what I intend to show by comparing the plights of Forster's characters Ronny, Adela, and Fielding, as I explore their differing approaches to this role and the effects that come of either accepting or rejecting it . The first groups of colonizers are those who accept the act of leadership whole-heartedly. They separate themselves from the population, declaring their own superiority over the masses as they build their walled compounds content to be out of sight and sound of any Indians, with the exception of their servants (of course) (Kurinan 44).They seek to make Britain in India, rather than accepting and glorifying the resident cultures. They remain strangers to it, pract ically living in a separate country they provided for themselves, yet ruling one that they remained aloof from (Eldridge 170). This is the Englishman or woman who feels that without British rule everything will fall to ruin and chaos, anarchy being the ruling class in their stead (Kurinan 33). This is also the class that Albert Memmi, author of The Colonizer and the Colonized (and a former colonized citizen himself), calls the â€Å"colonizer who accepts† (45).It is the colonizer who accepts his or her given role as ruler and god over the colonized people. Memmi supports Orwell's idea of the role they play by stating that â€Å"the colonizer must assume the opaque rigidity and imperviousness of stone. In short, he must dehumanize himself as well (xxvii). † Those who accept the role of the British administrator lose a part of themselves in the process, becoming an actor instead of a man, doing what is expected, not what is right. Forster picks up on this idea as well. R onny Healsop is the character that exemplifies the ruling class of the nineteenth century British colonizers.He fulfills the characteristics of the administrative class. He adopts the aloof and chilly manner that was characteristic, caring only about his superiority over the Indians and his evenings at the club with his own kind (Kurinan 43). He shows his callousness and robotic adherence to his role as magistrate in India in an argument with his mother. ‘We're out here to do justice and keep the peace. Theme's my sentiments. India isn't a drawing room. ‘ ‘You're sentiments are those of a god,' she said quietly, but it was his manner rather than his sentiments that annoyed her. Trying to recover his temper, he said, ‘India likes gods. ‘And Englishmen like posing as gods. ‘ ‘There's no point in all this. Here we are, and we're going to stop, and the country's got to put up with us, gods or no gods. . . .I am out here to work, mind, to hold th is wretched country by force. I'm not a missionary or a Labor Member or a vague sentimental sympathetic literary man. I'm just a servant of the Government. . . .We're not pleasant in India, and we don't intend to be pleasant. We've something more important to do' (51-52). Ronny dehumanizes himself with his constant ravings about having more important things to do in India than being pleasant to the â€Å"natives. He puts himself up as a god, only there for justice and to hold the country together by force. He sheds any ideas of sentiment and in doing so shows how such ideas are looked upon with derision by the ruling class of the colony. Adela, Ronny's intended fiancee, recognizes this loss of humanity in him from his arguments. She thinks about his manner and it upsets her that â€Å"he did rub it in that he was not in India to behave pleasantly, and derived positive satisfaction there from! . . . The traces of young-man humanitarianism sloughed† (52).What she doesn't reali ze is that Ronny is merely accepting his role as Orwell's â€Å"conventionalized figure of a sahib† and Memmi's typical colonizer: harsh and cold with no time or inclination toward sentiment. Adela Quested is troubled by this conventionalized role. She comes to India to see its wonders and to connect with its people. Her first moments of seeing Ronny are telling because they show her reluctance to take upon herself the role of the British administrative archetype. She marvels at how he has changed and how unsympathetic he is to those he rules over.This idea is something that haunts her as she continually struggles with the role she must take on if she marries Ronny and remains in India. She has a hard time reconciling the notion of the India she sees with that she must be apart of. â€Å"In front, like a shutter, fell a vision of her married life. She and Ronny would look into the club like this every evening, then drive home to dress; they would see the Lesleys and the Call enders and the Turtons and the Burtons, and invite them and be invited by them while the true India slid by unnoticed† (48).Adela does not wish to be a part of the society that Ronny is so fond of. She even goes so far as to ask an Indian about how she can avoid becoming as the other women, something that no other British woman would do. As she rejects her role as actress in the British imperial play, Adela becomes Memmi's â€Å"colonizer who refuses† (19), becoming contemptible in the sight of the English society of India. Those who did not accept this role were viewed as the enemy in the imperial point of view. Memmi points out that those who enter the colonies must accept or go home. There is no middle ground.Those who show signs of humanitarian romanticism are viewed as the worst of all dangers and are on the side of the enemy (20). Adela's thoughts are always viewed as naive and idealistic, but everyone has faith that she will fit in in time. The British laugh at h er notions of wanting to see the real India that they try to shut out every day, but they figure that she will fall in line in the end. But what happens if she doesn't? Adela's refusal to pursue charges against Aziz when she realizes her folly in accusing him of attempted molestation leaves her ostracized.She rejects the role of imperialist colonizer and must live with the consequences. Those who were once her greatest supporters, fawning over her illness and pretending to be so caring and concerned, now become her most vehement enemies. Memmi observed that those colonizers who felt their ideas were betrayed became vicious (21). As Adela found out after her acquitting remarks on Aziza's behalf, her friends turned against her, her superiors denounced her, and even Ronny left her. Adela realizes that if she doesn't choose to wear the mask of imperialism that â€Å"one belongs nowhere and becomes a public nuisance without realizing it. . .I speak of India. I am not astray in † ( 291). One key element of her statement is that she is only a nuisance in India. Memmi asserts that those who are good cannot stay in the colony (21). The best of people must leave because they cannot accept the consequences of their remaining as a colonist. This idea also shows that these changes in character are only exhibited in India. The English in England share differing opinions and ideas. They are not caught in the play as the colonists are and so it shows that a definite change exists between leaving England and acclimatizing to India.Therefore, Adela, although cast out from the imperial administrative class of , may remain unchanged and return to . The last character is that of Fielding. Fielding takes on the role of the colonizer who refuses, but he takes a different path than Adela. Instead of leaving he turns to the colonized for support. Fielding always connects with the Indians. He has no qualms about speaking to them or visiting them in their homes, even visiting Aziz when he falls ill. He doesn't frequent â€Å"the club,† because he doesn't share all of the same opinions that the ruling English colonizers do.Fielding also realizes the truth that the real India lays not in the British imperial scope, but in the Indians themselves. When Adela is expressing her desires to see the real India, Ronny asks Fielding how one sees the â€Å"real India. † Fielding's answer is â€Å"Try seeing Indians† (25). This question results in many of the people at the club talking about how they see too many Indians and too often. This comment about seeing the real India through its people, however, shows a definite sympathy with a conquered people, more than any of the other British people were willing to show at any point.Fielding takes his rejection of the imperialist nature so far as to support and defend the natives against his own people. When Aziz is accused of assault on Adela, Fielding is the first to come to his aid, forsaking his own people. He even defiles the sanctity of the club, choosing it to be his battle ground and denouncing his own people and the play that they have chosen to act in. He makes a very bold statement to the amazement of his fellow British subjects. He declares, â€Å"I believe Dr. Aziz to be innocent. . . . If he is guilty I resign from my service, and leave India. I resign from the club now† (210).He completely rejects his people in their chosen sanctuary, defiling their temple of Britishness and becoming their number one enemy. He is immediately denounced as he rejects this role of imperial aristocrat for benevolent humanitarian. He refuses the mask and doesn't just walk away from it, as Adela must eventually do, but he stomps on it. He in no way forsakes his British heritage, but he realizes that friendship is possible with the Indians, and he is willing to fight for his cause. He becomes the moral hero to the Indians, a quality that Memmi says is important to his acceptance into their confidence.But, Memmi also states that Fielding cannot completely join them because above all he is still British and therefore holds the same ideas and prejudices that he grew up with (45). That is unavoidable because, after all, Fielding is still a British citizen, something that can't be erased. In the end Fielding does turn back to his own people, marrying an English girl, but I think it is significant that he returns to England to find this girl, who is connected with Miss Quested and Mrs. Moore, the two idealistic characters in the novel. Fielding becomes more of a part of the imperial ociety with his marriage ties, but he remains free of the change that occurs in the colonies by making his match away from India. He stays free of the role of imperial actor and continues on with his notions of friendship and peace with the Indian people. I assert that Forster presented Fielding as an example of how to resist the imperial Indian machine and yet still maintain his British culture. Fielding is the most sympathetic, not wavering on his regard for the people, only realizing the differences that may lie between their personalities and cultures.When he becomes the â€Å"colonizer that refuses,† Fielding shows that resistance of the changes that come upon the colonizer is possible and that the role of imperial actor may be refused. Imperialism was a British institution for a long time. It brought British people in contact with many cultures and peoples. It also helped them to affect a great amount of change on indigenous ways of life. The images and accounts of the brutality and callousness of the Imperial administrators are legendary and will always be the most examined part of its long stretch until its fall in the twentieth century.These effects on the native cultures are important, as are the accounts of their plights, however now we can see that Imperialism and colonization didn't only affect the colonized, but that it had an effect on the colo nizer as well. Aime Cesaire stated that â€Å"colonial activity, colonial enterprise, colonial conquest, which is based on contempt for the nature and justified by that contempt, inevitable tends to change him who undertakes it† (20). Living the life of imperialism has its stamp. It can't help but have it.As George Orwell insinuated, it is a play, and the imperial citizens and administrators were actors, trying to play their parts as demi-gods with great confidence and authority (Kuinan 55). When any person did not live up to the art of performance, they either returned to England or joined in the plight of the native, being ostracized from their â€Å"people. † Forster presents a picture of this Imperial England. A Passage to India provides a perfect stage in which to watch the action play out among those who accept their role and those who rebel, whether knowingly or not.His portrayal of the characters Ronny, Adela, and Fielding show the three different types of colo nizers that Memmi observed in his own life as a suppressed â€Å"native. † Each character portrays a different situation and mind set, demonstrating the different alternatives in the colonial/imperial life. Through these characters we truly see the effects that imperialism had on not only the colonized, but also the colonizer, showing that no one is immune .

Petroleum contract and economics Essay Example | Topics and Well Written Essays - 3000 words

Petroleum contract and economics - Essay Example It is reported that crack spreads are mostly higher in areas that have a constricted capacity for refining oil and a high demand for refined products. Some areas are categorized as having a constrained capability of refining oil and an above average growth for the demand of refined oil products. In the last decade, some areas such as Tema, have experienced higher profit margins for oil products than other areas. The location of a refinery is also vital because it affects the supply of crude oil which is processed at the refinery. It is worth noting that access to cheaper heavy crude oil helps the refinery optimize on feedback differentials such as feedstock (Economic impacts of oil spills Spill unit costs for tankers, pipelines, refineries, and offshore facilities 1993). The site for the new oil refinery was chosen for a number of reasons but mainly due to strategic purposes. Ghanaville has a well-connected infrastructure consisting of roads and an existing port. This is coupled with the recent government’s initiative (Ghana Ports & Harbors Authority) to implement new changes at the port with an aim of upgrading and modern sing the port. The site Ghanaville, has an already existing operational port with ease of access to a railway line and a network of roads that will facilitate the receival of feedstock and the shipment of refined products at the new location. The location is also very secure with regards to the specially designated area that is patrolled routinely by police officers. The security is further aided by the already established contract between the authority body and the company relating to the tenure of the land where the new refinery is going to be located. A long term lease has been already approved. The new location is surrounded by a growing urban center which will be able to offer a relatively good support system for families and businesses. The quality of life of both businesses and families that will be

ABA TIPS Article - Safety Misconduct Defenses Essay

ABA TIPS Article - Safety Misconduct Defenses - Essay Example te safety rules, provide safety training and devices, and in certain circumstances perform alcohol and drug testing as measures to safeguard employees from illnesses and injuries (Spurlock, 2012). Furthermore, in almost all cases, the employer must maintain and implement the said measures at their own expense. Statutorily, Kentucky as compared to Indiana and Tennessee provides the minimalistic amount of safety misconduct defense incentives in relation to employer safety rules. Workers compensation in the Kentucky statute provides for only a decrease in compensation benefits in regards to intentional failure to follow a safety rule of an employer (Spurlock, 2012). In addition, the statute also creates an affirmative defense regarding voluntary intoxication. Numerous employers have a simple safety rule that forbids horseplay. In Kentucky, it is not clear as to how horseplay receives treatment because, in several cases, injuries that involve horseplay are probably not considered to come out of the employment course, hence making horseplay act as a fully affirmative defense. Furthermore, the rules against horseplay have applied parallel consideration that have seen evaluation of the violation of non-horseplay safety rules is the history of the employers enforcing the rule of horseplay (Spurlock, 2012). Statutorily, the workers compensation of Indiana provides for an affirmative defense, barring compensation for all forms of safety misconducts (Spurlock, 2012). In addition, the statute of Indiana provides for full affirmative defense for failing to obey a safety rule or usage of a safety appliance. Regarded as a minority state in providing workers’ compensation of misconduct affirmative defense (Spurlock, 2012). Tennessee’s statute also provides for full affirmative defenses particularly in regards to illegal drug use or intoxication and refusal or failure in using a safety device. In summary, even though they act as a full defense or simply decrease benefits,

Syria and Israel Dissertation Example | Topics and Well Written Essays - 12750 words

Syria and Israel - Dissertation Example It analysis certain key events during this period and brings to light the disparities in the interpretation of these events from Syria's point of view. The Brainchild behind the Syrian foreign policy behavior will be the charismatic President Hafiz al Asad who led the country from the 1970s up to the early 1990s. The paper further examine the period after President Hafiz al Asad in Syria during which power was handed to his son Bashar al Asad. The concentration here will be an interpretation of certain events like the disorder that resulted from the U.S. led invasion of Iraq and how the disorder created by this invasion has made it difficult to carry on with the peace process. Adding to these will be the recent developments in U.S.-Syria relations under President Bashar al Asad and how these development have been thwarting prospects to achieve peace in the Middle East Certain writers and politicians have made analysis in the Syrian Israel peace track and their analysis would also be of great importance to this study. According to Cobban (1991), the collapse of the communist bloc was a determinant reason for Syria's change of policy. He explains that because Syria had nobody to lean on she was forced to reshape her foreign policy to suit the demands of this new development in the Middle East and the World at large. This is important to this study because changes in world politics affected changes in Syrian policy towards peace with Israel. Hinnebusch (1991) holds that the reason why peace could not be achieved between Israel and Syria could be explained from the rigid nature of President Asad who stood firm to respect and uphold Arab principles. As a result he was never ready to accept Israeli demands especially if... The paper examine the period after President Hafiz al Asad in Syria during which power was handed to his son Bashar al Asad. The concentration here will be an interpretation of certain events like the disorder that resulted from the U.S. led invasion of Iraq and how the disorder created by this invasion has made it difficult to carry on with the peace process. Adding to these will be the recent developments in U.S.-Syria relations under President Bashar al Asad and how these development have been thwarting prospects to achieve peace in the Middle East. This report of the study entails a brief understanding of the theoretical framework that will guide the investigation in to the developments in the Syria Israel peace track. This specifically will be the realist or neo realist approach to the study of international politics. This is important to the study because it is this approach that runs through Syria’s positions during the peace process over the last seventeen years. Furthermore various U.S. decisions as the main negotiator in the peace process have been closely guided by the theory of realism. The approach of realism to international politics was born after the First World War. During this period it was widely held that other theories had failed, so it became necessary to seek for new theories that could give more meaning and understanding to international politics. According to this theory, human nature, character and the persistence of state power forms the basic foundation of international relations.

Literature review Essay Example | Topics and Well Written Essays - 500 words - 2

Literature review - Essay Example [ Gà ¡bor Takà ¡cs,2005] The concept would be to use a well of dimension 400x400x400mm, with a compressor attached to it and fitted with a foot valve. The user would press the footvalve to start the flow in the shower when required. This way the device lift will be activated by a start action and the device will remain in the lowered state until activated. The canister would be placed inside a cylinder (cubicle in this case) of dimensions 400cm x 400cm x400cm.The cubicle would extend to a height of 10 feet and is closed from the top to increase the pressure in the cylinder.[Michael] In his book, Water wells and Pumps, Michael describes various devices to lift water from wells. He describes the reciprocating pump as a pump having a piston or plunger working in a close-fitted cylinder. The movement of the piston/plunger displaces the water in the well and through the outlet. Reciprocating pumps can be either lift pumps that are designed to lift water to the spout , generally at a height of 2’-3’ from the ground or force pumps that are designed to lift water to greater heights from wells .This principle is used in supplying water to overhead tanks in domestic water supply. Because the top of the cylinder is closed in a force pump, water can be pumped to higher levels. In a single acting plunger type pump, the pump body consisting of the cylinder and plunger attached to a valve is located at ground level. The plunger when moved up and down by the movement of the pump rod displaces air through the cylinder through the non return valve at the bottom. On the downward stroke, the bottom valve closes and water passes through a second non return valve in the plunger. On the next upward stroke, this water is forced out of the spout. In a deep well lift pump, the principle of drawing water is the same, though it is pushed to a greater height

Analytic and critical thinking essay Example | Topics and Well Written Essays - 750 words

Analytic and critical thinking - Essay Example Nevertheless, through the enlightenment he acquired through the teachings of Buddha, he was able to acquire wisdom and understanding and therefore was able to live an exemplary life. This paper then looks deeper into the perceptions of Thich Nhat Hanh and why he claims that death is non-existent, reflecting Buddhist philosophies. In his journey to understanding what death is all about, Hanh experienced illumination during one of his meditative states. He saw a japonica bush that blossomed one winter when warmer days came quite early. However, when winter conditions took its natural course, the blossoms fell to the ground. When the weather got warm again, another set of flowers blossomed and the wonderment whether those were the same blossoms that fell to the ground or whether they are different was asked by the hermit. The answer of the blossoms gave a new understanding to the seeker of truth and there begun his freedom from grief regarding death. He observes that the blossoms  "were not the same and not different† (Hanh). When the day became warm during winter, it was a condition that allowed the flowers to blossom and they manifested themselves. However, when the conditions changed, bringing the cold gloomy days which are not a convenient for the flowers to thrive, they fell from the bush instead but showed themselves again when the circumstances permitted their existence. Nevertheless, that is not considered the dying of the flowers. This perfectly exemplifies the belief of the Buddha that â€Å"when conditions are sufficient, something manifests and we say it exists† (8). The blossoming and falling of the flowers are considered in Buddhism, as a condition wherein they have hidden themselves because the weather condition is not well-suited or convenient for them. Another insightful example the Hanh presents in trying to explain his perspective is that, death only brings a person to another level of being. To expound further, he likens peopl e to radio waves which, â€Å"without a radio, we do not manifest† (12). This means that there is a tangible and an intangible part of us. The tangible part, which is the body, may die and eventually decay. However, there is an intangible part which becomes ever present to his loved ones. A loved one whose body has gone is not actually gone forever but is always present evidenced by the ground their feet once trod, an abode or even a person’s very self. Buddhists believe just because one is not physically seen does not mean he is not present. Rather, it is only the body wherein a person once manifested himself that is gone. Coming from a family whose parents are divorced, this notion is a great help for my coping. Although I live with my mother only, I do not see myself as without my father. Distance is not what defines his existence but it is who he is in me. I am his son, his blood runs through my veins and somehow, I know that he is there with me even if I do not se e him. Similarly, when death comes, it only separates me from my loved ones physically but their presence is always felt even though I do not see them. Death and grief are difficult to overcome. Some people even violate their own lives because they are not able to cope with the emotions brought about by this incident.

GDP as a measure of development Essay Example | Topics and Well Written Essays - 2000 words

GDP as a measure of development - Essay Example Todaro and Smith elaborates that GDP is â€Å"the total final output of goods and services produced by the country’s economy, within a country’s territory, by residents and non-residents, regardless of its allocation between domestic and foreign claims† (815). GDP is different from the gross national product or GNP in this sense: while the GNP refers to the final value of goods and services produced by citizens of a country, the GDP refers to the final value of goods and services produced by a territory or the country. Thus, the GDP includes all outputs of goods and services in the territory of the country, whether that output were from aliens or citizens. In contrast, the GNP covers only the output of goods and services of citizens whether that output was produced inside or outside the territory of a country. The term â€Å"final goods and services† are meant to emphasize that the concept of the GDP seeks to avoid double counting of goods and services. Fo r example, if a certain input is part of a certain output, the value of the input is not counted but only the value of the final output. The GDP count only the output currently produced (Dornbusch, 36). Thus, for example, the value excludes older houses but includes new house construction (Dornbusch, 36). Dornbusch et al. noted the following difficulties of GDP measurement (36-38): 1. GDP is unable to measure some of a territory’s outputs because they are not traded in the market. 2. GDP does not subtract anything for environmental pollution. Goods and services may have been produced but at high costs to the environment of the nation. 3. GDP does not factor the quality of goods or the improvements in the quality of goods. Baumol and Binder defined GDP as â€Å"a measure of the size of the economy† or the total amount it produces in a year and noted the following limitations of GDP as a measure (23, 90-91): 1. GDP is not a measure of a country’s well-being but, a t the same time, it was never intended to be one. 2. Only market activity is included in the GDP and this explains why African countries can survive on $ 5 per week. 3. International comparisons can be misleading if we use GDP because we are not comparing the same economic activities: many things that are counted in the GDP of the rich countries are not counted in the GDP of the poor countries. 4. GDP places no value on leisure. Baumol and Binder argued that as a country gets richer, its citizens acquire more leisure time and the value of the leisure goes up. 5. GDP can also overstate how a country is well-off because even the bads are counted in GDP accounting. According to Baumol and Binder, even disaster can bloat the GDP as houses or properties are reconstructed once a natural or man-made disaster strikes similar to the 9/11. Hall and Lieberman enumerated the following problems with regard to measuring the GDP (539-540): 1. GDP statistics can be inaccurate, especially among deve loping countries. 2. Many countries, especially developing economies have an underground economy. The underground economy includes hidden economic activity. The hidden economic activity can also include illegal economic activities, especially those involved in drugs, prostitution, many gambling activities, and those that seek to avoid taxes. 3. Many countries, especially the developing economies, have large areas where food is grown and consumed by farmers and many goods do not enter the market. 4. Household activities are also not included in GDP accounting. Parenting is not counted in the GDP unlike daycare programs. Takeouts are counted in the GDP but not homecooked food. Therapy is counted in the GDP but not talking to a friend. For Scott and Miles, there are at least two issues in using GDP as a measure. The first

Academic Honesty Essay Example for Free

Academic Honesty Essay Academic misconduct and dishonesty is prevalent in institutions of higher learning, especially with online students (Staats, Happ Hagley, 2008). The lack of academic honesty affects the integrity of the institutions, of degree programs, and the character of current and future students (Staats, Happ Hagley, 2008). Studies have shown that a student who strives to be academically honest completes work that is morally and ethically sound. They ensure that all of their work is their own or that they have given credit to the original source (Academic Ethics, 2014). Academically honest students exhibit characteristics such as empathy, courage, and honesty more often than do less honest students. The high prevalence of these characteristics is a good predictor of a lower occurrence of academic dishonesty (Staats, Happ Hagley, 2008). â€Å"Honesty and Heroes: A Positive Psychology View of Heroism and Academic Honest,† a study published in the Journal of Psychology in 2008, was performed to show how heroism is related to academic honesty in online students. The study showed that fifty percent of students involved in the study admitted to lacking academic honesty in their schoolwork (Staats, Happ Hagley, 2008). The first experiment involved 200 students from the Mid-west with an average age of 22. 3 years. Three measures were used to test potential academic honesty, including courage, honesty, and empathy. Results showed that these measures were inter-correlated and lead to the potential for cheating and other forms of academic dishonesty (Staats, Happ Hagley, 2008). The second experiment involved 69 undergraduates from the same Mid-western institution with an average age of 20. 03 years. Results showed that most students reported cheating on exams or lying in their own interest (Staats, Happ Hagley, 2008). The authors found that those students who decided not to cheat had a high degree of academic virtue which they defined as heroism (Staats, Happ Hagley, 2008). ACADEMIC HONESTY AND THE ONLINE STUDENT DOUET 3 Prior to reading this article, I hadn’t put together that empathy, courage, and honesty are some of the characteristics found in an academically honest student. I was surprised about the amount of people who admit to academic dishonesty. Scriptures tell us in Proverbs 12:22 that â€Å"lying lips are an abomination to the Lord, but those who act faithfully are his delight. † In order to please the Lord a student needs to work with integrity throughout their degree program and ensure that all of their work is theirs or is supported by those to whom the work is originally credited. I will apply the characteristics of heroism such as courage, empathy, and honesty in all of my coursework. I will ensure that all of the work that I submit will be my own and if I borrow any ideas from others, I will credit them for the work. The amount of academic dishonesty involved with college students is astounding, and needs to be corrected using the Christian worldview which states that we should live and work with integrity. In Proverbs 10:9, Jesus tells us that â€Å"whoever walks in integrity walks securely, but he who makes his ways crooked will be found out. † The more concern students have for others, and the more noble-minded students and more morally sound they are, the less likely they are to cheat. By encouraging those virtues in the student body, the university will garner a higher degree of respect for the institution and degree programs that they offer. In conclusion, as we hear in Hebrews 13:18, â€Å"Pray for us, for we are sure that we have a clear conscience, desiring to act honorably in all things. † ACADEMIC HONESTY AND THE ONLINE STUDENT DOUET 4. References Academic Ethics. (2014, January 1). . Retrieved June 12, 2014, from https://www. liberty. edu/index. cfm? PID=24212this_session_key=86vE59559nh834YHx1u4OX993N94898H2t72B1ZmG8 3kfullnameErrorCode=ns=falsewebsite=year=2014term=30returnCASTicket =TGT-132907-BkExOI1gz9ZiSKCCxCaTCAaNIMyYs9JQJWGlo9lm3fmviRTkgX-cas2 prod. liberty. eduCFID=249618158CFTOKEN=24951222 Moscetelli, R. G. (2005). The Quote Manuel: Wisdom and Wit of the Ages. : Author House. Staats, S. , Happ, J. M. , Hagley, A. M. (2008). Honesty and Heroes: A Positive Psychology View of Heroism and Academic Honesty. The Journal of Psychology, 142, 357-72.

Aetiology and Psychology of Terrorism

Aetiology and Psychology of Terrorism The purpose here is to examineanalyze scrutinize, evaluate and present synthesize what has been stated in the scientific and professional literature about the etiology of terrorism. This discourse is not intended to propose suggest that the scientific discipline of psychology and psychiatry provides the only, or necessarily the best, logical framework for understanding terrorism. Like all the approaches to understanding or explaining human behaviorbehaviour, these approaches have advantages and limitations. Even though the fundamental problem of defining terrorism has been difficult, but for the purpose of research one should specifically look at the acts of violence, rather than to the threats or intimidation, which are deliberately carried out on civilian non- combatants, with the objective of promoting some ideological political or religious point of view. A primary Our focus on psychological dimensionsdimensions, will, de-emphasizes analysis of of significant sociologically based explanations, or the so-called root causes or macro-level economic and political theories of terrorism.. In the global war on terrorism, it is pertinent to query what is meant by terrorism. The common definition of terrorism is to some extent the use or threat of violence, by small groups against non-combatants of large groups, for avowed political goals.1 (McCauley, 2007). Terrorism is the warfare of the feeble, and it is the option for those who are desperate for a cause that cannot be won by fair and square means. It is interesting to note that state terrorism against its own citizens like the one carried out by Mao, Hitler and Stalin, far exceeds the number compared to the anti-state terrorism, where the number of people killed is comparatively insignificant. The concepts of terrorism have changed over the yearstime and so have the terrorists, their motives, and the causes of terrorism. Hence in approaching this task,task, it is vital to to give a an astute overview of all the relevant literature on the subject one is wary of Walter Laqueurs incisive conclusion based on more than a quarter century of personal research on the topic is valuable to mention. Laqueur, one of the leading experts on terrorism and international strategic affairs, recounting the history of terrorism and, more importantly, examining the future of terrorist activity worldwide, gives a list of alarming feasible options for terrorists. Chemical and biological weapons are cheap and relatively easy to make or buy. Even nuclear devices are increasingly possible choices . Laqueur traces the chilling trends developing in terrorism perpetrated by groups of oppressed nationalists and radicals seeking political change to small clusters of fanatics bent on vengeance and simple destruction. Coinciding with this trend is the alarming availability of weapons of mass destruction.2 (Laqueur, 2003). As psychiatrist, Jerrold Post,a psychiatrist, emphasizesmakes that caution even more directly applicable to an exploration of the psychological dimension of terrorism. He warns that: There is a broad spectrum of terrorist groups and organizations, each of which has a different psychology, motivation and decision-making structure. Indeed, one should not speak of terrorist psychology in the singular, but rather of terrorist psychologies. 3 (Post, 2001). The available literature on etiology of terrorism is mostly biased, lopsided and outlandish. For instance, the literature, on psychodynamics of so-called Muslim Terrorism is bizarre and far-fetched. To explain the etiology of terrorism the authors used the garb of (Laqueur, 2003)4 existential and Freudian dynamic concepts. The simple facts are convoluted and magnified disproportionately to blame Islam as a religion and responsible globally for terrorism. Changes in the Concept of Terrorism in the last Quarter Century There have been significant changes in the concept of terrorism over the last quarter century. Most of the terrorist activities were designed to achieve specific identifiable and mostly achievable political objectives. The transformation has occurred partly because of the changes in the larger international political circumstances. For example, some of the old methods of terrorism were designed more for objectives that could be considered national liberation or self-determination; the kind of situations that have been involved in most of the Palestinian terrorism as well as terrorism in, for instance, Northern Irish groups. While most of those objectives having already been achieved, but not in the case of Palestine. This was also relevant in the case of various former African colonies which after their independence declared their freedom fighters (the so-called terrorist) as heroes. The decolonization of these countries has made it all irrelevant. A facilitating society is one that sees them as heroes and provides refuge to them. Their belief or ideology is that they are doing the right thing or Gods will. In fact, they cannot succeed without this key ingredient. At present, clearly the actions for which Nelson Mandela was convicted in 1964 did not constitute terrorism. Thus the confusion between the ends and means has given an adage, that one mans freedom fighter is other mans terrorist such a long life. Whether they are struggling for freedom, to enforce repressive theocracy to suggest freedom fighter, is an alternative to terrorist is to confuse ends and means.'[1] The Evolution of Terrorism Terrorism is continually persistently changing. While onat the surface it remains the calculated use of unlawful violence or threat to inculcate fear it is rapidly becoming incresingly the predominant strategic tool of opponents. The twenty-first century has seen the new adaptations in the terrorists tactics and strategies according to the developing global socio-political environment. Some of these changes facilitate the abilities of terrorists to operate, procure funding, and develop new capabilities. These global changes are leading to an altered relationship with the world at present . Other changes are gradually moving terrorism into a different relationship with the world at large. Historically, it is essential to remember that society and governments have changed over the years. As there were no central form of governance, or a single leading political power it was not possible to use terrorism to bring about change. Modern forms of governance and states came into being after 1648 (Treaty of Westphalia). Thus terrorism is a relatively recent phenomena used by anti-state elements to bring about change. Thus the game of warefare became open and availabl to many more more players ,,due to the absence of a governing central authority . Also, the absence of central authority meant that the game of warfare was open to many more players. Instead of national armies, a variety of non-sovereign landed gentry nobility, armed forces, religious group leaders, or commercial companies participated in warfare. Their involvement in warfare was considered to be perfectlyabsolutely legitimate. This distinguishes the modern period, where nations go to the war, but private involvement is actually against the law. Psychological approaches to understand violence in the context of terrorism As psychology is regarded as the science of human behaviorbehaviour, hence it is a reasonable, and potentially productiveuseful line of inquiry. Before investigating the exploring psychological approaches to the specific particular problem of terrorist violence, at this stage it would be pertinent,it may be helpful first to examine the explainations given bywhether and how psychology and other behaviorbehavioural sciences have resorted to explain violent and agressive behaviorbehaviours in more generallly. An act that deliberately hurts physically or harms another being will fit in the definition of violence. Violence is generally defined as how harm is caused to others, but it also takes in the form of violence to self by means of suicide and self-mutilation. However, several social scientists might not agree and find these parameters to be constricted and limiting to provide any meaningful description of violence. They might argue that threats as well as overt acts be included, tha t psychological or emotional harm is as relevant as physical harm, and that injury is merely an outcome and not a descriptor of the act. On the other hand, some would contend that intentional harm is too restrictive because it would include legitimate behaviorbehaviour in some contact sports or consensual infliction of pain. Available evidences and observations support that violence is caused by multiple factors, many of which are strongly related to, and even affect each other. These factors are a a complex interaction of biological, social, contextual, cognitive, and emotional in nature that occur over a period of time. Some of these causes will be more prominent than others for certain individuals and for certain types of violence and aggression.5 (Borum et al, 2004). A second general observation is that most violence can be usefully viewed as intentional. It is goal-directed and intended to achieve some valued outcome. It is not the product of innate, instinctual drives, nor is it the inevitable consequence of predetermining psychological and social forces. Obviously, many factors influence that decision and the competing options are available, but humans typically are not passive receptacle for involuntary displays of behaviorbehaviour. Indeed there are exceptions. For instance an individual could become aggressive or violent, if there is some emotional disturbance or cerebral dysfunction, as these conditions can generally lead to lack of self- control or dis-inhibition. However this behaviorbehaviour would be inconsistent with the kind of organization and planning necessary to carry out a terrorist attack. Thus a terrorist action simply, is a calculated well-planned violent act against civilians and military personnel in times of peace, carried out by a group of people who use terrorism to publicize their cause which could be religious or political. ThusAnd/or threatening or pressurizing a government(s) or civilian population into accepting demands on behalf of the cause. To identify the relevant social science literature the focus will be on locating professional literature published in major books or in peer-reviewed journals. A comprehensive review of scientific and professional literature is fundamental to the holistic approach in order to succinctly to comprehend the underlying understand the causes, motivations and determinants of terrorist behaviorbehaviour. Earlier literaturey writings on the psychology of terrorism were based mostly on psychoanalytic theories (e.g., narcissism, hostility toward parents), but now, the new research data has provided most researchers have since moved on to other explanations,in this context.6 (Borum et al., 2004). Psychologists have introduced the term psychology of terrorism to answer questions like, how and why people become terrorists, and are there any personality traits typical for terrorism. Psychological theories relating to terrorism: Frustrating Psycho-social Environment: Frustration due to poverty, marginalization, and unemployment is one of the oldest theories which are the earliest identified is factors significant in sociology related to terrorism. Terrorists usually belong to the above-mentioned categories. They suffer from social alienation and it is these socially disadvantaged people who are reported to be more at risk for getting involved in acts of violence. Psychopathology and severe mental disorders: The persons who commit acts of extreme violence and destruction, killings and carnage have been regarded as inhuman, fanatical and abnormal. Terrorist organizations are now known to be well-organized and disciplined. It is unlikely that they would induct mentally ill people in the organizations. Possibly there is some casual screening, for serious psychopathology prior to induction in a group for organized terrorism. Personality disorder: People resorting to terrorism, may have some form of psychopathology such as personality disorders.But The problem is that they are frequentlygenerally recognized as terrorists after a long period of association to a group The so-called narcissistic traits, for example extreme sensitivity to criticism, extreme fluctuations of mood, tendency to divide the world into extreme black and white, rather than understanding that there is a large grey area in life ,which must be comprehended in order to get adjusted to the world., which one needs to get adjusted to. Besides, characteristics like inability to form intimate bonds, insensitivity to others needs and feelings could also be the causes which may result in people to join fundamentalist, fanatical or otherwise terrorist organizations. Fanaticism: A fanatic is described as a person who is passionately engaged in a religious cause. For a fanatic the world is divided in two categories: one is of those who are keenly involved in a religious cause; and the other who are not keenly involved in a religious cause. The concept of fanaticism has somecarries some implications of mental illness. The terrorist is branded as fanatic, mainly due to the actions which lead to self-harm in psychological terms., However, Taylor (1988)7 does not categorize fanaticism as a diagnostic entity in mental illness. He believes that the common assumptions about the relationship between fanaticism and mental illness are inappropriate. The fanatic often has fastidious perspective to the world view, which is at the extreme end of a continuum. Terrorist Strategy According to Alexanader and Klien (2006)8 the objectives of terrorists vary leading to the following reactions: cCreates mass anxiety, fear, and panic, fostering a sense of helplessness and hopelessness; demonstrating the incompetence of the authorities; destroying a sense of security and safety provoking inappropriate reactions from individuals or the authorities (e.g. repressive and/or incompetent legislation or the excessive use of violence against suspect individuals and organizations). In addition, large-scale terrorist incidents can have adverse effects on world financial markets, travel and tourism, and may trigger xenophobic counter reactions. Modern terror organizations devote a lot of time and effort, as well as extensive resources into techniquesmethods of psychological warfare. They meticulously studycarefully observe their target- population which can be exploited. Research studies in terrorism indicate that they target countrys media in order to get their threats across and the media gets into their trap by magnifying the fears of the population and leads them to intensely condemn amplify criticism of the government and its policies. Radical viewsebellious views in the society are skilfully exploited carefully collected and used to create doubts inhallenge the populations beliefs in the rightness of its own ways. The terror organizations from the outset, plan that that they will not necessarily achieve their goals purely by means of terror attacks. They recruit the help of its victims themselves in gaining its objectives by inculcating fear. A conquest that would be impossible by military means is thus subtly achieve d through a prolonged campaign of psychological warfare that steadily wears down the target-populations will to fight. Hoffman, 1998).9 An important understanding is that becoming caught up in terrorism is a process. No one is born a terrorist. It is neither the question of bad genes, nor does a person suddenly wakes up one morning and makes a decision that he would start planting bombs in public streets. In the first instance, becoming a terrorist is an matter of socialization. Most of the societies possess some minorities or dissatisfied groups who rightly or wrongly perceive that the world is treating them cruelly. In other cases there could be a genuine and very significant cause for grievance. Individuals who belong to or identify with such disenchanted groups share a sense of injustice and discrimination. It is from such groups of people that individual terrorists emerge. The transition from a disaffected individual to the violent extremist is usually facilitated by a catalyst event. Usually the instigating event is police or security forces brutality; or a rival group against the individual, family, or friends; or just anyone they can identify with. The combination of sense of belonging to an under-pressure group combined with the experience of extreme violence against, either oneself or significant number of others, is the impetus for some to engage in terrorism. (Silke, 2003; 11 Shamim, 2009).10 According to McCauley: A terrorist group is the apex of a pyramid of supporters and sympathizers. The base of the pyramid is composed primarily those who sympathize with the terrorist cause even though they may disagree with the violent means that the terrorist use. In the present time the instance of Northern Ireland, the base of the pyramid constitutes who agree with Brits Out. In the Islamic world, the base of the pyramid is all those who agree that the US has been hurting and humiliating Muslims for decades. The pyramid is essential to the terrorists for cover and for recruits. The terrorists hope that a clumsy and over-generalized strike against them will hit some of their own side who are not yet radicalized and mobilized, will enlarge their base of sympathy, will turn the sympathetic but immobilized to action and sacrifice, and will strengthen their own status at the apex of this pyramid. (McCauley, 2007).12 In 1986, the US attempted to retort to Libyan-supported terrorism by bombing Libyas leader, Muammar Khaddafi. The bombs missed Khaddafis residence but a nearby apartment building was badly damaged, killing several women and children. This blunder was downplayed in the US but it became a public relations success for anti-US groups across North Africa. Interestingly, in 1998, a similar act was committed by the US when it sent cruise missiles against terrorist camps in Afghanistan and against a supposed bomb factory in Khartoum as retaliation to a terrorist attack on US embassy. (It appears now that the bomb factory was in fact producing only medical supplies). Usually a terrorist does not aim for a violent response that is not well aimed . Terrorists hope for a reaction of stereotyping and prejudice in which the y are seen as typical members of the cause they sa y they are fighting for. Often the terrorists are only a tiny splinter of the group they aim to lead. Their mo st dangerous opposition is mostly from their own side, from moderates who see alternatives other than violence. If the reaction to terrorist attack is to put together all those who sympathize with the cause the terrorists claim to serve, to see a whole ethnic or religious group as dangerous and violent, then the moderates are undermined and the terrorists win. The hardcore terrorists are usually a tiny splinter of the group. They aim to lead and expect a reaction of stereotyping and prejudice; which enhances their image. Their most dangerous opposition is often from their own side, from the moderates who see alternatives other than violence. If the response to terrorist attack is to lump together all who sympathize with the cause the terrorists claim to serve, to see a whole ethnic or religious group as dangerous and violent, then the moderates are undermined and the terrorists win. Discrimination in the form of hostility and offensive behavior Rudeness, suspicion and hostility directed toward Arabs and other Muslims in the US and Europe will possibly lead to empathy with the terrorists. The reactions of stereotyping and prejudice observed against them is more likely to become a source of help to the terrorist instead of being a positive force against terrorism. Profiling or other infringement of civil rights of Arabs and Muslims by US agencies of state security would help encourage a sense of victimization. Several thousands of Arabs and Muslims who were jailed since 9/11 on suspicion of terrorist activities will be obviously antagonized, leading them to feel aggrieved and violated by the infringement of their rights, when they are finally released. The US stance of threat and hostility towards Arabs and Muslims, following 9/11 has proven dangerous. Join our war against terrorism or else has clearly, now risked and undermined the Western leaning governments andof states, where fundamental Muslim forces are contesting government cooperation with the West. If the reaction to terrorism is seen as a crusade against the Muslims, the terrorists will be in a position to lead a jihad in their countries. Anti-terrorist activities in Afghanistan and invasion of Iraq are again seen as pursuance of the same policy. Pakistan at present is bearing the fall-out of this policy and suffering the brunt of the war on terror as the frontline state for terrorist activities. (Ereira Wallace, 1995).13 Alexander and Klien (2005)14 provided a critical analysis of the western perspective of psychological aspects of terrorism at The Royal Society of Medicine Conference in April 2005. We need to view this phenomenon not through a moral prism but through a psychosocial one. This not an easy challenge and mental health specialists are more comfortable dealing with the impact of terrorist activity than with the motives and the psychological makeup of those who perpetrate such incidents. This is indeed one of the rare positive points of view of a leading expert in psycho-trauma from the Western World. The biased use of the term terrorist is often useda convenient one to stigmatize the adversaries. It is also understandable why such events, like the destruction of the World Trade Center; the car and suicide bombings in Iraq; the Bali nightclub bombing; and the London suicide bombing of July 2005, provoke public anger and egg on politicians and other prominent figures in civil society to compete with rival each other in their expressions of condemnation denunciation. Howeverr, emotional catharsis of this kind does not add to the efforts to deal with terrorism. (Gunaratnam et al. 2003).15 There are several misconceptionsyths about terrorists and suicide bombers in particular. The term suicide bomber is clearly a misleading misnomer, propergatederpetuated particularlymainly by the media. (Salib, 2003).16 It is not suicide; it is an act of faith and martyrdom inbued and permeatedsuffused with religious and/or political motives. According to Pape (2005)17 over 95 per cent of suicide terrorist attacks have resulted as a part of a strategic campaign to compel the withdrawal of foreign military forces from an occupied territory where religious differences exist between the occupier and the occupiedd. Alexander and Klien identified some of the common realities about the terrorist: Most terrorists are not mentally ill, and most do not have violent or psychopathic personalities (such individuals would find it very difficult to remain covert as part of a sleeping cell) Not all terrorists come from impoverished or disadvantaged backgrounds (e.g. Osama bin Laden and the Badder-Meinhof group). Disadvantaged environments are more likely to produce sympathisers than terrorists Not all terrorists are religious fanatics, and many belong to secular groups (those who do belong to ex tremist religious groups may be motivated by the prospects of immortality and the rich rewards following their ascendancy) Terrorists are not typically brain-washed or coerced into terrorist activity, although there is often a charismatic and inspira tional leader There is now a move to involve females. Also, children as young as 12 years have been recruited by the Tamil Tigers of northern Sri Lanka . (A recent survey31 alarmingly confirmed, from a survey of school children in Gaza, that 70% wished to become a shahid in a self sacrificing act of martyrdom) Regularly found among terrorists are: poor self esteem, a sense of hopelessness, shame, a need for revenge, and a sense of vulnerability . Most of the research data does no t support the concept that suicide bombing is primarily a result of T hus, the idea that the cause of suicide bombing is religious fanaticism.There is ample authentic research evidence that suicide bombing ,is also used as a tactic by several secular groups. does not stack up with the data; many groups adopting suicide-bombing tactics, including those in the Middle East, are entirely secular. Specifically, the idea that Islamist belief is the root- cause of suicide bombing is false and misleading; the majority of suicide bombings in the last two decades of the 20th century were conducted by the Tamil Tigers in Sri Lanka, from a predominantly Hindu culture (Pape, 2003).17 Equally disingenuous is the portrayal of suicide bombers as typically young single men, disenfranchised, unemployed and uneducated. Suicide bombers can be men or women aged anywhere between early teens to late-forties, religious or secular, unemployed or employed, destitute or privileged, educated or uneducated, married or single, socially isolated or socially integrated (Pape, 2003).17 The other common media explanation is that suicide bombers, particularly the young, are somehow brainwashed or coerced into such attacks. However, virtually all would-be suicide bombers are volunteers. The problem today for groups employing suicide attacks is not recruitment; it is managing the over-supply of volunteers. (Hassan, 2001).18 A recent survey of schoolchildren in Gaza found that 70 per cent wished to become a shaheed in a martyr operation. Eyad Sarraj, psychiatrist and director of the Gaza Community Mental Health Programme, concludes: If you ask a little child in Gaza today what he wants to be, he doesnt say doctor or engineer, or businessman. He says he wants to be a martyr. (Hawley, 2002;19 Marsden Attia, 2005).20 Theoretical Models Following are the main psychological theories that have been applied to understanding violence: Instinct Theory Psychoanalytic Model: The most widely recognized theory that addresses the roots of all forms of violence is the psychoanalytic model. Despite its influence on writers in the political science, sociology, history, and criminology literature, this model has weak logical, theoretical, and empirical foundations (Beck, 2002).21 Freud considered aggression generally as an innate and instinctual human trait, which is generally cultivated in the normal course of human development. A later development in Freuds theory was that humans had the energy of life force (eros) and death force (thanatos) that required internal balance. Violence was seen as the displacement of thanatos from self and onto others. (Corrado, 1981).22 Freud wrote: One has, I think, to reckon with the fact that there are present in all men destructive, and therefore anti-social and anti-cultural, trends and that in a great number of people these are strong enough to determine their behaviorbehaviour in human society. (Freud, 1927, p. 7). Early writings on psychological dimensions of terrorist behaviorbehaviour were dominated by psychoanalytic formulations, reflecting, in part, the prevailing theoretical orientation in clinical practice at the time. The two themes consistently at the center of these formulations were: (1) that motives for terrorism are largely unconscious and arise from hostility toward ones parents: and (2) that terrorism is the product of early abuse and maltreatment. One of the earliest examples of the former was Feuers (1969)23 conflict of generations theory, which is based on a Freudian interpretation of terrorism as a psychological reaction of sons against fathers, a generational phenomenon rooted in the Oedipus complex and, thus, in maleness (Crenshaw, 1986).24 The idea that terrorism is rooted in childhood abuse (often unconscious squealae) is a relatively common theme, and is still held by some contemporary analysts. (McCormick, 2003).25 The premise was that terrorist behaviorbehaviour was rooted in a personality defect that produced a damaged sense of self. The essence of pathological narcissism is an overvaluing of self and a devaluing of others. It is not difficult to see how one might observe these traits among terrorists. In fact, political scientist Richard Pearlstein concluded: the psychoanalytic concept of narcissism is the most complete and thus most intellectually satisfying theory regarding the personal logic of political terrori sm.26 Crayton (1983), for example, posed the psychology of narcissism as a framework for understanding terrorist behaviorbehaviour, using Kohuts concepts to guide his argument. According to Clayton, the two key narcissistic dynamics are a grandiose sense of self and idealized parental imago ( If I cant be perfect, at least Im in a relationship with something perfect). With regard to the effect of groups, he argues that narcissistically vulnerable persons are drawn to charismatic leaders and that some groups are held together by a shared grandiose sense of self. As others have posited, he suggested that narcissistic rage is what prompts an aggressive response to perceived injustice. Indeed narcissistic rage has been posed by more than one observer as the primary psychological precipitant of terrorist aggression. In developmental context the way in which this evolves is that as children the budding terrorists are deeply traumatized, suffering chronic physical abuse and emotional humiliation. This creates a profound sense of fear and personal vulnerability that becomes central to their self-concept. To eliminate this fear and create a more tolerable self-image, such individuals feel the need to kill off their view of themselves as victims. These viewpoints have obviously evolved from Western school of thought and thus they can be partially applied to the terrorist groups in the Muslim world. There are clearly other significant social, political and religious factors which also contribute to the profile of a terrorist emerging in the Muslim Word. Ethology: Ethology is defined as the scientific study of animal behaviorbehaviour, especially as it occurs in a natural environment and as the study of human ethos, and its formation. (American Heritage Dictionary, 2000).27 According to Konrad Lorenz, cited in Borum et al. (2004):28 Aggression arises from a very basic biological need —- a fighting instinct which has adaptive value, as humans have evolved. He proposed that the drive from aggression is innate and that, in humans, only its mode of expression is learned through exposure to, and interaction with the environment. According to this theory, the instinctual drive for aggression builds up over a period of time, and is fueledfuelled by emotional or psycho-physiological arousal, and it is consequently discharged by a process of release, which presumably decreases drive. Significant differences were observed by social scientists, anthropologists and experimental research, in the nature and level of aggression in different cultures, They argue that aggression can be environmentally manipulated, which is an argument against universality of this human instinct. Drive Theory Frustration Aggression (FA): The basic premise of the frustration-aggression (FA) hypothesis is twofold: (1) Aggression is always produced by frustration; and (2) frustration always produces aggression. Thus it is not reasonable to view frustration alone as a necessary and sufficient causal factor. In an important reformulation of the FA hypothesis. Berkowitz (1989)29 hypothesized that it was only