The Truman Doctrine

Historical background The outcome of the World War II (WWII) led to emergence of two supers power; The United States and Union of Soviet Socialist Republic (USSR). This meant that the two had assumed greater responsibility in world affairs.Advertising We will write a custom essay sample on The Truman Doctrine specifically for you for only $16.05 $11/page Learn More They both embarked on setting up foundations that would establish them as the new masters of the new world, albeit with different approaches which were largely shaped by their traditional ideologies dating centuries ago. Because of fundamental differences in their ideologies; capitalism and communism, and having defeated a common enemy and therefore no common goal of union, divisions ensued. The Soviet Union quickly and aggressively moved to establish its influence in Europe. It succeeded in Eastern and Central Europe and Far East Asia setting up communism governments in Bulgaria, Romania, Lao s, Thailand, Vietnam and Northern Korea. It further sought to maintain and expand its territorial control over Poland in disregard to the Yalta Accord which granted it control over Eastern Poland and left the North and West to the Polish government ironically going against one of the goals of the just concluded war; to stop territorial violations. In the Middle East, the Soviet Union was reluctant to withdraw from Northern Iran as earlier agreed with Western Powers perhaps due to the huge oil resources in the region. In repositioning itself as the main power in Eastern Europe, it started seeking direct route to the Black sea; a passage that would have been beneficial in the event of an outbreak of war with the West. This required that it presses Turkey to grant it access to Bosporus and Dardanelles Strait, something which was unlikely Turkey would accept. Soviet expansion tendencies even grew evident in the Far East where it continued its hold on Manchuria (the most highly industria lized portion of China) despite the surrender of Japan. The Soviet Union also adopted a confrontational stance against the United States, at one point Stalin, the Soviet Leader, perhaps aware of United States sentiments about their expansions remarking that â€Å"conflict with the capitalist West was inevitable† (Watson, Gleek and Grillo 49). The Union had also shown great disinterest in diplomatic efforts by United States to maintain friendly ties in recent post-war treaties and accords.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Prior to the World War II the US had â€Å"practiced a policy of isolationism† whereby, it did not actively participate in political affairs outside its boundaries (Watson et al.42). Even after the end of the World War II it did not start to aggressively sell it ideologies to friendly nations. However, it soon became impossible to ignore the growing expansi on of the Soviet bloc. Pressure starting mounting for it to act. In 1946 the media reported that a Soviet ring was working in the United States passing secrete information on nuclear programs to Kremlin. This created and elevated anti-soviet sentiments in the public. The Republicans also became critical of the ruling democrats policies towards the Soviets which they considered ‘soft ’and ineffective (Watson et al. 46). In 1946, The United States sprang to action, withdrawing recognition of the communist Bulgarian government, openly supporting Iran on independence and strengthening ties with Turkey thus setting the stage for confrontation with the Soviet Union (Watson et al, 46). However, what would set off the containment of soviet expansion, and its eventual collapse would follow later. Britain, under Winston Churchill also bore the brutality and ruinous effects of the WWII. At the end of war, it lost all of its vast colonial empire and harvested a dire financial crisi s at home. This made it halt it financial obligations abroad. In the final days before its departure it formally requested the United States to take over the responsibility of Greece whom it had all along supported. At this time, the Greek government was facing a financial crisis and an insurgency from communist groups in the north of the country. It was agreed that the Greek government had to be kept in power. It was feared its fall could have set a bad precedent and negatively impact on adoption of capitalism in the region (Watson et al. 48). In addition, strategic Turkey had also to be economically supported to weaken Soviet infiltration and maintain order in its neighbors (Fried n.pag). Another important development in the build up to the containment policy was a situation-analysis telegram sent from the American ambassador to Moscow, George. F. Keenan. In his telegram Keenan made a strong case for the containment of the growing spread of soviet influence over Europe. These deve lopments presented an opportunity to formally launch a policy offensive against the Soviet Union and on March 12, 1947 President Harry S. Truman, in an address to a joint session of congress, requested for approval of economic aid to Greece and Turkey.Advertising We will write a custom essay sample on The Truman Doctrine specifically for you for only $16.05 $11/page Learn More The speech marked the beginning of the policy of soviet containment. This policy came to be known as the Truman Doctrine and would significantly shape the United States foreign policy for many decades to come. Significance and Impact In his speech, Truman stated that: â€Å"I believe that it must be the policy of the United States to support free people who are resisting attempted subjugation by armed minorities or by outside pressure† (Hollitz 176). This statement has been cited by many as the best indication of the policy which was later adopted and implemented, the polic y of soviet containment. In an apparent reference to Soviet Union, he stated that: â€Å"The†¦ United States has made frequent protests against coercion and intimidation, in violation of the Yalta agreement in Poland, Romania and Bulgaria. I†¦also state that in a number of countries, there have been similar developments† (Hollitz 176). Truman also proposed that the policy be effected through help urging that â€Å"†¦ our help should be primarily through economic and financial aid which is essential to economic stability and political processes† (Hollitz 176). In this respect he requested congress appropriate $400 million for military and economic aid to Turkey and Greece. This was later approved. By acceding to Britain’s request, the US had formally assumed greater role and responsibility in these regions (Pulis 68). It also signified the start and was the basis of United States policy on ‘cold war’ which was characterized by large sc ale espionage activities between the two superpowers that continued late into the 20th century. The Truman Doctrine had many lasting effects. It ushered an era of active involvement of United States in overseas affairs. It led the United States to actively pursue what it considered as vital interests abroad. The policy also completely polarized the world into east and west.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The West (United States and Western European nations) practiced and championed democratic system and capitalism. The East (Soviet Unions and its satellite nations) was governed on communism and socialism principles. Legacy The Truman Doctrine has been hailed by many as a success for United States and its allies. Its proponents claim it succeeded in containing the spread of communism to Western Europe (Watson et al). They hold that the economic aid revamped the economies of these nations leading to peace and stability that is still enjoyed to date and that this was achieved without direct military intervention. This has been attributed to massive economic aid under The Marshall Plan, which some believe was â€Å"simply an extension of the Truman Doctrine† (Pozuelo-Monfort 221). They also point out that the policy also contributed to the eventual disintegration and fall of other only other superpower, USSR (Fried). The doctrine, to a large extend, also entrenched United States involvement in world affairs and buried centuries of policies of isolationism.It also significantly contributed to the US emerging as only superpower after the 1989 collapse of the Soviet Union and as the â€Å"leader of the free world† (Pulis 69). David Fried, assistant secretary of state for European and Eurasian Affairs on the 60th anniversary of the Truman Doctrine wrote that it â€Å"cemented the promotion of democracy [and] in terms of human freedom and dignity, †¦ represents perhaps the most successful foreign policy initiative undertaken by the United States† Critism Opponents of the doctrine have claimed that it did not leave up to its promises of freeing the oppressed from totalitarian regimes. They cite cases where the United States supported anticommunist but openly tyrannical regimes in Philippines, Indonesia, Iran Nicaragua, Iran and Iraq (Briley n.pag). They also claim that the doctrine â€Å"set the precedence of using troubled nations as pawns in a gigantic context of will with the Soviet Union† (Pulis, 69). Others have termed it as simply a calculated move to â€Å"dictate the domestic politics of foreign nations† (Watson et.al 49). It has also been alleged that the anti-communism goal of the doctrine led to the ‘Cold War’ and wars in Korea and Vietnam that only served to create and â€Å"elevate global resentment towards the United States† (Briley n.pag). Conclusion The implementation of Truman Doctrine policy certainly was without blemish. However, its overall outcome has years later, proved more beneficial to the world. Today much of the world enjoys peace and stability thanks to simple but strong statements outlined by a bold leader more than half century ago. It should serve as a good example that the potential effects of a presidential doctrine of a powerful nation should never be taken lightly. It may greatly influence foreign policies for many years to come. Work Cited Briley, Ron. â€Å"Mixed Legacy of the Truman Doctrine†. Milestonedocuments.com. Schlager Group, 29 Mar.2010.Web.23 Apr.2011. Fried, Daniel.†Enduring Legacy†. NYtimes.com.New York Times Company, 12 Mar.2007. Web. Hollitz, John. Contending Voices: Since1865 (vol 2).3rd ed. Stamford: Cengage Learning, 2010.Print. Pozuelo-Monfort, Jaime. New Architecture of Capitalism.Hoboken: John Wiley and Sons. 2010. Print. Pulis, Fred. Impact and Legacy Years. 1941, 1947, 1968.Bloomington: Traford Publishing, 2007.Print. Watson, P Robert, Charles Gleek and Micheal Grillo. Presidential Doctrines: National Security from Woodrow Wilson to George W.Bush. New York: Nova Publisher, 2003. Web. This essay on The Truman Doctrine was written and submitted by user Joslyn Carver to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. The truman doctrine

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Origins Of Alternative Education In India Education Essay

Origins Of Alternative Education In India Education Essay According to one of the view, education has been derived from the Latin word educare which means to bring up or to raise. According to this view, education is process of imparting to an individual certain information and knowledge which was considered by the society. Education implies the modification of the behaviour of the individual by imposing standards of society upon him. Thus, this derivation gives the concept of teacher-centred rather than child-centred education. There is another group of thinkers who believes that the term education has been derived from the Latin word educere which means to lead out or to draw out. Education therefore, means to lead out or draw out the best in man. It is the process of drawing out from within rather than imposing from without. In the Indian Context the Education means The Indian Synonyms of Education are the words Shiksha and vidya. Shiksha is derived from the Sanskrit verbal root Shas which means to discipline to control to instruct or to teach. Similarly Vidya is also derived from Sanskrit verbal root vid which means to know. Hence the disciplining the mind and acquisition of knowledge have always been the dominant theme in Indian approaches to understanding the education. Experimental learning The experimental education is an organic and constantly evolving approach to learning .According to them they believe that anyone can do it. The ideas advocated can be replicated almost anywhere, and can be used, as some are doing, in mainstream (government and private) schools. This type of pedagogy helps in Enhancement in Education. It explores the ways in which children can discover their own talents and interest, at their own talents and interest, at their own places, in their own ways, assisted by teachers, parents, and friends and others-learning in and from their neighbours, their village, their community and the environment in which they live. It tells that how education can be successful in terms of childs own need for knowledge. This kind of education therefore relies heavily on experiential learning which compiles of innovative approaches, method, and idea of learning, aim to be child centred). The relevant and liberating education should include:- Being child-focussed- the child is the centre. The child dictates the pace and interests. Allowing learning in multiple ways. Enhancing the senses through learning. Not being exclusive, there is a (government-prescribed) examination for school completion, nor it should exclusive in the terms of class, gender, caste or religion. Meeting a childs life -enriching needs in compliance with child rights, imparting spiritual values, knowledge of moral, social norms and duties and finally, it should try out to meet life-development needs of functional training of innate talents, and vocational education. The importance of education being child-centred, starting from what the child knows and is interested in, and at the pace preferred by the child. Now Approach to primary education has been formally accepted not only by the one country but also by the whole world including the developed and under developing countries as a human right for almost half a century. Yet, today even we enter into the era of 21st Century; there is only about three-quarters of children of school-going children are able to attend a primary school. In a developing countries large number drop-out of children took place before reaching Class V and there are many others who are never able to reach schools. Although the country like India in which the government had placed a high priority on education in policy statements, every time fails because of proper implementation is lacking in the policy. Thus an India stand with 30 per cent of the worlds illiterates has female literacy rates much lower than in sub-Saharan Africa [PROBE 1999]. The worlds largest number of children who are out-of-school is reached the mark which is close to 59 million are in India, ou t of which 60 percent are girls (Human Development Report 2000, UN).37 percent of the children from India are unable to reach Class V [Haq and Haq 1998]. And this despite the Directive Principles in Article 45 of the Indian Constitution which prescribes that the state shall try to provide, within a tenure of ten years from the commencement of the Constitution, for free and compulsory education for all children until they reach the age of 14. Although after this decision the number of primary schools has increased 2.82 times since 1951 and enrolments have improved, the responsibility of the government for creating a satisfactory infrastructure has in practice not been matched by corresponding out-lays which continue to remain woefully inadequate at around 3 per cent of the GDP. The vast number of maze of literature on primary education in India has identified various reasons for its abysmal state; why children drop out and why they remain un enrolled or not going in the school. In th is space several studies have been done which indicated that the poor quality of schooling is responsible for low retention [Colclough 1993; Bhatty Kiran 1998; PROBE 1999; Banerji 2000; Dreze and Gazdar 1996]. However, most of these studies look at the problem of education within the confines of the classroom. They tend to ignore or underplay the fact that besides poor quality, demotivated or un interested teachers and inadequate infrastructure, there are larger other structural constraints which impede access of children to schools. There are several literature written on primary education in India also reveals that access and retention remain problem areas in this sphere. Origins of Alternative Education in India History Overview The present mainstream educational system was inaugurated in India in the mid-nineteenth century. Over the next century; it almost completely supplanted earlier educational institutions. There had, earlier, been a wide network of small village schools- pathsahlas, gurukuls and madarasas. There was a concept of One Village-One School and was become the norm in various parts of the country, up to the earlier nineteenth century. A large number of such learning schools-reportedly100, 000 was just in Bihar and Bengal. They played important social role and were, in fact watering holes of culture of traditional communities. (Dharampal, 2000).Students from various castes studied in these schools, although there was no such discrimination on the basis of castes, creed and colour. It was open for all but there must have been disproportionately representation in the school, the boys outnumbered girls. Most of the girls learnt a range of skills within their homes; from parents, relatives, and pr ivate tutors- including Arts, crafts, practical skills, agriculture, health and languages. Harking back to the tradition of monasteries and ashrams, schools interspersed training in practical life skills with academic education. As the time goes on within the overall context of decline of local economies, these went into decline and decay under colonial rule. Intentionally the policy was employed by the government to wipe out this community based schooling, and replace it with an alien model. In 1931, Gandhi alleged that today India is more illiterate than it was 50 or a 100 years ago (M.K.Gandhi 1931, Dharampal 2000). He also added that British administrators had à ¢Ã¢â€š ¬Ã‚ ¦.scratched the soil and begun to look at the root, and left the root like that and beautiful tree perished. Indigenous education was replaced by an alien and rootless, deliberately set up, as it was explained by Lord Macaulay (1835), to form a class who interprets between us and the millions we govern. Despite the transfer of power in 1947, Indian schools continued in the same mould. Some changes were introduced: the government expanded its reach and network of schools in both rural and urban areas and local vernacular languages were accepted as medium of instruction in these schools. Today we have vast network and number of government in our country and growing number of private run institutions. Yet, the basic format remained the unchanged, a large number of school today based on derivative and mechanistic model. They are designed to produce individuals who fit into modern society and its (Consumerist and competitive) Values, and are easy to govern since they learn to be highly disciplined within hierarchical, centrally administered institutions. Schooling thus, tends to reinforce social inequalities-Class, caste and gender. Affluent Children go to privately run schools, while poor attend schools run by the state because for poor access to private school has become the dream. Despite of Vital differences in facilities and funding, all these schools share a similar ethos. The ascent is on absorbing information rather on original thinking and imagination. The set up is centralised and bureaucratic, teachers distanced from students mostly merely doing a job, while school act as a delivery points for a set curriculum and content. Schools generate failures in large scale-contributing to crises of confidence at national level. Early Pioneers Alternative or the experimental learning to the educational system began to emerge as early as the late nineteenth and the early twentieth centurys. Some of these efforts really mark a significant change and their efforts are still visible. Social reformers began exploring alternative education by the late of nineteenth century. Swami Vivekananda, Dayanand Saraswati, Syed Ahmed Khan, Jyotiba Phule, Savitribai Phule and others promoted the idea of education as a force for social regeneration, and set up schools/institutions toward this end. Vivekananda and Dayanand Saraswati combined religious revitalisation with social service/ political work, through the Rama krishna Mission and Arya Samaj Schools respectively. Syed Ahmed Khan set up the Aligarh Muslim University (originally, Mohammadan Anglo Oriental College), with the goals of imparting modern education without compromising on Islamic Values. Jyotiba and Savitribai Phule were actively concerned with overcoming the social inequalit ies. They mainly work with the dalit children and girl schooling in Maharashtra. There were some Significant educationists emerges in half of the twentieth century included Rabindra Nath Tagore, Mahatma Gandhi, Jiddu Krishnamurthy, Gijubhai Badheka And Sri Aurobindo. By the mid of the 1920s and 1930s, these stalwarts had created the number of viable models of alternative learning, as a considered response to the ills of mainstream education. Some of the ideas were in alliance with the struggles for national Independence and the revitalisation of Indian society. The alternatives emphasised commitments, and reciprocal links between school and the society. Rabindranath Tagore pointed out several limitations of school set up by colonial authorities, in his writings Shikhar Her Fer (1893) and Shikhar Bahan (1915). As a child, Tagore had refused to attend School; he later wrote, What tortured me in my school days was the fact that the school has not the completeness of the world. It was a special arrangement for giving lessonsà ¢Ã¢â€š ¬Ã‚ ¦But children are in love wit h life, and it is their first love. All its colour and movement attract their eager attention. And are quite sure of our wisdom in stifling this love? We rob the child of his earth to teach him geography, of language to teach him grammarà ¢Ã¢â€š ¬Ã‚ ¦Child-Nature protest against such calamity with all its power of suffering, subdued at last into silence by punishment. (Tagore, in Chakravarty1961,pg 218; in Prasad2005, pg81). Tagore set up his own alternative to the prevailing educational system: Vishwa Bharati in Shantiniketan, Bengal. Classes here, were- and still are held in the lap of nature. Vishwa Bharati becomes a centre for excellence in art and aesthetics, creative activities and awareness of local as well as world cultures. Gandhis view resembles Tagores in the emphasis on contextually relevant education, mother tongue as the medium of instruction, and opposition to examination-oriented bookish reaching. He translated his vision into practice through a series of school, starting in Phoenix Farm and Tolstoy Farm in South Africa and continuing into schools set up in Champaran, Sabarmati, Wardha and many other parts of India. Gandhi developed Nai Taleem or Basic Education in which students devoting few hours daily to academic pursuits, and the rest of the day to the performance of Bread Labour that includes craft work, agriculture, cooking, cleaning and related tasks. His approach to education aimed at strengthening village life and communities. As early as 1917, When Gandhi began five small schools for peasants children in Champaran, then he said, The idea is to get hold of as many children as possible and give them an all round education, a good knowledge of hindi or urdu and through that medium, knowled ge of arithmetic, rudiments of history and geography, simple scientific principles and some industrial training. No cut and dried syllabus has yet been prepared because according to him I am going on a unbeaten track. I look upon you present system with horror and distrust. Instead of developing the moral and mental faculties of the little children it dwarfs them. Stage crafts, arts, sports and celebration of festivals from all religion were important parts of Nai taleem. In Nai Taleem there were no textbooks as such, but students were constantly encouraged to use library and can get the knowledge of diverse field. In the library education is not only the motive but exposure to different field or subjects are also required. Educationist Gijubhai Badheka emphasised on childrens need for an atmosphere nurturing independence and self-reliance. He gave this idea an institutional basis by establishing Bal Mandir in Gujarat in 1920, and in his writings, he identified the different facets of idea. Gijubhais Divaswapna (1990) is the fictitious story of a teacher who rejects the orthodox culture of education. This classic piece of writing by him yields rich insights into effective teaching, as it describes experiments in education undertaken by an inspires teacher in a ordinary village school. Gijubhai explains and clearly showed that how to teach history, geography, language and other subjects through stories and rhymes, in a way that appealed to children. He believed in arousing the childs curiosity in a thousand and one things ranging from insects to stars, rather than routine textbook teaching. Gijubhau wrote a number of books and booklets for parents, teachers, general readers and captivating stories and ve rses for children. J. Krishnamurti too thought of education in connection with the whole of life. It is not something isolated, leading to alienation. He looks closely at the process of learning in relation to human life. In the biography of Krishnamurti, pupul jayakar quotes him speaking of that period in his life some 75 years later.The boy had always said, I will do whatever you want. There was an element of subservience, obedience. The boy was vague, uncertain, and unclear; he didnt seem to care what was happening. He was like a vessel, with a large hole in it, whatever was put in, went through, nothing remained.( J. Krishnamurti: a biography. Arkana,1996). He noted that the teachers have a responsibility to ensure thatà ¢Ã¢â€š ¬Ã‚ ¦when child leaves the school, he is well established in goodness both outwardly and inwardly. Krishnamurti set up two schools in the 1930s, Rajghat Besant School in Varanasi, UP and the Rishi Valley School in Andhra Pradesh, over the decades, the KFI (Krishnamurti Foun dation of India) has kept alive its commitment to meaningful education, expanding its network of schools to Chennai, Uttarkashi, Bangalore and Pune. Like Gijubhais and Gandhis schools, KFI has shown that alternative education can be made accessible to those from underprivileged backgrounds as well. Learning goals are individualised for each child, and teaching aids are carefully designed using cards, books, puppets, stories and local material. A visit to any of this school of Krishnamurti bring to his thought: Education is not just to pass examination, take a degree and a job, get married and settle down, but also to be able to listen to the birds, to see the sky, to see the extraordinary beauty of a tree, and the shape of hills, and to feel with them, to be really, directly in touch with them. Mainstreaming Alternatives Innovation of Alternatives Schools can spread to mainstream Education? Though it might seem fragmented and confusing, the landscape of alternative schooling is certainly fertile! From the range of schools discussed earlier, it is clear that there are people scattered across the different parts of the country, dreaming of a different kind of education, and many who are actually living out their dreams. Most of the experiments are small but fundamentally replicable. They reached out their target population in a meaningful ways to diverse children, from the different economic backgrounds and from diverse social settings. Several Experiments are clustered in Karnataka, Madhya Pradesh and Maharashtra with the sprinkling in other places including Uttar Pradesh, Uttarakhand, Bengal, Gujarat, Delhi, Pondicherry, Tamil Nadu, Andhra Pradesh, Kerala and others. It is instructive to remember that sometimes, there is no hard and fast line dividing the mainstream from the alternative. Even hardcore mainstream schools gradually adopt some elements of alternative learning in their pedagogy to teach the children. Lots of primary and nursery schools across the country have for instance have adopted the some elements of Montessori and play way methods, through which children enjoy the learning and grab the technique more quickly and efficiently. Widespread questioning has propelled even the government to usher in some improvements. Thus, non formal education campaigns links education to social awareness. The Bihar Education Project ( in partnership with UNICEF) has opened Charwaha Vidyalayas (for children grazing animals) and Angana paathshalas (courtyard schools for girls in remote areas). The Central governments Education Guarantee Scheme, and Alternative and Innovative Education Scheme employ flexible strategies for out of school children, incl uding bridge courses, back to school camps and residential camps for accelerated learning. In some of these, learning outcomes have proved to be of quite a high standard (Education for All 2005). Premier teacher training institutions such as the District Institutes for education and training (DIET) have incorporated a few creative, child centred pedagogies. The NCERT has devised a new, state of art curricular framework for school education. Yes all this is still a far cry from the realisation from the full blown alternatives. It is really sad to know that mainstream education still dominates the lives of the vast majority of Indian children. It mainly depends upon its philosophical foundation which rest on large scale, centralised, examination oriented teaching, with flexible daily schedules and rigid syllabi. In India they are many such examples which can be illustrated to a number of groups who were engaged in putting in their best efforts to bring about significant change in the field of education. They believe in their own work it does not matter to them that their effort was not in the large scale or that it was not visible to all people in the country. They think that if they or their work even influence the few young minds, they set us thinking about the enormous possibilities that would open up if the if local or national government support this changes. The government policy to set up a National Institute of Op en Schooling (NIOS) was found to be the most popular and significant step toward improvement in the field of education. Such a step opens the door to informal and individualised pace of learning, which was welcomed by most of the alternative schools. Indeed it was the first time when alternative learning was coming on their path of main stream professional education. With this government initiative to open NIOS has made possible the following: The opening of school for slow learners Inclusive education for the differently able along with normal children. Delinking of the methodology of a learning programme from the stringent requirements of the Board Examination. Addressing the different pace of learning. Giving a point of entry to the mainstream from an alternative paradigm. In Pedagogy of Hope, Freire writes, I do not understand human existence, and the struggle needed to improve it, apart from hope and dream'(Freire 1996). Keeping the hope alive is not easy. To even identify and explore existing alternatives-however they may be possibility of being imperfect and incomplete but still it is an exercise in hope. So today it is very necessary need to reach and stay close to mainsprings of alternative educational thinking-which nestles within the visions of wider transformative socio-political changes. These alternatives will continue to develop, expand and widen. We are required to shed the notion that There is No Alternative and instead, work toward bringing and actively increasingly cohesive, meaningful alternatives to the society. Why such Education is needed? According to Martha C. Nussbaum, she explains in one of her article that Public education is crucial ingredients for the health of democracy. Recently there are many initiatives has been taken around the world in the field of education, however they are mainly narrow down their focus on science and technology, neglecting the important subject such as arts and humanities. They also focus on the internalization of information, rather than on the formation of the students critical and imaginative capacities. The author demonstrated the live example which she has experienced in Bihar with the one of the Patna centred Non government organisation named Adithi. When they reached a place near to Nepalese border, they found very meagre facilities. Teaching is done mostly outside the classroom on the ground, or under the shade of barn. Students were suffering from basic facilities such as paper and only few slates were available that has to be passed hand to hand. However it was creative educa tion. Next she visited the girl literacy program, house in a shed next door. The daily schedule of girls were little busy as in the morning they went for herding of the goat, So there classes began around 4p.m. about 15 girls in total comes to this single classrooms age 6-15 years for three hours of after work learning. There are no desks, no chairs, no blackboard are available, and there is only few slates and bit of chalks but these problem does not stop girls from coming to the class and the passion of the teacher is also one of the major factor of this binding. The teacher is themselves among the poor rural women assisted by the Adithi program. . Proudly the girls brought in the goats that they had been able to buy from the savings account they have jointly established in their group. Mathematics is taught in part by focusing on such practical issues. Author thinks that there are many things to learn from given examples but few of them can be: first, the close linkage between education and critical thinking about ones social environment; second, the emphasis on the arts as central aspects of the educational experience; third, the intense passion and investment of the teachers, their delight in the progress and also the individuality of their students. Now the author elaborates model of education for democratic citizenship. According to her there are three types of capacities are essential to the cultivation of democratic citizenship in the todays world (Nussbaum, 1997). The First is a Capacity stressed by both Tagore and Jawaharlal Nehru. They emphasise on the capacity for critical examination of oneself and ones traditions, for living what we may follow Socrates; we may call the examined life. This capacity can only be obtain if we train one self, Training this capacity requires developing the capacity to reason logically, to test what one what he or she reads or says for consistency of reasoning, correctness of fact, and accuracy of judgment. Testing of this sort frequently creates new challenges to tradition, as Socrates knew well when he defended himself against the charge of corrupting the young But he defended his activity on the grounds that democracy needs citizens. Critical thinking is particularly crucial for good citize nship in a society that needs and required to come to grips with the presence of people who differ by ethnicity, caste, and religion. Then after she describes the second part of the her proposal Citizens who cultivate their capacity for effective democratic citizenship need, further, an ability to see themselves as not simply citizens of some local region or group, but also, and above all, as human beings bound to all other human beings by ties of recognition and concern. It is very essential that they have to understand both the differences that make understanding difficult between groups and nations and the shared human needs and interests that make understanding essential, if common problems are to be solved. This means learning quite a lot both about nations other than ones own and about the different groups that are part of ones own nation.This task includes showing students how and why different groups interpret evidence differently and construct different narratives. Even the best textbook will not succeed at this complex task unless it is presented together with a pedagogy that fosters critical thinking, the critical scrutiny of conflicting source materials, and active learning (learning by doing) about the difficulties of constructing a historical narrative. This brings me to the third part of my proposal. As the story of the dowry play in Bihar indicates, citizens cannot think well on the basis of factual knowledge alone. The third ability of the citizen, closely related to the first two, can be called the narrative imagination. This means the ability to think what it might be like to be in the shoes of a person different from oneself, to be an intelligent reader of that persons story, and to understand the emotions and wishes and desires that someone so placed might have. As Tagore wrote, we may become powerful by knowledge, but we attain fullness by sympathy à ¢Ã¢â€š ¬Ã‚ ¦ But we find that this education of sympathy is not only systematically igno red in schools, but it is severely repressed (Tagore, 1961, p. 219). Finally, the arts are great sources of joy and this joy carries over into the rest of a childs education. Amita Sens book about Tagore as choreographer, aptly entitled Joy in All Work, shows how all the regular education in Santiniketan, which enabled these students to perform very well in standard examinations, was infused with delight because of the way in which it was combined with dance and song. Children do not like to sit still all day; but they also do not know automatically how to express emotion with their bodies in dance. Tagores expressive, but also disciplined, dance regime was an essential source of creativity, thought, and freedom for all pupils, but particularly for women, whose bodies had been taught to be shame-ridden and inexpressive (Amita Sen, 1999). Story of a Bird A very beautiful story has been demonstrated by the author about the education that if there is no proper guidance is given to teacher towards the children, then it led to the severe damage to childs mind. According to her there is no more wonderful depiction of what is wrong with an education based on mere technical mastery and rote learning than Tagores sad story The Parrots Training. A certain Raja had a bird that he loved. He wanted to educate it, because he thought ignorance was a bad thing. His pundits convinced him that the bird must go to school. The first thing that had to be done was to give the bird a suitable edifice for his schooling: so they build a magnificent golden cage. The next thing was to get good textbooks. The pundits said, Textbooks can never be too many for our purpose. Scribes worked day and night to produce the requisite manuscripts. Then, teachers were employed. Somehow or other they got quite a lot of money for themselves and built themselves good houses. When the Raja visited the school, the teachers showed him the methods used to instruct the parrot. The method was so stupendous that the bird looked ridiculously unimportant in comparison. The Raja was satisfied that there was no flaw in the arrangements. As for any complaint from the bird itself, that simply could not be expected. Its throat was so completely choked with the leaves fro m the books that it could neither whistle nor whisper. The lessons continued. One day, the bird died. Nobody had the least idea how long ago this had happened. The Rajas nephews, who had been in charge of the education ministry, reported to the Raja: Sire, the birds education has been completed. Does it hop? he Raja enquired. Never! said the nephews. Does it fly? No. Bring me the bird, said the Raja. The bird was brought to him, guarded by the kotwal and the sepoys and the sowars. The Raja poked its body with his finger. Only its inner stuffing of book-leaves rustled. Outside the window, the murmur of the spring breeze amongst the newly budded Asoka leaves made the April morning wistful. (Tagore, 1994) This wonderful story hardly needs commentary. Its crucial point is that educationists tend to enjoy talking about themselves and their own activity, and to focus too little on the small tender children whose eagerness and curiosity should be the core of the educational endeavour. Tago re thought that children were usually more alive than adults, because they were less weighted down by habit. The task of education was to avoid killing off that curiosity, and then to build outward from it, in a spirit of respect for the childs freedom and individuality rather than one of hierarchical imposition of information. I do not agree with absolutely everything in Tagores educational ideal. For example, I am less anti-memorization than Tagore was. Memorization of fact can play a valuable and even a necessary role in giving pupils command over their own relationship to history and political argument. That is one reason why good textbooks are important, something that Tagore would have disputed. But about the large point I am utterly in agreement: education must begin with the mind of the child, and it must have the goal of increasing that minds freedom in its social environment, rather than killing it off.

Freedom is the Cost of Stability in Brave New World Essay -- Brave New

     Ã‚  Ã‚  Ã‚   David Grayson once said that "Commandment Number One of any truly civilized society is this: Let people be different". Difference, or individuality, however, may not be possible under a dictatorial government. Aldous Huxley's satirical novel Brave New World shows that a government-controlled society often places restraints upon its citizens, which results in a loss of social and mental freedom. These methods of limiting human behavior are carried out by the conditioning of the citizens, the categorical division of society, and the censorship of art and religion. Conditioning the citizens to like what they have and reject what they do not have is an authoritative government's ideal way of maximizing efficiency. The citizens will consume what they are told to, there will be no brawls or disagreements and the state will retain high profits from the earnings. People can be conditioned chemically and physically prior to birth and psychologically afterwards. The novel, Brave New World, takes place in the future, 632 A. F. (After Ford), where biological engineering reaches new heights. Babies are no longer born viviparously, they are now decanted in bottles passed through a 2136 metre assembly line. Pre-natal conditioning of embryos is an effective way of limiting human behaviour. Chemical additives can be used to control the population not only in Huxley's future society, but also in the real world today. This method of control can easily be exercised within a government-controlled society to limit population growth and to control the flaws in future citizens. In today's world, there are chemical drugs, which can help a pregnant mother conceive more easily or undergo an abortion. In the new world, since there is no need... ...rolled society appears to be a Utopia, where everyone is happy and lives in harmony, but the price paid is comparable to the superficial happiness that the citizens receive. Without the freedom of choice, the citizens do not actually realize the joy when a task is accomplished. Without having to work for a goal, the people do not appreciate the pleasure once the goal is achieved and do not actually understand the true meaning of happiness. The price for Utopia, in a word, is freedom.    Works Cited and Consulted Bedford, Sybill. Alodus Huxley. New York: Harper and Row, 1974. Berton, Pierre. The Great Depression. Toronto: McClelland and Stewart, 1990. Huxley, Aldous. Brave New World. London: Flamingo, 1994. Rae, John. Henry Ford. Englewood Cliffs: Prentice-Hall, 1969. Woodcock, George. Dawn and the Darkest Hour. London: Faber and Faber, 1972.

Book pseudo-philosophical

The book of job is indeed a difficult book (particularly because it is structured like a poem, which i think made it all the more boring. ) But going beyond that, it has some interesting pseudo-philosophical discussions going on. Job is a brave man, given the circumstances and the general assumptions about the nature of the universe at the time (a universe where god occasionally makes his presence known through a whirlwind or some such device).Job is good and brave, but I think there is an inherent assumptions in his arguments that make them fail (in my book): the assumption of the validity of the rationale behind the rules under which God seems to operate. Since Sin is also, ultimately, God's invention, I think an appropriate response to such a condition as Job's would have been â€Å"Why are You playing around with us? † When Job finally acknowledges God's justice, Job gets his good life back! (Someone was just being childish and just wanted some appreciation, after all. )I don't believe that there is a direct correlation between good actions and†¦ divinely bestowed awards. A bit of work and a bit of luck are what it takes to get a good life. As for Genesis chapters 1-11, I cannot take these as an authentic record of historical events. While reading, I kept getting a feeling, in the back of my mind, that there is something inherently wrong in the rationale and explanations of the behaviors of the characters (God included). The story presented in Genesis has the makings of a myth, and is in the same level as that of other creationist stories of other beliefs.As Darwin says, the concept of God is quite beyond the scope of my abilities. Genesis 1-11 is an â€Å"explanation† of the origins of the world, which I believe must be a lot more complex than the chapters relate (at least on the surface). It also â€Å"explains† the origins good and evil in modern mankind. Boring also. Primarily because the story has been recounted countless time s, and, understandably, the sentences are structured as dissimilarly as possible from everyday speech, while still retaining grammatical correctness. But it is still nice to understand ancient (and modern) cultural and religious mentality.

Comparison of Louise Woodward Coverage Essay Example

Comparison of Louise Woodward Coverage Essay Example Comparison of Louise Woodward Coverage Essay Comparison of Louise Woodward Coverage Essay I am writing an essay about the case of the British nanny Louise Woodward who was accused of killing Mathew Eappen the son of Deborah and Sunil Eappen who live in New York. I am working from the tabloid newspapers the Sun and the Mail I am also working from the Broadsheet newspaper the Guardian.In the tabloid articles the large dramatic headline is in capital letters and takes up a quarter of the article and uses slang such as brit apposed to the word British terminology and alliteration such as nannys nights of neglect that grabs the attention of the reader because it is so big and bold. The picture of the mother Mrs Eappen is an emotional picture as it looks as if she is trying to explain something to the court. The caption under the picture is kind and pleasant because it says how emotional she is and it uses her first name and that makes you feel close to her.The picture of Louise Woodward is much different to the picture of Mrs Eappen because it is much darker and less attractive it looks as if Louise is scared and alone and the caption underneath the picture says accused which is the complete opposite of the caption underneath the picture of Mrs Eappen as it is much more harsh and cold, it doesnt let you think about what she must be feeling just that she is accused of murder. Instead of calling her by her first name the caption just says Woodward which is much more formal and distances you from her. Both of the sub headings are short and sharp.The sub-heading is much smaller in size of font and in the number of words. The sub heading is under lined which shows an amount of importance, the sub-heading is there to give you the main point about the article. In the tabloid paper the sub-heading reads Mums fear over Louise which is biased against Louise as it makes her look as if she should be feared. The actual article story is a much smaller font but even that is split up into different fonts, the first paragraph is in small font but set in bold type but the following text is normal apart from the quotations which are in italics.The Sun article is shared into readable chunks to make it easier on the reader each segment is separated by a dramatic word such as shake that is in large bold lettering and is underlined. In the Mail the article is split up by quotations of Mrs Eappen. Both the Sun and the Mail use sensational language such as partied, accused, massive and distraught thus creating anger and hate towards Louise Woodward in the readers mind, this makes you believe that Louise is guilty before you know all the facts. The Sun and Mail both also use emotive language such as Mattie almost making you think about Mathew Eappen as if he was the boy next door.The Guardian, which is a Broadsheet paper, has a headline that is much smaller than the headline of the tabloid papers, which means it only takes up roughly one seventh of the paper compared to the quarter page headline of the tabloid papers, which is quite a significant difference. The headline is much more formal, it uses neither slag nor alliteration to try and get the attention of the reader. Unlike the tabloids there is no sub-heading. The opening paragraph is detached from the rest of the article and it is all in a different bold font apart from the name David Usborne which is not in bold.It is also all in Standard English and detailed. The following lettering is in a simple font and standard size. The article is split into four well-presented long readable columns; the paragraphs are also all very lengthy. Unlike the tabloid papers the article is not split up by any words, phrases or quotations that makes it very heavy on the readers eye because there is so much to read in one go. There is only one picture and that is of Louise Woodward with a caption below that is in a full sentence, which is unbiased it is just a simple fact about Louise in the court.The Guardian only uses Standard English and many medical terms when talking about Mathew Eappen to give much more details about the case. In my opinion I believe that the tabloids are much more biased than the broadsheet papers in their articles they tend to pick sides. The guardian is much more equal and gives hard and detailed facts about each person and their story, they are much more compassionate. I would pick the tabloid paper just because I read papers just for the different gossip but if I was to read a paper for the details about a certain subject I would without doubt choose a Broadsheet.

Alloy Definition and Examples in Chemistry

Alloy Definition and Examples in Chemistry An alloy is a substance made by melting two or more elements together, at least one of them metal. An alloy crystallizes upon cooling into a solid solution, mixture, or intermetallic compound. The components of alloys cannot be separated using a physical means. An alloy is homogeneous and retains the properties of a metal, even though it may include metalloids or nonmetals in its composition. Alternate Spellings: alloys, alloyed Alloy Examples Examples of alloys include stainless steel, brass, bronze, white gold, 14k gold, and  sterling silver. Although exceptions exist, most alloys are named for their primary or base metal, with an indication of other elements in order of mass percent. Uses of Alloys Over 90% of metal used is in the form of alloys. Alloys are used because their chemical and physical properties are superior for an application than that of the pure element components. Typical improvements include corrosion resistance, improved wear, special electrical or magnetic properties, and heat resistance. Other times, alloys are used because they retain the key properties of component metals, yet are less expensive. Example Alloys Steel: the name given to an alloy of iron with carbon, usually with other elements, such as nickel and cobalt. The other elements add a desired quality to the steel, such as hardness or tensile strength.Stainless Steel: another iron alloy, which typically contains chromium, nickel, and other elements to resist rust or corrosion.18k Gold: this is 75% gold. The other elements typically include copper, nickel, or zinc. This alloy retains the color and luster of pure gold, yet is harder and stronger, making it better suited for jewelry.Pewter: an alloy of tin, with other elements such as copper, lead, or antimony. The alloy is malleable, yet stronger than pure tin, plus it resists the phase change of tin that can make it crumble at low temperatures.Brass: a mixture of copper with zinc and sometimes other elements. Brass is hard and durable, making it suitable for plumbing fixtures and machined parts.Sterling Silver: is 92.5% silver with copper and other metals. Alloying silver makes it h arder and more durable, although the copper tends to lead to greenish-black oxidation (tarnish). Electrum: Some alloys, like electrum, occur naturally. This alloy of silver and gold was highly prized by ancient man.Meteoritic Iron: While meteorites may consist of any number of materials, some are natural alloys of iron and nickel, with extraterrestrial origins. These alloys were used by ancient cultures to make weapons and tools.Amalgams: These are mercury alloys. The mercury makes the alloy much like a paste. Amalgams may be used in  dental fillings, with the mercury intact, although another use is to spread the amalgam and then heat it to vaporize the mercury, leaving a coating of another metal.

English Essay Example | Topics and Well Written Essays - 500 words - 58

English - Essay Example It is proficient in making calls, playing games, social networking, text messaging, and watching videos just to name a few. Its stylish look is awesome and practical design elements such as gentle curves, smooth lines, and ergonomic grip makes natural fit for any lifestyle. It has amazing displays that enables the user to view documents and watch movies efficiently. According to Leishear (1), the Galaxy 3 has an outstanding multitasking performance that enables one to watch video while emailing or texting without closing or restarting the device. The user can watch videos while running other tasks, which makes it a great choice in today’s society that regards multitasking performance. With the 8MP camera and zero lag shutter speed, one can capture people and moving objects without delay. Significantly, it captures twenty continuous shots and selects the best photo. The device is made for intuitive and intelligent interaction. It is detects motions, voice, and face thus provides a convenient way to interact in a natural way. For instance, while browsing the web or reading an e-book, it identifies how the user is using the phone with bright displays for that reason. The user can command the device to take a photo, answer a call, play a favourite song, or send a text message. Additionally, one can easily switch to calling a friend with the instant call feature that enables the user to automatically dial the number. With this device, one cannot miss a message as it gives vibrating nudges to alert on the messages and missed calls (Leishear 1). The device has outstanding features designed for instant interaction and sharing regardless the location. With this device, one can transfer videos, documents, and photos instantly. In four minutes, one can successfully share a 1GB video file and send pictures in the flash. With no doubt, the device creates an opportunity to share important

Forum on Congress Essay Example | Topics and Well Written Essays - 250 words

Forum on Congress - Essay Example The introduction of the bill to the houses is followed by reference of the bill to a special committee by the speaker of the house and Senate’s leader. The committees are given time to study the bill and sub-committees are invited to amend or add on to the bill after approval by the house (Smith et. al., 2007). The committee of house rules later receives the new bill and sets the limits and rules for the bill. The committee of house rules hands the bill to the house and senate. The house considers the rules attached, and after approving them, debate on the bill kicks off. The period for debate and amendment of the bill is not specified (Dewhirst & Rausch, 2007). A conference committee receives the bill after a vote by the house and the senate and harmonizes the changes made by the house with those of the senate. The house and the senate approve the harmonized bill and votes on it. The bill is then handed to the president to either approve or disapprove it. The president can automatically sign the bill if satisfied with it. It is within the president’s discretion to veto the bill or decline to sign the bill. If the congress is in session, vetoing the bill or declining to sign it renders it a law after the lapse of ten days (Smith et. al., 2007). The president can pocket veto the bill if the congress is going on recession thereby killing the