Game Theory and Best Decision Essay - 631 Words

Homework Assignment 1 Decision Analysis Questions 1-6 refer to the following A family business is considering making an investment in its manufacturing operation. Three decisions are under consideration: (1) a large investment; (2) a medium investment; and (3) a small investment. The business believes that there are three possible future outcomes for its product: (1) increasing demand; (2) stable demand; and (3) decreasing demand. The following payoff table describes the decision situation. |States of Nature | |Decision |Increasing Demand |Stable Demand |Decreasing Demand†¦show more content†¦5. If the business believes that the probability for increasing, stable and decreasing product demand are 0.4, 0.5, and 0.1, identify the best decision using the rule of maximum expected monetary value. |States of Nature |Show MoreRelatedGame Theory : An Integral Part Of Human Existence1570 Words   |  7 Pagesexistence. 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Neo- liberals do not feel that humans are goodRead MoreStochastic Game Models Within Cyber Security- A Survey1651 Words   |  7 Pages Stochastic game models in cyber security- a survey Kandethody Ramachandran and Zheni Stefanova University of South Florida Department of Mathematics and Statistics Tampa, FL 33620-5700 Abstract The internet is an integral way of conducting daily business from government agencies to entertainers. Protection of attack, damage, or unauthorized access is necessary with the increase of mobile users, digital applications and data networks. A cyber-security problem can be viewed as a conflict-resolution

Is A College Education Important - 957 Words

Is having a college education important? What is the value of a college degree? What does society say? The intent of this paper is to discuss arguments regarding whether or not college degrees are worthwhile or even necessary. Going to college after high school is a choice. Most parents want their child to go to school and obtain a college degree because they think with a college degree their child will go far in life and have a better life. Most people recognize the importance of attending college. At one point in my life I thought I would never be able to go to college because of my background and finances that posed an enormous problem. However, I have now been given the opportunity to obtain an education, but it is up to me if I†¦show more content†¦About one hundred years ago, the richest and most successful man in the United States, Andrew Carnegie, thought a college education was very unnecessary and not only that, he also thought that a college education was actually detrimental for young adults. As he remarked in the same article, â€Å"A college education unfits rather than fits men affairs.† At that time in United States history, only four percent of young adults attended college . If you look at the United States today, a much higher percentage of young adults will most likely attend college after graduating high school. Society has evolved over the years. Previously, society was very different than today. In 2013, people who enrolled to a four-year institution totaled14 million. The number of enrolled students is expected to jump to 20 million the next few years. Some are older students, and 70 percent of them are young adults that attend college right after high school, This number is up significantly from the 1970’s and 80’s, according to Gallup Poll News Service. About two thirds of high school students do believe going to college after high school is their best choice. Just like you eat dinner at the house and you automatically clean afterwards, perhaps the same expectation could be said for going to college automatically after you finish high school. However, there are current day people who also believe college degrees are not always necessary. According to Billitteri in CQ Researcher,

The Dead of the Night free essay sample

The best novels stand the test of time, providing the reader with an interesting story as well as conveying important themes and ideas† In John Marsden’s sequel to â€Å"Tomorrow When the War Began†, set in rural modern day Australia, comes his second novel of seven â€Å"The Dead of the Night†. John Marsden’s â€Å"TDOTN† has stood the test of time, by providing the readers with an interesting story as well as conveying important themes and ideas. We will write a custom essay sample on The Dead of the Night or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The themes and ideas of â€Å"Death and Destruction†, â€Å"Relationships and Friendships† and â€Å"Warfare and Survival†, are used to convey important messages to the readers, by relating back to the teenagers life, and teenage audience. Using narrative told in first person narration by teenager Ellie, Marsden reinforces this by using styles and techniques such as Humour and Juxtaposition, to convey important messages to the readers and teenage audience, thus making the novel an interesting story, and withstand the test of time, by conveying important themes and ideas. The theme of Death and Destruction is discussed in the novel â€Å"TDOTN†. The first encounter with Death and Destruction was the incident in Butter Cup Lane (Ch4). While the group was hiding in Butter Cup Lane to ambush a convoy of soldiers, a foot patrol of soldiers went to urinate in the bushes right where Homer and Chris were hiding. Homer grabbed a shot gun and shot the soldier, wounding him. â€Å"Jesus help me without thinking about it, I deliberately pulled the trigger† – pg 60 Ch4. Ellie is quoting that she didn’t want to think about putting the wounded soldier out of his misery, because she was afraid that she may back out if she logically contemplated this idea through and through her mind. Marsden uses Ellie’s train of â€Å"no thought† to convey important messages to the readers for the reason that many teenagers also do the same with their actions and don’t think things through appropriately. This is how John Marsden, uses the theme of â€Å"Death and Destruction† to make his novel withstand the test of time, by providing the reader with an interesting story as well as conveying important themes and ideas. The theme of â€Å"Relationships and Friendships† is also discussed in the novel, â€Å"TDOTN†, the initial encounter of relationships and friendships was when Homer declared a group meeting in the first chapter, to get the group back n track. The meeting helped the group come together as one again, after they were feeling sorry for themselves, for abandoning Kevin and Corrie. â€Å"We’ve spun our head for weeks. We’ve been upset and we’ve been scared. It’s time for us to take charge of our heads again, to be brave again to do the things we have to do† – pg 8-9 Ch1. This means that the group has been moping around for a very long time. They have been upset and scared of what lies ahead of them. Homer, who seems to be taking on a leadership role, says that it’s time for them to get back on track. To find Kevin and Corrie, and to see if any other guerrilla groups exists like them. Marsden conveys important themes and ideas, through the theme of â€Å"Relationships and Friendships†, making it an interesting story, because teenagers are also experimenting with their friends and relationships too, just like Ellie and Lee, and this makes teens question whether they’d in fact do the same for their own friends. John Marsden uses the current day to day dramas, to provide his readers with an interesting novel, in the way that the teenagers deal with their problems in their circumstances and conditions. This illustrates that â€Å"TDOTN† can withstand the test of time, providing the readers with an interesting story as well as conveying important themes and ideas. Marsden’s novel â€Å"TDOTN† can stand the test of time, by providing the readers with an interesting story as well as conveying important themes and ideas, through the theme of â€Å"Warfare and Survival†. Issues of these circumstances, include surviving the attack on Harvey’s Heroes, living in Hell and surviving all the staking and hiding out all over Wirrawee. One specific incident which highlights this theme is Butter Cup Lance. The teenagers before they attack the convoy of soldiers sit down and play their tactics and discuss what will happen and the procedures if something goes terribly wrong. Their dialogue and speech also shows their fear of the war and their survival instincts. â€Å"And suppose a patrol had jumped us? Suppose we’d been caught with sawn off shot guns? We’d all be put up against a tree and shot and you’d have 5 peoples blood on your hands† – pg 92. Ellie is yelling at Homer, because he had gone against the group and what they’d agreed upon and brought the shot guns anyway, this jeopardising their own survival. In addition to this Homer has broken their trust and put their survival at stake, this relates back to teenagers for the reason that friendships are built on trust. This is how Marsden uses the theme of â€Å"Warfare and Survival† to convey important themes and ideas, and provide the readers, with an interesting story, thus making â€Å"TDOTN† stand the test of time. In â€Å"TDOTN† Marsden uses the narrative structure of first person narration to effectively provide the reader with an interesting story, as well as allowing â€Å"TDOTN† to stand the test of time. Marsden uses Ellie’s own words and experiences to convey her feelings and emotions to the readers by using the authentic voice of a seventeen year old female. Ellie uses â€Å"I, we† and slang and colloquial languages, to tell her story. A good example of this is when Ellie is bringing everything up to date at the end of the novel on pg 270. â€Å"The only thing that I have to write to bring this up to date is about Chris. And what I put won’t be very logical. I’m so mixed up with my feelings about it all. † The narrative also follows the structure of intertwined action, storyline and drama. Ellie sometimes gets off track with future endeavours and ideas. This is how Marsden used first person narration to provide the readers with an interesting story, by using the authentic voice of a seventeen year old female, therefore making the novel stand the test of time. The techniques of Humour is exercised in the novel â€Å"TDOTN†, by breaking the tense atmosphere with humorous instances, to provide the reader with an interesting story, thus making â€Å"TDOTN† stand the test of the time. There are numerous examples which implement Humour in the novel. One of them being, when Major Harvey from the Harvey’s Heroes campsite was introducing his second in command, â€Å"Captain Killen† (Punn) to the teenagers. â€Å"In a few moments I will introduce to you my second in command, Captain Killen† – pg 109. Marsden used a Punn (form of Humour) to play on the words of the second in commands name. Another example was when the group walked into Major Harvey’s tent for the first time, and was shocked to discover how big and luxurious it was. â€Å"Major Harvey’s tent was so big by our standards† – pg 106. The teenagers were also shocked to discover that Major Harvey slept with a mosquito net. â€Å"Bit of a luxury that; â€Å"Fact is, I’ve got rather sensitive skin† – pg 106. Marsden uses Humour to provide the readers with an interesting story, by lightening our mood; he uses Punn and Humour to make fun of Major Harvey in the way that he is meant to be a tough leader/soldier and this shows the complete opposite of him. It shows that Major Harvey is high maintenance. This is how Marsden illustrates Humour in â€Å"TDOTN†, by providing the reader with an interesting story, thus withstanding the test if time. John Marsden also uses the style and technique of Juxtaposition to provide his readers with an interesting story, by comparing Harvey’s Heroes efforts, to the group of teenagers in the war. â€Å"Huh! Some of them are weird! They entertained me for hours last night, telling me what heroes they are. Seem like their biggest thrill was setting fire to a truck that had been broken down. They’d seen the soldiers leave it there and drive off in a Ute, so danger level was two on a scale of nought to a hundred† – pg 114-115. Ellie and Homer find this funny because Harvey’s Heroes is a co-ordinated group of ADULTS not teenagers, and the group have dealt much more damage than Harvey’s Heroes. Marsden compares the teenagers in Hell to a group of animals, feeding, collecting food, doing it tough and hiding. â€Å"Burrows among the rocks†, â€Å"Running wild in the night†, Ellie quotes that they are acting like nocturnal animals. Marsden uses Juxtaposition to provide his readers with an interesting story, between our group of teenagers and their successes in the war compared to Harvey’s Heroes. This illustrates that â€Å"TDOTN† can withstand the test of time. In conclusion â€Å"TDOTN† can stand the test of time by providing the reader with an interesting story as well as conveying the reader with important themes and ideas. Marsden does so by using the important themes and ideas of â€Å"Death and Destruction†, â€Å"Relationships and Friendships† and â€Å"Warfare and Survival†. John Marsden uses styles and techniques of first person narration, Humour and Juxtaposition to bring an interesting story together as well as to convey important themes and ideas to the readers. Therefore this illustrates that John Marsden’s â€Å"The Dead of the Night† can stand the test of time.

Middle East History - Jerusalem Essays - Jerusalem District

Middle East History - Jerusalem Elizabeth Cavness Period E Middle East History Jerusalem The conflict in Jerusalem is rooted in religious, political, and historical aspects. As a center for the worlds three major religions, with a history of political divisions and borders, as well as historical claims to the territory, it calls for a peaceful coexistence and sensitive diplomacy which will enable an accepted agreement. Jerusalem is a prize which, for thousands of years, has been fought over. Israeli's and Palestinians live side-by-side in the Old City, each claiming that Jerusalem belongs to them. There is no judgment that can be given, there is no right or wrong answer to the problem. For this issue to be solved, both sides must give concessions to each other, and truly feel the need for peace and friendly diplomacy in Jerusalem. The Torah, the most sacred Jewish text, claims that Jerusalem is the ancestral home of the Jewish people. The Torah says that the land was given to Abraham, the Jews patriarch, and his descendent as a birthright for his faithfulness to God. In 1000 BC, David, the Jewish king, established Jerusalem as his capital, and his son, Solomon, built a temple in the city for the Jewish people. Four centuries later, the Jews were conquered and forced into exile. They would not return to Jerusalem until the founding of modern Israel in 1948. During the Roman occupation of Palestine, Jesus was born in the city of Bethlehem. For Christians, Jesus is the Son of God, and the Messiah. Because of his religious beliefs, he as crucified near Jerusalem, and three days later, was resurrected. Tradition holds that the tomb was where the Church of the Holy Sepulcher is today. The Holy Land gave birth to the faith of Christianity. Shortly after the death of Mohammed, the man who established Islam and whom Muslims believe to be the prophet of Allah, the Muslims conquered Jerusalem. Muslims, too, claimed a rightful ownership of the land. They believe that they have an inheritance connection to the patriarch, Abraham, through a different lineage. Jerusalem holds incredible religious significance for the Muslims. Ten years before his death, Mohammed traveled to Jerusalem, where he then rose to heaven to speak with Allah directly. The Muslim people built the Dome of the Rock on top of the Temple Mount in honor of Mohammed's journey to the heavens. The Dome of the Rock is considered the third-holiest sight in Islam. At the base of the Temple Mount is the Western Wall, the holiest sight in Judaism. And less than a mile away is the Church of the Holy Sepulcher, the site of Christ's burial and resurrection. The struggle for ownership of the city intensified many years later at the end of the war, when Britain had total control of Palestine. The Balfour Declaration issued in 1917, included in the British mandate of Palestine, called for the idea of a Jewish homeland in Palestine. However, the Arabs believed that Palestine would be created an independent state by helping the British in the campaign against the Ottoman empire. Unfortunately, the British did not include this in their plans. They did set up a separate Arab state in 1921, which is now Jordan. However, the remainder of the Palestinian territory wished for independence. After World War II, Holocaust survivors flooded into Palestine and Jerusalem, and a partition by the United Nations was established.In November 1947, the British mandate ended, and Palestine was partitioned into Jewish and Arab states with Jerusalem as an international city. The Arabs did not agree to this plan, as they were intent on preventing any Jewish control in the area. However, Israel defended itself, and by 1949, it had joined the United Nations, and been recognized by more than 50 governments around the world. In a series of ?battles? in 1949 with Egypt, Jordan, Syria, and Lebanon, Israel established borders like those of Palestine during the British mandate. In 1967, the Six-Day War, Israel launched an attack against Egypt, Syria, and Jordan. Israel defeated all three, taking the Sinai and Gaza from Egypt, the Golan Heights from Syria, and the West Bank from Jordan. In 1979, the Sinai was returned to Egypt, and a peace

The Effect of IT on the Business World essays

The Effect of IT on the Business World essays This paper is about the way information technology effects the business world today. We will also talk about how information came about and how it has evolved over the years. There are also many more innovations we will discuss, such as: programming, networking, cell phones, DSL, internet, etc. We will also analyse the way information technology has affected the way businesses function and how the have adapted over the years. Civilization has never expenenced as much change as it has over the last twenty years. This change was brought about by the Information Age. Every part of our lives are affected by information technology. Information Technology is the best thing that has happened to the business world. Our businesses, as well as out own personal lives have all been extraordinarily transformed due to technological advances over the past twenty years. Since the introduction of the computer back in the 1940s, this has changes the way we do business. Before computers you would have to do everything by hand. The pre-information age business office included information producing tools, such as typewrites, and adding machines. Most of the equipment was simple, manual in operation, big, bulky, and noisy. Clerical staff primarily used this equipment as the were the appointed information processors of the time. (Article on the effects of technology on business; vaxxine.com/hyoomk/philo/humbl.html) Then along came the office networking, which allowed everyone in the company to be up to date using an integrated networking databases, programs, and information. ...

All about Être, a French Super Verb

All about Être, a French Super Verb Être  is an irregular French verb that means to be. The multitalented verb  Ãƒ ªtre  is omnipresent in the French language, both written and spoken and appears in a multitude of idiomatic expressions, thanks to its utility and versatility. It  is one of the  most-used  French verbs. In fact, of  the thousands of French verbs, it is among the top 10, which also include:  avoir, faire, dire, aller, voir, savoir, pouvoir, falloir  and  pouvoir. Être is also an auxiliary verb in  compound tenses and the passive voice. The ThreeMain Uses of'Être' The many forms of  Ãƒ ªtre  are busy binding together the French language in three essential ways: 1) to describe a temporary or permanent state of being, 2) to describe someones profession, and 3) to indicate possession.   1. Être is used with adjectives, nouns, and adverbs to describe a temporary or permanent state of being. For example:   Ã‚  Ã‚  Il est beau. He is handsome.  Ã‚  Ã‚  Je suis Paris. Im in Paris.  Ã‚  Ã‚  Nous sommes franà §ais. Were French.  Ã‚  Ã‚  Il est l-bas. Hes over there. 2. Être is used to describe someones profession; note that in French the indefinite article is not used in this type of  construction. For example:   Ã‚  Ã‚  Mon pà ¨re est avocat. My father is a lawyer.  Ã‚  Ã‚  Je suis à ©tudiant. Im a student.  Ã‚  Elle à ©tait professeur. She used to be a professor. 3. Être can be used with the preposition plus a stressed pronoun to indicate possession. For example:   Ã‚  Ã‚  Ce livre est moi.   This is my book.  Ã‚  Ã‚  Ã‚   qui est cet argent  ? Cest Paul. Whose money is this?  Its Pauls. Être as an Auxiliary Verb 1. For Compound Tenses: While avoir is the auxiliary for most verbs in the French  compound tenses,  Ãƒ ªtre  is the auxiliary for  some verbs  as well. The conjugated auxiliary verb is used with the past participle of the main verb to form the compound tense. For example:   Ã‚  Ã‚  Je suis allà © en France.   I went to France.  Ã‚  Ã‚  Nous à ©tions dà ©j sortis.   We had already left.  Ã‚  Ã‚  Il serait venu si...   He would have come if... 2.  For the  Ã¢â‚¬â€¹Passive Voice:  ÃƒÅ tre  in the present tense and the past participle of the main verb forms the passive voice. For example:   Ã‚  Ã‚  La voiture est lavà ©e.  - The car is washed.  Ã‚  Ã‚  Il est respectà © de tout le monde.   He is respected by everyone. Expressions With'Avoir' That Mean 'to Be' When does to have (avoir) mean to be (à ªtre) in French? In several idiomatic expressions, which are governed by the laws of use over time, as odd as the  use may seem.  For this reason, there are a number of state of being idiomatic expressions with avoir that are translated as  to be in English:   Ã‚  Ã‚  avoir froid to be cold  Ã‚  Ã‚  avoir raison to be right  Ã‚  Ã‚  avoir xx ans to be xx years old Weather Expressions Use 'Faire,' Not 'Être' Weather is another instance of odd  idiomatic usage. When talking about the weather, English uses a form of the verb to be. French uses the verb faire (to do or make) rather than à ªtre:   Ã‚  Ã‚  Quel temps fait-il  ? Hows the weather?  Ã‚  Ã‚  Il fait beau. It is nice out. / The weather is nice.  Ã‚  Ã‚  Il fait du vent. It is windy. Idiomatic Expressions with'Être' A multitude of idiomatic expressions using  Ãƒ ªtre exist.  Here are a few of the better-known expressions: à ªtre cà ´tà © de la plaque  Ã‚  to be way off the mark, to not have a clueà ªtre bien dans sa peau  Ã‚  to be at ease/comfortable with oneselfà ªtre bouche bà ©e  Ã‚  to be flabbergastedà ªtre dans le doute   to be doubtfulà ªtre dans la mouise  (familiar) to be flat brokeà ªtre dans la panade  (familiar) to be in a sticky situationà ªtre dans son assiette  Ã‚  to feel normal, like oneselfà ªtre de   to be at/in (figuratively)à ªtre en train de   infinitive   to be (in the process of) present participleà ªtre haut comme trois pommes  Ã‚  to be knee-high to a grasshopperà ªtre sur son trente et un  Ã‚  to be dressed to the ninesen à ªtre   to take part inà §a mest à ©gal  Ã‚  its all the same to meà §a y est   thats it, its donecest   it is (impersonal expression)cest   date  Ã‚  its (date)cestdire  Ã‚  that is, i.e., I meancest moi / toi / Paul   thats mine / yours / Paulscest à §a   thats it, thats rightcest cadeauà ‚  Ã‚  Its free, on the housecest dans la poche  Ã‚  Its in the bag, a sure thing, a done dealcest grà ¢ce   Ã‚  its (all) thanks to cest la vie!  Ã‚  thats life!cest le pied  Ã‚  its greatcest parti  Ã‚  here we go, here goes, and were offce nest pas de la tarte  Ã‚  its not easyce nest pas grave  Ã‚  it doesnt matter, no problemce nest pas la mer boire  Ã‚  Its not the end of the worldce nest pas mardi gras aujourdhui  Ã‚  what youre wearing is ridiculousce nest pas terrible  Ã‚  its not that greatce nest pas tes oignons!  Ã‚  none of your business!ce nest pas vrai!  Ã‚  no way! I dont believe it! Youre kidding!est-ce que  Ã‚  no literal translation; this expression is used to ask  questionssoit... soit...   either... or... Conjugations of'Être' Below is the useful present-tense conjugation of  Ãƒ ªtre.  For  a complete conjugation of  tenses, see  all tenses. Present tense je suistu esil estnous sommesvous à ªtesils sont

The Italians in Italy and the United States Research Paper

The Italians in Italy and the United States - Research Paper Example Many Italian immigrants and Italian Americans made contributions in various fields such as science, entertainment and the military. While the number of people immigrating to the United States from Italy has decreased in recent years immigrants that come are inspired by the opportunities offered. The population of Italy is expected to decrease dramatically due to the declining birth rate. This combined with the unstable economy of Italy may contribute to a loss of its identity. Many Italian American organizations fear that future generations will not know about the positive aspects of their heritage due to the negative stereotypes of Italians perpetuated by the media. The Italians in Italy and the United States The Italians in Italy and in the United States brought a rich heritage to both nations. In Italy and in America Italians made contributions in various aspects of society throughout history. However factors such as a slow population growth in Italy, a decrease in immigration fro m Italy to the United States, an unstable economy and negative stereotypes of this ethnic group threaten that heritage. Italians in Italy and in America are threatened with the loss of their identity and uniqueness. Italians are no longer the predominant immigrant group in the United States. The future of Italy is imperiled by its stagnant growth. The paper will discuss current and past immigration trends of Italians, contributions made by Italians in Italy and the U.S, the current state of Italy as well as negative stereotypes of Italians. In the 1880’s massive economic decline and an overpopulated nation resulted in a dramatic increase in Italian immigration to the United States. ... Some early Italian migrants were young men who wanted to work for brief periods and then return to Italy. Others would settle in America in predominantly Italian areas. The men mostly did physical labor which included building the communication infrastructure. â€Å"The Italian contribution to the refining of America also derives from the immigrant labor used to build reservoirs, streetcar lines, subways, railroads and buildings to pave streets and to install and repair sewage lines.† (Scarpaci & Mormino p.12) Italian immigrants brought with them an agrarian, family oriented culture that placed emphasis on hard work as a means to succeed and survive. They felt that during troubled times, they can always trust in family. Throughout most of the 20th century there was a gradually increasing influx of immigrants from Italy who would settle in America. During the 1920s most Americans were leading prosperous lives and many Italian American colonies received infusions of capital deri ved as a result of breaking Prohibition laws. Most Italian Americans were adversely affected by the Great Depression. As a result they became part of Franklin D. Roosevelt's Democratic coalition. From World War 2 to the 1950s and 1960s more Italian Americans were middle class due to ample employment opportunities. By the mid-1970s Italian American young people were attending college at the national average. According to Census Bureau data, Italian Americans have an average high school graduation rate, and a higher rate of college and post graduate degrees compared to the national average. (Scarpaci & Mormino, 2008)From 1998 to 2002 many college students throughout the United States took classes to learn Italian. It is the fourth most commonly taught foreign language in U.S.

To what extent is children's well-being a priority in modern western Essay

To what extent is children's well-being a priority in modern western societies - Essay Example Threats to children’s well-being in the US Childhood obesity To date, many nutrition and behavior-based interventions have been made both within the home and the school but have achieved very little, if any, success in preventing the overweight or obesity in children. Presently, children in the US experience sobering rates of obesity. â€Å"In 2009–2010, 16.9% of U.S. children and adolescents were obese† (Ogden et al., 2012, p. 2). The obese children in the US face different kinds of health complications including heart disease in the very early years of their life. Causes of childhood obesity in the US The main factors linked with the increased risk of obesity in children particularly in the stage of infancy include but are not limited to excessive weight gain in women during pregnancy, smoking during pregnancy, lesser duration of breast-feeding, and lesser than required sleep of the children during infancy. These exposures are the major risk factors to children ’s well-being in the US because they occur during the early stages of development of children and thus regulate the energy balance in them in the long run. These factors specifically influence the hypothalamic circuits’ development which regulates the weight, the endocrine pancreatic function, changes in the lean body mass’s proportion to the fat body mass, and also several other metabolic programming cycles. In light of the aforementioned factors of risk of increased tendency of the children to become overweight or obese, programs or campaigns meant to prevent obesity in the children should specifically influence the earliest stages of development of the children so that the children develop right habits right from the very start of their life and can easily sustain them during the subsequent stages of development. The vulnerability of the children in the US to obesity can be reduced by designing interventions that help reduce excessive gain of weight as well a s smoking during the pregnancy in women, increase the breast-feeding’s duration for the children, and provide the children with more sleep in the stage of infancy. Programs to ensure children’s well-being in the US The Let’s Move Campaign In the US, children’s wellbeing as always been a priority, yet objective measures could not be taken since the efforts made have largely been experiments that have not yielded very fruitful results. However, the present government of the US has taken the issue of childhood wellbeing quite seriously and some very effective measures have been taken in this regard. For example, one of the campaigns for the prevention of childhood obesity have been started by the First Lady Michelle Obama on 9 February 2010 with the name â€Å"Let’s Move† (letsmove.gov, n.d.). The Let’s Move campaign proposes several practicable measures against the sedentary lifestyle of all communities in the US in general and the chil dren and especially the infants in particular since a considerable population of children in the US become obese right from the first two years of their life and accordingly, all complexities and health risks of obesity in children ensue. The main antiobesity strategies of the Let’s Move campaign are directed at empowering the consumers of the food products as well as the parents. To achieve

Early Childhood Education Past and Present Essay Example for Free

Early Childhood Education Past and Present Essay In order to decide how past philosophies, theories and educational models have influenced present ideas and practices related to early childhood education, we must first decide where we would like to begin. I will start with the ideas of Aristotle, because I believe his ideas on â€Å"mimesis† or imitations are evident in the evolution of early education, and will always be an integral part of effective learning. Once we understand that children learn and practice what they see in others, we begin to realize the need for dedication and devotion from parents and teachers. Aristotle was a student of Plato who argued for the early removal of children from their parents so that they could be cared for in a school like setting. (Schwartz 1997) As we look back at history itself, we can see that the role of childhood education has been dependent upon the immediate needs and beliefs of a particular society. There have also been many individuals in the past 200 years who are responsible for creating theories and philosophies based on their observations of children and what is vital to them as they develop into adults. However, it is important that we recognize how new ideas are not formed independently, but built upon old ones. As educators, we must utilize what we notice to be effective, as well as the things that impacted us most as children in an educational setting. The strategies and philosophies that I’ve implemented in particular are borrowed from several individuals including Erikson, Vygotsky and Gardiner. Erikson’s psychosocial theory covers eight stages, each one built upon, and reliant on its predecessor. The first four are of greatest relevance, but the remaining four are worthy of a close look because it is important to know where you’re going when deciding upon the best way to get there. These stages also remind me of the importance of satisfying basic need, and of considering children as little people who need to believe in success before they can achieve it. It’s one of the reasons why I would occasionally go to recess with my students. I was able to observe how they treated and responded to others in a seemingly more relaxed, social setting. For some children, recess is by far the most stressful twenty minutes of the day. The incredibly minimal amount of time given to my students was another reason I felt it was necessary to attend. I could get a kick ball game set up so they could make the best of what little time they had. However, I must be honest, I still love to play, and demonstrating good sportsmanship and a competitive spirit to my kids was as important as the preparation for any test we had to look forward to. Lastly, I had a sixth grade teacher who used to do the same thing and I remember it vividly and extremely fondly. I find Gardiners’ theory of multiple intelligence extremely helpful while building confidence in kids whose gifts were not overly apparent on the field at recess. I have and will always encourage students to recognize and display these gifts while still maintaining a certain degree of humility. (Hyson 2004) I’ve always kept examples of completed activities inside and outside my classroom and anywhere else I could find space in order to, among other things, initiate discussions about pride as well as humility. Our classroom clearly demonstrated the fact that comfort and familiarity were held in high regard. An equal emphasis was placed on respect, and this is the word that was constantly spelled out on the board. As my class or one of my students showed an obvious lack of respect, one of the letters would be erased. They would be put back as we were respectful of one another, and if the word was entirely spelled out on Friday afternoon, we would have a â€Å"social gathering† for the last half hour of the day. If we were to walk into most, if not all early childhood educational settings, we would find many things that were initiated or influenced by past theorists or philosophers. We would notice blocks or other creative building materials. There would be areas to encourage cooperative learning, and most would reflect what is thought to be developmentally appropriate for the range of members in the class. When determining what types of play are developmentally appropriate, we need to consider all individuals, and the fact that differences will exist. Members of a class who are either gifted or struggling should not have to suffer because of what is thought to be developmentally appropriate. These differences should be expected, utilized and appreciated. Computers, for example, will run programs with varying degrees of difficulty depending upon what is developmentally appropriate for an individual. As concerns continue to grow over bridging the gap between early education students, government intervention has and will continue to grow. An increase in assessments is inevitable, and even smaller amounts of time will be devoted to active learning, exploration and play. The changes that in fact need to be made are those that reflect the ideas of the great minds of theorists who dedicated their lives in order to determine the most effective methods of early childhood education.

Native American Sound Instruments Essay -- essays research papers

"Native American Sound Instruments" Through my own personal experiences and teachings from Native Americans, that have offered to enlighten me, I've gathered that there is a sacred nature rich in spirit and soul to them. The Native American lives religion as a way of life. Children of the tribe grow up in this world of spirituality and learn from example that religion can come as easily as taking a breath every day. This is no attempt to lead into the topic of religion, yet it needs to be known that the Native American sound instruments are used as a part of that religion or spirituality. There are many sound instruments used by Native Americans, but they vary accordingly from tribe to tribe. The Native American sound instruments are considered a way to almost imitate the processes of nature to attain their level of spirituality during ceremonies as well as every day life. The drum and the flute are just a few of the sound instruments used by Native Americans, yet the drum stands out as of major importance. The drum provides a center for the tribe because it tends to represent a symbolic importance. Black Elk of the Oglala tribe was once quoted as explaining that symbolic importance as, "a drum's round form represents the universe. The steady strong beat of the drum is the pulse, the heart, throbbing at the center of the universe. As the voice of Wakan Tanka, it stirs and helps us to understand the mystery and power of things." (The Spirit World, page 149) Wakan Tanka is the name given to the Great Mystery, also known as the Big Holy or the Great Spirit, and this Wakan Tanka is considered as the one ruling power known as "Good." The First Nations consider, no, they believe that every thing has a soul or a life force and that they are also dependent on each other. The drum Rodriguez 2 beats as if it is representing a heartbeat, this heartbeat could signify our beginning as if being safe inside a mother's womb. The drum is also believed to posses a "medicine" quality. A drum can be made of many types of wood as well as many types of animal skin, yet there is only preference because of each individual tribe or person making the drum. Drums can be made in a various array of sizes, again depending on preference. Sizes can range from small enough for an individual to large enough for twelve people. The average size is... ...l living things and the Native American sound instruments may be a key to reaching the center of the spiritual universe. Works Consulted DeBelius, Maggie, "The Spirit World." The American Indians Series, ED. Henry Woodhead, Time-Life Books, 1993. Edmonds, Margot. and Clark, Ella. "Voices of the Winds:Native American Legends". New York: Facts on File, 1989. Erdoes, Richard. and Ortiz, Alfonso. "American Indian Myths and Legends", New York: Pantheon, 1984. Frances Densmore. " The Study of Indian Music", Smithsonian Report, 1941, Facsimile Reproduction, The Shorey Bookstore, Seattle, WA, 1996. R. Carlos Nakai. and James Demars. " The Art of the Native American Flute", Canyon Records Productions, Phoenix, Arizona. Richard W. Payne, M.D. "The Plains Flute",The Flutists Quarterly, 1988, Vol. 13, no.4, The National Flute Association, Ind. Ann Arbor MI. Richard W. Payne, M.D. "The Native American Plains Flutes", Toubat Trails Publishing Co. Oklahoma City Publishing Co., 1999. William K. Powers. "The Art of Courtship Among the 0glala", American Indian Art, Spring, 1980, Vol. 5, No.2, PP 40-47.

The Important of Saving Money

Nowadays, money is important to us in our life. Without money, many thing will not success and we will get many problem and tough in our life. Every people think that money is important for them, all of us work hard to hope can get more and more money. The money is wont enough in our daily life. We should save the money that we have but not use all of it. If we have sick, we should need money to but medicine or see doctor. If we do not have money, we will can't get a treatment and we will get die or else.In this essay, this essay will discuss about the important of saving money. First and foremost, saving money can help us to get money when we need money urgently. For example, when our family need money to have some medical treatment, we can take out our money to help them for their medical treatment. So, we do not need to borrow money from anywhere from people, we can use the money that we save to solve the problem. In addition, we should save money for our future. When we need to m arry, we should need a lot money.If we do not have money, no girl will like to marry us. So, we should need to save money. After we marry, we will need to buy car and house. If we have save money, we would have money to buy it. So, we will not be troublesome when we need to buy. After we marry, we would have our children. We will need many money for our children. We need money for the milk, fees and many more. When they go study, we will need to pay for their fees, tuition and their books. So, saving money is important for our future. Furthermore, we save money can use to go for travel.After we had hardworking earn money and busy for the life everyday, we should have to relax ourselves such as travel. If we have save money every month, we will have money to go travel. We can bring our family to go for travel and make the relationship to be closer. So, we can know more about our family and can live happily. We can relax ourselves after our hard work. So, if we save money, we can go t ravel and relax ourselves. There is another benefit of saving money. Besides, saving money can let us do not use our parents' money.We are adult already, So, we must save money and do not take money from parents anymore. Although we are studying now, we can try not to take money from them. Not only like that, we can save some money as we can to buy some present for our parents when their birthday. They will feel very happy if they get present from us. So, saving money can help us to let them happy. In conclusion, saving money bring many benefit to us. So, we should save money to let us have moeny to use when we need. If everybody know to save money, then we can decrease the beggar too.

Antigone Character Analysis: Compassion Of Love For Her Brother Essay

In the stage play Antigone, Antigone’s drive and compassion for the love of her brother lead to the sacrifice of her own well-being and life. She gets through the harsh reality of what is destined for her with her set beliefs for what she is doing. She dies a brave death, knowing that she died for all of the right reasons. Antigone is a tragic heroine, who cares about the loyalty to her family and doing what is right in her eyes. Because she has a strong stand on what she thinks is what she needs to do the negative thoughts from others don’t affect her decision to go through with it. When her sister Ismene and her were going back and forth about why she should and should not continue with the task, she disregards what Ismene says because in her mind she already has set what she wants to do and no one can possibly change that. Antigone shows how driven she is in many situations. â€Å"But I will bury him; and if I must die, I say that this crime is holy: I shall lie down With him in death, and I shall be as dear To him as he to me..† (Scene 2, lines 57-60). She is obviously very determined to accomplish the goal that she has set out for herself. These decisions she makes possibly set an example for other citizens of the community to see that is it okay to stand up for they believe in despite what society thinks isn’t right. Another character trait of Antigone is bravery. When knows the new law set by the new king Creon and still decides to go against it. Also questioning Creon’s authority, when arguing with him she technically insults him. â€Å"Think me a fool, if you like; but it may well be that a fool convicts me of folly† (Scene 2, lines 83-84). By Antigone saying this alone, demonstrates how brave she is. To speak as such to the king was a mighty thing to do, coming from a citizen at that. Throughout the whole play Antigone stands by her word, which could be seen as another strong character trait that she has.

Biography of Sam Houston, Founding Father of Texas

Biography of Sam Houston, Founding Father of Texas Sam Houston (March 2, 1793–July 26, 1863) was an American frontiersman, soldier, and politician. As commander of the forces fighting for Texas’ independence, he routed the Mexican troops at the Battle of San Jacinto, which essentially won the struggle. Over his long career, he was a successful and effective statesman, serving as congressman and governor of Tennessee and the first and third president of the Republic of Texas, before becoming a U.S. senator and governor for the state of Texas. Fast Facts: Sam Houston Known For: After winning the Battle of San Jacinto, which effectively won the Texas War of Independence, Houston was the founding statesman of Texas, serving as the first president of the Republic of Texas, then a U.S. senator and governor for the state of Texas.Born: March 2, 1793 in Rockbridge County, VirginiaParents: Samuel Houston and Elizabeth (Paxton) HoustonDied: July 26, 1863 in Huntsville, TexasEducation: Minimal formal education, self-taught, founded Cherokee school, read law in Nashville under Judge James TrimblePositions and Offices: Attorney general for Nashville Tennessee, U.S. congressman for Tennessee, governor of Tennessee, major general of the Texas Army, first and third president of the Republic of Texas, U.S. senator for Texas, governor of TexasSpouse(s): Eliza Allen, Diana Rogers Gentry, Margaret Moffette LeaChildren: With Margaret Moffette Lea: Sam Houston, Jr., Nancy Elizabeth, Margaret, Mary William, Antoinette Power, Andrew Jackson Houston, William Rogers, Te mple Lea HoustonNotable Quote: Texas has yet to learn submission to any oppression, come from what source it may. Early Life Houston was born in Virginia in 1793 to a middle-class family of farmers. They went West early, settling in Tennessee- which was, at that time, part of the western frontier. While still a teenager, he ran off and lived among the Cherokee for a few years, learning their language and their ways. He took a Cherokee name for himself: Colonneh, which means Raven. Houston enlisted in the American army for the War of 1812, serving in the west under Andrew Jackson. He distinguished himself for heroism at the Battle of Horseshoe Bend against the Red Sticks, Creek followers of Tecumseh. Early Political Rise and Fall Houston soon established himself as a rising political star. He had allied himself closely to Andrew Jackson, who in turn came to see Houston as a protà ©gà ©. Houston ran first for Congress and then for governor of Tennessee. As a close Jackson ally, he won easily. His own charisma, charm, and presence also had a great deal to do with his success. It all came crashing down in 1829, however, when his new marriage fell apart. Devastated, Houston resigned as governor and headed west. Sam Houston Goes to Texas Houston made his way to Arkansas, where he lost himself in alcoholism. He lived among the Cherokee and established a trading post. He returned to Washington on behalf of the Cherokee in 1830 and again in 1832. On the 1832 trip,  he challenged anti-Jackson Congressman William Stanberry to a duel. When Stanberry refused to accept the challenge, Houston attacked him with a walking stick. He was eventually censured by Congress for this action. After the Stanberry affair, Houston was ready for a new adventure, so he went to Texas, where he had purchased some land on speculation. He was also charged with reporting to Jackson about the political climate and events in Texas. War Breaks out in Texas On October 2, 1835, hotheaded Texan rebels in the town of Gonzales fired on Mexican troops who had been sent to retrieve a cannon from the town. These were the first shots of the Texas Revolution. Houston was delighted: by then, he was convinced that Texas separation from Mexico was inevitable and that the fate of Texas lay in independence or statehood in the United States. He was elected head of the Nacogdoches militia and would eventually be appointed major general of all Texan forces. It was a frustrating post, as there was little money for paid soldiers and the volunteers were hard to manage. The Battle of the Alamo and the Goliad Massacre Sam Houston felt that the city of San Antonio and the Alamo fortress were not worth defending. There were too few troops to do so, and the city was too far from the rebels east Texas base. He ordered Jim Bowie to destroy the Alamo and evacuate the city. Instead, Bowie fortified the Alamo and set up defenses. Houston received dispatches from Alamo commander William Travis, begging for reinforcements, but he could not send them as his army was in disarray. On March 6, 1835, the Alamo fell. All 200 or so defenders fell with it. More bad news was on the way, however: on March 27, 350 rebel Texan prisoners were executed at Goliad. The Battle of San Jacinto The Alamo and Goliad cost the rebels dearly in terms of numbers of soldiers and morale. Houstons army was finally ready to take the field, but he still had only about 900 soldiers, far too few to take on General Santa Annas  Mexican army. He dodged Santa Anna for weeks, drawing the ire of the rebel politicians, who called him a coward. In mid-April 1836, Santa Anna unwisely divided his army. Houston caught up with him near the San Jacinto River. Houston surprised everyone by ordering an attack on the afternoon of April 21. The surprise was complete and the battle was a total rout  with 700 Mexican soldiers killed,  about half of the total. The other Mexican soldiers were captured, including General Santa Anna. Although most of the Texans wanted to execute Santa Anna, Houston did not permit it. Santa Anna soon signed a treaty recognizing Texas independence which effectively ended the war. President of Texas Although Mexico would subsequently make several half-hearted attempts to re-take Texas, independence was essentially sealed. Houston was elected the first president of the Republic of Texas in 1836. He became president again in 1841. He was a very good president, attempting to make peace with Mexico and the Native Americans who inhabited Texas. Mexico invaded twice in 1842 and Houston always worked for a peaceful solution; only his unquestioned status as a war hero kept more bellicose Texans from open conflict with Mexico. Later Political Career Texas was admitted to the United States in 1845. Houston became a senator from Texas, serving until 1859, at which time he became governor of Texas. The nation was wrestling with the slavery issue at the time and Houston was an active participant in the debate, opposing secession. He proved a wise statesman, working always toward peace and compromise. He stepped down as governor in 1861 after the Texas legislature voted to secede from the Union and join the Confederacy. It was a difficult decision, but he made it because he believed that the South would lose the war and that the violence and cost would be for naught. Death Sam Houston rented the Steamboat House in Huntsville, Texas in 1862. His health took a downturn in 1862 with a cough that turned into pneumonia. He died on July 26, 1863, and is buried in Huntsville. The Legacy of Sam Houston The life story of Sam Houston is a gripping tale of rapid rise, fall, and redemption. His second, greatest ascent was remarkable. When Houston came west he was a broken man, but he still had just enough prior fame to immediately take an important role in Texas. A one-time war hero, he prevailed again at the Battle of San Jacinto. His wisdom in sparing the life of the defeated Santa Anna is considered to have been crucial to sealing Texas independence. Through this second rapid rise, Houston was able to put his more recent troubles behind him and become the great man that had seemed to be his fate as a young man. Later, Houston governed Texas with great wisdom. In his career as a senator from Texas, he made many prescient observations about the Civil War that he feared was on the nations horizon. Today, many Texans consider him among the greatest heroes of their independence movement. The city of Houston is named after him, as are countless streets, parks, and schools. Sources Brands, H.W. Lone Star Nation: The Epic Story of the Battle for Texas Independence. Anchor Books, 2004.Henderson, Timothy J. A Glorious Defeat: Mexico and its War with the United States. Hill and Wang, 2007.Kreneck, Thomas H. â€Å"Houston, Samuel.†Ã‚  The Handbook of Texas Online| Texas State Historical Association (TSHA), 15 June 2010.Sam Houston Memorial Museum.

Free Middle School Science Fair Projects

Free Middle School Science Fair Projects Its hard enough to come up with a middle school science fair project, but its even more challenging to find one that wont cost you any money. Heres a selection of ideas for middle school science fair projects that use materials you likely already have on hand or else allows you to collect data from free sources. For a middle school project, try to propose a hypothesis and design an experiment to test it. Choose a project you can do fairly quickly so that you will have time to work on the report or poster. Do you have a pet? Devise an experiment to determine whether it can see in color or is right/left pawed, etc. If you have multiple pets, see if their handedness is related to gender (male or female).  Do any household chemicals repel (or attract) insects?What ratio of vinegar to baking soda produces the best chemical volcano eruption?What type of plastic wrap prevents evaporation the best? Is plastic wrap more effective than aluminum foil?What plastic wrap prevents oxidation the best?What percentage of an orange is water?Are night insects attracted to lamps because of heat or light?Do white candles burn at a different rate than colored candles?Does the presence of detergent in water affect plant growth?Can a saturated solution of sodium chloride still dissolve Epsom salts? Can it still dissolve sugar?Does magnetism affect the growth of plants?How does the shape of an ice cube affect how quickly it melts? What effect does size have?Do different brands of popcorn leave different amou nts of unpopped kernels? Can you determine how long it takes people to fall asleep? What factors affect how quickly they fall asleep?How do differences in surfaces affect the adhesion of tape?If you shake up different kinds or brands of soft drinks (e.g., carbonated), will they all spew the same amount?Are all potato chips equally greasy? How about chips made from other vegetables (e.g., beets, sweet potatoes)?Do the same types of mold grow on all types of bread? Does the same mold grow on bread as on tortillas?Does light effect the rate at which foods spoil?Can you use a household water filter to remove flavor or color from other liquids?Does the power of a microwave affect how well it makes popcorn?Compare labels on foods. Is the nutritional content of different brands of a vegetable the same?How permanent are permanent markers? What solvents (e.g., water, alcohol, vinegar, detergent solution) will remove the ink? Do different brands/types of markers produce the same results?Is laundry detergent as effecti ve if you use less than the recommended amount? More? Do all hairsprays hold equally well? Equally long? Does type of hair affect the results?What effect do additives have on the crystals? You could add food coloring, flavorings, etc.What steps can you take to maximize crystal size? You can affect vibration, humidity, temperature, rate of evaporation, purity of your growth medium, and time allowed for crystal growth.How do different factors affect seed germination?Is a seed affected by its size? Do different size seeds have different germination rates or percentages? Does seed size affect the growth rate or final size of a plant?How does cold storage affect the germination of seeds?What conditions affect the ripening of fruit?How are different soils affected by erosion? You can make your own wind or water and evaluate the effects on soil. If you have access to a very cold freezer, you can look at the effects of freeze and thaw cycles.How does the pH of soil relate to the pH of the water around the soil?How effective are natural pest det errents?

Dicuss the Roles that English Language Newspapers Play in India Essay

Dicuss the Roles that English Language Newspapers Play in India - Essay Example From the study, it is evident that English has helped foster nationalism in India. Moreover, newspapers have been an agent for social change helping bring land reforms and enhancing liberation struggle. Introduction In India, the English speaking population is estimated at 4 percent of the total figure (Hohenthal, n.d). Consequently, English is not categorized among the fifteen national languages used in India. According to Hohenthal (n.d), there was a provision in the Indian constitution which allowed English to be used as an official language until 1965 after which it would be replaced by Hindi. However, efforts to remove English as the official language faced much opposition from Dravidians in the south. Following much opposition, the government gave in and recognized English as the associate official language in India (Hohenthal, n.d). Additionally, English is used as the official language in four states: Manipur, Nagaland, Tripura and Meghalaya. However, English has not been ful ly accepted in India as political and nationalists pushing for Hindi to be recognized as the sole national language (Hohenthal, n.d). Despite this opposition and different reception of English in the society, its role in media is increasing (Hohenthal, n.d). English newspapers, magazines and journals are increasing in number. Hohenthal (n.d) writes that out over 19,000 newspapers were recognized in India; 18.7 percent were in English while 27.8 percent were in Hindi. This leads to debate on the role of the English language newspapers in India; yet the population speaking the language is insignificant in number and most of them are multilingual. In addition to informing the public, newspapers serve various roles, as discussed by Harbermas and Anderson. Harbermas explained that newspapers are important in public sphere to enhance rational debate while Anderson noted that newspapers serve a role of creating nationalism. Discussion In India, more than 107 million copies of newspapers ci rculate daily, making it one of the largest newspapers markets in the world (Krishna, 2011). It is further pointed that India accounts for over 20 percent of the global dailies. The English-language newspapers consumption is growing steadily, enjoying the biggest share from the print industry revenues (Krishna, 2011). A joint research conducted by KPMG in conjunction with the Federation of Indian Chamber of Commerce and Industry revealed that demand for the English language newspapers is estimated to grow by 7 percent annually from 2011 to 2015 (Krishna, 2011). Some players in the industry have even decided to concentrate in distribution of the English newspapers in some states previously dominated by native language newspapers, such as Kerala (Print media set to "see a churn" in South Indian state, 2012). These statistics show that most Indians read newspapers which shows that they serve a certain purpose in the lives and to the society in general. Newspapers are part of the print media; understanding their role and development can be pegged from the theory developed by Benedict Anderson and Jurgen Harbermas (Jeffrey, 2009). According to Habermas, press is the most preeminent public sphere institution. Schudson (2003) asserted that print is important because it allows rational deliberation among intelligent citizens in the public sphere. From the point of view of Anderson, newspapers and other forms of printed media help create a common

Comprehensive service delivery plan Case Study Example | Topics and Well Written Essays - 1250 words

Comprehensive service delivery plan - Case Study Example The plan is expected to facilitate Sunny in obtaining assistance from authorized agencies, which could provide her with adequate parental education, medical care and adaptive equipment. Through this plan, attempts have been taken to assess Sunny’s potential strengths and her needs towards Assistive Technology (AT) and Augmentative Communication (AAC) abilities to help her succeed in her education. In addition, adequate information has been provided about the responsibilities of parents, guardian, friends, classmates and educational specialists towards Sunny in the plan discussed henceforth. This comprehensive service delivery plan outlines access to appropriate agencies that could provide parent/guardian support, owing to the fact that the role of family in medical care of a child is crucial. The professionals of ‘American Academy of Pediatrics’ also focus towards the recognition of a family, as family members are child’s primary source of health and support. In addition, informing parents or guardians of Sunny regarding her care needs and thereby, obtaining their support as a principal collaborator in care coordination is linked with the achievement of improved health results. In the US, special firms, such as Catholic Guardian Services, have been observed to provide parenting education and support services for the welfare of disabled children. One such organization is Federal Office of Special Education, which governs the norms of Individuals with Disabilities Education Act (IDEA). IDEA provides principle grants to various states, targeting the hi gher educational institutes and other non-profit organizations to deliver technical assistance, personnel development and parental training in the interests of disabled children. In this regard, Partners in Policymaking has been a pioneering and capability based headship curriculum for adults and parents of young disabled children (Arizona

Welfare Reform Assignment Example | Topics and Well Written Essays - 500 words

Welfare Reform - Assignment Example Criticisms increased as the intellectuals found that many American actually was taking advantages from this programme by many ways, such as they would not like to apply for jobs, engaged to have more children to get more benefit and would not like to get married for getting more aid etc. It was 1996 when finally President Clinton signed the law passed by the Republican-majority Congress that ultimately gave the key of controlling welfare system back to the states. (Zuckerman, 2004; Rector, 1995) In this new system all the necessary information regarding the income level (gross and net), size of the family, homelessness, unemployment, etc., are collected to determine the type and amount of benefits that applicant is eligible to get. (US welfare system – â€Å"Help for US citizens†Ã¢â‚¬â„¢. 2010) For applying a welfare program a person must contact the local Human Service Department for getting appointment with a case worker who is responsible to give a list of desired documents such as income proof, ID, utility bills, other residency proof etc. After reviewing all these details the case worker determine eligibility of an applicant. (‘US welfare system – â€Å"Help for US citizens†Ã¢â‚¬â„¢. 2010) Welfare-to-Work initiative programme unfortunately stopped in 2004 that provided financial assistance in exchange for work. TANF program has been reapproved in 2005. The common welfare services, such as Supplemental Security Income, Medicaid are still there in the system. Earned Income Tax Credits (EITC) has also been proposed to offer to less-income families for financial stability. (Center on Budget and Policy Priorities, 2005) Kay Hagan is the democratic senator of North Carolina while Richard Burr is the republican senator of the district. (Issues 2000, 2010) Virginia Foxx is the representative of North Carolina. (Contacting the Congress, 2010) Kay Hagan has addressed the crucial

The War Measures Act History Essay

The War Measures Act History Essay The October Crisis of 1970 and the invocation of the War Measures Act was one of the most significant events in the history of Canada. On the fifth of October, James Cross, the British Trade Commissioner, was kidnapped from his Montreal home by a group of young French Canadian terrorists, the Front de Libà ©ration du Quà ©bec or FLQ. The FLQ was a radical political group within the province of Quebec, intent on separating Quebec from Canada. Five days later, the Minister of Labour and the second in command of Quebecs provincial government, Pierre Laporte, was kidnapped from his front lawn by a different FLQ cell. The intent of the kidnappings was to exchange Cross and Laporte for the twenty-three FLQ political prisoners responsible for the bombings, hold-ups and deaths of six innocent people, as well other drastic forms of protest. There was tremendous support for the FLQ in Quebec, mainly by students and working class demonstrators. Many politicians, some members of the press, labour union leaders and other prominent members of society supported the FLQ, either openly or indirectly by agreeing with the views and demands of this organization. The Quebec government, lead by Premier Robert Bourassa, along with Pierre Elliot Trudeaus Federal Government, refused negotiations with this terrorist organization. Quebec requested federal aid. On the 15th of October 1970 the Federal Army was sent into the province. The following day, both governments brought forth the implementation of the War Measures Act; an act designed for war. On the succeeding day, the body of Pierre Laporte was found strangled, bringing the crisis to its apex. The unprecedented use of this act in a time of peace sparked enormous criticism and controversy. Both the Federal and Provincial governments argued for the justification of the act, while the opposition parties, scholars, historians, reporters and other political figures strongly criticized and argued against it. Whether the use of this act was just, or not, is a highly debatable subject. To fully assess its use, the events leading up to its employment and the effects it had on the Canadian public, as well as the opinions from both sides of the issue need to be taken into consideration. In the fall of 1970, there were numerous converging contributors, both national and international, to the tensions and turmoil experienced in the province of Quebec. The turmoil of the health care in Quebec elevated tensions. In 1966 the Medical Care Act was passed, which allowed each province to develop and implement its own form of Federally funded health care. The government in Quebec worked on the development of the Medical Insurance Act, which would implement this healthcare. However, revisions of this act were time consuming. Each month that the act went unenforced, the province of Quebec lost out on vast amounts of federal funds. Doctors and specialists concerned with the new system went on strike at the same time as the FLQ Crisis. The two events were not directly related but this event put more pressure on the Quebec government and heightened apprehensions within the province. 2 Another contributor to the setting of the crisis was the Parti Quà ©bà ©cois. This partys principle political stance was the separation of Quebec from Canada. The Parti Quà ©bà ©cois and the FLQ are often mistakenly regarded as connected organizations because of their paralleled ideologies. In actuality, the two groups were entirely distinct from one another. The FLQ perceived violence as the only conduit of achieving their demands, whereas the Parti Quà ©bà ©cois wanted to achieve its goal through peaceful means. They objected to federal intervention in matters pertaining to Quebec. The founder and leader Renà © Là ©vesque created this political party but was not an elected member of the National Assembly. Dr. Camille Laurin led the party, along with its seven members, in the National Assembly. French Canadians felt inadequately represented on a national platform. This new, inexperienced and highly unorganized Parti Quà ©bà ©cois led to far more chaos than benefit. Although non-violent, they were wary to object to the FLQ because they did not want to lose popularity among the student population of active protestors.3 On the 12th of October, the party added to the unrest by making the uniformed, public declaration in favor for the exchange of the political prisoners. The Parti Quà ©bà ©cois objected to Ontario Premier John Robarts declaration of opposition to FLQs separation through terrorism. This party turned the crisis into Quebec versus Ottawa, which is what exactly what the FLQ wanted.4 The Parti Quà ©bà ©cois had a staggering influence on the attitude of the Quebec public. The press and media were another major contributing factor to public attitudes at the time of crisis. Instead of promoting calm and order, the press raised tensions and aggression through the spreading of rumors, and through slanted reporting in favor of the Parti Quà ©bà ©cois. The press failed to consider at the time, that the Parti Quà ©bà ©cois declaration on the crisis may have inadvertently aided the FLQ, or that the Parti Quà ©bà ©cois might have acted opportunistically.5 At the point of the crisis in October in 1970, the FLQ had existed for 7 years. There had been 200 bombings in Quebec and numerous other acts of violence. The government knew they were capable of violence. The press hysterically covered the events, and newspapers screamed for drastic action. The provincial government of Quebec was under enormous pressure to act.6 Public attitude reflected that many citizens of Quebec felt that the federal government of Canada was in favor of its English speaking population. This attitude added frustration among the public, and the setting of turmoil and chaos was set for the crisis that occurred in October 1970. The separatist group Front de Libà ©ration du Quà ©bec was politically active from 1963 to 1973. Pierre Vallià ¨res and Charles Gagnon were key leads of the FLQ in October 1970. This was not one cohesive group, but rather a set of minor groups or cells, sharing a common view of the issues in Quebec. Many cells had their own agenda and goals separate from the whole of the body. The organization, like its philosophy, depended on the views of the members at any given time. The FLQs cells were constantly breaking up and reforming because of police raids, arrests, and convictions in court, and also because of differences among members.7 Prior to the 1970s, the FLQ manifesto primarily called for separation. In 1970, at the beginning of the crisis, the demand for a workers state was added to their manifesto. Part of the manifesto was written in colloquial French or in French English slang, intentionally to distance the FLQ from the intellectuals or bourgeoisie and align themselves with t he working class.8 College and university students actively participated and demonstrated for the cause. Many sympathetically aligned with the FLQ and did not object to the acts being committed. Many helped to shelter wanted FLQ members, and many stayed silent, refraining from objection to the FLQ and its cause. There was no official list of members. This group of like-minded individuals held varying levels of dedication. To become a member one must commit a crime for the cause. They thought their actions were giving Quebec its freedom. 1968 a long term strategy document entitled Revolutionary Strategy and the Role of the Avant-Garde outlined plans of the robberies and violence, bombings and kidnappings thought to be necessary to bring about the revolution that they sought after.9 It also outlined plans for kidnappings and assassinations. This accumulated group of revolutionary terrorists felt that violence was the only means to achieve their goals. On the 5th of October 1970, two members of the FLQ Liberation cell kidnapped British trade commissioner James Cross, from his home, leaving a ransom note of demands. The demands included the publishing of the Front de Libà ©ration du Quà ©bec manifesto, the release of the twenty three convicted and imprisoned members of the FLQ, $500,000 in gold, the rehiring of Les Gars de Lapalme, as well as other demands. The members of the FLQ cell that kidnapped Cross were prepared and determined to achieve their demands. Members of the cell stated, when we decided to kidnap the diplomat Cross, we weighed all the possibilities, including the sacrifice of our own lives for a cause we believed to be just. If the repressive police forces should discover us and attempt to intervene before the release of the British diplomat Cross, be sure that we will sell our lives dearly and that Mr. Cross would immediately be liquidated. We have enough dynamite in our possession to feel perfectly secure.10 The context of the manifesto and crisis need to be taken into consideration. Turmoil, unrest and revolution were actively occurring in other parts of the world. The students of France had only a few years earlier, revolted in their own country. France had encouraged Quebecs wish for separation. The FLQ manifesto went through three transitions since 1963. This first manifesto called for social justice, focusing on separatism. The second version was shorter, omitting talk of violence. The third was published the day after Cross was kidnapped. This manifesto called workers to take back what was theirs: we are the workers of Quà ©bec and we will struggle on to the bitter end. Together with all the people, we want to replace this slave society with a free society, functioning by itself and for itself; a society open to the world.11 It was written with a shock esthetic to encourage public sympathy. The publication of the manifesto was one of the demands of the Liberation cell. Radio Canada agreed to a televised reading. The government did not condone, nor did it object to the reading. To object would heighten interest, curiosity and criticism towards the government. To exchange convicted terrorists for hostages is an extremely difficult choice for any government. There is no correct decision. Each situation suffers both pros and cons: to save the lives of two people by releasing convicted criminals or risk the lives of the two hostages. The FLQ directly addressed their demands to the Bourassa government who had to ultimately make the decision. The first option meant permitting terrorist activity to replace the courts and legislature of a democratic society, where social and political reform can come about by drastic means.12 The release of the jailed FLQ would surely invite further kidnappings. The Quebec minister of Justice, Jà ©rà ´me Choquette stated that No society can consent to have the decisions of its judicial and governmental institutional challenged or set aside by the blackmail of a minority, for that signifies the end of all social order.13 While Choquette announced the governments refusal to release the prisoners, a separate cell, called the Chà ©nier cell, immediately acted by kidnapping Pierre Laporte. The timing of this kidnapping made the FLQ appear to be a highly organized, incredibly swift moving group.14 They were already on their way to kidnap Laporte before the English translation of Choquettes statement was aired.15 To the government, this swiftness frightened them and caused them to question the strength of the Front de Libà ©ration du Quà ©bec. After the kidnapping of Laporte, Bourassas government met to discuss the decision. After a three-day period and much debate, the unanimous decision of non-negotiation was made. The justification behind the decision was that the FLQ demanded the release of political prisoners, but that was not what they were; they were convicted criminals. To accept the demands to release them would diminish the value of the Canadian justice system. A democratic society cannot accept blackmail as a legitimate argument in government proceedings, otherwise anarchy will replace rule of law. If the government had given in to the demands of the FLQ, this would only demonstrate the weapon that the terrorists possess, encouraging others to achieve their goals through the same means. This crisis occurred in a democratic country and the FLQ directly challenged Canadian democracy. A democratically elected government is a trustee charged with the task of preserving the rights and freedoms of the society that cho se to elect it and, accordingly, it has no mandate to cede its authority and responsibilities to terrorists.16 The government did, however, continue with attempts to negotiate with the FLQ in hopes that their stalling would allow time for authorities to find Cross and Laporte. The FLQ was stunned by the governments decision. The Parti Quà ©bà ©cois publically expressed opposition to the ruling and viewed the convicted criminals as political prisoners. On October fourteenth, Là ©vesque and sixteen other government officials and intellectuals signed a petition calling for the exchange. They did so to show opposition to the government; they sympathized with the FLQ. The Parti Quà ©bà ©cois failed to realize that the decision to release them would disparage the Canadian justice system. The next aspect of the October Crisis that must be discussed is the distinction between the calling in of the Canadian Army, and the implementation of the War Measures Act. Many fail to realize that the active army presence in Quebec did not depend on the implementation of the War Measures Act. On the 15th of October 1970, under the National Defense Act, the Quebec government requested federal assistance by calling the army into the province to aid their civil powers. Opposition parties agreed with this decision. Dr. Camille Laurin initially agreed with the decision, and then reversed his opinion hours later. When asked about the insertion of the army in Quebec, Prime Minister Pierre Elliot Trudeau stated that, we have used certain elements of the army as peace officers so that the police forces would be free to accomplish their real duties and would not be obliged to spend their time protecting your friends from another kidnapping. I believe that it is more important to rid ourselve s of those who seek to impose their will on the government through a parallel power which resorts to kidnapping and extortion. 17 The army was successful, allowing the police to focus on their normal duties. Most of the population welcomed the army presence and the reassurance it brought, although, there were many who opposed. It must be stressed that the army could be called in without the use of the War Measures Act. The two are separate from one another. The War Measures Act was developed for war. It had been invoked during World War I and II, whereby the Federal government can use all powers it deems necessary to achieve its goal. Under this act, civil liberties and judicial rights are suspended. Censorship becomes active and suspicion and distrust are at extremes. The government is easily able to arrest and detain individuals perceived as a threat, without authorization or the right to a court hearing. The War Measures Act is based on unbridled authority, fear and the threat of violence.18 On the 16th of October, at four a.m. the Act was invoked declaring the FLQ an illegal organization and that membership would be considered a crime. Other issues happening around the world influenced the Canadian government and Cabinet Minsters. They believed individuals and groups of the FLQ were being financed and inspired by foreign political powers that do not share our notion of mans fundamental liberties.19 The fear of the unknown caused the two governments to act in such a drastic way. Trudeau may have proclaimed the War Measures Act, not because of the actual events, but rather, that he knew if the Federal government did not act decisively, their vision of Federalism would not persevere.20 The reason given for the proclamation was an apprehended insurrection, the evidence for which Canadians were to take on faith, and that Quebec had asked for the imposition of the act.21 Violence had progressively built since the formation of the FLQ and after the two kidnappings; government officials feared what would happen next. The assassination of John F. Kennedy had occurred only a few years prior. They were aware that the FLQ had a plan devised that included assassination, and they feared that it would be the next step. Although the FLQs strength and resources were unknown to the police or to the governments, there was considerable evidence of a build-up, that, it was thought, could lead to even greater violence that had already occurred.22 William Tetley, a minister of Bourassas cabinet believed there was sufficient reason for the government to invoke the act. Many in the cabinet quietly went along with the act, either unsure or too intimidated to speak out. Only Tommy Douglas of the New Democratic Party stood in the House each day, debating the government on its justifications for suspending civil liberties.23 Overnight twelve thousand five hundred armed troops flooded into Montreal in search of the FLQ kidnappers. Two hundred and forty two people were arrested, some in the middle of the night, and some violently. Among the arrested in Quebec, many were labour leaders, community activists and organizers and separatists of all types. These people were stripped of their rights, they could not inform their families, friends, or employers of their detainment or whereabouts. 24 Many viewed this as humiliating, and some citizens were verbally and physically abused by police.25 Homes were searched without warrants, virtually all civil rights were removed as an extreme effort to swiftly put an end to the crisis. The day after the war measures act was implemented; the strangled body of Pierre Laporte was discovered. The reason given for the proclamation was an apprehended insurrection, the evidence for which Canadians were to take on faith.26 Paul and Jacques Rose, Bernard Lortie and Francis Simmard were the four accused of the murder of Pierre Laporte. After serving his sentence, Simmard wrote a memoire discussing his views and the views of his cell on the crisis. He proceeded to explain the reasoning for his actions and why they chose to murder Laporte. The FLQ had never planned to kidnap Cross; they did not intend to make the issue an Anglo -French issue but rather wanted to gain political separation.27 His reasoning for partaking in the FLQ was that the issues represented by the group fully represented his situation. We werent looking for an outlet for our need to revolt, it wasnt some kind of personal assertion thing. We were trying to get a hold of our lives, our situation as worker, our poverty. For us, the words in the manifesto werent abstract theory. We were the manifesto.28 The poverty of the working class was the daily lives of its members. Simmard and the Roses had left the country to make some money. Upon their return, they learned that an FLQ cell had acted on its own to kidnap Cross.29 They felt that the provincial and federal governments were not taking the situation seriously.30 His cell decided to kidnap a person directly responsible for the situation and Laporte was an easy target. They considered the abduction of an American diplomat, but decided to go with Laporte because he was close to their location and they knew he was at his home. They actually called his house before going to kidnap him, to see if he was home.31 Simmards cell waited for the governments answer regarding the demands set after the kidnapping of Cross. When Choquette rejected their demands they immediately acted.32 To them the ruling class at the conference was smug and arrogant and annoyed that the FLQ was playing their game33 He felt they needed to take a more drastic stance against the government to show the seriousness that the FLQ represented. Our choices werent spontaneous, they werent individualistic. Our choices were part of the struggle for Quebec independence and social, economic and political power for the workers.34 The decision to partake in the FLQ was a means to take control of their situation and lives. In regards to the murder of Laporte, Simmard states that, we never intended to kill Pierre Laporte. If we had, we wouldnt have kidnapped him, we would have killed him. The immediate goal of the kidnapping was the release of Quebec political prisoners, the rehiring of the Lapalme workers who had been laid off and the will to get rid of a political authority that was not and would never be ours. We were sincere.35 After the government made the decision to combat the FLQ with the War Measures Act, Simmard and his cell felt they had no choice but to kill Laporte. We choseto kill him, it was no accident. 36 After the death of Laporte, government support grew tremendously. Even Quebec overwhelmingly supported the War Measures Act after Laportes death.37The anger from the murder caused many to lose support for the FLQ. Also, most were scared after to be aligned with the FLQ under the use of the Act. Members of the FLQ were not the only ones to criticize the governments decision to implement the War Measures Act. Many questioned whether or not Trudeau had ulterior motives for its implementation. The act was used Canada wide and was exploited in parts of the country. It was intended that anyone who supported the FLQ, Canada wide would be detained. However, there were reported cases in Vancouver, Ottawa, and Regina, of police using the Act as an excuse to rid the city of any undesirables (i.e. hippies, student activists, etc.). This exploitation of the act resulted in enormous criticism towards the government. 38 Prior to the decision of the implementation of the act, it was rumored that RCMP members informed cabinet ministers that the FLQ had weapons that were threatening to the safety of the public. The government later blamed RCMP for bad information when in reality it was a lack of proper political evaluation. It was a lack of coordination between intelligence groups and the governments.39 There were major errors in the implementation of the War Measures Act. The choice of those to be arrested under the Act should have been more carefully planned and decided. They should have been allowed the right to an attorney and the public should have been more informed. However, it was difficultà ¢Ã¢â€š ¬Ã‚ ¦for the government to inform the public without letting the FLQ know their strategy.40 There was also much criticism towards Trudeau directly for implementing the Measure as a means to discourage or set back the separatist movement. The October Crisis resulted from the combined effect of the two kidnappings and the federal governments anger at seeing the independence movement constantly gain momentum.41 Conversely most English Canadians supported the WMA.42 In the summer of 1970, there were bombings in Montreal, FLQ calls for revolutionary action, rumors of weapon and dynamite theft, and strikes. The Bourassa government was showed that they were inadequate to lead the province in dealing with its issues. When Cross was kidnapped, Trudeau was shocked. He reacted strongly and vowed that the government would not give in to terrorists. Trudeau said if we had agreed, as the FLQ demandedà ¢Ã¢â€š ¬Ã‚ ¦they would have no reason to hesitate to murder, rob and bomb againà ¢Ã¢â€š ¬Ã‚ ¦all their pals would have to do is kidnap someone else to have them released from prison- and on and on indefinitely.43 Then Laporte was kidnapped and the stakes grew. The government in Ottawa began to fear the FLQ was more organized than initially thought. Feared that if not stopped it could lead to untold violence. 44 Bourassa and Justice Minister Jerome Choquette appeared confused as at times they seemed wil ling to compromise with the FLQ, then turned around and towed the harder federal line. The audacity and timing of the second kidnapping caught everyone by surprise.45 Everyone was scared and unsure of what was next to come. They believed assassinations to be next and wanted to swiftly bring an end to the crisis. Trudeau stated in regards to the mobilizations of the army into Quebec, Well there are a lot of bleeding hearts around who dont like to see people with helmets and gunsà ¢Ã¢â€š ¬Ã‚ ¦All I can say is, go on and bleed, but it is more important to keep law and order in society.46 When asked how far will you go? Trudeau famously replied, Just watch me47 The police needed help. Instead of creating special legislation that would require a time consuming parliamentary debate and would alert terrorists of their plans, the Trudeau government decided to implement the War Measures Act despite knowing that enormous criticism that would accompany it. They thought the FLQ was a large organized group, the WMA would be justified and was the right option. If not it would only be a temporary measure. The War Measures Act was a rough but effective way to cool the situation by taking possible agitators and FLQ sympathizers out of circulation and by assuring the populace that the governments had full control.48 The passing of the Medical Insurance Act ended the specialist doctors strike on the 16th of October. The FLQ had planned demonstrations in support of the strike for that day, but with passing of both the War Measures Act and the Medical Insurance Act, the demonstrations never occurred. The night before the War Measures Act was proclaimed, Quebec was in turmoil. The day after it was calm.49 Twenty-four years after the October Crisis, Mitchell Sharp, who was the Deputy Prime Minister of Canada in 1970, voiced a strong opinion supporting Trudeau. I think that Trudeaus firm leadership, putting the preservation of Law and order above any other consideration was probably the most important single contribution he made to the preservation of peace and democracy in Canada during his time as Prime Ministerà ¢Ã¢â€š ¬Ã‚ ¦The first duty of the government is to govern which means never giving in to chaos or terror.50 By the end of the War Measures Act, four hundred and sixty-five people had been arrested; four hundred and three were released. Of the sixty-two not released, only thirty-two were actually charged with only eighteen convicted of minor offences. James Cross released on the 3rd of December, by agreement with authorities, his captors were flown to Cuba. Laportes murderers were captured on 28th of December. The FLQ gained support as a result of various factors. Its members seemed fully entrenched in their cause, but when Cross kidnappers were discovered, they did not demand for the goals of the FLQ but rather asked for exile. They were not as dedicated to the cause as they thought.51 Laportes kidnappers chose to be tried under the Canadian justice system, convicted, and carried out jail sentences. In Francis Simmards memoire he is more intent on justifying his actions rather than revealing any real remorse. In hindsight it is easy to criticize the government s for their use of the War Measures Act. They knew it was an excessive measure at the time, however, time was of the essence and they needed a means of reining control back into the hands of the government in a swift and impactful way. They did not want to allow the FLQ time to gain knowledge of governmental plans of opposition. Tensions and distrust were at an extreme, and all sought a quick end to the crisis. The War Measures Act did what it set out to do, the kidnappings ended, the crisis ended and the temporary act was then removed. Two terrorist cells initiated a political hostage crisis. The RCMP saw the crisis as requiring good, patient, careful police work to solve. The Quebec Ministers in Ottawa deliberately chose to escalate the political magnitude of the crisis to justify emergency powers as a means of intimidating nationalists and separatists.52 Robert Stanfield stated, The arbitrary abrogation of individual rights weake ns rather than strengthens social order.53 Or did Canadians come together in unity by agreeing to forego individual rights and freedoms to retain the democracy of their country? Endnotes Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 161 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 7 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 9 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 9 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 12 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 68 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 21 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 20 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 21 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 22 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 34 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 39 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 40 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 68 Simard, Francis, and David Homel. Talking It Out: The October Crisis from the inside, Translated by David Homel. Montrà ©al, Quà ©bec, Canada: Guernica, 1987. p.p 29 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 4 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 63 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 15 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 51 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 62 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 73 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 70 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 74 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 94 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 94 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 73 Simard, Francis, and David Homel. Talking It Out: The October Crisis from the inside, Translated by David Homel. Montrà ©al, Quà ©bec, Canada: Guernica, 1987. p.p 13 Simard, Francis, and David Homel. Talking It Out: The October Crisis from the inside, Translated by David Homel. Montrà ©al, Quà ©bec, Canada: Guernica, 1987. p.p 20 Simard, Francis, and David Homel. Talking It Out: The October Crisi