Turture Case Essay Example for Free

Turture Case Essay This world is full of crimes and war. There isn’t one country out there that doesn’t have some sort of confliction with other countries. Is it normal? Is it ok to be committing all these war crimes? Honestly there isn’t any reasonable answer for that. Several people argue differently about the situation on war crimes. The author of â€Å"Thinking about Torture†, also film critic for National Review, and author of many other books; Ross Douthat talks about what he thinks about war crimes, which he believes they are not correct but the war crimes could be justified. In the other hand the author of â€Å"Committing War Crimes for the ‘Right Reasons’†, Glenn Greenwald who was also a constitutional law and civil rights lawyer has his own opinion. He believes war crimes are not acceptable for any reason. Sometimes it’s difficult to decide what side is correct. The question here is, is torture ok? In â€Å"Thinking about Torture†, Douthat writes â€Å"It doesn’t excuse what was done by our government, and in our name, in prisons, in detentions, cells around the world. But anyone who felt the way I felt after 9/11 has to reckon with the fact that what was done in our name was, in some sense, done for us.† This illustrates that Douthat has somewhat mixed feelings about torture. He feels that there is no excuse for the use of torture and what the government has done. But the way he felt after the attack of 9/11 what the government did was done for us to feel some form of justice. In â€Å"Committing War Crimes for the ‘Right Reasons†Ã¢â‚¬â„¢, Greenwald makes it clear when he states â€Å"but we don’t accept that justifying reasoning when offered by other. In fact those who seek merely to explain – let alone justified the – the tyranny, extremism and/or violence of Castro, or Chavez, or Ha mas, or Slobodan Milosevic or Islamic extremists are immediately condemned for seeking to defend the indefensible, or invoking â€Å"root causes† to justify the unjustifiable, or offering mitigating rationale for pure evil.† With this he is saying that many people will always find some kind of defense to justify the use of torture, but in reality there is no justification for an act of malevolence. Douthat finds justifications to the tortures that could reasonable to some while Greenwald finds no justification and believes the excuses are poor. Even though Douthat and Greenwald may have different views they also have some similarities. They both agree in some way that it is not correct. Douthat states in paragraph 9, â€Å"here I am more comfortable saying straightforwardly that this should never have been allowed – that it should be considered impermissible as well as immoral, and that it should involve disgrace for those responsible, the Cheneys and Rumsfelds as well as the people who actually implemented the techniques that the Vice President’s office promoted and the Secretary of Defense signed off on.† Douthat is stating that the torture should have not taken place at all to beg in with and is unforgiveable. The people behind all of this should be ashamed of their actions. Greenwald states in paragraph 12, â€Å"What determines whether a political leader is good or evil isn’t their nationality. It’s their conduct. And leaders, who violate the laws of war and commit war crimes, by definition, aren’t good, even if they are American.† Greenwald is simply and clearly is stating that it doesn’t matter what nationality a leader is from to determine whether they are good or bad leaders, but what determines if they are good or bad leaders are by their actions. They both agree that a leader should be responsible with what actions they choose. And if a leader chooses an unpleasant action they should be ashamed and considered terrible leaders. As people may have their own views and opinions like Douthat and Greenwald one finding a justification for torture and the other finding no excuse for it. Everyone will always have their own view, opinion, and answer, but at the end the real answer will never be known. For example Douthat could convince with the justifications he finds but Greenwald will also convince some on how there is no justification. The correct decision should always be chosen to avoid all this conflicts some people will argue. But how does somebody actually what the â€Å"correct† choice is? With people like Douthat and Greenwald arguing their sides it’s difficult to choose the correct one.

is there too much reality tv? :: essays research papers

Is there too much reality TV? On the other hand shows like big brother only occur for a certain part of the year, however when big brother is on it is on for a long time therefore it consumes a lot of TV airtime. Even so a lot of the British public enjoy big brother and text in there votes every week. It might also be argued that people only watch reality TV because there is nothing else on TV at these times. On big brother alcohol is the most comely drunk beverage no one drinks water when there’s a bottle of wine to be had this influence young adults with access to alcohol Each year, students spend  £3 billion on alcohol that’s a lot more than they spend on soft-drinks, tea, milk, juice, and coffee. How ever alcohol in reality TV shows some young adults that if they get drunk bad things can happen and people can’t control them selves therefore it may put off some young adults from excessive drinking although youths may want to be like the new celebrities on the TV by drinking and copying there behaviour. Violence is a big issue and not only in reality TV many children see a large quantity of people being murdered on TV, on the contrary murders only occur on reality TV which is fiction e.g. Recreations of past times like the wars. It might also be argued that violence on reality TV is only shown after the watershed which means that parents are responsible for their kids if their children watch these violent shows. Therefore most parents complaining about violence on reality TV are the causes of children watching the violence and possibly copying what they see, and shouldn’t let their children watch the shows after nine o’clock. Television is making England fat. Harvard University researchers discovered that the odds of a child becoming obese have risen from 12 to 20% for each daily hour of television he/she watches. On the other hand reality TV is only a small cause of this on the other hand the snacks people consume while watching reality TV are overwhelmingly high in fat, cholesterol, salt, and sugar, and low in vitamins and minerals. The U.S. Surgeon General has revealed "that 70% of food advertisements are for foods high in fat, cholesterol, sugar, and salt, while only 3% are for fruits and vegetables.

Celta assignment 1 focus on the learner Essay

Part 1: Background a) There was a reasonably wide range of ability in this intermediate level group, although the majority of students were able to form coherent sentences. Some students were more confident in answering questions aloud, while some needed to use their dictionaries regularly during lessons, and were less assured with speaking in front of the class. The age ranged anywhere between mid-20’s and late 50’s. The most common interests of the group were listening to music and watching TV. Three students listed some kind of sport (such as football or swimming) as their main hobbies, while two students put reading as their main interest. Other hobbies included cooking, going to the theatre and travelling. Most students have been learning English for somewhere between 1 year and 2 years. The most inexperienced student said she’d only been learning for 2 months, whereas the most experienced had been learning for nearly 3 years. There was a very wide range of cultural backgrounds. About half the students were from somewhere in Asia such as Iraq, South Korea and Afghanistan. There were also many students from Europe, and some from South America and Africa. While their reasons for learning English varied from student to student, the most common reasons included wanting to further their careers and being able to interact with other people more comfortably. In the questionnaire handed to the students, the most commonly preferred activity was speaking, either in groups or pairs. This was probably inherent to the fact that the vast majority of students wanted to achieve a general increase in their conversational ability in English. No students listed writing as a preferred activity, and upon further conversation with students it seems that reading and writing are seen as a means of achieving better speaking and listening. With regards to learning styles, it seems that visual learning activities initiated the best response, with things like photos and pictures inducing the most class participation. However, there were also some students who preferred either listening or kinesthetic activities. b) The group’s communicative ability was generally OK, and almost all the students had the ability to get their point across. However, there were often mistakes in spoken sentences, the most common of which being the omission of auxiliary verbs and the confusion of tenses. With respect to dealing with not understanding, some of the more confident students would ask the teacher about certain words or concepts, whilst others had a tendency to look up words in their dictionary or ask their neighbour. c) Arsen has quite strong receptive skills. This was clear from the outset, as he was able to respond to most concept checking questions well. On a listening exercise on the subject of family relations, he was able to distinguish that a character had previously lived upstairs, but now he lives with his aunt and uncle. This was a question that many other students tripped up on due to not understanding the context of the past tense. In addition, Arsen handled a reading exercise well. Upon being given time to read a body of text concerning how English people spend their time at work, he was able to correctly answer questions on how much of this is actually spent working, so this indicates good general comprehension. Conversely, Avtar has relatively poor listening skills. He often confuses words and misunderstands instructions, which as a result leads to sometimes trying to carry out tasks in an incorrect way. This was evident in one exercise where the teacher asked him where the past participle was in the sentence. This induced a flurry of (incorrect) responses including ‘window’ and ‘steam train.’ His reading is also quite poor; one example of this was during a comprehension task where students had a list of statements and they had to simply tick which ones were true for them, but he instead began by underlining various words in the statements. Avtar would therefore benefit from being asked plenty of concept and instruction checking questions to clarify his understanding, and this might make his frequent contributions to the lesson more relevant. Part 2: Strengths and Weaknesses a) He met her while he was working in a bar. (Grammar) The majority of British people read a newspaper regularly. (Vocabulary) He used to live in Australia. (Pronunciation) b) 1) The student (Avtar) said â€Å"Do you read a good book at the moment?† (Grammar) This is incorrect because he used the present simple form instead of the continuous form, so it should be â€Å"are you reading a good book at the moment?† This mistake was probably made because the student assumed that since he was referring to the present tense, the verb was of the present simple form. However, this is incorrect as in this context, the act of reading is a continuous action. 2) The student (Agneska) wrote that â€Å"At least twice a week is different to two times a week or more† (Vocab) This is incorrect because these phrases are actually identical in meaning. The misunderstanding here has come from not realizing that â€Å"at least† in this context means â€Å"a minimum of†. 3) The student (Marwha) said â€Å"The average men does†¦.† (Pronounciation) Marwha meant to say â€Å"the average man† but pronounced, â€Å"man† with a /e/ sound rather than a /à ¦/ sound. Part 3: Helping the learner 1. For Avtar, the problem lies in identifying which tense and verb form to use. For this reason, I would suggest that he completes a ‘missing words’ type task, where he must choose the correct form of a verb in the context of a short body of text. The exercise could also have the base infinitive form of the required verb next to the empty space so that students are clear which verb to apply. This type of exercise could really benefit Avtar, especially since he sometimes confuses instructions, and in this task the process is very clear. (See next page for example of task.) 2. Agneska has been confused due to the fact that there are so many ways to compare things in English. She needs practice using comparatives, so I have designed a short task (see back page) where she must match up phrases that mean the same in English. This task might be particularly suitable for Agneska due to the fact that she said she was learning English to further her career and make her more employable, and having a range of comparatives and being able to use them correctly is common practice in any kind of office job.

School Entrance And Placement Test Of The Midwest

By the time students reach 11th grade, they have taken anywhere from 10-50 standardized tests. Possibly their most important test is yet to come. Colleges use the ACT in three main ways, to evaluate students in English, math, reading, and science, and writing for the purpose of college admissions, class placement, and scholarships. The purpose of the ACT is to assess academic achievement in a process free of discrimination, and error. It fails to fulfill this purpose. The main college entrance and placement test of the Midwest, the ACT, is insufficient, unethical, and unnecessary. The ACT is insufficient because it fails to accurately assess students’ academic skill because it is timed and contains only two forms of testing. The timed aspect of the ACT limits the depth of questions and the ability of a student to display comprehension on a subject. In 60 minutes on the math portion of the ACT, students must answer 60 questions. This leaves students with less than 60 seconds per question (factoring in time to read directions and fill in answers on the score sheet). There are normally many ways to solve a single math problem. On the ACT, students are only rewarded by knowing the fastest way to solve problems. For every hard math problems students do correctly, but thoroughly, they miss the opportunity to answer several problems, thus lowering their scores. Even brilliant math students will only receive high scores if they do the calculations quickly. Therefore, the ACT rewardsShow MoreRelatedThe Problems With College-Entrance Testing Essay2623 Words   |   11 Pages One of the most stressful experiences for a high school senior is the search for the college. So once these senior students finally develop a plan, why is it that they may not be able to achieve what they desire? Colleges and universities today are becoming more and more competitive, sometimes to the point of exclusive. 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