Arab Nations Essay Example

Arab Nations Essay Example Arab Nations Essay Arab Nations Essay World War to current day, the Arabs have struggled to create a prospering nation of their own. The Arab states are underdeveloped because of the lack of support from the sthronger nations around the world. The most important questions to be asked are why is the Middle East such a mess? How can the United States help? And How are they helping themselves? The Middle East has gone through years of hardship even though they were one a dominant culture. The Middle East is a mess for numerous reasons starting with the first world ar. After the great powers of England and France won the first world war, there was a lot of land to divide up and give away. Through the Husan-McMahon Letter, a portion of the Ottoman Empire was promised to the Arabs in order for them to form there own homeland. Although, this land was promised land was also promised to the Jews, who altimatley received there own homeland. The Arabs were angered by this which started a permanent grudge against the worlds super powers. Following this England and France put there own allies in power over the Arab states. This only ook the anger of the Arabs further which would altimately started revolts. The strict religious governments and corrupt governments over powered the freedom of the Arab people. Without freedom the public felt as though there own government had betrayed them. These governments only pointed to one country which is the United States. The US has been involved in many world affairs, but we have failed to help the Arabs because of our partnership with Israel. The US can help the Arab states by providing them with materials to take over there own country. If the Arabs can finally ave there own homeland it might start recovering a huge gap between the two cultures. Also, America should allow Arab sstudents to study in America and learn our culture closer. This will allow the Arab people to know more about us. Lastly, In the future America should be able to have peace treaties with the Arab people so that we can have an end to this brutal war and hatred. The Arab states have finally learned of there own strength in recent events. Since 2010 there have been movements known as the Arap spring, This movement is revolts against corrupt governments to put democracy into place. The Arabs are helping themselves by forming together and forcing change on there governments. Instead of waiting for help like there were doing, they decided to take control of there own country. By putting a democracy together these nations will come together through equality. The underdeveloped Arab states are there own faults even though they do not nave tnere own nomelana. we nave now seen nat t tne Aran states dont need nelp from superpowers and can do it on there own. The questions of the middle east have shown that there is a lot of anger towards the United States.

Ace Your Medical School Interview

Ace Your Medical School Interview Getting into medical school is no easy task. From challenging pre-med coursework to the MCAT and soliciting recommendation letters, applying to medical school is a marathon-length process. Getting an invitation to interview can feel like a major win and it is but, you still need to impress the admissions committee. Thats why practicing medical school interview questions and answers can be pivotal to your success. Whats exciting about an invitation to interview is that it means that you have been given the message that you excel. The challenge is that everyone invited to interview is in the same boat...everyone looks great on paper. Now your job is to turn that invitation to interview into an invitation to attend. The best way to do that is to prepare. While you might face several types of interview formats, certain questions will nearly always arise. 36 Possible Medical School Interview Questions Consider these 36 common questions you will face in your med school interview. Think of how you would answer them so you are not left figuring out how to respond on the spot, when nerves may interfere. Why do you want to be a doctor?What will you do if you arent accepted to medical school?What makes you special?Identify two of your biggest strengths.Identify two of your biggest weaknesses. How will overcome them?What do you think will be your greatest challenge in completing medical school or learning how to be a doctor? How will you address it?In your view, what is the most pressing problem facing medicine today?How will you pay for medical school?If you could change anything about your education, what would it be?Where else are you applying to medical school?Have you been accepted anywhere?What is your first-choice medical school?If multiple schools accepted you, how would you make your decision?Tell me about yourself.What do you do in your spare time?Why would you be a good doctor?What do you feel are the most important qualities in being a good doctor?What are your hobbies?Are you a leader or a follower? Why?What exposure have you had to the medical profession?Discuss your clin ical experiences. Discuss your volunteer work.What do you think you will like most about practicing medicine?What do you think you will like least about practicing medicine?How are you a good match for our medical school?What are three things you want to change about yourself?What is your favorite subject? Why?What aspect of medical school do you think you will find most challenging?How would you describe the relationship between science and medicine?Where do you see yourself in 10 years?Why do you think you will be successful in coping with the pressure of medical school?Who has most influenced your life so far and why?Why should we choose you?Some say that doctors make too much money. What do you think?Share your thoughts about [insert topic on ethical issues in health care, such as abortion, cloning, euthanasia].Share your thoughts about [insert policy issue such as managed care and changes in the US healthcare system].

The Great Pueblo Revolt - Resisting Spanish Colonialism

The Great Pueblo Revolt - Resisting Spanish Colonialism The Great Pueblo Revolt, or Pueblo Revolt [AD 1680-1696], was a 16-year period in the history of the American southwest when the Pueblo people overthrew the Spanish conquistadors and began to rebuild their communities. The events of that period have been viewed over the years as a failed attempt to permanently expel Europeans from the pueblos, a temporary setback to Spanish colonization, a glorious moment of independence for the pueblo people of the American southwest, or part of a larger movement to purge the Pueblo world of foreign influence and return to traditional, pre-Hispanic ways of life. It was no doubt a bit of all four. The Spanish first entered the northern Rio Grande region in 1539 and its control was cemented in place by the 1599 siege of Acoma pueblo by Don Vicente de Zaldivar and a few score of soldier colonists from the expedition of Don Juan de Oà ±ate. At Acomas Sky City, Oà ±ates forces killed 800 people  and captured 500 women and children and 80 men. After a trial, everyone over the age of 12 was enslaved; all men over 25 had a foot amputated. Roughly 80 years later, a combination of religious persecution and economic oppression led to a violent uprising in Santa Fe and other communities of what is today northern New Mexico. It was one of the few successfulif temporaryforceful stoppages of the Spanish colonial juggernaut in the New World. Life Under the Spanish As they had done in other parts of the Americas, the Spanish installed a combination of military and ecclesiastical leadership in New Mexico. The Spanish established missions of Franciscan friars in several pueblos to specifically break up the indigenous religious and secular communities, stamp out religious practices and replace them with Christianity. According to both Pueblo oral history and Spanish documents, at the same time the Spanish demanded that the pueblos render implicit obedience and pay heavy tribute in goods and personal service. Active efforts to convert the Pueblo people to Christianity involved destroying kivas and other structures, burning ceremonial paraphernalia in public plazas, and using accusations of witchcraft to imprison and execute traditional ceremonial leaders. The government also established an encomienda system, allowing up to 35 leading Spanish colonists to collect tribute from the households of a particular pueblo. Hopi oral histories report that the reality of the Spanish rule included forced labor, the seduction of Hopi women, raiding of kivas and sacred ceremonies, harsh punishment for failing to attend mass, and several rounds of drought and famine. Many accounts among Hopis and Zunis and other Puebloan people recount different versions than that of the Catholics, including sexual abuse of Pueblo women by Franciscan priests, a fact never acknowledged by the Spanish but cited in litigation in later disputes. Growing Unrest While the Pueblo Revolt of 1680 was the event that (temporarily) removed the Spanish from the southwest, it was not the first attempt. The pueblos had offered resistance throughout the 80-year period following the conquest. Public conversions didnt (always) lead to people giving up their traditions but rather drove the ceremonies underground. The Jemez (1623), Zuni (1639) and Taos (1639) communities each separately (and unsuccessfully) revolted. There also were multi-village revolts which took place in the 1650s and 1660s, but in each case  , the planned revolts were discovered and the leaders executed. The Pueblos were independent societies before Spanish rule, and fiercely so. What led to the successful revolt was the ability to overcome that independence and coalesce. Some scholars say that the Spanish unwittingly gave the Pueblo people a set of political institutions that they used to resist colonial powers. Others think it was a millenarian movement, and have pointed to a population collapse in the 1670s resulting from a devastating epidemic that killed off an estimated 80% of the native population, and it became clear that the Spanish were unable to explain or prevent epidemic diseases or calamitous droughts. In some respects, the battle was one of whose god was on whose side: both Pueblo and Spanish sides identified the mythical character of certain events, and both sides believed the events involved supernatural intervention. Nonetheless, the suppression of indigenous practices became particularly intense between 1660 and 1680, and one of the main reasons for the successful revolt appears to have occurred in 1675  when then-governor Juan Francisco de Trevino arrested 47 sorcerers, one of whom was Popay of San Juan Pueblo. Leadership PoPay (or Popà ©) was a Tewa religious leader, and he was to become a key leader and perhaps primary organizer of the rebellion. PoPay may have been key, but there were plenty of other leaders in the rebellion. Domingo Naranjo, a man of mixed African and Indian heritage, is often cited, and so are El Saca and El Chato of Taos, El Taque of San Juan, Francisco Tanjete of San Ildefonso, and Alonzo Catiti of Santo Domingo. Under the rule of colonial New Mexico, the Spanish deployed ethnic categories ascribing pueblo to lump linguistically and culturally diverse people into a single group, establishing dual and asymmetric social and economic relationships between the Spanish and Pueblos. Popay and the other leaders appropriated this to mobilize the disparate and decimated villages against their colonizers. August 10-19th, 1680 After eight decades of living under foreign rule, Pueblo leaders fashioned a military alliance that transcended longstanding rivalries. For nine days, together they besieged the capital of Santa Fe and other pueblos. In this initial battle, over 400 Spanish military personnel and colonists and 21 Franciscan missionaries lost their lives: the number of Pueblo people who died is unknown. Governor Antonio de Otermin and his remaining colonists retreated in ignominy to El Paso del Norte (what is today Cuidad Juarez in Mexico).    Witnesses said that during the revolt and afterward, PoPay toured the pueblos, preaching a message of nativism and revivalism. He ordered the pueblos to break up and burn the images of Christ, the Virgin Mary and other saints, to burn the temples, smash the bells, and separate from the wives the Christian church had given them. Churches were sacked in many of the pueblos; idols of Christianity were burned, whipped and felled, pulled down from the plaza centers and dumped in cemeteries. Revitalization and Reconstruction Between 1680 and 1692, despite the efforts of the Spanish to recapture the region, the Pueblo people rebuilt their kivas, revived their ceremonies and reconsecrated their shrines. People left their mission pueblos at Cochiti, Santo Domingo and Jemez and built new villages, such as Patokwa (established in 1860 and made up of Jemez, Apache/Navajos and Santo Domingo pueblo people), Kotyiti (1681, Cochiti, San Felipe and San Marcos pueblos), Boletsakwa (1680-1683, Jemez and Santo Domingo), Cerro Colorado (1689, Zia, Santa Ana, Santo Domingo), Hano (1680, mostly Tewa), Dowa Yalanne (mostly Zuni), Laguna Pueblo (1680, Cochiti, Cieneguilla, Santo Domingo and Jemez). There were many others. The architecture and settlement planning at these new villages was a new compact, dual-plaza form, a departure from the scattered layouts of mission villages. Liebmann and Pruecel have argued that this new format is what the builders considered a traditional prehispanic village, based on clan moieties. Some potters worked on reviving traditional motifs on their glaze-ware ceramics, such as the doubled-headed key motif, which originated AD 1400-1450. New social identities were created, blurring the traditional linguistic-ethnic boundaries that defined Pueblo villages during the first eight decades of colonization. Inter-pueblo trade and other ties between pueblo people were established, such as new trade relationships between Jemez and Tewa people which became stronger during the revolt era than they had been in the 300 years before 1680. Reconquest Attempts by the Spanish to reconquer the Rio Grande region began as early as 1681  when the former governor Otermin attempted to take back Santa Fe. Others included Pedro Romeros de Posada in 1688 and Domingo Jironza Petris de Cruzate in 1689Cruzates reconquest was particularly bloody, his group destroyed Zia pueblo, killing hundreds of residents. But the uneasy coalition of independent pueblos wasnt perfect: without a common enemy, the confederation broke into two factions: the Keres, Jemez, Taos and Pecos against the Tewa, Tanos, and Picuris. The Spanish capitalized on the discord to make several reconquest attempts, and in August of 1692, the new governor of New Mexico Diego de Vargas, initiated his own reconquest, and this time was able to reach Santa Fe and on August 14th proclaimed the Bloodless Reconquest of New Mexico. A second abortive revolt occurred in 1696, but after it failed, the Spanish remained in power until 1821 when Mexico declared independence from Spain. Archaeological and Historical Studies Archaeological studies of the Great Pueblo Revolt have been focused on several threads, many of which began as early as the 1880s. Spanish mission archaeology has included excavating the mission pueblos; refuge site archaeology focuses on investigations of the new settlements created after the Pueblo Revolt; and Spanish site archaeology, including the royal villa of Santa Fe and the governors palace which was extensively reconstructed by the pueblo people. Early studies relied heavily on Spanish military journals and Franciscan ecclesiastical correspondence, but since that time, oral histories and active participation of the pueblo people have enhanced and informed scholarly understanding of the period. Recommended Books There are a few well-reviewed books that cover the Pueblo Revolt. Espinosa, MJ (translator and editor). 1988. The Pueblo Indian Revolt of 1698 and the Franciscan Missions in New Mexico: Letters of the Missionaries and Related Documents. Norman: University of Oklahoma Press.Hackett CW, and Shelby, CC. 1943. Revolt of the Pueblo Indians of New Mexico and Otermins Attempted Reconquest. Albuquerque: University of New Mexico Press.Knaut, AL. 1995. The Pueblo Revolt of 1680: Conquest and Resistance in Seventeenth-Century New Mexico. Norman: University of Oklahoma Press.Liebmann M. 2012. Revolt: An Archaeological History of Pueblo Resistance and Revitalization in 17th Century New Mexico. Tucson: University of Arizona PressPreucel, RW. (editor). 2002. Archaeologies of the Pueblo Revolt: Identity, Meaning, and Renewal in the Pueblo World. Albuquerque: University of New Mexico Press.Riley, CL. 1995. Rio del Norte: People of the Upper Rio Grande from Earliest Times to the Pueblo Revolt. Salt Lake City: University of Utah Press.Wilcox, MV. 2009. The Pueblo Rev olt and the Mythology of Conquest: An Indigenous Archaeology of Contact. Berkley: University of California Press. Sources This article is part of the About.com guide to Ancestral Pueblo Societies, and part of the Dictionary of Archaeology Lamadrid ER. 2002. Santiago and San Acacio: Slaughter and Deliverance in the Foundational Legends of Colonial and Postcolonial New Mexico. The Journal of American Folklore 115(457/458):457-474.Liebmann M. 2008. The Innovative Materiality of Revitalization Movements: Lessons from the Pueblo Revolt of 1680. American Anthropologist 110(3):360-372.Liebmann M, Ferguson TJ, and Preucel RW. 2005. Pueblo Settlement, Architecture, and Social Change in the Pueblo Revolt Era, A.D. 1680 to 1696. Journal of Field Archaeology 30(1):45-60.Liebmann MJ, and Preucel RW. 2007. The archaeology of the Pueblo Revolt and the formation of the modern Pueblo world. Kiva 73(2):195-217.Preucel RW. 2002. Chapter I: Introduction. In: Preucel RW, editor. Archaeologies of the Pueblo Revolt: Identity, Meaning, and Renewal in the Pueblo World. Albuquerque: University of New Mexico Press. p 3-32.Ramenofsky AF, Neiman F, and Pierce CD. 2009. Measuring Time, Population, and Residential Mobility from the Surface at San M arcos Pueblo, North Central New Mexico. American Antiquity 74(3):505-530. Ramenofsky AF, Vaughan CD, and Spilde MN. 2008. Seventeenth-Century Metal Production at San Marcos Pueblo, North-Central New Mexico. Historical Archaeology 42(4):105-131.Spielmann KA, Mobley-Tanaka JL, and Potter MJ. 2006. Style and Resistance in the Seventeenth-Century Salinas Province. American Antiquity 71(4):621-648.Vecsey C. 1998. Pueblo Indian Catholicism: The Isleta case. US Catholic Historian 16(2):1-19.Wiget A. 1996. Father Juan Greyrobe: Reconstructing tradition histories, and the reliability and validity of uncorroborated oral tradition. Ethnohistory 43(3):459-482.

Philosophy of Gandhi and Martin Luther King Essay

Philosophy of Gandhi and Martin Luther King - Essay Example Gandhi was the proponent of nonviolence. He advocated that the success against oppressor can only be achieved when the one who is struggling makes himself stand on higher moral plinth than the oppressor. For this the means of the oppressed has to be different rather opposite of what the oppressor is adopting. Since oppressor adopts violence than the oppressed will be more successful if he adopts non violence as his strategy of dealing with the situation. He based his theory on ahimsa which does not advocate mere non violence but it also stress upon "absence of the desire to kill or harm" (Chapple 10). The philosophy is based on the love for all human even for the enemy. The concept was used to develop the Satyagraha policy which was an off shoot of ahimsa and required the unwavering stand behind one's ideals without harm to other and even without the feeling of hatred for others. Martin Luther King was influenced by Gandhi's philosophy. He also was the advocate of non violence. To him humans through their evolution now should come across new methods to solve their problems within themselves. He said "nonviolence is the answer to the crucial political and moral questions of our time: the need for man to overcome oppression and violence without resorting to oppression and violence. ... That is why he said "the ultimate weakness of violence is that it is a descending spiral, begetting the very thing it seeks to destroy. Instead of diminishing evil, it multiplies it. Through violence you may murder the liar, but you cannot murder the lie, nor establish the truth. Through violence you may murder the hater, but you do not murder hate. In fact, violence merely increases hate. So it goes. Returning violence for violence multiplies violence, adding deeper darkness to a night already devoid of stars. Darkness cannot drive out darkness: only light can do that. Hate cannot drive out hate: only love can do that." Malcolm X had a somewhat variant view than Gandhi and Martin Luther King. He was of the opinion that violence has to be adopted to fight violence. It may not be always but dependence of total non violence strategy will not lead to success. That was why he said "Our objective is complete freedom, justice and equality by any means necessary." However, it was not sheer violence which he professed instead he was of the opinion that violence should be adopted according to the necessity of the situation. To adopt violence for self defense was not "violence" but "intelligence". It is evident that above mentioned three great men's philosophy can be categorized into two main philosophies. One policy of "nonviolence" i.e. of Gandhi and Martin Luther King the other one is of "selective violence" of Malcolm X. Here people might disagree and tag Malcolm X philosophy as violent and so was the opinion of his compatriot Martin Luther King. However, after going through the details of the modus operandi adopted by Malcolm X one can easily assess that he was advocate of "selective violence" instead of utter "violence". For our further

Facebook is a Useful Website for the People Essay

Facebook is a Useful Website for the People - Essay Example The influence of Facebook can be evaluated as beyond a website, but as an innovative tool to measure one’s social acceptability and the ability to mingle with the masses without any inhibition or inferiority complex. Also, the usefulness of Facebook extends to other spheres like international brotherhood, an innovative platform to communicate with one’s friends and meet new people, exchange valuable information, spend one’s leisure time in a more useful way, new experiences, view videos and games, and regular updating of one’s relationships. Lino states, â€Å"Facebook is a mirror of real life and if it is used too much becomes a sort of second life for some people†. Facebook is an innovative online medium with a lot of opportunities and advantages in different areas of human life, which separates it from the other social networking websites. As pointed out, Facebook is basically a website on the internet which provides social networking service to the users. About its usefulness in businesses, Raj states, â€Å"It helps in business promotion through Ads and Fans page†. Companies use facebook groups for promotion of their business. Cavallari states, â€Å"Facebook groups have become a marketing tool on the most successful social networking site in existence†. The social networking service helps people to connect with friends, relatives, well-wishers, and the international community of internet users. Mark Zuckerberg and his friends (Eduardo Saverin, Dustin Moskovitz and Chris Hughes) are the founders of Facebook. Mark Zuckerberg was a student at Harvard and the membership was limited to his private and public circles. Later, this website became more and more acceptable and popular among the student community at Stanford University and its surrounding areas like Ivy League university. We can say that the acceptance and popularity acquired by this website among the student community attracted high school students and later the international community of internet users. Facebook was launched in February 2004, and the ownership is fully vested in Facebook, Inc., a private company. The present popularity of Facebook includes more than 600 million active users. Janell L. Carroll states that â€Å"On college campuses, Facebook is the most popular networking site, and the majority of students check their Facebook accounts daily or several times a day† ( 71). We can say that Faceb ook is becoming more popular among the student community. In addition, Facebook is becoming popular because of the unique social networking services provided by the owners. The name ‘Facebook’ is indebted to the university administrators in the USA, who used to provide books to their students to know each other in a better way. To be specific, Facebook’s aim is to help the users connect with each other and to share valuable information for productive purposes. The common thoughts about Facebook include its usefulness as a social networking website and its disadvantage as spending much time on the internet. Most of the users of Facebook make use of the same innovative tool to create a virtual presence and to share their thoughts and connect with their friends. However, D. E. Wittkower points out that â€Å"If Facebook promotes friendship and if friendship is a good thing, why do we so often feel as if we’ve been wasting time when we are facebooking?â€℠¢Ã¢â‚¬â„¢ (120). However, most of the Facebook users may reject this opinion because they consider Facebook as an innovative tool or online medium to create

In Support of Abortion Rights Essay Example | Topics and Well Written Essays - 1000 words

In Support of Abortion Rights - Essay Example Hopefully, society is evolving and someday soon the vast majority will agree that laws that force women to carry their pregnancy to term not only contradict the precepts of the U.S. Constitution but any definition of compassion and decency as well. It is unconscionable that a nation founded on and dedicated to civil liberties could allow its citizens to resort to dangerous self-abortion procedures. Two questions arise when debating whether the Constitution legally protects a woman’s right to have an abortion performed. The first involves reasoning whether the fundamental interests of women are affected by the restricting of abortion. The other inquires if laws preventing legal abortions are justified even if the Constitution does in fact address this issue. Answering the first question is rather simple. Courts regularly hear cases so as to decide whether or not the rights of an individual are protected by the Constitution. If courts are engaged in recognizing if the fundamental rights of individuals are protected, then the personal interest of a woman being forced by the government to have an unwanted child certainly applies. Recognizing that courts do indeed have the authority to intervene in decisions involving individual rights citing the Constitution as precedence, could laws preventing abortions still be justified in spite of this egregious encroachment on the civi l liberties of women? After all, constitutional rights are not unconditional. Why doesn’t the government have an interest in protecting the rights of those not yet born? The Fourteenth Amendment answers this question. It begins by referring to â€Å"All persons born ... in the United States† (â€Å"Fourteenth Amendment†, 2006), indicating that the protections under the Constitution refer only to persons who are ‘born.’ Those opposed to Roe also argue that if the Constitution does not directly address an

What are the ethics behind photojournalism and a real life newspaper Essay

What are the ethics behind photojournalism and a real life newspaper decision to print or not to print a photograph - Essay Example â€Å"The production, presentation, and consumption of visual messages in all manner of media can be justifiably sliced in separate technological, historical, cultural and critical perspectives. The requirements for theory building at each stage are different† (Elliott & Lester, 2002). And while it is recognized that â€Å"Photography is the only ‘language’ understood in all parts of the world, and bridging all nations and cultures† (Helmut Gernsheim cited in Elliott & Lester, 2002), it is also acknowledged that â€Å"photographs supply information without having a language of their own. Photographs quote rather than translate from reality† (John Berger cited in Elliott & Lester, 2002). The difficulty arises from the variety of social, political and cultural approaches that can be taken in the interpretation of an image. Added to this is the greater ability of photographers and photojournalists to manipulate images in many different ways as a means o f achieving the image sought. In determining the ethics involved in the decisions made by photojournalists and their editors regarding whether or not to print a particular image, then, it is necessary to take into consideration the â€Å"intent of the image creator and the not-so-blank canvas of the image consumer† (Elliott & Lester, 2002) as these various approaches come into play. There have been many ethical theories proposed to serve as guidelines for the photojournalist and others regarding what types of images to display or not to display. There are six main theories that can, and should, be applied to photojournalism. These include the categorical imperative, utilitarianism, hedonism, the golden mean, the golden rule and the veil of ignorance. Categorical imperative, suggested by Immanuel Kant, refers to doing the right thing regardless of any extenuating