Role of War in Society Essay Example for Free

Role of War in Society Essay Both The Prince by Niccolo Machiavelli and Utopia by Thomas Moore examine the role and the importance of war to maintain a strong and successful society. More (via Hythloday) believes that war should be the last option and is not needed in a safe and happy government without the help of auxiliaries and mercenaries while on the other hand, Machiavelli believes that war plays a crucial war in a prosperous and thriving society using other troops and people to avoid war. Machiavelle uses his belief that war is the way to have a strong successful government to shape the society of Italy while More uses the belief of peace and forbearance of war to shape his utopian society. More and Machiavelli have opposing opinions on the values and how the way it can maintain a stability and prosperity in a society. Machiavelli believes that power is attained in a government through the conquering of war and that good law and government follows naturally from good military as we can see in Chapter 12. â€Å"The presence of sound military forces indicates the presence of sound law† (Machiavelli 37). This shows that he believes that a strong developing state directly involves the conquering of war. He believed that successful war is the very foundation upon which all states are built. Machiavelli praises Alexandar the Great, Cyrus, Scipio and Caesar as leaders who gained power through their conquering wars. â€Å"Anyone who reads Xenophon’s life of Cyrus must realize how close Scipio modeled himself on Cyrus, how much that imitation contributed to his glory, and how closely he conformed, in temperance, affability, humanity, and liberty to the thing that Xenophon wrote about Cyrus† (Machiavelli 42). In contrast, More shows his views on war through the Utopians. â€Å"Nothing more inglorious than that glory that is gained by war (More 64). The Utopians viewed war as the last resort and would avoid it at all costs. They hated war and found no glory in the practice of killing others. They would only engage in war to protect themselves and their people, to defend allies, and to relieve oppression. â€Å"No man is to be esteemed our enemy that has never injured us; and that the partnership of the human nature is instead of a league. And that kindness and good-nature unite men more effectually and with greater strength than any agreements whatsoever; since thereby the engagements of mens hearts become stronger than the bond and obligation of words† (More 64). This shows that agreement and unity was very important to the Utopians and they would do anything just to maintain it. They would also try their best to preserve good terms with the people or societies around them. In Machiavelle, all of the issues in the government are in a military point of view because the successfulness in war is crucial to the preservation of the government. â€Å"A prince must have no other objective, no other thought, nor take up any profession but that of war, its methods and its discipline, for that is the only art expected of a ruler. And it is of such great value that it not only keeps hereditary princes in power, but often raises men of lowly condition to that rank† (More 40). Military defense and the strategies required are primary to conquer in war and therefore sustain a happy society. Machiavelle uses the Prince to communicate the importance of war to the audience. â€Å"As for physical training, apart from keeping his troops well disciplined and exercised, he should do a great deal of hunting, and thus harden his body to strenuous exercise, meanwhile learning to read terrain.† This shows that he believed that having brute force would help his army in war to conquer the enemy. War is also what helps a prince to attain power and fortune therefore military and war should be his main priority while ruling. â€Å"..in times of peace he should think about it even more than in wartime. He can do this in two ways, by training the body and training the mind. As for physical training, apart from keeping his troops well and disciplined and exercised, he should do a great deal of hunting, and this harden his body to strenuous exercise..† (Machievelle 41) Princes should always and only think about war especially in times of peace. They need to always be prepared and be in a good state to go to war at any time. â€Å"As for exercising the mind, a prince should read history and reflect on the actions of great men.† Princes should examine the tactics that the past rulers used and put them into action. He should learn from them and learn from both their successes and loses and put them as an example for himself. More in his utopian society would rather use cunning to win rather than brute force because he considered strength to be trait belonging to animals. Unlike Machiavelle, when war is made, the utopians would try to use any technique just to stop war. First one is propaganda in which they would secretly post posters in the enemy territory offering big rewards to people that would assassinate the enemy leaders. The second technique they would use is to promise the throne to the enemy’s rulers brother if he helps the utopians. They would never let things debase to the point where a massacre would occur and would prevent it by not destroying too much of the enemy’s land. nothing more inglorious than that glory that is gained by war â€Å" (More 64). This shows how much the utopians are against war and how much they want to avoid it because they believe that it can ruin their utopian society. Machievelle also believed that one using one own army is best as seen through the example of Cesare Borgia. â€Å"I am never reluctant to cite Cesare Borgia and his deeds. The duke entered the Romagna with auxiliary troops, consisting entirely of Frenchmen; and with them he took Imola and Forli. But then when he found they were not to be trusted, he adopted mercenaries as less dangerous, and hired the Orsini and Vitelli. When he found they too were undependable, treacherous, and dangerous to his service, he got rid of them, and turned to the troops of his own.† (Machievelle 38) The danger with the auxiliaries was because they will always be loyal to their ruler in the end and will probably wait to attack you. Mercenaries on the other hand are better than the auxiliaries but still possess characteristics that are tricky and untrustworthy. Therefore, in the end, Machievelle states that using one’s own troops is the best as Cesare Borgia did in the end. In contrast, the Utopians use spies and bribery to try to stop war. They believe that mercenaries and auxiliaries are tricky but at the same time useful. â€Å"Their second preference is to make use of troops belonging to the nation they are trying to defend; and after them, they enlist as auxiliaries squadrons drawn from their other allies. Lastly they enroll their own citizens. But they always appoint one of their own men who has demonstrated his military capacity to be commander in chief of the whole army.† (More 140) The utopians would do anything to avoid war and they usually would use troops of other nations to fight in war and their troops could be the last resort. They would also avoid fighting on their own land and give the best care to their citizens. A counterargument would be that if ever an intruder invades the Utopian society, war would be initiated. â€Å"For you’ll never find yourself at wat except by your own choice, and peace, not war, ought always to be your first priority† (More 66) Yes if peace cannot be made, war would have to be initiated in the Utopian society but even so, peace is always their foremost choice before they initiate anytime of violence or way on another society. In conclusion, Machievelle’s and More’s contrasting views on war and the strategies and tactics used in war serve one purpose which is to create a stable and prosperous society. Machievelle believes that war using one’s own army is the most crucial factor in maintaining a happy society while More argues that avoiding war using bribery and mercenaries is what the government should be doing no matter what kind of tactics are needed to be used.

San Francisco and Chinatown Essay -- California Place History American

San Francisco and Chinatown Gilded age San Francisco stood as a beacon for travelers bound for the western coast of the United States. The most prominent city in the developing west during the latter parts of the nineteenth century and the opening of the twentieth, San Francisco encompassed a range of conflicting identities. This time period marked a transitory stage in the development of San Francisco, evolving from a booming â€Å"frontier town† to a â€Å"civilized metropolis,† the emerging San Franciscan identity retained qualities from both poles of this spectrum. Chinatown, existing as a city within the city, shared this relationship of extremes with San Francisco. To travelers visiting San Francisco, Chinatown was a necessary stop. The writings in travelogues published during this period describe Chinatown through a mix of revulsion and curiosity, its inhabitants virtuous and sub-human. In short, within the developing city of San Francisco, an expedition into Chinatown remaine d a visceral exploration of a foreign and exciting environment. Emily Faithful, an Englishwoman writing in 1884, traveled through America in order to explore the changing position of women during the nineteenth century.[1] Faithful remarked, â€Å"San Francisco is a city of strange contrasts. Perhaps there is not a faster place in the world, and yet there are few more conspicuous for works of true benevolence. There is more drinking, and more fanatical total abstinence than I ever encountered elsewhere†¦Ã¢â‚¬ [2] Faithful focused mainly upon the moral decay accompanying San Francisco’s prosperity, however she closed her description of San Francisco by contrasting the decadence of the â€Å"so-called society set,†[3] to the equally large â€Å"cultured... ...ities (Philadelphia: Hubbard brothers, 1883), 455 and Alfred Falk, Trans-Pacific sketches; a tour through the United States and Canada (Melbourne: G. Robertson, 1877), 23. [8] Glazier, Peculiarities of American Cities, 464. [9] Nicholas Everitt, Round the world in strange company; America, British Columbia and the west (London: T. W. Laurie Ltd., 1915), 270. [10] Green, Notes, 65. [11] Glazier, Peculiarities of American Cities, 468. [12] Glazier, 469. [13] Catherine Bates, A Year in the Great Republic (London, Ward & Downey, 1887), 140. [14] Ibid. [15] Bates, A Year in the Great Republic, 141. [16] Ibid. [17] ibid, 142. [18] Glazier, Peculiarities of American Cities, 469. [19] Green, Notes on New York, San Francisco, and Old Mexico, 71. [20] Ibid. [21] Green, Notes, 71. [22] Glazier, Peculiarities, 470. [23] Ibid, 471.

Post-16 option Essay

POST 16 – OPTIONS Post 16 options are given to young people and adults after they finish year 11 from school. Each post-16 option offers you different qualification opportunities and a different mix of teaching methods and assessment. Post 16 options comprises on: STUDY FULLL TIME 6th form or college Take up an Apprenticeship, Traineeship or Supported internship Take a part-time education or training course if you are employed or volunteer for more than 20 hours per week STUDY FULL TIME Schools, colleges and training providers offer a range of subjects and courses in which a student can study full-time. It normally requires to have at least five GCSEs at grades A* to C and at least grade B in any specific subjects one chooses. 6TH FORM COLLEGES A sixth form college is an educational institution in England, Wales and Northern Ireland, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In England and Wales, education is only compulsory until the end of year 11, the school year in which the pupil turns 16 (although this is changing in August 2013 to compulsory education until year 12 and by 2015, education will be compulsory until year 13) In the English and Welsh state educational systems, those wishing to continue may either stay on at a secondary school with an attached sixth form, transfer to a local sixth form college, or go to a more vocational further education college, although, depending on geographical location, there may be little choice as to which of these options can be taken. In the independent sector, sixth forms are an integral part of secondary schools (public s chools), and there is also a number of smaller-scale independent sixth form colleges. Students at Sixth Form College typically study for two years. Some students sit AS examinations at the end of the first year, and A-level examinations at the end of the  second. In addition, in recent years a variety of vocational courses have been added to the curriculum. There are currently over 90 sixth form colleges in operation in England and Wales. Most perform extremely well in national examination league tables. In addition, they offer a broader range of courses at a lower cost per student than most school sixth forms. In a few areas, authorities run sixth form schools which function like sixth form colleges but are completely under the control of the local education authorities. Unlike further education colleges, sixth form colleges rarely accept part-time students or run evening classes[citation needed], although one boarding sixth form college exists. Take up an Traineeship, Apprenticeship or Supported internship Traineeship It makes one get ready for work or for doing an Apprenticeship. They last from six weeks to six months and provide essential work preparation training, literacy and numeracy skills and work experience to get an Apprenticeship or other job. Apprenticeship In an apprentice ship one has to work for an employer and train to do a specific job at the s Apprenticeships at three levels: a, Apprenticeship b, Advanced Apprenticeship c, Higher Apprenticeships Entry requirements for these apprenticeships is one must be 16 or over, living in England and not in full-time education. There are now nearly 200 types of Apprenticeship from engineering to boat building, veterinary nursing to accountancy. Options depend on experience and what is available locally. There is no set time for completing an apprenticeship. Most take between one and four years, depending on the level of learning capabilities. As well as working alongside and learning from experienced staff, there will be off-the-job training, usually on a day-release basis at a local college or specialist training facility. The qualifications will be a study for a work-based qualification at level 2, 3 or 4, a technical certificate relevant to to the subject chosen occupation, such as BTEC or City & Guilds award and Functional Skills qualifications. More studies included for certificates or other qualifications that are required in chosen occupation. Assessment includes a mix of observation by an assessor, the assessment of a  portfolio of evidence and examinations. Supported internship Just for students with learning difficulties or learning disabilities who want to get a job and need extra support to do this. They last for at least six months and are unpaid. Work experience and an employer trains students to do a job role. Students also get to study for qualifications or other courses to get ready to take up a job. Work or volunteer while studying or training part-time It is a combined training or studying for a qualification and work at the same time. It doesn’t have to be a paid job, student can volunteer on a project or with a charity, or get a work-experience placement in a career or job area that interests them. Colleges and training providers offer a wide range of training courses which are part-time including A levels and work-related qualifications like BTECs or NVQs. BTEC’s- are usually studied at school or college they are work based qualifications that are a mix between practical and theory and some work experience. NVQ’s- these can be taken either at school/college, through a placement or in the work place.

Establishing a Healthy Communication Policy for Schools

Communication is a key component to having a fantastic year and an excellent staff. It is essential that administrators, teachers, parents, staff, and students have a clear line of communication. This is a sample of a school communication policy that will assist in keeping clear communication lines with the entire school community. Communication Tips No matter who you are talking with—students, parents, teachers, or the principal—it helps to be courteous, professional, and well prepared. Written communications should always be proofread and written or typed neatly. How Teachers Will Communicate With Parents and Guardians Written Form All teachers will send home a form letter to each student’s parents introducing yourself, highlighting your class, contact information, goals you have for the year, etc. The letter will be sent home the first day of school.All letters or notes to parents should be proofread by at least two other faculty members before the note is sent home.After the letters have been proofread by two faculty members, they need to be turned into the principal for final approval.A copy needs to be made and put in that student’s file of each letter or note sent home to that student’s parents.All written communication should be professional, courteous, and have contact information to get back in touch with the teacher.Avoid the use of jargon.If the letter/note is hand written, make sure that it is legible. If it is typed, make sure that it is at least standard 12-point font. Electronic Form Copies should be printed and filed of any correspondence via electronic form.Make sure that all text/graphics are large enough to be seen or read.Avoid the use of jargon.Be sure to run spell/grammar check on any electronic communications.Only use electronic communications with parents who have expressed that it is the way they prefer to be contacted.You must log off your email every day before going home. Phone Be polite and courteous.Before you make the call, write down everything you need to communicate with that parent. Be organized with your thoughts.Keep a phone log. Record the date, time, and reason for calling that parent.Be direct and mindful of the parent’s time.If the parent is unable to talk to you at that time, politely ask when would be a good time to call them again.If you receive a voice mail; identify who you are, what you are calling about, and leave information for them to return your phone call. Parent-Teacher Conferences Dress professionally.Create a comfortable atmosphere. Don’t place a formal teachers desk between yourself and the parents. Use the same type of chair.Be prepared! Have your agenda ready. Have materials available that show the good and/or bad of the student.Always start the conference out with something positive.Be attentive and listen.Never talk about other students or teachers.Avoid the use of jargon.End the conference with something positive.Let them know that you care about their child.If the situation becomes difficult, call the office for assistance immediately.Keep a conference journal. Record the date, time, reason, and key points discussed in the conference. Miscellaneous Thursday Folders – Notes, letters, graded papers, and pertinent information will be sent home every Thursday with the students in a folder. The parent will take out and go through the papers, sign the folder, and return it back to the teacher the next day.Progress reports from each teacher need to go out bi-weekly.Each teacher should send four positive personal notes, make four positive phone calls, or a combination of both per week rotating through their home room roster. All parents need to receive positive information regarding their child at least two times per nine weeks.All correspondence with parents should be documented. Keep a file on hand for each student in your homeroom.Do not discuss other students or teachers with parents. Be professionally mindful.Develop a positive relationship with parents. Try to gain their trust and let them know that you have their child’s best interest in mind at all times.Always avoid the use of jargon. Use language that will make the parents feel comfortable and at ease. Keep it simple! Communications Within the School Community Principal to Teacher I will be sending out a daily e-mail to all staff each morning. The e-mail will highlight significant events, remind you of tasks, and offer suggestions for you to use in your classroom.All teachers need to check their email at least three times per day.We will have weekly staff meetings to go over relevant information and discuss events happening within our school. The meetings will be every Wednesday 3:15 p.m. We will have them in the cafeteria. These meetings are mandatory!Be sure to check your mail box daily. I will be placing grant information, classroom activities and ideas, and other information in your boxes as it becomes available.I am a hands-on principal. I think it is necessary for me to know what my teachers are doing in their classrooms. I will be visiting your classrooms several times per week.I would like to have one-on-one meetings with every teacher at least two times per nine weeks. I will use these meetings as an opportunity to see how you are doing, see if you h ave any needs, and to listen to ideas that you might have. Teacher to Principal I have an open door policy. Feel free to come in my office and discuss issues with me whenever you need. I am always happy to answer questions, take suggestions, and listen to my teachers.You are always welcome to email me for anything. I will check my email several times each day and will respond to your email as quick as possible.If an issue or problem comes up after school. Please feel free to call me at home. I will do my best to address your needs as quickly and conveniently as possible. Communications With Substitute Teachers If you know that you are going to be absent, please let the secretary know as soon as possible.If an emergency happens after school hours, please call the secretary or principal at home as soon as possible.You must fill out an absentee request form if you know you are going to be absent. If it is an emergency situation, then you must feel one out as soon as you return to school. Preparation and Materials for Substitutes: All teachers need to put a substitute packet together. The packet needs to be on file in the office. Be sure that you keep the packet up-to-date. The packet should include the following items: three days of updated emergency lesson plansenough copies of all work sheets for all studentsclass scheduleseating chartsclass rolesattendance slipslunch count slipssafety procedures and plansclass rulesstudent discipline policycontact teacher informationmiscellaneous informationIf you know that you are going to be absent and are capable of putting current lesson plans together, please turn them into the office to give to the substitute. Make sure that they are detailed, easy to follow, and state specifically what and when you want the substitute to do. Use the substitute lesson plan forms available in the office.If you are including worksheets in the lesson plans, try to copy them off for the substitute if it is possible. If it is not possible, make sure that you leave the correct number of copies that they will need for each sheet.If it is possible, write a personal note to the substitute making them feel welcome and giving them any information that you feel might help them. Communication With Students All students are to be treated fairly and with respect. If you expect them to respect you, then you have to respect them.You need to have an open door policy with all of your students. Let them know that they can trust you. Allow them the opportunity to come in, talk to you, ask you questions, and voice their concerns and opinions.It is our job to provide students with optimal opportunities to learn. We need to create an atmosphere that fosters learning and enhances a student’s ability to do such.All students regardless of race, color, or gender should be given equal opportunities and fair treatment by their teachers, administrators, and peers.All students should be encouraged to ask questions, and all teachers need to provide as an accurate of a response as possible.All teachers should have every student’s best interest in mind.