USA should Begin Withdrawing Troops from Iraq Essay Example for Free

USA should Begin Withdrawing Troops from Iraq Essay War in Iraq affects many countries, their social and economic situation, political stability and international relations. A question of the American military presence in Iraq is one of the most controversial issues in political practice. During years of heated discussions, society has tried to solve the ethical, philosophical and political dilemma concerning the war on terror and aggression of American government against Iraqi people. America should withdraw troops from Iraq because its military presence and occupation contradicts International Law (Hewitt, 2002). The example of the Iraqi war illustrates the fact that the problems of conflicts and violence are not carried out at a distance, against anonymous and invisible victims, but in immediate physical confrontations with them. Another argument is that there is the increasing violence in Iraq against the US military. Following Jeffrey Sachs: â€Å"Were learning again that America cannot be an occupying force in the Middle East† (Web Forum: Was It Worth It?, 2006). Another reason against the military presence of the USA in Iraq is that primary justification for the war against terror and military intervention in Iraq (weapons of mass destruction) is false. The main consequence was a shift of U.S. policy from peaceful neutrality to aggressive international policy supported by military strength. â€Å"It would serve as an example of Washingtons repeated difficulty in winning guerrilla conflicts† (U.S. Faces Pressure †¦ 2005). In addition, the US should withdraws troops from Iraq because the short-term consequences of its presence include increasing budget spending on military sector and security programs, temporal stability and security of the American nation. Nevertheless, the war can create more terrorism affected innocent people around the world. The complications are that in a globalizing world, rich countries cannot insulate themselves from insecurity. Poverty and weak institutions are breeding grounds for public-health crises, violence, and economic volatility. Taking into account the opposite view, it is possible to say that if the USA withdraws troops form Iraq it will threaten its national security and defense. Also, many politicians suppose that the US should implement its long-term policies aimed to strengthen democracy and weakened terrorist groups in this region. Today, Iraqi army is not strong enough to oppose terrorist groups and maintain peace in the region. â€Å"Republicans, warned that withdrawing U.S. troops before the Iraqi army is fully prepared to defend the country against an intractable insurgency would lead to more violence and possible civil war† (Tate, 2006). In this case, it is evident that the US military presence in Iraq is important to secure stable political situation in the region. There seems to be general agreement that competition for political power and the material resources to which such power gives access is a general explanation of the phenomena discussed in the paper. Democratic processes that aim to empower the populace with the final authority see the problem as a top down solution.  No doubt that in modern society the main role is featured to democracy and the US presence supports democratic processes in Iraq. The re-organization of the political system should be mentioned here. Also, a civil war â€Å"could spill over into the rest of the region and threaten the worlds energy supplies, a development that would damage the economies of all oil-dependent countries† (U.S. Faces Pressure †¦ 2005). In this situation, the purpose of US forces is to maintain the continuity of the borders while introducing a degree of regional and local autonomy.   In spite of democratic changes and political stability in Iraq, â€Å"the threat is real and its all the more lethal because, paradoxically or not, its driven by religion and nihilism and a civilizations very unhappy encounter with modernity† (Web Forum, 2006). In this case, the US military is a force which ensures political stability and security for civil population. I suppose that the US should not withdraw troops from Iraq because US forces and control ensures political stability for both Iraq and the US nation. Every nation has the right to go to war in order to sustain its unity, to abolish poor governance, to re-organize the existing political institution if they violate national rights and self-determination. The war on terror and the problem of terrorism has not been yet, and it requires special measures to be made in order to ensure global peace and political stability. From the point of view of the USA, it is a necessary step to protect its citizen from adverse intervention by a nation intending to use weapons of mass destruction. The major public concern is atomic war and its consequences for the globe. Efforts to control these activities through investigations and surveillance on the part of the law-enforcement community also illustrate positive measures to counter the threat of terrorism. Military aid to the civil power is a measure available to the Iraqi government in extraordinary circumstances. â€Å"The US military do whatever we have to do to stabilize Iraq and Afghanistan and use the military power of the U.S. to do that (Burns, 2006). It is important to note that the war in Iraq is aimed to protect civil population from the authoritarian government and its attempts to control natural resources. â€Å"There is no question that Iraq is an important, if not the most important, theater in terms of the fight against Al Qaeda† (Johnson, 2006).  Terrorism on the Middle East is an international problem for many countries including Israel and Palestine, the US and European countries. Thus, the initiation and implementation of measures in response to the threat of terrorism are often complex matters. The problems are magnified when international diplomatic conventions and considerations must also be taken into account. The main means to fight terrorism include firm opposition to terrorism in all its forms and wherever it takes place, and opposition to domestic and international terrorism and respond to terrorist acts. The US mission in Iraq is to ensure global peace and control over the region and its terror groups. References Burns, R. (2006). Pentagon Faces Tough Choices on Iraq. USNews and World Report. Sept 20, Retrieved from   http://hosted.ap.org/dynamic/stories/U/US_IRAQ?SITE=DCUSNSECTION=TOP_STORIESTEMPLATE=DEFAULT Johnson, S. (2006). ‘We Are Where We Are’ Newsweek. Aug. 14. Retrieved from http://www.msnbc.msn.com/id/14349435/site/newsweek/ 3.  Ã‚  Ã‚  Ã‚  Ã‚   Hewitt, Ch. (2002). Understanding Terrorism in America: From the Klan to Al Qaeda. Routledge. Tate, D. (2006). US Senate Rejects Proposals to Withdraw Troops From Iraq. June 22. Retrieved from http://voanews.com/english/archive/2006-06/2006-06-22-voa50.cfm?CFID=38746764CFTOKEN=55075176 S. Faces Pressure to Pull Troops from Iraq. (2005). Retrieved from http://www.pinr.com/report.php?ac=view_reportreport_id=328language_id=1 Web Forum: Was It Worth It? (2006) Tuesday, Mar. 21. Retrieved from http://www.time.com/time/nation/article/0,8599,1175256,00.html

Language Acquisition Device

Language Acquisition Device In 1965 the linguist Noam Chomsky put forward the idea that language was innate, and suggested that childrens language acquisition was supported by a Language Acquisition Device (LAD). Other linguists and psychologists, however, have their own theories of child language acquisition, three of which base the development of language on interaction with caregivers, on cognitive development, and on imitation and reinforcement respectively. At first glance, it seems that the different theories of child language acquisition contradict each other, that it would be impossible for all five theories to have an element of truth in them. When, however, you look at the theories in more detail, you realise that the way in which children acquire language is likely to be a result of the five different theories working together. By describing language as innate, Chomsky was suggesting that children are born with an internal knowledge of language, that the rules of language are inside their brains from birth, so that when they begin to speak, they will have a pre-existing knowledge of grammatical rules. This essay will demonstrate that while Chomskys LAD is undoubtedly present in children, the other theories of child language acquisition also play a role in the development of childrens language; none can be disregarded as being untrue. In 1986, Chomsky added to his theory of language innateness by putting forward the idea that the Language Acquisition Device contained a Universal Grammar, a set of basic rules of grammar that characterise all languages. This explains the fact that children from all over the world pass through similar stages, at similar ages, in the acquisition of language, despite vast cultural differences. By 5 years of age, most children have a good grasp of the basic rules of their own language. This provides strong evidence for the existence of a LAD, as if language were not innate, children from different countries and backgrounds would surely pick up different aspects of language in different orders, and all children, even those from the same backgrounds, would acquire language at different rates. Further evidence for the existence of a Language Acquisition Device comes from what was termed s-structures (surface structures) and d-structures (deep structures) (Chomsky, 1957, 1982). Different languages have different surface structures (the actual phrases used in a sentence), but they all share the same deep structures, reflecting the sentences meaning. The fact that children understand deep structures without having to be actively taught about them suggests that language is innate: children have an inborn understanding of grammatical concepts, understanding that the order of words within a sentence is important. The grammatical errors that children make during the process of acquiring language, known as overgeneralisation, also suggest that language is an innate module, thereby providing evidence for the existence of a Language Acquisition Device. Overgeneralisation occurs, for example, when children apply the past tense -ed inflection to irregular verbs such as go. Children obviously wouldnt hear an adult saying goed, which suggests that children have an inbuilt knowledge of grammatical rules: they know that to form the past tense they have to use the -ed suffix, but they arent yet aware of irregular verbs. Evidence for grammatical overgeneralisation by children comes from an experiment carried out by Brown and Bellugi in 1964, in which the early speech of two children was analysed. The -ed past tense inflection was used for irregular verbs such as come (comed) and grow (growed). Further overgeneralisation occurred when forming plurals: nouns such as sheep and tooth were made plural by addi ng the -s inflection (sheeps and tooths). Again, the two children had learnt that to make a noun plural you used the -s inflection, but they were not yet aware of nouns which didnt follow the normal grammatical rule. The fact that not all children are exposed to Child Directed Speech provides further evidence for the innate nature of language. The cultures of the islands which lie in the South Pacific Ocean, for example, believe that such ways of speaking actually interfere with a childs language development. Infants in countries such as Samoa and Papua New Guinea, therefore, do not hear modified forms of language: all they hear is their native language in all its complexity. Despite the fact that the only language they are exposed to is the standard, unaltered form of their native language, infants in such countries pick up language at much the same rate and just as quickly as infants who are exposed to simplified forms of language, who are exposed to Child Directed Speech. This points clearly to the fact that language is innate, as if it wasnt, children in such countries would arguably acquire language at a later age, as a result of them not being exposed to simplified forms of language. A final piece of evidence for the existence of a Language Acquisition Device is the fact that language is specific only to humans. No other species spontaneously develops language in the way that humans do. This fact, coupled with the relative speed and ease with which children acquire their first language, provides substantial evidence for the existence of a LAD, especially as language is far too complex to be taught completely from scratch. Despite all of this evidence supporting the existence of a Language Acquisition Device, there are some factors which would throw the existence of the LAD into doubt. One such factor is the fact that feral children, along with children who have suffered extreme cases of abuse and neglect fail to master language, beyond the basics, even when taught by specialists. One such case is that of Genie (Curtiss, 1977). Up to the age of 13, from the age of approximately 20 months, Genie was kept in an isolated room with practically no human contact. Upon being rescued, Genie successfully learnt vocabulary, although she failed to understand the rules behind grammar, and as a result was only able to master three-word utterances as a result of the lack of attention and interaction she received throughout her infancy and childhood. This situation has been found to be the case with feral children, and with other victims of extreme child abuse. The inability to master grammatical rules, and therefore to speak in grammatically correct and complete sentences, can be explained by the Critical Period Hypothesis (Lenneberg, 1967), which theorises that language learning is easiest before a certain age. Combining the fact that feral children and abused children fail to master anything but the basics of language with the Critical Period Hypothesis provides evidence against the existence of a LAD. If language were innate, as Chomsky suggested, such children would be able to acquire language, however old they were when rescued, as it would simply be a matter of learning the vocabulary; they would have the grammatical rules already in place. The fact that they are unable to suggests that something else is required: this is where the other theorists of child language acquisition come in. One such alternative theory of childrens acquisition of language is the Behaviourist Account, associated with the psychologist B.F. Skinner. Skinner, 1957, suggested that children acquire language through a process known as operant conditioning. In a linguistic sense, this means that when a child uses language correctly, in terms of both the lexis and the grammar, they are rewarded in various ways. Due to these rewards, children are motivated to repeat the behaviour, thereby shaping their language and ensuring that it develops successfully. Another theory which goes against that set out by Chomsky is the Cognition Theory. Jean Piaget, a developmental psychologist, believed that cognitive development (the development of mental abilities and skills) was the overriding influence on the development of language, with language being neither innate nor learned passively. Piagets theory focuses on the precursors of early language, such as gestures and facial expressions, as Piaget claimed that in the first two years of life, the childs intellectual skills rely on sensori-motor experiences such as seeing, hearing and touching, as opposed to on words and images. While Piaget agreed with Chomsky in the sense that children develop a set of rules, he believed that rather than being innate, they came instead from a wider cognitive system, whereby children form schemas to help explain events in their lives, and then they are able to talk about them. Piagets concept of Object Permanence helps to support his cognition theory, in turn pr oviding evidence against the existence of a Language Acquisition Device. Before 18 months of age, infants are egocentric, as they cant mentally process the concept that something can exist outside of their immediate surroundings. By the time they are 18 months old, however, they have developed a sense of object permanence, realising that objects exist all of the time, even when the infant cant see them. The development of object permanence coincides with a substantial increase in vocabulary: if, as Chomsky suggested, language was innate and children possessed a LAD, object permanence wouldnt take such a long time to develop, as they would have a sufficient level of development to understand that an object couldnt and wouldnt just disappear. A further theory which helps to question the existence of Chomskys Language Acquisition Device is that of the psychologist Jerome Bruner. Bruners interactionist theory stresses the role of linguistic interaction from caregivers in a childs language development. This theory doesnt completely disprove the existence of the LAD; rather it suggests that something else is needed. Bruner suggested that children have a Language Acquisition Support System (LASS), whereby caregivers support their childs acquisition of language in social situations. A final theory which provides evidence against the existence of the Language Acquisition Device is that put forward by the psychologist Lev Vygotsky: the Socio-Cultural theory. The main tenet of this theory is that both social interaction and experiencing different social and cultural contexts are important for the development of language. Two significant factors which contribute to language development were identified: Private Speech (when a child talks aloud to itself, providing evidence that they are thinking for themselves) and the Zone of Proximal Development (ZPD) which occurs when a child needs the help of a caregiver in order to interact. The caregiver will either respond for the child, or will try to encourage a response from the child, both of which provide the child with a model to apply to similar situations in the future. This essay has discussed both evidence for and against the existence of Language Acquisition Device as proposed by Chomsky. The existence of the LAD has been challenged not only by other theories of child language acquisition but also by individual cases of feral and abused children. As the evidence set out in the essay suggests, the existence of Chomskys LAD cannot be disproved completely, as arguing that it didnt exist would put too many things down to coincidence, examples being that children the world over pass through similar stages of language development, and that children instinctively apply grammatical rules to irregular verbs and nouns, leading to overgeneralisation. You cant, however, simply disregard the work of other psychologist and linguists, as they all carried out their research to prove their hypotheses. Therefore, it is likely that all five of the theories mentioned play a part in childrens acquisition of language: while language may be innate, it develops alongsid e a childs cognitive development and children require input and encouragement from their caregivers in order for their use of language to develop fully. To conclude, no one theory of child language acquisition can be said to be wholly responsible for childrens acquisition of language, it is different aspects of each theory working together which make language learning such an impressive feat; this neither proves nor disproves the existence of Chomskys LAD.

Managing Codified Knowledge Essay -- Organizational Knowledge

Managing Codified Knowledge – A Review Knowledge has long been considered an intangible asset that can only be passed on from a teacher to his pupils through years of teaching and knowledge transfer. However, present day technological advancements and the increasingly dynamic nature of knowledge have led to the dissolution of the â€Å"sacred† teacher-pupil affiliation. Knowledge, now, is more of an entity that can be codified, stored, mined and retrieved as and when required, by any one and anywhere around the world. Albert Einstein’s quote, â€Å"The only source of knowledge is experience†, is now more of an anecdote than reality, as more and more organizations are realizing that knowledge learned from one’s experience can be codified, i.e. transformed into knowledge â€Å"packets† that can be stored and transferred to others. Business organizations have been the primary users of such codified knowledge, as huge amounts of information runs through the various divisions of an organizati on, which can be integrated and used for making more profitable, strategic and constructive business decisions. Thus, the need for knowledge management arose, wherein, chunks of codified knowledge has to be appropriately managed for ease of retrieval and use. The influential paper, â€Å"Managing Codified Knowledge† by Zack (1999) is reviewed here. The definition of knowledge and knowledge management, the benefits of knowledge management, the author’s rhetoric on the architecture of knowledge management and its importance in modern business organizations are discussed here. This paper also attempts to analyze two case studies presented by the author, and a brief summarization of the author’s key findings is also intended. The author discusses knowledge and knowled... ...e in retrieval of knowledge. The author cites the example of Buckman Laboratories, which successfully used the interactive approach to knowledge management. This organization, which originally sold chemical products, chose to offer solutions to its customers’ chemical treatment problems. It used innumerable â€Å"field associates† across the world, who had several years experience in solving such problems. Their tacit knowledge, based on experience and expertise was harnessed through interactive knowledge management. An online knowledge management infrastructure was created that was independent of time zones, location, language and even computer proficiency. The field associates interacted on a common platform, and their conversations, contributions and information exchanges were recorded, preserved and made available to all via K’Netix, The Buckman Knowledge Network.

An Analysis of Charlotte Brontes Jane Eyre Essays -- Charlotte Bronte

An Analysis of Charlotte Bronte's Jane Eyre Charlotte Bronte's Jane Eyre is presented in the Victorian Period of England. It is a novel which tells the story of a child's maturation into adulthood. Jane's developing personality has been shaped by her rough childhood. She has been influenced by many people and experiences. As a woman of her time, Jane has had to deal with the strain of physical appearance. This has a great effect on her mental thinking and decision making. Jane Eyre's cognitive and physical attributes have been affected by her environment throughout her life. Jane Eyre was born an orphan and raised under the hands of a heartless Aunt. Aunt Reed stressed to Jane that she was privileged to live so well without any parents. At a young age, she has to discover the hardships of life. Jane's cousin, John Reed, emphasizes to her "you are a dependent, you have no money, your father left you none, and you ought to beg" (17). With this in mind, Jane Eyre must continue through her early years in life depending on no one but herself. Jane is a wicked child according to Mrs. Reed and Mr. Brocklehurst, the master of a boarding school. She is admitted into Lowood School for orphans; under the orders of her master, she must stand on a stool for a day to release her sin. Jane's isolation and strict punishment is a result of her rebellious attitude toward adults. Helen Burns is Jane's companion who she can relate to and rely on during her hard times. When Helen becomes sick, Jane becomes angry and is determined to leave Lowood as soon as she can. Jane's eight years at Lowood resemble life in a prison. Mr. Brocklehurst's goal is to "not to accustom them to the habits of luxury and indulgence, but to render them hardy... ...rs Jane comes back to see him. She realizes that she still loves him. She longs to be loved. He is the only person that will give her a chance of a real relationship. Jane has discovered her heart. Jane makes decisions based on the outcomes. Whatever she decides, she wants passion and love to be a direct result. She only feels this with Mr. Rochester. Mrs. Reed and Mr. Brocklehurst have given Jane a restriction on life. As soon as she arrives at Thornfield, her strict life is rescued by Mr. Rochester. Rochester reveals his desire for her, and she is finally led into the world of love. She no longer has to deny herself of her emotions, but is free to express them. Jane's appearance has not prohibited her from achieving what she desires, but becomes a major part of her reasoning. Works Cited: Bronte, Charlotte. Jane Eyre. Boston: Bedford/St. Martin's, 1996.

Does Free Trade Retard or Improve Development in Developing Countries E

Introduction The 19th century international system was a very significant era of the doctrine and practice of free trade. This key date in the 19th century was 1846, the year England repealed the corn law. The corn laws had protected British aristocrats and farmers from imported corn. Corn at this time was used to make bread. This dispute pitted industrialists and many workers against landowners and farmers. The industrialist wanted cheap corn so that the cost of bread would be lowered and they could reduce or reduce workers wages. This would give their products a competitive advantage in international markets over products from nations where the cost of food and wages were expensive. The workers in Britain also supported this law because they wanted to buy cheap bread. David Ricardo, a stock trader and member of parliament, articulated the liberal theory of comparative advantage which made intellectual case for free trade. Today this theory of comparative advantage has remained the bedrock of ar guments for economic integration and free trade. The broad purpose of this paper is to try and answer these questions; †¢ Does Free Trade Improve or Retard Development in Developing Countries †¢ Is Free Trade really Free. Free trade is the trade among two or more countries without any limitations imposed by the governments or other regulators; thus the free movement of goods and services across national frontiers (O’Brien and Williams, 2007 p.139). (Vander .W, 2005 p.24). It points to the liberalisation of the markets of nations through the elimination of tariffs, quotas and other form of restrictions to allow the free flow of products beyond national borders. Benefits of Free Trade Trade Openness. Free Trade has remained a fundam... ...the Barrel: Africa’s Oil Boom and the Poor. Available at http://www.crsprogramquality.org/storage/peacebuilding/Bottom%20of%20the%20barrel.pdf European Commission, (2012). Trade, growth and development; Tailoring trade and investment policy for those countries most in need [SEC (2012) 87 final]. O’Brien, R. and Williams, M. (eds.) (2007) Global Political Economy: Evolution and Dynamics. 2nd edition. Basingstoke: Palgrave. OECD, (2009). Journal on Development Trading Out of Poverty; How Aid for Trade Can Help. World Bank (2000) World Development Indicators 2000. Washington D.C: World Bank [Online] Available at http://data.worldbank.org/indicator Stop Free Trade : Available at http://www.stopftaa.org/is-free-trade-really-free-what-it-costs-a-country.html UNCTAD, (2004).The Least Developed Countries Report . UNCTAD/LDC/2004 (Overview), sales no.E.03.II.D.9.

Diverse Racial Experience Essay

The chapter by Ruth Frankenberg entitled, â€Å"Introduction: Points of Origin, Points of Departure†, argues that the way one is perceived in society drastically changes their experience and advantage over others. Therefore, white women are often distinguished by their whiteness which gives them a more diverse racial experience (Frankenberg, 1993, pp. 1). With being white comes various additional components that set it apart from the other raced women of the world. Moreover, being a white woman automatically links them to a more favourable position of superiority in the way that they are often identified. This means that they get certain benefits by being white, as colonialism positioned them to have a large portion of control and authority over others. This provides them with the advantage to define the public and its individual beings the way they believe or want it to be. Moreover, they see their whiteness as a normative position in society that is invisible. Frankenberg`s goal is to make whiteness visible so that a white person can identify that they have an advantage over a person of colour by virtue of their skin. She also takes into consideration the intersectionality of class, culture, ethnicity, gender, and sexuality in a white racialized body (Frankenberg, 1993, pp. 1). Colonization is an important factor to Frankenberg because of how it uncovers the concept of whiteness and how it subsequently became associated to a position of authority and power. In the article `The Murder of Pamela George`, the author observes that history of colonial violence permitted white men to annex land that did not belong to them and treat it as though they were entitled to it (Razack, 2004 ,pp.127). This perception has perpetuated the control and authority of white people throughout history. A critique in the second wave of feminism made white feminists reconsider what and for whom they were advocating. The movement of feminism was envisioned to include all women but it only targeted one specific group of white middle class women. This occurred because the women could only see there suffering from their particular standpoint. This is seen in the article â€Å"The Problem That Has No Nameâ€Å" by Betty Friedan since she assumes that all women are homogeneous and all have the same lived experiences. She does not consider race, class, and sexuality as a factor in feminism (1997). White women mostly consider their whiteness as undetectable and thus not subject to racism (Frankenberg, 1993, pp. 3). These white feminists in the second wave were unintentionally being racist towards other women; this made them unsure about how to precede and resolve this issue (Frankenberg, 1993, pp. 4). Frankenberg educated herself about racism by positioning herself to learn from the standpoint of women of colour. Enakshi Dua stated in her article that, in order to understand how race and gender are interconnected one has to listen to the lived experiences of women of colour (2005, pp. 64). Frankenberg followed this method formulating questions that she wanted to investigate to find out how racism affects a white women`s life and how society propagates racism through societal means. After answering these questions Frankenberg proceeded to figure out how white women can fight against racism. Most white women believe that their race is invisible and do not realize that it gives them a distinct experience in the world. This is because the dominant class structures society and thus normalizes whiteness. White women and women of colour have distinct experiences that are subject to how they experience racism. Whiteness is socially constructed and it does affect a white women`s life. However, white women usually tended to regard racism as something that has no effect on them and that women of colour only have to live through (Frankenberg, 1993, pp. 6). This belief does not put the onus on the white people and it does not identify the perpetrator of the subjection. Racism does not just happen, it is constructed (Tim Wise 2005). Therefore, it impacts the lives of white women which makes race and gender intersectional for all women not just women of colour. There is a denial in the observations that there is one specific dominating male gender. There is also an abundance of only white women`s experiences by this masculine hegemon. After women realized that the world view did not only have to be seen on a male standpoint the world started to shift views (Frankenberg, 1993, pp. 8). Women of colour now want to focus on a standpoint from a radicalized point of view in order to stop racism. Moreover, since white people are the oppressors they cannot see how their situation is reinforcing racism. People of colour are the oppressed and know exactly how they are underprivileged. Subsequently, women of colour were the first to see how gender, race and class forms a persons experience in life (Frankenberg, 1993, pp. 8). White women did not see their race as something that was constructed. They did not see themselves as racialized because they were coming from a position of privilege. This position for a white person was normalized throughout American history. Therefore, in order to deconstruct race white women have to admit it is something that affects them (Frankenberg, 1993, pp. 11). Race is in a fluid motion and changes constantly with society because it is an economic and political construct. Historically, the white dominance was vindicated because of false biological account that white people were superior (Frankenberg, 1993, pp. 13). This biology justified colonization as well as the enslavement of people of colour that soon followed. The justification shifted to culture as the reason that made people inferior and if they integrated with American culture they would achieve success on merit like white people. However, this belief kept blaming people of colour for their position in society.People of colour were first seen as different from white people, then there was an embrace of colour blindness, and finally people realized that they needed to be able to see the differences in society so they can explain them. This last movement’s purpose was to make people aware of race; this was led by the people of colour themselves. They did not want to be invisible because there situation was not improving because people were ignoring the underlying problem. The racialization of people of colour and white people was constructed with colonization. The European culture was embedded into the way the United States constructed its country. This constructed whiteness as belonging and being a person of colour as an outsider (Dua 2005, pp. 60). The dominant western culture –which was white- positioned itself to dominant over the other races. This created the standard citizen that belonged and made people of colour not included in the so called superior western culture. Frankenberg`s argument illuminates how the dominant class rationalized whiteness as not being racialized. Colonization formed the dominant race and reproduced it through society. By normalizing whiteness the white people did not need to consider how it benefited them and subsequently how it negatively affected people of colour. By naming whiteness, Frankenberg will be able to pinpoint how that perception can change so that people can be equal even with there differences. In conclusion, by admitting that white people are racialized will assist anti-racist feminists in their mission to stop the racialization of all people. This would stop white people from believing that they are the only ones that belong in North America and eventually create a system based on meritocracy rather then privilege by virtue of a persons skin.

Aristotle’s Definition Of Virtue

Nowadays, virtues are associated with refinement and nobility of one’s character. Aristotle believed that virtue is a function of the soul that guides every action of an individual. Thus, every action illuminates the discretion of an individual to act freely the chosen disposition. Since every human has a soul and virtue is its activity, can we classify every action as virtuous action? In Nicomachaen Ethics, Aristotle examined the inter-relations among the purpose of every human action, virtues, and vices in the achievement of happiness. Aristotle believed that the supreme good is the ultimate goal of every human endeavor. What then is the â€Å"good† for a man that can be possibly attained through his endeavors? It is happiness but relatively defined; vulgar men associated it with pleasure while people with refined character ascribed it to honor. While these things are pursued to achieve happiness in one’s self, but â€Å"good† should be pursued not only for happiness but for the â€Å"good† itself—as an end. The â€Å"good† brings happiness and is associated with function or activity. For instance, if you are a behest pianist then, you are good in playing piano for you are functioning well. The well-performance of your function creates happiness not only for yourself but also for the others, thus, giving you a unique identity. In the same line of reasoning, soul is an aspect of humans that differentiated them from the rest of the animals. Thus, man’s function concerns the soul. The rational component of the soul controls man’s impulses, thus, makes him virtuous. Therefore, â€Å"human good turns out to be an activity of the soul in accordance with virtue, and if there are more than one virtue, in accordance with the best and most complete. † As such, the nature of virtue then should be explored. Moral Virtues The product of teaching is the intellectual virtue while moral virtue resulted from the habit. Thus, it is never the case that moral virtue arises spontaneously on man’s being. Moral virtues are inculcated in man’s soul and perfected by habits. â€Å"For the things we have to learn before we can do them, we learn by doing them. For if all men are naturally born good or bad, adept or inept in certain skills, teachers have no sense at all. On the same ground, moral virtues can be learned or destroyed in one’s soul: by interacting with others we may become just or unjust; by experiencing perils we may become brave or coward; and other circumstances may impart hedonism, ill-temperance, or self-indulgence. Moreov er, by absorbing moral virtues at very young age, great difference will be made in one’s soul. Since it is through training, virtues are acquired; training then at very young age can mold virtuous personality. Conditions for the Conduct of Virtues Just and temperate actions are done by a man who has the sense of justice and temperance. â€Å"But if the acts that are in accordance with the virtues have themselves a certain character it does not follow that they are done justly or temperately. † Several conditions are necessary for the conduct of every virtuous action: knowledge of virtues; disposition for virtuous actions; and power to do virtuous actions. Hence, knowledge on virtues is not enough to become virtuous; rather, the disposition to put virtues into actions is a must. It is common sense to us, for example, that insufficient food and water taken into the body results to poor nutrition while a balanced diet ensures good health. â€Å"So too is it, then, in the case of temperance and courage and other virtues. † Avoidance of fears leads to timidity while extreme braveness endangers one’s life; absolute abstinence creates insensibility while hedonism shapes one’s indulgence. Since wrong doings are committed due to pleasure and noble character is avoided due to pain, pleasures and pain then are subjects of every virtue. The Doctrine of the Mean â€Å"Now neither virtues nor the vices are passions, because we are not called good or bad on the ground of our passions, but are so called on the ground of our virtues and our vices. † Passions, faculties, and states of character exist in the soul: passions are desires; faculties are abilities to perceive passions; and states of character are the choices to either put the passion in action or not. Feelings of pains and pleasures or passions, and the knowledge on good or bad are not virtues for virtues involve modes of choice. In addition, we naturally have faculties and desires. The man’s virtue then, involves the state of character that makes the realization of every desire that either good or bad. â€Å"For instance, both fear and confidence and appetite and anger and pity and in general pleasure and pain may be felt too much or too little, and in both cases not well; but to feel them at the right times, with reference to the right objects, towards the right people, with the right motive, and in the right way, is what is both intermediate and best, and this is the characteristic of virtue. The deficient and excess among the activities that give pleasure or pain is a vice while moral virtues lie in between of these deficiency and excessiveness, hence, the mean. However, the â€Å"mean† can not be found among actions which are entirely wrong such as crimes and envy. For the â€Å"mean† among entirely wrong actions is either its excess or deficiency, â€Å"but however, they are done they are entirely wrong; for in general there is neither a mean of excess and deficiency, nor excess and deficiency of a mean. Also, an extreme of a particular activity can be closer to its mean such as in the case of courage; courage is more of rashness than cowardice. This is so because of the things that are farther from its â€Å"mean† are its opposites. Moreover, Aristotle’s concept of the â€Å"mean† is not a strict doctrine; since the things and degree of happiness for each individual varies, so as the extent to which the â€Å"mean† for every case lies. It is only through the aid of our practical reason that we may determine the mean in a particular situation. Thus, virtue is a set of innate dispositions for the governance one’s action towards the attainment of happiness. Happiness then is not achieved unless one acted in accordance with his virtuous dispositions. Since actions are the concern of moral virtues, the attributes then of which should be examined. The Nature of Actions The nature of actions was classified by Aristotle as voluntary, nonvoluntary and involuntary. Involuntary actions are done against one’s disposition; voluntary actions are in accordance with the disposition; and nonvoluntary actions are accidentally done due to ignorance. Since virtue governs one’s disposition to act in accordance with the â€Å"mean,† the primary basis then of a virtuous action is the goodness of choice. For an action is always a product of premeditated choice of an individual for the attainment of one’s purpose, it is therefore voluntary. This also satisfies the conditions that Aristotle believed are necessary for virtue: knowledge, volition, and doing. On the other hand, if an individual was forced for a certain action, although seem involuntary, he is still responsible for that action for he has a choice for not doing. Meanwhile doing things because of ignorance is involuntary if at the end, one recognizes ignorance while failure to do so, makes it nonvoluntary. For instance, if a drunkard is addicted to liquor due to inability to discern virtuous things, the person then is guilty of ignorance and the action is nonvoluntary. If at some point of time, the person realized his ignorance, the action then becomes involuntary. With these, only ignorance can excuse an action to be called a vice but has limitation. If after realizing virtuous things, the person has continued to be a drunkard, then the action is voluntary and he is therefore vicious. Conclusion For Aristotle therefore, virtues are dispositions that acted in accordance with the doctrine of the mean towards the attainment of happiness. Happiness can not be achieved by merely just having or knowing virtues, rather by putting virtuous dispositions into actions. Thus, virtue is an active condition that makes one apt at choosing.