The Main Classifications of Political Systems free essay sample

Within the science of Politics there have been many studies into the different classifications of political systems. There are many different types of classifications but the three main and important classifications are that of Aristotle’s ‘classical’ classifications, the Three Worlds classification and Huntington’s ‘Clash of Civilisations’. It has been argued by many professionals that the most influential system of political classification is Aristotle’s ‘Classical’ Classification, devised in the fourth century BCE, which he based on his study of the 158 Greek city states which were in existence at the time, and thus being the very first political science argument in history. Aristotle argued that governments could be put into different categories on the basis of two fundamental questions. These questions where, â€Å"Who rules? and â€Å"Who benefits from rule? † He believed that Government â€Å"could be placed in the hands of a single individual, a small group or the many. † (Heywood: 2002: 27). We will write a custom essay sample on The Main Classifications of Political Systems or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Aristotle continued to argue that Government could be pushed in the direction of benefiting the interests of the rulers or in the direction of benefiting the community as a whole. He showed this in this table: Ruled By Who benefits? One Few Many Genuine Monarchy Aristocracy Polity Perverted Tyranny Oligarchy Democracy. In this table, which Aristotle constructed, he argued that Monarchy, Aristocracy and Polity where to be preferred because they benefited the majority of people, unlike Tyranny, Oligarchy and Democracy which only benefited the few who ruled. All in all, Aristotle had wanted to identify the ‘ideal’ constitution, and had. However, now Democracy is seen in a better light, and Aristotle’s argument has been made redundant by the creation of constitutional systems from the late eighteenth century onwards. The creation of the American constitution after the Wars of Independence, the radicalism in the French Revolution and the emergence of a new parliamentary government in Britain, all in the eighteenth century, showed that political systems where much more complex than had been thought in earlier times. Just as Heywood argues: â€Å"Traditional features of classification were therefore displaced by a growing emphasis on the constitutional and institutional features of political rule. † (Heywood:2002:29) Another classification of political systems is the â€Å"Three Worlds† classification. This typology believes that the world, as a whole, is split into three different categories, or ‘worlds’. The first world is that of liberal democracies and in other words: capitalism. The Second world is made up of communist countries. And, the Third world is that of poorer, less developed states which are generally undemocratic. Some political scientists agree with this type of classification, such as Francis Fukuyama, who claimed that liberal democracy was â€Å"the final form of human government. † (Fukuyama:1992) Yet, the â€Å"Three Worlds† classification keeps and groups together different types of regimes. For example, some of the Third World does not have all the characteristics which are tied with the Third world typology. Just because a country is poor does not mean it is undemocratic. It can be argued that The â€Å"Three Worlds† typology has just grouped together ‘the rest’ of the world, which do not fall under western or communist civilisation. Another flaw in the â€Å"Three Worlds† classification is that it is greatly influence by the Cold War, and only relevant to a small period in History. The final type of classification of political systems is that of Huntington’s â€Å"Clash of Civilisations. † Huntington’s theory was influential in the post-war period of the worlds as well as today. He implies â€Å"political culture has escaped in national moorings to embrace wider but still competing identities† (Hague Harrop:2004;102) and argues that the world has been re-classified, and this has been done terms of civilisations because within the world the greatest conflicts are between these 6 to 9 civilisations, which are: I. Sinic (Chinese)II. Japanese III. HinduIV. Islamic. V. WesternVI Latin America. VII Buddhist. VIII. Orthodox IX African. Huntington argues that since world views between each civilisation are so contradictory then there is no compromise, and continues this argument further by stating that â€Å"the most pervasive, important and dangerous conflicts will not be between social classes, rich and poor, or other economically defined groups, but most dangerous cultural conflicts are those along fault lines of civilisations. † (Huntington:1996:28). This wasn’t fully taken notice until the events of September 11th 2001, where these attacks maintained the proof that Huntington was right. Huntington also goes on to argue that cultural kinship influences the choice of sides in wars, for example, â€Å"in Yugoslav conflicts, Russia provided diplomatic support to the Serbs†¦not for reasons of ideology but because of cultural kinship. † (Huntington:1996:28) However, Huntington is unclear about what a civilisation actually is, stating some as religious and others as geographical, for example with Africa. There are many different types of civilisations within Africa, yet he groups them altogether under one civilisation because of where it is situated, geographically. This also raises the question of whether civilisations are really to blame for conflicts across the world. Most of the bloodiest conflicts in History have not been because of a clash of different civilisations, but are actually within these so called civilisations, such as wars in Africa, the wars between Iraq and Iran, and also the First and Second World wars. In conclusion, within Political Science there will always be different theories on different typologies or classifications of political systems, such as Aristotle’s ‘Classical’ classification, the ‘Three Worlds’ classification and Huntington’s ‘Clash of Civilisations. ’ Each are correct and just in their own ways, but also come with their own downsides. Such as Huntington not clearly stating the differences of each of his ‘civilisations’ and ‘Three Worlds’ classification becoming outdated by the fall of the Berlin Wall in the early 1990s.

The Movie Thirteen Days

The Movie Thirteen Days Leadership is an integral part of any organization. Leadership is needed in homes, schools, companies and government. The lack of quality leadership in all sectors of society can easily mean failure and the emergence of problems that can lead to poverty, anarchy, and a sense of hopelessness (Manning Curtis, 2003, p.5).Advertising We will write a custom report sample on The Movie â€Å"Thirteen Days† and Example of an Effective Leader specifically for you for only $16.05 $11/page Learn More It is therefore important to study how a leader can become an effective leader. However, the topic is so broad and there are so many angles that one can use to analyze this important topic. In the case of this study the movie â€Å"Thirteen Days† will be used because in the heart of the film stands an effective leader. Through the leadership abilities of John F. Kennedy, the Cuban Missile Crisis was successfully resolved and through his decisions he prevente d a nuclear holocaust that could have consumed the world. Background The Union Soviet Socialist Republic (â€Å"USSR†) is a loose organization of states ruled by the Communist Party. It was also known as the Soviet Union and after the Second World War there was no other government that was as powerful as the USSR except of course the United States of America. Built on the ideals of communism it stood as at a sharp contrast to the political structure of democracy that is the feature of the U.S. government. Thus, after the rebuilding process that occurred immediately after World War II the United States could no longer deny the fact that the Soviet Union wanted to convert the world to communism. This was achieved through creating alliances and supporting revolutionaries to overthrow conventional forms of government and transforming it into a version of the USSR. The rapid increase in the capability of the USSR has greatly alarmed the United States (Huston, 1988, p.7). For many people it was clear as day that the Soviet Union is the oppressor and everything has to be done to prevent it from dominating the world. But it can be argued that the Soviet Union saw everything from a different perspective. The Soviets believed that they have what it takes to create a better world for everyone and they are willing to defend what they hold dear at all cost. In their desire to advocate the communist ideals and to deter others from interfering with their plans the Soviet Union funded the stockpiling of nuclear weapons (Busch, 2001, p.21). In addition the Soviets established alliances with China, North Korea, Vietnam, East Berlin and most importantly Cuba. This resulted in greater conflict with the United States that paved way for series of proxy wars in Vietnam and Afghanistan (Malkasian, 2001, p.12).Advertising Looking for report on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More But one of the most d aring moves by the USSR was to ship and install nuclear weapons to Cuba (Divine, 1988, p.13). This is the subject of the movie â€Å"Thirteen Days† in reference to arguably the most nerve of an Effective Leader specifically for you for only $16.05 $11/page Learn More It has to be made clear that before assuming the office of the president Kennedy was a respected U.S. Senator even though at that time his youthful looks could have easily fooled everyone that he does not know anything about politics. His image received a major boost when he won the presidential election in the most convincing fashion considering the fact that he was very young when he decided to go for the highest office in America. His followers and his subordinates knew what he was capable of. It is easier for people to follow a winner than to follow someone perceived to be incompetent. It was a tremendous boost to the morale of any follower that their leader is a champion and willing to go t he distance with them. Group Members Immediately after Kennedy heard the intelligence report about the buildup of missiles in Cuba he immediately called for a meeting to determine how to resolve the conflict. The assembled group was comprised of select members of the cabinet and experts in Soviet relations and together they formed what would be known as the Executive Committee of the National Security Council or EXCOMM (Byrne, 2006, p.28). It can be said that President Kennedy surrounded himself with capable men. Consider the following dream team of talent. The Vice-President was Lyndon Johnson. The Secretary of Defense was Robert McNamara. The Secretary of State was Dean Rusk and the Attorney General was Robert Kennedy. All of these men are great leaders in their own right. If given the chance to shine and handle a crisis event each of these men can go through it and succeed. It is therefore important to realize that the president did not handle all the problems all by himself. He was assisted by equally capable and great men. Although Lyndon Johnson and Robert McNamara are heavyweights when it comes to leadership and their presence is a tremendous asset to the EXCOMM, it was the presidents brother, Robert Kennedy who proved to be the most important person among the presidents men.Advertising Looking for report on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since he is a brother, the blood- relations allowed a great degree of trust. John Kennedy can confide to his brother and he knew that he will not be betrayed. There is a commonality or a shared understanding that the success of one is also the success of the other. Robert Kennedy was the presidents secret weapon because he can ask somebody for advice and he knew that there is no hidden agenda, he can be assured that Robert Kennedy is giving him an advice not because he can get something in return but simply because it is the best course of action that the president can take. In addition the brother was a sounding board and it is easier for the president to visualize the impact of a decision or an idea after he was able to go through it with his brother. Characteristic and Traits The successful resolution of the crisis is attributed to the leadership traits and character of President Kennedy. There are three things that has to be highlighted in this regard. The first one is his intel ligence. The second one is his resolve. And finally his courage made the difference. Combining all these three characteristics produced in him leadership traits that did not only inspire confidence but respect. This is very important because at the end of the day the president was not only expected to influence his team, his subordinates and even his own countrymen; he also has to influence his enemies. The first thing that strikes the audience while watching the film was the sharp intellect of the president (Koestenbaum, 2002, p.279). It is a given that a person cannot become the president of the United States if he does not possess above average IQ. But in the case of the president the kind of intelligence that he brought with him to white house is beyond the academic type of knowledge. He combined everything with what he knew about politics, international relations, conflict resolution, and combined it all together with a wisdom that was beyond his years. He was able to rise up a bove the noise and the distractions to see the big picture and acted on it based on what he believes can diffuse the tension and save the world from total and imminent destruction. The first demonstration of his intellect is his realization that the First World War was the by-product of a series of errors, assumptions, and forced moves. The president wondered aloud the possibility that the Cuban Missile Crisis is similar to what transpired in the early part of the 20th century when nations were pulled into a conflict that forced them into a wall and that there was no other option but to fight (Hilsman, 1996, p.18). He made it clear that he is willing to explore alternative solutions because he believed that war should not be the last resort. The decision of the president to take it slow and to use the power of diplomacy to diffuse the problem is a case study in how a president should behave in times of conflict, most especially a president who controls a powerful army that has a des tructive capability that can destroy millions of lives. His example could easily benefit leaders in the 21st century who seemed to be obligated to go to war instead of using every resource available to maintain peace. While the rest of the national leaders were dictated by protocol and the bitter and negatively affected by the bitter outcome of the Cold War, John F. Kennedy refused to be swayed by the emotions that threatened to divide his team (Edwards, 2005, p.8). Thus, it must be said that aside from his exceptional intelligence another characteristic of the former president was his resolve. The moment that he locked on to a particular course of action he stayed the course. He was not distracted and he was not forced to change his strategy. While everyone was crying out that the president is about to commit a blunder, Kennedy was not persuaded to reconsider. This is not arrogance and this is not the behavior of a dictator but the action of a leader who believed that others are ab out to commit a major mistake by suggesting that they strike first. Finally, the most important leadership trait that he demonstrated during those tense moment in October of 1962 that help averted disaster was courage. The president was under fire and there were so many people opposed to his strategy and yet he was not afraid to face them all. More importantly, many of the powerful leader under his command were making decisions out of fear of a Soviet nuclear attack. This fear clouded their judgment. It is understandable why they feared the first strike capability of the Soviets. They knew what a long-range nuclear warhead can do. It can be launched from submarines and it can be launched from Cuba. If the Russians decided to launch the missiles then the United States had a few minutes to respond (Borovik, 1990, p.17). By that time the response is not enough to counteract the destructive power of the nuclear warheads but to simply launch their missiles to destroy the Soviet Union â⠂¬â€œ a mutually destructive course of action. It is therefore more beneficial to strike first. But it turned out that the Soviets had no plan to strike first. What would have happened if the president was terrified of what would happen to his life and decided to launch U.S. nuclear warheads? The Russians would respond and assure the mutual destruction of both countries. Internal Environment It has been said that effective leadership is the function of the leader, followers, and situational variables (Dubrin, 2010, p.19). This can be interpreted to mean that the leader is the by-product of his environment. In the case of John F. Kennedy his leadership brilliance found a platform wherein he can demonstrate what he can do. It can therefore be argued that without the institution of democracy in the United States and the laws and traditions that govern the election of a president as well as the creation of a system of checks and balances it would have been impossible for Kennedy to be i n command of one of the most powerful nations in the world. The democratic form of government created a division of power that prevented the president to act without consulting others and without gathering support from other branches of government. This enabled the president to tread carefully. One can just imagine if the American presidency has unlimited powers, then it is possible for Kennedy to act without consultation and no one knows what would be the outcome. In addition the four year term of the presidency calls for election every four years. This ritual made it necessary to form a team and a party to handle the campaign. Through this process a team was built and relationships were formed. Kennedy used the people in his campaign to help run the country during his term as president. The internal environment during the Cuban Missile Crisis was hostile to the president. The pressure that he felt from his own people and from his own generals forced him to become the best that he could be. The generals were men bound by rule and traditions. They interpret actions based on these rules and therefore they could not understand why the president would deliberately delay the order to conduct preemptive strikes against Cuba. For them the mere fact that missiles are being installed is the signal to go to war and they cannot afford to place the U.S. in a disadvantage position. But Kennedy saw beyond the rules of engagement and made the decision not to provoke the Soviet Union into armed conflict. External Environment The greatest test to Kennedys leadership capabilities is the Soviet Union and its Communist Party headed by Secretary Khrushchev. The Soviet Union were determined to show the world that they are a dominant force. This means that they will not take orders from any president especially one coming from their arch-nemesis the United States government. They can insist that there is nothing wrong with arming their ally Cuba. They can also argue that their acti on is not without precedent because the United States had installed missiles in other countries. The Russians could not afford to look weak in the international stage (Isby, 2002, p.10). It was the careful handling of the situation that showed proof of Kennedys leadership capabilities. The most amazing example of leadership is when John Kennedy instructed Robert Kennedy to create a graceful exit strategy for the Soviet Union. He had a clear understanding of human nature. He did not believe that people are moved by force alone. He also believed that people can be made to agree using diplomacy and respect. He respected the leader of the Soviet Union to the point that he did not want him to be embarrassed in international political arena. As a result Khrushchev agreed to dismantle the missiles in Cuba. Conclusion Leadership is the by-product of the characteristics of the leader, followers, and the environment. Nevertheless, a great leader shines though because of courage, resolve and i ntelligence. John F. Kennedy had an overabundant supply of all three. He used his intellect to transcend beyond rules, traditions, and past conflicts and saw that a nuclear holocaust is not an option. He used his resolve to stand firm even though high-ranking officials of the U.S. government showed little faith with his proposed solution. Finally, he showed courage when everyone wanted to react in fear. His courage gave him the ability to withstand the pressure and thus making the right decisions all the way. He may have saved the lives of millions of people because he demonstrated how to be an effective leader. References Barnes, John. (2007) John F. Kennedy on Leadership. New York: AMACOM. Borovik, Artyom. (1990) The Hidden War: A Russian Journalist’s Account of the Soviet  War in Afghanistan. New York: Grove Press. Busch, Andrew. (2001) A Ronald Reagan and the Politics of Freedom. MD: Rowman Littlefield Publishers. Byrne, Paul. (2006) The Cuban Missile Crisis: To the Br ink of War. MN: Compass Point Books. Divine, Robert. (1988) The Cuban Missile Crisis. New York: Markus Weiner Publishing. Dubrin, Andrew. (2010) Leadership: Research Findings, Practice, and Skills, 6th ed. Mason, OH: South-Western Cengage Learning. Edwards, Lee. (2005) The Essential Ronald Reagan,  MD: Rowman Littlefield Publishers. Hilsman, Roger. (1996) The Cuban Missile Crisis. Westport, CT: Praeger Publishers. Huston, James. (1988) Outposts and Allies: U.S. Army Logistics in the Cold War. New Jersey: Associated University Press. Isby, David. (2002) Russia’s War in Afghanistan. UK: Osprey Publishing. Koestenbaum, Peter. (2002) Leadership: The Inner Side of Greatness.  New Jersey: John Wiley Sons, Inc. Malkasian, Carter. (2001) The Korean War. University Park, IL: Osprey Publishing. Manning, George and Curtis, Kent. (2003). The Art of Leadership.  New York: McGraw-Hill. Northhouse, Peter. (2010) Leadership: Theory and Practice, CA: Sage Publications. Schier, Helga. (2008) Cuban Missile Crisis. MN: ABDO Publishing.

Should the tv media (television shows and ads) be required to present Essay

Should the tv media (television shows and ads) be required to present women in a realistic and respectful way at all times - Essay Example Most people have different views, and this is what we will try to explore and come up with our point of view by the end of the day (Parker and Adrian 1-4). Different writers have featured on this topic, and this is where we will get ideas and arguments so that we can come up with a substantive opinion on the topic. First, I think television should and must present women in a respectful and a more realistic way all the time. The reason behind this is that women play important roles in our society, and most people look unto them as their role models (Richmond and Hurtman 58-59). For instance, when a child is being brought up, he or she believes that her mother is always right. However, when they grow up and understand what the world means to them, they start to change they mentality and way of view on very many issues. One of the things that greatly influence them is the role and impact of media on their lives. Televisions plays are important role in our lives as they give and update us on all the information on what is happening both locally and internationally (Berger 16-29). Almost every household can afford a television in our homes today and easily accessible to our children. Most of the advertisements that are aired on television focusing on various products use women to convey these messa ges. A good example could be women who are used to advertise toilet soaps where most of them are mostly naked. From a recent study, it showed that women are mostly used as sex objects in most television adverts. This study mostly focused on specific environment under certain conditions. The main aim of this study was to help promote gender stereotypes in response to social views and perceptions. Behavior was also an important factor was also considered. This is because this is where young children and teenagers where they learn and emulate these people as their role models. In most cases, television advertisements are normally very persuasive and suggestible.

Advantage and Disadvantage of Electrical Pre-fabricated cable Dissertation

Advantage and Disadvantage of Electrical Pre-fabricated cable - Dissertation Example Regardless of mixed reactions, it has been known for long periods of time that the preassembled electrical components have several benefits and problems. This research paper has, therefore, identified both the advantages and disadvantages of employing pre-fabricated electrical cables and other electrical components in electrical installation. The research paper has also explored the impacts of prefabrication technology on electrical installation and construction industry at large. In addition to identifying the advantages and disadvantages of employing pre-fabricated electrical cables, research paper has investigated the current trends in the use of prefabrication technology. The paper has also discussed how the prefabricated electrical cables are applied or used in the construction and electrical installation industry. In order to achieve its objectives, the research involved both secondary and primary data. With the regard to primary data, qualitative research was carried to gather the perceptions of public (particularly those who have some on knowledge on prefabricated and on-site fabricated electrical cables) and contractors regarding the advantages and disadvantages prefabricated electrical cables. In this case, a number of electricians and contractors were interviewed in the quantitative research part of the dissertation. In the case of the secondary data, qualitative research was carried out on the organizations that produce (manufacture) these prefabricated electrical cables. ... ACKNOWLEDGEMENTS I take this opportunity to acknowledge with great thanks the contributions that have been made towards the completion of this research by my Supervisor. I further take this precious time to acknowledge the contribution made by friends, classmates and family members towards the contribution made towards the completion of this project (dissertation). TABLE OF CONTENTS 1.INTRODUCTION 8 1.2 Research Aims and Objectives 9 1.3 Research problem statement 9 2.LITERATURE REVIEW 10 2.1 Description of Terms and Expressions 10 2.1.1 Prefabrication 11 2.1.2 Modularization 11 2.1.3 Preassembly 12 2.1.4 Industrialization 12 2.1.5 Prework methods of manufacturing 13 2.1.4 Advantages of prework methods of manufacturing 13 2.1.4 Disadvantages of pre-work methods of manufacturing 15 2.2 Trends and historical development of Prefabrication of electrical cables 16 2.2.1 Challenges that have faced prefabrication of electrical components 17 2.2.2 Trends and evolution of prefabrication 19 2. 3 Prefabricated Components in general 19 2.3.1 Advantages of Prefabricated components in general 20 2.3.2 Disadvantages of the prefabricated components in general 21 2.4 Prefabricated electrical cables. 22 2.4.1 Advantages and disadvantages of using prefabricated electrical cables and components 23 2.5 Application of Prefabricated electrical cables 26 2.5.1 Prefabricated electrical wiring systems 26 2.5.2 Merits of Prefabricated electrical wiring systems 27 2.5.3 Demerits of Prefabricated electrical wiring systems 30 2.5.4 The Basics of Prefabricated (Modular) electrical wiring systems 31 2.5.5 Perceptions associated with the adoption of Prefabricated wiring systems 33

Rules and regulations on the conduct and discipline Essay Example for Free

Rules and regulations on the conduct and discipline Essay For the guidance of all concerned, the following rules and regulations on the conduct and discipline of students are hereby promulgated: a. Basis of Discipline Students shall at all times observe the laws of the land, rules and regulations of the Bicol University, and the standards of good society. b. General Rules and Regulations The following student’s rules govern the conduct and discipline of students: 1. Any student who commits any misbehavior in the University premises or outside the University when acting in his capacity as a representative of the University, shall subject to disciplinary action in accord with the schedule of sanctions set by the University. 2. The Bicol University is a smoke-free campus. Smoking shall not be allowed in the University premises. 3. Students are required to attend academic University activities that are conducted within the University. 4. Students of this University are free to participate in co-curricular activities and to express their views and positions in public questions/issues subject to the following conditions: a. Their participation shall excuse them only for the time missed in class and shall not excused them from fulfilling other requirements by the University, and b. Their participation shall be their own personal responsibility. 5. No play, skit, farce or any other similar act shall be staged or presented outside the University without the previous authorization and approval of the Dean of the College/Unit. 6. Only BU student organization duly recognized by the Office of the Student Service during the current school year may be allowed to publish and distribute written materials, or put up posters, signs, streamers, and the like. Each copy (and each page) of the proposed written materials must be submitted to the Office of Student Services/Coordinator Student Activities for verification and stamping of the words â€Å"Approved for Posting/Distribution- Dean of Student Services/Coordinator Student Activities† as a requirements before distribution or display. 7. No student may participate in an outside activity, contest, play, band, orchestra, choir conference, congress,  association, club and similar groups as a representative of Bicol University without being so authorized in writing by the Dean of the College/Unit. Participation of students in such activities in their personal capacities is not contemplated in this reservation, provided, however, that in this case the Universi ty shall not be responsible for any consequence arising therefrom. 8. No student or organization seeking to sponsor any social event or activity associated with the University may make use of the institutional name of the University unless he/she is authorized to do so. Generally, use of the institutional name by any student or group off- campus is prohibited. Permission for such solicitation may, on exceptional cases, be obtained in writing from the Dean of the College/Unit. 9. Students should wear the prescribed uniform of the College while inside the campus. 10. Validated I.D Cards must be worn all the time within the school premises. The validated card should be used in all transactions in and out the University. Any student who fails to produce validated I.D Cards upon demand by any member of the faculty or any schools authority or security guard, may not be admitted to class or inside campus. 11. Students should help keep the building and campus clean at all times. Trash cans and similar receptacles should be used. Littering and writing on the walls, doors or any property of the University is prohibited. 12. Students should handle funds; mail matter or any important papers entrusted to them either by the University or any of the student organizations with utmost care and responsibility. 13. All funds accruing the students organization must be deposited in a reputable bank. At the end of every semester the bank book reflecting the financial assets to the organization must be deposited with the college/unit Cashier for safekeeping. 14. Permission for co-curricular activity, i.e. field trips, educational/observation tours, and extra-curricular activity i.e., conventions, seminar conducted within the Region should be obtained one week in advance and for activities outside the Region two weeks in advance from the University President through the Dean College/Unit, Dean of Student Services and Vice President for Academic Affairs. The requesting party before joining any out of campus activity should meet the following requirements. DEFINITION OF TERMS: a. BULLYING. This refers to any act which causes upon the student emotional, physical or psychological stress making him/her feel lonely and unsafe or to think that there is something wrong with him/her or to lose the student’s confidence and to become disinterested in attending classes. b. CARRYING WITHIN THE UNIVERSITY PREMISES FIREARMS OR DANGEROUS OR DEADLY WEAPONS. Carrying any weapon which can kill, including but not limited to: Firearms, even if licensed, knife, blunt instrument, clubs. c. CONVICTION OF A CRIME INVOLVING MORAL TURPITUDE. Conviction in any court of a crime having an inherent quality of corruptness, vileness, or depravity with respect to a person’s duty to another or to society in general; such as but not limited to : rape. Falsification of official documents. d. CREATING DISORDER, TUMULT, BREACH OF THE PEACE OR SERIOUS DISTURBANCE WITHIN THE UNIVERISTY.  Any act designed to any serious disturbance within the University premises, office, classroom, hall or shall interrupt or disturb performance, functions or gatherings, peaceful meetings within the University premises. e. DEFACING, DAMAGING OR DESTROYING ANY PROPERTY OF BICOL UNIVERSITY OR OF WITHIN THE UNIVERSITY. Any willful behavior aimed at destroying, altering, or defacing property of Bicol University or of its employees and guests. Possession of the means to commit vandalism, including possession of a drill bit, glass cutter, or other substance (like spray paint) within University premises without proper clearance from the College Dean/Director shall be prima facie evidence of such offense. f. DISCOURTESY TO SUPERIOR. Any discourtesy by words or by deeds committed by a student towards a student-leader, a Bicol University official or personnel (teaching and non-teaching). g. DISGRACEFUL AND IMMORAL CINDUCT. Any scandalous behavior or act contrary to established moral principles committed inside or outside of BU premises which will cause disrepute to Bicol University. Petting, necking or any sexual conduct done with the University premises, inside or outside of classrooms. h. DISHONESTY. The act of concealing or distorting truth, showing a lack of integrity or a character to defraud, cheat, deceive or betray and an intent to violate the truth. h.1. SERIOUS DISHONESTY. Involve the presence of any one of the following attendant circumstances: a) The dishonest act caused serious damage and grave prejudice to Bicol University; b) In order to commit the dishonest act, the respondent gravely abused his authority; c) Where the respondent is an accountable office in any University/College Based Organization, the dishonest act directly involves property, accountable forms or money for which he directly accountable and the respondent shows an intent to commit material gain, graft and corruption. d) The dishonest act of the respondent exhibits moral depravity; e) In the commission of the dishonest act, fraud or falsification of official documents was employed; f) The dishonest act was committed several times or in various occasion; or g) The dishonest act involves Bicol University examination irregularity or fake Bicol University admission eligibility such as impersonation, and cheating. h.2. LESS SERIOUS DISHONESTY. The dishonest act caused damage and prejudice to Bicol University that is not so serious as to qualify under Serious Dishonesty, or  where the respondent is a student leader who did not take advantage of his/her position in any University/College Based Organization in committing dishonest act. h.3.SIMPLE DISHONESTY. Dishonest acts that did not cause damage or prejudice to Bicol University as well as those within no direct relation to or do not involve the duties and responsibilities of the respondent; and where the information falsified is not related to his office as a student leader or status as a student of this University in case of falsification of official document. i. DRINKING ALCOHOLIC BEVERAGES OR MANIFESTING DRUNKEN BEHAVIOR WITHIN THE UNIVERSITY PREMISES. Possession of intoxicating liquors or any beverages shall be prima facie evidence of the commission of this offense. j. FALSIFICATION OF OFFICIAL DOCUMENTS. Any untruthful entries I official documents committed thru alteration, deletion, superimposition, intercalation, or any misinterpretation. Official documents shall include birth certificate, official transcript of records. Library card, school ID. Student’s clearance, diploma, and other documents issued by or submitted to Bicol University. k. GAMBLING. Any unauthorized betting of money or something of material value within the University premises. l. HAZING OF ANY VARIETY INSIDE OR OUTSIDE THE PREMISES OF THE BISCOL UNIVERSITY BY ANY FRATERNITY OR INDIVIDUAL OR A GROUP REPRESENTING AN ACCREDITED BU ORGANIZATION. An initiation rite or practice as a prerequisites for admission into membership in a fraternity, sorority or organization by placing the recruit, neophyte or applicant in some embarrassing of humiliating situations such as forcing him to do menial, silly, foolish and other similar task or otherwise subjecting him to physical or psychological suffering or injury. (Sec. 1, RA 8049) m. MALVERSATION /UNLAWFUL DISBURSEMENT OF FUNDS PROPERTY BELONGING TO THE UNIVERSITY COMMUNITY OR A GUEST OF THE UNIVERSITY. Any student who, by reason of the duties of his office, is accountable for student’s fund or property, shall appropriate the same or shall take or misappropriate or shall consent, through abandonment or negligence shall permit any other person to take such students funds, or property, wholly or partially, or shall otherwise be guilty of the misappropriation or malversation of such funds or property. n. MISCONDUCT. Such act affecting performance of his duties as a student and/or an officer of any University/College Based Organization and not such only as affects his character as a private  individual. n.1. GRAVE MISCONDUCT. Acts which manifest elements of corruption, clear intent to violate the law or openly disregarding established rules of Bicol University. n.2. SIMPLE MISCONDUCT. Any form of concealment not falling within the definition of dishonesty; or any violation of University/College Rules and Regulations. o. Photo or Video Voyeurism. An act of taking photo or video coverage of a person or group of persons performing sexual acts or any similar activity or of capturing an image of the private area of a person or persons without the latter’s consent, under circumstances in which such person/s has/have a reasonable expectation of privacy, or act of selling, copying, reproducing, broadcasting, sharing, showing or exhibiting the photo or video coverage or recordings of such sexual act or similar activity through VCD/DVD, internet, cellular phones and similar means or device without the written consent of the person/s involved, notwithstanding that consent to record or to take photo or video coverage of same was given by such persons (Sec 3(d) of RA 9993). p. PLAGIARISM. The act of copying another’s words/works and passing it off as one’s own original creation. q. POSSESSION OF DANGEROUS DRUGS OR CHEMICALS. Possession of dangerous drugs or chemicals as defined in Republic Act No. 9165. r. SEXUAL HARASSMENT. An act, or a series of acts, involving any unwelcome sexual advance, demand or request for sexual favor, or other verbal or physical behavior of sexual nature, committed by any person who, having authority, influence or moral ascendancy over another in training or educational-related environment of the person complained of, without regards as to whether such advance, demands or request is accepted by the other. The foregoing acts may be committed among peers such as those involving student—student, and those committed towards a faculty member or employed by a student, whether of the same or opposite sexes. (Sec. 2, Bicol University Rules and Regulation in Administrative Cases of Sexual Harassment and Similar Offenses) s. STALKING. An intentional act committed by a student who, knowingly and without lawful justification, follows a fellow student or places the latter under surveillance directly or indirectly or a combination thereof. (Modified definition taken R.A. No. 926) t. THEFT. The taking, with intent to gain but  without violence against or intimidation of persons nor force upon things, of property of Bicol University, its employees, students and guests, without the latter’s consent; or the failure to deliver found lost items to University authorities or to its owner. u. UNAUTHORIZED SOLICITATION OF CONTRIBUTION/DONATION USING THE NAME OF THE UNIVERSITY.Any request for support to any individual or organization, monetary or otherwise, in the name of Bicol University without prior written permit from the College Dean and University President. v. VIOLATION OF SCHOOL RULES AND REGULATIONS. Disobedience to University/College rules and regulation. d. College/Unit Disciplinary Committee 1. All cases involving discipline of students and violation of rules and regulations of the College/Unit committed within its premises shall be subject to the jurisdiction of College/Unit Disciplinary Committee. 2. Investigation of cases falling under the jurisdiction of a College/Unit shall be conducted by a committee of five (5) members. The College/Unit Disciplinary Committee shall be composed of: 1. The Coordinator of College Student Activities as a Chairperson. 2. The President of the Faculty Club of the College as a Co-Chairperson. 3. The President of the College Student Council or his duly authorized representative, as member. 4. The Department Chair as member. 5. A student representative designed by the USC, as a member, and, 6. The Guidance Counselor, as non-voting member. e. The University Student Disciplinary Tribunal 1. All cases involving discipline of students could be elevated on appeal to the University Student Disciplinary Tribunal, which shall be composed of: a.The University Legal Officer as Chairperson. b.The Dean of OSS as Co-Chairperson. c.The Concerned Department Chair, as member. d.The CSC President or his/her duly authorized representative from the college wherethe subject(s)/students(s) is/are enrolled, as member. e.The  Chairperson of the University Student Council or his duly authorized representative, as a member, and f.The University Guidance Counselor, as non-voting member. f. Disciplinary Procedures 1. Disciplinary procedures shall commence upon the filing of a written report to the Dean of the College/Unit by the instructor or any school authority who apprehends a student committing any of the acts enumerated in Section â€Å"C†. It may also be commenced by the offended party upon filing a written complaint under oath specifying the act or omission constituting the misconduct. 2. The Dean of the College/Unit then refers to the matter to College/Unit Disciplinary Committee which shall convene not later than three (3) days after filing of the case. (The College Disciplinary Committee of different college/unit shall formulate guidelines that will govern the conduct of the proceedings). They shall likewise be responsible to inform in writing the parent(s)/guardian(s) of the student/s allegedly involved in the case. A student under administrative investigation shall have the following rights: a.The student must be informed in writing of the nature and cause of any accusation against him/her; b.That he shall have the right to answer the charge against him/her with the assistance of counsel, if desired; c. That he/she shall be informed of the evidence against him/her; d. That he/she shall have the right to adduce evidence in his/her behalf; and, e.The evidence must have been duly considered by the investigating committee or officials designated by the school authorities to hear and decide the case. 3. The decision of the College Disciplinary Committee shall become final and executory unless within five(5) days from notice of the decision, the aggrieved party,not satisfied with the decision, appeals to the University Student Disciplinary Tribunal. 4. The University Student Disciplinary Tribunal shall review the decision of the College/Unit Disciplinary Committee based on the records/minutes of the proceeding. The tribunal under certain cases may require the receipt of other pieces of evidence. 5. Decision imposing disciplinary action upon the student shall be reported to his/her parent(s), guardian(s) not later than five (5) working days after the case has been promulgated. 6. The University Student Disciplinary Tribunal shall meet not later than ten (10) working days from  the receipt of the notice of appeal. (The University Student Disciplinary Tribunal shall formulates rules and guidelines that will govern the conduct of the proceedings). 7. The decision of the University Student Disciplinary Tribunal shall become final and executory unless within ten (10) working days from notice of the decision, the aggrieved party not satisfied with the decision, appeals to the Board of Regents, through the President. 8. The Board of Regent shall review the decision of the University Student Disciplinary Tribunal based on the records/minutes of the proceeding. The Board under certain cases may require the receipt of other pieces of evidence. g. Grievance Procedure In order to assure the students the right to redress of grievance, the OSS is responsible for a grievance procedure involving non-academic affair. Any student may file a question, complaint or statement in the OSS in person or in writing. A course of action will be taken within five days after filing. If the OSS’s course of action is not acceptable, the same complaint or statement of grievance could be elevated to the University Grievance Committee designated by the President, composed of: University Legal Office Chair Dean of the College where the complainantis enrolled Co-Chair CSC President or his/her representative Member USC President or his/her representative Member h. Academic Grievance Council Students have the responsibility and right to call the attention of a professor on any grade with the students believe to be in error. Students may appeal in this order: to the Department Chairman, then to the Dean, if the problem is not resolved at the College Level, the student may appeal to the University Grievance Council lodged at the VPAA. i. Students’ Right Article 277. Subject to the limitation prescribed by law and the University  policies and regulations, the right of every student in the University are as follows: a. Every student has the right to receive relevant quality education in line with national/regional goals, educational objectives and standards of the University. b. Every student is entitled to guidance services to enable him to know himself, to make decisions and to select from the alternatives in the fields of works in line with his potentials. c. Every student shall in exercise of the constitutional guarantees of the free speech and press, have the right to express and pursue his opinion on any subject, provided that the expression and dissemination of such views do not disrupt the work and discipline of the University. d. Every student shall have the right to receive a copy of every paid publication. e. Every student shall have the right to participate in the formulation and development of policies affecting the Uni versity in relation to the locality/region and nation through representation in the appropriate body/bodies of the University as elsewhere determined in this Code. f. Every student shall have the right to establish, join and participate in organizations and societies not contrary to the law. g. Every student shall have the right to receive reasonable protection within the University premises. h. Every student shall have the right to be informed of the University rules and regulations affecting him. i. Every student have the right to participate in curricular and co-curricular activities. j. Every student is entitled to be respected as a person with human dignity, to full physical, social, moral and intellectual development and to human and healthful conditions of learning. No student shall be subjected to exploitation, involuntary servitude nor cruel or unusual punishment k. Every student shall have the right to redress of grievances against any wrong or injustices committed against him and/or other students by any member of the academic community in accordance with the defined channels of authority therein. l. No student shall be subjected to disciplinary action without due process. m. Every student shall have the right to access to his class and other records for the purpose of determining his class standing and the University shall maintain and preserve such records. n. Every student officially admitted by the University has the right to continue and pursue his course study therein up to graduation, except in cases of academic delinquency and violation of disciplinary regulations. o. Every student shall have the right to be  assisted by the University through current and adequate information on work opportunities. p. Every student shall be entitled to expeditious issuance of certificates, diplomas, transcript of records, grades and transfer credentials. j. Duties and Responsibility of Students Every student regardless of the circumstances of his birth, sex, religion, social status and other factors shall: a. uphold the integrity and good name of the University; b. strive to lead an upright, virtuous and useful life; c. love, respect, and obey his parents, and cooperate with them to keep the family harmonious and united; d. exert his utmost to develop his potentials for service, particularly by undergoing an education suited to his abilities in order that he may become an asset to himself and to society. e. respect the customs and traditions of his country and the principles of democracy; f. participate actively in civic affairs and in the promotion of general welfare; g. help in the observance and exercise of individual and social rights, the strengthening of freedom everywhere, the fostering of cooperation among nations in the pursuit of progress and world peace; h. respect and cooperate with the faculty, fellow students and University authorities in the attainment and preservation of order in the University and in the society; and i. exercise his rights responsibly with the due regard for the right of others.

Updikes Rabbit Essay -- Updike Rabbit Run

Updike's Rabbit As the gap between homo sapiens and their uncivilized ancestors widens, reproduction looses its value as the most important means to continuing the species. For humanity to progress in an increasingly modern and complex world, men must be required to think of themselves in broader terms. Rabbit Angstrom cannot understand that he could find meaning in life if he devalued the importance he places on sex. He is unable to accept the realities of life in twentieth century America and the role he must accept. He runs from his responsibilities, despite the harm this causes many people. By not accepting the changing nature of life for what it is, Rabbit’s life is devoid of meaning. The message John Updike hopes his reader will receive from Rabbit, Run, is that society would move in a positive direction if men like Rabbit accept the responsibility they have towards others. Updike understands that society is structured in such a way. Men are not required to marry or have children, but must be good husbands and fathers if they do, for humanity to progress as a whole. Rabbit â€Å"dislikes manipulation† and views these inherent facts about life as societal constrictions which deny him his freedom (17). His position as a privileged male allows him to feel â€Å"the world owes him what he wants† and thus is not compelled to provide for his family (153). For Rabbit, life feels like a â€Å"series of grotesque poses assumed to no purpose†(198). He justify’s leaving his family because it is simply what he wants to do, and shows no remorse that this will cause damage to his family. â€Å"If you have the guts to be yourself other people will pay the price† (149). As the plot continues it becomes increasingly apparent that Rabbit will never... ...ompassion for others. Updike intended Rabbit, Run to get people, especially men who live like Rabbit, to understand life on a deeper level. Men have been dominant for so long that it is hard for many of them to understand the duty they have to help humanity. Rabbit has promise but can find no reason, even the death of his daughter, to change. God â€Å"gives to each of us special talents, So: know thyself, learn to understand your talents and then work to develop them, that’s the way to be happy† (10). Thus Rabbit is one of the greatest obstacles which stands in the way of social advancement, because he does not realize the contribution he could make. His selfishness blinds him to the harm does cause, or the good he could cause, if he came to a deeper understanding of himself, and men’s role in society. â€Å"Isn’t that the whole secret, to come to grips† with life (53). Updike's Rabbit Essay -- Updike Rabbit Run Updike's Rabbit As the gap between homo sapiens and their uncivilized ancestors widens, reproduction looses its value as the most important means to continuing the species. For humanity to progress in an increasingly modern and complex world, men must be required to think of themselves in broader terms. Rabbit Angstrom cannot understand that he could find meaning in life if he devalued the importance he places on sex. He is unable to accept the realities of life in twentieth century America and the role he must accept. He runs from his responsibilities, despite the harm this causes many people. By not accepting the changing nature of life for what it is, Rabbit’s life is devoid of meaning. The message John Updike hopes his reader will receive from Rabbit, Run, is that society would move in a positive direction if men like Rabbit accept the responsibility they have towards others. Updike understands that society is structured in such a way. Men are not required to marry or have children, but must be good husbands and fathers if they do, for humanity to progress as a whole. Rabbit â€Å"dislikes manipulation† and views these inherent facts about life as societal constrictions which deny him his freedom (17). His position as a privileged male allows him to feel â€Å"the world owes him what he wants† and thus is not compelled to provide for his family (153). For Rabbit, life feels like a â€Å"series of grotesque poses assumed to no purpose†(198). He justify’s leaving his family because it is simply what he wants to do, and shows no remorse that this will cause damage to his family. â€Å"If you have the guts to be yourself other people will pay the price† (149). As the plot continues it becomes increasingly apparent that Rabbit will never... ...ompassion for others. Updike intended Rabbit, Run to get people, especially men who live like Rabbit, to understand life on a deeper level. Men have been dominant for so long that it is hard for many of them to understand the duty they have to help humanity. Rabbit has promise but can find no reason, even the death of his daughter, to change. God â€Å"gives to each of us special talents, So: know thyself, learn to understand your talents and then work to develop them, that’s the way to be happy† (10). Thus Rabbit is one of the greatest obstacles which stands in the way of social advancement, because he does not realize the contribution he could make. His selfishness blinds him to the harm does cause, or the good he could cause, if he came to a deeper understanding of himself, and men’s role in society. â€Å"Isn’t that the whole secret, to come to grips† with life (53).

Blending and Sounding

Grapheme-phoneme requires a great deal of sound mimicking from the students, visual and material presentation, as well as word utilization. The teacher should first understand that the alphabet is known to be units which have its own unique sound. Thus, the teacher should clearly establish that there are certain instances wherein sounds in a word constitute more than a single alphabet. Also, students should clearly identify that speech is composed of a variety of sounds.There are different areas that students need to fully practice to enable themselves to comprehend the concept of graphemes-phonemes and enhance their reading skills. These are (1) awareness of the relationship between sounds and words, (2) understanding the connection of a letter to a sound, (3) utilizing the relationship between letters and phonemes to identify printed words then read and spell them, and (4) understand what is read (Good III, Simmons & Smith, 1998).To do this, the teacher should first tell the studen ts that they will be studying a new sound. The teacher should then demonstrate how the new sound is enunciated. The enunciation of the sound to be taught should then be mimicked by the students to establish that the students become fully familiar of the sound. This should be done repeatedly until all the students follow through with the sound enunciation and pronunciation.After the sound has been mimicked and has become familiar by the students, the teacher should then show a visual of the letters comprising the sound. This would make the students identify the sound as a grapheme-phoneme for this specific sound does not consist of a single alphabet but a group of it. To fully make the students understand that there are more than one letter that constitutes this certain sound, the teacher should have some of the students assist in holding separate visuals to make the students aware that the symbols are more than just one.After establishing to the students the information that there i s more than just one alphabet that makes up the sound taught, the teacher could further make the students understand on their own that the alphabets being presented are separate by having them enunciate the sound of each letter individually. However, the teacher should have the students know that despite of the individual sounds these separate letters make; it still creates a new sound when combined. Since the students are familiarized with the letter composition of the sound, the teacher should then make the students understand that these sounds are used in words.To do this, the teacher should make use of words that comprises these grapheme-phonemes. He/she could utilize different materials that would help the students identify a word that contains this sound. And ultimately, the students should then become familiar with the word, enunciate it correctly, and understand the word completely. References Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambrid ge, MA: MIT Press. Good III, R. H. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) with CBM.Early Childhood Research Institute on Measuring Growth and Development. Eugene, OR. The National Strategies, Department for Children, Schools and Families (Producer) Phase 3: Teaching grapheme–phoneme correspondence and practising oral blending. Retrieved from February 17, 2009. Wren, S. Phoneme Awareness. Developing Research-Based Resources for the Balanced Reading Teacher. Retrieved from http://www. balancedreading. com/phonemeawareness. html February 17, 2008