THE CRITIQUE OF THE PANAMA CANAL The Crisis In Historical Perspective

THE CRITIQUE OF THE PANAMA CANAL: The Crisis in Historical Perspective American Foreign Policy November 30, 1994 In 1825, a group of American businesspeople announced the formation of a canal building company, with interests in constructing a canal system across the Isthmus. This project was to take place in an area now called Panama. The endeavor was filled with controversy. Though the canal itself was not built until the early 1900's every step toward the building and ownership, was saturated with difficulty. Walter LaFeber illustrates the dilemmas in a historical analysis. In his work he states five questions that address the significance of the Panama Canal to United States. This paper will discuss the historical perspective of the book's author, address pertinent three questions and give a critique of LaFeber's work, The Panama Canal. For proper historical analysis one must understand the importance of the Canal. The Panama Canal and the Canal Zone (the immediate area surroun ding the Canal) are important areas used for trade. Even before the canal was built there were to large ports on both sides of the Isthmus. Large amounts of cargo passed through the Isthmus by a railroad that connected the two ports. The most important cargo was the gold mined in California before the transcontinental railroad was completed in the United States. It has strategic significance because of its location, acting as a gateway connecting the Pacific and Atlantic oceans. This allows for rapid naval deployment between fleets in either ocean. These two facets make the Panama Canal very important in the region. LaFeber notes that Panamanian nationalism played a large role in the creation of the canal and, consequently, the cause for the area's constant instability. The first expression occurred in the late 1800's with Panamanian struggle for independence from Columbia. The United States eager to build the canal, and control its operation, used and backed Panamanian nationalist. During the Roosevelt administration, not only did the United States manipulate factors isolating Panama from other world powers through the Monroe Doctrine; but it committed troops aiding the revolutionaries against another sovereign state. The reason this is a surprise is because the Roosevelt administration normally held a position favoring stability. The United States had no legal right to use force against Columbia. Nationalism came back to haunt the United States. With the treaty signed and a 99-year lease given to the United States, the Canal was built. Since then, the United States has varied on its stance of ownership and the principles of sovereignty concerning the Canal. The ever persistent debate of who owns the Canal and who should have sovereign control over it, has not been solved. The United States has occasionally attempted to "claim" the Canal zone through various methods such as military occupation, exclusion of Panamanians for important jobs in Canal operations and even through the customary aspect of international law. However, each time the Panamanians have managed to maintain claim to the Canal despite the United State's imperialistic posturing to get it. The most recent and notorious of the United States' attempts to annex the Canal Zone was during the Reagan administration. President Reagan said that the Canal Zone could be equated as a sovereign territory equal to that of Alaska. The question here is, was he correct? LaFeber points out that, "the United States does not own the Zone or enjoy all sovereign rights in it." He uses the treaty of 1936 in Article III that states, "The Canal Zone is the territory of the Republic of Panama under the jurisdiction of the United States." The entire topic was summed up neatly by Ellsworth Bunker, a negotiator in the region, when he said, "We bought Louisiana; we bought Alaska. In Panama we bought not territory, but rights." A second important question, is the Canal a vital interest to the United States? LaFeber gives three points suggesting that it is not. First, the importance of the Canal decreased after 1974, because of the end of the Vietnam War and all related military traffic ceased. Second, is the age of the antique machinery dating back to 1914. Inevitably the machinery will need to be replaced. Lastly, the size of the new tankers and THE CRITIQUE OF THE PANAMA CANAL The Crisis In Historical Perspective THE CRITIQUE OF THE PANAMA CANAL: The Crisis in Historical Perspective American Foreign Policy November 30, 1994 In 1825, a group of American businesspeople announced the formation of a canal building company, with interests in constructing a canal system across the Isthmus. This project was to take place in an area now called Panama. The endeavor was filled with controversy. Though the canal itself was not built until the early 1900's every step toward the building and ownership, was saturated with difficulty. Walter LaFeber illustrates the dilemmas in a historical analysis. In his work he states five questions that address the significance of the Panama Canal to United States. This paper will discuss the historical perspective of the book's author, address pertinent three questions and give a critique of LaFeber's work, The Panama Canal. For proper historical analysis one must understand the importance of the Canal. The Panama Canal and the Canal Zone (the immediate area surroun ding the Canal) are important areas used for trade. Even before the canal was built there were to large ports on both sides of the Isthmus. Large amounts of cargo passed through the Isthmus by a railroad that connected the two ports. The most important cargo was the gold mined in California before the transcontinental railroad was completed in the United States. It has strategic significance because of its location, acting as a gateway connecting the Pacific and Atlantic oceans. This allows for rapid naval deployment between fleets in either ocean. These two facets make the Panama Canal very important in the region. LaFeber notes that Panamanian nationalism played a large role in the creation of the canal and, consequently, the cause for the area's constant instability. The first expression occurred in the late 1800's with Panamanian struggle for independence from Columbia. The United States eager to build the canal, and control its operation, used and backed Panamanian nationalist. During the Roosevelt administration, not only did the United States manipulate factors isolating Panama from other world powers through the Monroe Doctrine; but it committed troops aiding the revolutionaries against another sovereign state. The reason this is a surprise is because the Roosevelt administration normally held a position favoring stability. The United States had no legal right to use force against Columbia. Nationalism came back to haunt the United States. With the treaty signed and a 99-year lease given to the United States, the Canal was built. Since then, the United States has varied on its stance of ownership and the principles of sovereignty concerning the Canal. The ever persistent debate of who owns the Canal and who should have sovereign control over it, has not been solved. The United States has occasionally attempted to "claim" the Canal zone through various methods such as military occupation, exclusion of Panamanians for important jobs in Canal operations and even through the customary aspect of international law. However, each time the Panamanians have managed to maintain claim to the Canal despite the United State's imperialistic posturing to get it. The most recent and notorious of the United States' attempts to annex the Canal Zone was during the Reagan administration. President Reagan said that the Canal Zone could be equated as a sovereign territory equal to that of Alaska. The question here is, was he correct? LaFeber points out that, "the United States does not own the Zone or enjoy all sovereign rights in it." He uses the treaty of 1936 in Article III that states, "The Canal Zone is the territory of the Republic of Panama under the jurisdiction of the United States." The entire topic was summed up neatly by Ellsworth Bunker, a negotiator in the region, when he said, "We bought Louisiana; we bought Alaska. In Panama we bought not territory, but rights." A second important question, is the Canal a vital interest to the United States? LaFeber gives three points suggesting that it is not. First, the importance of the Canal decreased after 1974, because of the end of the Vietnam War and all related military traffic ceased. Second, is the age of the antique machinery dating back to 1914. Inevitably the machinery will need to be replaced. Lastly, the size of the new tankers and

World Civilizations Essays

World Civilizations Essays World Civilizations Essay World Civilizations Essay Ancient world civilizations date back from 3500-500 BC. Some of the early ancient include Egypt, the Roman Empire, the Baghvad Gita, Mesopotamia and Deities of Warriors to mention a few.. Research conducted by scholars indicate that civilizations did not begin in the west as most people believe. As a matter of fact ancient civilization began from the northern desert and the Mediterranean regions. Civilization was not an event but a process. It therefore did not happen spontaneously but took length of time.There are various ancient civilizations as already mentioned which include Egypt, Mesopotamia, Warriors and Deities in the Near East, India’s Beginnings, Ancient China among others.   This paper focuses on each one of them analyzing how each was established.The history of ancient Egypt was characterized by fascination. Egypt is actually of the ancient establishments that may be said to have been rich in civilizations.   Some of the memorable fascinations that characterize Egypt’s civilization included; the pyramids, the sphinx, Chariots of the Gods, writings wall paintings and a whole lot of works of art.   These among others help us understand the style and way of life in ancient Egypt including their way of life. The geographical location of Egypt is north eastern of the African continent. It took slighting above 300 years.   Civilization of ancient Egypt was also characterized of control of resources both human and natural.   Other activities included irrigation, mining of minerals, trade and military ventures.Mesopotamia is also another ancient civilization whose geographical location is between two rivers known as Tigris and Euphrates.   Mesopotamia is actually said to be the first world civilization among all other ancient civilizations.   Some major activities that characterized ancient Mesopotamia included construction of levees to control destructive flooding.   Irrigation using canals was also very common.   History ha s it that the southern part of Mesopotamia came to be known as Sumer and thus the residents were known as Sumerians.   The Sumerians had civilized systems of administration where they organized themselves in city states.   Their place of worship was known as Ziggurat and only priests were allowed since it was a sacred place.   Every city state had at lease one temple.   Other characteristics of ancient Mesopotamia included was an ancient form of writing known as Cuneiform and Stylus which was instrument made from reed which they used to write. Young boys also attended a school known Edubba after which they graduated to scribes.Also classified among the ancient world civilizations is China whose history of establishment dates back to 15th century BC.   The major characteristic of this ancient civilization is the writings which looked like turtle shells. However China is known to have experienced political instability. This may have been as a result of the various dynasties that constituted the whole Kingdom.   Originally ancient China was made up of city states which later grew to dynasties.   China administration was based on dynasties until recently.In the Near East the Major characteristic was warriors and Deities.   The warriors were considered stronger active and more hardworking than other people.   There were gods who facilitated the success of war. In conclusion every ancient civilization had some features which characterized its establishment.   However, as noted all civilizations took quite a process.   All civilizations have however changed and most of them are now modern.

The Impact of Organizational Ethics on Employee Relations Research Proposal

The Impact of Organizational Ethics on Employee Relations - Research Proposal Example This paper illustrates that the perspective on employer-employee relations has in the past decades undergone a radical transformation This has been contributed by the ever-increasing competition in the business world and organizations increased competitive advantage. The study of the impact of organizational ethics on employee relations is important because an organization survives because of relationships between employers, employees, and other stakeholders. The biggest concern is what would happen if organizational ethics is not practiced, and the possible effect of this. Firstly, according to Goleman, it is necessary to note that workforce in any given organization is essential for the achievement of the organization. In fact, the weak the workforce is, the weak the organization is. Therefore, it can be argued that application of ethics in an organization can affect the employees negatively or positively depend on how it’s applied. In essence, Jurkiewicz and Giacalone noted that when there are unethical acts or conduct within the organization, especially instigated by management to the employees, the implication of this is translated to the customer and other employees, and which may have adverse effects to the performance of the whole organization. The local government system is not exceptional. In regard to the local government system, the system is considered to play a key role in issues pertaining public service ethics. The concern here is what would happen if there no codes of conducts to which, for example, elected councilors are expected to conform. Just like in any other organization, the focus of local government, in this case, is not only about corruption, but rather the misconduct, hospitality, relationship with other officers and any other behavior that would bring any member of the local government into disrepute.

Loan of Central Bank of Ruritania Essay Example | Topics and Well Written Essays - 1000 words

Loan of Central Bank of Ruritania - Essay Example The answer to this question would depend largely on the provisions of the contract, which will be signed between Bank A and the Central Bank of Ruritania. As a basic rule, the provisions of the contract shall be considered as the primary authority governing both parties, provided that such contract is entered into according to the laws of the country from whence the party came from or of the country, which was, chose by the parties as the place of jurisdiction of the contract.1 Where the intent of the parties can be clearly gleaned from the tenor of the contract, such intent shall be held a binding upon the parties. However, in the banking system, there are certain established rules, which must be followed. â€Å"It is well established that the normal relation between a banker and his customer is that of debtor and creditor†¦Ã¢â‚¬  2 . When the client deposits money in the bank, the banker debits on its books the amount deposited by the client, thereby, recognizing an account payable. Why is this so? The rationale behind this is that one the money is deposited to the bank, â€Å"money which a customer deposits with a bank becomes the bank’s money.† 3 This means that the bank can now use the amount deposited for purposes of loan releases and financing. However, â€Å"the bank is prima facie bound to meet its debt when called upon to do so by the customer.†4 In other words, although technically there was a transfer of ownership of the money deposited from the depositor to the depositary bank, the amount can be withdrawn upon demand of the client. The question now is that whether or not the bank can hold on to the deposit account of the client in the event that the client will fail to pay its loan to the bank. What is the right of the bank on the deposit account of the debtor/client?   

In what ways are MNEs developing new business networks with an ethical Essay

In what ways are MNEs developing new business networks with an ethical orientation Using examples, explain why these developmen - Essay Example The sheer size of these corporations have made them almost like political actors, in the countries they are present and it is believed that their decisions and actions can affect the demography in both positive and negative ways (Holland, 2010). The emergence of the Corporate Social Responsibility (CSR) can be traced to this very point which is concerned with the issue of reducing negative impacts of the corporate on the population of the country. The CSR deals with the ethics and social responsibility of the company, the two major factors in the strategic management process of a country (Godiwalla and Damanpour, 2006). Ethical conduct is a major requirement of the MNEs in countries in which they operate. The expectations of the countries, in which these companies operate, are the major determinant of the ethical and social conduct of an organization. This essay aims to understand the ways in which MNEs are expanding their new business networks, considering the ethical considerations and the way these contribute in building competitive strength of the companies. Business Ethics: Definition There are numerous definitions of business ethics that can be considered. For the purpose of this essay, business ethics can be defined as the principles, values and standards, which guide the business in its conduct with the external world (Ferrell, Fraedrich and Ferrel, 2011). Principles include the basic rights like, freedom of speech, justice and equal rights, which are universal and form the basis of the rules. Values, on the other hand, comprise of social norms established by conventions in the society which are socially enforcing. These include integrity, accountability and trust and the standards for these are largely determined by investors, employees and interest groups and influence the society’s acceptance of what is permissible or not by the business. Strategic ethic management has the potential of improving both the economic and ethical goals of MNEs, whe n they consider expanding the existing business to new geographies. Research work has shown that there is a positive correlation between ethical business conducts and long-term financial development of the companies (Takei, 2011). This prompts companies to take ethical issues seriously in their expansion. The causality relationship between the profitability growth and business ethics are yet to be confirmed. Empirical evidences show that there are positive correlation between financial growth and ethical considerations. These discoveries imply that the strategic management must take into consideration the aspect of business ethics in their management process (Krishnamurthi, 2008). Rationale for business ethics Business ethics forms an important responsibility of the manager who conducts the business. The need for implementation of business ethics is more severe for managers who have the responsibility of conducting foreign operations as they face more pressing ethical issues which a re absent within the domestic borders (Luminita and Constantin, n.d.). There are various reasons responsible for this difference like: Firstly, the difference in the legal and political structure of a country in which the business is likely to operate. These differences are further pronounced by the ethical and traditional conventions of the society. Secondly, the differences between the economic organizations of countries in

The Necessity Of The Mobile Phone Today English Language Essay

The Necessity Of The Mobile Phone Today English Language Essay Hand phone, cell phones or handset has been the one of necessity rather than a desirable in our live in this modern day. Nowadays, hand phone has been an affordable gadget for everybody and the parent can effort to buy a hand phone for their children. Even our children also can be seen with hand phone at anywhere they go and even in school. The question begging a genuine answer is whether they are responsible enough to be allowed to be with these communication gadgets in school. Ministry of Education has set a regulation on using hand phone in school which is I strongly oppose with that regulation and proposal. The regulations are to allow student on using hand phone in school but with limitation usage. With this regulation student still can use hand phone in school. Minister of Education should not allow the student to bring and use a hand phone in school at all matters. There are more badness rather than a benefit when student bring their hand phone in school. This is because the technology in the hand phone can cause the student exposes to a bad behavior. There are still young and they are suppose to concentrate on their study first rather than playing or using their hand phone. During the school time they have to spend that valuable time on their study and class. After school time they have a lot of time for playing with their hand phone. The school authorities and the teacher mainly should play a major role to prevent these usages of hand phone among th e students. The parents also strictly have to control their children from misuse the hand phone. In the school also they provide a public telephone for student to use. Even in school office also they have a direct line telephone that the student can use to call their parent in urgencies cases. The parents should trust the school management when their children are in school. There is no need to be worried because the school management can make sure 100% safety on our children, this is fully guarantee by the Ministry of Education and even the Government of Malaysia. Although I have left school 11 years ago, but considering that Ive been in school for 12 years from pre-school to form 5, everyone did just fine without hand phone in school. So we should strongly not allow our children to bring the hand phone in school. 2.0 Statement of the problem. There are too many problems when we allowed the student to use the hand phone. One of the problems is there will be a tendency to show off ones hand phone, especially of the latest model. This will not only bring a beginning to the downfall of human values and becoming a snob of the society, but also cause inferiority of other students who cannot afford the latest models or hand phone. The inferiority will affect the esteem of students and if they are caught with the trend, they might resolve to stealing in whatever means either directly or monetary, or pressure the parents who have been working hard for the children to have good education. This will burden the parent to find extra money to full fit their children necessity. Nowadays the children dont want a cheaper hand phone they only want the sophisticated hand phone such as I phone 4, Blackberry etc. Just because the market price of hand phone are falling fast, it doesnt mean that one should just take their current model for gran ted and if it gets stolen, one will just buy a new one. So what if you or the parents can afford to a new phone, life just doesnt work in such a way that when something goes missing, you just get a replacement. When the stealing happen the criminal cases in school will increase and this will drop the reputation of the school itself. The school can be classified by a school for a bad student and this will make the parent thing they should not let their children to enter the school and find the different school. Other than that, the student has spent the pocket around RM10 to RM40 per month to buy a prepaid. No wonder the pocket money for our student. RM50 per month are never enough for the student nowadays. Some of them even ask their parent to register a postpaid due to insufficient prepaid top-up use per month. With the gadget technology nowadays, hand phone are already built-in with camera, video and even Internet in hands. This is easy to capture or downloading a picture and videos in this case the student can expose on pornographic or sex video with are unsuitable on their age. After that they may distribute them among their schoolmates. This will end up with rape and sexual intercourse among the student and will be bad influences for young children. Camera hand phone is increasingly popular. And you never know when pictures or videos are taken, or where they are taken for what purposes. Sure, all of us will be saying that we wont do such inappropriate thing but you never know about the person next to you. We can never be too careful. By using a hand phone the student also can surf to internet. This will end up they are not concentrate with their lesson in the class but they busy with their hand phone even nowadays face book also can surf through hand phone. The entire student for sure h as a face book account and they surely more focus on face book rather than their education. Although the usage of hand phone is limited to before school and recess time. Instead of students socializing and growing up with schoolmates, hand phone, reputed to be the cannot leave behind companion of individual nowadays, will probably make students pay more attention to the handset instead. All hand phones must be switched off during classes and curricular activities. Lets be real. If we can turn the phone off, we might as well leave it at home. And to expect students to turn it off is one thing that is unlikely to happen. The most theyll do is silent it and set it to vibration mode. You dont have to look into school situation. Even in university lectures, most undergrads dont silent the phone when theyre supposed to. The phone will normally be in the pocket or at least in the bag. The point is, it will never be anywhere far but always in contact since the phone is on silent. With that, theres always a possibility of using phones during lessons to SMS, play games or download. S ome of student will play with their hand phone during their boring subjects. One, this clearly doesnt shows any respect to the teacher. Two, its taking the teacher for granted. Three, just because the person is smart and playing with hand phone wont affect the studies then why are you even in school? School is not just a place to study or speed your time to get into college and university. Its a place where you learn to grow up socially. Furthermore, cell phone should be banned at all because when we allow student to use hand phone in school the teaching and learning process will certainly be disrupted. When teacher enter the classroom they need to spend a lot of time to check and make sure all of their student already switched off the phone. It will be a need for teachers to do so or some of their students may take out the phones and start playing games instead of focusing on the class. Some more students may misuse their hand phone by cheating in examinations by sending the answers using SMS or by write down the notes in the hand phone. Other than that, imagine the situation when every student in a school takes out their hand phone and keeps sending SMS or makes phone calls during recess time. Compare this condition with a situation where every student takes out a book and keeps reading it during recess time. I am very sure that no school would want to see the first situation and all schools are looking forward to see the second situation. Schools would not be the place for students to attain knowledge if hand phone were to be allowed in schools. 3.0 Methodology. As for to support my argumentation or oppose the proposal I have made an interview and discussion with them with three respondents which is two from them are same with me to oppose the proposal and they dont agreed to allowed the students using hand phones in school. Some of the discussion Ive done it at the school and some in their house. The three respondents on my interview which is a parent who have children in school, the first respondents are Mr. Mahmad Bin Abd. Kadir live in Taman Putri Kulai. Work as a clerk in school. He has one child who is still in school. His children are study at Sekolah Kebangsaan Taman Kota Kulai. Second respondents is Mrs. Norzaila, work as a clerk in school. She lives in Taman Melati Indahpura, Kulai. She has three children who are still in primary school. Her children are study at Sekolah Kebangsaan Taman Kota Kulai. The third respondents are Mrs. Norzana Mohammed Noor. Shes work as a teacher. Shes has a three children in primary school. Her childre n are study at Sekolah Kebangsaan Taman Kota Kulai. 4.0 Findings. According to my analysis through these three respondents, two of them are not agreeing with the proposal and they are not allowing the student using hand phone in school. Even though, they have children they still not allowing their children using a hand phone in school. Their reason is children are still young and are not suitable on using hand phone. They also mention in the interview that there is many problems may arise if they using hand phone in school. Furthermore, they cant afford to buy a hand phone for their children. If they have three children it is impossible for them to buy three hand phones for each one of them. This will burden the parents if their children keep pushing them to buy the hand phone for them. They want their children to concentrate more on study rather than playing with hand phone. They dont want their children negligence. They also want their children to success during the examination. So they should start from the beginning to archive their goal and am bition. They want their children to success in study until to University. They also mention that they dont want their children to be a bad boy by against the school rules. So the two respondents are same with me to not agree with the Ministry of Education proposal and strongly not allow the student using hand phone in school. The last respondent are agree with the proposal which is Im not agree with her. She agrees for the student to use the hand phone in school and accept the proposal of Ministry of Education. According to her, the proposal is good. Shes agree because for her children safety in school or outside the school. This is because shes working and their children always alone after the school hours. Shes often to contact their children through phone. This is too easy for her to check on their children while working. Her husband also working and dont have much time to look after their children. They need to communicate through phone to check wheatear their children are straight go back home after school or not. They also worried if their children misuse the hand phone. If not about safety reason she also dont to let their children use hand pone in school. Shes work as a teacher and shes know about good and bad if their children misuse the hand phone. Shes just let their children use the phone for safety purpose and easy to communicate. Shes always reminded their children to not misuse the hand phone and just uses it for important thing only such as emergency call. Shes only bought a simple hand phone for their children, the hand pone without Internet or camera only use for call and SMS. It must be seen that the main reason by parents to let their children continue to use cell phones is because of safety purposes. If they have the phones, it is easier to reach them and even know where they are. It is also beneficial during emergency situations when the child can either call for help or be located in case he or she is gone missing. Even though those parents who do not support this idea say the children are not yet responsible enough to be given the cell phones, they tend to stick to the fact that the youth are likely to abuse the trust bestowed on them by parents. The parents can point to the fact that youth are always seen talking endlessly on phone to their friends. Even the short text technology on phone has been abused but the children see it as a pastime whereas the parents are usually uneasy when they see the youth misusing the privilege given them. Since parents know exactly what their children are like, they would be in the best position to make the decision o n this matter. They are also the ones to decide at what point their children should be allowed to go ahead and own phones. It is advisable to set time limits on the time they can use the phone though as this will show that the parents are in control. 5.0 Suggestions. After made an analysis on these matters, my suggestion is there no need to allow the children to use the hand phones in school. In school, teachers are the ones who take care of our well-being. When we fall sick and really need to be taken home, injured or emergency, the teachers are more than willing to contact parents to inform them. Isnt that what the use of the school having emergency contact numbers for, after all, the use of the office phone is always there when in need. Even public phones in school or outside the school grounds are available. And to say that the phones are frequently not in good condition or not working, that will teach students to take care of public premises. We never know when we are in dire need to use it. The Ministry of Education also needs to add more public phones in school for student needed. The school management also needs to play important roles to take a good care of safety among the student. Having problems and need to call parents, theres always the office for emergency. And public phones for all reasons. And if all means doesnt work, Im very sure teachers are kind enough to lend their own hand phones to use. The question of teachers using the hand phones in school also needs to be given a thought. Teachers should also understand that they are the role model in school and it is not appropriate to show the misuse of the phone. Even worse, give students work and then laugh on a conversation over the call. They will lose the respect of the students and students are not to be blamed for not respecting teachers in this case. I feel that if teachers are expecting an emergency call like if someone is in a hospital, they should inform the class first, rather than disrupt the class in the middle of a lesson and then apologizing And being careful, it is true to say that the society out there is no longer of what it used to be before. Sometimes I wonder, for parents to keep track the whereabouts of their children, how sure are they that the children are not elsewhere from what is said, or perhaps for parents to make sure the kids reach a place safely (school in this case), dont you think that a mere phone call is good enough, we depend on technology too much that personal responsibility is no longer shown. I may not know the worries of a parent and yet it may seem easy for me to say. But as a child of my parents, even they never need to check on me, I feel that its more meaningful and to realize how much my parents cared for me if they can spare some time to check on me other than just a call. Again, most parents are working and time is hardly there. Or the distance is too far between home and school. Hand phones must be banned from school among the student. If there still the stubborn student being the hand phones the school authorities should do spot-check and confiscate hand phones. The discipline teacher should play major roles, ask their prefects to do spot-check before school hour begin. This is to make sure there is no student bring the hand phones to school and then keep their phones at house. On the school banning students from bringing hand phones, the students itself must aware why the school had done so, the students must understand that the kind intention behind the schools decision. They also must accept the reasons. If they want to use the hand phones, use it after school time outside the school. They have more time to play after school hour. School is the place for study not for playing or to show off our wealth. Parents and teacher must monitoring and proper guidance on the students to prevent anything happen. The student must think during their parents childhood there are no hand phones use and there nothing happen during that time. Their parents also should explain to their children there is no issue during their childhood without hand phones. They still can manage to go to school without hand phones. Dont just depend on the technology too much. If there are still the stubborn student bring the hand phones to school, school management must take a serious action by fine the student minimum RM5 per day. This is not to burden the student but to teach them not to bring the gadget to school and left it at home rather than bring to school. The money can use for the improvement purpose and development in school. The school management must assign their teachers to handle this issue. The school management also must implement a motivational class or series of lessons for students to teach them about proper etiquette and ethics that govern the virtual world. Classes are held once a term to teach st udents on what they should look out for when taking a picture or video, such as whether they are infringing upon the privacy of others. The lesson also educates students on the concept of intellectual property law, critical especially when downloading information and music from the Internet.

The Bombing of Hiroshima Essay -- essays research papers

The Bombing of Hiroshima The bomb was dropped for many reasons and President Truman was faced with a hard decision to drop the bomb. During World War II, the first atomic bomb was dropped on Hiroshima. If he dropped the bomb he would surely have killed an estimated 200,000 Japanese and the city of Hiroshima. Otherwise he would risk the invasion of Japan, which would cause even more causalities and even more Japanese lost lives. Truman thought of the military, political, and moral benefits and harms for dropping the bomb on Hiroshima. David McCullough said, â€Å"If you want one explanation to why Truman dropped the bomb; it was done to stop the killing.† (Hunt, A9) My purpose is to inform that President Truman was right to drop the bomb. After the bomb was dropped, President Truman, â€Å"We have used it in order to shorten the agony of war, in order to save the lives of thousands and thousands of young Americans. We shall continue to use it until we completely destroy Japan’s power to make wa r.† If the Allies invaded mainland Japan, an estimated million or more would be invading Japan. The United States would resort to invading Japan as the last resort, knowing the possibilities of the large amount of casualties. The casualties in war are unavoidable and President Truman knew that the American people were basically sick and tired of the war. Many families were torn apart because of the war and everyone wanted to stop the madness. The atomic bomb was dropped for some political reasons...

Characters of Noli Me Tangere

Main Characters Crisostomo Ibarra Juan Crisostomo Ibarra y Magsalin, commonly referred to the novel as  Ibarra  or  Crisostomo, is the protagonist in the story. Son of a Filipino businessman,  DonRafael Ibarra, he studied in Europe for seven years. Ibarra is also Maria Clara's fiance. Several sources claim that Ibarra is also Rizal's reflection: both studied in Europe and both persons believe in the same ideas. Upon his return, Ibarra requested the local government of San Diego to construct a public school to promote education in the town. Maria Clara de los Santos y Alba, commonly referred to as  Maria Clara, is Ibarra's fiancee.She was raised by Capitan Tiago, San Diego's  cabeza de barangayand is the most beautiful and widely celebrated girl in San Diego. In the later parts of the novel, Maria Clara's identity was revealed as an illegitimate daughter of Father Damaso, former parish  curate  of the town, and Dona Pia Alba, wife of Capitan Tiago. In the end she enter ed local convent for nuns Beaterio de Santa Clara. In the epilogue dealing with the fate of the characters, Rizal stated that it is unknown if Maria Clara is still living within the walls of the convent or she is already dead.The character of Maria Clara was patterned after  Leonor Rivera, Rizal's first cousin and childhood sweetheart. Capitan Tiago Don  Santiago de los Santos, known by his nickname  Tiago  and political title  Capitan  Tiago  is a Filipino businessman and the  cabeza de barangay  or head ofbarangay  of the town of San Diego. He is also the known father of  Maria Clara. In the novel, it is said that Capitan Tiago is the richest man in the region of  Binondo  and he possessed real properties in  Pampanga  and  Laguna de Bay. He is also said to be a good Catholic, friend of the Spanish government and was considered as a Spanish by colonialists.Capitan Tiago never attended school, so he became a domestic helper of a  Dominican  friar   who taught him informal education. He married Pia Alba from  Santa Cruz. Padre Damaso Damaso Verdolagas, or Padre Damaso is a  Franciscan  friar  and the former parish curate of San Diego. He is best known as a notorious character who speaks with harsh words and has been a cruel priest during his stay in the town. He is the real father of Maria Clara and an enemy of Crisostomo's father, Rafael Ibarra. Later, he and Maria Clara had bitter arguments whether she would marry Alfonso Linares or go to a convent.At the end of the novel, he is again re-assigned to a distant town and is found dead one day. In popular culture, when a priest was said to be like Padre Damaso, it means that he is a cruel but respectable individual. When one says a child is â€Å"anak ni Padre Damaso† (child of Padre Damaso), it means that the child's father's identity is unknown. Elias Elias  is Ibarra's mysterious friend and ally. Elias made his first appearance as a pilot during a picnic o f Ibarra and Maria Clara and her friends. He wants to revolutionize the country and to be freed from Spanish oppression.The 50th chapter of the novel explores the past of Elias and history of his family. In the past, Ibarra's great-grandfather condemned Elias' grandfather of burning a warehouse which led into misfortune for Elias' family. His father was refused to be married by her mother because his father's past and family lineage was discovered by his mother's family. In the long run, Elias and his twin sister was raised by their maternal grandfather. When they were teenagers, their distant relatives called them  hijos de bastardo  or illegitimate children.One day, his sister disappeared which led him to search for her. His search led him into different places, and finally, he became a fugitive and subversive. Pilosopong Tacio Filosofo Tacio, known by his  Filipinized  name  Pilosopo Tasyo  is another major character in the story. Seeking for reforms from the governme nt, he expresses his ideals in paper written in a cryptographic alphabet similar from  hieroglyphs  and  Coptic figures  hoping â€Å"that the future generations may be able to decipher it† and realized the abuse and oppression done by the conquerors.His full name is only known as  Don Anastasio. The educated inhabitants of San Diego labeled him as  Filosofo Tacio  (Tacio the Sage) while others called him asTacio el Loco  (Insane Tacio) due to his exceptional talent for  reasoning. Dona Victorina Dona Victorina de los Reyes de Espadana, commonly known as Dona Victorina, is an ambitious Filipina who classifies herself as a Spanish and mimics Spanish ladies by putting on heavy  make-up. The novel narrates Dona Victorina's younger days: she had lots of admirers, but she did not choose any of them because nobody was a Spaniard.Later on, she met and married Don Tiburcio de Espadana, an official of the customs bureau who is about ten years her junior. However, t heir marriage is childless. Her husband assumes the title of medical doctor even though he never attended medical school; using fake documents and certificates, Tiburcio practices illegal medicine. Tiburcio's usage of the title  Dr. consequently makes Victorina assume the title  Dra. (doctora, female doctor). Apparently, she uses the whole name  Dona Victorina de los Reyes  de  de Espadana, with double  de  to emphasize her marriage surname.She seems to feel that this awkward titling makes her more â€Å"sophisticated. † Sisa, Crispin, and Basilio Sisa, Crispin, and Basilio represent a Filipino family persecuted by the Spanish authorities: * Narcisa  or  Sisa  is the deranged mother of Basilio and Crispin. Described as beautiful and young, although she loves her children very much, she can not protect them from the beatings of her husband,  Pedro. * Crispin  is Sisa's 7-year-old son. An altar boy, he was unjustly accused of stealing money from the chur ch. After failing to force Crispin to return the money he allegedly stole, Father Salvi and the head sacristan killed him.It is not directly stated that he was killed, but the dream of Basilio suggests that Crispin died during his encounter with Padre Salvi and his minion. * Basilio  is Sisa's 10-year-old son. An acolyte tasked to ring the church bells for the Angelus, he faced the dread of losing his younger brother and the descent of his mother into insanity. At the end of the novel, Elias wished Basilio to bury him by burning in exchange of chest of gold located on his death ground. He will later play a major role in  El Filibusterismo. Due to their tragic but endearing story, these characters are often parodied in modern Filipino popular culture. Note: The Franciscan Order was shown by Rizal as hypocrites not because they were such during his time but because they are the most loved, and had significant numbers. Strategically, if one must attack the Spanish friars, the best is to attack the most popular during that time. Other characters There are a number of secondary and minor characters in  Noli Me Tangere. Items indicated inside the parenthesis are the standard  Filipinization  of the Spanish names in the novel. * Padre Hernando de la Sibyla  Ã¢â‚¬â€œ a Dominican friar. He is described as short and has fair skin.He is instructed by an old priest in his order to watch Crisostomo Ibarra. * Padre Bernardo Salvi  Ã¢â‚¬â€œ the Franciscan curate of San Diego, secretly harboring lust for Maria Clara. He is described to be very thin and sickly. It is also hinted that his last name, â€Å"Salvi† is the shorter form of â€Å"Salvi† meaning Salvation, or â€Å"Salvi† is short for â€Å"Salvaje† meaning bad hinting to the fact that he is willing to kill an innocent child, Crispin, just to get his money back, though there was not enough evidence that it was Crispin who has stolen his 2 onzas. * El Alferez  or  Alperes  Ã¢â‚¬â€œ chief of the  Guardia Civil.Mortal enemy of the priests for power in San Diego and husband of Dona Consolacion. * Dona Consolacion  Ã¢â‚¬â€œ wife of the  Alferez, nicknamed as  la musa de los guardias civiles  (The muse of the  Civil Guards) or  la Alfereza, was a former laundrywoman who passes herself as a  Peninsular; best remembered for her abusive treatment of Sisa. * Don Tiburcio de Espadana  Ã¢â‚¬â€œ Spanish Quack Doctor who is limp and submissive to his wife, Dona Victorina. * Teniente Guevara  Ã¢â‚¬â€œ a close friend of Don Rafael Ibarra. He reveals to Crisostomo how Don Rafael Ibarra's death came about. Alfonso Linares  Ã¢â‚¬â€œ A distant nephew of Tiburcio de Espanada, the would-be fiance of Maria Clara. Although he presented himself as a practitioner of law, it was later revealed that he, just like Don Tiburcio, is a fraud. He later died due to given medications of Don Tiburcio. * Tia Isabel  Ã¢â‚¬â€œ Capitan Tiago's cousin, who raised M aria Clara. * Governor General  (Gobernador Heneral) – Unnamed person in the novel, he is the most powerful official in the Philippines. He has great disdain for the friars and corrupt officials, and sympathizes with Ibarra. * Don Filipo Lino  Ã¢â‚¬â€œ vice mayor of the town of San Diego, leader of the liberals. Padre Manuel Martin  Ã¢â‚¬â€œ he is the linguist curate of a nearby town who delivers the sermon during San Diego's fiesta. * Don Rafael Ibarra  Ã¢â‚¬â€œ father of Crisostomo Ibarra. Though he is the richest man in San Diego, he is also the most virtuous and generous. * Dona Pia Alba  Ã¢â‚¬â€œ wife of Capitan Tiago and mother of Maria Clara, she died giving birth to her daughter. In reality, she was raped by Damaso so she could bear a child. Non-recurring characters These characters were mentioned in the novel, appeared once, mentioned many times or have no major contribution to the storyline. Don Pedro Eibarramendia  Ã¢â‚¬â€œ the great-grandfather of Cris ostomo Ibarra who came from the  Basque  area of Spain. He started the misfortunes of Elias' family. His descendants abbreviated their surname to  Ibarra. He died of unknown reasons, but was seen as a decaying corpse on a Balite Tree. * Don Saturnino Ibarra  Ã¢â‚¬â€œ the son of Don Pedro, father of Don Rafael and grandfather of Crisostomo Ibarra. He was the one who developed the town of San Diego. He was described as a cruel man but was very clever. * Salome  Ã¢â‚¬â€œ Elias' sweetheart.She lives in a little house by the lake, and though Elias would like to marry her, he tells her that it would do her or their children no good to be related to a fugitive like himself. In the original publication of  Noli, the chapter that explores the identity of Elias and Salome was omitted, classifying her as a total non-existing character. This chapter, entitled  Elias y Salome  was probably the 25th chapter of the novel. However, recent editions and translations of  Noli  prov ides the inclusion of this chapter, either on the appendix or renamed as  Chapter X  (Ex). * Sinang  Ã¢â‚¬â€œ Maria Clara's friend.Because Crisostomo Ibarra offered half of the school he was building to Sinang, he gained Capitan Basilio's support. * Iday, Neneng  and  Victoria  Ã¢â‚¬â€œ Maria Clara's other friends. * Capitan Basilio  Ã¢â‚¬â€œ Sinang's father, leader of the conservatives. * Pedro  Ã¢â‚¬â€œ the abusive husband of Sisa who loves cockfighting. * Tandang Pablo  Ã¢â‚¬â€œ The leader of the  tulisanes  (bandits), whose family was destroyed because of the Spaniards. * El hombre amarillo  (apparently means â€Å"yellowish person,† named as  Taong Madilaw) – One of Crisostomo Ibarra's would-be assassins. He is not named in the novel, and only described as such.In the novel, he carved the cornerstone for Ibarra's school. Instead of killing Ibarra, he was killed by his cornerstone. * Lucas  Ã¢â‚¬â€œ the brother of the  taong madilaw. H e planned a revolution against the government with Ibarra as the leader after he was turned down by Ibarra. He was said to have a scar on his left cheek. He would later be killed by the Sakristan Mayor. * Bruno and Tarsilo  Ã¢â‚¬â€œ a pair of brothers whose father was killed by the Spaniards. * Nor Juan  (Nol Juan) – appointed as foreman of the school to be built by Ibarra * Capitana Tika (Rustica)  Ã¢â‚¬â€œ Sinang's mother and wife f Capitan Basilio. * Albino  Ã¢â‚¬â€œ a former seminarian who joined the picnic with Ibarra and Maria Clara. Was later captured during the revolution. * Capitana Maria Elena  Ã¢â‚¬â€œ a nationalist woman who defends Ibarra of the memory of his father. * Capitan Tinong  and  Capitan Valentin  Ã¢â‚¬â€œ other known people from the town of San Diego. * Sacristan Mayor  Ã¢â‚¬â€œ The one who governs the altar boys and killed Crispin for his accusation. * Hermano Pedro, Hermana Rufa, Hermana Sipa, Hermana Juana  Ã¢â‚¬â€œ Some of the p ersons included in the Chapter 18. These persons were talking about indulgencia plenaria.

20 Best Christmas Gifts Ideas for College Students

20 Best Christmas Gifts Ideas for College Students It all comes down to this, a legendary list of the 20 best Christmas gifts for college students that will make you a seasonal rock of Gibraltar; a Christmas hero! 1. A Really Cool Tetris Light These are probably the coolest door room lights to hit the world since the Lava Lamp. Stackable, colorful and cool the Tetris Desk Light is an awesome choice. Boys and girls will love them. We sure do! 2. A Pair of Quality Headphones College roommates often have different sleeping patterns because theyve got different classes and different class schedules. Time in the room is usually accompanied by video, gaming or noisy internet browsing. A pair a quality headphones is a college student’s best tech-friend. 3. Gift Cards This is universal. Don’t give college kids money because it will almost never be spent on what it should be. Gift cards direct their focus and they’re far more likely to buy necessities like food and toiletries. 4. Dorm Room TV (Space Saver) Flat space saving digital TV’s that can sync with gaming consoles and computers are awesome! Plus, they’re not bulky at all. If the model you choose can be wall-mounted, then there’s nothing better. Furthermore, these days the prices are ridiculously low. Not long ago even buying a smaller quality TV for college kids was spendy. 5. Someone Else’s Wallet? This is a neat idea, and a great way to buy a new wallet for the guys. Get a nice new wallet and then fill it with things like gift cards, new photographs, perhaps sporting event or movie tickets etc. Just a neat way to give a bundle of gifts at the same time in a small package that’s super easy to send in the mail. 6. Gourmet Coffee College kids are the only people on earth who drink more coffee than corporate office bees. The problem is that 99.9% of the time it’s cheap and not so tasty. A nice big bag of gourmet coffee is that understanding and supportive gift that all students appreciate (if they drink coffee that is). 7. Study Abroad Money Most students who study abroad are even more broke while they’re away in some exciting new place than when they’re back in their dorm room. If you can give them some extra spending money for the trip, they’ll never forget it, ever. 8. One-Stop-Shop Bathroom Kit These really are appreciate and used extensively. Don’t think this kit will go to waste because it won’t. Well, maybe some of the little accessories might not get used but the major components never fail. Razors, shaving cream, cologne, soap etc. Mainly because the stuff in the campus store is horrible. 9. An Assortment of Great Sauces College students aren’t known for being good cooks. They just put any old thing together and call it food. That being said, a box of assorted and tasty sauces will be used within a month. Maybe before New Years†¦imagine the flavors of Top Ramen they could conjure up. 10. Shower Slippers The kind that you can wear into the shower to protect your feet and then they dry off super quick so you don’t track water down the hall. Nobody wants athletes foot or to step into someone elses bodily fluids, whatever kind that may be. 11. A Traditional Popcorn Serving Set Seriously, who eats more popcorn than college students? You can survive on the stuff! It would be neat to have a quality serving set that looks just like the kind you get at the movies. How cool is that? 12. High-Brow Bedding Goes without saying†¦ 13. New Laptop Again, an incredible tool that will be used (and abused) and every penny will be squeezed out of it. No college students neglects a new laptop. It’s almost the equivalent to buying them a new used car (except the laptop should be new). You get the idea. 14. Beer Pong Table and Set Yeah, really. Everyone loves the game, but very few students have the table and set. Your kid could be THAT kid in the hall. Hey, college is about networking. 15. DVD Set of Favorite TV Series Are they a crazed Walking Dead fan? Sure, they probably know how to watch every episode online for free, but having their own set they can watch whenever is actually really handy. 16. Clean (Actually White) Socks and Undies Always needed†¦ 17. A Laundry Hamper with Style It needs to have some flare or it will go unnoticed and blend into the disaster area of clothes around it. 18. Good Food Baskets! Can’t go wrong here. A sure winner 100% of the time without fail. 19. Subscription to Netflix All the kids are getting them. That’s the rumor anyways. Beware! Some students become addicted to Netflix in no time. 20. Set Them Up with a Classy Interview! What a novel idea right? Perhaps the ultimate gift you can get a college student this year is to pull some string and set them up with a quality interview. With so many options to choose from it was hard to narrow down the list into a top 20 type presentation. Therefore, we updated the list adding 20 more Christmas gifts ideas for college students. Check them out! Well, here’s your chance students. What would be the perfect Christmas gift for you?

Italian Preterite Perfect Tense - Trapassato Remoto

Italian Preterite Perfect Tense - Trapassato Remoto You’ve learned about the passato remoto tense, which is the one you use in literature or to talk about events that happened in history. But you have also learned the trapassato remoto tense? As you’ll see below, it’s a tense for students who are more advanced in their studies. It’s used primarily in literary contexts and is known in English as the preterite perfect. It’s a compound tense formed with the passato remoto of the auxiliary verb avere or essere and the past participle of the acting verb. For example, a sentence like the one below, in a literary context, would require the trapassato remoto. As soon as Julia had gone down the stairs, she left the building. - Dopo che Giulia ebbe sceso le scale, uscà ¬ dal palazzo. â€Å"Ebbe sceso† comes from the conjugated verb â€Å"essere - to be† and â€Å"sceso† is the past participle of the verb â€Å"scendere - to go down.† The action indicated by the verb scendere (to descend- conjugated in the past perfect) occurs prior to the action indicated by the verb uscire (to exit, to leave- conjugated in the passato remoto). The past perfect is a verb form that is used to refer to events, experiences, or facts that happened or were already completed before a point of reference in the past. In each sentence set in the trapassato remoto, you will encounter an expression of time, such as the following: appena (barely), dopo che (as soon as), or finchà © non (up until). For example: Partirono, quando ebbero ricevuto la notizia. - They were leaving when they received the notice.Renata entrà ², appena Giorgio fu uscito. - Renata entered just after Giorgio had left.Andà ² a casa, quando ebbe finito di lavorare. - He went home when he had finished working.Dopo che ebbe letto quel libro, lei ne comprà ² uno nuovo. - After she had read that book, she bought a new one.Non appena ebbi iniziato a guidare, ebbi bisogno di usare il bagno. - As soon as I started driving, I had to use the bathroom. Most verbs of the second conjugation are irregular in the passato remoto tense. To see how avere and essere are conjugated in the remote past tense, see the table below. TRAPASSATO REMOTO OF THE VERB AVERE Person Singular Plural I (io) ebbi (noi) avemmo II (tu) avesti (voi) aveste III (lui, lei, Lei) ebbe (loro, Loro) ebbero TRAPASSATO REMOTO OF THE VERB ESSERE Person Singular Plural I (io) fui (noi) fummo II (tu) fosti (voi) foste III (lui, lei, Lei) fu (loro, Loro) furono Note that if the verb requires â€Å"essere,† then you must change the ending of the past participle to agree with the subject in gender and number. For example: Dopo che le ragazze furono salite sull’autobus, si sedettero. - After the girls got on the bus, they sat down. The past participle â€Å"salire† ends in an -e because the subject is a group of girls. Click here to read more about gender and number agreement.

To what extend does Mozi's philosophy conflicts with the Confucianism Essay

To what extend does Mozi's philosophy conflicts with the Confucianism - Essay Example The spread of Mohism began taking place when the traditional Chinese priest craft was challenged by the emerging technical intelligence. Mozi is believed to have been drawn to prominence by the rising demand of scholars during the era of the Warring States. There are other accounts that depict him as a fortifications officer in the military while the numerous criticisms demonstrate that he was conversant with the Confucian priesthood (Hansen, 2009). Although there is very few literature that talks about Mozi, majority of them depict him as having been against Confucianism. One of Mozi’s greatest critics was Mencius (371-289 BC) who claimed that the writings of Mozi were all over the social media and for that reason, most people were influenced to believe in his distorted view of Confucianism. Mozi is believed to have been a strong advocate of utilitarianism and equal concern for each individual. The Mohist movement, which had begun with Mozi in later stages led to a much newer fashion of Daoism and Confucianism. The central Mohist literature has an intended argumentative style. It utilizes an unprejudiced symmetry of expression and repetition that makes it easy to memorize as well as in passing along the message. Symmetry and repetition are commonly used stylistic devices for classical Chinese and it is mostly in analytical form (Mei, 2008). Various books document the life of Mozi and his works. Nearly all of the available works explain Mozi’s story in the light of the â€Å"craft theory† since it helps in explaining the unique personality of well-organized logical thought in China that had its roots in Mozi. These pieces of literature mostly dwell on moral debates but mostly focus on the entire Mohist system to which they credit Mozi as having been the founder. Mozi, according to the available literature believed that the moral standards should be in a measurable form, e.g., in the manner of a carpenter with a plumb line or

Emotional Intelligence Essay Example | Topics and Well Written Essays - 2500 words

Emotional Intelligence - Essay Example a conclusion through rational logic, rather than a highly driven emotional state that could lead towards a heightened sense of mental capacity that would be erratically charged. In the changing business climate, owners are faced with the task of initiating business practices that seek to maximize capabilities of staff to reaching the overall goals to be met by the corporation itself. Enabling stakeholders in the group process to work together in such a manner that they are able to perform the necessary tasks involved for proper management and production decisions. When it comes to such things, â€Å"As thinking human beings, we value our rationality and cognitive powers that set us apart from the animal kingdom. The neo-cortex, the center for rational thinking and decision-making, is the newer part of the brain that is highly developed in humans. The emotional parts of the brain are located in the more ancient, central parts of the brain called the limbic system, including the amygdala, the center active during anger,† Going on to say that, â€Å"All emotions are in essence impulses to act. The very root of the word is from the Latin verb to move. That emotions lead to actions is obvious from watching animals or children. Only in civilized adults do we expect actions to be divorced from emotional reactions. But even as highly intelligent and civilized adults, we can never disengage our emotional brain ¾ it is always there, sending emotional signals to act and react, even when there is no logic. Most people believe that emotions are caused by events. They are in fact caused by our interpretations of events, sometimes so fleeting and fast as to be beneath the level of consciousness. Our pre-conscious, split-second thoughts give rise to automatic emotional reactions. We then have a choice as to how we behave, what we say, and how we handle a situation. The appropriateness of our actions and the effectiveness of our communications make up our emotional intelligence. A