Is War Against Terrorism Moral And Has It Done Things Better Or Worse Essay

Is War Against Terrorism Moral And Has It Done Things Better Or Worse - Essay Example This essay stresses that the Christians the world over were in a state of bother and tension so as to find out the real reason why the world had stood up against them and were hell bent upon destroying them. It would not be wrong to state at this point that Christians all over the world were vocal and carried out large processions as to encourage the US government and its allies to take steps to counter these very attacks. A number of wars and fights started in the wake of War on Terrorism and it sparked off a number of controversies as to the real reasons for starting the same on countries like Afghanistan and Iraq. This paper makes a conclusion that the war on terror has brought a change in the way the world is being run. The different governments have to take one or the other side in this whole muddle. The need is to understand who the winner is and who the loser is eventually. More than that, the governments have to seek ways in which they could counter the pressures that are exerted by the US regime from time to time. For third world nations, this becomes an issue of immense importance since they are already stuck in one problem or the other, add to that the pressure meted down by the US authorities every now and so often. War on terror is not a war on the poor yet oil rich nations, it is a war for the benefits of the super power of the world, which it wants to win no matter what happens.

Ethics and special need kids Research Proposal Example | Topics and Well Written Essays - 3000 words

Ethics and special need kids - Research Proposal Example On the other hand, the same case applies to the perception of African American teachers towards white students and the course is the same. According to Oates (2003), positive disposition of teachers towards students tends to yield good results on the performance of the students. However, in the history of the U.S, there has been a notion that the African Americans have academic inferiority and that they lack diligence to perform. In another dimension, such notions have rendered the African Americans a low self esteem motive that makes them have a negative attitude about themselves in regard to their academic performance. Generally, although the African American students have equal opportunities in classroom in public schools, their performance is greatly affected by the context of their race and teachers’ perception (Oates, 2003). Conversely, the general place of African Americans in the American society also plays a critical role in explaining why the students cannot perform well in class. For instance, the perception that African Americans cannot secure good jobs in the U.S greatly affect their class performance because there is no guarantee that even after completing their studies they would get employed. Focusing on kids with special needs, it is apparent that the issue of racial discrimination fuels. ... In this regard, the perception of teachers towards African American kids with special needs is that their parents are incapable of taking care of the kids and that is why they are in their current conditions. For instance, a kid who cannot afford three daily meals tends to lack capacity to contemplate what they are taught in class. Mostly, such a kid comes from African American families. In another dimension, the perception by teachers that African American kids cannot perform better than the white kids has also played a key role on the continued underperformance by the kids. In light of this, teachers tend to focus most of their attention to white kids. A study conducted by Neal, et al (2003), found out that white kids are accorded much attention that African American students. For instance, teachers concentrate on areas they did not understand more compared to when it is the African American kids that raise the issue of lack of contemplation. Dee (2006) pointed out that, teachers p erceptions independently affect and influence academic performance via self-fulfilling beliefs and perceptual biases. In addition, if teachers are pleasant towards a certain student, they provide them with more effective and favorable instructions. The same case applies to situations where pleasant students portray poor problem solving skills, teachers guide them in a way that easily encourage them to develop good solving skills. This is centrally to situations where unpleasant students portray the same skills, teachers put little effort to encourage or correct them. In fact, Gay (2002) postulated that performance of students is in the mind of the teacher. They tend to evaluate students performance based on their perception about the students. In light of this, it is