The Important Role of Women in Combat Essay -- Argumentative Persuasiv

"The women say, the men have kept you at a distance, they have supported you, they have put you on a pedestal, constructed with an essential difference." -Les Guerilleres, Monique Wittig The struggle for women to attain entrance to combat positions within the armed forces has been arduous. Unfortunately, most nation-states do not allow women into battle in any capacity; still, some countries do not allow women to participate in the military at all. However, the introduction of women into combat within the British, Canadian, Danish, German, Israeli, Norwegian, and US forces has been effective in that women have significantly contributed to their success. This success is the strongest advocate for female access to combative positions. The proposal for female integration into combat also relies upon the consideration of combat's definition, gender equality, and the influence of sexist literature. This paper also examines the reasons why women have been kept away from the frontline, women's participation in violent rebel forces, and finally how women have succeeded within the military, especially within the realm of combat. I do not propose a uniform method for militarie s to integrate their female members into war-rather, a specific approach be developed by the nation itself since women's rights and societal roles differ from country to country. While some nations have already recognized women as able for their forces' most aggressive roles, some only employ women in secretarial jobs. To suggest that all countries conscript women for combat would certainly be a disaster, as integration, training, and soothing of female prejudices take time. It is also important to understand that by this proposal, I am not supporting war over dipl... ...eli Military. War in History, 8, 99-100. Retrieved 30 October 2003, from Academic Search Premier database. Miller, L. (1998). Feminism and the Exclusion of Army Women from Combat. Gender Issues, 16, 33-64. Retrieved 7 November 2003, from Academic Search Premier database. OED Online (2003). London: Oxford University Press. Retrieved 13 November, 2003, from http://dictionary.oed.com Rosen, L. & Durand, D. (1996). Cohesion and Readiness in Gender-Integrated Combat Service Support Units: The Impact of Acceptance of Women and Gender Ratio. Armed Forces and Society, 22, 537-53. Retrieved November 7, 2003, from Academic Search Premier database. Smirnov, A. (2002). Women in the Russian Army. Russian Social Science Review, 43, 61-71. Retrieved October 27, 2003, from Academic Search Premier database. Victor, B. (2003). Army of Roses. [Emmaus, PA]: Rodale.

Sentence Completion Tests

SENTENCE COMPLETION TEST: INTRODUCTION: Herman Von Ebbinghaus is generally credited with developing the first sentence completion test in 1897 . Sentence completion tests are a class of semi-structured projective techniques. A sentence completion test form may be relatively short, such as those used to assess responses to advertisements, or much longer, such as those used to assess personality. A long sentence completion test is the Forer Sentence Completion Test, which has 100 stems. The responses are believed to provide indications of attitudes, beliefs, motivations, or other mental states.There is debate over whether or not sentence completion tests elicit responses from conscious thought rather than unconscious states. This debate would affect whether sentence completion tests can be strictly categorized as projective tests. In recent decades, sentence completion tests have increased in usage, in part because they are easy to develop and easy to administer. Another reason for the increased usage of sentence completion tests are because they uncover conflicted attitudes.The uses of sentence completion tests include personality analysis, clinical applications, attitude assessment, achievement motivation, and measurement of other constructs. They are used in several disciplines, including psychology, management, education, and marketing. Sentence completion measures have also been incorporated into non-projective applications, such as intelligence tests, language comprehension, and language and cognitive development tests DESCRIPTION OF THE TEST: Sacks sentence completion test is a semi structured test consisting of 60 incomplete phrases/sentences, ex. my mother’ or when I see the boss coming, I ‘ The test typically provide respondents with beginnings of sentences, referred to as â€Å"stems,† and respondents then complete the sentences in ways that are meaningful to them. As a semi -structured test , it is expected to provide valuable info rmation about subject’s interpersonal relations with others as well as attitude towards self and others. ADMINISTRATION AND INSTRUCTIONS : The subject was invited into a room free of noise and disturbance and was made to sit comfortably.The test instructions and purpose of the test were explained and all her anxieties and questions regarding test were clarifies before administering the test. The instructions for the test have been printed on the answer sheet which was provided to the subject. The instructions include: â€Å"You will find below a number of incomplete sentences. Write quickly in the blank space the first idea that comes to your mind to complete each statement. Answer rapidly†. SCORING: The questions in the questionnaire are divided into four areas such as family areas, sex area, interpersonal relationships and self concept.Each main area is again further sub divided , basing on the attitude towards certain people like attitude towards father, mother, fam ily etc. and fears etc. The different questions in the questionnaire have been related to one of the main areas. Each questions was then analyzed qualitatively and a positive or negative attitude was recorded and interpreted. INTERPRETATION: 1)Attitude towards family: The person’s profile indicates that she has relatively positive and good attitude towards her mother whereas relatively negative attitude towards her father.She wants her father to be a little more caring and responsible. Her attitude towards the family is also positive. 2)attitude towards sex: The person has a positive attitude towards women in general and towards heterosexual relationships. 3) Interpersonal relationships: She has a slightly negative attitude towards superiors at work place and school. She knows her responsibilities and has a caring attitude towards the people at work. The person has good interpersonal relationships with colleagues or friends at work or school. The person was also found to have many fears. She has a fear of driving, spirits, and heights.At times she is even compelled to do against her wishes because of the fear associated. 4)self concept: The person is also guilty of some mistakes in the past for which she feels responsible . She has a positive attitude and belief towards her abilities. She has a good positive attitude and hope for the future. She wants to prove herself in future. OVERALL THE PRESON HAS A POSITIVE ATTITUDE TOWARD FAMILY EXCEPT TOWARDS HER FATHER AND HAS A POSTIVE ATTITUDE TOWARDS LIFE AND SELF AND HER FUTURE FAMILY COUSELING IN THE SPECIFIC AREA MAY HELP HER TO PERFORM BETTER IN HER FUTURE.

Pay It Forward vs.Coach Carter Essay

Edith Ann once said â€Å"I like a teacher who gives you something to take home to think about besides homework. † I agree with this quote because it pertains to Coach Carter in the movie â€Å"Coach Carter† and Mr. Simonet in the movie â€Å"Pay It Forward†. Coach Carter and Mr. Simonet are similar in the way they approach their students. In both the movies, both teachers want more out of their students, they encourage them to do more, and to push themselves harder. In the movie â€Å"Pay It Forward†, Mr. Simonet tries to teach the kids that anything is possible. So he gives them an assignment to think of an act that can change the world. He tells them that â€Å"The realm of possibility exists within you†. This means that they can change the world only if they believe that they can do it. The whole purpose of him giving his students this assignment was to try to get them to set high expectations for themselves, to teach them not to settle for less and that even a big assignment like changing the world is possible. Just like Mr. Simonet in â€Å"Pay It Forward† Coach Carter also teaches his team to set high standards for themselves. He stresses that his vision, is for his players to be successful on the court, in the classroom, and in life. He lets them know that only they can make that happen. He makes them sign contracts that require them to maintain a certain GPA. When the players fail to uphold this responsibility, he locks down the gym, and cancels their games until they get their grades up. He did this to prove to the players that everything in life doesn’t come on a silver platter, they have to work for it. In Conclusion, both Mr. Simonet and Coach Carter are alike in the way they teach their students. Both of them teach the kids to set high expectations for themselves. They both teach the students to never settle for less. At the end of both movies it’s pretty clear that both of their teachings paid off. In â€Å"Pay It Forward†, Trevor comes up with the pay it forward system which becomes a world wide sensation. In â€Å"Coach Carter†, the basketball players learned a life lesson. Although the school board chose to go against Coach Carter and end the gym lock down, the basketball players refused to play. Also at the end Coach Carter realizes that he impacted the players more than he expected to. Not only did they graduate high school but most of them went to college and even won scholarships. Both Coach Carter and Mr. Simonet gave their students something to take home and think about.