Tony blair's leadership

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Tony Blairs not on his way out, but its not clear where hes going

THERES something rather thrilling about watching Tony Blair on form. There he is, facing his partys annual conference, bloodied by the failure to find any Iraqi weapons of mass destruction, the corrosive effect of the Hutton Inquiry and the wars messy aftermath; with Labour traditionalists who oppose his market-oriented policies out to pull his domestic agenda apart; with the press announcing his imminent replacement by his ambitious chancellor of the exchequer, Gordon Brown. And yet his brilliant showmans sense catches the audiences mood with a speech that is bruised, touched with humility, but above all defiant. He is unrepentant about Iraq and apparently determined not to give an inch of ground on his domestic agenda to his critics. I have no reverse gear, he said. Most of the audience loved it, though the metaphor doesnt bear too much consideration as a BBC commentator pointed out afterwards, if you are on the edge of a cliff, a reverse gear is quite useful.

Still, displays of bravado do not answer the fundamental question. Is Mr Blair now so damaged that he is no longer an asset to his party, but a liability? The trust of the electorate is hard to earn and easy to lose. If poll after poll is to be believed--according to an NOP poll this week (see chart, above), nearly two-thirds of voters believe he lied to them over Iraq--the prime minister has forfeited it. Some people think that this loss of moral stature will, and should, bring Mr Blairs political career to an end.

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It wont and it shouldnt. While Mr Blair--arguably Labours most successful leader ever--deserves criticism for the way the government presented its case for war with Iraq, there is no evidence that he lied. For all the obsessive interest in the minutiae of September 00s dossier on Iraqi capabilities and intentions, nothing has emerged to suggest that Mr Blairs belief in the threat posed by Saddam Hussein was anything other than heartfelt. Whether or not it was right to fight the war remains a matter of judgment. But although hindsight shows how the prime minister might have done some things differently and better, his sincerity should not be in question.

This is crucial for Mr Blair. For all the passionate opposition to the war among some Labour Party activists, even those who think that he made a terrible mistake appear ready to concede that at least he thought he was doing the right thing, and that he thought he had good grounds for that belief. Mr Blairs explanation in his speech to the conference of his decision to go to war was listened to with respect, understanding and even some applause. His reception overall, culminating in a seven-minute standing ovation at the end of a speech in which he had not ducked any of the difficult issues, was a deliberate message to the outside world. The Labour Party still wants Mr Blair to be its leader and will not allow him to be destroyed over Iraq. His achievement is to have made Labour feel for the first time in its 10-year history that it can be the natural party of government and it is sufficiently grateful for that not to desert him in his hour of need.

None of which means that the prime ministers recent difficulties are at an end. Mr Blair remains at odds with much of his party and the trade unions over his plans for public services. In particular, he still faces intense opposition to his efforts to give hospitals some independence from bureaucrats, within the National Health Service. A motion opposing these foundation hospitals was passed at the conference. That wont make any difference to government policy; but a possible Commons defeat over its plans to charge students some of the costs of a university education certainly would.

In the course of his speech, Mr Blair talked about the need for a government half way through its second term of office, and with every prospect of achieving a third term, to find the resources to renew itself. If that means more of what Mr Blair says he believes in, it will mean more competition between providers in health and education; looser Whitehall control on pretty much everything that goes on in the public sector, including greater powers for local government to raise money and decide what to do with it; an end to the centralisation of public-sector pay which means that teachers in expensive London get paid pretty much the same as teachers in western Scotland. Such changes would do the country a lot of good, and be fiercely resisted by the party and the unions.

Here lies Mr Blairs difficulty. Although the Labour Party made it clear this week that it is happy for him to be its leader, it has made it equally clear that it is unwilling to go where he wants to go. He says hes not reversing. The Labour Party doesnt want to go forward. Unless he can resolve that problem, Britain is not likely to go anywhere.

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Dear America

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What have you learnt about "The Institution and Individual Experience" from your study of the text, Dear America?

An institution is defined as either an organisation for the advancement of a particular purpose, or as any established law or custom in a particular culture. The texts, Dear America, composed by Bill Coutrie, Michael Moore's Bowling for Columbine, and Pink Floyd's song, "The Wall", expose many things about the individual's experience with "the institution", from the positive effects of some institutions, to the overwhelmingly negative effects of the majority of institutions and institutional practice.

Based on a book of the same name, Dear America was commissioned by the New York Veterans Memorial Commission. This fact informs the purpose and influences the perspective of the text Dear America decries the effect of institutional policy and power, with the individual portrayed very much as a victim of the institution. It is clearly a text that communicates its information, ideas, attitudes and belief systems in a way very specific to a particular area of society- it clearly adopts a sympathetic attitude towards American soldiers in Vietnam.

Dear America is a compilation of the letters of certain American soldiers who fought in Vietnam, together with images including photographs of soldiers who died after writing their letters home, footage, newsreel footage from war correspondents, newspaper headlines and excerpts from television coverage of politicians and protestors at home. The film documents the experiences of American soldiers at war, at the same time portraying the change in public opinion towards American involvement in the war, with anti-war sentiment growing as the war progressed.

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The film claims to be a documentary the opening sequence of the film features a split screen divided between a photograph of a young man in uniform and a slow-rolling textual accompaniment which reads "Every scene, every shot in the film is real. Nothing has been re-enacted". Coutrie makes a claim for total truthfulness, reinforced by the honour-roll of actors who are thanked by the producers not for acting, but for "bringing these letters to life". The audience is positioned to sympathise with the American soldiers by matching actor's voices (reading real letters) with actual footage of American soldiers throughout the film. The addition of actors' voices to the photographs or footage causes the letter-writers to become almost "characters" in the film.

The happiness and sense of purpose of the young American soldiers filmed playing on a beach in Vietnam in the following sequences of the film is reflected in the voice-over and music- "Under the Boardwalk". The war seems to be a rightful war. This initial euphoria- the idealised, positive images of Vietnam which may have existed at the beginning of the war- is contrasted with the wartime reality of ever-imminent death which is exposed as the film progresses.

As the film unfolds, the human cost is measured in statistics to each year's end, and the initial euphoria and excitement changes to disillusionment. The scene cuts directly to graphic images of "soldiers at work", manning machine guns as helicopters strafe the jungle below. The soundtrack changes to Creedence Clearwater Revival's "Fortunate Son" which decries the cost of patriotism Some folks are born to wave the flag/Ooh they're red, white and blue/ And when the band plays "hail to the chief"/ Ooh they point the canon at you". This lyric highlights the idea that the cost of patriotism in war is not paid by "senator's sons" but by ordinary folk. The visuals focus on images of injured and dead soldiers being saved or retrieved by their comrades. The scene then cuts to a well-groomed news reporter, representative of institutional power, who clinically, and in well-modulated tones, details the extent of American casualties. Those who have died are statistics. The sympathies of the responders are directed towards the soldiers against the faceless institutional powers who determine their fates. The film continues in this way using carefully constructed montages, interspersing "real" soundtrack (bullets, helicopters, etc.) with the music of the era overlain by "acted" readings of letters and mixing in actual footage of GIs with newsreel footage and commentary, to manipulate the audience's response. The responder becomes aware of the profoundly negative effect of institutional policies on the individual.

The film further presents itself as an accurate historical narrative with the use of subtitles which appear at the bottom of the screen at regular intervals. The viewer is informed of the historical progress of the war. The most consistent means of doing this is the regular "head count" which rises dramatically as the film unfolds. These subtitles are carefully juxtaposed with the letter-readings and footage which chart the emotional or personal progress of the war.

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Euthanasia

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Euthanasia is based on the idea of compassion and is the committing of an act or the omission of an act that will result in death. Active euthanasia in an act that directly causes death. Passive euthanasia is the non-performance of an act that causes death. The American Medical Association's rules allow a physician to practice passive euthanasia but not active euthanasia. In James Rachel's paper "Active and Passive Euthanasia", Rachel's arguments concerning active and passive euthanasia disagree with the American Medical Association's view. The main premise of Rachel's paper is there are no moral differences in passive and active euthanasia. Therefore, in a situation where passive euthanasia is acceptable, active euthanasia should be acceptable.

Rachel's first argument is that passive euthanasia is not more moral than active euthanasia, and may actually be considered less moral. This is based on the premise that the decision of euthanasia for the patient has been made. Rachel does not argue the morality of euthanasia, only the type. Rachel states that active euthanasia, having a quicker outcome of death, causes less pain and suffering. Passive euthanasia can be slower and more painful and therefore crueler to the patient, thus leaving active euthanasia the more humane and moral choice.

The second argument is based on Rachel's assumption that passive euthanasia decisions may be based on irrelevant grounds and leads to decisions that are not made based on equal logic. The example Rachel gives is the withholding of food from a baby born with Down's syndrome and an intestinal obstruction. Rachel states that the Down's syndrome should be irrelevant when making a decision of euthanasia for the baby. Some parents will chose passive euthanasia, and the withholding of life saving surgery, based on their logic of a diminished quality of life for the child because of the Down's syndrome. Other parents will choose to have the surgery for their baby based on their concept of quality of life.

Rachel questions whether letting someone die is worse than killing someone or is there no difference in the morality of active and passive euthanasia. The example given discusses whether there is a difference in the morality in watching a child drown in a bathtub and not helping save the child (passive) or holding the child's head under the water in the bathtub and causing the child to drown (active). If the withholding of help to a dying patient is acceptable according to The American Medical Association, then Rachel states the person watching the child drown should have a defense they played no role in the drowning of the child, they only omitted giving help. Rachel disagrees with the American Medical Association and says this is not a defense, thus concluding there are no moral differences in withholding help and actively participating in the death.

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One of the weaknesses of Rachel's argument is that his basic premise is based on an incorrect argument. He argues that there is no moral difference in letting someone die and in performing active euthanasia. Active euthanasia is the participation in the killing of the patient. The active act of killing someone is worse than permitting the patient to die. Therefore there are more moral conflicts in the active act versus the passive omission. Rachel would argue against this weakness with the child drowning in the tub example. Both the behaviors in the drowning example were reprehensible and one is not worse that the other.

Another weakness in Rachel's arguments is that the cause of death is not an issue. With active euthanasia, the doctor is actually killing the patient. In passive euthanasia, the disease is killing the patient. Rachel's rebuttal would be the cause of death is not as important as the good done by the euthanasia. The active killing of the patient by the physician is not wrong if the outcome is better for the patient than the traditional American Medical Association's approach of passivity.

After the decision is made to participate in euthanasia, Rachel reasons that active euthanasia should be as acceptable, if not more so, that passive euthanasia. The patient should be able to determine the method of euthanasia and not the physician. Rachel makes a case that if the American Medical Society permits passive euthanasia, then active euthanasia should be permitted as well. There are weaknesses in Rachel's reasoning that lend support to the American Medical Society's position that physicians may only participate in euthanasia by omission. Intent cannot be separated from the act. Our culture holds human life as sacred and considers the intentional killing of a person, except in defense of another human life, as wrong. The consequences of active participation in the death have more serious consequences as seen by the incarceration of Dr. Kevorkian for his participation in active euthanasia. Our society is still examining the morality of euthanasia. In general, if someone accepts the idea of euthanasia, passive euthanasia is generally acceptable for our society.

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Network Topologies

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Mesh Topology

In this type of network setup devices are connected with many redundant interconnections between network nodes. In a true mesh topology every node has a connection to every other node in the network. An advantage of this type of topology lies in the fact that it is relatively immune to bottlenecks and channel/mode failures. Allowing data to be rerouted around failed or busy nodes does this. A major disadvantage is high cost due to the high number of interconnections.

Bus Topology

All devices are connected to a central cable, termed a bus or backbone. At each end of this cable is a terminating resistor, or a terminator. A signal gets passed back and forth between workstations and between the terminators. An advantage of this type of topology is that if one workstation fails, it does not affect the entire LAN. Another advantage is that it is easy to implement and cost efficient. A disadvantage to this type of topology is that it a connection to one of the workstations becomes loose, or a cable breaks, the entire cable segment loses connectivity.

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Ring Topology

All devices are connected to one another in the shape of a closed loop so that each device is connected directly to two other devices, one on the either side of it. In most cases data flow is in one direction only, with one single node receiving the transmission and relaying it to the next node. The advantage of this topology is that it is rarely subjected to the bottlenecks associated with hierarchical and star configurations. One disadvantage is that a single channel connects all nodes. If a channel fails between two nodes the entire network is lost.

Star Topology

All devices are connected to a central hub. Nodes communicate across the network by passing data through the hub. This topology uses signal splitters in the hub to send out signals in different directions on the cable connections. The advantages to this type of topology are that star topology based hubs can be connected together to extend the network, it is easy to add new workstations, and management and monitoring is not difficult to do. Disadvantages to this system lie in with the hub; if it fails the workstations connected to the hub lose connectivity.

Ethernet

Ethernet is a local-area network (LAN) architecture developed by Xerox Corporation in cooperation with DEC and Intel in 176. Ethernet uses a bus or star topology and supports data transfer rates of 10 mbps. The Ethernet specification served as the basis for the IEEE 80. standard, which specifies the physical and lower software layers. Ethernet uses the CSMA/CD access method to handle simultaneous demands. It is one the most widely implemented and used LAN standards. 100Base-T (Fast Ethernet) supports data transfer rates of 100 Mbps. Gigabit Ethernet supports data rates of 1 gig per second. Ethernets are easy to design and manage and aren't too costly to implement. Disadvantages lie in the different topologies supported and their individual nuisances.

Token Ring

A token-ring network is a type of network in which all of the computers are arranged in a circle. The token, which is a special bit pattern, travels around the circle. To send a message, a computer catches the token, attaches a message to it, and then lets it continue to travel around the network. Workstations are connected centrally to a Media Access Unit (MAU) and are wired in a star configuration. Advantages of a token-ring network are that cable failures affect only a small number of users, there is equal access for all workstations and limited performance degradation as the network grows. A huge disadvantage is the cost of wiring and connections.

FIDDI

Fiber-distributed data interface- an industry standard covering the transmission of data over fiber-optic links. Fiber optics allows data to flow at very high speeds (100Mbits/sec). High-speed data transmission and multiple uses of the fiber optic solution make give this setup and advantage. One disadvantage is cost and availability in some areas.

Wireless

A wireless LAN is one in which a mobile user can connect to a local area network through a wireless (radio) type connection. The IEEE 80.11 standard specifies the technologies for wireless LANs. An advantage of wireless networks is that they can be accessed virtually from anywhere. There is a price for this connectivity. Up front costs are higher than most other solutions. There is also a distance limitation of 150 feet. Security could be compromised as well.

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The STruggle for Meaning

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The Struggle For Meaning

As both an educator and a therapist, Bruno Bettelheim has an in depth way of arguing the case of the importance of how a child's imagination is challenged in his critique, The Struggle for Meaning. He states, "Today, as in times past, the most important and also the most difficult task in raising a child is helping him to find meaning in life" (77). Children's books, in general, are not enough to satisfy a child's imagination; it is through folk and fairytales that children develop ideas and feelings of their own. He goes on to discuss how those general children's books take away from the child doing any kind of imagining on their own. Bettelheim has had much experience with abnormal children, where he has learned what great importance fairytales have on their lives. Children of all ages need to be able to gain confidence in them, as well as in the world surrounding them. They cannot learn what needs to be known through concrete natural lessons. Bettelheim suggests that fairytales do not sugarcoat any situations; rather, they give a simple life long lesson clearly and exact to the reader. With examples from the fairy tales, "Hansel and Gretel", "Snow White", and Rapunzel", Bettelheim conveys a message that certain themes or characters help children cope with real life situations they come across. We do not know exactly which tales will become successful to our child; however, we can try as many as needed to come across the one that the child responds to in a memorable way. One of the last points that Bettelheim makes is the importance of allowing the children to interpret fairytales for themselves. Adults telling children their meaning of any fairytale may "rob the child of an opportunity" (0) for them to make another interpretation. In conclusion, Bettelheim strongly feels that fairy and folktales "enrich the child's life" (1) and allow him or her to become imaginative and cope with what life puts in the palm of their hands.

I found myself shaking my head up and down to many of the statements that Bruno Bettelheim had to say as a result of having a fairly strong psychology background. However, there were some instances where I had a hard time accepting some of the statements he made. I completely agree that children need to learn on their own, on their own time, and in their own way. We, as adults and parents, do play an important role in the lives of our children because we must take the initiative to read as many folk and fairytales it takes to give the children an opportunity of choosing good versus evil. Bettelheim had a strong point to prove his discussion on fairytales that show both good and bad characters. I agree that children should be subject to these real life features that people possess, however, I feel that children should still continue to have their right of choice. It is a given that we expect our children to choose the good character to idolize; however, that is not always the case. As a result of him working in a concentration camp, with children having problems far heavier than those children in a public elementary school, he doesn't take into consideration what those other children might think of the version of "Cinderella" when they make the stepsisters blind by having doves poke out their eyes. Also, "Rapunzel" was accommodating to the young boy for instance, but I do not feel that every child should be put into this category. My point is that I do not feel, as a therapist and educator, that Bettelheim had enough proof to base his argument on the fact that all children need to have fairytales a part of their life to survive.

My final argument is that Bettelheim puts such a strong impact on fairytales. From an aspiring teacher point of view, if the solitary way children learn, grow, and mature were through fairytales, how would everyone survive? It is a known fact that all households do not read to their children daily. As a result of that, when it comes time to teach those children, where do we possibly begin? I agree that fairytales play a part in helping a child deal in life, however, I do not feel that by reading fairytales, they have some magical power that makes a child complete. Completely agreeing with Piaget, children learn through other people, but most importantly, through their own hands-on experiences. Putting such an emphasis on fairytales alone seems, to me, as over analyzing, but being a Freudian, we should expect nothing less. Reading this criticism opened my eyes as a future teacher to think more logically about what I have on my shelves for my students to read during their free time. My final thought is that as long as I abide by the censorship guidelines in my district, I feel children should be open to what the real world is full of good versus evil.

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How accurate is it to describe Field Marshall Haig as the Butcher of the Somme?

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The Battle of the Somme begun on the morning of July 1st 116 after a week of heavy shell fire. The battle was being directed by Field Marshall Haig in the Somme, in France during WW1 or the Great War.

The battle lasted from July 1st to November 18th and was on of the bloodiest battles of the war, it resulted in the more deaths than ever before for the smallest gain. The battle took place to pressure the Germans into withdrawing men from Verdun, where the French were taking heavy losses and were under great pressure from the German attack. Due to the shape of the trenches attacking at the Somme heading Southeast would not only help relieve pressure from Verdun but also cut off a large area that had been taken by the Germans.

Haig planned troops along the trenches from Beaumont Hamel (North) to Fricourt (South), a stretch of trenches 1 miles long to attack the Germans lines and to take all the high grounds and towns that the Germans held.

The attack started with an 8 day, 4hr bombardment of the German lines, this attack was so loud it could be heard in England. The bombardment was aimed at killing and destroying all or as much of the German defences and troops as possible as well as destroying the barbed wire in no-mans land and creating small craters for British troops to use as shelters. Haig then expected the British forces to walk across no-mans lands with little or no resistance from the Germans and then easily capture the German trench and defences.

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However the battle was not as easy as that, firstly the German troops had dug deep caves and shelters up to 60ft underground so hardly any troops were killed by the British 8 day bombardment. Secondly the barbed wire that was in no-mans land had not been destroyed, simply just blown up into the air and then fell straight back down, even more tangled and dangerous.

So with barbed wire in no-mans land, an unaffected German army equipped with machine guns and in a high position made this battle seem impossible to win. But Haig was not apparent to these problems and thought nothing of machine guns. He said, "The machine gun is a much overrated weapon" and "The way to capture machine guns is by grit and determination". The battle went ahead as planned, the troops walked across no-mans land and were easily killed by the Germans. It was these attitudes to machine guns and his ignorance of the problems an the battlefield that sent 60,000 men to their deaths on the first day, and that gave Haig the nickname "the butcher of the Somme".

The battle went on through the summer and the British did capture most of the high ground held by the Germans but did not complete all their objectives it was then on a snow covered battle field that Haig called an halt to the attack. It was November 18th and over 1,50,000 deaths on both sides for a British gain of 6 miles. It was the fact that there were so many deaths for such little gain that gave Haig the title of "the butcher of the Somme".

However although there were so many deaths Haig had achieved what he had set out to do. He had captured the high ground that the Germans held and had lifted the pressure off Verdun. So was Haig successful in his plans?

Although Haig came under extreme criticism no one has given any other alternative methods. He had also achieved most of his objectives and eventually his tactics of wearing down the enemy did win the war.

In my opinion Haig does and does not deserve the title "the butcher of the Somme". Yes he did send thousands and thousands of men to their deaths but he achieved his objectives and won the war. I think Haig had the right idea about his plans, attacking at the Somme was the right thing to do but perhaps if he had paid more attention to the concerns of his troops and had done something about the machine guns and barbed wire the battle may have been more successful in the terms of losses.

So yes it probably is quite accurate to give Haig the title as "butcher of the Somme" but only if you know all the facts and reasons for it.

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Thinking

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Thinking

Ideology is a way of thinking that reflect the social needs and political doctrines of an individual or group. There are many different people and different circumstances this results in a variety of different ways of thinking, values and beliefs. Our ideology grows with us from childhood.

From the moment you are born the family influence begins to impact your thought process. A child is like a sponge that absorbs ideas and beliefs. Beliefs are taught to a child in subtle ways such as just listening to the parents and their opinions from everything including politics, social problems, moral issues and even opinions about how others behave. It is within the family unit that a person learns their moral values. It is from their parents that a child is taught right and wrong. Often this is through religious training. Religious beliefs or the lack of religious beliefs has a great influence on a persons beliefs and values. In the early years a child looks to their parents as the final authority on any subject. Its not uncommon to overhear a child explain something as being absolutely true because their mommy or daddy said so.

As a child grows older they see the world through outside influences such as the school system, the media, and their peers. School is often a child first opportunity to think for themselves. They experiment with ideas and values of their own. School teaches children to use a critical thought process. One way where this is done is if a child is given an opinion in a debate and they must find reasons to defend a certain viewpoint. They are exposed to a wide variety of viewpoint and opinions. Another source of influence on values and beliefs is the media. Free speech guarantees the rights of anyone to express their opinions. Children begin to form new beliefs and ideas of their own, the family influence is still there, but just not as strong. Also, peers become a major influence on a young persons thinking. To express their newfound values a child will often go through a stage of rebellion where they reject a lot of their parents values. This doesnt mean that they have taken on a whole new belief system. It just means they are expanding the values, thinking, and belief system from the home with new ideas and thoughts.

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The country where you are raised is one of the major influences on a persons values and thinking process. If you look at different countries political beliefs and economic systems and study the history its clear the impact that the country you live in has on a persons thinking values and beliefs. For example if you examine Canada and the United States and compare ideologies and then look at their history and how each country is similar and also different due to their historical past. Every country has a dominant ideology, but within it are many competing ideologies. For example Canadas political culture could be described as primarily liberal, but within that is a wide diversity of beliefs. In Canada the competing ideologies are conservatism and socialism. By comparison the United States ideology is very predominantly liberalism. Their historical backgrounds appear to have caused the differences.

Canada reflects the ideologies that were brought with the original settlers of French Canada and English Canada. These settlers brought ideologies with them that reflected their experiences in Europe. Over time these ideologies changed and adapted to the Canadian life. This resulted in a liberal ideology similar to the United States but certainly not identical. Canadians are more conservative in their traditions and politics. By comparison, United States early settlers were mostly liberal in their political beliefs. The American frontier was founded by individualistic and often lawless people who came to America to escape the European traditions. Many of the traditional British Loyalists rejected the American Revolution and came to Canada. The United States has stayed very liberal in their thinking. Liberalism is system that celebrates the individual and his liberty. This liberal ideology of individualism is a central part of the American national identity. The American version of Liberal ideology focuses solely on individual rights and freedoms. The Canadian liberal ideology centers on individual rights but it also allows more room for the collective rights of people as a group. A comparison of the Canadian ideology and the American ideology shows how our ancestors pass down their thinking and values and beliefs.

It seems that individuals adopt the thinking, values and beliefs of those around them. People learn their values from their families first. Later many other factors like the media, religious training, school system, and peers continue to influence a person's belief. Also of great importance is the country you live in. A countrys historical past is very influential in a persons beliefs and values. There many differing ideologies in a country but there is usually a predominate ideology, and its citizen tend to believe in its countries ideological superiority. Our thinking, values and beliefs are a mix of what we are taught and the country we live in. Finally, each persons experiences make their ideology unique.

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