The Yoruba People Culture, History and Daily Life Essay Example

The Yoruba People: Culture, History and Daily Life Essay The Yoruba People of Nigeria Among the many tribes found in Africa, the Yoruba People of Nigeria are among the most popular and well known. The Yoruba are the tribe that many Africans confess that their family roots started from and therefore follow the religion and culture of the Yoruba. These people are indigenous to the Southwestern parts of Nigeria and Benin. They may not be the only tribe in Africa, but they certainty have an interesting culture along with one of the oldest ancestry lines. The Yoruba have a culture and history that is unique in its own way and meaning. According to the oral history of the Yoruba, it is described as a myth. As the tale goes, the first kings of the land were the offspring of the creator, Oduduwa. The crown wore by the kings identifies those individuals as powerful and able to communicate with the spiritual world in a way to benefit the people of the land. As the story continues, the sky god, Olorun, lowered a rope from the heavens in which climbed down Oduduwa. Upon reaching Earth, he brought along with him a five-toed chicken, a palm seed and a handful of dirt. These items he used to create the Ife kingdom, and in that kingdom grew a magnificent tree with sixteen branches. These sixteen branches symbolized his sixteen sons and grandsons. Even though Oduduwa was the first ruler of these kingdoms, he would later on send of his sixteen sons and grandsons to create their own great kingdoms. As history shows, the majority of Yoruba people were farmers, growing such crops as yams and cocoa beans that brought them most of their profit. However, they grew in a three-year rotational period to be able to grow other crops for their people such as corn, peanuts and beans. We will write a custom essay sample on The Yoruba People: Culture, History and Daily Life specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Yoruba People: Culture, History and Daily Life specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Yoruba People: Culture, History and Daily Life specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The people made sure to grow enough to live off of for several seasons, as after the rotation is done the land is left alone from any sort of planting for almost seven years. This allows the land to become fertile again to promise a good growing season when the time comes back around. It was estimated at one time that 70 percent of the total population of Yoruba people were masters in agriculture and 10 percent working throughout the town as traders or craft workers. Yorubaland, as it was called, was known by its’ numerous populated areas with lots of land surrounding them for farming. This centralization of income and revenue between cities allowed for the development of a complex market economy for the people, which then put a heavy emphasis on the arts. When it comes to religion amongst the people, there are numerous deities in which they worship; over 401 of them to be exact. The complex nature of these has led scholars to compare them to the Ancient Greeks and their ways of religion. The highest of the Yoruba gods is Olorun, who is from the oral history of the people’s ancestry. Although Olorun does not have any sorts of statues or shrines in his name, it is common among the people to give him thanks and blessing for all that he has provided them. The Yoruba have deities that they believe perform differing tasks, ranging from Yemonja; the Spirit of Fertility and salt waters, to Osun; the Spirit of love and the protector of women and children. They believe that when their time here on Earth is over, that they enter the realm of the ancestors where they still will have an influence on the events that happen on Earth where they came from. At the funeral ceremonies of those who have passed, people in masks will attend, as it is believed that they embody the spirit of the deceased. Every year, people pay respects to their ancestors’ gravesites, and all heads of the family are responsible for honoring all those deceased before them by performing a sacrifice of some sorts. Among the many vast qualities of the Yoruba people’s culture, this belief is found by many to be the most interesting. In traditional African societies, twins were considered abnormal and raised many reactions from fear to joy. In the ancient times of the Yoruba, twins were rejected and even sometimes sacrificed as they felt it was bad nature towards the tribe. As times went on, the beliefs changed to where now in the Yoruba, twins are not only accepted but also welcomed into the tribe. The birth of twins into the community is an occasion that arises rejoicing and the preparation of a great feast for all the people in celebration of the twins. The first-born child of the twins is always named Taiwo, which means â€Å"having the first taste of the world†, and the second being called Kehinde, meaning, â€Å"arriving after the other. Oddly enough, the first-born child is regarded as being the younger of the two children. This is a result of the belief that Kehinde, the second of the two born, sends out his brother or sister to see what the outside world looks like. As soon as Taiwo has started crying, this is a symbol that it is okay for Kehinde to come out. As it is told, Kehinde is supposed to be mor e careful and intelligent, while Taiwo is more adventurous and curious. On the third day after the twins’ birth, the parents are supposed to make a visit to the priest of the community. Through interpretation of the Ifa oracle, which is that by which the tribe abides, the priest is able to drive out any evil spirits that may cause a threat to the newborns as well as be able to tell them how to keep their precious children safe. The priest also has the power at an extreme sense to sacrifice one of the twins if he feels as if the twin has evil spirits that cannot be overcome. As it seems to be prevalent in most other African tribes, the use of masks is no different among the Yoruba people. Artists who will have usually had training from a previous master carver of the tribe usually carve these decorative masks from such materials as wood or some type of metal. This tradition is normally passed down through generations, and represents something of the family’s ancestry. An artist such as this receives much respect from the tribe as he not only holds such an artistic ability but also being able to embody such spiritual and symbolic knowledge into his or her artwork. Masks can depict such things as animals, which tribes use to communicate to the spirits of the wilderness. However, African masks can also indicate a culture’s look at feminine beauty. An example of this representation can be seen in the masks of Punu of Gabon, in which the details of the face are very woman-like, starting with the arched eyebrows and the raised strip that runs from the nose to the ears that is meant to represent jewelry. But one of the most prevalent features is the whiteness of the face, which is to portray the whiteness and beauty of the spirit world. Today, the meanings and deep qualities of African art seem to become more understood, even though African masks are being created for tourist purposes. Even though these masks show good craftsmanship, it is stated that they will always be lacking the spiritual quality that the traditional masks had. The ways of African life can easily be seen as much different from Americans. However, we all have a way in which we came upon this Earth and a belief in how we should go about our lives. As the Yoruba culture shows, they have had a long ancestry and culture, in which they still abide by. They have a way of religion they praise, a hard work ethic, and give praise and love to the youngest members of the tribe as well as newborns. In this case, we an all relate to a culture that is different from ours. Culture is a way in which a group of people, no matter how large or small, can identify themselves among others. The Yoruba has had a culture for years that allows them to identify themselves while still being different. No matter how different cultures may be, the main focus is to remember the roots in which they came from.

Interventions for Special Education Students

Interventions for Special Education Students Teaching students with special needs comes with unique responsibilities and enormous rewards. Modifications- both to your physical classroom and to your teaching style- are often necessary to accommodate them. Modifications mean change while making accommodations means adapting to those things you cant change- existing circumstances. Interventions involve skill-building strategies that are designed to move special students to more advanced academic levels. Do you and your classroom have what it takes? Heres a checklist of strategies to help you develop a  classroom that should meet the needs of all your students. ___ Special needs students should be within close proximity to the teacher or the teachers assistant. ___ Implement procedures that are well understood by all your students to keep noise levels at an acceptable level. The Yacker Tracker is a worthwhile investment. ___ Create a special carrel or private location for taking tests, and/or revise existing seating to accommodate students who more acutely need to be free of distractions for ultimate success.   ___ Eliminate as much clutter as you can. This will also help keep distractions to a minimum. ___ Try to avoid presenting instructions or directions only verbally. Use graphic organizers, as well as written or graphical instructions. ___ Clarifications and reminders should be given as regularly as necessary. ___ Needy students should have agendas which you give them regularly and that you refer to yourself. ___ Communication between home and school should be in place for all students, but particularly for those students with special needs. Your relationship and interaction with a childs parents or guardian can be an invaluable tool and ensure consistency between the classroom and home. ___ Break down assignments and work into manageable chunks, particularly for students with attention span deficits. Provide frequent breaks. Make learning fun, not a draining challenge. A tired child is never at his most receptive to new information. ___ Your classroom expectations should be clearly outlined and understood, as well as consequences for inappropriate behaviors. Your approach for conveying this information will depend on the individual special needs of the children involved.   ___ Extra assistance should be available when needed, either from yourself or from a more accomplished peer. ___ Praise students when you catch  them doing things correctly, but dont overdo it. The praise should be a real reward, not something that happens over every small accomplishment but rather in response to a string of related accomplishments. ___ Use behavior contracts to target specific behaviors.   ___ Make  sure students are familiar with and understand your curing and prompting system that helps them stay on task. ___ Never begin instructions or directions until you have the undivided attention of your entire class. ___ Allow additional wait time for your special needs students. ___ Provide special needs students with regular, ongoing feedback and always promote their self-esteem. ___ Make sure all your learning experiences really do  promote learning. ___ Provide activities that are multi-sensory and that  take learning styles into consideration.   ___ Allow time to let your special needs students repeat instructions and directions. ___ Modify and/or shorten assignments to ensure success. ___ Have methods in place so students can have text written to them and so they can dictate their answers. ___ Provide opportunities for cooperative learning. Working together in groups often helps to clarify misconceptions for learning delayed students.

The war on drugs (Golden Triangle) Essay Example | Topics and Well Written Essays - 250 words

The war on drugs (Golden Triangle) - Essay Example The Golden Triangle is an area specified in the Southeast Asia which consists of an area which is 367,000 square miles and overlaps four of Asia’s countries. This area has been known for the most extensive opium producing areas in the entire world since the 1920’s. The production and the supply of most of the drugs are made from this area since decades. The area contains a number of industries comprising of many business dealings made from all around the world in this centre. All kinds of drugs and heroine is produced and transported from this area to different parts of the world. These drugs are also smuggled through illegal methods (Woodiwiss‎, 2010, p.178). The War on Drugs in the Golden Triangle consists of initiatives taken by the different countries joint together to stop the illegal production, usage and transportation of drugs to the various areas of the world. Many of the efforts have been successful in the last few decades while many of them are still not. Everyday, constantly new policies and strategies are being used to be able control the drugs produced in the Golden Triangle as it is believed to be the centre of the

Critique assignment Essay Example | Topics and Well Written Essays - 1500 words

Critique assignment - Essay Example It was good that the working title of their report was itself the primary aim indicated in the abstract. The authors were apparently determined to be consistent throughout. However, they failed to narrow down the research title, which was too general. The abstract specifically said that the patients were 42 men but the title overlooked this. Also, though the title may be understandable to readers of varying backgrounds, the abstract looked informal and deviated from the usual academic tone. It had sub-headings, some of which were composed of phrases instead of recognized sentences. The abstract’s opening line â€Å"Aim: To assess changes in quality of life (QoL) and oxygen consumption produced by two different patterns of physical training in patients with congestive heart failure (CHF)† was certainly a phrase. Though the abstract gave an accurate synopsis of the report, it was just puzzling why such informality was allowed to be published by professors and by an intern ational journal. The report did mention how participants were allocated into three groups as part of the intervention process, but failed to specify the randomization technique used. The introduction part was not very direct in conveying its message to readers, whoever they may be. There was never any mention for whom the report was intended – whether it was for aspiring cardiologists, for physical therapists, for patients with CHF beyond the study’s jurisdiction, or for nearly anyone interested in the research. Moreover, the scientific explanations provided in the introduction lacked statistical backing, which would have strengthened the need or the rationale for conducting the research (University of Guelph, n.d.). For instance, the authors merely explained the meaning of congestive heart failure and its association with high mortality the way a medical dictionary would. The meaning did not prove the necessity for employing physical exercises to improve the QoL and oxygen

Did the Treaty of Versailles cause World War II Essay

Did the Treaty of Versailles cause World War II - Essay Example oposals were effective in ending the first war and initiated a peaceful dialogue among the nations2.  However, France’s Georges Clemenceau,  supported by David Lloyd of Britain, wanted revenge. Germany  could not compromise  its superiority. France’s intentions were mainly to suppress Germany and did not consider its grievances. Among the main driving factors to WW2 is the provision of the treaty that Germany was to pat for the damage. The provision in article 231 of the treaty, known as war guilt clause, had a major role in initiating WW2. Economic rebuilding of Europe was a key provision of the treaty3. France  attempted to devise strategies that impose limitations on the economic recovery and consequent rearmament of Germany. To achieve its mission,  French administration advocated that  Germany should  account for the damage caused by the war. The economic suppression caused an inward rebellion on the treaty and making Germans seek any possible opportunity to break away from the treaty. This had the effect of making the Germans give total support to any  radical  leader who would  promise  to offer them freedom from the liability such as Adolf Hitler. Another humiliation to Germany was on the directive to disarm and the limitation on army. They were not supposed to have an air force while opening crime cases on its leaders suspected to have caused ww1. Sovereignty of Germany was undermined by the condition that the ships its mercantile marine were to be taken by the allies and there were to make more for them henceforth. According to the treaty, boundaries of Germany were to be reestablished as well as lose its colonies. This instilled further economic strain on Germany while causing shame to it. This resulted in resentment against the treaty and its provisions. As a result, political parties were formed. This made Germans have the urge to secure more land, which was seen in the invasion of such as Poland and Russia. The League of Nations was supposed

Analysis Of Sentence Structure In Childrens Literature English Language Essay

Analysis Of Sentence Structure In Childrens Literature English Language Essay The Oxford Dictionary offers us two definitions of a sentence. Firstly it is defined as a set of words complete in itself as the expression of a thought, containing or implying a subject and predicate, and conveying a statement, question, exclamation, or command secondly as a piece of writing or speech between two full stops or equivalent pauses often including several grammatical sentences. (Illustrated Oxford Dictionary, 2003) As DuÃ…Â ¡kovà ¡ says, the definition of a sentence can be made on the base of several points of view. We can be considering the content, function, grammar or phonetics. However a sentence comes into existence when the relationship of its items is fully expressed and that falls into the grammatical point of view. (DuÃ…Â ¡kovà ¡, 1988, str. 309) The Simple sentence Types of sentences according to their syntactic structure A simple sentence is a sentence which consists of only one independent clause. Quirk names seven types of simple sentence according to the presence of clause elements. The simplest structure is a structure consisting of a subject (S) and a verb (V or P as predicator), e.g. The Sun is shining. Another type is (S) subject + (V) verb + (O) object, e.g. That lecture bored me. In the third type of a simple sentence, the verb is followed by subject complement (SVCp), e.g. Your dinner seems ready. The fourth structure has its verb followed by an adverbial (SVA), e.g. My office is in the next building. The following structure consists of subject, verb and two objects from which one is direct (Oi) and the second indirect (Od), e.g. I (S) must send (V) my parents (Oi) an anniversary card (Od). In the sixth type of structure the subject and the verb is followed by an object and an object complement (Co), e.g. Most students have found her reasonably useful. The last type of a simple sentence is a structure where the subject and the verb are followed by an object and an adverbial (SVOA), e.g. You can put the dish on the table. (Quirk, 1985, p. 204) Other variations of clause patterns Passive structures Passive structure, together with the active structure, falls into the category of voice. In passive sentences the structure of the clause is reorganized and the information focus changes. The direct object in active structures can become the subject in passive structures, e.g. They regarded roots as peasant food.à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Roots were regarded as peasant food. The subject of the original active structure either disappears of it changes into an adjunct in the passive structure, using by, e.g. Roots were regarded as peasant food by the court. We recognize two kinds of passive, short, which is more common, and long. We talk about short passives when the agent of the action is not given. When the agent is expressed in the passive structure, introduced by by, we deal with the long passive. As mentioned above, the information focus in passive structures is different compared to the active structures. In passive structures the agent is no more in the centre of attention and the main focus is transferred to the action itself. In some cases, the passive structure is a result of speakers direct intention to avoid mentioning the agent. Existential clauses Existential clause is a kind of clause where the position of the subject is taken by the anticipatory subject, so called existential there. Existential clause are structures containing verbs that denote existence, appearance or motion, especially the verb to be. (Biber, 1999, str. 153) The function of existential clauses is simply to express existence of something. Verb Verb Classes There are three classes of verbs: intransitive, transitive (further divided to monotransitive, ditransitive and complex-transitive) and copular verbs. Each class occurs in a certain type of sentence structure. Intransitive verbs There is no other element required with intransitive verbs; these verbs are a part of the S+V structure, e.g. fly, blink, sleepà ¢Ã¢â€š ¬Ã‚ ¦. Transitive verbs Transitive verbs are all verbs that require an object. Monotransitive verbs: one other element (O) is required (SVO structure), e.g. lose, break, find. Ditransitive verbs: two more elements are required (SVOiOd structure), e.g. give, hand, offer. Complex-transitive verbs: an object complement or an adjunct is necessary in the SVO structure, e.g. keep- They keep the house preserved., call- She called her kitten Smudgie., appoint- They appointed him President. Copular verbs Need a subject complement (SVCs) or an adjunct (SVA), e.g. be, feel, smell. Clause Elements Subject The presence of a subject is necessary in all finite clauses with the exception of the imperative clauses. Though not present, the subject is implied in the imperative clauses. There is one more case when the subject is not stated in the clause and it is the case when the ellipsis is used. Ellipsis, one of the figures of speech, is an omission of a word, a subject in our case, because the speaker expects the listener to be able to deduce the missing word from the context of from the previous knowledge, e.g. Thank you.. The most frequent realization of the subject is by nouns or pronouns, but the subject can be also realized by other word classes and then we are talking about syntactic nouns, e.g. The weak (Adj) must be helped.. The subject determines the number and the person of the verb e.g. John speaks Russian very well., the number, person and gender of the reflexive pronouns, e.g. She could not recognize herself in the mirror. The relationship between the subject and the verb is a relationship of mutual influence. In passive clauses the subject becomes the subject complement using by, e.g. John (S) drove us. and We were driven by John (Cs)., or the agent is omitted. In tag questions, the subject is repeated by a pronoun of the same, person, number and gender, e.g. John is a good teacher, isnt he?. Predicator Predicator is a clause element realized solely by verb. Some grammars do not use the term predicator and call this clause element simply a verb. Predicator may consist of a full verb alone or a full verb accompanied by one or more auxiliary verbs, e.g. Prince Brat knew that he had nothing to fear. He had never been spanked in his life. Predicator is a central element of a clause as it denotes the action do or the state be. Objects There are two types of object, indirect and direct. An object is a sentence element that may be either obligatory or facultative according to the verb. Direct Object Like the indirect object, the direct object is usually a nominal group. When there is no indirect object in the clause, the direct object follows the transitive verb, e.g. He kicked the ball. In complex structures, there may be the anticipatory it in the position of the direct object while the direct object is realized by an infinitive or a subordinate clause, e.g. He found it difficult to tell the truth. He found it sad that she didnt trust him. Indirect Object Is typically realized by a nominal group, e.g. Charles gave Alice a glass of champagne. or by a pronoun. Though very rare, indirect object may be also realized by wh-clause, e.g. Give whoever comes a glass of champagne. It follows only ditransitive verbs. (Biber) Complements A complements is a clausal element that is in relation with either subject (subject complement) or object (object complement). In contrast with the object, the complement cannot be converted into a passive form. Both, subject and object complements are most typically realized by an adjectival group, or by a nominal group. Subject Complement In some grammars (Biber, 1999, str. 126), we can find the subject complement (Cs) under the term subject predicative. The subject complement can be found in SVCs structures, following copular verbs, e.g. This place is beautiful. Object Complement Also called an object predicative (Po) (Biber, 1999, str. 130), the object complement (Co) is a clause element that we can find in structures containing complex transitive verbs (SVOCo). I find this place suitable. As we can see in the example, the object complement relates to the direct object and also usually follows the direct object. (Biber, 1999, str. 130) Adverbials Adverbials are very diverse clause elements. They may be added to any structure and can be found in various positions within the sentence. Adverbials have many semantic roles and may be either optional or obligatory. There are three classes of adverbials named in the Longman Grammar of Spoken and Written English: circumstance, stance and linking adverbials (Biber, 1999, str. 131), these three categories correspond to Quirks adjunct, disjunct and conjunct. (Quirk, 1985) The most common realizations of adverbials are adverbial groups and prepositional phrases. Adjunct We can say that adjuncts add some circumstance information to the structure. They may be elicited by questioning Where, When, How or Why. Most verbs, even the intransitive ones, are often supplemented by an adjunct, giving the circumstance information, e.g. He died of eating some poisonous mushrooms. If there is no adjunct in a structure with an intransitive verb, the understandability of the utterance is dependent on the context (Quirk, 1985, p. 506), e.g. He ate some poisonous mushrooms and he died. Disjunct Disjuncts are not a real part of the structure. As Quirk says, disjuncts have a superior role in the sentence. (Quirk, 1985, p. 613) Most utterances we produce are not objective, they usually express our attitude or opinion about the content of the utterance. A disjunct is the speakers comment on the content of the utterance, e.g. To be frank, it didnt live up to my expectations. Conjunct As well as disjuncts, conjuncts have relatively superordinate position in the sentence. (Quirk, 1985, p. 631) The function of conjunct is to join relatively independent units by means of expressions like: as well, however, instead, firstly and it also includes reaction signals like hmm, aha, well. The relationship between the two units is set from the point of view of the speaker, e.g. His results are not very good, on the other hand he tried hard. Semantic roles of clause elements There are several semantic roles within every clause element, different grammars offer different classifications, so in this text, I am going to name just those that are relevant for the analysis of childrens literature. Participants Every element of a sentence realized by a noun phrase is a participant, e.g. Prince Brat (S) shot Jemmy (Oi) a poisonous look (Od). (Fleishman, 1987, p. 28) Agent, affected, recipient The role of agent is a typical role of a subject in a sentence containing a direct object. (Quirk, 1985, p. 741) The subject-agent is the initiator of the action, e.g. The prince moved his arms and shoulders. (Fleishman, 1987, p. 61) The affected participant role is a role typical for the direct object. The affected participant does not initiate the action, but there is a certain involvement in the action, (Quirk, 1985, p. 741), e.g. Prince Brat tied their powdered wigs to the backs of their oak chairs. (Fleishman, 1987, p. 1) Another participant role is the role of recipient. This role is usual for the indirect objects, but it can also be the role of a subject in passive structures of ditransitive verbs (DuÃ…Â ¡kovà ¡, 1988, str. 398), e.g. He was given a second chance. This participant has a passive, recipient, role in the action.Cutwater, serve them up our finest bread and herring. (Fleishman, 1987, p. 16) Attribute The attribute role is a role usual for both complements, subject and object complement. The complements give us the characterization of the subject or the object, e.g. Billy was a big man, he saw, big and raw as a skinned ox. (Fleishman, 1987, p. 12) It had a very large wet nostrils. Its a pig! said dad. (Hughes, 1992) External causer and instrument roles An external causer is usually some natural force, that unwittingly causes some action to happen (Quirk, 1985, p. 743),e.g. The flood damaged a great part of the village. We talk about the role of an instrument, when the subject or the object are used as tools of some action, e.g. This sharp knife will help you. The role of process The role of process is a role expressed by the verb. There are several subcategories of the role of process. The process of activity, of doing, e.g. Then Grandma and Mum came by to do some shopping. (Hughes, 1992) The process of communication, verbal process, e.g. Alfie asked them whether they were coming to buy something at the shop. Then the mental process of perception, e.g. Inside the tent he could hear Dad breathing. Another kind of mental process is the process of affectivity, e.g. Alfie liked Bonting a lot. There is also the process of cognition, e.g. He remembered that he had put him out to dry after his swim. The role of circumstance Again, there are several subcategories of the role of circumstance, but in this paper, we are going to deal just with three of them which are considered to be the most common, i.e. locative, temporal and the role of manner. Locative Locative circumstance role is a role expressing the position, distance and direction (Biber, 1999, str. 776), e.g. a Common boy was kept in the castle to be punished in his place. (Fleishman, 1987, p. 2) Temporal The role of temporal circumstance can express position in time, duration or frequency (Biber, 1999, str. 777), e.g. It was very late when they arrived home. Manner The last role of circumstance I am going to mention is the role of manner. The circumstance of manner tells us in what way some action was done or in what way something happened, e.g. Of course I can! answered the prince in a stinging voice. (Fleishman, 1987, p. 50) The role of circumstance is most common for adverbials, but it can also be the role of a subject, e.g. The night was dark. Multiple sentence Multiple sentence is a clause consisting of more than one clause. Quirk also makes distinction between two kinds of multiple sentences, the compound and the complex sentence. Compound sentence is a sentence that consists of two or more equal main clauses. Complex sentence is a structure consisting of one main clause that is superordinate, and at least one subordinate clause. (Quirk, 1985, p. 988) Syntactic relationships There are two types of syntactic relationship, the paratactic relationship; the relationship of grammatical equivalence and the hypotactic relationship; the relationship of grammatical nonequivalence. (Quirk, 1985, p. 918) Realisation of syntactic relationships The paratactic relationship may be expressed either by coordinating conjunctions, then we are talking about coordination or it may be expressed without the use of conjunctions and than we are talking about juxtaposition. The hypotactic relationship may be of subordination, using subordinating conjunctions or ,as in the previous case, juxtaposition i.e. without the use of conjunctions. Types of clauses in a hypotactic relationsip Dependent Clauses- Subordinate Clauses Finite clause Finite clause is a clause that contains a finite verb, e.g. Leaves crackled under Jemmys feet as he began to back off. We distinguish four types of finite clauses according to the purpose they serve in the discourse, i.e. what is the speakers intention to make the discourse and what is the expected response of his or her audience. Types of finite clauses Nominal Clauses Clauses that represent subject or direct object in the main clause are nominal clauses. This type of clause is introduced either by the subordinator that, or by wh-word, e.g. What youve just said is a total nonsense. Adverbial Clauses Adverbial clauses express the circumstances of the main clause and function as adverbials, they also share the same semantic classification with adverbials, e.g. If they were here, they would like it. Relative Clauses Relative clauses, also called adjectival clauses, function as postmodifiers of the noun phrase, which is called the antecedent. This type of clause is introduce by relative pronouns. Relative clauses may be defining of non-defining (restrictive or non restrictive). Restrictive relative clauses add some information that cannot be omitted without changing the meaning of the clause. Restrictive relative clauses identify the antecedent, e.g. The colours which has been chosen are not appropriate. Nonrestrictive relative clauses supply the clause with some additional information which is not necessary for understanding the main message of the clause, e.g. Jemmy, who was obliged to be close at hand for the daily lessons, reckoned that freedom was now close at hand. Comparative clauses The function of comparative clauses is to compare properties of some feature. According to Quirk (1985), there are three types of comparison, the comparison of equivalence (or of nonequivalence), e.g. Alfies elephant was old, nearly as old as Alfie., of sufficiency, e.g. It was big enough for two people to lie down in., or of excess, e.g. Annie Rose was too little to go camping. Reporting Clauses Reporting clause is a part of a direct speech. It introduces the speaker but it may also introduce the addressee, e.g. Bonting will have to have a new bathing suit, he told mum. , the type of act, e.g. But we cant leave Bonting behind! wailed Alfie. or the mode of the act, e.g. I didnt know Jim Gatting had put his pig in this field, grumbled Dad sleepily. The reporting clause may take the initial, medial and final position in the direct speech. The verb of the reporting clause is most commonly in the past tense form. Comment Clauses Comment clauses express speakers attitude to the content of the sentence, e.g. Tipped us over, as you see. While Biber (1999) compares comment clauses to reporting clauses with the verb in present tense, Quirk (1985) considers comment clauses a kind of disjunct. Types of finite clauses according to their function in utterance Declarative clauses In most cases, this type of clause expresses a statement and its purpose is to give information, e.g. Mum and Grandma were sitting in the garden having a cup of tea. In affirmative declarative clauses, as in the example above, the subject precedes the predicator. In negative declarative clauses, the subject is followed by auxiliary or modal verb, the negative particle and then comes the full verb, e.g. He didnt yelp or bellow. Interrogative clauses By means of interrogative clauses, the speaker wants to elicit some information. There are three main types of interrogative clauses: yes/no questions, wh- questions and alternative questions. Yes/no questions Yes/no questions, first main type interrogative clauses, which may also be called polar questions, is an interrogative to which the expected reaction of the addressee is either affirmation of negation, e.g. The ladies shrieked. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢Did the ladies shriek? Compared to declarative clauses, the word order of interrogative clauses is different. In case of the verb to be, the question can be created by means of inversion, e.g. Its called Burrows and company. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢Is it called Burrows and company? When the clause contains an auxiliary verb, the auxiliary goes in front of the subject with the full verb following, e.g. The king offered a reward for the whipping boy. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Has the king offered a reward for the whipping boy? When the sentence contains more than one auxiliary verb, the first auxiliary precedes the subject and the other auxiliaries follow the subject together with the full verb, e.g. Our prince has been abducticated. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Has our prince been abducated? The same rule is applied when a modal verb is a part of the verb phrase, e.g. A horse can always find his way home.à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Can a horse always find his way home. When there is no auxiliary verb in the declarative clause, the int errogative is created by means of do, e.g. We dress you up fancy and feed you royal .à ¢Ã¢â‚¬  Ã¢â‚¬â„¢Do we dress you up fancy and feed you royal? Interrogative yes/no clauses may also be negative, e.g. Wasnt it your mother? The speaker usually uses negative questions in order to reassure himself or herself rather than to get some new information. In the structure of negative interrogative yes/no questions the negative particle follows the auxiliary or modal verb and precedes the subject. Question tags Question tags are not fully independent clauses, they are a part of a structure containing another, usually a declarative clause. Question tag is a tool supporting the interaction, using it, the speaker encourages the addressee to respond to the information given in the declarative clause. This type of interrogative consists of an operator and a personal pronoun. The operator of the tag question normally corresponds to the operator of the preceding clause, e.g. You can fend for your own self, cant you! When there is no operator in the declarative clause, the dummy auxiliary do is used to create the tag question, e.g. They own this house, dont they? Question tags may be also added, and they often are, to a clause which is not complete, e.g. The highwayman, are you! Wh-questions Another type of interrogative clauses are wh-questions. When the wh-word is a part of the subject, the word order is the same as in declarative clauses, e.g. Who cooks the dinner? When the wh-word is a part of another clause element, the common word order of interrogative clauses is used, e.g. Why did you do that! One type of interrogative questions are indirect interrogatives. The indirect questions (also reported questions) consist of projecting and projected clause, these are connected by means of whether or if, e.g. The children asked whether the story was true. As well as yes/no questions, the wh- questions may be negative, e.g. Where shouldnt we go? Alternative questions The last main type of interrogative clauses are alternative questions. These clauses are similar to polar interrogative clauses in the structure, but instead of expecting yes or no answers, it offers alternatives, presuming that one of the alternatives is the one to be chosen by the addressee, e.g. Would you like coffee or tea? Alternative interrogatives can also take the form of a combination of wh- question and elliptic alternative question, e.g. What would you like, coffee or tea? Minor types of interrogative clauses There are two more types of interrogatives that are, as to their occurrence, considered minor. These are called exclamatory questions and rhetorical questions. Exclamatory and rhetorical questions both have the typical interrogative structure. Exclamatory questions are usually negative yes/no questions, where the speakers intention is to receive the reaction of an assertion, e.g. Aint I already been whipped twice today! Rhetorical questions do not ask for any answers, they may be negative or positive yes/no questions expecting positive or negative assertion, e.g. Didnt I tell you who I was! Imperative Clauses The function of imperative clauses, some grammars e.g. (Quirk, 1985) use the term directives, is to give directives, i.e. instructions, orders, commands etc. Most typically, there is no subject in imperative clauses directed to 2nd person singular and plural, in fact there is no need of subject in this type of clause, as the addressee of the imperative is usually obvious from the context of the situation, e.g. Fetch the whipping boy! However, in order to make the directive stronger, the personal pronoun you may be used, e.g. You fetch the whipping boy! The subject can be also present in the tag question, e.g. Fetch the whipping boy, will you? When 1st and 3rd person singular and plural are the intended addresses, the imperative may be created by means of let, in this type of structure, the verb let is followed by the subject in objective case (Quirk, 1985, p. 829) e.g. Let me have a word with him! Except for let me, this type of clause is rather archaic. In colloquial English, the contracted form of let us, lets is commonly used, e.g. Lets parley! Imperative clauses may also take the negative form, e.g. And dont try to run away. or Lets not talk about it. Exclamative Clauses The function of this type of clause is to express some emotional impression like surprise, shock or others. According to Quirk (1985), exclamative clauses are only these starting with the wh- element how or what, e.g. What horrible new mischief was this! Bibers definition of the exclamative clauses is, compared to Quirks, more loose as Bibers exclamative clauses include other structures like declaratives, interrogatives or exclamative questions, e.g. Whats keeping you! Non-finite clauses Non-finite clause are clauses containing a non-finite verb, that is to-infinitive, bare infinitive, -ing participle or -ed participle. For example: He was determined never to spring a tear for the prince to gloat over. According to Biber (1999), a verbless clause can also be considered a non-finite clause. Each of the four main types of non-finite clause can take the form of a structure with or without the subject. Non-finite clauses lack modal auxiliaries and they are not marked as to the tense. Non-finite clauses may represent many syntactic roles, e.g. One afternoon, Mum gave Alfie a long cardboard box to play with., in this example the non-finite, to-infinitive, clause functions as an adverbial. The interpretation of the meaning on a non-finite clause is dependent on the main clause. Logico-semantic relationship- Expansion and Projection The advantage of multiple clauses, in contrast with simple clauses, is the ability to express more complex situations. In other words, a multiple clause is more precise in description of the reality as it is a reflection of our cognitive organisation of the situation. The logico-semantic relationships are described in detail in Hallidays An Introduction to Functional Grammar (1994). The following overview of the logico-semantic relationships is based on this publication. 4.1. Expansion Halliday (1994) describes expansion as a relationship when the clauses contain different kind of additional information. There are three subcategories of expansion: elaboration, extension and enhancement. Each of these subcategories may be of paratactic or hypotactic relationship. 4.1.1. Paratactic elaboration Exposition Using conjunctive elements such as in other words or that is in a sentence, we make a new statement about the content of the first clause from a different perspective. This kind of elaboration is called exposition. Exemplification Exemplification is another kind of paratactic elaboration, evolving the content of the preceding clause by giving an example, using conjunctive elements such as for instance or for example. Clarification Expressions like in fact or indeed are conjunctive elements that clarify the content of the first clause, therefore this kind of paratactic elaboration is called clarification. 4.1.2. Hypotactic elaboration Hypotactic elaboration is the relationship in non-defining (also non-restrictive clauses). 4.1.3. Paratactic extension- coordination Addition And, also, nor, in addition or furthermore are conjunctive elements putting together two situations in positive, negative or adversative relationship. As we are extending the content of the first clause by adding some information this, kind of paratactic extension is called Addition. Variation When the first clauses content is replaced by the content of the second clause by means of but or instead we talk about variation. Alternation When the first clause is given an alternative to its content by the second clause, using conjunctive elements such as eitherà ¢Ã¢â€š ¬Ã‚ ¦ or and on the other hand, it is the paratactic relationship of alternation. Explanation Explanation, also called specification, is a kind of extension, using conjunctive elements like that is or which means, where the content of the first clause is explained by the second clause. 4.1.4. Hypotactic extension Contrastive dependency When the dependent clause contrasts with the main clause in the case of contrastive dependency, common conjunctive elements for this kind of relationship are while or whereas. Subtractive dependency Subtractive dependency is a relationship of a main and a dependent clause, where the dependent clause subtracts from the main clause by means of expressions such as except that or but for the fact. Using elements like whereas, except that etc. may lead to the impression that the clauses are in a paratactic relationship. We can recognize the kind of relationship by exchanging the position of the clauses, if this exchange functions well, i.e. the rheme sentence is able to become the theme sentence, we can say that the relationship is hypotactic. The additive, adversative, contrastive, or subtractive relationships may be also expressed by non-finite -ing clause, using besides, instead of, without etc. 4.1.5. Paratactic enhancement Paratactic enhancement is a relationship realized by coordination or juxtaposition, being supported by conjunctions e.g. then, still, otherwise; conjunctive combinations e.g. and then, and so, and yet; or by cohesive combinations with and e.g. and in that way, and in this case; that give the information about the circumstances. 4.1.6. Hypotactic enhancement This kind of relationship is realized by adverbial clauses. 4.2. Projection The logico-semantic relationship of projection is the one expressed by direct and indirect speech. Selected titles For the sentence structure analysis, I selected two books of contemporary authors of childrens literature- Sid Fleischmans The Whipping Boy and Shirley Hughes The Big Alfie Out of Doors. Though the titles are relatively recent, both of them are appreciated and well known in the countries of their origin, in case of Sid Fleishmans Whipping Boy even abroad. Sid Fleischman and Shirley Hughes belong to the winners of prestigious awards that are given to the most significant contributors to childrens literature in the United States (Fleischman) and in the United Kingdom (Hughes). The titles chosen for the analysis deliberately differ in the target age group they are intended for. The minimal age distance between the readers of these two books is three years. The purpose is to demonstrate how the complexity of the sentence structures in a childrens book changes with the age of its intended readers. The Whipping Boy The Whipping Boy is a childrens book by American, Brooklyn-born author Sid Fleishman. Sid Fleishman is a very popular and respected author in the field of childrens literature not only in the USA, his works have been translated into fourteen languages. (Fleishman, 1987) The Whipping Boy is a book that mad

Was Parliament Justified In Killing the King? :: essays research papers

Despite the simplistic fact that King Charles I was the legally lawful leader of England, Parliament was more than justified in executing Charles I due to the divergent and passionate views of law and life between the people and the king in politics, society, and religion. Parliament never desired a position where they could control England with full-fledged power. They simply wanted enough limitations on the kingà ¢Ã¢â€š ¬Ã¢â€ž ¢s power that would guarantee the people certain rights that the king cannot take away, which juxtaposes the belief of divine right. Parliament tried numerous ways to create a structured administration where the kingà ¢Ã¢â€š ¬Ã¢â€ž ¢s power was restricted and Parliament, including the people that they represented, was given a voice in government but their countless tries were futile and a disappointment. Preceding the Civil War and many times after it, Parliament tried to approach the king to present to him their ideas of how power should be distributed and used. They came up with laws and regulations to resolve political problems with the king, such as the Petition of Rights, Nineteen Propositions, and Grand Remonstrance. The king declined to acknowledge these laws as genuine laws. He either signed and disregarded it or he a bsolutely refused to bother himself with the minor complaints of Parliament. This eventually led to the conclusion that King Charles I was the type of man who could not be trusted with the legal promises he made to his people. The worries of Parliament were not seen as a major concern of his and he repudiated to consider any negotiations with whatever Parliament had to say. The kingà ¢Ã¢â€š ¬Ã¢â€ž ¢s intractable ways caused Parliament to break away from his power before England became a place of political disaster. Although the obstinate king refused to recognize Parliamentà ¢Ã¢â€š ¬Ã¢â€ž ¢s authorized power and influence, he turned his back on his Protestant country to form foreign alliances against his own people. If that wasnà ¢Ã¢â€š ¬Ã¢â€ž ¢t ghastly enough, the king acted in an outrageous and appalling way when he put religion into the conflict and made it worse. He asked for military assistance from the Catholic pope and agreed to certain terms that could have shattered his already-destabilized country. The king denied the fact that he had been defeated by his own subjects, and he did anything he could do in his power to prevent the loss of his throne. It is not right of a true and legitimate king to overlook his people and betray them in such a horrendous and unthinkable way as to destroy the pride of his countryà ¢Ã¢â€š ¬Ã¢â€ž ¢s religion.

Level 2 Paediatric Emergency First Aid

CU1514 Paediatric Emergency First Aid 20 pages 1. 1 Identify the responsibilities of a paediatric first aider. I should aim to preserve life, prevent the condition worsening, and promote recovery. Responsibility Description -Remain calm at all timesAppear confident and reassuring -Conduct a scene surveyAssess the situation without Endangering my own life. -Conduct a primary surveyIdentify and assess the extent of the Illness, injury or condition of the casualty. Attend to the needs of otherEnsure their safety and manage children or bystandersbehaviour. -Send for medical helpAmbulance, police or emergency rescue services (as a first aider, I should always stay with the casualty and send someone else to call for help if possible) -Give immediate, appropriate treatmentto preserve life, prevent the condition worsening and promote recovery -Take appropriate precautions to minimise infection Protect yourself and casualty by using appropriate techniques and equipment Arrange for further, qu alified medical attention Transporting the casualty to hospital or arranging for medical examination. -Reporting and recordingVerbal and written records, completing accident and incident reports -Maintaining first aid equipment, including first aid kits Ensure equipment is up-to-date and first aid kits are well stocked -Keeping up-to-date with first aid procedures Take part in regular updating and training 1. 2 Describe how to minimise the risk of infection to self and others.I should do the following to minimise the risk of infection to self and others:- * I should always wash my hands before and after giving first aid treatment * I should always wear disposable gloves for dealing with any first aid situations involving blood or other body fluids (e. g. vomit) * Cover the casualty’s open wounds with appropriate sterile dressings * Make sure my own cuts or sores are adequately covered by plasters * Use appropriate protective equipment where my own safety may be put at risk, e . g. face shields * Dispose of any soiled dressings (e. g. lood soaked), or other first aid materials, in appropriate clinical waste disposal bags. 1. 3 Describe suitable first aid equipment, including personal protections, and how it is used appropriately. First aid equipment usually consists of collection of supplies for administering first aid, minimising the risk of infection and personal protective equipment (PPE). A first aid kit must be easily identifiable and clearly labelled, usually with a white cross on a green background. It is important that first aid equipment is easily accessible and not locked away, it should be clearly signed.The first aid box should be checked regularly to make sure that nothing is damaged and nothing is missing. The contents of a first aid kit may vary slightly depending on the policies and procedures of the setting. Some settings do not use plasters or cleansing wipes because of allergy risks for children. General first and kits should never cont ain medicines of any kind, even basic painkillers. First aiders are not qualified to give medicines to children as they do not know the medical history or any allergies the child may have. A standard first aid kit will usually contain the following: * Sterile dressings of different sizes (e. . sterile gauze pads, eye pads) * Bandages of different types and sizes (e. g. triangular, roller, finger bandages) * Adhesive tape (non-allergenic) * Disposable gloves * Scissors * Tweezers * Safety pins * Disposable face shields * Disposable thermometers 1. 4 Identify what information needs to be included in an accident report/incident record, and how to record it. It is important that all settings complete a specific from to accidents and incidents, these forms are completed for this purpose. * It is a legal requirement * It provides a record in the event of complications (e. . following a head injury). * It informs parents and carers. * It can help to monitor potential hazards in the setting . * It may be required as evidence in suspected cases of abuse of non-accidental injuries. Information should always be recorded clearly and accurately and should be signed and dated by the first aider. Some accident report forms use body diagrams to help in the descriptions of specific injuries, for example, showing exactly where bruising appeared or the particular area where a child feels pain. The main information recorded should include:- Details of the injured or sick child (name, date of birth, main contact details) – Details of the accident or incident (date, time, where it happened) – Details of action of treatment given (what happened, extent of any injuries, treatment given) – Advice of further treatment recommended (e. g. hospital treatment) – Information parents and carers (when and how parents have been contacted) – Signature of the first aider, the date and time. – Information should be written in black pen. 1. 5 Define an infa nt and child for the purposes of first aid treatment.An infant is usually defined as under the age of one year and child from one year to approximately 12 years old. However, some first aid treatment will vary depending on size and weight of casualty and techniques should always be adapted accordingly. 2. 1 Demonstrate how to conduct a scene survey A scene survey involves your initial assessment of the emergency situation and deciding on the priorities of your action. Use your senses to assess what might have happened: * Look for clues (e. g. an empty medicine bottle beside an unconscious child). * Listen to information form others (e. g. ther children telling you what happened). * Smell anything unusual (e. g. gas or other fumes) When conducting a scene survey, you must consider: * Whether I or the casualty are in any danger (e. g. if the building is on fire) * If the casualty has any lie-threatening conditions (e. g. not breathing) * If any bystanders can help you (e. g. other chi ldren or colleagues) * Whether you need to call for further assistance (e. g. ambulance, police or rescue services). Conducting a scene survey helps the first aider to assess the seriousness of the situation and decide on the priorities for action.It also assist in deciding what further help, if any, is required, If there is more than one casualty, then the first aider needs to prioritise treatment, deal with the most serous first and remember that the quietest casualty often needs the most help. In calling for help, the first aider must decide what help is required and how to send for help, some situations may involve sending for emergency services such as ambulance, police or fire and rescue. Other situations may need the assistance of another adult, a colleague, manager or supervisor. 2. 2 Demonstrate how to conduct a primary survey on an infant and child.Once I have conducted a scene survey and decided on your priorities, then a primary survey will provide a more detailed assess ment of the casualty. To do this you must consider DRABC. * DANGER -If you have not already done so, make sure the casualty is safe. * RESPONSE – Ask the casualty ‘Can you hear me? ’ or ‘what happened? ’ If they respond, then you know that they are conscious and breathing and I should remain calm, reassure the casualty and continue with my examination If there is no response, then I should send for help and proceed as follows: * AIRWAY – Open the airway by gently tilting the head back and lifting the chin.This will prevent the casualty’s tongue from blocking their airway. * BREATHING – Look to see if the chest is rising and falling, listen for breathing sounds and place your cheek close to the casualty’s nose and mouth to feel for breath. If the casualty is breathing normally, place them in the recovery position, unless you suspect a spinal injury and continue with your examination. If the casualty is not breathing, then g ive five rescue breaths and prepare to begin CPR * CIRCULATION – Check the casualty’s pulse by feeling the major artery in the neck, (carotid artery) just below the jaw line. . 3 Identify when and how to call for help. The trained first aider should always stay with the casualty and send someone else to call to help. This allows for first aider to monitor the condition of the casualty and perform any treatment if required, for example carrying out CPR if the casualty stops breathing. Never leave an infant or child casualty unattended. If any of the emergency services are required, this should be done by telephoning, 999.It is essential o communicate the following information accurately * Which emergency service is required ( ambulance, police and/or fire and rescue service) * A contact telephone number (usually the number the call is made from) * The exact location of the incident(Local landmarks provide a useful guide) * The type and seriousness of the incident (e. g. road traffic accident, school bus collided with two other vehicles, blocking a major road junction) * The number and approximate age of casualties involved (e. g. five children and one adult injured, two children in a serious condition).Once you have dealt with the priorities, you should now conduct a more detailed examination of the casualty. This will include any information from the casualty and the signs and symptoms. If the child is old enough, ask them what happened, how they fell and where they hurt. Other children or bystanders may also be able to give you information too. You should always deal with life-threatening signs and symptoms first. For example, obvious and severe bleeding. A general examination should begin at the casualty’s head and work down the body. Remember to move the casualty’s head and work down the body.Remember to move the casualty as little as possible and use your senses to look, feel, listen and smell. Use both hands to compare any diff erences between the two sides of the body. Reassure infants and young children with soothing words and a gentle touch. Signs to look for on examination of casualty Area to examinewhat to look for HEADAny bleeding, bruising or swelling (could indicator a fractured skull) FACEColour of the skin, e. g. pale, blueness (could indicate shock) EYESUnequal pupil size, blood shot eyes MOUTHAny bleeding, vomit, blueness of the lips (could indicate poisoning) flushed, sweating, clammy.EARS AND NOSEAny bleeding (could indicate a fractured skull) WHOLE BODY, NECK, ARMS AND LEGS. Any bleeding, swelling, bruising or deformity (could indicate a fracture) 3. 1 Demonstrate how to place an infant and a child into the appropriate recovery position. The recovery position is very important in first aid. It places the casualty in a stable position and ensures that an open airway is maintained. The main advantages of the recovery position are: * It prevents the tongue from falling back into the throat and blocking the airway and so maintains an open airway. Vomit or other fluid can drain easily from the casualty’s mouth, preventing choking. * It keeps the casualty in a safe and comfortable position. Recovery position for infants and children. For an infant less than a year old, a modified recovery position must be adopted: * Cradle the infant in you arms, with their head tilted downwards to prevent chocking on the tongue or inhaling vomit. * Monitor the infant’s breathing and pulse continuously. For a child over the age of one year, follow these instructions: * Turn the child onto their side. Lift the chin forward into the open airway position and adjust the child’s hand under the cheek as necessary * Check that the child cannot roll forwards or backwards * Monitor the child’s breathing and pulse continuously. If you suspect spinal injury, use the jaw thrust technique. Place your hands on either side of the child’s face. With your fingertips gently lift the jaw to open the airway and take care not to tilt the casualty’s neck. 3. 2 Describe how to continually assess and monitor an infant and a child whilst in your care. If an infant or child is unresponsive but breathing normally.It is essential to assess and monitor their condition while I wait for the ambulance to arrive What to check How to assess and what to note AirwayMake sure nothing is blocking the airway or obstructing breathing (e. g. vomit) BreathingNote the rate and depth of breathing and any changes (if the casualty stops breathing, be prepared to start CPR). Circulation Check the pulse at the neck (carotid pulse). Note the rate and strength of the pulse and any changes. ResponsivenessKeep talking and asking questions, gentle shaking or pinching the skin to see if there is any response.Note any changes. Changes in general condition Check the colour of skin and lips. Note any blueness or other changes. Check for the presence of any bleeding or complaints of p ain from the casualty. 4. 1 Identify when to administer CPR to a responsive infant and an unresponsive child who is not breathing normally. As a trained first aider, CPR should always be carried out if a casualty is unresponsive, is not breathing and has no pulse. The procedure should be followed even if you have doubts about its success and you should always carry on until help arrives.If possible, send someone else to call for an ambulance immediately, but if you are on your own, carry out CPR for one minute before calling. If there is any evidence of blood or other fluid around the child’s mouth, then a disposable face shield should be used. 4. 2 Demonstrate how to administer CPR using an infant and child manikin. CPR Procedure for infants and children. CPR for infants (less than I year old) 1. Give five rescue breaths: * Tilt the head back and lift the chin to open the airway * Seal your lips around the baby’s mouth and nose * Blow gently into the lungs, looking al ong the chest as you breathe.Fill your cheeks with air and use this amount each time. * As the chest rises, stop blowing and allow it to fall. Repeat four more times. 2. Give 30 chest compressions: * Place the baby on a firm surface. * Locate a position in the centre of the chest. * Using two fingers, press down sharply to a third of the depth of chest. * Press 30 times, at a rate of 100 compressions per minute * After 30 compressions, give two rescue breaths. 3. Continue to resuscitate at 30 compressions to two breaths until help arrives. CPR FOR CHILDREN (1-12 years old) 1. Give five rescue breaths: Tilt the head back and lift the chin to open the airway. * Seal our lips around the child’s mouth and pinch the nose. * Blow gently and watch the chest as you breathe. Make sure your breathing is shallow and do not empty your lungs completely. * As the chest rises, stop blowing and allow it to fall. * Repeat four more times, then check the child’s carotid pulse. 2. Give 3 0 chest compressions: * Place one or two hands in the centre of the chest (depending on the size of the child). * Use the heel of the hand with arms straight and press down to a third of the depth of chest. Press 30 times, at a rate of 100 compressions per minute. * After 30 compressions, give tow rescue breaths. 3. Continue to resuscitate at 30 compressions to two rescue breaths until help arrives or the child recovers. 4. 3 Describe how to deal with an infant and a child who is experiencing a seizure A seizure (also known as a convulsion or fit) consists of involuntary contractions of muscles in body. The condition is due to a disturbance in the electrical activity of the brain and seizures usually result in loss of impairment of consciousness, the most common causes are epilepsy or head injuries.General signs of a seizure are: * Sudden unconsciousness * Rigidity and arching of the back * Convulsive, jerky movements In dealing with seizures, first aid treatment must always include maintaining an open airway and monitoring the infant or child’s vital signs (their level of response, pulse and breathing). You will also need to protect the infant or child from further harm during a seizure and arrange appropriate aftercare once they have recovered. First aid treatment for a seizure includes: * If you see the child falling, try to ease the fall. If possible, protect the infant or child’s head by placing soft padding underneath it. * Make space around them and if necessary, make sure other children move away. * Remove dangerous items, such as hot drinks or sharp objects. * Note the time when the seizure started. * Loosen clothing around the infant or child’s neck. When the seizure has finished: * Open the airway and check the infant or child’s breathing Be prepared to give CPR if necessary * Place the infant or child into the recovery position they are unconscious but breathing normally. Monitor and record vital signs) level of response , pulse and breathing). * Make a note of how long the seizure lasted Do not move the infant or child unless they are in immediate danger Do not put anything in their mouth or use force to restrain them. If any of the following apply, dial 999 for an ambulance: * The infant or child is unconscious for more than 10 min * The seizure continues for more then 5 minutes * The infant or child is having repeated seizures or having a seizure for the first time. 5. 1 Differentiate between a mild and a severe airway obstruction. INFANT Mild ObstructionCheck the infant’s mouth remove any obvious obstructions. Do not sweep your finger around in the mouth (this could push any obstruction further down the airway). Severe obstruction Lay the infant face down along you forearm, with head low, support the back and head If the obstruction is still present, turn the infant onto their back and give up to five chest thrusts. (Using two fingers push inwards and upwards towards the head against the infant’s breastbone, one finger’s breadth below the nipple line). If the obstruction odes not clear after three cycles, dial 999 for an ambulance.Continue until help arrives. CHILD Mild obstruction Encourage them to continue coughing Remove any obvious obstruction from the mouth. Severe obstruction Give up to five back blows with the heel of your hand. Check the mouth and remove any obvious obstruction. If the obstruction is still present, give up to five abdominal thrusts. Continue as for an infant. If I can not remove the obstruction dial 999 5. 2 Demonstrate how to treat an infant and a child who is choking. See answer 5. 1 5. 3 Describe the procedure to be followed after administering the treatment for choking.See answer 5. 1 6. 1 Describe the common types of wounds. These are several types of wounds that can result in bleeding: * Incised: a clean cut, for example from a knife * Lacerated: a jagged cut, for example from barbed wire * Puncture: a penetrating wound, for example from a nail * Graze: a surface wound, for example from a sliding fall * Contused: a bruise, with bleeding under the skin. 6. 2 Describe the types and severity of bleeding and the affect that it has on an infant and a child Please see attached chart. 6. Demonstrate the safe and effective management for the control of minor and major external bleeding. Any open wound is a risk of becoming infected. It is very important to maintain good hygiene procedures to prevent infection between yourself and the injured infant or child. I should always wear disposable gloves and make sure that any cuts on your own hands are covered The most effective way of minimising blood loss from major bleeding is to apply direct pressure over the wound. If the injury is on an arm or a leg, raising the limb will slow down the blood flow and help to stop the bleeding.Minor bleedingFirst aid treatment * Wash and dry your own hands an put on disposable gloves * Clean the cut, if dirty, under running w ater, and pat dry. * Cover the cut temporarily while you clean the surrounding skin with soap and water, and pat the skin dry * Cover the cut completely with sterile dressing or non-allergenic plaster Major bleedingFirst aid treatment * Wash and dry your own hands and put on disposable gloves * Apply direct pressure to the wound with a pad or sterile dressing. * Raise and support (if the injury is on a limb) * Lay the casualty down to treat for shock Bandage the pad or dressing firmly to control bleeding * If bleeding seeps through the first bandage, cover with a second bandage. 6. 4 Describe how to administer first aid for minor injuries. In most first aid situations with children, injuries are likely to be relatively minor, usually with very little blood loos. A common minor injury involving bleeding with children is nosebleed. This usually occurs when tiny blood vessels inside the nostrils burst, either as result of an injury to the nose, or from sneezing, picking or blowing the nose. The first aid treatment for a nose bleed is a follows: Reassure the child and ask them to sit down. * Advise them to tilt their head forwards * Tell the child to breathe through their mouth and to pinch the soft part of the nose (they may need help to do this). * After 10 minutes, release the pressure from the nose. If the bleeding has not stopped, pinch the nose again for two further periods of 10 minutes. * Once the bleeding has stopped, clean around the nose with lukewarm water. * Tell the child not to blow or pick their nose for a few hours (because this may disturb blood clots that may have formed in the nose).Do not let the child’s head top back as blood may run down the throat and cause choking. If the nosebleed is severe, or if it lasts longer than 30 minutes, the child should be taken to hospital. 7. 1 Describe how to recognise and manage an infant and a child who is suffering from shock. The main signs of shock are: * Pale, cold, clammy skin (lips could become blue in severe shock) * Sweating * Weakness and dizziness * Feeling sick and possibly vomiting * Feeling sick and possibly vomiting * Feeling thirsty * Rapid, shallow breathingThe main first aid treatment for shock is: – Give lots of comfort and reassurance. – Lay the casualty down, raise and support their legs. – Use a coat or blanket to keep them comfortably warm – Do not give them anything to eat or drink – Check breathing and pulse frequently. – If the child becomes unconscious, put them in the recovery position – If breathing stops, follow the DRABC resuscitation sequence. 7. 2 Describe how to recognise and manage an infant and a child who is suffering from anaphylactic shock.Anaphylactic shock is a severe allergic reaction which can be life-threatening. It is usually triggered by a substance, to which the casualty is highly sensitive, for example, drugs such as penicillin, insect stings or food such as peanuts. The main signs o f anaphylactic shock are: * Difficulty in breathing, wheezing or gasping for air * General signs of shock * Swelling of the tongue and throat * Puffiness around the eyes * Extreme anxiety The main first aid treatment for anaphylactic shock is: * Send for an ambulance Check whether the child has their own medication and help them to use it if trained to do so * Reassure and comfort the child * Treat for shock * If the child becomes unconscious, put them in the recovery position * If breathing stops, follow DRABC resuscitation sequence Children who are known to suffer from anaphylaxis will usually carry their own medication with them at all times. This is usually in the form of an EpiPen or similar device. An EpiPen is easy to use, although special training should be undertaken and you should always check the policies and procedures in my setting.

Looming Tower Essay Example

Looming Tower Essay Example Looming Tower Paper Looming Tower Paper Lawrence Wright’s, The Looming Tower: Al-Qaeda and the Road to 9/11. : Outline I. Introduction A. An overview of the book II. Discussion A. Discussion on the issues covered by the book. III. Conclusion and recommendations A. This part of the report will cover an overview of the books strengths, weaknesses, and recommendations. Introduction Wright has a special way of explaining things. When reading this book, a reader need not have a background knowledge on terrorism, Wright crafts the book in such a way that it consists of a ten page list of the main characters, fifty pages of notes, a list of interviews held, a bibliography and a clear bibliography for those who would love research the topic more. He also uses pictures of the main characters in the book, so that a reader can see the person being discussed. The book can be divided into two major parts with the first part focusing on giving the reader a comprehensive background and beginnings of militant Islam and the terror group Al Qaeda. In the book’s first three chapters, the writer writes bibliographies of three important persons. He writes about an Egyptian named Qutb who is seen as the father of militant Islam, he also writes about Zawahri who also is an Egyptian and a co founder of Al Qaeda. The last character in the three chapters he talks about is Bin Laden who is the central character of the book. After reading the first three chapters a reader gets to learn about the internal politics of two most important countries in the history of Al Qaeda: Saudi Arabia and Egypt (Wright, 2006). The author tries to explain how the governments of both countries might have influenced the rise of radical Islam movement. This is helpful for the reader to understand why Al Qaeda is against everything represented by the West. Through the book, a reader can visit the towns and cities where these men grew up. After writing the bibliographies, the author then looks at the bigger picture and writes two chapters on Saudi Arabia. In these two chapters the writer talks of a spy master, Turki, who is instrumental in the search of bin Laden. The hapters also discusses the political and social structures of the Saudi Kingdom, the Soviet-Afghan war, the Afghanistan – Pakistan border jihadist movement and lastly how jihadism has spread around the world. Wright at this point builds a strong groundwork so that when he starts to discuss about the Al Qaeda attacks a reader can understand the context. Wright then takes 200 hundred pages of the book to discuss the American Security and Intel ligence agencies, The FBI and CIA. He tells of how the agencies reacted to the first cases of jihadists. This section of the book ends with a chapter dedicated on Osama’s life in Sudan (Bergen, 2010). The second part of the book looks at the Al Qaeda’s activities in the rest of the world. He begins by writing about how, in 1995, the Al Qaeda raided and bombed a building in Saudi Arabia that was housing Americans in the town of Riyadh. The chapters in this second part of the book are not very detailed and the writer talks of various key players. It is also in this second part we learn of the gruesome murder of tourist by Zawalhri. The author describes how Zawalhri stormed the Queen Hatchupset temple located in Egypt and killed all the tourists that were there. Wright then looks at the evolution of the terror group Al Qaeda on how they recruit, leadership, and their use of suicide bombers in carrying out their attacks. He looks and blames the actions of the CIA who had no right to with hold crucial information from the sole mandated agency, the FBI, to carry surveillance on the people who later committed the attacks. The last two chapters the author talks of the aftermath after the attacks. He explains in heart-wrenching details about the fear and desperation after the attacks. Wright in this book can be praised for his making it compelling and emotional. Discussion Al Qaeda is a terrorist group that has been behind many terrorist attacks. The book investigates some of their attacks especially the September 11 carried out in the United States. The author of the book, Lawrence Wright, is a famous writer and for his work Al Qaeda the Road to 9/11 won him a Pulitzer Prize for general non-fiction. The book largely focuses on the persons involved in the attack. It covers things like, who they are, reasons that drove them to undertake the attack, and the people they associated with closely. The book begins with Sayyid Qutb who is an Egyptian religious intellect. Sayyid visited the U. S during the 1940’s, upon return to his homeland, he became an anti-West activist, and in the end, he became a martyr for his beliefs. The book also portrays Ayman al-Zawahiri, it looks at his story from childhood in Egypt and follows his life up to the time he participated and became the leader of the Egyptian Islamic Jihad. The Egyptian Islamic Jihad, the book states was later to merge with the Al Qaeda. The author in his book writes the story of head of Al Qaeda, Osama bins Laden. He traces Osama’s childhood in Saudi Arabia where he was born and brought up in a rich family. The book continues to give a detailed account of how Osama participated in the war between Afghanistan and the Soviet Union. It writes of his role as a financier to terrorist groups, his life in Sudan, his stay in Afghanistan upon his return and his association with the Taliban. The book also covers on the 1998 terrorist attacks, which were done in Kenya and Tanzania as well as the bombing done on the USS Cole in the year 2000 (Wright, 2006). The author also writes of famous American who were involved, particularly Richard A. Clarke who at the time of 9/11 attack was the chief counter terrorism adviser sitting on the U. S National Security Council. The other personality featured in the book is John P. O’Neill who was the assistant Deputy Director of Investigation in the FBI. Until his retire in August 2001, he was actively involved in the hunt for Osama bin Laden. After his retire from the FBI he headed the security of the World Trade Center where he was later to die in the 9/11 attacks (Bergen, 2010). The book covers some of the problems faced in the fight against terrorism, especially the lack of cooperation between the American Security Agencies, the CIA, and the FBI, which are blamed for not preventing the attacks. The Looming Tower is a story mostly based on the lives of the people involved in the 9/11 attacks rather than the attack. It focuses on the background and situations that led the perpetrators to plan and stage the attacks. The title â€Å"the Looming Tower† is described as appearing in the Quran and according to the author Osama had uttered the words before the 9/11 attacks during a wedding he attended. The line is quoted from the fourth Sura of the Holy Quran and Osama is claimed to have said, Wherever you are, death will find you, even in the looming tower. † When Mohamed Atta and his accomplices hijacked a Boeing 767 and flew the plane into the World Trade Center, a tragic story ensued. This attack was so gruesome that years down the line people still cringe at the mention of the events that took place that day. The events of 9/11 are in many ways a start of a tale or maybe the climax of a story that began years ago in different locations such as Cairo, mosques in Hamburg, streets of Jordan and the town of Greeley. This is a story of how few individuals from impoverished places planned and carried attacks on a world super power. It is also a story of how some individuals desperately tried to convince the government security agencies of an imminent attack. Many years after the attack questions were still being asked about the why and how a super power like America could fail to prevent it (â€Å"The Plot against America†, 2006). The Looming Tower is full of details of how the Al Qaeda had once abandoned plans to stage an attack on American soil owing to the lack of foot soldiers that could pass credibly as westernized Muslims. Later the Al Qaeda found the credible persons to facilitate the attack in Atta, Ramzi bin al-Shibh, Ziad al-Jarrah and Marwan al-Shehhi, who had been attended schools in the United States. Wright gives accounts of Islamic Militancy in his book and looks at it from the intellectual, religious, and economic situation of the places where the attackers came from. Wright portrays a picture of Sayyid Qutb the man credited with the rise of modern day Islamist Fundamentalism. He shows Sayyid as a frail, middle-aged scholar who visited the United States and as a student in the university town of Greeley in the 1940’s (Bolton, 2008). Sayyid is overwhelmed at the unrestrained luxuries and godlessness of the American culture. He was disgusted with the American women and how the women freely they expressed their sexuality. He writes, â€Å"A girl looks at you, appearing as if she were an enchanting nymph or an escaped mermaid, but as she approaches, you sense only the screaming instinct inside her, and you can smell her burning body, not the scent of perfume, but flesh, only flesh. Tasty flesh, truly, but flesh nonetheless. † Later Sayyid upon returning his country he started to write elaborate reasons why the Muslims should rise and wage war against the West and its rotten culture. Years later, the book writes of how Atta openly expressed his disgust for women especially from the West. The book is based on many interviews, which the author held with various persons. The interviews range from Osama’s best friend from school, Jamal Khalifa and Yosri Fouda a reporter working for Al Jazeera. He also writes of the interviews he had with Richard A. Clarke who worked in the White House as a counter terrorism chief. In his accounts, the author gives the reader an intense view of the terrible events of 9/11. Though the events the author writes in his book have been told many times before, Mr. Wright tells the story with myriad new details. He gives accounts and describes them in the context of politics and culture. He focuses on the lives and occupation of the key players involved in the attacks while succeeding in writing a historical story that possesses all the propinquity and poignant power of a novel (Wright, 2006). The author writes that, â€Å"The charisma and vision of a few individuals shaped the nature of the contest between Islam and the West. † He further asserts, â€Å"While the tectonic plates of history were certainly shifting, promoting a period of conflict between those two cultures. The emergence of Al Qaeda depended on a unique conjunction of personalities most notably Mr. Zawahri, who promoted the apocalyptic idea that only violence could change history, and Mr. bin Laden, whose global vision and leadership held together an organization that had been bankrupted and thrown into exile† (Wright, 2006). The author suggests that the events of 9/11 were evitable. Unfortunately, through bad luck, indecisiveness of American officials and war between the CIA and FBI contributed to the success of the attack by Al Qaeda. Compared to other writers like Peter L. Bergen who authored Holy War: Inside the Secret World of Osama bin Laden as well as Jonathan Randal the author of Osama: the Making of a Terrorist, Lawrence in his book does not concentrate on the role played by the Soviet- Afghan war in influencing Osama’s jihadist cause. Rather, he draws his stories from documents written in Arabic and carries interviews with jihad activists who offer chronicles of the many things that influence Al Qaeda and the long road against America Osama took. The book gives a very detailed account of the Al Qaeda’s way of life, motivations, and doubts. It also goes further to give what each individual member wanted to achieve politically. The author captures certain events that are claimed to have influenced the Islamist Movement such as the execution of Sayyid Qutb by Gamal Abdel Nasser’s regime in 1966. In the eyes of the Islamist Movement Sayyid was a martyr and hero, this did not wane but increased their faith in the war against the West. Wright then goes on to describe how Osama, the heir of one the largest family fortune in Arabia, grows from a timid child into a religious adolescent. He says one of the most influential people in Laden’s life was a charismatic gym teacher. This teacher was the one who introduced Osama to the Muslim Brothers Organization. Another person who influences Osama was Mr. Zawahri, who became acquainted with Osama in Peshawar in the early 1980’s. Mr. Zawahri was a doctor from Egypt and in the book; he is drawn as the evil mentor who transformed the political view of the Young Saudi. The author argues that before Osama met Mr. Zawahri, he was â€Å"not much of a political thinker,†. The author goes to take a quote from Essam Deraz who was the first biographer of Osama. He says that he once thought Osama had the potential of becoming â€Å"another Eisenhower,† who could turn his celebrity status he had got after fighting in the Afghan- Soviet war into a serene political life(â€Å"The Plot against America†, 2006). This is can be seen was not the plan Mr. Zawahiri had for Osama. The writer notes that as a young man, Mr. Zawahri was tortured in the Egyptian prisons and this powered his resolve to fight the Westernized culture. He is credited as pioneering the use of suicide bombers was seen from the start very keen to use biological and chemical weapons (Bolton, 2008).. For Osama, it took him a long time after leaving the war in Afghanistan to settle on a plan of action. In the time, he was exiled from Saudi Arabia and leaving in Sudan the author says that Osama â€Å"was wavering the lure of peace being as strong as the battle cry of jihad. Agriculture captivated his imagination. † It is further reported he was contemplated of quitting Al Qaeda and going into farming. The author tells of how after the first Gulf war the continued stay of the American troops in Saudi Arabia gnawed on Osama. He was also aggravated by the invasion of Somalia by American troops who were on a humanitarian relief mission. The Al Qaeda in 1992 the book claims met and â€Å"turned from being the anti-communist Islamic army that bin Laden originally envisioned into a terrorist organization bent on attacking the United States† (Bolton, 2008). The book traces not only the evolution of Al Qaeda first as a resistance group to the Soviet and Saddam Hussein and then a sworn enemy of the United States, but also gives the reader a clear picture of life at an Al Qaeda training camp. The author’s description of Osama bin Laden concurs with that made by security experts such as former CIA official Michael Scheuer. He states that Osama was not opposed to the American culture rather he was angry at the American political and military actions it was carrying out in Muslim countries(Bergen, 2010).. The author observes that Osama occasionally allowed his young sons to play Nintendo and in the Al Qaeda training camps, recruits would be allowed to watch Hollywood thrillers. Their favorite movies, as the book says, were those done by Arnold Schwarzenegger and tried to gather tips on being American from them. One of the many wives Osama had was known to love â€Å"brand-name cosmetics and lingerie, preferring American products. He also had a wife who had graduated with a doctorate in child psychology (â€Å"The Plot against America†, 2006). Wright is categorical in his book blaming former and present administrations for failing to prevent the 9/11. He writes of the failures in the CIA, FBI, and NSA refusal to share information with each other as the main reason the attackers were successful. If the agencies had cooperated, they might have foreseen the entering of two known terrorist in America. He blames the Bush and Bill Clinton administration of laxity in tackling problem of terrorism in the world. He notes that when Bush entered office terrorism was a low priority to his administration. Like other authors on the issue of terrorism, he criticizes the actions that the Clinton administration took after the 1998 bombing in East Africa. The administration of the day launched missiles at one of the Al Qaeda training camp located in Afghanistan and desperately failed to kill Osama. The writer notes helped turn Mr. Laden into a global celebrity and this allowed the terrorist to mythologize himself (Bergen, 2010).. Wright writes, â€Å" Mr. in Laden’s goal in striking the American embassies and bombing the American destroyer Cole in 2000, was to lure America into the same trap the Soviets had fallen into: Afghanistan. His strategy was to continually attack until the U. S. forces invaded; then the mujahedeen would swarm upon them and bleed them until the entire American empire fell from its wounds. It had happened to Great Britain and to the Soviet Union. He was certain it would happen to America. When neither the embassy bombings nor the Cole bombing was enough to provoke a massive retaliation, Mr. Bin Laden decided he would have to create an irresistible outrage. The outrage in this case happens to be the 9/11 attack. The author continues to write that Laden had gotten what he wanted and cites the 2001 invasion of Afghanistan and the 2003 attack of Iraq as his wins. In both this invasions, the American Army has seen deaths of more than 2500 soldiers, just the thing that Osama fervently wanted (Bolton, 2008). In the book, the writer portrays what has caused the Islamic militancy. He says at the heart of Islamic militancy lays anger, hatred of modernization, and feeling of humiliation which terrorist group cite as reason for killing. The author looks at failure of autocratic governments to offer their citizens reasons to face the future as the reasons why some of this terrorists turn to Islam, which offers dignity and hope more so in death. He says that these â€Å"theological amateur,† will turn to be religion extremist and join terror groups(Bergen, 2010).. Atta and the hijackers felt this as the author writes, â€Å"Their motivations varied, but they had in common a belief that Islam - pure and primitive, unmitigated by modernity and uncompromised by politics - would cure the wounds that socialism or Arab nationalism had failed to heal. They were angry but powerless in their own countries. They did not see themselves as terrorists but as revolutionaries who, like all such men throughout history, had been pushed into action by the simple human need for justice. Some had experienced brutal repression; some were simply drawn to bloody chaos. From the beginning of Al Qaeda, there were reformers and there were nihilists. The dynamic between them was irreconcilable and self-destructive, but events were moving so quickly that it was almost impossible to tell the philosophers from the sociopaths. They were glued together by the charismatic personality of Osama bin Laden, which contained strands, idealism, and nihilism, in a potent mix. † Before there was proof of an imminent attack as the book talks of John O’Neill who was a supervisor for the FBI in their offices in New York. John O’Neill and the team he headed were assigned to trace and find information about Al Qaeda operatives in America. O’Neill had the hunch that the Al Qaeda was preparing to stage an attack on the American soil. He was an ardent investigator and when he saw the agency was not taking him seriously, he quit. After quitting, he said he could not work for a government bureaucracy that did not intend to move quickly to avert an attack as he did desperately trying to do. It is unfortunate that O’Neill was among the people who died during the 9/11 he had foreseen. Other agents in the bureau had premonitions of the Al Qaeda being successful in making attack on America. The supervisor posted in the Minneapolis office was cautioned in the month of August for raising his fears of an attack happening. He expressed fear that a known Islamic radical was attending a flight school could have been as well planning an attack. When being admonished he retorted, â€Å"I am trying to keep someone from taking a plane and crashing into the World Trade Center. † Astonishing you might say (â€Å"The Plot against America†, 2006). The Author talks of how the CIA had information of high level Al Qaeda members had attended a meeting in Malaysia in the early months of 2000. He says they also knew of two of those who attended the meetings had entered America. This two would later play a role and implement the attack as was later uncovered. The CIA had failed to avail this information the FBI, which is mandated to carry out internal surveillance of known and suspected terrorists. The struggle between the two agencies is highlighted in the book as the author writes of a meeting held prior to the attack. In the meeting CIA analysts are claimed to have dangled pictures of would be attackers at the faces of FBI agents. When the CIA agents refused to give the information they had on the two, the FBI agents realized they were the same persons they were pursuing and the tension between the two agencies increased. Three months prior to the attack, both agencies held a meeting, which ended in both the FBI and CIA agents shouting at each other. In the book, the author illustrates a scene where an FBI agent named Ali Soufan reacts after being shown the pictures of the terrorists. Ali Soufan was working on the Al Qaeda case and when on September 12 he was shown the names and pictures of the hijackers, he just rushed into the bathroom and threw up. These people the CIA had information about their activities but refused to share with the FBI (Bergen, 2010). The writer has covered many things in his book, though it seems he left out some important things such as the hijackings. There is no chapter that the writer explicitly discusses the hijacking as he has on so many things. He takes the reader straight to the moments of the burning towers. This maybe he did thinking that many other authors had covered it and wanted to be different. The other thing about the book is the way the author draws up verbatim reconstruction of various conversations. He travels a lot in such of this information and writes of conversations that had taken place more than a decade before. This brings the question of how true and detailed the conversations are because it is hard to believe people have such good memories. The book ends with Zawahri or someone else riding a horse on the border of Afghanistan and Pakistan. This person disappears into the mountains and the book lacks a definitive end. This is a point the author tries to put that the story about the Al Qaeda is still not over (â€Å"The Plot against America†, 2006). Conclusion and Recommendation The book focuses on the lives of two men who have shaped the Al Qaeda. He tells of the Egyptian doctor al- Zawahiri and the life of Osama bin Laden. Wright skillfully dissects the relationship the two have. He gives on one hand the story of the ideologist al-Zawihiri, who is a skilled combatant and on the other hand, he tells the story of the determined and charming Osama bin Laden. From their first interaction in the 1980s, the author follows how they join to form Al Qaeda and how al-Zawahiri mentors Osama. Wright gives accounts of how the attack affected the United States and the most depressing scene is that of Ali an FBI agent throwing up after realizing the CIA had knowledge of the people responsible. The book as seen is a magnificent read and ay person looking to learn about the rise of the Al Qaeda should look for this book. The book gives detailed accounts of occurrence that happened before the 9/11 attack. It also looks into the lives of those people who are seen as instrumental in the rise and growth of the terror group. Wright in his unique intelligent way delivers the occurrences and reasons of the attack on American soil with emotion. The strengths of this book in informing about the road to 9/11 lies in the deep research the writer carried out and the way he reconstructs conversations that had been taken more than a decade ago. This is also the greatest weakness of the book owing to questions of how true these conversations are because people are not known to have search kind of memory. References Bergen. P. , (2010). The Longest War: The Enduring Conflict Between America and Al-Qaeda. New York: Simon and Schuster Bolton, M. , (2008). U. S. national security and foreign policymaking after 9/11 present at the recreation. Lanham : Rowman Littlefield. The Plot against America. (2006). Retrieved September 16, 2011, from nytimes. com/2006/08/06/books/review/06filkins. html Wright, L. , (2006). The looming tower: Al-Qaeda and the road to 9/11. New York : Vintage Books.