List of Obama Gun Control Measures and Executive Orders

President Barack Obamas record on gun control is a fairly weak one, even though he was often portrayed  as the most anti-gun president in American history and called for more regulations in the wake of the numerous mass shootings that occurred during his two terms in office. We do not have to accept this carnage as the price of freedom, Obama said in 2016. The National Rifle Association once claimed Obamas obsession with gun control knows no boundaries. Did You Know? Only two gun laws made it through Congress during Obamas two terms in office, and neither placed additional restrictions on gun owners.   In fact, the two gun laws signed by Obama actually expanded the rights of gun owners in the United States. Attempts to limit the size of gun magazines, expand background checks of gun buyers, and ban gun sales to buyers on terrorism watch lists all failed to pass under Obama. Perhaps the most significant Obama gun control measure was not a law but a rule that required the Social Security Administration to report disability-benefit recipients with mental health conditions to the FBI’s background check system, which is used to screen firearm buyers. Obamas successor, Republican President Donald Trump, rescinded the rule in 2017. Obama Gun Control  Proposals Had No Teeth That is not to say Obama was not critical of the use of guns to commit the numerous mass shootings and acts of terrorism during his tenure in the White House. Quite the opposite. Obama sharply criticized the gun lobby and the easy access to firearms. President Barack Obama pauses during a meeting to observe a moment of silence for Sandy Hook Victims. Pete Souza/Wikimedia Commons Obama also made curtailing gun violence a central theme of his  second-term agenda  after the  mass shooting at Sandy Hook Elementary School  in Newtown, Connecticut, in December 2012. The president signed  executive orders  calling for mandatory  criminal background checks on gun-buyers  and several other measures that were unpopular in Congress, including  a ban on assault weapons  and high-capacity magazines. But he was unable to win passage of  new laws and insisted authorities do more to enforce measures already on the books. Executive Actions, Not Executive Orders Critics, however, point to Obamas issuance of 23 executive actions on gun violence in January 2016 as proof that the Democratic president was anti-gun. What most fail to point out is that those executive actions contained no new laws or regulations; and they were not executive orders, which are different than executive actions.   For all the pomp and ceremony, nothing in the president’s proposals is going to put a dent in U.S. gun crime or even substantially change the federal legal landscape.  In that sense, apoplectic opponents and overjoyed supporters are both probably overreacting, wrote  Adam Bates, a  policy analyst with the libertarian Cato Institutes Project on Criminal Justice. Gun Laws Signed by Obama Expanded Rights During his first term, Obama didnt call for any major new restrictions on guns or gun owners. Instead, he urged authorities to enforce the state and federal laws already on the books.  In fact, Obama signed only two major laws that address how guns are carried in America, and both actually expand the rights of gun owners. One of the laws allows gun owners to carry weapons in national parks; that law took effect in February 2012 and replaced President Ronald Reagans policy that required guns to be locked in glove compartments of trunks of cars that enter national parks. Another gun law signed by Obama allows Amtrak passengers to carry guns in checked baggage, a move that reversed a measure put in place after the terrorist attacks of Sept. 11, 2001. A Strong Tradition of Gun Ownership Obama often mentions the expansion of gun rights under those two laws. He wrote in 2011: In this country, we have a strong tradition of gun ownership thats handed from generation to generation. Hunting and shooting are part of our national heritage. And, in fact, my administration has not curtailed the rights of gun owners—it has expanded them, including allowing people to carry their guns in national parks and Obama repeatedly expressed support for the Second Amendment, explaining: If you’ve got a rifle, you’ve got a shotgun, you’ve got a gun in your house, I’m not taking it away. National Rifle Association Hammers  Obama During the 2008 presidential campaign, the NRA Political Victory Fund mailed out tens of thousands of brochures to gun owners and like-minded voters that accused Obama of lying about his position on gun control. The brochure read: Barack Obama would be the most anti-gun president in American history. Senator Obama says words matter. But when it comes to your Second Amendment rights, he refuses to speak honestly about where he stands. In fact, Obama hides behind carefully chosen words and vague statements of support for sportsmen and gun rights to sidestep and camouflage the truth. Even though the president didnt sign a single bill into law limiting the use or purchase of guns the NRA Political Victory Fund continued to warn its members and like-minded voters during the 2012 election that Obama would make weapons a target in a second term: If Barack Obama wins a second term in office, our Second Amendment freedom will not survive. Obama will never have to face the voters again, and will therefore be unleashed to push the most extreme elements of his gun-ban agenda to every corner of America.   The NRA Political Victory Fund also falsely claimed that Obama had agreed to give the United Nations authority over the guns owned by Americans, saying: Obama has already endorsed moving ahead toward a U.N. gun ban treaty and will likely sign it after it’s negotiated.

Hitler As A Military Leader Essay - 2288 Words

Did Adolf Hitler’s arrogance cost him the war? During World War II, Hitler thought himself a military and tactical genius. However, he still lost the war. Adolf Hitler, the leader of Nazi Germany, wanted to conquer the world and create an empire. He planned to purge the world of anyone he deemed inferior. Those he deemed inferior included Jews, Gypsies, Slavs, African-Americans. and anyone with special needs. He, along with his superior Aryan race, would rule the world. Aryans, were Nordic in appearance and of direct German descent. In 1934, Adolph Hitler became the absolute dictator, or Fuhrer, of Germany. Germany’s democratic government was dismantled and Hitler’s Third Reich began. Hitler began to put his grand plan into action. Hitler found great success in his early military campaigns; however, his arrogance lead to his later military failures. In my essay, I will examine Hitler as a military leader. I will analyze what he did, and why he did it. Did he make the right decisions at the right times? I will discuss his early military victories, and analyze his decisions during the battles at Dunkirk and Russia that ultimately lead to an Allied victory. Lastly, I will examine his disdain of anything Jewish that allowed the United States to drop an atomic bomb on Japan. Hitler experienced military success in the beginning of his military campaign. Roberts describes the beginning of World War II, â€Å"The German army’s training, discipline, and Blitzkrieg tactics, directed byShow MoreRelatedHitler s Failure As A Military Leader2615 Words   |  11 PagesHitler’s Failure as a Military Leader From January of 1933 to April of 1945, Adolf Hitler ruled over the German people and became known as one of the most notorious dictators the world has ever seen. Several studies done by scholars and historians show that Hitler â€Å"displayed substantial initiative, toughness of mind, self-confidence, and ruthlessness† (Housden 188). 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Before he became the man everyone knows of, he was full of failures a nd a very troublesome childhood. In the small Austrian town of Braunau, a boy named Adolf Hitler was born on April 20, 1889. Young Adolf was very successfulRead MoreErwin Rommels Impact On The World War I1145 Words   |  5 Pagesfamily. Erwin Rommel would enter into military service during 1910 as an officer cadet. He saw his first action in World War I where he began to show his natural ability as a leader and start his illustrious career, which peaks during World War II. Erwin Rommel would find himself revered and respected by Hitler as one of his top generals. He would die before the defeat of Germany on October 15, 1944 and his death would be shrouded in controversy. During his military career he established that he wasRead MoreThe Relation Between Stalin And Hitler1437 Words   |  6 Pagesrapid rise to power and their infamous dynamisms which made them who they are known to be. The two most notable â€Å"leaders† in history who express such qualities are Joseph Stalin of the Soviet Union, and Adolf Hitler from the German Nazi regime, and these two men, different as they were, displayed symmetric roles throughout their times in control. The relation between Stalin and Hitler begins with their anonymously parallel childhoods. While pursuing the nature of any dictators dominion, it isRead MoreFascism vs. Communism1380 Words   |  6 PagesDuring the late 1920’s and 1930’s, Hitler and Stalin were leaders of Germany and the Soviet Union respectively. These states were under fascist and communist rule, which essentially were very similar. It was due to their full run of government that resulted in a dictatorial rule, also known as totalitarianism. Civilians’ lives were regulated in every aspect, some of which were their property and the military forces. Both parties used propaganda to bring awareness of their movement’s ideologies toRead MoreHow Hitler Caused Wwii Essay1159 Words   |  5 PagesAdolf Hitler Caused World War II May 1, 2012 Adolf Hitler Caused World War II As I’m sure most people know Adolf Hitler was the leader of the Germans from August 2 1934 to April 30 1945, but do you know that as Fuhrer of Germany he was the driving force behind the start of WWII. During his reign he tried to bring Germany back to the powerful country it had been before the First World War. In this paper I will prove that Hitler’s actions lead to start of WWII, and I plan to prove how his direct

Esek vs Hopkins Essay Example For Students

Esek vs Hopkins Essay The birth of the United States Navy on 13 October 1775 formed a defensive measure in response to the growing need to protect the commerce of a developing nation from the then largest navy in the world, the British fleet. Esek Hopkins, the brother of a powerful Rhode Island politician found himself selected as the first Commander in Chief of the Continental Navy. During the French and Indian War, Hopkins quickly emerged as an experienced merchantman as well as a participant in the profitable privateering of British commerce vessels. On Hopkins first mission as Commander in Chief, he found himself in a bind and resorts to his skills as a privateer rather than a Continental naval officer. Years later the United States continued to have problems with commerce raiders, this time with the Barbary Pirates of the Mediterranean Sea. A young man, the son of a Revolutionary privateer, became the answer to this problem; he was known as Stephen Decatur. Decatur led many successful missions in the Mediterranean and became famous for his leadership and heroism. A comparison of the careers of Hopkins and Decatur proves that the success of naval leaders depends not only upon their skill as mariners, but also upon experience, judgment, and luck. Both Hopkins and Decatur came from seafaring families and were skilled sailors, but Decaturs experience as a naval officer gave him an advantage over Hopkins. After ten years as a shipmaster on the West Indies Route, Hopkins proved his naval prowess as a successful privateer during the French and Indian War, indicating that he was as good a warrior as a trader.However, his lack of experience showed in his battle with the Glasgow, where he exercised little control over the ships within his command, operating as privateers rather than as a fleet.While Decatur had fewer years at sea, he had more military skill than Hopkins primarily because he garnered his experience within an organized navy rather than as a privateer operating independently. As a result, one could expect Decatur to be more successful in organized naval battles than Hopkins. Decatur did not necessarily show better judgment than Hopkins, but his lapses of judgment seemed more popularly acceptable. Hopkins did not adequat ely consider political context in his decision-making. His actions in leaving the southern colonies unprotected in order to capture a fort in the Bahamas and his offering of the spoils to the northern colonies without consulting Congress showed his insensitivity to the need of the new nation to overcome separatism. Hopkins acted like a privateer, not like an American naval officer, by taking the more cautious action of sailing to the Bahamas instead of engaging the British Royal Navy. Hopkins made this decision to minimize danger and maximize profits and critics called him a coward for it. In contrast, Decatur seemed to almost seek out dangerous situations. Lord Nelson characterized Decaturs actions to destroy the captured Philadelphia in Tripoli Harbor as the most bold and daring act of the age.In 1816, a British squadron off the coast of the United States forced Decatur to surrender the frigate President. Decatur felt that command of a successful expedition to chastise the day of Algiers would give him an opportunity to defend his loss.Some naval historians have questioned some of his decisions-in particular his command of the President-but these same decisions were supported by his peers.Decaturs reputation was not harmed by the surrender of the President to the British squadron in 1816. The public perceived Decaturs adventurous behavior as heroic in part because those actions usually ended in success. The perception of Decatur as heroic and Hopkins as a coward derived largely from different situations in which they found themselves. Hopkins led the first American navy, which existed not as a true navy, but as a loose conglomeration of independent operators. Hopkins first mission in his new position involved proceeding south to the Chesapeake Bay and then on to the Carolinas to provide protection from the pirating of Lord Dunmore, although his orders also allowed him to use his best judgment to undertake actions useful to the American cause and which would cause distress to the enemy. Facing heavy ice, delays in

This Is A Tale Of Arms And Of A Man. Fated To Be An Exile, He Was The

?This is a tale of arms and of a man. Fated to be an exile, he was the first to sail from the land of Troy and reach Italy at its Lavinian shore.?(27) Yes, Virgil's Aeneid is about the Trojan hero Aeneas and his travelings to eventually start the Roman empire. The Aeneid was a very subjective poem; the praise of Augustus Caesar and the Roman empire clearly echoes Virgil's own beliefs. Many people have labeled the Aeneid as propaganda for the Roman empire, propaganda in Latin means things which ought to be propagated and Virgil surely believed that the values shown throughout his story needed to be spread about a bit. Rome had just finished a bloody civil war a few decades before this writing and needed a strong moral compass which is what Virgil hoped to provide. The glory of war was a main part in Roman society; it was what made the Roman Empire extend from the northern border of Africa to the cold dark coast of the Atlantic Ocean. To do this they needed the mightiest army on earth, filled with young men eager to make the empire proud of them. Virgil knew this and decided to install that sense of pride in Aeneas, ?I fixed on a door-frontal a shield of hallowed bronze which had once been carried by the mighty Abas, and under it wrote a memorial, Armor captured from victorious Greeks and dedicated by Aeneas.? (84) This shows all the young Roman men that with war come the spoils of war. To recruit all these young men all they have to do is read that passage and show them what happens when they fight. A bronze shield would be a very expensive luxury at the time and for somebody to just leave it as a dedication shows that if Aeneas left such an expensive luxury he must have many others to spare. The thought of riches must have contributed to the number of young men in the military, and by having so many men in the military other nations would be intimidated by the power of it. Also with all the young men in the military it would be peer pressure for others to join. Just by showing what the spoils of war can bring you can increase your military exponentially over the years. Today countries, especially the South American counties use the spoils of being in the military to get men to join. Recently some of the countries down there were run by the military, to get young recruits they offered them the spoils of being in a position of power. The military would take money for protection and steal from those who opposed them. It wasn't an honest way to get recruits but it worked. Virgil wanted to make the citizens of Rome remember all their glorious past accomplishments and remember how great their ruler is. To do this he told of all the great past accomplishments on a shield made by Vulcan and given to Aeneas, ?On one side was Augustus Caesar leading Italians into battle, having with him the senate and populace, the little Gods of Home and the Great Gods of the race.? (221) When the people see this, they remember their great leader Caesar and all the good he had done for their people. They realize that he has the gods on his side and to resist him would be resisting the gods. This just emphasizes the rule of Caesar and his absolute authority. This is a common tactic used to emphasize the power of the ruler and tell of the good times. When a person comes to power everybody loves him, if they didn't he wouldn't be in power. But after a while that power goes to your head and you may start to get careless. When this happens, to get the support of the people back you have to remind them how much good you did for the country, and remind them of the power you hold. Caesar wanted everybody to follow the rules of the gods and thus have an orderly society. With words Virgil installed the notion of devotion of gods to Aeneas and his

Gregory Bateson essays

Gregory Bateson essays Gregory Bateson was born on May 9th, 1904, in Grantchester England. His parents were Caroline Durham and William Bateson. William was a renowned geneticist at Cambridge University. Gregory attended Charterhouse public school in London from 1917 to 1921, where he studied zoology. He continued his education at St. Johns College, Cambridge University from 1922 to 1925, where he earned his B.S. in biology at the age of 21. It was during a trip to the Galapagos Islands, that Bateson decided that he would study anthropology. Upon returning to England, he pursued his graduate studies in Cambridge under the guidance of A.C. Haddon, an English anthropologist and comparative anatomist who helped establish anthropology in Britain. During 1927 and 1928, Bateson did his first anthropological fieldwork with the Baining in New Britain. He considered this early fieldwork a complete failure, because he felt he didnt know what he was doing. In late 1928, he became Lecturer in Linguistics at the University of Sydney, where he worked under A.R. Radcliffe-Brown. During 1929 and 1930, Bateson went to New Guinea, where he did his fieldwork among the Iatmul. After this fieldwork, he was able to complete his thesis and receive his M.A. from Cambridge. Bateson would then go on to develop his study of Iatmul culture in the highly influential book Naven, which was published in 1936. The title is taken from an Iatmul initiation ceremony. This book contained ideas such as feedback that later became central to the fields of cybernetics and information science, as well as an innovative analysis of behavior as cultural communication. In 1931 Bateson became a research fellow at St. Johns College. He returned to New Guinea in 1932 to continue his fieldwork. It was during this trip that Bateson met his future wife, fellow anthropologist Margaret Mead, whom he married in 1936. They spent the next two years conductin...

Free Essays on Death and Dying

DEATH AND DYING UNDERGRADUATE INTERVIEW WITH THE PROFESSIONAL I was told that a gentleman who is a property manager also leads a class in death and dying at his church. I was able to get his phone number and we arranged to meet. I described the course that I am taking at USF and the profession I am pursuing. I told the gentleman that I work in marketing services for Time Warner and that I also attend USF in the evenings. I told him that I am interested in working with people who have experienced losses in their lives or with people who are going through the grieving process. I told him the requirements of the course that I am taking and that this interview fulfills one of the requirements to better help me understand how professionals intervene with clients who are experiencing loss and grief. I assured him that his name would not be used in the report and that it would remain confidential with my teacher. 1. The individual that I interviewed will be called by his initials, â€Å"R. M.† He is 57 years old. 2. R. M. is the Property manager of a 55+ community. R. M. has an Associate college degree. He himself attended a course to help him deal with the loss of his wife, who was terminally ill with breast cancer. His wife subsequently succumbed to this disease. The course he took was a â€Å"Church Counseling Ministry† course. After he attended the class, he was asked to get involved in teaching the course. The course that is taught, takes a person through the different stages of dying from vibrancy of the individual to the death of the person. But the course does not stop with the death of the person. It continues to help the grieving individuals get through life without this person and to help them with their needs, so that they can get on with their life. 3. R. M. is a tall, trim, slender, Afro-American gentleman who told me that he was born and raised in Florida. He was dressed casually and appropriately in... Free Essays on Death and Dying Free Essays on Death and Dying DEATH AND DYING UNDERGRADUATE INTERVIEW WITH THE PROFESSIONAL I was told that a gentleman who is a property manager also leads a class in death and dying at his church. I was able to get his phone number and we arranged to meet. I described the course that I am taking at USF and the profession I am pursuing. I told the gentleman that I work in marketing services for Time Warner and that I also attend USF in the evenings. I told him that I am interested in working with people who have experienced losses in their lives or with people who are going through the grieving process. I told him the requirements of the course that I am taking and that this interview fulfills one of the requirements to better help me understand how professionals intervene with clients who are experiencing loss and grief. I assured him that his name would not be used in the report and that it would remain confidential with my teacher. 1. The individual that I interviewed will be called by his initials, â€Å"R. M.† He is 57 years old. 2. R. M. is the Property manager of a 55+ community. R. M. has an Associate college degree. He himself attended a course to help him deal with the loss of his wife, who was terminally ill with breast cancer. His wife subsequently succumbed to this disease. The course he took was a â€Å"Church Counseling Ministry† course. After he attended the class, he was asked to get involved in teaching the course. The course that is taught, takes a person through the different stages of dying from vibrancy of the individual to the death of the person. But the course does not stop with the death of the person. It continues to help the grieving individuals get through life without this person and to help them with their needs, so that they can get on with their life. 3. R. M. is a tall, trim, slender, Afro-American gentleman who told me that he was born and raised in Florida. He was dressed casually and appropriately in...

Marketing Essay Example | Topics and Well Written Essays - 2500 words - 21

Marketing - Essay Example In choosing a car, various decisions have been made as the customer progresses from one phase to the next. In pre-purchase for example, after the consumer has recognized a need in the form of a problem or an opportunity, the choice of where to look for information as regards the available alternatives to address the problem or opportunity is one of the decisions to be made. The choice of how much time and effort, i.e. her level of involvement in the decision, is also one of the decisions that she would make. She may look for information in the Internet, or she may decide to visit a car dealer to inquire about the product. After the consumer gathers enough information as regards her choices for the car models, the consumer will have to decide on what attributes she gives much emphasis, which will eventually constitute her criteria for the purchase decision. After she has determined her choice of brand,.she has to deal with smaller decisions such as the model of the car she would get, and the specifications. Sometimes, the choice of financing is part of the decision process, and could influence the purchase of one brand over the other. After she has made her choice based on her set of criteria, the next decision she has to make is how to place her order, i.e. the distribution channel. She can either choose to go to a nearby dealer, or place her order in the Internet if her chosen brands website has such an option available. The consumers last decision as regards the buying process would be an action that is prompted by her evaluation of the product. Her last decision will depend on the level of satisfaction or dissatisfaction concerning her purchase, i.e. advocacy, positive feedback, no action, positive feedback, or lawsuit for extreme cases. C. What kinds of benefits marketing managers get from the study of consumer behavior? In other words, identify any kinds of managerial implications which will be helpful for designing marketing strategies or

MICROECONOMIC REPORT Essay Example | Topics and Well Written Essays - 1500 words

MICROECONOMIC REPORT - Essay Example It is in this context that mergers, diversifications and rapid expansion at the industrial level are often argued as the symbolic representation of capitalism as a measure for economic development (Pacione, 1985). Notably, this particular understanding has been considered when selecting articles for this assignment. In this regard, it has been observed from the articles reviewed that the government can also play a vital role in terms of formulating adequate guidelines and deregulation systems in order to develop the country’s economic position. Article 1: â€Å"America's Big Banks are Back on Top† As revealed in the article by The Economist (2013), after a remarkable invasion of financial crisis in the year 2008, the American banks have re-established their real role in the Wall Street’s financial environment in the current year. The banking institutions of the US have faced dramatic alterations owing to incessant instability on investments since the last five ye ars. The volatility within the financial performance has also been observed in the financial institutions due to the rapid pace of fluctuation on the global financial movements and variations in the financial portfolio of the global banking institutions (The Economist, 2013). ... overnment have occupied a number of steps in the midst of the financial crisis in the year 2008 with the intention to deal with the financial crisis faced by the country. The crisis initiated in America’s real estates and banking as well as the other financial institutions expansion to the world economy deciphering greater sustainability (Poole & William, 2010). Few of the major decisions of the Federal Government focusing on considerable changes and development of the financial rules by the banking institutions have made the great recession to an end at a much earlier phase than the expected stipulated period. For instance, the Emergency legislation passed by the U.S. assembly in the year 2008 and in the early quarter of 2009 focused on assisting the financially declining phase of various industries in the economy. Additionally, few of the other major initiatives that developed by the federal government as explained in the article The Economist (2013) have been illustrated he reunder. Avoiding breakdown of the major financial institutions Reducing the impact of the limitations of US financial institutions Providing instant incentives to consumer spending through raising after-tax household income Providing temporary funds to the state and the local government in order to reduce the needs and the spending during the recession period Looking after the newly laid off workers and members of other economically vulnerable populations taking anti-poverty measures Making available of federal endorse for infrastructure investment Source: (Poole & William, 2010) Furthermore, as noted in the article, The Economist (2013), in accordance with the recessionary effects in the global financial position, along with the US, the UK financial institutions have also faced severe

The Tsars or Lenin between 1855-1956 Essay Example for Free

The Tsars or Lenin between 1855-1956 Essay Stalin was more successful in modernising Russias economy than either the Tsars or Lenin between 1855-1956. How far is this a valid assessment? Over the time period 1855-1956, Russia underwent hugely dramatic changes, in such a relatively short amount of time the country and its people was ruled by different groups and people, with different ideologies and stances and the economy, and more specifically industrialization. Although on the face of things, it is obviously apparent that Stalin was the most successful at achieving a modernised economy , the context of the situation he inherited and manipulated was unique, and this modernisation came at great cost. Stalin and Lenin both built on the structure that the Tsars created, although it was not nearly enough to stabilize Russias economy, it was a start. Before explaining what impact each of these individuals had on the economy, it is important to understand the background of Russias economy, both agricultural and industrial. One of the most startling features of Russia at this point, was its size, and ironically how this size and potential was not being properly utilized. Communications across this huge area were extremely poor; roads outside the big cities were poor at best. The vast majority of Russia population at this point, were the serfs (making up around 70-75% of Russias total population). Serfs were virtually owned by their masters, they did what they were told and had little or no free will, the vast amount of surfs working in agriculture. It would be assumed that because there was so much emphasis on agriculture and so many numbers behind it that agricultural input would have been high, but in fact, the opposite was true. The state of agriculture in Russia in 1855 was abysmal; the method of farming was backward so efficiency levels were extremely poor, the strip system and wooden ploughs were still used, and there was not enough land for each serf. Concerning industry, there was a low level of this also considering the size of Russia, because the majority of the working population lived rurally, urban factories and workers had only a limited amount of available work. In 1855, it is safe to say that Russias economy needed a kick start; it was starting to become left behind and was being outranked by the other world powers. Tsar Alexander II 1855-1881, inherited the aforementioned situation, and it seems as though he was determined to make some sort of change. In 1861 he passed the Emancipation of the serfs, meaning that the vast majority of serfs, were granted freedom, allotted land, or were allowed to find work in the cities. It is estimated by 1864 some 50 million serfs had been granted freedom. The reasons for this turnaround are varied, but most believe that Alexander II had finally realized that Russias economy and industrial progress called for a free labour force. Although the intentions may have been good, there were problems with this act, first of all, landowners had to be compensated through redemption payments by the freed serfs, but because of the small amount of allotted land the serfs received, they were not much better off than they previously were because they amassed so much debt. The idea behind this emancipation was to free up a new work force, and let the peasants farm their own crops, with the excess to be sold for export thus revitalizing the economy. Many of the freed peasants moved into urban areas and a labour force was created, but the root problem of subsistence farming still remained, and without strict guidelines from their masters, agricultural production declined. Other changes made by Alexander II were the huge increase in the railway network (increase of 2000% by 1881 of its 1855 levels) and the amount of factory workers increased by 150% respectively. Although these numbers seem positive, considering the vast population and potential Russia had, these increases could have been much higher and are only just a start. Under Alexander II the state bank and ministry of finances in 1860 was established, giving the capital a strong position. Alexander III (1881-1894) took on a slightly less sympathetic position than his father, after Alexander IIs assassination, his son believed that the only way forward for Russia was one through traditional autocratic ruling. One of his biggest shortcomings was the fact he emphasized hugely on industry and failed to utilize the potential of Russias agriculture. Although this was negative, some advancement in industry was seen, such as the huge amount of railway development, namely the near completion of the vastly important trans-Siberian railway, and the production of coal doubled between 1892 and 1902. The policies of Sergei Witte had effects from this reign into that of Nicholas II. Investment from abroad and state subsidies to heavy industry all played a part in stabilizing the economy. However, the neglect of agriculture contributed to the 1891 famine.

Outbreak of the Marburg Virus :: History Journal Medical Essays

Report from Uige Province I have now been working in Angola as a medical relief agent for three months. It is only recently that people have started talking about a possible outbreak of the Marburg virus here in the Uige Province in Northern Angola. We fear the worst as this disease, a deadly but rare hemorrhagic fever related to the Ebola virus, has many similar symptoms to other infectious diseases such as Malaria or typhoid fever making it difficult to diagnose. After incubating for five to twenty-one days, the disease comes on swiftly with symptoms such as fever, chills, muscular tenderness and headache.1 The fifth day of infection is marked by the appearance of discolored spots and raised bumps around the chest, stomach and back area. Other symptoms at this stage include vomiting, chest pains, nausea, and diarrhea.2 These symptoms quickly become more severe resulting in jaundice, severe weight loss, inflammation of the pancreas, shock, liver failure, and multi-organ dysfunction3. Typically lasting 3-9 days, if a person does survive this period, the recovery process is prolonged, oftentimes marked with recurrent hepatitis, inflammation of the spinal cord, eyes, and parotid gland, transverse myelitis, and orchitis.4 This is worrisome, as in the region where I am currently working there is little room in the local hospital and very limited funds. If the outbreak grows it can only cause more fatalities due to our lack of resources. As of now, only sporadic cases have been reported since the last Marburg virus outbreak in Druba, in the Democratic Republic of Congo in 19985. We can only hope for limited spread of infection, as there is no cure or vaccine for this deadly virus. December 17th, 2004 As of now, there have been 34 reported cases of what might be the Marburg virus and 34 deaths thus resulting in a 100% fatality rating. Currently the outbreak here in Angola is the worst epidemic of any kind of hemorrhagic fever and is continuing to infect as the number of cases increases around 3% each day.6 Fortunately WHO, the World Health Organization, has sent operatives to investigate if, in fact, the virus that is spreading is the Marburg virus and not another hemorrhagic virus. The whole staff at the hospital is becoming nervous, as we are particularly vulnerable to infection.

Welch Case Study

This particular case discusses whether General Electric fulfilled its Corporate Social Responsibility under the leadership of Jack Welsh or if it just met basic obligations. It also displays the evolving idea of social responsibility in a corporation by contrasting the corporation’s actions during Welsh’s leadership and after Welsh retired. It is shown that Welsh had a classical economic view of social responsibility. General Electric followed a traditional business model while Welsh was working and a progressive business model after he retired. He used a cutthroat ranking system based off of social Darwinism in order to sort out the â€Å"best† of his employees. Lastly, it displays that norms and principles are always changing according to corporate social responsibility and that corporations should act in response to those changes.1. I do not believe that GE in the Welch era fulfilled their duty of corporate social responsibility. They did not avoid harming the environment because they dumped toxins into the Hudson River. During the Welch era, GE did not make any efforts to enhance any societal assets; they only supplied the minimum of what they needed to create wealth for the company. They did not try to protect their employees or go beyond what is necessary. Many pressures, including the vitality curve evaluation system, were purely performance driven.Though job cuts are necessary for the survival for a business, it seemed like they treated their employees as a resource instead of human beings. For example, the GE Pension Fund could have provided retirees and their unions with more benefits but instead Welch wanted to leave the pension plan overfunded to benefit the corporation. He failed to attribute any credit to GE’s former employees for the company’s success.General Electric’s corporate social responsibility could have been done in a much better way. First, they could aim to prevent environmental damage caused b y their company. If they could not prevent environmental damage entirely then they could at least perform actions to decrease any harm previously done. Then they change the evaluation system by â€Å"loosening the reigns† and making the system less callous. This would prevent any  unnecessary pressure from being forced onto employees. This change would improve teamwork and decrease backstabbing.It will also allow for more diversity at the top and would help prevent any once middle range managers from being cut. GE could have evaluated employees and then restructured their hierarchy by placing the more talented managers at the top instead of solely using a â€Å"firing† system. Finally, Welsh should have also kept his personal opinions separate from his business world. Though Welsh could have disliked overweight people, he should not have treated overweight people differently in the workplace.2. Yes, I think that GE under Welsh displays a view of corporate social resp onsibility that is closer to Friedman’s view. Welsh shared Friedman’s view that spending corporate funds on social projects diverts shareholder’s dollars to programs they may not even favor. Welsh consistently gave back to GE’s shareholders but neglected to create any funds for social projects. GE under Welsh’s era only focused solely on the first inner circle of responsibilities.The inner circle includes responsibility for efficient execution of the economic function resulting in products, jobs, and economic growth. GE clearly executed this inner circle of responsibility by being extremely profitable, paying taxes, enriching shareholders, and making many of its directors and managers multimillionaires in GE stock. In GE Welsh did not practice an intermediate circle of responsibility because it did not exercise its economic function with a sensitive awareness of changing values and priorities, especially in relation to environmental damage.During t his time there were many changing values of incorporating diversity in the workplace, protecting the environment and preventing damage, and the change of business ethics. The view of corporate social responsibility was changing to a model more similar to the progressive business model yet Welsh adhered to a strict traditional business model. GE especially ignored the outer circle of social responsibility because it did not try to improve the social environment by any means.3.Overall, Welsh’s GE met less than half of the general principles of corporate social responsibility. GE religiously followed the principle that corporations are economic institutions run for profit. Welsh’s highest  concern was economic and he was not afraid to suffer short run costs to society if they promised long-term benefits.The only aspect they did not meet for this principal is that they did not seek ways to solve social problems at a profit. They simply did not seek to solve any social pr oblems at all. The only principle that was generally highlighted by GE was that managers should try to meet legitimate needs of multiple stakeholders. The corporation always tried to bring in the largest gains for their shareholders.Welsh’s GE failed to follow the principles of multiple bodies of law, act ethically, to correct adverse social impacts they caused, to vary social responsibility according to company characteristics, to comply with a social contract, or to be transparent and accountable. GE encountered a pattern of criminal cases during this time and therefore did not follow multiple bodies of law, act ethically, or be transparent and accountable. Since GE caused the pollution to the Hudson River and Welch refused to fund the dredging, they did not correct adverse social impacts they caused. Welsh neglected to comply with the social contract because he did not treat retirees or employees fairly and acted as if they were a disposable component of the corporation us ed solely to bring in profits.Lastly, GE did not vary its social responsibilities with the company characteristics. GE was a very large corporation and because of that they should have rewarded their retirees and employees generously with benefits. Because they were a very large corporation that can affect the environment, they should have tried to prevent any damage done to the earth.4.The pros of ranking shareholders over employees and other stakeholders would be that there is more money and profits. Because Welsh had a classical economic view of corporate social responsibility, the shareholders were his primary concern. The cons would be that employees and other stakeholders would become discouraged due to the shareholders being put first and ultimately they would not want to be associated with that company. If the employees feel worthless to the company then they could become unmotivated and hurt GE’s profits. Another con would be that they are not fulfilling their underl ying social contract and could lose the public’s  support.I do not think that it is specifically wrong to view employees as costs of production, because technically they are a resource to the company and are contributing human and physical capital. On the other hand, I believe that â€Å"these sources of capital† should be handled with care and that the employees should be seen as human beings as well. Ignoring the fact that employees are human beings could lead to unethical acts and violation of GE’s social contract. Overall, it is okay to view employees as costs of production, but acting unethically because of this belief is wrong. I think that GE should have rebalanced some of its priorities.They should have viewed their shareholders, employees, and other stakeholders with equal importance. Their employees and other stakeholders should not be viewed as less significant in the company because they represent a large portion of it. Even though they do not dire ctly bring in as much money as GE’s shareholders, they deserve to be treated fairly and ultimately help create profits in the long run.5. GE was much more socially responsible in the Immelt aftermath. The Immelt era offered more benefits to society. Immelt benefitted the environment enormously in comparison to Welch by agreeing to a clean up of the Hudson River, by cutting GE’s emissions, and by launching GE’s â€Å"eco-imagination† initiative.Immelt also benefitted his employees and society much more than Welsh. He loosened Welch’s guidelines for the ranking process, putting less unnecessary pressure and stress on employees. He also showed appreciation for diversity in the top management positions by promoting the progress of women in management through research on sexism. He was more responsive to GE’s social and environmental impacts and the company became the second most socially responsible company under his leadership.One advantage tha t Welch had over Immelt was his popularity with the shareholders. Though shareholders viewed Immelt’s leadership negatively at first, in the end they still gained on their investments throughout the course of 9 years. It was not a large amount of growth but it was 82 percent better than GE’s return alone. This showed that GE could be lead differently, without the use of Welch’s harsh tactics, and still continue to profit.

Enthalpy Lab

LAB OF ENTHALPY CHANGE IN COMBUSTION Objective: Determine the Enthalpy change of combustion ? Hc of three different alcohols. Methanol, Ethanol and Isopropilic acid. Procedure: 1. Fill the spirit micro burner with Ethanol and weight it 2. Pour 100 cm3 of water into the aluminum cup 3. Arrange the cup a short distance over the micro burner 4. Measure the temperature of water 5. When the temperature of the water has risen by 10 °C, record the temperature. 6. Reweight the microburner. Record 7. Repeat steps 1 to 6 but now with Methanol 8.Repeat step 1 to 6 with Isopropilic acid. Data and Processing Alcohols | Initial mass of microburner fill with alcohol (g) ± 0. 01| Final mass of microburner fill with alcohol (g) ± 0. 01| Initial temperature of water( °C) ± 0. 1| Final temperature of water( °C) ± 0. 1| Volume of water in metallic calorimeter (cm3)  ±0. 5| Ethanol | 5. 38| 5. 08| 23. 0| 33. 0| 100. 0| Methanol | 5. 33| 4. 94| 24. 0| 34. 0| 100. 0| Isopropolic acid | 5. 4 5| 5. 20| 24. 0| 34. 0| 100. 0| Find the mass of water ?=mv ? (density) H2O = 1. 0 g /cm3 Calculate % Uncertainty in mass of waterAs the mass of water is the same in the 3 alcohols the %uncertainty is the same for all the alcohols Absolute uncertainty of the measuring cylindermass of water ? 100 Calculating ? mass change (alcohol’s burned mass) (initial mass  ± 0. 01 g)-(final mass  ± 0. 01 g) Calculating percentage uncertainty in alcohol burned mass Absolute uncertainty of alcohol's burned massalcohol's burned mass ? 100 Calculate the percentage uncertainty of alcohol burned moles percentage uncertainty of alcohol burned mass+percentage uncertainty of alcohol`s molar mass Calculating ?H (enthalpy change) ?H=-mass of water x specific heat of water x ? T of water mol of alcohol * The specific heat for water is 4. 18 =100Ãâ€"4. 184x 10=4,184 J or 4,184 KJ exothermic Methanol= * H2O = 100 ml * mH2O= 100 mg * t1 H2O= 23 °C Mass (i) methanol= 5. 38g * tf= H2O=33 °C Mass ( f) methanol= 5. 08 g ?T= TF-TI= ?T= 10 °C Calculating mass change ?m=mi-mf= 5. 38-5. 30=0. 30g ?m=? mMr=0. 3032. 04=0. 009 mol ?H=-4. 1840. 009=-464888. 9jmol % uncertainity(balance)= ±0. 020. 30x 100=6. 67 % % uncertainity(thermometer )= ±110x 100=10 % %error=-726000-(-464888. )-726000x 100=36% Qualitative Observations We could see from the burn of methanol that the flame owas of color orange red, moreover therewere not dirt in the bottle. Ethanol * H2O = 100 ml * mH2O= 100 mg * t1 H2O= 24 °C Mass (i) ethanol= 5. 33 g * tf= H2O=34 °C Mass (f) ethanol= 4. 94 g ?T= TF-TI= ?T= 10 °C Calculating mass change ?m=mi-mf= 0. 39 g 5. 33-4. 94= 0. 39 g ethanol 0. 3946. 07 g/mol=0,008 mol ?H=-4. 1840. 008=-523,000jmol % uncertainity(balance)= ±0. 020. 39x 100=13 % % uncertainity(thermometer )= ±110x 100=10 % %error=-1360000-(-523000. 0)-1368000x 100=61. % Qualitative Observations We can observe a lost of weight during the experiment, moreover the flame was orange blue but with a big strong orange , it didn’t burn complete therefore show dirt in the cup. Isopropolic acid * H2O = 100 ml * mH2O= 100 mg * t1 H2O= 24 °C Mass (i) = 5. 45 g * tf= H2O=34 °C Mass (f) ethanol= 5. 20g ?T= TF-TI=10 c ?m=mi-mf= 0. 25 g Isopropolic acid 0. 25 60,1g/mol=0,004 mol ?H=-4. 1840. 04=-1,046,000jmol % uncertainitybalance= ±0. 020. 25x 100=8% % uncertainity(thermometer )= ±110x 100=10 % %error=-2006. 9-(-1046. 0)-2006. 9x 100=47. 9% At last, the alcohol used was Isopropilic acid. The flame with this alcohol was the strongest flame, it was very strong, was very yellow at the top and blue at the bottom. * We could also notice that all the 3 alcohols produced Soot. (is a general term that refers to impure carbon particles resulting from the incomplete combustion) Conclusion = As we know the finality of the lab was to find the enthalpy change in the three alcohol; methanol, ethanol and isopropyl alcohol.. Enthalply change is to see or measure up the toal energy of t hermodynamic system.Focusing in the result we got the actual enthalpy change with a smaller value in the theoretical this is because during the experiment there was a lot of energy lost mostly in the heat . the percentage of uncertainty could be also emphasize that the heat was lost due to we didn’t aggregate in precise way the distance between the flame and the micro burner, and percentage error was high because the heat was transfereedto the materials in the system not only to the water . Moreover from the qualitative observations we could conclude out it there was a complete or incomplete combustions.Methanol got a complete combustion since there was no soot under the cup,therefore carbol dioxide was realeased. 2CH4O (1) + 3O2 (G) = 2CO2(g) + 4H2O (I) Ethanol case was different we see that some sootappeared in the cup, therefore carbon dioxide and carbon monoxide . C2H6O (I)+ 3O2(G)= 2CO2 (g)+3H2O (I) C2H6O (I)+ 3O2(G)= 2CO(g)+3H2O (I) Isopropilic Acid ,there was soot prod uced in the experiment, there was a incomplete combustion there was more carbon moxide produced than carbpn dioxide Errors Complete combustion was not completed because of the lack of oxygen available.The micro burner had a little wick which affects the intensity of the flame The distance between the micro burner and the metallic calorimeter varies. So its no a fair experiment Heat was lost to the surrounding and the aluminum cup absorbed some of it. Improvements Use aluminum foil for a next trial to keep the flame and the base of the cup insulated from the surroundings. Measure an exact distance and keep it constant for all trials. For a next trial uses a longer wick that will provide a more intense flame that wont run out Try to provide an adequate oxygen supply that would be suitable for lab conditions.

How My Purple Belt Has Helped Me †Creative Writing Short Essay

How My Purple Belt Has Helped Me – Creative Writing Short Essay Free Online Research Papers How My Purple Belt Has Helped Me Creative Writing Short Essay It is important to tighten the lower abdomen during coordinating techniques and movements in tae kwon do because the process of tightening the lower abdomen is helpful in learning how to breathe properly. To me, having confidence means believing or having faith in someone or something. In high school I hated gym class because I thought everybody else was better at sports than I was, and I constantly told myself that I wasn’t physically fit and that I was terrible at sports. My experiences practicing Tae kwon do have helped me change the way I see and think about myself. By no means do I believe that I’m physically fit now, but being physically able to doing the techniques that we are taught in tae kwon do has given me a lot more confidence in my physical abilities. Tae kwon do has also helped me to have more confidence in my abilities because it has helped me accomplish things that I didn’t think were possible. For example, before learning tae kwon do, I wouldn’t have ever imagined that it would be possible for me to do some of the kicks that we learn. This confidence will help me in other areas in my life. I used to be terrified of being attacked while walking at night. I’m still afraid of that, but after learning tae kwon do, I am more confident when walking at night. Having confidence is also helpful academically because students are more likely to succeed if they believe in themselves. Research Papers on How My Purple Belt Has Helped Me - Creative Writing Short EssayTrailblazing by Eric AndersonBook Review on The Autobiography of Malcolm XStandardized TestingThe Masque of the Red Death Room meaningsHarry Potter and the Deathly Hallows Essay19 Century Society: A Deeply Divided EraMind TravelPersonal Experience with Teen PregnancyAppeasement Policy Towards the Outbreak of World War 2Hip-Hop is Art

Competitive Improv Theater Games for Improv Actors

Competitive Improv Theater Games for Improv Actors Most improvisational activities are guided by a very loose format. Actors might be given a location or a situation in which to create a scene. For the  most part, they have the freedom to make up their own characters, dialogue, and actions. Improv comedy groups play each scene in hopes of generating laughter. More serious acting troupes create realistic improvisational scenes. There are, however, many challenging improv games that are competitive in nature. They are judged usually by a moderator, host, or even the audience. These types of games generally put a lot of restrictions on the performers, resulting in a great deal of fun for the viewers. Some of the most entertaining competitive improvisation games are: The Question GameAlphabetWorld’s Worst Remember: Although these games are competitive by design, they are meant to be performed in the spirit of comedy and camaraderie. The Question Game In Tom Stoppard’s Rosencrantz and Guildenstern are Dead, the two bumbling protagonists wander through Hamlet’s rotten Denmark, amusing themselves with a combative â€Å"question game.† It’s a sort of verbal tennis match. Stoppard’s clever play demonstrates the basic idea of the Question Game: create a scene in which two characters speak only in questions. How to Play:  Ask the audience for a location. Once the setting is established, the two actors begin the scene. They must speak only in questions. (Normally one question at a time.) No sentences ending with a period – no fragments – just questions. Example: LOCATION: A popular theme park.Tourist: How do I get to the water ride?Ride Operator: First time at Disneyland?Tourist: How can you tell?Ride Operator: Which ride did you want?Tourist: Which one makes the biggest splash?Ride Operator: Are you ready to get soaking wet?Tourist: Why else would I be wearing this raincoat?Ride Operator: Do you see that big ugly mountain down yonder?Tourist: Which one? And so it continues. It might sound easy, but continually coming up with questions that progress the scene is quite challenging for most performers. If the actor says something that is not a question, or if they continually repeat questions (â€Å"What did you say?† â€Å"What did you say again?†), then the audience is encouraged to make a â€Å"buzzer† sound effect. The â€Å"loser† who failed to properly respond sits down. A new actor joins the competition. They can continue using the same location/situation or a new setting can be established. Alphabet This game is ideal for performers with a knack for alphabetization. The actors create a scene in which each line of dialogue begins with a certain letter of the alphabet. Traditionally, the game starts off with an â€Å"A† line. Example: Actor #1: All right, our first annual comic book club meeting is called to order.Actor #2: But I’m the only one wearing a costume.Actor #1: Cool.Actor #2: Does it make me look fat?Actor #1: Excuse me, but what’s the name of your character?Actor #2: Fat man.Actor #1: Good, then it suits you. And it continues all the way through the alphabet. If both actors make it to the end, then it’s usually considered a tie. However, if one of the actors flubs up, the audience members make their judgmental â€Å"buzzer† sound, and the actor at fault leaves the stage to be replaced by a new challenger. Normally, the audience supplies the location or the relationship of the characters. If you tire of always beginning with the letter â€Å"A† the audience can randomly select a letter for the performers to begin with. So, if they receive the letter â€Å"R† they would work their way through â€Å"Z,† go to â€Å"A† and end with â€Å"Q.† Ugh, it’s starting to sound like algebra! World’s Worst This is less an improv exercise and more of an â€Å"instant punch-line† game. Although it’s been around a long time, â€Å"World’s Worst† was made popular by the hit show, Whose Line Is It Anyway? In this version, 4 to 8 actors stand in a line facing the audience. A moderator gives random locations or situations. The performers come up with the world’s most inappropriate (and incredibly humorous) thing to say. Here are some examples from Whose Line Is It Anyway: World’s Worst thing to say on your first day in prison: Who here loves to crochet?World’s Worst thing to say on a romantic date: Let’s see. You had the Big Mac. That’s two dollars you owe me.World’s Worst thing to say at a Major Award Ceremony: Thank you. As I accept this major award, I’d like to thank everyone I’ve ever met. Jim. Sarah. Bob. Shirley. Tom, etc. If the audience responds positively, then the moderator can give the performer a point. If the joke generates boos or groans, then the moderator may want to good-naturedly take points away. Note: Veteran improv performers know that these activities are meant to entertain. There aren’t really winners or losers. The whole purpose is to have fun, make the audience laugh, and sharpen your improve skills. However, young performers might not understand this. If you are a drama teacher or a youth theater director, consider the maturity level of your actors before trying these activities.

Technology advance classroom Research Paper Example | Topics and Well Written Essays - 750 words

Technology advance classroom - Research Paper Example Moreover, the concerned units can accelerate testing procedures, which overtly leaves extra room for execution of other instructional prospects. Additionally, they are also instructional applets. With the electronic respond devices which look like a TV remote control devices with a meagre digital screen, tutors and teachers can effortlessly access students’ test grades at their convenience. This eliminates frequent visits to scanners and other devices to sort county and area assessments that are pertinent in enrolling students for tests taken state-wide. Moreover, the same devices may be useful in instructor-mended examinations or for quickly sorting queries that teachers weave in normal classroom sessions (Meador, 2012). One obligation that teachers have is to strive and ensure that they deliver instructions that are designed and efficiently tailored to adequately provide for all students needs and educational requirements. Furthermore, since assessments and regular examinations are a pertinent mode of learning and tutoring students, offering teachers with these advanced devices that can competitively execute assignments would be immensely consummate and advantageous to both teachers and students (Meador, 2012). However, currently these advanced classroom tools are being utilized effectively for benchmarking and administering shortly termed examinations and assignments in most schools. Furthermore, the technological department is still prospecting on more ways of aiding the teachers to deliver their service to students by aiding them to teach and correct their students in succinct ways. In accordance with a president of a popular data and testing affiliation, this mode of teaching and learning in the institution would obviously elicit better results and performance output for the tutors among other merits such as the assessing procedure (Meador, 2012). Moreover, other

A Comparison of the Passion Narratives of the Gospels of Matthew and Essay

A Comparison of the Passion Narratives of the Gospels of Matthew and John - Essay Example The paper throws light on the Passion of Jesus, which refers to the sufferings that the Lord has experienced from the moment He is arrested at Gethsemane to His Death on the cross, is told in all four Gospels. In the Gospel of Matthew, it can be found in Matthew 26:47-27:61 and in the Gospel of John it is found in John 18:1-19:42. These two Gospels both have similarities and differences on the account of the Passion. Furthermore, a number of these similarities and differences may have profound theological implications. One of the differences between the Gospels is when it comes to the arrest of Jesus where Matthew gives a longer account of the events while John gives a shorter one and does not mention any kiss of betrayal from Judas. In all three synoptic Gospels including Matthew, Judas turns to the crowd he is with and gives them a signal saying â€Å"The man I kiss is the one you want. Arrest him!†. Judas then approaches Jesus and says, â€Å"Peace be with you, Teacher!â⠂¬  but to which Jesus replies, â€Å"Be quick about it, friend†. John, on the other hand, never mentions any exchange of words between Jesus and Judas, who was mentioned to be just standing with the crowd, but rather only between the former and the crowd of soldiers themselves. Jesus asks them, â€Å"Who is it you are looking for?† and when they say â€Å"Jesus of Nazareth†, Jesus replies, â€Å"If, then, you are looking for me, let these others go†. The role of Judas in the Gospel of John during the arrest is not underlined and is presumably a minor one. Upon the arrest of Jesus, a disciple of His cuts off the ear of the High Priest’s slave with a sword. While in Matthew the disciple and the slave are both unnamed, John identifies them as Simon Peter and Malchus. It is also interesting to note that in the Gospel of Matthew, Jesus reprimands the disciple who is assumed to be Peter, by saying, â€Å"Put your sword back in its place†¦All who take the sword will die by the sword.† (Matt. 26:52) On the trial of Jesus, the Gospel of John mentions that Jesus has first been taken to Annas, the father-in-law of Caiaphas, who was the High Priest that year (Jn. 18:13). Nevertheless, the Gospel of Matthew mentions of no such thing. Although John does not indicate whether the trial of Jesus before Annas is visible to the crowd, the complete account is found in John 18:19-24. Based on John’s narration of the trial, it is interesting to note that Jesus seems to defy Annas’ authority by saying, â€Å"†I have always spoken publicly to everyone†¦Why, then do you question me? Question the people who heard me†¦they know what I said† (Jn. 18:20-21). After which, Jesus is taken to Caiaphas, which both John and Matthew mentions. Nevertheless, it is Matthew who gives a rather full account of Jesus’ trial before Caiaphas. Perhaps one of the most important statements of Jesus stated by Matthew is this: â€Å"From this time on you will see the Son of Man sitting at the right side of the Almighty and coming on the clouds of heaven† (Matt. 26:64), which Caiaphas himself considers blasphemous. During the death sentence of Jesus that follows, it is interesting to note that, according to Matthew, Pilate’s wife sends him a message while he is sitting in the judgment hall right after Jesus’ trial. The message of Pilate’s wife says, â€Å"Have nothing to do with that innocent man, because in a dream last night I suffered much on account of Him† (Matt. 27:19). Nevertheless, John does not mention of such a message. Moreover, while Matthew mentions nothing of where Jesus has been presented during the death sentence, John makes reference to â€Å"The Stone Pavement† or â€Å"Gabbatha.† (Jn. 19:13) Another striking difference between the Gospels of Matthew and John when it comes to the events surrounding the crucifixion is the fact that John

Did the USA need to drop bombs on Hiroshima and Nagasaki in 1945 Essay

Did the USA need to drop bombs on Hiroshima and Nagasaki in 1945 - Essay Example Simultaneously, it demonstrated a change within the nature of warfare, as well as the beginning of a novel age. American Head of state Harry Truman’s contentious verdict to drop an atomic-bomb on Japan concluded the 2nd World War as well as initiated the nuclear era (Leahy 2008). Since the culmination of the warfare, Truman’s verdict has been the focus of much debate, largely becauseof the huge civilian fatality toll, which ensued from the assaults. Nevertheless, the setting of the era as well as the demand to culminate the 2nd World War rendered the usage of the nuclear-powered weapons an indispensible action to force the Japan’s surrender. Truman’s verdict to employ the atomic-bomb over Japan was vindicated by the historic setting of the 2nd World Warfare, Japan’s repudiation to surrender totally, and the huge death toll projected from an attack of central Japan. Revisionists have reckoned the usage of the atomic-bomb a misdemeanor against humanit y because of the high civilian casualties as well as horrific effects, which ensued from the attacks. The subject of morals has made this debate much more controversial (Leahy 2008). Assessed by today’s ethical standards, the usage of the nuclear bomb on Japan that produced thousands of fatalities is commonly viewed as ethically wrong (Hayes 2006). Nearly 150,000 nationals were murdered because of the attack of Nagasaki and Hiroshima. Only forty three thousands of Hiroshima’s populations of three hundred and fifty thousand were soldiers (McNulty 2005). Conferring to the American Strategic Bombing Assessment, all but three thousand, two hundred and forty three of the seventy thousand people slayed by the bombing of Hiroshima were civilians (The United States Strategic Bombing Survey 2006). Because of the large civilian death-toll from the bombardments, the usage of the nuclear explosives is contended to be unlawful (Frank 2009, pg. 19). Rendering to the ‘Draft Rul es of Aerial Warfare’, outlined in February of 1923, the bombarding of nationals was an illegal and illegitimate usage of military force. The ‘Draft Rules of Aerial Warfare’ assert that the Aerial bombing is legal only when aimed at a martial objective, namely, a purpose where the injury or destruction would establish a distinctive military benefit to the destructive, and additionally firms that if legal military goals such as martial establishments as well as factories employed for military reasons are so positioned, that they can never be attacked without the undiscerning assault upon the civilian populace, the aircraft should abstain from assault (Leahy 2008). The bombing of Japan’s warfare production industries unavoidably resulted to the prevalent bombings of huge areas occupied by civilians. Hence, according to global law, Nagasaki and Hiroshima were not legal military targets (McNulty 2005). As the attack of these towns was unlawful, the usage of th e nuclear bombs is contended to have been unfounded rendering to the prevailing international decree during the 2nd World War (Hayes 2006). The large civilian death-toll, which ensued from the attack of Nagasaki and Hiroshima, occurred in a dreadful manner. Radiation illness afterwards claimed tens-of-thousands’ of lives of people who were not directly murdered by the attack (Hayes 2006). Burchett Wilfred, a journalist who went to Hiroshima on September of 1945, depicted the predicament of radiation fatalities that in Hiroshima, 30 days following the first nuclear

Jinnahs Vision of Pakistan and our Success to realize it Essay Example for Free

Jinnahs Vision of Pakistan and our Success to realize it Essay There is not much debate or even concern about what was the vision of the founders of Pakistan. What type of state they had in mind when they struggled of an independent country that we call our homeland, Pakistan? In answering this question, we will assess whether or not we have been driven by that vision and how we have shaped our system of governance. The Muslim intellectuals, thinkers and social reformers that contributed to the idea of Muslims being a separate political category in India were essentially modernist, rationalist Muslims. They wanted the Muslims to acquire knowledge of new sciences and empower themselves economically and politically. Their central objective was rights of the Muslims and their share in power under the British colonial system. They understood how the world had changed, and accordingly they thought the best tools for Muslim empowerment were modernity, education, politics of rights and peaceful struggle for accommodation of their interests. Jinnah and many other leaders of the Muslim communities in the subcontinent were products of post-reissuance modern world. Unlike European modernists all varieties of nationalists in the colonial world had more difficult task of building a modern nation in a traditional, Islamic cultural climate. The question then and now for modernists is how to reconcile modernity with religion and social structures. Muslim modernists from Sir Syed Ahmad Khan to Jinnah wanted modem education, science and technology and political forms and institutions without offending religion. Jinnahs vision of Pakistan in this respect has four salient points. We can judge where does Pakistan stand today in the light of these four ideas. 1: Constitutionalism First and foremost, Jinnah was quintessential a constitutionalist. The term and its underlying philosophy is so foreign to our rulers that they have really disabled themselves intellectually to seek guidance from him. What it really means in modern political theory is that a civilized system of governance must function within the boundaries of laws. There must be limits on the exercise of power which is primarily meant to serve national and public interest. This is one of the central themes of philosophical debates that have defined the system of state and the relations between political authority and the society during the past three hundred years or so. Jinnah had thoroughly and profoundly internalized constitutionalism at a very young age and this defined all his politics in his long career. Actually constitutionalism is what separates the pre-modern and the modern world system. It gives dignity to human beings in rooting the ideas of freedom, civil rights and social capacity to force the government to stay within the limits of laws. 2: Supremacy of law and independence of judiciary. Philosophically as well as in practical politics these are basic norms of good society and good politics. Jinnahs political orientation and practical life were perfect reflection of these two ideas of the modern world. Let us not forget that Jinnah was one the most distinguished, outstanding and powerful defender of rule of law and independence of judiciary. These two institutions are intertwined. It would be absurd to think of rule of law without the independence of judiciary, Building one of these institutions independently is not possible. They grow together; the development of one strengthens the other. 3: Personal liberties and freedoms These constitute third important flank of Jinnahs political ideology. His political struggle first at the platform of the Indian National Congress for home rule, independence and rights of minorities, and later on throughout the Pakistan movement was based on universal human instincts of freedoms and civil rights. It would be unconceivable in any situation that the battle for national independence could be fought without the recognizing individuals right to make their own choices. This is an important notion that transforms them from subjects of a colonial administration to a citizen of a modern nation state. 4: Representative Democratic Government. The ideas we have briefly mentioned above give rise to the representative government, another facet of Jinnahs political philosophy. Such a government is in our view a defining characteristic of the modem form of authority. It answers some fundamental questions about how political power in a society like Pakistan is to be organized, and for what purposes to be exercised in modern times. Jinnah couldnt think of any other system for Pakistan except a constitutional, democratic government. Have we succeeded in realization of Jinnah’s Vision? How do we measure up to some of these basic political principles of Jinnah today? We have mixed record at best on shaping Pakistan according to Jinnahs ideas. We have elected governments at the moment and we had had them before. But many a times we disrupted growth of democracy. For that reason, the checks and balance system among the institutions of the state remains troubled and respect for constitutionalism weak. We have not sufficiently debated the reasons for repeated deviation from the constitutionalist principles and rule of law tradition of our founders. We know they are too many, as no single factor can explain it sufficiently. They are essentially rooted in stubborn feudalistic culture, class character of the ruling classes and an alliance between the electoral elites and the rulers in the past. Contrarily, people at large and the rising middle classes of Pakistan and even a large section of political groups have struggled for democracy, which as a political system is manifestation of the political vision of Jinnah. Against all the problems we have today, they want democracy in substantive terms because the procedural or electoral democracy has turned the system into personalized, autocratic form. It is why it is not fully alive to the problems of the people or responsive enough to the needs of the society. In my view, we face multiple challenges of bad governance, political confrontations and terrorism because we have not shaped our state and political institutions, including the political parties, according to the modernist, liberal vision of Jinnah. In these times of rising despair and despondency, we can set Pakistan on the course of stability and development by embracing ideas and vision of Jinnah, which in nutshell are; liberal democratic state of Pakistan.

Gene Therapy Essay -- Genetic Engineering

Gene Therapy Parents can now pick a kid’s sex and screen for genetic illness. Will they someday select brains and beauty too? In the ever- advancing technological world, scientists discover new and efficient ways to advance society each and every single day. Imagine being able to choose your child’s body type, or personality, or IQ. It is not as farfetched as it sounds. It’s a process called â€Å"Gene Therapy†, and is being perfected right now. This process rules out any unknown’s in childbirth. It will not only allow us to determine the child’s sex, but also his future. In natural child conception, the mother provides the the two X chromosomes and the father provides the X and Y chromosomes. The balance of genetic make up is determined by the father since he is the only one that has the diversity of genes. With all this, the genetic combinations are completely random, allowing much room for fault. With science controlling the joining of such chromosomes, many of the fatal or physically impairing infant diseases will disappear. Scientist’ say they can pick out disease causing genes in the pre-natal stage before they grow. Controlling infant disease is only one aspect of the new technology. Determining a child’s sex is also under discussion. As a very controversial topic, determining a child’s sex will also reflect on society’s views of gender rolls in the world today. Many societies value men over women immensely, so will this reflect on the diversity...

Reaction Paper to Ethics Essay

In chapter 1 we discuss the study of â€Å"ETHICS†. Ethics came from the word ethos which means the characteristic way of acting and its Latin word is mos., mores which means the traditional line of conduct or custom. It is form this root word that the word moral or morality is derived. Example of ethos of man as man is revealed that he is able to distinguish between good and evil, right or wrong, moral and immoral. Ethics is defined as the â€Å"practical and philosophical science of the morality of human act†. In science it is a body of systematized knowledge arranged with its accompanying explanation. In a practical science ethics consists of principles and laws that are applied in daily living. In philosophical science it presents and deliberates its subject matter. Ethics has an object material object to human, formula object to morality act, formula object quo to human reason, and formula. Ethics also has importance first is to sharpen the moral nature of the lear ners by inculcating the moral norms it means that to open to the mind to people that ethics is important. Second is to make them aware of the moral principles and laws governing man’s action It’s importance to aware to man’s moral principles and laws to what are their limitation as a man. Third to help the students become aware of the intimate relation between their moral natures and law, student must know also their relations as a man and be aware what they’re doing as man are. Fourth to show to the learners acting in accordance with the rational and moral nature could lead them supernatural destiny-God and fifth is to develop in the students in the students realize that people cannot live together harmoniously in society without the ethical norms and laws applied or followed. There are two types of ethical system. First is the Atheistic which he/she believes that God does not exist or we can say that this kind of man is an Anti-Christ. It’s characteristic that only matter exist, Man is responsible only to himself, morality is an invention of man to su it his requirements and top preserve his society, and moral truths are temporary and mutable depending on the situation. The concept of good and evil is always relative and changeable. Their theories is that matter is the reality that man is matter and does not have spiritual dimension, man is free and  must exercise his freedom to promote the welfare of society, and man is accountable only to state. Second ethical system is the Theistic that he/she believes that God is the supreme lawgiver. Man is free and must use his freedom to promote his personal and social interest along with his fellowmen, has an immoral soul which cannot die, and is accountable for his actions, both good and evil. In chapter 1 we also discuss that ethics has a relation to other sciences. Ethics and logic that doing follows thinking as knowledge or right leads to doing of right. Ethics and psychology both deals with the study of man, human nature, and human behavior its difference is that psychology is not interested in the morality of human act, unlike ethics. Ethics and Sociology it deals with the moral order which includes the social order. Society depends on ethics for its underlying principles. And finally ethics and economics man is also an economic being because he has to support himself y earning a living this to aspects of one and the same human nature. Chapter 2 we discuss â€Å"Man and His Existence† in this chapter we recognize some Greek thinkers (The founder of philosophy of man). First Socrates (469-399BC) his is a teacher of Plato he believes that man is made of body and soul. The soul is distinct from the body, and is likened to God in memory, understanding, indivisibility, immortality, and the highest value if man is happiness. Second Plato (427-347 BC) he believes that man is essentially a soul that souls are spiritual and immortal and death liberates the soul from the prison of the body. And third Aristotle (384-322) He also believes that man is made of body and soul. Some Christian thinkers like St. Augustine of Hippo, St Anselm of Italy and St. Thomas Aquinas accepted the philosophical teaching of ancient philosophers in their view that man is composed of body and soul. But they incorporated the idea on the church’s teaching. They hold that the human soul is spiritual being essentially present in his body. Some Oriental philosophers Lao- Tse who encourages man to be virtuous in order to attain Tao The term Tao means â€Å"way†, â€Å"path† or â€Å"principle†, and can also be found in Chinese philosophies and religions other than Taoism. Confucius who taught man with his â€Å"Golden Rule† Do not impose on others what you do not wish for yourself. Had order to attain happiness and self-protection. Gautama â€Å"Buddha† Siddharta who is â€Å"The  Enlightened one† believes that man must strive for happiness, that can’t not be attained in this world for it is a state of peace. They hold the only way for man to reach happiness is liberate him from the slavery of sensual pleasures of this world and from selfishness. There some various notions of man. Man as body – soul composite Man as a rational animal Man as embodied subjectivity Man is a being – in this world Man as socius and interhuman Man as a person and Man as an absolute value. We also discussed in chapter 2 the human existence the meaning of existentialism a reaction to the depersonalization, dehumanization, the loss of the uniqueness of the individual during the Industrial revolution. Rene Descartes a French philosopher (1956-1650) Father of modern philosophy. He started with his â€Å"methodic doubt† he claimed that everything was dubitable even hid own body. But doubting is an concludes that if we think therefore we exist â€Å"COGITO ERGO SUM† some of human existential experiences are. The experience of the good Man experience the good things here on earth the experience of the beautiful the beautiful how we live  the experience of love the love to each other  the experience of existence of being a human and as a man and the experience of the of happiness while living here on earth. Socrates told that â€Å"Know thyself† and unexamined life is not worth living that soul is imprisoned in the body Plato tells death about liberation world of forms over idea which soul (real man) its parts is rational, appetitive, and spiritual. Aristotle tells that a rational animal of being a Hylemopshism- Being In Chapter 3 we discuss â€Å"Man and his end† Man does not act without any motive or objective in view. He always acts to achieve something by the action. End is both termination and a goal of activity. It is that which completes of finishes a thing, and it is that for which the thing is finished. End as something good the end of human is apprehended as good desirable. If the end  is desirable or attractable to the agent, then it must be good. There are three modes of perceiving and using the good. Good as to utility an object or act is perceived as good when it is useful for one’s proposed and satisfaction. Good as to beauty an object or an act is a thing of beauty when it satisfies their aesthetic appetite. The judgment if beauty remains both subjective and objective. And good as to nature or reality it is not accidental. End has four classifications. End of the act it is the natural termination of an activity, thus, what is good and desirable is also the end of the act. End of the agent it is a personal purpose intended by the person performing the relax himself. Temporal ends, intermediate ends this is intermediary in that they are used as means to attain other ends. And Ultimate end this is the last final goal of a human act and human agent. It is the end of all ends. This is a permanent and absolute one. End also has two aspects first is the subjective ultimate end is the subjective possession of the objective ultimate end by the person. The possession results to enjoyment or happiness. Second is objective end gives the agent happiness by possession thereof. There are some ultimate goals of life chosen by certain thinkers. First is materialistic ethics holds that the supreme good of man are human pleasures and satisfaction. It has three kinds hedonism holds that the highest end of man is found in sensual pleasures and bodily s atisfaction. Utilitarianism insist that the ultimate end of man is the possession political power through conquest of the other nations Social Utilitarianism claims that the greatest value of man consists the maximum welfare of the entire society Second is the Ultra-spiritualism takes spiritual matters and virtues in this life as ultimate end. And it has two kinds of it Greco Roman stoicism believes that the virtue and abstinence from sensual pleasures as the highest end of man. Humanistic Personalism holds that the ultimate end of man consist of human perfection through knowledge, virtue, honor which must be acquired. Last is the Progressive ethics the final goal of man is the continuous acquisition of all temporal goods which may be socio-economic political and moral progress, taken as a while as general or individual well-being in society. We also discuss the Christian ethics came from the  Greek word Christus this simply shows us about the history of salvation from eternity to eternity. Eth ical Ultimate Goal of Chrisitanity are to glorify to God (God’s glory) that Christians worship God through prayers and by attending a mass and listening to pastors or priest to the word of God by the Bible. And Salvation of Mankind by spreading the word of God to mankind especially when you read John 3:16 : For God so love the world that he gave his only begotten son for whosoever believeth in him should not perish but have an everlasting life† In chapter 4 we discuss â€Å"Human Acts† is an activity that man wants to obtain. In wide sense, human act means any sort of activity, internal or external, bodily or spiritual done by a human being. Acts of man is an activity of man as animal. There are three signs of acts of Man they act are done in deliberately, they are not done freely, and they are done involuntary. Acts of man are instinctive, and are not within the control of the will. Human act is an act which proceeds from the deliberate free will of man. In order that an act is human, it must possess three essential qualities. There are three essential attributes of human acts. First an act which is deliberately done, it must be performed by conscious agent who is aware of what he are doing and of its consequences Second an act which is done freely or with freedom, it must be performed by an agent who is acting freely and the act must not be done out of far. And Last one is an act is done voluntarily on voluntariness the act must be performed by the agent who decides willfully to perform the act, it emanates from the bottom of his heart. Human acts must be done knowingly, freely and voluntarily. There are also kinds of human act and its classification. First is an Elicited act it is that begins and are perfected in the will itself. These acts find their adequate cause in the will alone. Wish the first tendency of the will towards a thing, natural, inclination of the will towards an object. Intention the purposive tendency of the will towards a thing regarded as realizable. Consent the acceptance of the work of the means necessary to carry out intention. Election is the selection by the will of the precise means to be employed in carrying out intent. Use the employment by the will of powers to carry out its intention by the means selected. And fruition the enjoyment of a thing willed and done. We also discuss in his chapter the will and freedom. Wills is man’s natural  tendency of being attracted to what is good and beautiful and be repulsed from what is evil and ugly after they have been presented by intellect. Moral distinctions is the human acts may either be in conformity or not with the dictates of season shows what is permissible in a given situation, the best option as a matter of facts. Moral actions are those actions which are in conformity with the norm of morality. Immoral actions are those actions which are not in conformity with the norm of morality. and Amoral action are those action which stand neutral in relation to the norm or morality. Ignorance is the absence of the intellectual knowledge in a man. There are some aspects of ignorance. Ignorance of the law is the absence of knowledge of a person ought to possess Ignorance of the fact is the ignorance of nature of circumstances of an act that is generally forbidden in the community. Ignorance of penalty is the lack of knowledge of the sanction imposed by low to violators. And ignorance it its subject it lies in the agent who has no knowledge of the law, fact or penalty. In chapter 5 we discuss â€Å"The Norms of human act† Norm is a standard of measurement. It is an instrument or which the quality or quantity of a thing is determined. It is something we distinguish the goodness and evilness of the man act. Norm has two human acts. First is Law is an ordinance of reason, promulgated for the common good by one who has charged of a society. Law is an ordinance an order coming the legitimate authority law is an ordinance of reason its result of the law gives reasonable wills it should not contrary to higher law. law is promulgated it made known to those bound by it and made it publicly. Law is promulgated for the common good it must serve for the public good. And law is promulgated in a society it is applicable only to those the social institutions, society and community and pertains to the legitimate lawgivers. There are also norms of morality Eternal law it is the divine reason and will commanding that the natural order of things be preserved and forbidding that it disturbed. Natural law or the law of nature (Latin: lex naturalis), is a system of law that is purportedly determined by nature, and thus universal. Classically, natural  law refers to the use of reason to analyze human nature—both social and personal—and deduce binding rules of moral behavior. Natural law is contrasted with the positive law (meaning â€Å"man-made law†, not â€Å"good law†; posit) of a given political community, society, or nation-state, and thus serves as a standard by which to criticize said positive law. And last we discuss about kinds of conscience. Corrects or true conscience it discerns and dictates to the person that is good as good what is evil as evil. Erroneous or False Conscience it mistakes what is good as to evil and what is evil to good. Scrupulous Conscience this is extremely cautious or fearful to the point that the person refuses to do or judges the act. Lax conscience this finds excuses for an evil act to be no sinful. Certain Conscience a person acts in the state of good faith And Doubtful Conscience he is not sure on the goodness or badness of an act.

Microsoft excel and the Microsoft access

1. Which two training sessions did you select and why? I chose the Microsoft excel and the Microsoft access training session, the reason why I chose the excel training session was so that I could gain more knowledge on better data analysis and ways in which one can make it more easier to insert formulas on data, excel is known for the analysis of a large sample of data. Microsoft access session is also concerned with data and therefore I wanted to learn more about how one can make computing easier when dealing with data that fall in different categories. 2. What were the highlights of the first training session? The first training session I chose was the Microsoft excel session, the main highlights included the great excel features, printing options of excel, creating a chart, enter formulas and working with the keyboard. 3. What were the highlights of the second training session? The second training session was on Microsoft access, the main highlights in this session were differences between a list and a data base, primary keys, fields and tables and finally the four main objects that databases contain 4. Describe three benefits from each training session (six totals) that you will use in your personal or professional life. From both training sessions I have improved my office package use with ease in understanding the application of both excel and access. Microsoft Excel I learnt how to import data into a worksheet, this has helped me text to ease my work of transferring text like data into excel without having to write the whole data manually from other office packages such as word. I also learnt to use various formulas and short cuts to those formulas, in the case where one has a sample whose sample is over a hundred one can simply add up easily and also find the mean and also draw a histogram and other charts. I also have learnt to use more than one chart, in this case I have learnt also to auto fill formulas having only written the on the first row, this makes it easier to use on data that require to be multiplied by different columns on the worksheet. Microsoft Access In this course I learnt how to use queries and let access give an output, example in a case where one wants to know how many individuals in a company earn more than a certain level of income, all you need to do is enter a query and then you get your results. I also learnt how to make a database which aids in organization of work, the data base will be created with fields such as address, location, department and even the name, this will aid in organization of the data of employees to a manager or accountant. I also learnt how to use the data in access to mail merge, this entails the writing of a letter in word and leaving some fields linked to the data and then one only has to merge the letter with the data base and one can write to a hundred people within minutes. 5. What would you add to either training session in terms of improvement, if anything? In terms of improving the training session I would recommend that there be more advanced learning concerning the various Microsoft packages, this will involve animation of ways in which various applications are applied. REFERENCE: Microsoft office training (2007) Microsoft excel and Microsoft access training sessions, retrieved on 26th July, available at www.office.microsoft.com/en-us/training/default.aspx