Tularemia Essays

Tularemia Essays Tularemia Essay Tularemia Essay Name: Course: Lecturer: Date: Tularemia Introduction Tularemia is a highly infectious disease, which affects humans and animals, caused by the bacterium francisella tularensis. The disease affects humans through various means such as skin contact with the infected animal, taking contaminated water, inhaling contaminated dust and aerosols, bites from ticks such as dog ticks, lone star ticks, and wood ticks, bites from deer flies, exposure in the laboratory, and as an act of bioterrorism (CDC). The bacterium is highly contagious, and a small number can cause the disease. terrorists can use it as a weapon, in form of inhalation, and this would increase the number of people susceptible to the disease. Pneumonic tularemia tends to be more severe. The disease causes severe pain and it could be fatal. Mosquitoes also carry the disease, and they can spread them to humans. The bacteria enter the human body through the skin, mouth, eyes, lungs, or throat. About one hundred animal species can carry the infection (Siderovski 12). This is in additi on to birds, arthropods, and fish, which can also carry the disease. Animals such as rabbits, hares, cats, muskrats, and rodents are more likely to get the infection. In cases of outbreak, the animals die in large numbers. There are no known cases of person-to-person infections. Farmers and hunters are at high risks of getting infections. Description and Classification Francisella tularensis is a gram-negative non-molatile bacterium with two biotypes, tularensis (biotype A) and palaearctica (biotype B). It is in capsule form with pleomorphic cells, which appear as short rods. It is an intracellular pathogen, able to live in ticks for a long time. the bacterium can survive in cool conditions for a long time but the cells are sensitive to heat. The bacterium can survive in water, as well as dry land. It also survives in soil, hay, decaying animal carcasses, and straw. Biotype A is limited to North America and it is highly virulent. Biotype B is found in North America, Europe, Asia and Americas, and it is less virulent. There are four known subspecies, and they include tularensis, holarctica, mediasiatica, and novicida. mediasiatica and novicida have low virulence subspecies tularensis is exclusive to north America, while subspecies holartica is present in Europe and north America (Suckow et al., 341). Signs and Symptoms The symptoms of the disease are varied, and they depend on the mode of infection, although all humans affected by the disease experience a high fever. A person infected with the disease normally experiences the symptoms after a period of 3-5 days, although the symptoms can range from 1-21 days. Other than fever, other symptoms include chills, headaches, muscle pain, eye irritation, sweating, diarrhea, dry coughs, weakness, and joint aches among others (CDC). A person with the infection develops a lesion at the site of entry of the bacteria. The sore is often red, with a ribbed rim and a punched-out center (Siderovski 36). The person develops inflammation of the lymph nodes in the affected area (Suckow et al 342). When the bacterium enters the bloodstream, it causes bacteremia, and this enables the infection to spread to other body organs such as kidneys, spleen, and liver (Siderovski 36). Animals infected with the disease often die, but they exhibit symptoms such as depression and an orexia (Suckow et al 342) Forms of Tularemia Some of the main forms of the disease include glandular, ocuglandular, oropharyngeal, ulceroglandular, and pneumonic. The bacteria in the ulceroglandular form of disease spreads to the lymph nodes at the point of entry. The ulceroglandular form of the disease is the most common. It occurs when the bacterium affects the person through the skin. A person with ulceroglandular develops a lesion, which develops into an ulcer. The ulcer heals after one week, and it is relatively painless (Oyston 921-930). The location of the ulcer in the body can help to determine the mode of transmission. Ulcers on the upper extremities on the body indicate that the person was in close contact with an infected animal. Ulcers on the lower extremities, abdomen or the back of the body indicate that the person got the infection from arthropods (Goddard 106). Glandular tularemia is similar to ulceroglandular, expect that the infected person does not develop an ulcer. The eye is a possible route of infection, and when this happens, the person develops ocuglandular tularemia. A person with this form of disease has swollen eyelids, and he or she develops conjunctivitis. Oropharyngeal tularemia develops when a person eats infected meat or drinks contaminated water (Oyston 921-930). It can also develop when a person puts infected fingers in the mouth (Siderovski 41). This form is also known as gastrointestinal tularemia. A person with this form of disease develops pharyngitis, swollen cervical lymph nodes, and ulcers. Diarrhea is a common symptom in this form of disease, and it ranges from mild and persistent diarrhea to acute diarrhea, which is often fatal. The infected person develops an ulceration of the bowel. He or she experiences nausea and vomiting. A person develops pneumonic or respiratory diarrhea through inhalation. A person with this form of the disease becomes delirious. He or she develops a non-productive cough, chest pain, and dyspenea. The bacteria replicates quickly once a person inhales it. The person might require assistance in breathing. Testing and Diagnosis Tularemia is a rare disease, and doctors find it hard to diagnose the disease. This is because the disease symptoms resemble symptoms of other diseases. Doctors look for symptoms such as swelling lymph nodes and ulcers on the skin to make their diagnosis (Siderovski 48). The patient can help the doctor, by pointing out any chance of exposure with an infected animal. Physicians can identify the disease by examining secretions and biopsy specimen using gram stain or direct fluorescent antibody. Examination using the fluorescent antibodies is quick, and the physician gets the report after a few hours but it is not always possible to guarantee the accuracy of the results (Dennis et al 2763-2773). When testing for the disease, it is important to alert those working in the laboratory, so that they can take the correct preventive measures. There have been several cases of people getting infections because of laboratory exposure. The most efficient way of confirming the disease is by growing it in culture, although it is often difficult to do so. One can grow culture using sputum or pharyngeal washing. For a person with inhalation tularemia, the physician grows the culture from fasting gastric aspirates. The culture has to contain cysteine, and the physician places it in an environment rich in carbon dioxide. It takes about four to six days for the culture to grow (Hepburn Simpson 231-240) Prevention and Treatment People can minimize their chances of infection by adopting several measures such as not handling carcasses since one does not know whether the animal had the diseases, and using gloves when handling infected animals and carcasses. People should not take water if they are not sure of its safety. Contaminated water is one of the easiest ways of acquiring the disease. People who take wild meat should ensure that they cook it thoroughly. Tularemia often affects wild animals, and people should be careful when consuming such meat. People in endemic areas should use repellants to get rid of arthropods, and reduce their chances of infection. They should treat their clothes with repellants, as this will help them to avoid insect bites. Worry about terrorists using the bacterium as a possible weapon has compelled researchers to develop a vaccine. There have been several attempts at this, and the live vaccine strain (LVS) seems to have been the most successful. The vaccine is successful in prov iding protection against small doses of a virulent strain. Governments have not licensed the vaccine because of its reversion to virulence, variable immunogenicity, and mixed colony morphology (Oyston 921-930). The disease can be fatal in humans, if not treated. The mortality rate for untreated tularemia is 30%. Treating the disease reduces this rate to 1% (Goddard 106). Doctors use antibiotics to treat the disease in human beings. Doctors use antibiotics such as streptomycin, gentamicin, doxycycline, and ciprofloxacin to treat the disease (CDC). These are the most common antibiotics, although other antibiotics such as tetracycline and chloramphenicol are in use (Goddard 106). Treatment depends on the type of medication used and stage of the disease, though it takes 10-21 days. The use of antibiotics has increased the chances of the patients’ recovery, and most patients treated usually recover from their illness. : CDC. Tularemia. Centers for Disease Control and Prevention. 2011. Web. 12 July 2012 Dennis, T. David et al. â€Å"Tularemia as a Biological Weapon.† The Journal of American Medical Association 285.21 (2001): 2763-2773 Goddard, Jerome. Infectious Diseases and Arthropods. New York, NY: Springer, 2008. Print Hepburn, J. Matthew and JH Simpson. Tularemia: Current Diagnosis and Treatment Options. 2008. Web. 12 July 2012 Oyston, C. F. Petra. â€Å"Francisella Tularensis: Unravelling the Secrets of an Intracellular Pathogen.† Journal of Medical Microbiology 57.8 (2008): 921-930. Print Siderovski, H. Susan. Tularemia. Infobase Publishing, 2006. Print Suckow, A, Mark et al. The Laboratory Rabbit, Guinea Pig, Hamster, and Other Rodents. Waltham, MA: Academic Press, 2012. Print

Second-Person Pronouns - Definition and Examples

Seconds Pronouns used when a speaker addresses one or more individuals. In contemporary standard English, these are the second-person pronouns: you (singular and plural personal pronoun)yours (singular and plural possessive pronoun)yourself and yourselves (singular and plural reflexive/intensive pronouns) In addition, your is the second-person possessive determiner. As discussed below, other second-person pronouns (such as thee, thou, and ye) have been used in the past, and some (such as yall and yous[e]) are still used today in certain dialects of English. Examples: You either die a hero or you live long enough to see yourself become the villain.  (Christian Bale as Batman in The Dark Knight, 2008)Do you know whats waiting beyond that beach? Immortality! Take it! Its yours! (Brad Pitt as Achilles in Troy, 2004)The key to faking out the parents is the clammy hands. Its a good non-specific symptom... What you do is, you fake a stomach cramp, and when youre bent over, moaning and wailing, you lick your palms. Its a little childish and stupid, but then, so is high school.  (Matthew Broderick as Ferris in Ferris Buellers Day Off, 1986)Laila came over here to braid yalls hair, but left cause yall wasnt here.  (Jesmyn Ward, Where the Line Bleeds. Agate Bolden, 2008)I hope the good white people round here kill all yall off.  (Ernest J. Gaines, The Autobiography of Miss Jane Pittman, 1971)But I need to ask you guys a big favor.Ask and you shall receive, my son, said Tradd.  (Pat Conroy, The Lords of Discipline, 1980(Be off, Im tellin yous, your selves an your pound on demand! (Sean OCasey, Five Irish Plays, 1935) Drive thy business, or it will drive thee.  (Benjamin Franklin)Ye have not chosen Me, but I have chosen you, and ordained you, that ye should go and bring forth fruit.  (John 15: 16, The King James Bible, 1611)Thou shalt prepare thee a way, and divide the coasts of thy land, which the Lord thy God giveth thee to inherit.  (Deuteronomy, 19:3, The King James Bible, 1611)O world, I cannot hold thee close enough!Thy winds, thy wide grey skies!Thy mists, that roll and rise!Thy woods, this autumn day, that ache and sagAnd all but cry with colour! That gaunt cragTo crush!   To lift the lean of that black bluff!World, World, I cannot get thee close enough!(Edna St. Vincent Millay, Gods World. Renascence and Other Poems, 1917) Observations: [R]esearch has found that the inclusion of second-person pronouns in a message increases peoples motivation to attend to a message (Burnkrant Unnava, 1989).​(David R. Roskos-Ewoldsen, What Is the Role of Rhetorical Questions in Persuasion? Communication and Emotion: Essays in Honor of Dolf Zillmann, ed. by Jennings Bryant et al. Lawrence Erlbaum, 2003) Thou and Ye Forms As early as the late thirteenth century, the second person plural forms (ye, you, your) began to be used with singular meaning in circumstances of politeness or formality, leaving the singular forms (thou, thee, thy/thine) for intimate, familiar use. In imitation of the French use of vous and tu, the English historically plural y-forms were used in addressing a superior, whether by virtue of social status or age and in upper-class circles among equals, though high-born lovers might slip into the th-forms in situations of intimacy. The th-forms were also used by older to younger and by socially superior to socially inferior.  (John Algeo and Thomas Payne, The Origin and Development of the English Language, 5th ed. Thomson Wadsworth, 2005) Ye and You In early Middle English, ye was used in subject position, and it marked plurality, whilst you was used in object position, also marking plurality... Singularity was marked by thee and thou. In the fourteenth century, this system began to change, and you began to be used in subject position, as today. As you usage increased over the fifteenth century, ye and you began to lose their function of marking plurality, and by the end of the period they were used for both singular and plural referents, in both subject and object position.  (Peter Brown, A Companion to Medieval English Literature and Culture C.1350 - C.1500. Blackwell, 2007)    Thou and You Thou ... had in Old English been used when addressing only one person, and you when addressing more. By the sixteenth century, this had changed; the difference was social, with thou expressing intimacy or possibly condescension, while you was chillier or more respectful. The distinction disappeared in the seventeenth century from written English, and from most spoken English also, though one may still hear it in Yorkshireit is memorably frequent in Barry Hiness novel A Kestrel for a Knave, set in 1960s Barnsley. By contrast, other languages in Western Europe continue to draw such a distinction: in some, notably French, it is important, while in others, such as Spanish and Swedish, the formal address is now not much used. Todays yous, widely heard in Ireland, and youse, heard on Merseyside and in Australia, revive and make explicit the difference between the plural you and the singular. So, too, does the American yall.  (Henry Hitchings, The Language Wars. John Murray, 2011) Plurals: Yall, Yalls, All yalls and You Guys Since you was now both singular and plural, how could you make clear that you were speaking to more than one?In the United States, the best the North can do is the casual you guys. But the South has found a comfortable solution: yall...Clear evidence that yall is one word instead of two is the possessive form yalls. For example, Mamos Garlic Sauce of Austin, Texas, posts on its website a collection of Yalls Recipes ...Some Southerners dont accept the explanation that yall is the plural of you. They insist that yall is just another way of saying you, with either singular or plural meaning. They contend that to make a plural, you must say all yall...But for now many Southerners still would reject the notion that yall can be properly applied to only one person.  (Allan A. Metcalf, How We Talk: American Regional English Today. Houghton Mifflin, 2000) A Users Guide to Yall Let me offer a quick user’s guide to y’all, because there’s a lot of bad information floating around on the internet. It’s a contraction of you all, obviously, a phrase with the same structure and purpose as the British you lot. The southern iteration is naturally disposed to being contracted, although people do use the expanded you all. In general, it seems you all is more likely to be the object, while y’all is the subject, although rhythm is probably the most important factor. Another iteration is all y’all, which is used to encompass an entire group in situations where, because the group has natural subsets, ambiguity might otherwise emerge.No matter what you might have heard, y’all should not be used as a singular. (E.G. Austin, Y’all Hear This. The Economist, Sep. 19, 2011)

Affliction in the Land East of the Atlantic Thesis Proposal

Affliction in the Land East of the Atlantic - Thesis Proposal Example This is supplemented by individuals such as the Tsamaev brothers who perpetrated the Boston Bombings in April 2013. The U.S Army, Air Force, Navy and Marine Corps have shown a tendency of paying more attention to the Asia Pacific and this increases security risks because of the decreased attention and resources from countering Al Qaida and other terrorist groups (Jones, 2014).   It has to be noted that terrorist groups are advancing in terms of developing very complex methods of smuggling explosives onto U.S-bound aircraft via advanced designs and concealment methods. Such innovations include attempts that various terrorist groups are making in terms of finding out ways in which they can conceal bombs inside electronic items such as cameras, laptop computers and tape recorders, as well as seeking to make explosives with components that may not be detected by airport screeners (Jones, 2014). Given that terrorist groups have become more decentralized, the United States’ securi ty groups are lagging behind in terms of understanding the threat that these heterogeneous and decentralized movements pose to the country’s security. In terms of resources, technology and manpower adaptation to curb the sprouting transportation security, homeland securities lack an authentic counterterrorism strategy (Jones, 2014). Most cargo that is transported on passenger flights is not scrutinized as adequately as the people and baggage that travel on the same airplane. It is imperative to note that as much as.

Deaf experience Essay Example | Topics and Well Written Essays - 500 words

Deaf experience - Essay Example 488). Further, I learned that this group of people was impulsive to the signs whose underlying meaning seemed abusive or complicated to them despite the use being a normal one. I was nervous while communicating to the deaf people because I was unable to inform them that I was capable of hearing and speaking contrary to their expectations since the majority members in the chatroom were deaf. The fact that I was inconsistent in signing to them with the same speed they took to communicate to me spurred anxiety and I could not contemplate the alternative measures to establish in solving the imminent misunderstandings that would emanate from the delays. Despite bearing knowledge on the signs used by the majority population of people in the deaf culture, I was incompetent in elevating the desired skills as there different types of misunderstandings would result from the different perceptions that different chat members bore towards the signings (Davidson 792). Despite the challenges experienced during the chatroom conversations, the deaf people cooperated and educated me in their experiences while living with the condition as they were growing up. The chatroom experience influenced the understanding that the people were aggressive towards the people who were capable of hearing and speaking holding the belief that such people were ignorant of their inability to hear; hence, the use of verbal communication was deliberate and abusive. Further, I learned that the deaf community perceived that they were normal; hence, they were against any practices expressed by different people whose meaning communicated their inability to participate in verbal communication. Other members with whom I communicated to in the chatroom expressed their dissatisfaction to the practices used by the society in providing special learning centers to the deaf (Hauser

Teachers in Nathaniels Life Essay Example for Free

Teachers in Nathaniels Life Essay Long after we finish school we remember our school teachers and experiences. We gain experience as a consequence of the situation or the people, who surround us. Our school teachers often help us to decide on important life choice and inspire us in our further pursuits. Nathaniel, the main character of the book The Soloist, written by Steve Lopez had several excellent teachers, who helped him with his experience in music and also in life. These three teachers helped Nathaniel during his personal difficulties and in the achievements he had along the way. Nathaniel’s first teacher was William Moon. Moon appeared in a complex and transitional period of Nathaniel’s life, when Nathaniel’s personality and confidence started to fade. Before Nathaniel turned eleven he was the happiest child. He had a complete happy family, but soon after his life took an unexpected turn. Nathaniel’s parents divorced. Nathaniel wanted to see his father, to be with him, share his experiences, but the child felt that there’s no place in his father’s life or him. Nathaniel was shocked by these changes: he couldn’t understand why his father abandoned his family. Floria Ayers, his mother remarried and Nathaniel and his two sisters moved to their mother’ new husband’s house. Alexnader Mangrum, his new stepfather had four children. Nathaniel had very complicated relationships with his stepbrothers and stepsisters, who weren’t happy to see â€Å"strangers† in their house. Nathaniel considered to leave his mother’s home. He told his little sister: â€Å"Let’s run away†. But she answered him: â€Å"Where are we going to go? You don’t think they are going to call our mother in a minute we got there? † They spoke of running away to aunt and uncle’s home. Nathaniel’s confidence and outgoing personality slowly began to fade after a short stay at his father’s home, the young man returned to Cleveland more sullen, more broken and yet more grown-up, it seemed. And there, in Cleveland Nathaniel met him, his first teacher. William Moon inspired Nathaniel. He put into the student the love of music. Music became the escape from reality for the lonely teen. Mr. Moon’s daughter Marjorie was studying music at Ohio University and played a string bass. One day, when Nathaniel heard how Marjorie plays the string bass, he told Moon: â€Å"That’s what I want to do. I want to do what she does†. (p155) This decision has defined Nathaniel’s way forward. The aspiring musician did all his best. Soon Nathaniel became so good, that William Moon couldn’t help him any longer. Moon had become attached to Nathaniel so much, that he even considered Nathaniel to be his son. He referred his talented student to Cleveland Orchestra, where Nathaniel met the next very important person and mentor of his life. Harry Barnoff improved Nathaniel’s musical ability, but also the teacher helped Nathaniel to believe in himself. Barnoff grew up in conditions, similar to Nathaniel’s. Their parents weren’t musicians. Nathaniel found his own way himself like Barnoff many years before, thanks to fate and natural talent. Further Barnoff helped his student to believe in himself during the hard repressive time in American history and enroll in Julliard. Probably, Barnoff was the most beloved of all Nathaniel’s teachers. Even many years later, when Nathaniel was mentally ill and needed to hear a familiar voice, Nathaniel called Barnoff. Lopez mentioned: â€Å"For many years Harry Barnoff was the man Nathaniel tried so hard to impress. It was Barnoff he called when he was in trouble, and it was Barnoff, whose phone number he still had committed to memory more than twenty years after the last time he dialed it†. (p 175). These words show how much Nathaniel was attached to Barnoff. Barnoff wasn’t an ordinary character in Nathaniel’s life. Barnoff was Nathaniel’s teacher, spiritual relative guide and friend for many years. The two previous teachers have been a part of Nathaniel’s past. They have done a tremendous job in a building of Nathaniel’s character. But that’s not enough; Nathaniel needed the help and support for the present. As such, Pete Snyder came into Nathaniel’s life for that purpose. Snyder is a famous musician, who consented to give the lessons to Nathaniel. They met because of Steve Lopez. Snyder read the article and invited Lopez and Nathaniel to his concert. Snyder was going to help Nathaniel in finding his own way in his current situation. The teacher’s purpose was to rehabilitate Nathaniel through music. Snyder was someone like a doctor for Nathaniel. He was a doctor, who treated Nathaniel without medications. Snyder did it through Nathaniel’s enthusiasm for music and it paid off. Lopez states: â€Å"It was a promising break through. Nathaniel is confronting his fears and thinking more rationally† (p. 179) Also with Snyder’s help Lopez tried to persuade Nathaniel to move in to an apartment after thirty years living on the streets and he did just that. At first Nathaniel refused to be in an apartment. He said: â€Å"It’s not my room; I’m not going to be living in here†. (p. 167). However, a week after holding the lessons with Snyder, Nathaniel started to like his new place. One day Nathaniel went out his new apartment to the yard and he saw his neighbor James, who was smoking a cigarette there. When he finished, he threw a cigarette butt on the floor. Nathaniel hated to see garbage on the floor, especially cigarette butts. When Nathaniel saw it he came to James and said: â€Å"Excuse me, sir, you cannot smoke here† Nathaniel said it with such authority, as if he was a courtyard monitor. There stood in the yard and to James’s question: â€Å"Who are you? You don’t live there† Nathaniel pointed on the window of his room and said: â€Å"This is my place† (p. 186) I don’t think that Nathaniel would go so far without Peter Snyder. One day, when Nathaniel had a dialogue with Snyder about the reason of refusing the room. Nathaniel said that in the tunnel he hears the city and doesn’t feel cut off from it like he does inside these four walls. Snyder’s answer had to impress Nathaniel and gave him a different point of view:†Think of this as a clean quiet tunnel. Nathaniel got this point; he agreed that the room is a good decision for his passion, not a prison as he thought of before. Each of Nathaniel’s teachers made an important contribution in Nathaniel’s life. It changed it for the better I had similar experience. I was a very a stubborn child. I never listened to other people’s opinion and I didn’t listen to my school teachers. Probably the main reason for my attitude to teachers was that my teachers didn’t generally like their job and I sensed that. However, after I met my math teacher all that changed. She as very kind and very helpful. Professor Ahmatullaeva wasn’t an ordinary teacher, who taught basic math. She also showed us why math is interesting. She inspired us to learn math. Her attitude was completely different. When I saw her I remembered my mother. Her eyes beamed pure warmth. When she saw that we can’t do something she helped us, when she saw that we felt bad she took care about us. Farida Ahmatullaeva did her best for us. We were a big family for her. She always told us that we are her kids. Even after our graduation we came to school just to visit her. She was always touched that we loved and remembered her. Our teacher Farida remembered all of our names and everything we did in class. A couple days before leaving Tashkent I met her. She was also leaving my city to go to Russia. I remember this day as it was yesterday. I saw tears in her eyes. My teacher told me: â€Å"I know, you will do your best and achieve whatever you want. † She became very close for me because she wasn’t an ordinary teacher, she was also my friend and mentor. There’s no doubt that teachers are very important for the development of our personality. They take part in our educational and the moral foundations of our lives just as our parents do. Our first part of life is at home; as we grow up we continue our lives at school. Teachers become the next support and network by helping us to mature. That’s why becoming a teacher is a very responsible choice. Being a teacher goes beyond the delivery of the essential subject. It also means to be personally connected. Teacher is a bond between the person, who teaches knowledge to students and the person, who provide with a life experience. Also teacher tries to put themselves into the student’s shoes, share own point of view. Teacher helps a student make a decision and give new ways of looking at some experiences. If we are more aware, we have a wider disposal of choices.

Pierre Elliott Trudeau :: essays research papers

Unlike the United States, with its generalissimo politics-Washington, Jackson, Grant, Eisehower- the martial arts have been conspicuously absent from Canadian politics. But there in one exception: in 1968 Pierre Elliot Trudeau became the first Canadian leader to bring the gunslinger-Lone Ranger ethos to Canadian politics. Trudeau introduced to Canada the refined art of single combat; it was the politics of "Doing It My Way"-the politics of going my way or being left behind. Single-combat confrontation implied much mor than the loner or renegade in power, and far far less than the shaman black tricks of Mackenzie King. Trudeau was always far more the solo Philosopher King engaged in intellectual trial by combat than the Magus Merlin conjuring up solutions by puffs of smoke, sleight of hand or divine intervention. Ouijaboard politics was the occult domain of Mackenzie King, a man virtually devoid of policy, a political palm reader forever checking the whims and moods of his powerful baronial-Ralston Howe, St. Laurent-and sometimes Byronian colleagues to see how best he could placate them, or calm them, or Heap his beatitudes upon them. Trudeau, from day one , was always more samurai than shaman. Even in his pre- leadership days, Trudeau's love of trial by combat was predominant. Mackenzie King would have never touched the unholy trinity of divorce, abortion and homosexuality: each one of these issues is a sleeping dog best left to lie; each could only infuriate conservative Canada from coast to coast. Since King dared not touch them seriatim he certainly would not have touched them together-in an omnibus bill. This, Trudeau did joyously. The myths-makers have it at this was Trudeau's first deliberated joust, the kingship being the final prize. But Trudeau had no leadership aspirations at the time; all that he had, still has, was the love of combat for the sake of combat and religious scruples be damned. Trudeau the Catholic zealot tackle divorce, abortion and homosexuality active Prime Minister in this country's history, liberated the homosexual practitioners of black acts totally abhorrent to him; ironically, in the process, Trudeau gave irrational Canada a pretext for branding him a homosexual too. P.E.T. has always hated the consensus building of Mackenzie King; even the populist following of a Diefenbaker was an anathema to Trudeau. The single-combat warrior "doing it my way" is always alone; he leads the people but is not of them; like the prophet he wanders either in dessert or lush green pastures and often, like the prophet, he watches his people march into the Promised Land without him. For Trudeau, being alone is to be free; victory is a consequence of solitude; Pierre Elliott Trudeau :: essays research papers Unlike the United States, with its generalissimo politics-Washington, Jackson, Grant, Eisehower- the martial arts have been conspicuously absent from Canadian politics. But there in one exception: in 1968 Pierre Elliot Trudeau became the first Canadian leader to bring the gunslinger-Lone Ranger ethos to Canadian politics. Trudeau introduced to Canada the refined art of single combat; it was the politics of "Doing It My Way"-the politics of going my way or being left behind. Single-combat confrontation implied much mor than the loner or renegade in power, and far far less than the shaman black tricks of Mackenzie King. Trudeau was always far more the solo Philosopher King engaged in intellectual trial by combat than the Magus Merlin conjuring up solutions by puffs of smoke, sleight of hand or divine intervention. Ouijaboard politics was the occult domain of Mackenzie King, a man virtually devoid of policy, a political palm reader forever checking the whims and moods of his powerful baronial-Ralston Howe, St. Laurent-and sometimes Byronian colleagues to see how best he could placate them, or calm them, or Heap his beatitudes upon them. Trudeau, from day one , was always more samurai than shaman. Even in his pre- leadership days, Trudeau's love of trial by combat was predominant. Mackenzie King would have never touched the unholy trinity of divorce, abortion and homosexuality: each one of these issues is a sleeping dog best left to lie; each could only infuriate conservative Canada from coast to coast. Since King dared not touch them seriatim he certainly would not have touched them together-in an omnibus bill. This, Trudeau did joyously. The myths-makers have it at this was Trudeau's first deliberated joust, the kingship being the final prize. But Trudeau had no leadership aspirations at the time; all that he had, still has, was the love of combat for the sake of combat and religious scruples be damned. Trudeau the Catholic zealot tackle divorce, abortion and homosexuality active Prime Minister in this country's history, liberated the homosexual practitioners of black acts totally abhorrent to him; ironically, in the process, Trudeau gave irrational Canada a pretext for branding him a homosexual too. P.E.T. has always hated the consensus building of Mackenzie King; even the populist following of a Diefenbaker was an anathema to Trudeau. The single-combat warrior "doing it my way" is always alone; he leads the people but is not of them; like the prophet he wanders either in dessert or lush green pastures and often, like the prophet, he watches his people march into the Promised Land without him. For Trudeau, being alone is to be free; victory is a consequence of solitude;

Aspects Of Contract Essay

Task: 1.1: Explain the importance of the essential elements required for the information of a valid contract? Offer A valid offer identifies the bargained-for exchange between the parties and creates a power of acceptance in the party to whom the offer is made. The communication by one party known as the offeror to the another party called the offeree b) Acceptance To constitute a contract, there must be an acceptance of the offer as noted above. Until the offer is accepted, both parties have not assented to the terms and, therefore, there is no mutual assent. Offeree in a manner invited or required by the offer. Whether an offer has been accepted is a question of fact. The effect of acceptance is to convert the offer into a binding contract. To form a contract it is necessary that there is a party capable of contracting and a party capable of being contracted with on the other side. In other words, to enter into a valid, legal agreement, the parties must have the capacity to do so. Consideration No contract will exist without sufficient consideration due to agreement with the other two party has agree with the term and condition as well. Mutual Assent There must be mutual assent or a meeting of the minds on all negotiated terms between the parties and on all the essential elements in terms of the contract to form a binding contract. Intention to create legal relation In some jurisdictions, the parties must also have a present intent to be bound by their agreements. It is not necessary that the assent of both parties be given at the same time. Also, it is not necessary that communication of the assent be simultaneous. Task 1.2: Discuss the impact of different types of contract? A bilateral contract is an agreement between at least two people or groups. A bilateral contract is enforceable from the get-go; both parties are bound the promise. For example, one person agrees to wash the other’s car in return for having his/her lawn mowed. Acceptance of the offer must be communicated for an agreement to be established. A unilateral contract is one where a party promises to perform some action in return for a specific act by another party, although that other party is not promising to take any action. Acceptance may take effect through conduct and need not be communicated Task 1.3: Analyse terms in contracts with reference to their meaning and effect? Terms of contract set out duties of each party under that agreement. Generally, the terms of a contract may be either: Wholly oral, wholly written and partly oral and partly written. Terms are to be distinguished from statements made prior to the contract being made. Express terms When a contract is put down in writing, any statement appearing in that written agreement will usually be regarded as a term, and any prior oral statement that is not repeated in the written agreement will usually be regarded as a representation, due to the assumption Implied term These are terms that courts assume both parties would have intended to include in the contract had they thought about the issue. They are implied on a â€Å"one-off† basis. Two overlapping tests have been trade used to ascertain parties’ intention. Business efficacy test: terms must be implied to make contract work. There are terms which the law will require to be present in certain types of contracts (i.e. not just on â€Å"one-off† basis and sometimes irrespective of the wishes of the parties). Task 2.1: Apply the elements of contract in given business scenarios? Offer can be seen from the case when Tam’s college offers admission to it student who under take s the vocational qualification. Acceptance can also be seen from the student when they agree to bound by the school regulations. Consideration is when the student promise to act in certain way. This is particularly important where the agreement involves a promise to act in a particular way in the future. Task 2.2: Apply the on terms in different contracts? Conditions These are the most important terms of contract. Serious consequences if breeched. Innocent party can treat contract as repudiated (and thus is freed from rendering further performance of contract) and can sue for damages. Description in contract of term as â€Å"condition† is not necessarily determinative of question whether term is condition. Courts tend to search for evidence that parties really intended term to be such. Task 2.3: Evaluate the effect of different terms in given contract? Conditions are so important that without them one or other of the parties would not enter into the contract. Consequently, to make a condition  falsely, or to breach a condition, is viewed so seriously that the wronged party will be entitled to treat the contract as void, voidable or at least rescinded. Where the term is a warranty, the wronged party will only be able to seek monetary damages for any loss suffered. Task 3.1: Contract liability in tort with contractual liability? The non-breaching party has a duty to mitigate damages. If it does not do so, its damages will be reduced by the amount that might have been avoided by mitigation. In employment contracts, the employee is under a duty to use reasonable diligence to find a like position. Liquidated Damages A liquidated damages provision will be valid if (i) damages (ii) the amount agreed upon was a reasonable forecast of compensatory damages. If these requirements are met, the plaintiff will receive the liquidated damages amount even though no actual money damages have been suffered. If the liquidated damages amount is unreasonable, the courts will construe this as a penalty and will not enforce the provision. Task 3.2: Explain the nature of liability in negligence? The primary function of the Law of Torts is to provide remedies to claimants who have suffered harm, loss, or an infringement of rights. The harm includes physical injury to persons or property, damage to persons’ reputations or financial interests, and interference with persons’ use and enjoyment of their land. However, just suffering such a loss does not necessarily mean the law will provide a remedy; a claimant must show that the person committing the tort owed them a duty of care and that the tort caused the loss. Task 3.3: Explain how a business can be vicariously liable? The company is liable when the manager is under the control of the employer that the employer tell the employee how to the work and when to the work. the work that the employee does forms part of the general business of the organisation. There is a contract of service between the organisation and the employee. Daniels v Whetstone Entertainments Ltd [1962] A nightclub bouncer forcibly ejected Mr Daniels from the premises following a disturbance. Once outside, the bouncer assaulted him. Task 4.1: Apply the element of the tort of negligence and defences in different business situations? Negligence is an important tort that covers a wide range of situations where persons negligently cause harm to others. In order to succeed in an action for negligence, it is necessary for a claimant to establish the following three elements: 1. The defendant owed the claimant a duty of care. 2. The defendant breached that duty of care. 3. Reasonably foreseeable damage was caused by the breach of duty. Task 4.2: Apply the elements of vicarious liability in given business situations? Employers are vicariously liable for Employee acts authorized by the employer Unauthorized acts so connected with authorized acts that they may be regarded as modes (albeit improper modes) of doing an authorized act. There is normally rarely an issue as to whether a given act falls within the first category The difficult cases involve assessing the connection between the act and the employee’s employment. Bazley established that the connection between the employment and the tort contemplated in the second branch of the Salmond test had itself to be addressed in two steps: The Court must first examine â€Å"whether there are precedents which unambiguously determine on which side of the line between vicarious liability and no liability the case falls.† If the prior case law does not clearly suggest a solution, then the Court is to resolve the question of vicarious liability based on a policy analysis directed at ascertaining whether the employer’s conduct created or enhanced the risk that the tort would occur. Task 4.3: Discuss three methods you can use to apply elements of tort properly in a work a place? CONTROL One of the traditional explanations of vicarious liability is that the employer should be vicariously liable since the employer controls the activities of her employees. The relationship between the parties As duties in tort are fixed by law, the parties may well have had no contact before the tort is committed. Unliquidated damages The aim of tort damages is to restore the claimant, in so far as money can do so, to his or her pre-incident position, and this purpose underlies the assessment of damages. Tort compensates both for tangible losses and for factors which are enormously difficult to quantify, such as loss of amenity and pain and suffering, nervous shock, and other intangible losses.. LIST REFERENCE Atiyah P S — Introduction to the Law of Contract (Clarendon Press, June 1995) ISBN: Beale/Bishop and Furmston — Contract — Cases and Materials (Butterworth, October 2001) Cheshire/Fifoot and Furmston — Law of Contract (Butterworth, October 2001) ISBN: Cooke J — Law of Tort (Prentice Hall, May 1997) ISBN: 0273627104

Psychology Adjustment

Thomas Wisnewski Psychology of Adjustment Jurgens 6 December 2012 In my class Psychology 2101 I was asked to write about three major events that occurred during my lifetime for class. I have thought about this almost all semester and it was a constant struggle just to think of even one event that I would have liked to share. This class has shown me that almost everybody has their problems, some that cope with them well, and others that still struggle to figure a path that will lead them to happiness. I myself have personal issues that I have learned from.This paper will describe the three events and how they have impacted my life. During the paper I will do my best to put these events in chronological order. I come from a military family. My dad was the military man and my mother was from Korea. They had married when my dad was stationed in South Korea between the late 80s and early 90s. Being in a military family had resulted us in moving a lot. I have moved between many states whil e my dad was in the military, but I had actually loved it. I loved traveling between place-to-place and seeing all kind of new things.Travelling was just really interesting to me because there was always a time where I could experience something new. One of the places that I moved to and stayed for quite a while was in Colorado Springs, Colorado. I had always thought this place was an amazing. Most military brats know that making friends is not the easiest thing to do. We understand by the constant moving that we have to make new friends and lose the ones we made from a place before. This was normal, but getting older I realized that I was getting a bit tired from the constant moving and wanted to stay in one place for a while.As far as I can remember I have learned a lot living in Colorado Springs, Colorado. I learned to ride my first bike there and enjoyed the beautiful weather. In Colorado I had also met my best friend. My best friend’s name was Joshua Vialpando and we had almost done everything together. We would always have the same teachers in school and then of course we would hang outside of school constantly. The guy was always there for me when I ever had a problem and I would try my best to be there for him. Joshua had always struggled in school, but I would always catch on things a bit quicker and help him out when he needed it.This was my first real friend that I have made that I could actually see being there later in my life during adulthood. Of course as time went by it was time to pack my bags and move to a different state. For the first time in my life I realized that I did not want to move and that moving somewhere new had no appeal to me. I wanted to stay and just hang with my best friend and do whatever new activity would cross our minds. I felt like that moving somewhere new would change me somehow and that I would not be able to make a friend that was like him.I felt as if I was going to be lonely, or probably feel a bit different from everyone else. I was losing a friend and it felt like I was losing the world that I had gotten use to and I did not want to experience a new one. This first event gradually leads up to my second event when I moved to Augusta, Georgia. It took me a four-day trip by RV to make it to Augusta. I knew that by moving here I would have to start over again, new school and hopefully new friends as well. In school before I was never really made fun of or teased at all for being who I am.For the first time in my life I was being teased for being Asian American. Children would constantly come up to me and make â€Å"oriental† noises like â€Å"ching chong chong† and other terms like that. I feel as if in Colorado it was more racially diverse, while moving here to Georgia there was just simply mostly white and black. I remember my very first day of attending class in Augusta and I remember after school I had ended up crying. I did not understand why the other kids would make fun of me because I had never experience this issue before. Augusta, Georgia was the place that my dad decided to retire in.I knew from that point that this place would be my new permanent home and I would not be able to go anywhere else new again. I hated the new place I was living in and I hated going to school. This point on I had lost contact with my best friend in Colorado and I had felt lonely just as I had originally thought I would feel. I had felt this same way all the way to almost between the end of middle school and the start of high school. One day while riding the bus home from school. A guy that sat behind me I said â€Å"hey. † This is the point where I had met my friend Stephen Brinson.Stephen had become almost like a brother to me. He was like a part of my family and even my parents seen it that way as well. This is when things seemed to get better for me, slowly but gradually I would deal with my problems. I no longer felt as lonely as I did before because I had met someone that I could talk to and seemed to have the same interests as me. I have known Stephen for a while now and he is still my best friend today. He is the only person I honestly probably see and talk to most of the time. In my first two years of high school I was not popular at all. In fact, I was probably more of a geek than anything.It was the last two years of high school that I had finally felt a difference. I never realized how many people I knew. I had actually become pretty popular at the end of my high school career. I was known for my talents and nominated for everything. I feel that Stephen was a part of this change because we had made that change together. Stephen was also a pretty big geek in the beginning of high school as well, but we both decided to make this change together. I feel if I have never met him, then that change would have never occurred and I could probably be in a situation that I hate.I learned that it is not about where I go, but the peop le that I do things with. I still today tend to not make a lot of friends, but a few is all I need to be happy. I learned that being made fun of is nothing and it is something that I can overcome. In the end it has made me stronger as a person and I tend to think back at a hard time and laugh about it. I laugh at it because I realize where I am now and I am proud of that alone. My last event is about my sister and mostly my mother. My mother is pretty strict mom and she pushes us very hard especially when it comes to education.The way she pushes my sister and I does not seem very reasonable and at times very unfair. My sister and my mother would argue a lot, but one day it had got to the point where I had come home and my sister had about nine knives that she held up to her neck explaining that she just wanted to kill herself. I remember me sneaking up behind her and taking all of the knives out of her hand to make sure that she would not harm herself. From that point on I tend to k eep a barrier between my mother and I. This barrier is the only one that I can see fit for dealing with her because my mother knows exactly how to tick you off.I do believe that my mother’s ways did help me during school because I had focused and did well many times until the start of high school. In the beginning of high school I tended to rebel against her because I wanted to show her that I did not really care. It was about a year into high school that I realized it was not for my mother, but for myself and that I should actually be doing a whole lot better. My mom did not even attend my high school graduation because she believes I was not high enough ranked. I ranked in the top 10 percentile of my high school, which I thought was pretty good.I do not tell her absolutely anything unless it is completely needed. There is nothing about my personal life that she really knows because she will just argue about how everything I am doing is completely wrong. The barrier is the o nly way I believe that I can enjoy my life and not bother hers. The barrier is not just for myself, but a little part of it is for her as well. It keeps us both sane instead of in a state of constant rage. I believe that I will always have this barrier between her because she will never really sit down and understand why I do the things I do.She does not want to hear what I have to say and just believes that nothing is right compared to her. By creating this barrier between her and I. It has changed me as a person. I realize that I create barriers between other people because I tend to not trust others very quickly. Even when I get into a relationship with a significant other I create some type of barrier and the girl will never understand me completely. I always end up telling them that they just do not get it but I know that because of this barrier I put up. It makes it hard to understand me.I am trying to work on this because I have met someone that I would really love to fully u nderstand me and I fully understand her. It is a work in progress, but I believe in the end it will be worth it. Today, I no longer feel as lonely as I once did. I feel satisfied with how things are going in my life today. I think that I have it all. I might not have the perfect family, but I do love my family. I do not think that anyone has a fairytale. This class has shown me so much and has given me different perspectives on how I can deal with the everyday stress of life.Things just seem a lot better than they did before and I can really only thank myself for this. I feel if I never wanted things to change then they would not have, but I had accepted others with positive inputs in my life and let the ones with negative inputs go away. I thought that this class was an interesting course and that anybody regardless if they are psychology major or minor should take this class because they could also learn something from it as well. It is a different experience than the normal class room, but that is exactly what makes it so good.

Dear Abby Letters for Learning English

Dear Abby Letters for Learning English This lesson plan focuses on modeling a lesson on Dear Abby, written by Abigail Van Burenin, in order to practice a wide range of English skills including reading, vocabulary extension, writing, and pronunciation. Its a fun exercise that helps students practice concepts they have learned in class and is suitable for upper intermediate to advanced level students. Introduction to Dear Abby For those of you who have never heard of Dear Abby, Dear Abby is an advice column in the United States which is syndicated in many newspapers throughout the country. People from all walks of life write in with their problems - family, financial, but mostly relationships - to ask for advice from Dear Abby. Writers usually sign the letters to Dear Abby with a descriptive phrase such as Hoping to feel better soon or Looking for an answer. Abby then replies to the letters with sound advice that is usually quite reasonable, even for very complicated situations. Why Advice Columns in Class? Using advice columns in class allows students have quite a bit of fun with some crazy - or not so crazy - situations while, at the same time, practicing some very high-level skills and integrating quite a lot of new vocabulary related to relationships, family life, etc. I have found students enjoy themselves. However, they also feel challenged as they will need to communicate in both written and spoken form. Lesson Outline Aim: Practice reading, writing, and pronunciation with special focus on giving advice Activity: Reading, then creating and finally presenting and commenting orally on advice column letters Level: Upper intermediate to advanced Outline Begin by introducing advice columns by asking students whether they have ever read an advice column. If they are unfamiliar with this term, describe a typical reader letter and advice response as most students will be familiar with this type of column.Read or show the students an example Dear Abby letter provided as an example at the bottom of this page.Split students into pairs.Visit Dear Abby online and present a few letters and responses to your student. Its best if you use a projector in class, but using one or more computers can work as well.Ask each pair to read both the reader letter and the response of different columns. Students should take note of new vocabulary and expressions to share with the rest of the class.Once students understand their advice column, have them switch partners and each partner should explain the basic problem and response of the advice letter they read.After students have worked through their readings, list new vocabulary and discuss idiomatic usage with the entire class. Have each student write their own advice column letter. Go around the room helping the students with grammar and vocabulary issues.Once everyone has written their advice column letter, quickly review the concept of stress and intonation as a means of improving pronunciation skills.Ask students to mark up their letter by underlining content words to help with pronunciation.Have each student read their advice column letter to the class. Students should then choose an Abby to provide suggestions on their issue.If students have difficulty in understanding, request that the letter in question be reread by the student to the class. Advice Column Letters Worried about Love Dear ...: I dont know what to do! My boyfriend and I have been dating for over two years, but I feel like he doesnt really love me. He rarely asks me out anymore: We dont go to restaurants, or shows. He doesnt buy me even the smallest of presents. I love him, but I think hes taking me for granted. What should I do? - Worried About Love Response Dear Worried About Love: I think its clear from your description that your boyfriend doesnt really love you. Two years is not such a long time to be dating, and the fact that he treats you like a toy he can ignore speaks volumes about his true feelings. Get out of the relationship as fast as you can! There are many more wonderful men out there who will appreciate, and treasure your love - dont waste it on an oaf who clearly has no clue as to your worth!

Voting Rights Act of 1965

Voting Rights Act of 1965 The Voting Rights Act of 1965 is a key component of the civil rights movement that seeks to enforce the Constitutions guarantee of every Americans right to vote under the 15th Amendment. The Voting Rights Act was designed to end discrimination against black Americans, particularly those in the South after the Civil War. Text of the Voting Rights Act An important provision of the Voting Rights Act reads: No voting qualification or prerequisite to voting, or standard, practice, or procedure shall be imposed or applied by any State or political subdivision to deny or abridge the right of any citizen of the United States to vote on account of race or color. The provision reflected the 15th Amendment of the Constitution, which reads: The right of U.S. citizens to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude. History of the Voting Rights Act President Lyndon B. Johnson signed the Voting Rights Act into law on August 6, 1965. The law made it illegal for Congress and state governments to pass voting laws based on race and has been described as the most effective civil rights law ever enacted. Among other provisions, the act prohibited discrimination through the use of poll taxes and the application of literacy tests to determine whether voters could take part in elections. It is widely regarded as enabling the enfranchisement of millions of minority voters and diversifying the electorate and legislative bodies at all levels of American government, according to The Leadership Conference, which advocates for civil rights. Legal Battles The U.S. Supreme Court has issued several major rulings on the Voting Rights Act. The first was in 1966. The court initially upheld the constitutionality of the law. Congress had found that case-by-case litigation was inadequate to combat wide-spread and persistent discrimination in voting, because of the inordinate amount of time and energy required to overcome the obstructionist tactics invariably encountered in these lawsuits. After enduring nearly a century of systematic resistance to the Fifteenth Amendment, Congress might well decide to shift the advantage of time and inertia from the perpetrators of the evil to its victims. In 2013, the U.S. Supreme Court threw out a provision of the Voting Rights Act that required nine states to get federal approval from the Department of Justice or a federal court in Washington, D.C., before making any changes to their election laws. That preclearance provision was originally set to expire in 1970 but was extended numerous times by Congress. The decision was 5-4. Voting to invalidate that provision in the act were Chief Justice John G. Roberts Jr. and Justices Antonin Scalia, Anthony M. Kennedy, Clarence Thomas and Samuel A. Alito Jr. Voting in favor of keeping the law intact were Justice Ruth Bader Ginsburg, Stephen G. Breyer, Sonia Sotomayor and Elena Kagan. Roberts, writing for the majority, said that portion of the Voting Rights Act of 1965 was outdated and that the conditions that originally justified these measures no longer characterizes voting in the covered jurisdictions. Our country has changed. While any racial discrimination in voting is too much, Congress must ensure that the legislation it passes to remedy that problem speaks to current conditions. In the 2013 decision, Roberts cited data that showed turnout among black voters had grown to exceed that of white voters in most of the states originally covered by the Voting Rights Act. His comments suggest that discrimination against blacks had diminished greatly since the 1950s and 1960s. States Impacted The provision struck down by the 2013 ruling covered nine states, most of them in the South. Those states are: AlabamaAlaskaArizonaGeorgiaLouisianaMississippiSouth CarolinaTexasVirginia End of the Voting Rights Act The Supreme Courts 2013 ruling was decried by critics who said it gutted the law. President Barack Obama was sharply critical of the decision. I am deeply disappointed with the Supreme Court’s decision today. For nearly 50 years, the Voting Rights Act – enacted and repeatedly renewed by wide bipartisan majorities in Congress – has helped secure the right to vote for millions of Americans. Today’s decision invalidating one of its core provisions upsets decades of well-established practices that help make sure voting is fair, especially in places where voting discrimination has been historically prevalent. The ruling was praised, however, in states that had been overseen by the federal government. In South Caroline, Attorney General Alan Wilson described the law as an extraordinary intrusion into state sovereignty in certain states. This is a victory for all voters as all states can now act equally without some having to ask for permission or being required to jump through the extraordinary hoops demanded by federal bureaucracy. Congress was expected to take up revisions of the invalidated section of the law in the summer of 2013.

What is happening to jounalist and protesters at the RNC in the twin Research Proposal

What is happening to jounalist and protesters at the RNC in the twin cities must include info retrieved from written as well as video sources - Research Proposal Example The protesters present at the RNC represented various groups as well as many different independents who felt the need to speak out against the last eight years of Republican reign in the United States; although protesters (despite their Constitutional right to do so) can generally expect to be detained by police in such a setting, there were a high number of media bystanders amongst the arrestees. According to Poynter Online, most of the arrests were made by police on the final day of the Convention: Thursday September 4th. The police are reported to have used flash-bang grenades on the swarms of protesters and media representatives while dressed fully in riot gear, and to have made the majority of Thursday’s arrests in an area of St. Paul several blocks away from the Convention itself (retrieved 6 September 2008). Democracy Now! reported that a great deal of Thursday’s arrestees were present to protest the arrests of Monday’s protesters who had remained jailed for an agonizingly long period according to friends and families (retrieved 6 September 2008). The online media report also states that journalists as well as protesters arrested during the Convention were given written citations for â€Å"unlawful assembly†. Pepper spray, smoke bombs and concussion grenades are reported to have been used to keep the thousands of protesters from the main downtown St. Paul area where Republicans had gathered for five days of rallying speeches and the final nomination of their presidential candidate for the upcoming US election. At the end of the five days, it is estimated that more than eight hundred people were arrested by the police. The latter made their final attempt to stop protesters by blocking off several bridges that protesters were crossing across Interstate 94 towards downtown St. Paul. These detainees endured the barrage of police tactics for hours as they were arrested and led away

Weekly questions Assignment Example | Topics and Well Written Essays - 4500 words

Weekly questions - Assignment Example Wilson notes that individuals do what is required of them and are well-mannered and identify incidences where the requirement for confirmation is best for the community. One of the primary attributes of societies that Wilson identifies is society members share collective principles, and it appears as if regulations are a form of the collective principles for the advancement of the society (Wilson 37-40). According to Wilson (42), both law and morals purpose to dictate people’s behavior. While the law involves sanctions for disobedience, morality involves incentives, both positive and negative. Homer’s society has no rationality of wickedness or guilt, and personal internal control is absent. Instead, people in the society are controlled and guided by social rules. However, this may be confusing since an individual may not know what to think of it (Wilson 45). This is because if they are not guided by conscience, but social rules, how did people developed the need to appease other people and collaborate within the society. On the other hand, Plato sees the people as controlled by internal conscience that attempts to achieve harmony within every individual (Wilson 53-5). In Omelas, the child suffered in place of the whole community, and thereafter everyone went on with their business and activities in a paradise with no sin or guilt. All this was done in order to keep the boy in the basement away from the public. Everyone who had interacted with the boy only kicked his food, and he could not apprehend what was going on (Wilson 63-68). Notably, the city is in peace, and everyone is in pleasure simply because the boy is suffering and kept away. To make matters worse, the people know that the boy is there, and they are okay with it. In this case, everyone in the city chooses pleasure over morality. Though it has been decades since his death, Freud set a center stage for continued research. This is because even up to today, some of his theories are