Genocide Paper Essay

I personally think genocide is wrong in every way you can think of. Why would anyone want to deliberately kill a group of people based on race or ethnicity? There have been much genocide to take place around the world, but some are better known than others. Some people have different theories on why genocide takes place. I think that genocide occurs for a couple reasons. The leaders of the genocide may feel that the group they are eliminating could be a potential threat somehow. Another reason may be to spread fear among real enemies, also to implement a belief or religious view. I don’t really see how the Jews were a threat to Hitler but by eliminating the Jews Hitler gained a lot of power. I think the leaders know that the groups of people are not threats I just think the biggest reason is to spread fear real enemies that will defiantly be a threat someday. They do it to make a point and show that they aren’t afraid to kill. I don’t agree with killing millions to prove that at all. Some genocide occurs because of economic wealth. And what I mean by this is that if one groups sees potential in something but another group is standing in the way of success they may just feel the need to eliminate the group so they can have economic wealth. I still don’t see what brings anyone happiness by killing millions of innocent people just because you want to prove that you’re the top country or something like that. Genocide is stupid in my opinion and I see no point for it whatsoever. The more I actually think about genocide the more I become in shock at the fact that there people in world who can kill and not think twice about. I’d feel bad if I killed a deer†¦I can’t even imagine killing a human. I noticed that there has not been genocide in the United States which I am very thankful for. I feel very bad for the people who are in foreign countries where genocide may not be frowned upon. I’m sure there are many people in those countries that wish they could live in the US. Whenever I think I have it bad I always just remember about the kids that were in Bosnia and Cambodia and the other places where genocides have occurred. I’m glad that the United States has helped countries who h ave been in genocide. Hopefully genocide will end one day and people in foreign countries won’t have to worry about it at all. I think they should really be strict about genocide in foreign countries and the US should be quick to help the country because usually the leader of the genocide is very powerful  and most of the time the country itself is not strong enough to defend itself so that’s where the united states could be a huge help because they are a very powerful country and would most likely defeat anyone. I’m just thankful I haven’t had to endure something like the holocaust or anything close to that because I don’t think I’d be able to. I have no clue how those people did it or how anyone who’s been in genocide has done it. I have a tremendous amount of respect for those people, talk about perseverance. I also have respect for the soldiers who try to stop the genocide that is occurring at the time and the sad part is most of them end up not survi ving, but they are sacrificing their lives for the people and I know the people are appreciative or at least they better be, I know I would be super appreciative of what they have done. There are a number of recorded accounts of genocide; the Holocaust, Darfur, Rwanda, former Yugoslavia, Bosnia, Cambodia and many more. The thought of systematically eradicating a group of people solely based on their religious belief, their racial background or political stance would seem superbly extreme to most people, how could genocide continue without notice or without being stopped? Time after time throughout history, there is either a lack of awareness about the genocide or the people that have the power to intercede have looked the other way or decided not to get involved. Whether or not the genocide directly affects us, it is a crime against humanity that should not be overlooked. The Armenian genocide, Beginning in 1915, ethnic Armenians living in the Ottoman Empire were rounded up, deported and executed on orders of the government. The combination of massacres, forced deportation marches and deaths due to disease in concentration camps is estimated to have killed more than 1 million ethnic Armenians, Assyrians and Greeks between 1915 and 1923. Another famous genocide was the holocaust. After coming to power in 1933, the Nazi Party implemented a highly organized strategy of persecution and murder. Their targets were the so-called â€Å"undesirables†: Jews, Slavs, Roma, the disabled, Jehovah’s Witnesses, and homosexuals, as well as political and religious dissidents.The Nazis began with stripping citizenship from German Jews on the basis of their religious identity. Shortly thereafter, in November 1938, the organized pogrom of Kristallnacht marked the beginning of mass deportations of German Jews to concentration camps. As the Nazis conquered large areas of Europe, Jews and others in Nazi-controlled areas  were also deported to camps. When the German Army invaded the Soviet Union, it soon gave rise to mobile killing squads operating throughout Eastern Europe and Russia, which killed more than one million Jews and tens of thousands of other civilians. The construction of extermination camps at Auschwitz-Birkan au, Treblinka, Belzec, Chelmno and Sobibor led to the Nazis’ killing of 2.7 million Jews and others through the use of cyanide gas, summary executions and medical experimentation. Poor living conditions in non-extermination camps led to the deaths of millions more. It is estimated that six million Jews, two out of every three living in Europe, and another 5 million people had been killed by 1945. The genocide of Cambodia was also another one. When the Khmer Rouge took control of the Cambodian government in 1975, they declared the beginning of a new age dedicated to a peasant-oriented society. Instead, after outlawing education, religion, healthcare and technology, the Khmer Rouge ordered the evacuation of Cambodia’s cities and forced these residents to labor without adequate food or rest. Those who were unable to keep up were often summarily executed. At the same time, the Khmer Rouge began to target suspected political dissidents. These citizens, including doctors, teachers and those suspected of being educated were singled out for torture at the notorious Tuol Sleng prison. In four years, between 1.7 and 2 million Cambodians died in the Khmer Rougeâ⠂¬â„¢s ‘Killing Fields. The genocide in Bosnia was very large and gory. Beginning in 1991, Yugoslavia began to break up along ethnic lines as political leaders such as Slobodan Milosevic began to use nationalist sentiment as a political tool. While Slovenian independence was relatively bloodless, Croatia’s declaration sparked a civil war between the province and the Yugoslav government. Troops from the mostly Serb Yugoslav army entered Croatian territory and committed widespread human rights abuses, including the siege of Vukovar and the shelling of Dubrovnik.In 1992, the republic of Bosnia and Herzegovina (Bosnia) also declared independence and the region quickly became the central theater of fighting between Serbs, Croats, and Bosniaks (Bosnian Muslims). During the wars in the former Yugoslavia, all belligerents committed abuses against the civilians. Soldiers and paramilitaries used rape, torture, forcible displacement, and summary executions to â€Å"ethnically cleanse† areas under their c ontrol. The actions of Serbian units, including the Bosnian Serb army and  paramilitaries, were particularly notorious for committing atrocities, including the massacres at Foca, Tuzla, Visegrad, and Srebrenica. At Srebrenica, Bosnian Serb forces under General Radko Mladic overran a U.N. safe-area and executed at least 7,500 Bosniak men and boys who were sheltering with Dutch peacekeeping troops.Due to the nature of the attacks on civilians during the Bosnian and Croatian wars, the United Nations created the International Criminal Tribunal for Yugoslavia in 1993. This tribunal is tasked with prosecuting offenders who contributed to the deaths of at least 96,000 people. The genocide in Rwanda started because of the civil war. Civil war broke out in Rwanda in 1990, further exacerbating tensions between the Tutsi minority and Hutu majority. Although a peace agreement was reached in 1992, political negotiations continued. In 1994, as he returned from the latest round of talks in neighboring Tanzania, Rwandan President Juvenal Habyarimana was killed when his plane was shot down outside of the country’s capital, Kigali. Habyarimana’s death provided the spark for an organized campaign of violence against Tutsi and moderate Hutu civilians across the country. Despite the efforts of United Nations peacekeepers, extremist Hutu groups killed between 800,000 and 1 million people across the country in only 100 days. In 1994, the United Nations created the International Criminal Tribunal for Rwanda (ICTR), dedicated to bringing those responsible for the genocide to justice. While slow-moving, the ICTR has determined that the widespread rapes committed during the Rwandan genocide may also be considered an act of torture and genocide on their own. Darfur is another genocide that has occurred. The conflict in Darfur began in the spring of 2003 when two Darfuri rebel movements — the Sudan Liberation Movement (SLM) and Justice and Equality Movement (JEM) — launched attacks against government military installations as part of a campaign to fight against the historic political and economic marg inalization of Darfur.The Sudanese government, engaged in tense negotiations with the Sudan People’s Liberation Movement/Army (SPLM/A) to end a two decade long civil war between North and South Sudan, responded swiftly and viciously to extinguish the insurgency. Through coordinated military raids with government-armed militia (collectively known as the janjaweed), the Sudanese military specifically targeted ethnic groups from which the rebels received much of their support, systematically destroying  the livelihoods of Darfuris by bombing and burning villages, looting economic resources, and murdering, raping and torturing non-combatant civilians.In March 2009, the International Criminal Court (ICC) issued an arrest warrant for Sudanese President Omar al-Bashir for two counts of war crimes and five counts of crimes against humanity. The following summer, the ICC added genocide to the charges against al-Bashir. The ICC has also issued arrest warrants for Ali Kushayb and Ahmad Haroun for a combined 92 counts of war crimes and crimes against humanity committed against civilians in Darfur. In March 2012, the ICC added Sudan’s current Minister of Defense Abdelrahim Mohamed Hussein to the list issuing an arrest warrant for crimes against humanity and war crimes in Darfur.The United Nations-African Union peacekeeping force (UNAMID) in Darfur replaced an underfunded and underequipped African Union peacekeeping mission in Darfur in January 2008. UNAMID to this day remains without the necessary resources to protect the 1.9 million internally displaced persons (IDPs) who live in large camps across Darfur. The government has increasingly obstructed UNAMID and humanitarian organizations by restricting access, often leaving the most vulnerable civilians cut off from outside aid. There are also an estimated 263,000 Darfuri refugees living across the Sudanese border in neighboring Chad. Overall, the UN estimates that more than 4.7 million people in Darfur (out of a total population of roughly 7.5 million) are still affected by the conflict.Women living in IDP camps risk rape or harassment if they leave the camp to access water, collect firewood, or plant crops; however, due to the limited access of aid, they often do not have a choice. Gender based violence (GBV) has been used as a tool to oppress women throughout the crisis and those who target women do so with impunity. Due to cultural and religious taboos, GBV often goes unreported and perpetrators are rarely held accountable for their crimes. The most famous well-known genocide is the holocaust. The holocaust had a huge effect on the US and many other places. The Holocaust was the systematic, bureaucratic, state-sponsored persecution and murder of approximately six million Jews by the Nazi regime and its c ollaborators. â€Å"Holocaust† is a word of Greek origin meaning â€Å"sacrifice by fire.† The Nazis, who came to power in Germany in January 1933, believed that Germans were â€Å"racially superior† and that the Jews, deemed â€Å"inferior,† were an alien threat to the so-called German racial community. During the  era of the Holocaust, German authorities also targeted other groups because of their perceived â€Å"racial inferiority†:Roma (Gypsies), the disabled, and some of the Slavic peoples (Poles, Russians, and others). Other groups were persecuted on political, ideological, and behavioral grounds, among them Communists, Socialists, Jehovah’s Witnesses, and homosexuals. In 1933, the Jewish population stood at over nine million. Most European Jews lived in countries that Nazi Germany would occupy or influence during World War ll By 1945, the Germans and their collaborators killed nearly two out of every three European Jews as part of the â€Å"Final Solution,† the Nazi policy to murder the Jews of Europe. Although Jews, whom the Naz is deemed a priority danger to Germany, were the primary victims of Nazi racism, other victims included some 200,000 Roma (Gypsies). At least 200,000 mentally or physically disabled patients, mainly Germans, living in institutional settings, were murdered in the so-called Euthasium program. As Nazi tyranny spread across Europe, the Germans and their collaborators persecuted and murdered millions of other people. Between two and three million Soviet Prisoners of War were murdered or died of starvation, disease, neglect, or maltreatment. The Germans targeted the non-Jewish Polish intelligentsia for killing, and deported millions of Polish and Soviet civilians for forced labor in Germany or in occupied Poland, where these individuals worked and often died under deplorable conditions. From the earliest years of the Nazi regime, German authorities persecuted homosexuals and others whose behavior did not match prescribed social norms. German police officials targeted thousands of political opponents (including Communists, Socialists, and trade unionists) and religious dissidents (such as Jehovah’s Witnesses). Man y of these individuals died as a result of incarceration and maltreatment. In the early years of the Nazi regime, the National Socialist government established concentration camps to detain real and imagined political and ideological opponents. Increasingly in the years before the outbreak of war, SS and police officials incarcerated Jews, Roma, and other victims of ethnic and racial hatred in these camps. To concentrate and monitor the Jewish population as well as to facilitate later deportation of the Jews, the Germans and their collaborators created ghettos, transit camps, and forced-labor camps for Jews during the war years. The German authorities also established numerous forced-labor camps, both in the  so-called Greater German Reich and in German-occupied territory, for non-Jews whose labor the Germans sought to exploit. Following the invasion of the Soviet Union in June 1941, Einsatzgruppen (mobile killing units) and, later, militarized battalions of Order Police officials, moved behind German lines to carry out mass-murder operations against Jews , Roma, and Soviet state and Communist Party officials. German SS and police units, supported by units of the Wehrmacht and the Waffen SS, murdered more than a million Jewish men, women, and children, and hundreds of thousands of others. Between 1941 and 1944, Nazi German authorities deported millions of Jews from Germany, from occupied territories, and from the countries of many of its Axis allies to ghettos and to killing centers, often called extermination camps, where they were murdered in specially developed gassing facilities. In the final months of the war, SS guards moved camp inmates by train or on forced marches, often called â€Å"death marches,† in an attempt to prevent the Allied liberation of large numbers of prisoners. As Allied forces moved across Europe in a series of offensives against Germany, they began to encounter and liberate concentration camp prisoners, as well as prisoners en route by forced march from one camp to another. The marches continued until May 7, 1945, the day the German armed forces surrendered unconditionally to the Allies. For the western Allies, World War II officially ended in Europe on the next day, May 8 (V-E Day), while Soviet forces announced their â€Å"Victory D ay† on May 9, 1945. In the aftermath of the Holocaust, many of the survivors found shelter in displaced persons (DP) camps administered by the Allied powers. Between 1948 and 1951, almost 700,000 Jews emigrated to Israel, including 136,000 Jewish displaced persons from Europe. Other Jewish DPs emigrated to the United States and other nations. The last DP camp closed in 1957. The crimes committed during the Holocaust devastated most European Jewish communities and eliminated hundreds of Jewish communities in occupied Eastern Europe entirely. I think the holocaust was a terrible thing and I feel extremely bad for all the Jews because for no reason at all they were killed and put in camps and basically tortured for a long time. Hitler deserved to die; I just wish he had died a lot earlier before 6 million Jews were killed because of him. They did not deserve to die. I wish someone would have shot Hitler right when the holocaust started. The bad part is the Jews didn’t even know what was  happening. When they were approached the Nazis lied to Jews about where they were going. They told them that the concentration camps were a lot nic er then they really were. They said they would receive food 3 times a day and that there was no mandatory labor, basically making the Jews want to come to the camps. And by the time the Jews realized they were lying it was too late. Another awful thing the Germans did to trick the Jews was they said that the Jews were going to get a shower when really they were going to die. The showers were really gas chambers. So what they did is they made the Jews get completely naked and then they would make them all go in the chamber and in the mean time the Jews were all excited because they were finally going to get to take a shower. The saddest part was that even tiny children were put in the gas chambers. I don’t understand how those Germans could sit there and watch kids as young as 8 die slowly. It disgusts me that they would do that. I just wish the US had known about these camps sooner because I’m sure many lives could have been saved. I still don’t see why it had to be the Jews. Why did it even have to happen? I don’t get why genocide has to happen at all, I see absolutely no point to it at all. Basically genocide is a mass murder of people based on race or religion. Why do people feel t he need to kill people based on that? There are other ways to deal with them. Killing shouldn’t even be a last resort. In my opinion people can do what they want and anyone who thinks a race should be eliminated just because deserves to be executed or be put in prison for the rest of his/her life. It is clear from empirical and historical research that democide, including genocide (however defined), are facets of totalitarian systems, and to a lesser extent of authoritarian ones. The degree to which people are not democratically free increases the likelihood of some kind of domestic genocide or democide, as in totalitarian Stalin’s Soviet Union, Hitler’s Germany, and Mao’s Communist China; or fascist Chiang Kai-shek’s China, Franco’s Spain, and Admiral Miklos Horthy’s Hungary; or dictator Saddam Hussein’s Iraq, Idi Amin’s Uganda, and Mustafa Kemal Ataturk’s Turkey. Those governments that commit virtually no domestic genocide, or other government domest ic murder or extermination campaigns, are the modern democracies that recognize civil liberties and political rights. To predict where genocide is likely to occur, look first at the totalitarian governments, and next at the authoritarian ones. Whatever the political institutions of a government, the  possibility of genocide sharply increases when it is involved in international or domestic wars. The Holocaust is one clear example. There was the mass murder of Jews before 1939, but not as a government policy to murder all Jews wherever they were or came under German control. That policy did not come into existence until Germany was well into World War II. Similarly with the mass murder of Armenians by the Young Turk government. During World War I, the Turk’s alliance with Germany and the Russian invasion of Eastern Turkey provided the Young Turks with the excuse to purify Turkey of Armenians and Christians once and for all. Similarly with Stalin’s deportation of ethnic/national minorities, such as Germans, Greeks, Meskhetians, Tartars, Ukrainians, and others during World War II that caused the death of around 750,000 of them. Perhaps a million or more were thus murdered during the Mexican Revolution from 191 0-20. And other examples of genocide being executed during military incursions, civil wars, or the fight for independence are the genocides by Angola, Burma, Chile, both Congos, Colombia, El Salvador, Indonesia, Iran, Iran, Lebanon, Myanmar, Nigeria, Rwanda, Sudan, Syria, Yugoslavia (Serbia and Croatia), and so on for many others. War has always been an excuse, cover, or stimulus for genocide and mass murder. There has been considerable research on why a perpetrator should want to destroy a group or, if not destroy the group as such, murder people because of their group membership. Motives are often complex and intertwined, but one can usually pull out among the mix a major motive. One such motive is to destroy a group that is perceived as a threat to the ruling power. Such, for example, was the 1970 parliamentary elections in Pakistan that showed the political power of East Pakistan and threatened the control over it by West Pakistan, and the power of the military government. They thus militarily seized East Pakistan and murdered over a million Bengali leaders, intellectuals, professionals, and any Hindus that the military were able to capture. Such was also the case with the strong resistance of the Ukrainian farmer to Stalin’s program of collectivization in 1931-32 coupled with the threat of Ukrainian nationalism to communist control. So, when what would have been a mild famine hit the region in 1932, Stalin magnified the famine many fold by seizing food and its sources (livestock, pets, seed grain, shooting birds in the trees, etc.) and boycotting the import of food to Ukraine. Even visitors to Ukraine were  searched and food taken away from them before they entered the Soviet Republic. About 5 million Ukrainians were starved to death. In conclusion, I think genocide has no place in this world whatsoever. I think anyone who is a part of genocide is terrible people. I just feel like there are many other solutions to problems then mass murder. Innocent people do not deserve to die because of a leader’s religious view or any views at all. Do I think it’s possible that this century could be a century of death? My answer is possibly. I say this because I feel like people only think that because a lot of people have died. How can we really tell if this century is a century of death if we can only compare to past centuries? If we could look into future centuries and see how many people will die then we could figure it out. My prediction is more and more people will die in upcoming centuries only because the population will be so great. But I could easily be wrong. So like I said I hope genocide will come to an end one day or at least be stopped before people are killed. I would hope that someone will be brav e enough to stand up to a leader of genocide. My opinion on genocide will never change. Till the day I die I will think genocide has no place in this world or anywhere else. And that all those Jews that were killed and basically anyone who was killed in a genocide deserved to live. The leaders did not. I personally think genocide is wrong in every way you can think of. Why would anyone want to deliberately kill a group of people based on race or ethnicity? There have been much genocide to take place around the world, but some are better known than others. Some people have different theories on why genocide takes place. I think that genocide occurs for a couple reasons. The leaders of the genocide may feel that the group they are eliminating could be a potential threat somehow. Another reason may be to spread fear among real enemies, also to implement a belief or religious view. I don’t really see how the Jews were a threat to Hitler but by eliminating the Jews Hitler gained a lot of power. I think the leaders know that the groups of people are not threats I just think the biggest reason is to spread fear real enemies that will defiantly be a threat someday. They do it to make a point and show that they aren’t afraid to kill. I don’t agree with killing millions to prove that at all. Some genocide occurs because of economic wealth. And what I mean by this is that if one groups sees potential in something but another group is standing in the way of success they may just feel the need to eliminate the group so they can have economic wealth. I still don’t see what brings anyone happiness by killing millions of innocent people just because you want to prove that you’re the top country or something like that. Genocide is stupid in my opinion and I see no point for it whatsoever. The more I actually think about genocide the more I become in shock at the fact that there people in world who can kill and not think twice about. I’d feel bad if I killed a deer†¦I can’t even imagine killing a human. I noticed that there has not been genocide in the United States which I am very thankful for. I feel very bad for the people who are in foreign countries where genocide may not be frowned upon. I’m sure there are many people in those countries that wish they could live in the US. Whenever I think I have it bad I always just remember about the kids that were in Bosnia and Cambodia and the other places where genocides have occurred. I’m glad that the United States has helped countries who have been in genocide. Hopefully genocide will end one day and people in foreign countries won’t have to worry about it at all. I think they should really be strict about genocide in foreign countries and the US should be quick to help the country because usually the leader of the genocide is very powerful  and most of the time the country itself is not strong enough to defend itself so that’s where the united states could be a huge help because they are a very powerful country and would most likely defeat anyone. I’m just thankful I haven’t had to endure something like the holocaust or anything close to that because I don’t think I’d be able to. I have no clue how those people did it or how anyone who’s been in genocide has done it. I have a tremendous amount of respect for those people, talk about perseverance. I also have respect for the soldiers who try to stop the genocide that is occurring at the time and the sad part is most of them end up not surviving, but they are sacrificing their lives for the people and I know the people are appreciative or at least they better be, I know I would be super appreciative of what they have done. There are a number of recorded accounts of genocide; the Holocaust, Darfur, Rwanda, former Yugoslavia, Bosnia, Cambodia and many more. The thought of systematically eradicating a group of people solely based on their religious belief, their racial background or political stance would seem superbly extreme to most people, how could genocide continue without notice or without being stopped? Time after time throughout history, there is either a lack of awareness about the genocide or the people that have the power to intercede have looked the other way or decided not to get involved. Whether or not the genocide directly affects us, it is a crime against humanity that should not be overlooked. The Armenian genocide, Beginning in 1915, ethnic Armenians living in the Ottoman Empire were rounded up, deported and executed on orders of the government. The combination of massacres, forced deportation marches and deaths due to disease in concentration camps is estimated to have killed more than 1 million ethnic Armenians, Assyrians and Greeks between 1915 and 1923. Another famous genocide was the holocaust. After coming to power in 1933, the Nazi Party implemented a highly organized strategy of persecution and murder. Their targets were the so-called â€Å"undesirables†: Jews, Slavs, Roma, the disabled, Jehovah’s Witnesses, and homosexuals, as well as political and religious dissidents.The Nazis began with stripping citizenship from German Jews on the basis of their religious identity. Shortly thereafter, in November 1938, the organized pogrom of Kristallnacht marked the beginning of mass deportations of German Jews to concentration camps. As the Nazis conquered large areas of Europe, Jews and others in Nazi-controlled areas  were also deported to camps. When the German Army invaded the Soviet Union, it soon gave rise to mobile killing squads operating throughout Eastern Europe and Russia, which killed more than one million Jews and tens of thousands of other civilians. The construction of extermination camps at Auschwitz-Birkan au, Treblinka, Belzec, Chelmno and Sobibor led to the Nazis’ killing of 2.7 million Jews and others through the use of cyanide gas, summary executions and medical experimentation. Poor living conditions in non-extermination camps led to the deaths of millions more. It is estimated that six million Jews, two out of every three living in Europe, and another 5 million people had been killed by 1945. The genocide of Cambodia was also another one. When the Khmer Rouge took control of the Cambodian government in 1975, they declared the beginning of a new age dedicated to a peasant-oriented society. Instead, after outlawing education, religion, healthcare and technology, the Khmer Rouge ordered the evacuation of Cambodia’s cities and forced these residents to labor without adequate food or rest. Those who were unable to keep up were often summarily executed. At the same time, the Khmer Rouge began to target suspected political dissidents. These citizens, including doctors, teachers and those suspected of being educated were singled out for torture at the notorious Tuol Sleng prison. In four years, between 1.7 and 2 million Cambodians died in the Khmer Rougeâ⠂¬â„¢s ‘Killing Fields. The genocide in Bosnia was very large and gory. Beginning in 1991, Yugoslavia began to break up along ethnic lines as political leaders such as Slobodan Milosevic began to use nationalist sentiment as a political tool. While Slovenian independence was relatively bloodless, Croatia’s declaration sparked a civil war between the province and the Yugoslav government. Troops from the mostly Serb Yugoslav army entered Croatian territory and committed widespread human rights abuses, including the siege of Vukovar and the shelling of Dubrovnik.In 1992, the republic of Bosnia and Herzegovina (Bosnia) also declared independence and the region quickly became the central theater of fighting between Serbs, Croats, and Bosniaks (Bosnian Muslims). During the wars in the former Yugoslavia, all belligerents committed abuses against the civilians. Soldiers and paramilitaries used rape, torture, forcible displacement, and summary executions to â€Å"ethnically cleanse† areas under their control. The actions of Serbian units, including the Bosnian Serb army and  paramilitaries, were particularly notorious for committing atrocities, including the massacres at Foca, Tuzla, Visegrad, and Srebrenica. At Srebrenica, Bosnian Serb forces under General Radko Mladic overran a U.N. safe-area and executed at least 7,500 Bosniak men and boys who were sheltering with Dutch peacekeeping troops.Due to the nature of the attacks on civilians during the Bosnian and Croatian wars, the United Nations created the International Criminal Tribunal for Yugoslavia in 1993. This tribunal is tasked with prosecuting offenders who contributed to the deaths of at least 96,000 people. The genocide in Rwanda started because of the civil war. Civil war broke out in Rwanda in 1990, further exacerbating tensions between the Tutsi minority and Hutu majority. Although a peace agreement was reached in 1992, political negotiations continued. In 1994, as he returned from the latest round of talks in neighboring Tanzania, Rwandan President Juvenal Habyarimana was killed when his plane was shot down outside of the country’s capital, Kigali. Habyarimana’s death provided the spark for an organized campaign of violence against Tutsi and moderate Hutu civilians across the country. Despite the efforts of United Nations peacekeepers, extremist Hutu groups killed between 800,000 and 1 million people across the country in only 100 days. In 1994, the United Nations created the International Criminal Tribunal for Rwanda (ICTR), dedicated to bringing those responsible for the genocide to justice. While slow-moving, the ICTR has determined that the widespread rapes committed during the Rwandan genocide may also be considered an act of torture and genocide on their own. Darfur is another genocide that has occurred. The conflict in Darfur began in the spring of 2003 when two Darfuri rebel movements — the Sudan Liberation Movement (SLM) and Justice and Equality Movement (JEM) — launched attacks against government military installations as part of a campaign to fight against the historic political and economic marginalization of Darfur.The Sudanese government, engaged in tense negotiations with the Sudan People’s Liberation Movement/Army (SPLM/A) to e nd a two decade long civil war between North and South Sudan, responded swiftly and viciously to extinguish the insurgency. Through coordinated military raids with government-armed militia (collectively known as the janjaweed), the Sudanese military specifically targeted ethnic groups from which the rebels received much of their support, systematically destroying  the livelihoods of Darfuris by bombing and burning villages, looting economic resources, and murdering, raping and torturing non-combatant civilians.In March 2009, the International Criminal Court (ICC) issued an arrest warrant for Sudanese President Omar al-Bashir for two counts of war crimes and five counts of crimes against humanity. The following summer, the ICC added genocide to the charges against al-Bashir. The ICC has also issued arrest warrants for Ali Kushayb and Ahmad Haroun for a combined 92 counts of war crimes and crimes against humanity committed against civilians in Darfur. In March 2012, the ICC added Sudan’s current Minister of Defense Abdelrahim Mohamed Hussein to the list issuing an arrest warrant for crimes against humanity and war crimes in Darfur.The United Nations-African Union peacekeeping force (UNAMID) in Darfur replaced an underfunded and underequipped African Union peacekeeping mission in Darfur in January 2008. UNAMID to this day remains without the necessary resources to protect the 1.9 million internally displaced persons (IDPs) who live in large camps across Darfur. The government has increasingly obstructed UNAMID and humanitarian organizations by restricting access, often leaving the most vulnerable civilians cut off from outside aid. There are also an estimated 263,000 Darfuri refugees living across the Sudanese border in neighboring Chad. Overall, the UN estimates that more than 4.7 million people in Darfur (out of a total population of roughly 7.5 million) are still affected by the conflict.Women living in IDP camps risk rap e or harassment if they leave the camp to access water, collect firewood, or plant crops; however, due to the limited access of aid, they often do not have a choice. Gender based violence (GBV) has been used as a tool to oppress women throughout the crisis and those who target women do so with impunity. Due to cultural and religious taboos, GBV often goes unreported and perpetrators are rarely held accountable for their crimes. The most famous well-known genocide is the holocaust. The holocaust had a huge effect on the US and many other places. The Holocaust was the systematic, bureaucratic, state-sponsored persecution and murder of approximately six million Jews by the Nazi regime and its collaborators. â€Å"Holocaust† is a word of Greek origin meaning â€Å"sacrifice by fire.† The Nazis, who came to power in Germany in January 1933, believed that Germans were â€Å"racially superior† and that the Jews, deemed â€Å"inferior,† were an alien threat to the so-called German racial community. During the  era of the Holocaust, German authorities also targeted other groups because of their perceived â€Å"racial inferiority†:Roma (Gypsies), the disabled, and some of the Slavic peoples (Poles, Russians, and others). Other groups were persecuted on pol itical, ideological, and behavioral grounds, among them Communists, Socialists, Jehovah’s Witnesses, and homosexuals. In 1933, the Jewish population stood at over nine million. Most European Jews lived in countries that Nazi Germany would occupy or influence during World War ll By 1945, the Germans and their collaborators killed nearly two out of every three European Jews as part of the â€Å"Final Solution,† the Nazi policy to murder the Jews of Europe. Although Jews, whom the Nazis deemed a priority danger to Germany, were the primary victims of Nazi racism, other victims included some 200,000 Roma (Gypsies). At least 200,000 mentally or physically disabled patients, mainly Germans, living in institutional settings, were murdered in the so-called Euthasium program. As Nazi tyranny spread across Europe, the Germans and their collaborators persecuted and murdered millions of other people. Between two and three million Soviet Prisoners of War were murdered or died of starvation, disease, neglect, or maltreatment. The Germans targeted the non-Jewish Polish intelligentsia for killing, and deported millions of Polish and Soviet civilians for forced labor in Germany or in occupied Poland, where these individuals worked and often died under deplorable conditions. From the earliest years of the Nazi regime, German authorities persecuted homosexuals and others whose behavior did not match prescribed social norms. German police officials targeted thousands of political opponents (including Communists, Socialists, and trade unionists) and religious dissidents (such as Jehovah’s Witnesses). Many of these individuals died as a result of incarceration and maltreatment. In the early years of the Nazi regime, the National Socialist government established concentration camps to detain real and imagined political and ideological opponents. Increasingly in the years before the outbreak of war, SS and police officials incarcerated Jews, Roma, and other victims of ethnic and racial hatred in these camps. To concentrate and monitor the Jewish population as well as to facilitate later deportation of the Jews, the Germans and their collaborators created ghettos, transit camps, and forced-labor camps for Jews during the war years. The German authorities also established numerous forced-labor camps, both in the  so-called Greater German Reich and in German-occupied territory, for non-Jews whose labor the Germans sought to exploit. Following the invasion of the Soviet Union in June 1941, Einsatzgruppen (mobile killing units) and, later, militarized battalions of Order Police officials, moved behind German lines to carry out mass-murder operations against Jews, Roma, and Soviet state and Communist Party officials. German SS and police units, supported by units of the Wehrmacht and the Waffen SS, murdered more than a million Jewish men, women, and children, and hundreds of thousands of others. Between 1941 and 1944, Nazi German authorities deported millions of Jews from Germany, from occupied territories, and from the countries of many of its Axis allies to ghettos and to killing centers, often called extermination camps, where they were murdered in specially developed gassing facilities. In the final months of the war, SS guards moved camp inmates by train or on forced marches, often called â€Å"death marches,† in an attempt to prevent the Allied liberation of large numbers of prisoners. As Allied forces moved across Europe in a series of offensives against Germany, they began to encounter and liberate concentration camp prisoners, as well as prisoners en route by forced march from one camp to another. The marches continued until May 7, 1945, the day the German armed forces surrendered unconditionally to the Allies. For the western Allies, World War II officially ended in Europe on the next day, May 8 (V-E Day), while Soviet forces announced their â€Å"Victory Day† on May 9, 1945. In the aftermath of the Holocaust, many of the survivors found shelter in displaced persons (DP) camps administered by the Allied powers. Between 1948 and 1951, almost 700,000 Jews emigrated to Israel, including 136,000 Jewish displaced persons from Europe. Other Jewish DPs emigrated to the United States and other nations. The last DP camp closed in 1957. The crimes committed during the Holocaust devastated most European Jewish communities and eliminated hundreds of Jewish communities in occupied Eastern Europe entirely. I think the holocaust was a terrible thing and I feel extremely bad for all the Jews because for no reason at all they were killed and put in camps and basically tortured for a long time. Hitler deserved to die; I just wish he had died a lot earlier before 6 million Jews were killed because of him. They did not deserve to die. I wish someone would have shot Hitler right when the holocaust started. The bad part is the Jews didn’t even know what was  happening . When they were approached the Nazis lied to Jews about where they were going. They told them that the concentration camps were a lot nicer then they really were. They said they would receive food 3 times a day and that there was no mandatory labor, basically making the Jews want to come to the camps. And by the time the Jews realized they were lying it was too late. Another awful thing the Germans did to trick the Jews was they said that the Jews were going to get a shower when really they were going to die. The showers were really gas chambers. So what they did is they made the Jews get completely naked and then they would make them all go in the chamber and in the mean time the Jews were all excited because they were finally going to get to take a shower. The saddest part was that even tiny children were put in the gas chambers. I don’t understand how those Germans could sit there and watch kids as young as 8 die slowly. It disgusts me that they would do that. I just wish the US had known about these camps sooner because I’m sure many lives cou ld have been saved. I still don’t see why it had to be the Jews. Why did it even have to happen? I don’t get why genocide has to happen at all, I see absolutely no point to it at all. Basically genocide is a mass murder of people based on race or religion. Why do people feel the need to kill people based on that? There are other ways to deal with them. Killing shouldn’t even be a last resort. In my opinion people can do what they want and anyone who thinks a race should be eliminated just because deserves to be executed or be put in prison for the rest of his/her life. It is clear from empirical and historical research that democide, including genocide (however defined), are facets of totalitarian systems, and to a lesser extent of authoritarian ones. The degree to which people are not democratically free increases the likelihood of some kind of domestic genocide or democide, as in totalitarian Stalin’s Soviet Union, Hitler’s Germany, and Mao’s Communist China; or fascist Chiang Kai-shek’s China, Franco’s Spain, and Admiral Miklos Horthy’s Hungary; or dictator Saddam Hussein’s Iraq, Idi Amin’s Uganda, and Mustafa Kemal Ataturk’s Turkey. Those governments that commit virtually no domestic genocide, or other government domestic murder or extermination campaigns, ar e the modern democracies that recognize civil liberties and political rights. To predict where genocide is likely to occur, look first at the totalitarian governments, and next at the authoritarian ones. Whatever the political institutions of a government, the  possibility of genocide sharply increases when it is involved in international or domestic wars. The Holocaust is one clear example. There was the mass murder of Jews before 1939, but not as a government policy to murder all Jews wherever they were or came under German control. That policy did not come into existence until Germany was well into World War II. Similarly with the mass murder of Armenians by the Young Turk government. During World War I, the Turk’s alliance with Germany and the Russian invasion of Eastern Turkey provided the Young Turks with the excuse to purify Turkey of Armenians and Christians once and for all. Similarly with Stalin’s deportation of ethnic/national minorities, such as Germans, Greeks, Meskhetians, Tartars, Ukrainians, and others during World War II that caused the death of around 750,000 of them. Perhaps a million or more were thus murdered during the Mexican Revolution from 1910-20. And other examples of genocide being executed during military incursions, civil wars, or the fight for independence are the genocides by Angola, Burma, Chile, both Congos, Colombia, El Sa lvador, Indonesia, Iran, Iran, Lebanon, Myanmar, Nigeria, Rwanda, Sudan, Syria, Yugoslavia (Serbia and Croatia), and so on for many others. War has always been an excuse, cover, or stimulus for genocide and mass murder. There has been considerable research on why a perpetrator should want to destroy a group or, if not destroy the group as such, murder people because of their group membership. Motives are often complex and intertwined, but one can usually pull out among the mix a major motive. One such motive is to destroy a group that is perceived as a threat to the ruling power. Such, for example, was the 1970 parliamentary elections in Pakistan that showed the political power of East Pakistan and threatened the control over it by West Pakistan, and the power of the military government. They thus militarily seized East Pakistan and murdered over a million Bengali leaders, intellectuals, professionals, and any Hindus that the military were able to capture. Such was also the case with the strong resistance of the Ukrainian farmer to Stalin’s program of collectivization in 1931-32 coupled with the threat of Ukrainian nationalism to communist control. So, when what would have been a mild famine hit the region in 1932, Stalin magnified the famine many fold by seizing food and its sources (livestock, pets, seed grain, shooting birds in the trees, etc.) and boycotting the import of food to Ukraine. Even visitors to Ukraine were  searched and food taken away from them before they entered the Soviet Republic. About 5 million Ukrainians were starved to death. In conclusion, I think genocide has no place in this world whatsoever. I think anyone who is a part of genocide is terrible people. I just feel like there are many other solutions to problems then mass murder. Innocent people do not deserve to die because of a leader’s religious view or any views at all. Do I think it’s possible that this century could be a century of death? My answer is possibly. I say this because I feel like people only think that because a lot of people have died. How can we really tell if this century is a century of death if we can only compare to past centuries? If we could look into future centuries and see how many people will die then we could figure it out. My prediction is more and more people will die in upcoming centuries only because the population will be so great. But I could easily be wrong. So like I said I hope genocide will come to an end one day or at least be stopped before people are killed. I would hope that someone will be brav e enough to stand up to a leader of genocide. My opinion on genocide will never change. Till the day I die I will think genocide has no place in this world or anywhere else. And that all those Jews that were killed and basically anyone who was killed in a genocide deserved to live. The leaders did not.

The Electronic Cigarette Alternative

We live in a fast-paced world, and with each invention things speed up even more. And here it does it again. An electronic version of anything, from the e-book to the cloud technology, will continue to have rejoinders in the arrival of the e-cigarette. Fancy a drag? Why not try it through a healthier form of smoking in the medium provided by e-cigarettes. E-cigarettes are the latest crazes that were made in a bid to replace tobacco in a world that is becoming more aware about health hazards.The lectronic cigarette resembles the traditional cigarette in appearance but it works its magic by simulating the effect of tobacco once it hits the system. The e-cigarette can very well become the means that one can adopt to help them wean off smoking altogether although research questions remains to be framed and studied regarding how successful or common this optimistic attitude has resonated with smokers or aspiring quitters. However, as an alternative, the e-cigarette is said to be safer tha n real' cigarettes.The concept was formulated by a Chinese pharmacist, Hon Lik, in the period following the new millennium, allowing the continued inhalation of nicotine sans the cons of tobacco smoke. Although the e-cigarette was welcomed by a flurry of bans by different countries around the globe, the openness and inquisitive spirit of research has once again opened the way for real questions to be asked regarding the advantages of switching from ciggies to its electronic version. The e-ciggies are more ser-friendly.The user merely needs to take long drags to release the nicotine from the cartridge. That's the end of traditional lighters for you. Once no longer in use, the atomizer in the cylinder detects a change in air pressure and deactivates. It comes in different flavors so the user can take their pick. It is a safer option for newbie's. Some old timers say that the e-cigarette makes for a poor replacement because they feel that the ‘hit' is missing when they inhale the smoke released into the throat.Maybe it's not even about going away from ‘real' cigarettes. E-cigarettes exist as an option in a market that is driven by its ability to offer buyers with variety. Their pitch stands on the foundation that they are free from over 4000 chemical that are present in traditional fags. Finally, the user will benefit from the product because they will have more disposable income to spend on other products as e-cigarettes are way cheaper than their big brother.

Only The Heart Novel Essay

Only The Heart is a very successful novel presented by many â€Å"narrators† in both in the past and present. This novel portrays the hardships and â€Å"suffering† that a Vietnamese family endures through the years of approaching communism. Their desperate flee from the only home they have ever known and the loved ones that they may never see again, all in search of a place where there is freedom and â€Å"hope†. Only The Heat is a story that focuses on the Vo family’s â€Å"suffering†. The novel shows the hardships and struggles that a Vietnamese family endures through the years of approaching communism. It is also about their desperate flea from the only home they have ever known and the loved ones that they may never see again, all in search of a place where freedom and â€Å"hope† were to be found. The novel itself is a simply told yet moving story of the Vo family, who come to Australia as refugees in search of â€Å"hope†, as a result of the â€Å"suffering† in The Vietnam War. Many members of the family in turn become â€Å"narrators† and perhaps because of the unfamiliarity of the names, readers must looking back to the family tree, at the front of the book, while the reading of the first few chapters. This novel portrays the hardships, struggles and â€Å"suffering† that a Vietnamese family endures through the years of approaching communism. Even after arriving in the lucky country Australia there is still â€Å"suffering†, caused by Hai Nguyen’s vicious gang. There are many â€Å"narrators† in the novel but the two main persons through whom the story of is told is Toan, the youngest son and Linh, Toon’s cousin and adopted sister (after her mother Mai sacrificed her life for her). The last person creates a real overview of what has happened and the deepest thoughts and feelings of these two people, as they escape their country as refugees to Malaysia and then Australia. As you can see Only the Heart, is a successful novel composed by Brian Caswell and David Phu An Chiem, about the suffering the Vo family had to endure in the search of â€Å"hope†. With a terrifying side to life which is beyond even the vast imagination of the many Australians. The novel emphases how lucky we are to live in a country where things such as freedom, opinions and safety, (these are things taken for granted) are considered a right.

Aboriginal Contributions to Canada Essay Example | Topics and Well Written Essays - 1000 words

Aboriginal Contributions to Canada - Essay Example rature and warfare.This paper on Aboriginal contributions to Canada discusses the various contributions made by them in the field of transportation. Some of the key contributions of the Aboriginals to Canada in the field of transportation include – birch bark canoes, the Kayak, snowshoes, toboggans, moccasins, and the muklucks. Aboriginal contribution in the field of transportation:The Canadian landscape and climate is diverse and uneven in nature. Most of the regions experienced severe snowfall thus restricting the access to food. Also the agriculturists lived along the river banks, and the only feasible mode of transportation was the river.The wheeled vehicles were largely absent due to lack of animals such as camels or horses,to draw the carriages,the waterways were the only convenient routes of travel for the aboriginals,who used canoes to transport their properties from one place to the other, as well as for trade purposesThe birch bark canoes are considered as one of the greatest contributions from the aboriginal people to Canada. Figure 1: A birch bark canoe Source: http://www.birchbarkcanoe.net/builder.htm The canoes which were made from barks of the birch trees were found in abundance along the banks of the Great Lakes watershed (Johansen, Pritzker, 2007). The barks of this tree were known for being extremely lightweight and smooth and were waterproof and resilient (Sandved et al., 1993). The Algonquians tribes used different modes of transportation depending on the seasons. The birch bark canoes were mostly used during the summer (Rogers, Smith, 1994) while in winter, when the waterways freezed, majority of the travel had to be done via land. Since most of the land during winter was covered in snow, the aboriginals had to invent an alternative means of transport, which resulted in the invention of the snow shoes and toboggans (Jenness, 1932). The aboriginals used various types of snowshoes depending on the condition of snow as well as the quant ity of weight being carried while travelling from one place to another. For instance, the Mistassini tribe used beavertail snowshoes, which were primarily used by the men, while travelling through the bush and when the snow was deep. The women on the other hand used the swallowtail snowshoes, which was used during early winter. Apart from these, there were various other styles of snowshoes used by the aboriginals such as the pointed snowshoes, the bear paw and the narrow snowshoes (Sturtevant, 1981). Figure 2: Various types of snowshoes used by the aboriginals Source: http://www.virtualmuseum.ca/Exhibitions/Ground/english/exhibition/mfn/snowshoes.html Moccasins are another recent contribution to mainstream culture. The Moccasin is a type of footwear native to the Aboriginals. The word derived from the Algonquian tribe, and is used to refer to a type of footwear made out of soft leather and sewn together in a 'slipper-like' form. Traditionally this type of footwear was made from deer or moose hide, and decorated with exotic beadwork or quillwork or other similar aboriginal designs. They are one of the most crucial forms of transportation, and could be used in any season. The fur used ensures enough protection to the feet, and retains warmth during winter (Beavon et al., 2005). Thus not only did the aboriginal tribes taught

Individual project involving the evaluation of a website Essay

Individual project involving the evaluation of a website - Essay Example y finding of the evaluation. In the first part of the report, I have explained an e-Commerce enabled website named â€Å"Grainger† having the URL (http://www.grainger.com/), the main features of the website design or user interface of the website, the pros and cons of the Grainger business, the technical features of the website, an evaluation of the website design to assess its effectiveness, usability, security, accessibility and the report includes several suggestions and recommendations for improvement of the website. Moreover, the second part explains the transaction process of the e-commerce from customer’s initiation till completion of the operation. 1.1 Website Grainger was founded in 1927 by William W. (Bill) Grainger – started business as a wholesale electric motor sales and distribution business in Chicago, United States. In June 1995, the Grainger launched its transactional website to do business online. The Grainger is serving two (2) million of e-cus tomers, businesses and institutions in 157 countries and continuing to give their best for their customers. The Grainger has more than 21,446 employees in different countries, the employees work closely with customers to better understand their challenges and provide cost-saving solutions (Grainger, 2012). It is required to review and explain the technical information on the web development environment on the website. In order to do so, one of the ways is to access the source code of the web pages of the website, after reviewing the source code, it was noticed that the interface of the website has been developed in HTML 4.01, menus and cookies are developed in JavaScript, validation of forms in JavaScript, moreover, it appears that the ‘iframe’ is used in certain parts of the website to avoid reloading, hence, saving page loading time. As you type the URL:†www.grainger.com† it always converts into â€Å"http://www.grainger.com/ -Grainger/wwg/start.shtmlâ₠¬ , the extension of the home page file is ‘shtml’ instead of ‘html’ or ‘htm’, it means that the file contains some information that would be added during execution by the server before it is sent to the user (Rouse, 2005). 1.2 Purpose of the Website The aim of the website is to cater online orders and improving customer as well as vendor services. The website maintains details of the customer’s personal as well as payment information, order processing, and the addition of new customer, updating and adding new products through a content management system. All the information has to be stored in a database that can be a relational database management system on the server side. There has to be a front end (also known as Buy Module) and a back end (database module) of the website. The initial module is used for the interaction of the e-customers to search the products and place orders, whereas, the back end is used not only to store / save the data of the customer but also utilized to process

Workplace Monitoring - How Much Is Too Much Essay

Workplace Monitoring - How Much Is Too Much - Essay Example Despite the battle over privacy issues, employers remain firm in enforcing workplace monitoring for a number of reasons. A survey by the American Management Association in 2001 revealed the following as the top reasons: (1) Legal compliance – to provide some degree of legal protection for both company and consumer and falls under â€Å"due diligence† of a company to keep adequate records; (2) Legal liability – to prevent employees from accessing offensive graphic material on computer screens that could escalate hostility in the workplace environment; (3) Performance review – to allow supervisors to review, evaluate and improve job performance of customer service and consumer relations personnel based on taped field calls and other sources procured through monitoring; (4) Productivity measures – to ensure all activities and communications in the workplace are business related; (5) Security concerns – to protect the value of proprietary corpora te information.3 2. Duke L. & Tech. Rev., â€Å"Monitoring employee e-mail: Efficient workplaces vs. employee privacy†, iBRIEF/ eCommerce, Issue No. 0026, 25 July 2001, 2 May 2007 . 3. American Management Association, â€Å"2001 AMA survey workplace monitoring and surveillance summary of key findings†, AMA Research, 2001, 2 May 2007 . There are many ways by which workplace monitoring is performed. But the main idea is that employers have the right to monitor every business activity performed during office hours. In telephone monitoring, an employer may choose to listen to employees’ phone calls at work for reasons of quality control. Some protection may be accorded to the employee if he is calling from a phone designated for personal calls but if he tries to use a business phone for

SP Essay Example | Topics and Well Written Essays - 250 words

SP - Essay Example I love most the way research gives researchers the opportunity to express emotions and opinions in words that touch, inspire, and influence other people. It is my hope that as a researcher, I shall instill knowledge and motivate other upcoming researchers. I am convinced that I will also learn in depth the concepts of Educational Statistics, Data Analysis, Qualitative Research, and Organizational Development. I shall use the knowledge I acquire here to increase student learning and achievements as measured on standardized scores. I always wanted to do something with my life that would ensure that I am giving back to the society. This was a motivation I got from my mother at a tender age. I therefore, intent to use the concepts I learn to inspire other people. I have always looked forward to expanding my theoretical and practical knowledge. I am convinced that my study in your well-regarded institution with such a long-term record of academic excellence backed by expert faculty and excellent research services will be a meaningful and rewarding experience. I look forward to an opportunity to study in your highly esteemed institution. With my commitment, persistence, and patience to succeed, I believe I shall see my dreams come

Give comments to personal statements Essay Example | Topics and Well Written Essays - 250 words

Give comments to personal statements - Essay Example The fascination is the basis of his personal and career goals to major in Software Engineering. He envisions building his game development company. Collins believes his determination will be crucial in pursuing Ph.D. in either Robotics, Intelligence or Theoretical Physics (Lam, 2015). Collin’s good background education on computers will see him through his computer career. In fact, he has already been successful in developing games in high school and the recent Edrenium with positive feedbacks. Willis Hougland’s love for Lego toys is the basis of his career given the mental development and dexterity of hands that comes with the childhood toys as evident with development of remote cars and full size cars in high school. At the University of Colorado, he majors in component design develops, and a drill powered vehicle and knowledge in software design, as well as skills on metalworking and welding, helps him in developing a contestable bike. His leadership skills are put to test when acting as Head of Manufacturing Engineering where he diagnoses problems especially poor designs (Johansen, & Johansen, 2011). Education and personal skills will undoubtedly make his goals achievable. Kirsten Chun’s love for medicine as a career begins with early childhood experience as she watches successful x-rays by the father. Cancer experience with her mother and at the women healthcare center is also the reasons for her fascination with physiology and medicine. Therefore, she would like to contribute to the expansion of medicine knowledge. Working with women helped her develop excellent patient care skills and stresses the need for compassion (Cipolle, Strand, & Morley, 2012). She plans to get back to Hawaii and attend A. Burns Medical School and believes her diligence and affectionate personality will add to the diversity of the university

Are Engagement Strategies Desirable for Organizations and Employees Essay - 4

Are Engagement Strategies Desirable for Organizations and Employees - Essay Example According to the research findings, Human Resource helps and contributes to maintaining a competitive advantage of the company through various training, employee career orientations and development of skills and competencies which would be a company or product specific. They actually cater to shorten and act as a bridge to cover the gap between what the organization expects and what actually happens. The traditional sources of success like the product technology, studying market conditions and so on helps in providing competitive leverage both for its sustainability of the competitive advantage of the company sound functioning of the HRM is needed. Strategy chalks out the direction a company must travel in order to achieve the maximum output and benefit. Business strategy deals with achieving a competitive advantage of a company over others. The strategic capabilities of an organization can be tested by the ability of the company to execute the same. It can also be called as the path way which holds good not only for the employees but the management as well. Strategic HRM is related to the concept of strategy. It deals with the implementation and the execution of the HR policies. The strategic management requires the HR policies to be adhered and followed by the employees and the other staff. This is to bring out and cultivate the core competencies among the employees. The top management of the company checks the extent to which the rules made by the HR help in the growth of the company. The focus on the operational performance and the competitiveness have increased so much so that the managers have to make plans in accordance with the company’s objectives and aim.

Belle Gunness-A Female Serial Killer Research Paper

Belle Gunness-A Female Serial Killer - Research Paper Example Little is known of the early life of Gunness, and reports that do exist are conflicted. Some report that Belle Gunness was born Bella Poulsdatter in Trondhjeim, Norway (Geringer). Other reports have Belle Gunness born as Brynhild Poulsdatter Storset in Selbu, Norway (Gibson 36). Most biographers, according to author Dirk Cameron Gibson, agree that her date of birth was November 11, 1859, in or around Lake Selbu, Norway, as well as the fact that she was raised without much money (36). It is also agreed that Belle, then Bella, emigrated from Norway to the United States between 1881 and 1884 by courtesy of her elder sister, who sent her money for passage as well as offered her houseroom upon her arrival in Illinois (36). It does appear that the first few years in America were happy ones. She Americanized her name to Belle and married her first husband, Mads Sorenson, along with bearing him four children, with only two living past infancy (Jones 157). The couple owned a candy store, but the popular saying goes that â€Å"it only turned a profit after it burned to the ground† (Jones 158). In addition, two of the houses the couple owned also burned (Geringer). All carried insurance policies, which the couple collected, as the insurance companies were never able to find exactly what started the fires (Jones 158). They were also unable to prove that the fires had been started intentionally (Jones 158). Gunness once again had reason to collect insurance in 1900. Mads Sorenson suddenly died on July 30, 1900 in a â€Å"convulsive agony† (Schechter 177). When he was examined by the coroner, he was found to have an enlarged heart, which was noted as his cause of death (Jones 158). Before the cash was finished being counted into her hands, Belle took the insurance money of $8,500 and moved to La Porte, Indiana, with her three children (Geringer). Once in La Porte, it was not long before love, or at least another husband, found

On line data sources( 330) Essay Example | Topics and Well Written Essays - 500 words

On line data sources( 330) - Essay Example In this same case, there are various reasons as to why people carry out homicide attacks. The primary reason is that there is a lacking of something or on the other hand there may be a need in something. There are quite a number of questions that an individual can ask when it comes to this issue of homicide. There is some relationship in this connection. The first reason is that when a child lacks the necessary education he may end up failing and not graduating. This brings lack of a way of fending for himself. The next option may be to resort to crime, in this case violent crime. In this particular case also there is a relationship. Poverty is the center of focus in this case. It is seen that when a person is living in a society where poverty is prevalent there is bound to be the feeling of coming up with a way of earning a living. (Williams, 2007) It may be pretty hard to find legitimate ways of doing this. What people opt for is the easy way out. This is particularly to do with crime. In the course of criminal activities the individuals may end up resorting in violent activities that may be detrimental to others and in this particular case such an act may be homicide. At the same time there are other reasons that may trigger homicide cases in the society. One of this is the urge to fit into a given group. This is an act which is particularly conducted by individuals in gangs or criminal groups. It is seen that for one to be inducted into such a group he or she has to carry out an activity say robbery or killing someone. This is where homicide comes in. As it has been seen there are various motivating factors when it comes to homicides. At the same time it should be noted that when it comes to homicides it is not just an act that is undertaken singly. In most cases it is usually tied down to some factors that are prevalent in society, education and the economic factors being chief

Tuesdays with Morrie Essay Example for Free

Tuesdays with Morrie Essay Tuesdays with Morrie is a true story about sportswriter Mitch Albom and his favorite college professor Morrie Schwartz. During Alboms undergraduate years at Brandeis University, when he takes every class taught by his mentor, he and Schwartz form a bond that goes beyond the typical student/teacher relationship. The author, Mitch, who is a teacher in the eyes of hope. After graduation, he entered the community, containing floating up, there was the ideal gradual disillusionment, lifes difficult to face an increasingly large problem. Sixteen years later, he stumbled and mentor college reunion, but this time his teacher only last a few months to live. So, he went to fourteen of his teachers class Mitchvisits his teacher every Tuesday. The teacher, Murray. Schwarz (Morrie Schwartz), one step closer to facing death, honesty saw himself in the face of death, fear and vulnerability, admitted that their love of this world is to accept defeat, but he broke these emotions, to show life after Che Qingming hole and quiet, and with a sense of humor. Murray not only their own courage to face death, read all the documents multiple meanings of death, but through conversations with students Mickey, Mickey because little by little so sophisticated and calloused heart gradually soft, let him look at life. The author dreams fade, narrow field of vision, emotional moments become stiff, have the opportunity to listen to former mentors teachings. People who read this book, it also seems to follow the Church is called to attend the What is Life lesson learned to be the wisdom and warmth. This is the story that will shine, and makes you a lifetime memorable. After graduation, Albom promises to stay in touch with his professor and moves to New York City with the intention of pursuing a career as a professional musician. He spends several frustrating years working odd jobs and wondering what he is doing wrong. He loses touch with all of his college friends and Schwartz. His musical dreams are dying a frustrating death, and he feels like a failure for the first time in his life. Around that time, a favorite uncle passes away from cancer at the age of forty-four. This frightens Albom into action. He returns to school and earns graduate degrees in journalism and business administration from Columbia University in New York. Albom accepts a job as a sports writer and begins working long, grueling hours, determined not to end up at a corporate job he hates like his uncle did. He bounces around the country working for different newspapers and magazines before finally settling at The Detroit Free Press, where his career really begins to take off. As Alboms career grows, so do his income and his material possessions. The more he gets, the more he wants and the harder he works. During this time, he also gets married. His wife wants to start a family, and he promises her someday. One evening while flipping channels on the television, Albom catches the introduction to Nightline and hears the name Morrie Schwartz. His long-forgotten favorite professor is the subject of a Ted Koppel interview. Albom watches in shock as he learns Schwartz is dying of ALS, or Lou Gehrigs disease. Shortly after learning the diagnosis, Schwartz makes an important decision. He isnt going to hide behind his illness. He isnt going to be ashamed or afraid of dying. Hes been a teacher all his life and decides hell teach one final class, teaching his students how to die. Thats where Schwartzs old student and friend Mitch Albom comes in. After seeing the Nightline interview, Albom visits Schwartz and makes another promise to keep in touch. A few weeks later, Alboms newspaper goes on strike, and he is out of a job. Left with too much time on his hands and too many unsettling thoughts in his head, he returns to Massachusetts to see Schwartz. In fact, he returns to Massachusetts every Tuesday until the end of Schwartzs life. After a couple of visits, Albom begins recording their talks, with Schwartzs permission and his encouragement. He wants to share this journey with the world and knows that Albom can help him reach beyond the walls to which his disease has confined him. For the next fourteen weeks, Schwartz and Albom discuss everything from regrets and death to money and marriage, from family to forgiveness. Their conversations and the insights they give into the way Schwartz has lived his life and accepts his death become the foundation around which Tuesdays with Morrie is written.

Mayers Cognitive Theory of Multimedia Learning

Mayers Cognitive Theory of Multimedia Learning Mayer describes multimedia as modern presentation modes (text, pictures etc.) and different modalities (visual, auditory etc.) that are presented by an integrated technical system such as computer and internet. According to Mayer, multimedia learning refers to learning from words and pictures and multimedia instruction refers to the presentations of words and pictures. We see that Mayer describes the differences between multimedia learning and multimedia instruction. According to his description, multimedia instruction is the learning material which presents words and pictures that are intended to promote learning whereas multimedia learning refers to the learner constructed knowledge that builds mental representations from these words and pictures; that is, multimedia instruction. Mayer (2009) states three views of multimedia messages. Multimedia messages can be based on the delivery media such as amplified speaker and computer screen presentation modes such as words and pictures, or sensory modalities such as auditory and visual. In the first view, it is clearly seen that delivery media is technology centered and focus is on technology rather than learners; that is, the focus is on the devices used to present information rather than on how people learn. The other views are learner centered. These views are consistent with learner centered approach and based on cognitive theory of learning on how people learn. Moreover, these two views are consistent with constructivist learning which is based on actively constructed knowledge rather than passively transmitted and gathered. The only distinction between these views is the sensory modalities view of multimedia is consistent with a cognitive theory of learning that assumes humans have separate information processing channels for auditory and visual processing whereas presentation modes view is consistent with a cognitive theory of learning that assumes humans have separate information processing channels for verbal and pictorial knowledge. In the following figure, Mayer (2009) describes his cognitive theory of multimedia learning. Figure: Cognitive Theory of Multimedia Learning This cognitive theory of multimedia learning is based on three assumptions (2009): dual channels: there are separate channels for processing visual and auditory experiences and information in humans memory limited capacity: each information channel is limited in its ability to process the amount of information and experiences at one time active processing: processing experience and information in channels is an active process designed to construct coherent mental representations According to this model, the learner must engage in the five cognitive processes or steps in order for meaningful learning to occur in multimedia environment. First, learner selects the relevant words for processing in verbal working memory. Then, learner selects relevant images for processing in visual working memory. After that, learner organizes selected words into a verbal mental model and selected images into a visual mental model. Finally, learner integrates work based and image based representations as well as prior knowledge (Mayer, 2009). Mayers cognitive theory of multimedia learning draws on Paivios (1986) dual coding theory, Swellers (1988) cognitive load theory, Baddeleys (1992) model of working memory, Mayers (1996) SOI model of meaningful learning and Bruners constructivist theory. The working memory model explains what happens to information after it is perceived by the sense organs and suggests that there are separate slave systems such as phonological loop and visuo-spatial sketch pad for processing visual and verbal information (Baddeley, 1992). Dual coding theory is built on the working memory model and suggests that humans have two separate systems for representing verbal and nonverbal information. This verbal and nonverbal information is processed differently and in separate channels and although these systems are structurally and functionally independent, they are also interconnected (Paivio, 1986). Cognitive load theory points the findings from studies about dual coding theory; for example, information processing system is consist of two independent channels for processing and representing information which are limited in their capacity and suggests that learning happens best under conditions that are aligned with human cognitive architecture. Cognitiv e load theory is concerned with the way cognitive resources are focused and used during learning and problem solving (Sweller, 1988). Although Mayers cognitive theory of multimedia learning draws on many theories, Mayers multimedia theory is specifically based on Paivios dual coding theory which basically assumes that humans have separate information processing channels for verbal and pictorial information for auditory and visual messages. According to Mayers theory, the learner has a visual and verbal information processing system. For example, auditory narration goes into the verbal information processing system whereas animation goes into the visual information processing system. Since dual coding theory is built on the working memory model of Baddeley and working memory includes verbal and visual channels which are phonological loop and visuo-spatial sketch pad for processing visual and verbal information, we can also say that Mayers theory is consistent with Baddeleys one. Mayer also uses Swellers cognitive load theory to understand how humans learn and humans cognitive limitations for processing information. By using cognitive load theory, Mayer suggest that presenting too many elements such as words and pictures in multimedia material can lead to overload to be processed in visual or verbal information processing systems. Mayer also supports the theory of constructivist learning. By considering constructivist learning theory, Mayer suggests that cognitive construction and active learning depends on the cognitive processing of the learner during learning process. For example, learner constructs new knowledge by using active learning methods such as actively and mentally engaged in learning processes although passively sitting in the chair and watching a presentation. Mayers also use his SOI model of meaningful learning while building cognitive theory of multimedia learning. In this model, learners are again knowledge constructors who pay attention to relevant words and pictures in multimedia message in order to produce meaningful learning and organize the information in coherent verbal and pictorial model, and integrate it with prior knowledge. By his theory, first, Mayer has contributed to establishing a cognitive theory of multimedia learning which builds on how people learn. Mayers theory also continues to contribute greatly to establishing theories and principles about learning in multimedia environment. Also, his theory and principles are a great resource for instructional designers to consider the cognitive processes related with learning. Instructional designers need to consider the learners and their memory capacities. They need to design their learning materials to maximize the focus on learning activities and minimize the learners attention to activities which are not directly related to learning. When considering new delivery media technologies such as mobile phones, tablet pcs and smart phones, I think future researches need to be conducted to evaluate the multimedia by using this theory in a real world context or new derivatives of theories need to be developed from Mayers one to adapt it to recent real life co nditions.

William Wordsworths Lines Composed a Few Miles Above Tintern Abbey Ess

William Wordsworth's "Lines Composed a Few Miles Above Tintern Abbey" Whereas most individuals tend to see nature as a playhouse that should alter and self-destruct to their every need, William Wordsworth had a very different view. Wordsworth perceived nature as a sanctuary where his views of life, love, and his creator were eventually altered forever. The intensity of Wordsworth's passion for nature elevated him from a boy into the inspiring man and poet in which he is recognized to be today. One of the most compelling works Wordsworth ever devised was that of "Lines Composed a Few Miles Above Tintern Abbey." The poem enlightens the reader on the awesome power and depth of nature, which Wordsworth has discovered in his trials and tribulations upon the earth. Thus, to fully understand the significance of nature in all lives told through "Lines Composed A few Miles Above Tintern Abbey" one must understand the setting and mood, as well as comprehend the rhyme scheme, and use of many diverse poetic devices that interact within the poem. One is able to gain insight into "Lines Composed a Few Lines Above Tintern Abbey" by first trying to understand the mood and setting of the poem. Although it "is a miniature of the long poem Wordsworth never quite wrote" (Robyn Young p.409) it lacked nothing as far as depth and intensity goes. Wordsworth was very skilled in such areas, although his writing may be come very complex it is said that it was a result of "the spontaneous overflow of emotion" (Gale Net). Wordsworth wrote this poem, as cited by Wordsworth without "any part of it was written down till I reached Bristol" (F.W. Bateson p.191). Wordsworth was a firm believer that man should ?find an immanent force that unites them with their physical and spiritual environments? (Jan Shoemaker p.1). As Wordsworth revisits this beloved place of his (Tintern Abbey) he is reminded of how he once perceived this sanctuary. Wordsworth attempts to compare and contrast two worlds, Brian Barbour states ?Wordsworth?s basic strategy is to a ppeal to the spiritual while remaining entirely within the natural order?(Barbour p.154). When he was a young child he came to this valley using it as his own personal playground. He never gave nature the respect and praise that it so deserved. He just saw nature through a young child?s eyes; he saw a tree in which to climb, grass in which wa... ...pt. The reader viewpoint of nature in a sense is altered, as Wordsworth is erudite about the wonders of our mother nature. One must learn to live in harmony with nature to fully understand our true character and to enjoy the gracious gifts of natural world that have so graciously bestowed upon us all. Works Cited Barbour, Brian. "Between Two Worlds." Nineteenth-Century Literature. California Press (1993): 14 7-168 Bateson, F.W. Wordsworth a Re-Interpretation. London: Lowe and Brydone (Printers) Limited, 1956. Bloom, Harold. Bloom's Major Poets. Pennsylvania: Chelsea House Publishers, 1999. Bloom, Harold. Modern Critical Views. New York: Chelsea House Publishers, 1985. Gill, Stephen. A Life. Oxford: Clarendon Press, 1989. Hartman, Geoffery H. The Unremarkable Wordsworth. Vol. 34. Minnesota: University of Minnesota, 1987. Shoemaker, Jan. Bill and Gus. [Online] http://FirstSearch.oclc.org. Jan 27, 2000. Wordsworth, William. Detroit: Gale Company, 1999. [Online] Exploring Poetry. Feb 22, 2000. Wordsworth, William. Lines Composed. [Online] http://www.library.com/poems, Feb 29, 2000 Young, Robyn V. Poetry Criticism. Vol. 4. Detroit: Gale Company, 1992

Power of Discrimination Exposed in Call It Blindness Essay -- Call It

Power of Discrimination Exposed in Call It Blindness    The fear of the unknown causes people to inflict pain and hatred rather than try to understand.   They discriminate or prejudge others on the basis of their ethnicity, race, sex or handicap.   This treatment often results in victims being ostracized from society.   It is assumed that such hardship can make people bitter and full of resentment.   However, Georgina Kleege disproves this in her essay "Call It Blindness."   She shows that her personal struggle against discrimination has made her better, because it pushes her to open people's narrow-minded views, break down societal stereotypes, and inspire those with similar challenges.    As a handicap, there are extra struggles that Kleege must face while trying to broaden the narrow-mindedness of people in today's society.   When people have a handicap, they are seen as weak and inferior.   The blind must try to escape the negative stereotypes that are often associated with them.   Kleege acknowledges that people believe, "Blind means darkness, dependence, destitution, despair.   Blind means the beggar in the subway station" (395).   She tries to help others understand that her condition is not one of despair but one of hope, as   "blindness does not in itself constitute helplessness.   You will be as resourceful, capable, and intelligent as you ever were" (403).   Kleege tries to make clear to others that her condition is not the end of her life, but the start of one with more difficulty.   There are also stereotypes of uncleanliness and unawareness of those without vision, as well as an idea that the blind are less intelligent.   Ev en though there are many who do fall into the stereotype, there are also in... ...r way.      Ã‚  Ã‚  Ã‚  Ã‚   Throughout history, there have been many images of bravery and strength.   However, there is none more admirable than the bravery and strength of people like Georgina Kleege.   They continue to fight, even when their triumphs go unnoticed by most.   As a result, their actions have had a larger impact on society than any famous hero.   With their patience and perseverance, they have helped change and mold society's negative view of the disabled into a positive one.   Without people with perseverance like Kleege, members of today's society would never try to open their eyes and learn to accept and respect those who are different.            Work Cited Kleege, Georgina.   "Call It Blindness."   The Presence of Others.  Ã‚   3rd ed. Ed. Andrea A.     Ã‚  Ã‚  Ã‚  Ã‚   Lunsford and John J. Ruszkiewicz.   New York: Bedford, 2000.   389-407.   

Moral Implications of the Battered Woman Syndrome Essay -- Domestic Vi

Moral Implications of the Battered Woman Syndrome The Battered Woman Syndrome, like the Cycle Theory of Violence, helps to illuminate the situation of the person victimized by domestic violence. However, it may also contribute to the violence of the battering situation. In this paper, I explore some of the implications of the Battered Woman Syndrome for domestic violence cases wherein an abused woman kills her abuser. I begin by delineating some of the circumstances of a domestic violence situation. I then discuss the particular moral issue of subjectivity or moral personhood involved in instances wherein a woman victimized by domestic violence responds by killing her batterer. Finally, I argue that the Battered Woman Syndrome and similar alternatives to or qualifications of self-defense are problematic because they strip a woman of her moral subjectivity. I conclude with a brief articulation of a proposal for reform of the criminal justice system specifically aimed at cases wherein there has been a long history of abuse or violence . This reform is unique because it does not rely on a separate standard of reasonableness particular to battered women, but arises out of consideration of the moral implications of legal proceedings involving domestic violence. Introduction The case of battered women who kill raises some interesting questions regarding the criminal justice system's ability to respond to domestic violence. The Battered Woman Syndrome, like the Cycle Theory of Violence, helps to illuminate the situation of the battered woman, why she does not just leave the relationship, and why some domestic violence relationships end in the death of the batterer. However, it may also contribute to the violence of domestic viol... ...77), pp. 113-118. (10) See Charles Ewing, esp. Chapter 4. (11) Walker, p. 143. (12) See Cynthia Gillespie, Justifiable Homicide (Columbus, OH: Ohio State University Press, 1989). (13) This applies to cases where immediate threat of danger is not present. For instance, if a woman kills her batterer while he is asleep then there is said to be no immediate threat of lethal harm. If, however, the batterer is killed in the battering incident, then immediate threat of lethal harm is present and the standard understanding of self-defense should apply. However, there are numerous cases of the latter and the woman was nonetheless found guilty of some form of murder or manslaughter. See Ewing, Chapter 4. (14) Ewing, p. 79. (15) Ann Jones, "A Little Knowledge" in Take Back the Night edited by Laura Lederer (New York: William Morrow and Co., 1980), p. 182-183. Moral Implications of the Battered Woman Syndrome Essay -- Domestic Vi Moral Implications of the Battered Woman Syndrome The Battered Woman Syndrome, like the Cycle Theory of Violence, helps to illuminate the situation of the person victimized by domestic violence. However, it may also contribute to the violence of the battering situation. In this paper, I explore some of the implications of the Battered Woman Syndrome for domestic violence cases wherein an abused woman kills her abuser. I begin by delineating some of the circumstances of a domestic violence situation. I then discuss the particular moral issue of subjectivity or moral personhood involved in instances wherein a woman victimized by domestic violence responds by killing her batterer. Finally, I argue that the Battered Woman Syndrome and similar alternatives to or qualifications of self-defense are problematic because they strip a woman of her moral subjectivity. I conclude with a brief articulation of a proposal for reform of the criminal justice system specifically aimed at cases wherein there has been a long history of abuse or violence . This reform is unique because it does not rely on a separate standard of reasonableness particular to battered women, but arises out of consideration of the moral implications of legal proceedings involving domestic violence. Introduction The case of battered women who kill raises some interesting questions regarding the criminal justice system's ability to respond to domestic violence. The Battered Woman Syndrome, like the Cycle Theory of Violence, helps to illuminate the situation of the battered woman, why she does not just leave the relationship, and why some domestic violence relationships end in the death of the batterer. However, it may also contribute to the violence of domestic viol... ...77), pp. 113-118. (10) See Charles Ewing, esp. Chapter 4. (11) Walker, p. 143. (12) See Cynthia Gillespie, Justifiable Homicide (Columbus, OH: Ohio State University Press, 1989). (13) This applies to cases where immediate threat of danger is not present. For instance, if a woman kills her batterer while he is asleep then there is said to be no immediate threat of lethal harm. If, however, the batterer is killed in the battering incident, then immediate threat of lethal harm is present and the standard understanding of self-defense should apply. However, there are numerous cases of the latter and the woman was nonetheless found guilty of some form of murder or manslaughter. See Ewing, Chapter 4. (14) Ewing, p. 79. (15) Ann Jones, "A Little Knowledge" in Take Back the Night edited by Laura Lederer (New York: William Morrow and Co., 1980), p. 182-183.

Legal Research Essay

a) Moore v. Richardson, 332 Ark. 255 (1998). Ms. Moore and Mr. Richardson divorced and Ms. Moore was granted custody of their minor daughter. Mr. Richardson was required to pay child support accordingly and have visitation rights. The case is good law. It is binding to Arkansas court. Clearly, Arkansas court made the final judgment about the custody of the child and visitation by the father. b) Glanding v. Industrial Trust Co., 45 A.2d 553 (1945). The Court of Chancery is not given the jurisdiction to award penalties on government cost recovery cases as it is of limited jurisdiction. Therefore its laws are not mandatory as it can be honored by The Supreme Court who will make the decision. Therefore any cost recovery action is not available at equity. Similarly, private cost recovery actions should be addressed at the Superior Court. c) People v. Jackson, 150 Cal. App. 3d Supp. 1 (Cal. App. Dep’t Super. Ct. 1983). The case is mandatory. The required proceeding should be brought forth during the trial and appellate processes. A party has a right to appeal and the courts have the obligation of giving the party permission to change facts during the appeal as long as there is reasonable evidence and facts. Infringement of personal should not occur and statements should be made depending on standard of evidence. However a party is not to change theories in the trial and appeal court. d)Landers v. Staten Island R. Co., 53 N.Y. 450 (1873). Criminal jurisdiction and civil jurisdiction brings about the protective jurisdiction of courts. They necessitate the occasions for instituting the proceedings. Further criminal and civil jurisdiction therefore implies with  respect to the mature of the subject matter and civil or criminal mature of the actions. Such an action therefore does not aim in the creation of another authority. Territorial aspects may come in hand, however the nature of the action determines the jurisdiction the case will be handled. It merely extends the limits of the particular jurisdiction. It is therefore not mandatory. e) Merriman v. Crompton Corp., 282 Kan. 433; 146 P.3d 162 (2006). There are certain analyses that can be determined depending if a court has jurisdiction over a defendant. A person can be submitted to a particular jurisdiction if the person is a citizen or not and depending on whether he/she committed a criminal act in that jurisdiction or whether he/she was transacting any business in that state.

Principles of diversity, equality and inclusion in adult social care Essay

Learning outcomes The learner will: Assessment criteria The learner can: 1. Understand the importance of diversity, equality and inclusion 1.1 Define what is meant by: a) diversity b) equality c) inclusion d) discrimination 1.2 Describe how direct or indirect discrimination may occur in the work setting 1.3 Explain how practices that support diversity, equality and inclusion reduce the likelihood of discrimination 2. Know how to work in an inclusive way see more:key legislation relating to equality and diversity 2.1List key legislation and codes of practice relating to diversity, equality, inclusion and discrimination in adult social care settings 2.2Describe how to interact with individuals in an inclusive way 2.3 Describe ways in which discrimination may be challenged in adult social care settings 3. Know how to access information, advice and support about diversity, equality, inclusion and discrimination 3.1 Identify sources of information, advice and support about diversity, equality, inclusion and discrimination 3.2 Describe how and when to access  information, advice and support about  diversity, equality, inclusion and discrimination Additional information about the unit Unit purpose and aim(s) This unit introduces the concept of inclusion, which is fundamental to working in adult social care settings. This unit is aimed at those who are interested in, or new to, working in social care settings with adults. Unit expiry date Details of the relationship between the unit and relevant national occupational standards or other professional standards or curricula (if appropriate) HSC 24 HSC 234 Guidance for developing assessment arrangements for the unit (if appropriate) An individual is someone requiring care or support Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles. Support for the unit from a SSC or other appropriate body (if required) Skills for Care and Development Location of the unit within the subject/sector classification system 01.3 Health and Social Care Name of the organisation submitting the unit Availability for use Shared Unit available from Unit guided learning hours 18 Additional guidance See ‘Guidance for developing assessment arrangements for the unit’ 1. Define what is meant by: (1.1.1) a. diversity Diversity basically means difference, difference in age, background, religion and the list goes on. It is important to create an atmosphere in which each diverse person feels equal in their surroundings b. equality Equality is everyone getting the same privileges and opportunities as everybody else no matter what shape, colour or beliefs c. inclusion No matter what even if it ay be a disability, gender or age a person is aloud equal access to a service no matter what d. discrimination Discrimination is generally treating someone as an outcast because they may be different in some way or another to everyone else 2. Describe how direct or indirect discrimination may occur in the work setting (1.1.2) When a person is not treated as equal as everyone else be it because of age, religion, gender, ethnicity, or sexuality. Example- you apply for a job as a shop assistant and your aged 50 but have all the necessary qualifications and plenty of experience. The person conducting the interview comments on your age in an inappropriate manner, and then tries to question you on your health problems. After the interview you find that the person conducting the interview pays more attention to the younger fitter people and then states you haven’t got the job, without giving a proper reason as to why. Indirect discrimination- When there are certain requirements or conditions which may affect certain people in many different ways. Example- searching through the newspaper looking for a job, you come across an add, it says you need to have some sort of vehicle to get from place to place. This is indirectly discriminating people who may be unable to drive due to some sort of disability or financial problems. 3. Explain how practices that support diversity, equality and inclusion  reduce the likelihood of discrimination (1.1.3) For those who support the inclusion of diversity and equality their more likely to attract those who are open minded and non-judgmental individuals, this would reduce the risk of discrimination. If there was any discrimination occurring there might be a more firm disciplinary towards the situation that has taken place. 4. List key legislation and codes of practice relating to diversity, equality, inclusion and discrimination in adult social care settings (2.2.1) †¢Race relations act 1976, amended 2000 This states that everybody no matter what race, nationality or ethnicity should be treated fairly like everyone else †¢Disability discrimination act 1995 This states that a person with a disability should be treated the same as an able-person †¢Employment equality regulation 2003 (religion or belief) This states that it is illegal to discriminate an individual at a work place because of their religion or beliefs this also covers those in training †¢Employment equality regulation 2006 (age) This states that it is unlawful for an employer to discriminate against anyone due to their age †¢The Equal Pay Act 1970 (amended 1984). This states that women must be paid  the same as men when they are doing the  same or similar work †¢The Sex Discrimination Act 1975  (amended 1986). This makes it illegal to  discriminate against men or women in  employment, education, housing or in  providing goods and services 5. Describe how to interact with individuals in an inclusive way (2.2.2) Many individuals interact in different ways it is important not to assume how a person may interact. The elderly When communicating with an older individual it is important to speak clearly and loudly, not shouting but keeping a loud clear voice while looking at them will help them hear what is being said and cut down on miss-communication. Many people just assume that when a person is elderly they are not able to do many things their selves, it is important to promote their independence and only intervene when they are comfortable for you to do so or when it is necessary (example, when they are at risk) The disabled Many people just assume that when a person is physically disabled their mentally affected as well which is not always the case. People who are physically disabled like to be treated as everyone else, for the people who are mentally disabled be it mild or severe there may be certain things that have to be altered when interacting with them. When speaking trying to not use technical words but smaller words so they understand will be a help, speaking clearly and sometimes using flash cards makes a big difference. Some disabled people again don’t like their independence taken from them, of course they will need help in certain areas but checking that it is ok to do so shows that you are not there to shadow their independence but enhance it slightly 6. Describe ways in which discrimination may be challenged in adult social care settings to promote change. (2.2.3) The way to deal with discrimination is to deal with it at the time it has arisen and encourage talking and to discourage this behaviour. I would ensure that the service users I work with know their rights and give them access to any information that they need, as well as offer any support they might need. If required I would make contact with an advocate who can help the service user to understand their choices and rights. 7. Identify sources of information, advice and support about diversity, equality, inclusion and discrimination (3.3.1) The Equality and Human  Rights Commission (www.equalityhumanrights.com) has a statutory remit to promote and monitor human rights and to protect, enforce and promote equality across the seven protected grounds, which are; †¢Age †¢Disability †¢Gender †¢Race †¢Religion and belief †¢Sexual orientation †¢Gender reassignment They are able to provide a wide range of resources, advice and guidance about all the areas of equality rights. They produce guidance documents about legislation, particularly the Equality Act 2010 and you can download these from the website. There are likely to be local recourses such as the Citizens Advice Bureau, Welfare Rights or Law Centres. Local libraries also have plenty of information available both online and in hard copy. 8. Describe how and when to access information, advice and support about diversity, equality, inclusion and discrimination (3.3.2) Knowing where to go and whom to ask when you need information and advice is important. If you are unaware or have tried a few places without success, do not give up. You owe it to the people you support to develop your knowledge and understanding so that you can pass on advice and encourage people to insist on being treated equally and to be able to access their rights.