America in the 20th Century essays

America in the 20th Century essays The Spanish-American War led America into the modern era. When President Teddy Roosevelt left the White House to lead the charge on San Juan Hill, it was a dramatic moment. The Spanish American War victory gave America possession of Cuba, the Philippines, Panama and the Virgin Islands. Once in control of Panama, the Americans began to build their canal. It took about ten years to build, but it was worth it because they got much money from the canal traffic. After Woodrow Wilson became President, war broke out in Europe. They called it World War I at the time. America immediately joined in and helped the Allies defeat the Axis powers. The incredible economic benefits of the war effort led America into the Roaring 20s. President Calvin Coolidge presided over a decade of peace in America. He was defeated in 1928 by Republican Herbert Hoover, who immediately ended the prosperity and caused the Great Depression. The Stock Market Crash of 1928 was a very sad event which led to the closing of all stocks and banks. Americans knew it was time to elect a bold leader. Franklin David Roosevelt, or FDR, was America's savior. Elected in 1933, Roosevelt quickly institued various reforms to help stimulate the sagging economy. For example, he made Social Security that helped old people get money after they retired. He also instituted IRS, or Internal Revenue Service. What really stimulated the economy, ironically, was World War II. At first we didn't want to join the war, but Japan bombed Pearl Harbor in 1942 so we had very little choice. FDR called it "a day which will live in infomy." With General Dwight D. Eisenhower in command of the allied Forces, we were able to launch a surprise on D-Day, which was so named because of Eisenhower's initials. Swiftly winning the war, Americans entered the 50s. The 50s were an era of Rock n Roll. Elvis Pressly, a famous rock star, became popular among teenage girls. There was great p...

Arthur Miller’s “The Crucible” Essay Essay Example

Arthur Miller’s â€Å"The Crucible† Essay Essay Example Arthur Miller’s â€Å"The Crucible† Essay Essay Arthur Miller’s â€Å"The Crucible† Essay Essay Unfair Justice Systems ; A comparing of the West Memphis Three and The CrucibleImagine posing at place one dark and holding constabulary officers show up at your hosiery and apprehension you for a offense you had no thought was committed. Three teenage male childs in West Memphis. Arkansas and over 39 characters in The Crucible went through precisely that. The West Memphis three is the test of three teenage male childs who were charged with killing two eight-year-old oys in the forests and taking a hatred group. The test portrayed in The Crucible are based on the existent life Salem Witch Trials. the accused in the drama were charged with witchery. Evidence in both instances was deficient and largely oculus witnessed. Both offenses committed were abstract and referred to as the Satans work. All accused in both tests were doomed from the beginning. In The Crucible to salvage oneself if accused 1 must squeal to something they didnt do and so name people that did make it. fundamentally if they wanted to populate thy had to lie and impeach other guiltless people. The West Memphis three had to travel through the tribunal system with corrupt people lying and no manner to turn out themselves guiltless. Arthur Miller portrayed the grounds in The Crucible as merely oculus witness histories and junior-grade concluding. such as the ability to forge a swoon. The characters that danced in the forests were considered dependable and what they said was all that was needed to convict the people of witchery. In the existent life histories of the West Memphis three. the grounds used against the adolescents were black Metallica shirts. the confession that didnt fit the incident. and equals that told the constabulary that they overheard one of the adolescents say they were traveling to kill two male childs. The equals narrative subsequently changed when under curse but the justice reffered back to the first narrative to assist convict the accused. In both instances the accusers could non counter argue the grounds because it was their word against the informants. Before the West Memphis trials the constabulary had a confession from all three teenage male childs. T was used against them in tribunal. The ground for the confession. some argue. is a status called Satanic Panic. Person who has Satanic Panic creates false memories that place themselves at the scene of the offense they were accused of. The offense usually is devil related. for illustration colza. thaumaturgy. and jujus are all known as the work of the Satan. Peoples who are diagnosed with Satanic Panic are usually besides diagnosed with Multiple Personality Disorder. The enchantresss in The Crucible were charged with harming others with thaumaturgy. They had to squeal themselves to maintain themselves from being hanged. This is an illustration of how Demonic Panic is described. When Mary Warren says. Its non a fast one! I-I used to conk because I-I thought I saw liquors. ( miller 47 ) she is depicting Hysteria. or Satanic Panic ; she created the liquors because the other misss saw t he. In The Crucible Hale. an expert in the country of witchery. played a big function in the courtroom. In the test of the adolescents there was a physician who was an expert in the country of stanic terror. Bing experts in such countries are difficult to turn out. the physician of demonic terror did non hold a grade or any cogent evidence that he studied such a topic. He simply stated that he has worked with patients claiming to make things because the Satan told them to. In the drama Hale merely forces people to squeal to salvage their lives. which is non the work of a physician but more of a inducer. Both work forces subsequently on reviewed the instance. the accused. and the grounds and wanted to salvage the guiltless people. Hale describes his alteration of sentiment by stating. Let you non misidentify your responsibility as I mistook my ain. ( miller 58 ) THey besides were unsuccessful. Both offenses are abstract. significance that there is no grounds attainable for a merely strong belief. but both offenses have serious effects. In The Crucible the people who denied being a enchantress were sentenced to be hanged. Two of the adolescents were sentenced to be hanged. Two of the adolescents were sentenced to life in prison and the last was sentenced to decease by injection. Is that just? The adolescents still had a full life in forepart of them but because they were used as whipping boies. it was cut short. Can you name a justness system that convicts people for such offenses merely? The 1994 instance of the West Memphis three and the 1953 play The Crucible have similarities. Abstract strong beliefs. false accusals. and unfair executings are all portion of both tests. Neither history is something to be proud of. nor should such times be repeated. When you look at such similar occures. which are separated by four decennaries. you begin to inquire if worlds truly learn from their errors. Jessie Misskelley. Damien Echols. and Jason Baldwin. the West Memphis three. are sitting in gaol ; they have been at that place for 5220 yearss and expecting their decease. Spreading cognition of this horrid instance and raising support could assist acquire them and appeal and salvage three guiltless people.

Business Communication skills Research Paper Example | Topics and Well Written Essays - 750 words

Business Communication skills - Research Paper Example According to Evans et al (1998, Pp. 53) â€Å"The most English-medium communications in business are non-native speaker to non-native speaker (NNS - NNS) and the English they use is International English†. Thus, it is extremely essential to impart proper training to non native speakers in Business English (which is different than General English) in order to facilitate smoother business relations and participate in international business ventures on account of their English speaking skills. Although it is difficult to define the term Business English Pickett, (1986, Pp. 16) states that business English communication has several facets one of them being the fact that it is "lot nearer to the everyday language spoken by the general public than many other segments of ESP† Despite its importance and growing popularity, Business English communication still remains a largely ignored area, in the sense that it still lacks proper structured and professional courses which imparts training and education to adults. There is an urgent need for a well recognized universal foundation of business language similar to one observed in academic English communication, which is much more organized with a comparatively well-accepted semi technical lexis and grammar which is an inevitable aspect of the EST textbooks (Bates, Dudley-Evans, 1976; Donovan, 1978; Allen, Widdowson, 1974). However, Pickett (1989, Pp.6) believes that the very nature of Business English as a "mediating language between the technicalities of particular businesses and the language of the general public" (Pickett 1989, Pp.6) which suggests that there cannot be a simply definable structure of lexis and grammar which strives to differentiate Business English from other forms such as English for Gener al purposes or academic purposes. Oral communication at the workplace - which includes formal

New American Vision Essay Example | Topics and Well Written Essays - 1000 words

New American Vision - Essay Example For many modern day individuals, those of whom will have grown accustomed to the present state of the market and the working world, it can become quite easy to forget the earlier days of how things such as cars and utilitarian items, would have been produced. A classic example of the evolution of production, would have been the assembly line perfected by automaker Henry Ford. Due to his creative thinking, American consumers were able to possess the opportunity to have an automobile at the fraction of the time it would have taken prior. In this case, "The Industrial Revolution was a transformation of human life circumstances that occurred in the late eighteenth and early nineteenth centuries (roughly 1760 to 1840) in Britain, the United States, and Western Europe due in large measure to advances in the technologies of industry," ("Industrial Revolution", p.1). It would be this revolution, that would lead to changes in production measures that would result in a shift in the modern work force. Where previously the workforce had been predominately individuals themselves, it would now become a scenario in which machines would be able to alleviate a level of the strain, so that it would be a mixture of man and machine. American families would be impacted by such changes in the workforce. Mainly in such areas as, the ability for the heads of the household to be at home more, rather than spending the vast majority of their time at work. This would give way to the stronger sense of the modern American family. The family that would be able to eat meals together and also interact with each other on levels previously not had, had it not been for the adjustments made to the workplace in conjunction with the boom of the technological advancement age. From a business standpoint, it would enable business owners to lower wage costs by having fewer employees on the floor at the same time. Such cost savings would in turn, be able to be transferred to the customers of their products, in the form of decreases in the cost of products purchased. Further assessing the automotive aspect of the revolution, "For American automobile workers, one relatively constant feature of their daily factory lives was this simplified, monotonous, and degraded work. Although work tasks, work situations, and work routines varied considerably from automobile firm to automobile firm and from one shop or department to another, the work tasks of assembly line workers were the simplest, most boring, and most degrading," (Meyer, p.1). For those individuals that sought to achieve the basic needs of life as they saw them, the advancements in the production line, courtesy of the increases in industrialization, would seem as a saving graces of sorts. The opportunity to have work environments that were simple. Many who were a part of the workforce, worked in factories that resided in their respective towns. " As in Britain, the United States originally used water power to run its factories, with the consequence that industrialization was essentially limited to New England and the rest of the Northeastern United States, where fast-moving rivers were located," ("Industrial Revolution", p.19). With such limited presence in the modern world, the ability of transferring created goods to a broader grouping of people, would prove to be quite difficult. The vision of a modern America, would be hindered in that, at this point, only a

Considered the Mummys Curse, a series of unexplainable, unfortunate, Essay

Considered the Mummys Curse, a series of unexplainable, unfortunate, or tragic events that happened to the people who were present at the opening of Tutankhamens tomb - Essay Example Since fruits and vegetables and other organic items were also put in tombs, and since the tombs were entirely hermetically sealed, it is possible that mold spores could have existed and stayed viable across thousands of years (Dunning, 2008). Aspergillus niger and Aspergillus flavus, for instance, are molds that can cause allergic reactions such as congestion and bleeding in the lungs (Handwerk 2006). The second theory asserts that there is no connection between the tomb’s opening and several deaths of those present when the tomb was opened. F. DeWolfe Miller, professor of epidemiology at the University of Hawaii at Manoa, argued that no archeologist is known to have directly died from the curse (Handwerk, 2012). In 2002, the British Medical Journal published a study conducted by Dr. Mark Nelson from Monash University in Australia. Nelson did a retrospective cohort analysis to determine if the dates of death actually of people who were there during Tut’s tomb opening we re hastened, due to the existence of a possible curse (Dunning, 2008). Findings showed that only 25 were exposed to the curse and lived to the average age of 70, while those who were not exposed lived to the average age of 75 (Dunning, 2008). The best theory is the one that finds no connection between the deaths and the curse of the mummy. It is clear that there is no direct relationship between the participation in the opening of the tomb and dying, as Nelson’s study showed. Furthermore, Miller also showed that archeologists involved with the tomb did not die at all. The curse is a mere coincident among deaths that the media fed

Social Psychology Theory Aggression Criminology Essay

Social Psychology Theory Aggression Criminology Essay Mass shootings are a unique feature of American life which has occurred consistently throughout history in every region of the country. The increased lethality of such incidents is made possible by the use of large capacity ammunition magazines (defined as more than 10-rounds) which enable a shooter to rapidly fire off as many as 100-rounds without having to reload the firearm. Designed for military use to kill greater numbers of people more effectively, large capacity ammunition magazines have facilitated some of the worst mass murders ever committed in the United States (Citizens Crime Commission of New York City, 2013). This essay will focus on the social psychology theory of aggression. Specific reference will be made to physical appearance of the shooter, psychological influences, social influences, external influences of the incident, gun usage, the setting, the profile of the victims and whether mass shootings are unique to American life or if other countries such as South Africa could be at risk for these type of incidents. SOCIAL PSYCHOLOGY THEORY: AGGRESSION Aggression is when a person intends to do harm to others. (Baron Branscombe, 2012) Social psychologists view aggression as stemming mainly from an external drive within people to harm others. This theory is indicated by different theories of aggression. These theories suggest that external conditions, such as frustration, seem to motivate people to cause others harms. This aggressive drive tends to lead to physical acts of aggression. The most well-known of these theories is the frustration-aggression hypothesis, which suggests that frustration leads to the arousal of a drive whose objective is to harm a person or an object. In addition the theory suggests that frustration is possibly the strongest and maybe single cause of aggression (Baron Branscombe, 2012). Hostile aggression has traditionally been conceived as being impulsive, spontaneous, anger driven, motived by the harming of a target, and occurring as a reaction to some perceived provocation. It is sometimes called affective, impulsive, or reactive aggression. Instrumental aggression is regarded as a calculated method of achieving some goal other than harming the victim, and being proactive rather than reactive. (Anderson Bushman, 2002) Social Learning Theory The social learning theory states that human were not born with large range of aggressive behaviour, rather they acquire them through direct experience or by observing others behaviour. As such, depending on a persons past experiences and their culture, people learn (1) various ways of seeking to harm others, (2) which people or groups are appropriate targets for aggression, (3) what actions by others justify retaliation or vengeance on their part, and (4) what situations or contexts are ones in which aggression is permitted or even approved (Baron Branscombe, 2012). General aggression model (GAM) is a framework that has been built on the social learning theory. This theory posits that a sequence of events that may lead to overt aggression can be initiated by two types of input variables: (1) factors that are related to the current situation (situational factors) and factors that are related to the people involved (person factors). Frustration, provocation of some sort, witnessing o thers peoples aggressive behaviour and any other experiences that may cause discomfort, fall under the first category. Traits that predispose individual towards aggression, particular attitudes and beliefs about violence, the inclination perceive others behaviour as hostile and certain skills related to aggression, make up the second category. The GAM states that these situational and personal factors lead to overt aggressive behaviour through their impact on the following three processes: arousal physiological arousal or excitement, affective states provoke hostile feelings and their outward manifestation, and cognition bring up hostile thoughts. Thus, an individuals appraisal of a situation may either lead to restraining the anger or overt aggressive action. (Baron Branscombe, 2012) Script Theory According to the script theory, scripts are sets of well-rehearsed, highly associated concepts in memory, often involving causal links, goals, and action plans. When items are so strongly linked that they form a script, they become a single concept in semantic memory. Moreover, even a few script rehearsals can change a persons expectations and intentions involving important social behaviours. A frequently rehearsed script gains accessibility strength in two ways. Numerous rehearsals create additional links to other concepts in memory, as such they increase the number of paths by which it can be activated. Numerous rehearsals also intensify the strength of the links themselves. This theory is particularly useful in accounting for the generalization of social learning processes and the automatic (and simplified) complex of perception-judgment-decision-behavioural processes. This includes an example of one simple aggression script involving retaliation. (Anderson Bushman, 2002) Social Interaction Theory Tedeschi Felsons social interaction theory interprets aggressive behaviour (also known as coercive action) as social influence behaviour, namely an actor uses aggressive behaviour to produce some change in the targets behaviour. A person can use coercive actions to acquire something of value (e.g., information, money, goods, sex, services, safety), to get revenge for perceived wrongs, or to bring about desired social and self-identities (e.g., toughness, competence). According to this theory, the person whose choices are directed by the expected rewards, costs, and probabilities of obtaining different outcomes is the decision-maker. Social interaction theory offers an explanation that aggressive behaviours are motivated by higher level goals. Even hostile aggression might have some rational goal behind it, for instance punishing the person provoking them in order to reduce the likelihood of future provocations. This theory provides an excellent way to understand recent findings that aggression is often the result of threats to high self-esteem, especially to unjustified high self-esteem (i.e., narcissism). (Anderson Bushman, 2002) Person Factors Person factors include all the characteristics a person brings to the situation, such as personality traits, attitudes, and genetic predispositions (Anderson Bushman, 2002). Stable person factors are consistent over time, across situations, or both. The main outcome of the persons consistent use of schemas, scripts, and other knowledge structures is this consistency. In this sense, personality is the totality of a persons knowledge structures. Further contributing to trait-like consistency, knowledge structures also influence what situations a person will seek out and what situations will be avoided. Together, person factors consist of an individuals readiness to aggress. (Anderson Bushman, 2002) Environmental Factors Family, community and cultural environment: Children draw inferences about the acceptability of aggression and aggressive behaviour from beliefs expressed by parents and peers. Although parents and peers are the closest influences on the socialisation of the youth, the community and culture also influence children through the childs connection to school, church, and the media. As such cultural variations of the acceptance of aggressive behaviour are relatively large. (Anderson Huesmann, 2003) Media violence: Observation of violence in mass media does not only arouse aggressive behaviour on a short term basis by priming aggressive scripts, and schemas, but it also arouses aggressive behaviour on a long term basis by altering scripts, schemas, and beliefs about aggression. (Anderson Huesmann, 2003) Maladaptive families/parenting: Parents use of poor discipline methods and inadequate monitoring of the childrens activities are among the key problems linked to the development of life-long aggression. Caretakers with indifferent attitudes towards the child, permissiveness of aggression by the child, and physical punishment and other power-assertive disciplinary techniques are some of the factors identified by Olweus (1995) that create bullies. Children who have been abused or neglected are more likely to become abusive and neglectful parents and violent criminals. (Anderson Huesmann, 2003) Extreme social environments: Factors such as poverty, living in a violent neighbourhood, deviant peers, lack of safe recreational areas, and lack of social support tend to promote the development of aggressive personalities. (Anderson Huesmann, 2003) Situational Factors Aggressive cues: Items that prime aggression-related ideas in memory are called aggressive cues. For example, Berkowitz LePage (1967) found that just the presence of guns alone increased the aggressive behaviour of enraged research participants. More recently, this study has enhanced our understanding of the weapons effect by discovering that weapon pictures and words automatically prime aggressive thoughts. There are other situational variables that increase aggression, for instance exposure to violent television, movies, or video games, also appear to do so via cognitive cueing effects. (Anderson Bushman, 2002) Provocation: The single most important cause of human aggression is interpersonal provocation. Provocations include insults, slights, and other forms of verbal aggression, physical aggression, and interference with ones attempts to reach an important goal. (Anderson Bushman, 2002) Frustration: Frustration can be defined as the obstruction of attaining a goal. Most provocations can be seen as a type of frustration in which a person has been identified as the cause for the failure to achieve the goal. Even frustrations that are fully warranted have been shown to increase aggression against the cause of the frustration and against a person who was not responsible for the failure to achieve the goal. More recent work has shown that displaced aggression, wherein the target of aggression is not the person who caused the initial frustration, is a robust phenomenon (Anderson Bushman, 2002). Incentives: The advertisement industry rests on the goal of making people want more things. By increasing the value of an object, one changes the implicit or explicit observed cost/benefit ratios, thus increasing intentional, instrumental aggression. Brief appearances of an incentive, for example money left on a table, can also influence aggression in a less deliberate way. (Anderson Bushman, 2002) PHYSICAL PROFILE OF PERPETRATORS Most perpetrators of mass gun shootings at schools seem to fit a similar physical profile. According to Rocque (2012), they tend to be white, males and of middle to lower class economic standing. Bjelopera et al. (2013) seem to agree that perpetrators of mass gun shootings are white males. They state that perpetrators ranged in age from 11 to 66, with the average age of perpetrators being 33.5 years. PSYCHOLOGICAL INFLUENCE The majority of perpetrators have experienced some major loss before the incident. Even though most did not receive any services, the majority had a history of suicide attempts in their past or a documented history of significant depression. As such, the perpetrator can be depicted as a mentally disturbed person who has not received sufficient services and is depressed and/or suicidal. Depressive symptoms combined with a history of antisocial personality traits are predictive of violence. Most perpetrators place the blame for their personal problems on other people. Otherwise, they would take their own lives, but not the lives of others. Because they consider life to be miserable, they seek to commit suicide. But before doing so, they set out to kill those individuals they regard as the source of their misery (Fox, Burgess, Levin Wong, 2006). Thus, data from all sources available, imperfect though certainly they are, converge upon certain psychological characteristics: long-term anti social traits, current depression, recent loss, and (more speculatively) perception that others are to blame for problems or are persecuting them (Ferguson, Coulson Barnett, 2011). In many cases the perpetrators had engaged in other behaviours that caused alarm in friends, parents, teachers, or mental health professionals. These include fantasizing about violence, especially towards innocent people. (Ferguson, Coulson Barnett, 2011) The impact of frustration or goal-blockage on aggressive behaviour has been well-documented in the literature. Individuals who live frustrating lives tend to be more hostile, angry and aggressive than those who are able to achieve their central goals (Fox, Burgess, Levin Wong, 2006). Further research on school shooters has shown several similarities in personality, such as poor control of anger, lack of empathy, and a combined sense of persecution, righteous indignation, and superiority (Wike Fraser, 2009). Nearly every mass shooting incident in the past twenty years, and multiple other instances of suicide and isolated shootings all share one thing in common, and its not the weapons used. The majority of evidence points to the single largest common factor in all of these incidents are the fact that all of the perpetrators were either actively taking powerful psychotropic drugs or had been at some point just before they committed their crimes. Many studies going back more than a decade, as well as documents from pharmaceutical companies that suppressed the information show that SSRI drugs (Selective Serotonin Reuptake Inhibitors) have well known, but unreported side effects, including but not limited to suicide and other violent behaviour. The most common psychotropic drugs that perpetrators are likely to take include Prozac, Zoloft and Ritalin. (Roberts, 2013) SOCIAL INFLUENCES Rejection by peers may weakly predict violent behaviour, including school shootings. Studies show that peer rejection has a developmental associate with anxiety, depression, aggression and antisocial behaviour. Furthermore the termination of romantic relationships-a form of peer rejection-is linked to depression and loneliness. Several case studies indicate that failed peer relationships and humiliation tend to led to many shooting events. (Wike Fraser, 2009) Student perpetrators tend to have lower social status with peers, and they are more likely to have been harassed by peers. That is they have been teased, taunted, or bullied. The Safe School Initiative found that 71% of attackers had experienced bullying and harassment (Wike Fraser, 2009). Because peer harassment is a common occurrence in schools peer harassment is probably best thought of as risk factor that elevates isolation and anger. Most mass killers are socially isolated, consistent with the loner stereotype. They either live by themselves or, if living with friends or family, they do not typically share their problems and frustration. For some reason, they are withdrawn or isolated and feel they have no place to turn when they get into trouble. (Fox, Burgess, Levin Wong, 2006) It has been estimated that in 95% of mass murders, there is a precipitating event such as a divorce or job termination that occurred prior to the mass killing. (Duwe, 2005) Researchers are attempting to explain school rampage shootings in terms of the social-psychological notion of imitation. There is evidence of this copycat factor, in which young people try to imitate high profile school shootings. In a sense, this notion of imitation and the influence of the media are related to social learning, which has been applied to criminal behaviour. Social learning is also concerned with the effect of peers on behaviour. (Rocque, 2012) The social construction masculine identity is a cultural factor that researchers have pointed to as an explanation of school shootings. School mass shooters tend to demonstrate their hegemonic masculinity through violent actions. It is often the case that these perpetrators have been denied traditional male status and have perhaps had their sexuality questioned. It is interesting to note that most of the school rampage shootings have taken place in red or conservative states with a specific emphasis on masculinity and gun culture. Kimmel and Mahler (2003) argue, homophobia being constantly threatened and bullied as if you are gay as well as the homophobic desire to make sure that others know that you are a real man plays a pivotal and understudied role in these school shootings. (Rocque, 2012) EXTERNAL INFLUENCES The majority of offenders showed an intense interest in violent media, including violent movies, music, video games, or books (Kidd Meyers, 2002). Fox et al. (2006) seems to think that it is not uncommon for rumours and unscientific theories to surface in the wake of an act that seems so inexplicablespeculations about the influence of violence in movies, games or musical lyrics, the role of alcohol and prescription or recreational drugs, or psychiatric/behavioural disorders resulting from chemicals or even neurological abnormalities. GUN USAGE One of the factors that characterize the perpetrators of school shootings is fascination with guns, bombs, and other explosives. For example, the perpetrators of the violence at Columbine High School appear to have been deeply involved with violent video games and guns. The duo hoarded bombs, explosives, and guns in their homes for a year while they planned their attack. Writings found after the attack contained references to death, violence, superiority, and hate (Wike Fraser, 2009). Researchers suggest that many children have easy access to firearms. They stated that most offenders used firearms owned by a family member to commit their crime. These researchers suggested that the availability of guns may contribute to feelings of toughness and may give that assailant a high status. It is apparent that many of the offenders were, in fact, seeking status among their peers. (Kidd Meyers, 2002) According to research studies a semiautomatic firearm is the weapon of choice for someone who looking to commit a mass murder. Most mass killers have been training in gun usage and have access to guns-they might go hunting, be military veterans, engage in target shooting, or work in a field of security. (Fox, Burgess, Levin Wong, 2006) SETTING From the Bjelopera et al. (2013) report, public mass shootings happen in relatively public settings. These settings generally include schools, workplaces, restaurants, parking lots, public transit, even private parties that include at least some guests who are not family members of the shooter. Hawdon et al. 2012, states that mass shootings are particularly distressing and that not only were they acts of extreme violence, they all occurred in settings where violence of any kind is relatively rare. Furthermore, they also occurred in institutions-schools and a shopping mall-that are expected to be safe. VICTIM PROFILE One of the major characteristics of mass shootings is that the target is generally symbolic in nature. In other words, the perpetrator is not seeking to exact revenge on particular people, but they are rather looking to make a statement with violence-it may not matter who the ultimate victims are. This is in contrast to other types of inner city school violence, which often involves two or more individuals with specific grievances toward one another (Rocque, 2012). According to the report conducted by Bjelopera et al. (2013), a killers relationship to his or her victims is important. Perpetrators are usually driven by a desire for revenge and/or power; some killers may target family members or close friends. The incidents described in this report of public mass shootings, the gunmen cannot only kill such individuals. This particularly rules out cases of domestic violence-instances only involving family members either inside or outside the home- from consideration as public mass shootings (Bjelopera et al. 2013). As a result perpetrators in public mass shootings rather select their victims at random. For example, a student assailant involved in a public mass shooting plans on killing particular teachers, while simultaneously staging a wider assault on his school (Bjelopera et al. 2013). CONCLUSION Although mass shootings appear to afflict the United States more than most other countries, they are by no means a uniquely American phenomenon. In 1996 sixteen kindergarten children were shot and killed in Dunblane, Scotland, and in 2011 69 teenagers were killed on an island retreat in Norway (Mesoudi, 2013). This essay has discussed how social psychology theory of aggression can be applied to mass shootings. The essay described aggression and its cause, and then later applied the theory into the practical example of mass shootings. This essay shows how perpetrators of mass killings generally seem to share a similar physical appearance; they tend to be white males. Psychological influences include loss before the incident, depression, suicidal thoughts, frustration and the intake of psychotropic drugs, such as SSRI. The social factors that seem to influence the majority of perpetrators include social rejection, isolation, low social status, precipitating events, imitation as well as the construction of masculinity. External factors that may lead to or influence mass shooting include violent media, such as violent movies, music, video games and books. Perpetrators prior to incident tend to have a fascination with guns and bombs. Mass shootings generally take place in public settings, like schools, malls, parking lots etc. It seems as though certain perpetrators may select the victims and in others they do not. There are a number of variables that lead to mass shootings, many of which can be prevent or sufficiently dealt with. Mass shootings have devastating results on communities, as a result society as a whole needs to unite to prevent these incidents from reoccurring.

Unrestricted Capitalist Development and the International Monetary Fund

Unrestricted Capitalist Development and the International Monetary Fund: Their Economic and Social Effects on Buenos Aires. Argentina The day is Friday, December 21, 2001. After three days of massive riots the city of Buenos Aires looks like an abandoned battlefield. Its grand palm-lined avenues are strewn with burnt-out shells of cars, smashed glass, rocks, and twisted furniture. Unemployed people, pensioners, and women with babies climb through smashed supermarket windows searching for any food that looters left behind. Most banks and shops are closed, and dazed people wander the streets, confused and fearful of their nation’s state of affairs (Arie 11). The â€Å"battle† started on Monday, December 17, with massive food riots and looting of trucks transporting food, led by thousands of poor families. The Argentine government said there were 20,000 looters in Buenos Aires alone, as citizens broke into stores and smashed shop windows, stealing items including food, clothing, and toilet paper (Gardner 9). Food riots erupted in the working-class belt surrounding the capital, such as Lanus, as well (Rohter 6). Television footage from Rosario, a city northwest of Buenos Aires, showed more than one hundred slum dwellers descending on an overturned cattle truck and slaughtering the animals with sticks and knives so they could carry off chunks of meat (Abel 20). Silvia Tebez, an unemployed 27-year-old mother of three said, â€Å"a few hooligans made off with television sets and the like, but by and large these were parents who were hungry, with no money and no hopes of obtaining any† (Rohter 6). Hungry or not, the government, headed by President Fernando de la Rua, attempted to control the rioters by instituting a sta... ...State University of New York Press, 1987. Rodriquez, Alfonso. â€Å"Argentine Food Riots End, But Hunger Doesn’t.† The New York Times. 24 December 2001: 18. Rohter, Larry. â€Å"Argentine Food Riots End, But Hunger Doesn’t.† The New York Times.23 December 2001: A6. Soriano, Alex. â€Å"Argentine Police Smash Protest by Workers.† The Montreal Gazette.19 April 2002: 12. Sparr, Pamela. Mortgaging Women’s Lives: Feminist Critiques of Structural Adjustment. London and New Jersey: Zed Books Ltd., 1994. U.S. government. 12 April 2002: http://www.cia.gov/cia/publications/factbook. Valente, Marcela. â€Å"Labor-Argentina: Workers Give New Life to Abandoned Factories.† Inter Press Service. 19 March 2002: 1-3. Ximenez, Daniel. â€Å"Argentina People Throw the Bastards Out.† Labor Notes. 22 February 2002. http://www.labornotes.com.

Character valor and dignity

Self-respect and Dignity Analysis of The movie Glory Glory, a 1989 film based on the personal letters of Colonel Robert Gould Shaw, the novel One Gallant Rush and Lay This Laurel. Robert Shaw trained and led the first black volunteer infantry in history during the civil war. The story line is full of racism, politics, corruption, loyalty, perseverance and identity. It is written as seen through the eyes of Officer Robert Gould Shaw and shows the valor and courage of a group of soldiers fighting against their own superior's racism to achieve their desire to serve heir country.I will reflect on the ethics and virtues of this film and compare the characters actions to Aristotle, Pictures and SST. Augustine philosophies. Captain Robert Shaw is injured in the Battle of Intimate and sent home to heal with his family. He meets abolitionist Frederick Douglass, a former slave. Shaw is offered a promotion to colonel and command of the first all black regiment in the union army. The 54th Massac husetts volunteer infantry. He accepts and recruits his childhood friend Major Cabot Forbes. Their first volunteers are Thomas Charles, Rawlins, Jupiter and Trip.Trip does not get along with Charles and Rawlins tries to step in to mediate. Shaw knows from the start that his troops may never get to see actual fire. AS they are the first troop of its kind, he believes they will be used primarily for general labor instead of true soldiers. In spite of his beliefs, he puts his troop through rigorous training to help them learn the importance of alertness, momentum and endurance. The confederacy issues an order to shoot any soldier in a union uniform that is black and any white commanding officer associated with the troop.The men of the 54th infantry are given the option of an honorable discharge, none do. Trip disappears and is believed to be ALLOW by Shaw. When Trip is found, Shaw orders him flogged in front of everyone until he sees trips scars, he hesitates, as he is an abolitionist himself. He finds out that Trip was Just away looking for shoes and socks as him and the other soldiers have been refused supplies due to their race. Shaw goes to bat for his troop as they have been being paid lower wages then the white soldiers as well. The 54th troop finishes training and is transferred to the command of General Charles Garrison Hearer.Hearer abuses his command and uses the soldiers to loot and burn a town, then as laborers. Shaw uses this as leverage to get his troop in to battle on James Island where Thomas is wounded but saves Trip, earning trips respect. The next battle is the Charleston Harbor. This will be a battle that will show the courage and dedication of the 54th infantry as they lead the charge knowing that they may suffer heavy casualties. The night before the battle, the black soldiers have a religious ceremony where each offers prayers during hymn singing. Trip and Rawlins make encouraging speeches and ask GOD for help and protection for all.The cas ualties are heavy and as Shaw encourages the troop to push forward, he's shot and killed. Trip lifts up the flag and rallies the soldiers after Shaw is killed, as they are shocked to loose him. Trip is shot but holds the flag until his last breath. The troop gets through the forts outer defenses but they are outnumbered. The next day the beach is littered with bodies as they confederate flag is raised. Although the union army never prevailed at Battery Wagner, the sacrifice of the 54th which lost nearly Alfa of its men inspired the union to recruit more black med for combat.This film reveals political and racial corruption through symbolism and actions. Aristotle believed that all actions have both excess and a deficiency. The goal is to find the middle ground that fits each individual. He believes that we have the ability to change whom and what we are if we believe what we have become is not our destiny. Shaw character refused to give up on his belief that no matter what his troop ended up doing, they needed to be prepared. This references Aristotelian ethic mean of pride. Shaw had pride for his military career.Shaw also shows vanity, the other end of the spectrum of pride. He takes up for the troop against the quartermaster for shoes and pay yet Jokes about his regiment not participating in combat. Shaw shows â€Å"large scale giving† when he goes against the quartermaster. Trip states that he doesn't believe the war will result in a better life for slaves, but he knows he must fight for the hope it might: Aristotle personal Virtue. Pictures : What upsets people is not things themselves but their Judgments about them. We should not blame others for our own choices.An uneducated person accuses others when he is doing badly, a partly educated person accuses himself, and an educated person accuses no one (Somers & Somers, 2010). Shaw being placed in command of the 54th may have not made him happy but he chose to rise up to the challenge. He does not sho w these emotions to anyone. He does what is needed. Thomas responds to his position with excitement even though his friends are not happy. Forbes responds without emotion at first but eventually shows his unhappiness. Forbes accepts his duty and honor over time.Trip lifts up the flag and allies the soldiers after Shaw is killed. Although Trip is shot several times, trip holds the flag up till the end. Pictures says this is inner strength. SST. Augustine believed our souls are restless and cannot find character, dignity and self-respect until they find the greater good, for SST. Augustine that would be knowledge of God (Somers & Somers, 2010). Trip has become one that by following after which the soul becomes possessed of virtue and wisdom. Shaw, Forbes and Thomas all believed in God. They read scriptures, thought they should live by Gods word.Shaw does his duty, never showing favor. Forbes bucks the system because he sees much injustice but believes Gods word that the circumstances are above his petty desires. Thomas blindly follows his faith in God. He questions his ideals when it comes to his own character, respect and dignity but finds peace in his strength and resolve to be a better soldier (Rachel & Rachel , 2012). This movie is about a time in history that is filled with questions, visions of freedom and expectations. The characters are strong in their belief that the world can be better with freedom for everyone.They struggle with their own duty to themselves and the others in their troop, yet as they get past each stumbling block, their group becomes tighter and more bonded to one another. Respect, dignity, faith and perseverance become the glue that takes the 54th into a battle that they know they may not win. As they fall, they do it together to achieve what they all believe,

Canned Air Isnt Air (Chemical Composition)

Canned Air Isnt Air (Chemical Composition) Canned air isnt air, though it is canned. Its not even filled with a gas you normally find in air. Canned air or gas duster is a product that uses compressed gas to clean surfaces. Its nice for blasting out keyboard chow and dust bunnies in the cooling vents of computers and other electronic devices. You may have heard about people dying from purposely inhaling canned air, presumably trying to get high off of it. There are two ways you can die from this practice. One is from anoxia or simply not getting enough oxygen. The other is from the toxicity of the gases used in the product. The usual gases found in canned air are difluoroethane, trifluoroethane, tetrafluoroethane, or butane. Butane is an interesting choice because its flammable, so using canned air to cool hot electronics may not be a wise decision (see my burning bubbles project if you need convincing about potential flammability). Incidentally, burning the fluorocarbons tends to produce extra-nasty chemicals such as hydrofluoric acid and carbonyl fluoride. My laptop would suffocate and overheat without a little help from canned air every now and then. Its a useful product to have around. Just dont go thinking its a harmless household chemical, because its not.

Rebellious RiskTaking Youth More Likely to Smoke essays

Rebellious RiskTaking Youth More Likely to Smoke essays Results of a recent study suggest that rebellious, risk-taking kids as young as 11 are more likely to smoke by the time they reach high school. According to the report, children who demonstrate these personality traits in the 5th grade are most likely to smoke in the 12th grade. Targeting smoking in high school students is important since studies have shown that adolescents who smoke daily in the 12th grade are likely to become established smokers as adults. Results of the study, published in the March issue of Preventive Medicine, show a strong association between rebelliousness in males in the 5th grade and daily smoking in the 12th grade. For example, the most rebellious males were three times more likely to become smokers than the least rebellious males. Risk-taking most strongly correlated with smoking among females, the investigators found. To be sure, a youngster who is a rebellious risk-taker is not necessarily destined to become a smoker. While these children may be may be more likely to smoke than their more conventional peers, the influence of family and peers also plays a role. The risk of smoking for a rebellious individual may either increase or decrease depending on whether his or her social environment also involves smoking parents, siblings, or peers. About 19% of 12th-grade students are daily smokers. Despite efforts to reduce the prevalence of smoking among adolescents, rates have climbed over the past decade ...

Witchcraft Trials Essay Example | Topics and Well Written Essays - 500 words

Witchcraft Trials - Essay Example It is based on the â€Å"said offences† that the inquisitor could punish any one (1484). Similarly the Dominican scholar Johannes Nider (1476) has pointed out that even confession or true repentance could not rescue a person accused as a witch from torture and death. For the society, church and individuals who carried out the witch hunt referred to here, the witches were not humans worthy of mercy. For example, the Papal Bull used the generalizing term, evils to describe the so-called witches, when it said it was duty-bound â€Å"to prevent the taint of heretical pravity and of other like evils from spreading their infection to the ruin of others† (Innocent VIII, 1484). By giving a blanket authority to the inquisitors to carry out â€Å"correcting, imprisoning, punishing, and chastising† against people accused as witches â€Å"for their said offences and crimes† (Innocent VIII, 1484). It is notable that in the above instruction, the inquisitors are given total power while the accused are defined very vaguely. Hence it becomes clear that theoreticall y, any person can become an accused under the slightest of doubt. From what Nider (1476) has written, it is evident that the â€Å"methods of primeval infection† to become a witch were nothing but certain oath taking and renouncing the church. This is a practice of cult formation that has existed always in the history of humanity. Yet this is viewed as an offense punishable by death, that too the most torturous kind, by the witch hunters. When this kind of a mindset exists in a society, and in the minds of its rulers, no person accused as a witch can hope for getting a fair trial. Though Christianity has been known for its focus on repentance and forgiving, Nider (1476) narrated that a man who truly repented and disclosed the methods by which he and his wife were initiated into witch craft, was not spared of death. It was even officially

Goal #2 Essay Example | Topics and Well Written Essays - 500 words

Goal #2 - Essay Example Indeed, my active participation in class has catapulted me to a higher notch in writing. I have made several achievements in both personal and group studies. I have made several achievements in my discussion group, class and the entire school by making sure in everything that I participate in, I turn out to be the best. This has solely been due to my undisputed writing skills. My regular class attendance has enabled me to actively participate in classwork. My listening skills always are at stake enabling me to capture all the information given out during a class. Each time a question is raised I find myself in a position to give out an answer. During group discussions with my fellow group members I actively involve myself in each and every discussion raised. We vigorously tackle each and every question brought up by any of us pointing out important aspects that can be of help during tests and exams. This has earned us a greater grades and the ability to expound on research given out. Each time I have a problem in every part of my studies, I always seek an appropriate instructions from the preferred instructors who, have never disappointed me. The instructors are always well informed on issues related with my studies. I really appreciate there good job. On the other hand, I am always the most punctual student in the class. My punctuality always enables me to get enough time to complete my assignment and submit them in the right time. This has made me to be one of the best students in my class. My submitted assignments are always ranked among the best in overall class submissions. Moreover, I always keep busy my group discussion members by constant participation in research questions. Being the head of our discussion group, I always make sure that all group work, questions and exercises are done and submitted in time. The quality of each group work done by us has always motivated other groups to follow our