Adolf Hitler and Napoleon Bonaparte Comparison

Hitler and Napoleon had numerous differences; however I believe there were more similarities.   Both leaders immigrated in the country they ended up ruling; both conquered most of European countries; both had radical views about wars, and both were surprisingly fast in their fighting.Nevertheless, the most significant similarities between Adolf Hitler and Napoleon Bonaparte is how they were accepted as monarchs in a society that was democratic before; and what they did for the countries after becoming monarchs.A hundred years before Hitler became Chancellor, Hegel, in a famous course of lectures at the University of Berlin, had pointed to the role of ‘World-historical individuals' as the agents by which ‘the Will of the World Spirit', the plan of Providence, is carried out.They may all be called Heroes, in as much as they have derived their purposes and their vocation, not from the calm regular course of things, sanctioned by the existing order; but from a concealed fou nt, from that inner Spirit, still hidden beneath the surface, which impinges on the outer world as on a shell and bursts it into pieces. (Such were Alexander, Caesar, Napoleon.)They were practical, political men. But at the same time they were thinking men, who had an insight into the requirements of the time–what was ripe for development. This was the very Truth for their age, for their world. . . .It was theirs to know this nascent principle, the necessary, directly sequent step in progress, which their world was to take; to make this their aim, and to expend their energy in promoting it. World-historical men — the Heroes of an epoch — must therefore be recognized as its clear-sighted ones: their deeds, their words are the best of their time. (Hegel, 1902, pp. 31-32)Hitler probably held some such belief about himself from an early period. It was clear enough in the speech he made at his trial in 1924, (Hegel , 1902, p.117) and after he came out of prison those near him noticed that he began to hold aloof, to set a barrier between himself and his followers. After he came to power it became more noticeable.It was in March 1936, that he made the famous assertion already quoted: ‘I go the way that Providence dictates with the assurance of a sleep-walker.' (Domarus, 2004)As soon as Hitler began to think and talk about the organization of the State it is clear that the metaphor which dominated his mind was that of an army. He saw the State as an instrument of power in which the qualities to be valued were discipline, unity and sacrifice.It was from the Army that he took the Fà ¼hrerprinzip, the leadership principle, upon which first the Nazi Party, and later the National Socialist State, were built. ‘Our Constitution,' wrote Nazi Germany's leading lawyer, Dr Hans Frank, ‘is the will of the Fà ¼hrer.' (Volkischer Beobachter, 1936). This was in fact literally true.The Weimar Constitution was never replaced, it was simply susp ended by the Enabling Law, which was renewed periodically and placed all power in Hitler's hands. Hitler thus enjoyed a more complete measure of power than Napoleon, since he had been careful not to allow the growth of any institution which might in an emergency be used as a check on him.Hitler's originality lay not in his ideas, but in the terrifying literal way in which he set to work to translate these ideas into reality, and his unequalled grasp of the means by which to do this. To read Hitler's speeches and table talk is to be struck again and again by the lack of magnanimity or of any trace of moral greatness.His comments on everything except politics display a cocksure ignorance and an ineradicable vulgarity. Yet this vulgarity of mind, like the insignificance of his appearance, the badly fitting raincoat and the lock of hair plastered over his forehead of the early Hitler, was perfectly compatible with brilliant political gifts.Accustomed to associate such gifts with the qua lities of intellect which Napoleon possessed, we are astonished and offended by this combination. Yet to underestimate Hitler as a politician, to dismiss him as an ignorant demagogue, is to make precisely the mistake that so many Germans made in the early 1930s.The conception of the Nazi Party, the propaganda with which it must appeal to the German people, and the tactics by which it would come to power–these were unquestionably Hitler's.After 1934 there were no rivals left and by 1938 he had removed the last checks on his freedom of action. Thereafter, he exercised an arbitrary rule in Germany to a degree rarely, if ever, equalled in a modern industrialized state.At the same time, from the re-militarization of the Rhineland to the invasion of Russia, he won a series of successes in diplomacy and war which established an hegemony over the continent of Europe comparable with that of Napoleon at the height of his fame.While these could not have been won without a people and an Army willing to serve him, it was Hitler who provided the indispensable leadership, the flair for grasping opportunities, the boldness in using them.In retrospect his mistakes appear obvious, and it is easy to be complacent about the inevitability of his defeat; but it took the combined efforts of the three most powerful nations in the world to break his hold on Europe.Luck and the disunity of his opponents will account for much of Hitler's success–as it will of Napoleon's–but not for all. He began with few advantages, a man without a name and without support other than that which he acquired for himself, not even a citizen of the country he aspired to rule.To achieve what he did Hitler needed–and possessed–talents out of the ordinary which in sum amounted to political genius, however evil its fruits (Taylor, 1950).The obvious weakness of Hitler's policy, the fault which destroyed him as surely as it had destroyed Napoleon, was his inability to stop. By t he end of 1938 Hitler had transformed Germany's position in international affairs.He had everything to gain by waiting for a year or two before taking another step, sitting back to profit from the divisions and hesitations of the other European Powers, instead of driving them, by the fears he aroused, into reluctant combination. Moreover, a temporary relaxation of the rearmament drive would have had considerable economic benefits for Germany.According to General Jodl, at the height of the fighting in the West Hitler expressed his determination to deal with Russia as soon as the military situation made it at all possible. Hitherto he had always made it a condition of any attack on Russia that Germany must first be secure against intervention from the west.In his speech to the generals on 23 November 1939 he had repeated this condition, first laid down in Mein Kampf: ‘We can oppose Russia only when we are free in the west.'   (Domarus , 2004). But, with Britain expelled from t he Continent and left without an ally, was this not already as good as settled?Hitler was prepared to wait until the autumn to see if the British could be brought to admit defeat openly, but not longer. In the meantime, before July was out, even before the Luftwaffe had begun its all-out offensive against the British, he gave orders to start preliminary planning for an attack on Russia.There is an obvious parallel with Napoleon in 1805 the French Emperor started planning the march eastwards which was to lead to Austerlitz while still maintaining his preparations for the invasion of Britain from the camp at Boulogne.In comparison, in the east, after throwing back the Russians in March 1943, in July the Germans launched a new offensive against their lines round Kursk. Half a million men, the finest troops left in the German Army, including seventeen panzer divisions equipped with the new heavy Tiger tanks, were used to carry it out.After heavy and costly fighting the Russians not only succeeded in bringing the German attack to a halt, but on 12 July themselves opened an offensive (for the first time in the summer) farther north. Gradually their attacks spread along the whole front.On 4 August they retook Orel, and on 23 August Kharkov. On 23 September they recaptured Poltava, and on the 25th Smolensk, from which both Napoleon and Hitler had directed their invasions of Russia.From the re-militarization of the Rhineland to the invasion of Russia, he won a series of successes in diplomacy and war which established an hegemony over the continent of Europe comparable with that of Napoleon at the height of his fame. Luck and the disunity of his opponents will account for much of Hitler's success–as it will of Napoleon's–but not for all.After the war, Adolf Hitler distanced himself from his family. Christa Schroeder summed it up: â€Å"He has no feelings for the family.† (Schroeder, 1949, p. 115)It was more than that–Hitler had little in com mon with his cousins in the country or with his siblings. He had outgrown them. He was rightly wary of Alois Jr. and his son Patrick, although they actually never harmed him.Perhaps they knew too much, but what they revealed in French and American papers was innocuous. Hitler was opposed to nepotism and criticized Napoleon for it. His feelings about his relatives were truly mixed. Though he remembered them in his will, he also gave orders to make the countryside around Dà ¶llersheim, one of the villages in his ancestral region (Ahnengau), into an artillery range (Wake, 1977).Undoubtedly, Hitler and Napoleon had numerous differences; however I believe there were more similarities.   Both leaders immigrated in the country they ended up ruling; both conquered most of European countries; both had radical views about wars, and both were surprisingly fast in their fighting.Nevertheless, the most significant similarities between Adolf Hitler and Napoleon Bonaparte is how they were accep ted as monarchs in a society that was democratic before; and what they did for the countries after becoming monarchs (Taylor, 1950).Evidently, France and Germany needed someone because they were both in economic chaos.   Both men were intent in building a new type of state with a new social order.   Both leaders took the advantage of more or less unlimited power, assuming, however, this power very carefully and legally.

Essay on Non-Statutory National Framework for Re Essay

It was in October 2004 that the Department for Education and Skills (DFES) and the Qualifications and Curriculum Authority (QCA), jointly published the Non-Statutory National Framework for R.E., which only applies to R.E. provision in England. The document was produced on the understanding that it would be used mainly by Standing Advisory Councils on Religious Education (SACREs) and agreed syllabus Conferences (ASCs) within each Local Education Authority (LEA). The document has the remit of providing national guidelines for the teaching of R.E. It was meant to be used by local agreed syllabus conferences for the development of agreed syllabuses for R.E., and by faith communities for the creation of R.E. programmes. Furthermore, the Framework was intended to help schools to make appropriate links between R.E. and other subjects, such as for instance on key concepts like diversity. In this sense the government appeared to be building on their previous efforts to set up a common Framewo rk of curricular aims owing to the fact that the 2000 National Curriculum also contained many aims for education; White (2004). It was hoped that the Framework document would help agreed syllabus conferences and schools to plan more effectively in the provision of R.E. and towards agreed national standards. In the foreword of the Non-Statutory National Framework by the then Secretary of State for Education and Skills; Charles Clarke, the intention of the Framework was made explicit. In the first paragraph of the national Framework Charles Clarke declared ‘This non-statutory national Framework has been produced to support those with responsibility for the provision and quality of religious education in maintained schools. It lies at the heart of our policies to raise standards in the learning and teaching of religious education. It sets attainment targets for learning. The Framework therefore gives local education authorities, Standing Advisory Councils on Religious Education, relevant authorities with responsibility for schools with a religious character, teachers, pupils, parents, employers and their wider communities a clear and shared understanding of the knowledge and skills that young people will gain at school. It allows schools to meet the individual learning needs of pupils and develop a distinctive character and ethos, rooted in their local communities. It also provides a Framework within which all partners in education can support young people on the road to further learning’. This statement reflects the commitment of the architects of the Framework to empowering organisations involved in providing R.E. The core agenda is to improve both the pupils learning experience of R.E. and the ability of R.E. teachers to become more adept in their profession. The Framework it is maintained will give clear guidance to pupils and various educational advisory bodies alike on the remit of R.E. in the education of a child. The latter part of the paragraph also implies that the Framework will have the flexibility to give schools the freedom to meet individualised pupil needs and facilitates discretion for schools that want to put together schemes of work that reflect the social characteristics of their locality. The opening declaration of the Non– Statutory National Framework for R.E. does widely define the boundaries and limitations of the publication. At face value one would expect that the national Framework will work as a rough guide for educational authorities rather than as a strict code of practice to be abided by under all circumstances. The agenda of the Framework is clear but how it will actually succeed in compelling educational providers to improve standards in R.E. is vague. Bearing these factors in mind the  expectation is that at Key Stage three the Framework will provide a blueprint for teaching R.E., but whether this blueprint will cover the full scope of R.E. is an issue that needs to be closely scrutinised in this investigation. A critical analysis of the Non- Statutory National Framework is given by (Watson and Thompson, 2004) in which they contend that the Framework puts the importance rather than the purpose of R.E. at the heart of their activity. Their criticism follows that the Framework has when mapping out the aims of R.E. the plan of revealing how R.E. ties in with the wider aims of the curriculum as a whole – as opposed to suggesting any aims for R.E. as a subject by itself. This is a problem as the aims of R.E. should be able to identify what is to be taught to pupils and why this teaching is essential in the curriculum rather than a slightly useful part of a child’s education. This identification of difficulties within the Framework does place doubt on the ability of this publication to be a resource in which R.E. professionals can use as a blueprint to teach R.E. in its entirety. Certainly if the Framework was to provide the full foundations for teaching R.E. at any level it would n eed to help the tutor of R.E in presenting their justification for the presence of the subject by itself in the curriculum. Without an argument that defends a separate place for R.E in a child’s education then educational commentators may ask the question why R.E. is not either combined with other subjects such as Sociology, Citizenship, PHSE or indeed dropped from the curriculum altogether. As R.E. is under pressure from individuals and institutions with a secularist agenda, it is imperative that the R.E. fraternity has a resource from central government that acts as a defence against individuals and organisations, who are unsympathetic for the need for pupils to have an education in World religions. Such critics may want to follow the example of the United States, where R.E. has been abolished from public sector education. From this perspective, therefore, the Non –Statutory National Framework does not provide an adequate blueprint for teaching R.E. An obvious weakness of the Framework is the fact that as its title describes it is a ‘non –statutory Framework’. Inevitably then the legal obligations  for the provision of R.E. is unchanged by this Framework. This factor is a serious drawback. If the Framework does not have the remit to impose a legally binding code of practice on the organisations involved in the development of R.E; namely SACREs, ASCs, the board of governors within faith schools, current policies on funding and R.E. inspections then it is inevitable that the Framework will not reach it’s aim to raise standards in R.E. The Framework potentially will be neglected by R.E. professionals who don’t agree with its terms and the Framework will be an absolute failure. In order to reach its ambitious goal the Framework should have been an obligatory blueprint not a voluntary one. This factor seems to indicate that the architects of the Framework lacked the determination to enforce changes in R.E. provision. Surely a determined approach to a set of aims would entail producing a legal document to be followed by R.E. professionals rather than assuming the cooperation of R.E. providers. Another problem that was associated with the introduction of the Framework was identified by Weston (2005) the Chair of the Professional Council for R.E, in the R.E. Today Magazine. Weston noted that the Framework will potentially fail to meet its aims because of the recruitment crisis in R.E. teaching. Indeed the Framework has no proposals on how to address the shortage of R.E. teachers and significantly the professional associations such as SACREs and ASCs will need guidance from R.E. teachers in the implementation of the Framework. On this issue Weston stated ‘Many of our SACREs and their Agreed Syllabus Conferences will need support and training if they are to make full use of the Framework when developing their new syllabuses. Once an Agreed Syllabus is introduced, training must be provided for teachers to ensure that the important dissemination from syllabus to scheme of work to teaching and learning will meet the needs of all pupils in our religiously diverse society.’ (Weston; 2005) In this statement Weston highlights the fear that the absence of suitably qualified R.E. teachers, will result in a failure to properly educate SACREs and ASCs on the how to effectively produce the new syllabuses, which will be  in line with or influenced by the new Framework. A related concern is once the SACRE and the ASCs have actually put together their new syllabuses there will not be enough teachers to be trained in the syllabuses resulting in the fault that schemes of work in schools and the outcomes of teaching and learning will not meet the varying educational needs in R.E. of all children in the education system. These likely problems prove that the Non- Statutory National Framework was designed without considering many basic issues. The Framework, therefore, with this evidence of a severe shortcoming in its planning of outcomes, will fail to provide adequate standards for R.E. professionals to follow when teaching at all Key Stages in the Curriculum. Further academic criticism of the Framework document was given by Felderhof (2004) in the Journal of Beliefs and Values in which the author complained that the Framework was too obsessed with the study of ‘other people’s religious traditions’. The Framework does indeed place a lot of emphasis on the religious traditions of different communities, which is not a negative feature to most R.E. professionals. However if the Framework is perceived to be biased against Christianity then there is potential for the Framework to be resented and possibly neglected by R.E. professionals who have an agenda to place Christianity at the heart of R.E. provision. In focussing on the impact that the Framework will have on developing a blueprint for teaching R.E. at KS3 specifically and arguing from the perspective of a Beginning Teacher it is clear that the Non- Statutory National Framework for R.E. at KS3 has many strengths. On analysing the statement within the Framework booklet on KS3 R.E. it does have the advantage of being very concise in expressing the expectations of R.E. at this level. The document has three subheadings. These are: Learning about religion, Learning from religion and Breadth of study. The three headings are each accompanied by between 5 to 18 points covering the things that pupils should be taught under each of the subheadings. This level of detail from personal experience does make the Framework at KS3 very comprehensive and easy to understand for the teacher of R.E. This factor is an actual strength of the Framework and it does illustrate how much thought and planning has been dedicated into the production of the Fram ework. From this  perspective the Framework at KS3 does provide adequate guidance for teaching the full content of R.E. at KS3. Furthermore to the Beginning Teacher a genuine strength of the Framework for teaching R.E. at KS3 is the fact that in the Framework handbook on pages 28-29 it does illustrate in the margin how some features of the learning objectives can be connected to another subject in the curriculum. The subjects noted for cross curriculum opportunities are ICT, Art and Design, Geography, History, Science, English and Citizenship. As mentioned earlier has been much debate on how R.E. is relevant to the wider curriculum and to the general education of a child. The Framework handbook does identify how R.E. is part of the wider network of subjects in the curriculum. In this way the Framework at KS3 is helpful to the teacher of R.E. in making links between R.E. and the rest of the curriculum. The fact that this was included in the Framework document does illustrate the fact that a lot of thought and planning has been put into these guidelines so that they would meet the needs of R.E. teachers. The impact of the Non–Statutory National Framework has also provided a blueprint for teaching R.E. through its influence in R.E. textbooks. An example of this influence can be found in the Think R.E. series of textbooks published by Harcourt Education in 2005. On page 4 of the Think R.E.: pupil book 1 the guidance of the Framework on the editing of the text book is clear. Indeed, the textbook states that the Framework has informed the planning for this series of text books; that the four attitudes, which are noted as essential for good learning in R.E. on page 13 of the Framework document (these are 1. self awareness 2. respect for all 3. open-mindedness 4. appreciation and wonder) are all supported by the methods of learning in the text book. In addition the text book points out that the new Framework places much emphasis on allowing pupils to explore secular ideas such as Humanism and Atheism. Furthermore on page 5 the text book maps out its commitment to the twelve principles of the KS3 Framework strategy from providing a focus on setting clear learning objectives to the use of ICT in R.E., with separate statements for each of the twelve principles, which details how the text book will meet these principles in providing lesson  plans for teachers. It is of much credit to the Framework that this code of practice has been recognised by mainstream providers of educational resources. To the teacher of R.E. the success of the Framework in being adopted by external organisations associated with the teaching of R.E. is one of its strengths, as this will mean that even an R.E. professional who has not read the Framework document, will still feel its influence due to the presence of the Framework doctrines in various R.E. publications used in the classroom. On this evidence it is feasible to say that the blueprint for teaching the full scope of R.E. at KS3 is adequate because it does encourage wider perspectives to be studied to the extent that Humanism and secularism are included in schemes of work. The Framework even assists the teacher of R.E. in planning lessons at KS3 in terms of considering the learning objectives, expectations, making concepts explicit, structured learning, promoting higher order questioning, thinking skills, assessment, target setting, differentiation, links with Citizenship education, inclusion and opportunities to use ICT resources. Therefore any teacher of R.E. at KS3 should be perceived as ill-informed if they had not considered referring to the Non- Statutory National Framework for guidance for the effective teaching of R.E. at KS3. In conclusion and after evaluating all of the evidence that has focused on the strengths and the drawbacks of the Non –Statutory Framework for R.E. at KS3, it does appear that the drawbacks of the Framework have been potential shortcomings and the strengths of the Framework are in practice actual strengths. It is logical to imply that many of the criticisms of the Framework have been theoretical rather than ones, which are based on instances of the actual usage of the Framework in promoting effective R.E. teaching. For example in a paper given by Marilyn Mason who is an Educational Officer for the British Humanist Association (BHA), to an Institute for Public Policy Research (IPPR) seminar on Religious Education and the New National Framework, on 20th January 2004 several doubts were cast on the workability of the new Framework. The document stated ‘My fear is that the National Framework could simply become the 152nd syllabus, yet another one to be adapted or plundered or, worse, ignored. And  I doubt that a National Framework, however good, could justify RE’s peculiar and anomalous place in the school curriculum: Why should it be compulsory right up to the end of school, though not in colleges? Is there enough interesting and relevant content to justify this? Is it really so much more important than literacy, numeracy, or critical thinking? It would be good to see a really dynamic and exciting RE competing on equal terms with the other humanities subjects for students after KS3, though that is beyond the scope of a mere Framework’. Mason M (2004) ‘Religious Education – could do better’? This quotation offers a critical analysis of the Framework, which is not based on how the Framework has worked when it has been implemented. It only discusses a potential drawback. It was assumed that the Framework would be changed or not adopted at all by R.E. professionals from experience and by observing the impact of the Framework on R.E. resources we can safely say that this has not been the case. The statement by the BHA does continue to attack R.E. as a subject in itself and even insinuates that it is given ‘much more importance than literacy, numeracy and critical thinking’. This unfounded outburst of contempt for R.E. in the school curriculum only reinforces the perception of the BHA as an institution, which is on an anti –R.E. crusade. The criticism of the Framework in the passage should therefore be taken with caution as the BHA does not seem interested in how the provision of R.E. in schools can be improved -but rather how the profile of R.E. as a subj ect can be lowered in the curriculum. On the other hand an example of how the Framework has expressed an actual strength is displayed in the 2007 locally agreed Syllabus for R.E in Havering. Not only does this document state in the introduction on Page 5 that the new syllabus was produced with attention being paid to the terms of the Non- Statutory Framework, but in the KS3 section on Pages 27-29 the bread of study at KS3 should entail learning knowledge understanding and skills during the study of a whole World view, which includes lesser known religions and secular ideas, which will take account of the schools religious/ non-religious profile. This framework ties in with the breadth of study declared on page 29 (3 c,d,) of the Non- Statutory National Framework document in which it is stated that during KS3 pupils should be taught the  knowledge, skills and understanding of R.E. by looking at a religious community with a significant presence in the locality and concentrating on the secular view of the World where poss ible. This correlation in the agenda of a locally agreed syllabus and the Framework is irrefutable evidence of the impact that this set of objectives for the improvement of R.E. had on R.E. professionals. The ability of the Framework to be adopted by SACRE’s and ASC’s –all in spite of the guidelines not being compulsory is a real strength of the Framework. Given these actual strengths of the Non-Statutory National Framework in suggesting the scope of study at KS3, it is feasible to say in spite of its critics who may have been dubious about the feasibility of Framework before its introduction that the Framework is an adequate resource for teaching R.E. Bibliography Agreed syllabus for Havering (2007) Pathways London Borough of Havering Agreed Syllabus for Religious Education. Draycott P (et al ed) (2005) Think R.E. London: Harcourt Education. Felderhof M.C. (2004) Journal of Beliefs and Values, Volume 25, Number 2, August 2004 , pp. 241-248(8) London: Routledge Mason, Marilyn, 2004. Religious Education –could do better? Available at: (accessed 6th December 2007). QCA, ed, 2004. The Non- Statutory Framework for R.E., London: QCA Available at: (accessed 5th December 2007). Watson B and Thompson P (2007) The effective teaching of Religious Education London: Longman Weston, Deborah, 2004. News from R.E. Today Magazine: PCfRE comment on the launch of the Non-Statutory Framework for RE. Available at: (accessed 7th December 2007). White J. (2004) Rethinking the school curriculum values, aims and purposes Great Britain: Routledge. ———————– PASS / FAIL

Management strategy and policy research Paper Example | Topics and Well Written Essays - 3500 words

Management strategy and policy - Research Paper Example The net revenue of the company in the financial year 2011 was $701.29 million, which reflects a reflecting a strong financial situation of the company. Aramex is a publicly traded joint stock company registered under United Arab Emirates laws and its shares are traded in Dubai financial market. The company is currently headquartered at Amman, Jordan and has its business wings spread all over the world. The organizational structure of the company is well defined and is managed along two tracks - 1) by service 2) geographically, with the help of, country managers, regional senior managers and cross?functional country?based‘Aramexteams’ that is providing harmonization of all Aramex services on a modified basis to Aramex customers (â€Å"About Aramex†). The organizational structure of the company is presented below: - Organizational structure of Aramex and how it impacts the design and implementation of Strategy Figure 1 – Corporate management Structure of Aram ex (Source: Aramex, â€Å"Sustainability Report 2006† 8) The above chart clearly points out about the departments or divisions of the organization. In addition, the chart also sheds light on the way Aramex is carrying out and managing its business functions. Presently the company has 4 major departments namely marketing, IT (information technology), finance and the operations departments. Each of the departments is being headed by the VP’s (Vice Presidents). From the organizational chart it has also observed that the company has appointed VP’s in different location. Most of them are responsible for managing the operation of the allotted areas. The structure followed by the company is therefore clearly divisional structure. However, these VP’s do not report to any of the departmental heads, rather they directly reports to the CEO of the company. Apart from them, other business heads such as the chief technology officer, chief marketing officer, group finan cial controller, Sr. VP finance and CFO, VP logistics and ground operation, Sr. VP cargo, VP express, chief strategy office, vice president, as well as the in front managing director. Hence, it is obvious that the company has been able to streamline its business process with this organizational arrangement. On the contrary, if the arrangement wouldn’t have been appropriate the performance of the company was sure to be negatively impacted. However, the financial results of the company clearly points out that the company is doing well in the market place. The flat and decentralized management structure of the organization is one of the key drivers of success for the company. The simple and flexible structure of the organization has allowed them to empower the employees of the organization and also make decision pertaining to the enhancement of the company’s service offerings irrespective of the location of the organization and the level at which they are operating (Arame x, â€Å"the age of entrepreneur† 4). Nevertheless, a number of studies reveal that the organizational structure has a strong impact on the design, formulation and implementation of the organizational strategies. Organizational strategy and structure are highly related as the organizational strategy of a company helps them to describe, identify and build the organizational structure. This is the reason why the organizational structure of a company is based on the outcome of the analysis of the

Juvenile Justice System in the USA Essay Example | Topics and Well Written Essays - 2750 words - 1

Juvenile Justice System in the USA - Essay Example This will help in developing best methods of dealing with the resistance process and in creating screening tools for a good decision and for risk management. Â  The main purpose is to evaluate the best rehabilitation and therapeutic methods that we can employ to help the juvenile criminals successfully rejoin the society without repeating the criminal acts. The rehabilitation program put in place in conjunction with therapeutic methods will address the main cause of juveniles indulging in criminal activities. This will involve management of drug and substance abuse regarding the minor in question, giving jobs to the juvenile criminal, providing housing for those with no family to house them, and training them to acquire necessary skills that will enable them to get jobs. In addition to these, the juvenile criminal has presented a chance to interact with peers and family members. Â  This study will examine minors in disorderly behavior over a period of three years with cases in court. The study will involve a sample of 1,119 male lawbreakers who are minors. We will use a growth mixture model and create five groups whose characteristics as age, rebellious history, origin, felonious father, substance use, psychosocial development, and culture. The persistent group is 8.7% while the desisted group is 14.6% of the sample. Some characteristics of rebellious acts will be assessed from the report of many offenders; this means that the groups of offers who desist and those who continue need further concern on what factors really lead to this. During the study, the juvenile criminals will be placed into groups and a set of characteristics on each studied.

Iranian revolution Research Paper Example | Topics and Well Written Essays - 4000 words

Iranian revolution - Research Paper Example As business came up, the standards of living started to rise and the death rates began to decrease due to improvements made in the local hospitals.Pahlevi Shah introduced westernization program in the country and this to some extent help in the economic development of the country in terms of trade improvement.1 In the year 1941, the Germans wanted to seize the oil fields of Iran as they took advantage of the country’s poor developments in terms of the economy which made the country weak and could not protect itself from outside threats. However, the Soviet Union and Britain joined forces to protect the oil fields of Iran from German seizure Shah abdicated because of his Allied presence and friendliness to Alexi’s powers. Muhammad Reza Shah, the son of Pahlevi Shah took over the throne and adopted the policy of pro-Allied. The Iranian government in the year 1945 requested for the withdrawal of occupying troops since it came to word that the Soviet Union forces were in some way encouraging separatist movements in some of the Northern provinces of Iran and in 1946, the troops were withdrawn from the country. The control of the oil industry was the main reason why conflicts arose in Iran in the year 1950. The wealth that was being generated from the oil trade was so huge and this led to a major political crisis in the country since prominent people in the country started fighting for control of the oil industry.2 In 1951, Muhammad Mossadegh was appointed prime minister and his relationship with Shah was not encouraging. They kept on fighting each other and in the 1953, Shah dismissed the prime minister. Mossadegh resisted yielding and this forced Shah to flee to Rome. Riots were experienced for three consecutive days and at last Royalist won back Teheran control and this made Shah to return and Mossadegh to be jailed. Throughout the

Theories of Political economy Essay Example | Topics and Well Written Essays - 1000 words

Theories of Political economy - Essay Example This determines the fact that only a majority of choices (or greater purchasing power) will support the existence of a commodity in a market. Democracy demands that the choices of all consumers must be enforced, and also maintains the representation of minorities. However, free market economy does not support minorities because its terms are dependent on greater numbers and purchasing power. If a minority lacks any of these factors it suffers from free market economy and inherently rules out the effect of democracy in the same scenario. Secondly the 'trickle-down effect' is another product of joint democracy and free market economy. The rich earn the purchasing power to have the most desirable and newest innovations until diminishing marginal utility lowers its demand. Eventually its cost falls and reaches to minorities which eventually satisfies democratic movement as well. For example, automobiles that have depreciated over 5 years are sent to third world countries, reconditioned but not valid for their home country. Or majorities that cannot afford electric automobiles are compelled to purchase ones that run with gasoline, which is much more expensive in long term. Democracy would demand equal right and chance for communities to avail a new product/technology, but it is these situations that undermine democratic institutions. This cannot be regulated since it would require democratic institutions to control demand and supply, which is highly unfavorable for a free market economy. Instead a free market economy ta kes support from an 'invisible hand' which comes in the form of trickle-down effect. Democracy is an illusion in itself for workers and labor. Governments provide a legal infrastructure, stable currency, educated workforce and law enforcement. As there is a requirement for more workforces, Government arranges for that requirement through their own public establishments. Therefore, as free market suggests 'let the forces of demand and supply decide', ultimately it is the corporations that decide how much to pay for labor and how to trade. Hence markets are created by the government; it is the government alone that authorizes organizations to exist. Throughout this process, there is no enforcement of democracy, even in the manner of strong labor unions; there is mostly an upper hand of corporations because it is they who form industry norms. Democracy cannot lead to elimination of free market economy because it itself is thriving on free market practice. Major ameliorative institutions from Medicaid and Social Security in the US are running from this mechanism. Capitalist system creates better societies for the affluent because they pay higher taxes, such as free market economy supports, and likewise for less established societies despite support of democratic government. Free market is a powerful influence that motivates entrepreneurs and enterprising people to work harder and perform more. Elimination of free market would backfire through the channel of democratic approach. Question 5 The question of whether the two seemingly contradictory positions of Marx's argument about labor and freedom is a question of ends. Working for economic ends has always been a commonplace since the advent of industrial capitalism. The European work ethic

MLT1 Task 11 Essay Example | Topics and Well Written Essays - 500 words

MLT1 Task 11 - Essay Example nd beverages such as of fermented milk, wine, alcohol, yoghurt, sauerkraut, and so on, aids in agricultural production through nitrogen fixation, for example, are useful inn study and manipulation of the DNA of plants and animals (genetic engineering/ biotechnology), and in the development of vaccines. In all the samples that I studied, that is, those from water, soil, and air, there were evidences of microbial growth after allowed periods of incubation in the respective Petri-dishes at room temperature. However, also, there were no distinct colony characteristics in all the dishes which had various kinds of colonies, colors, shapes and other such definitive features. Five kinds of colonies were evident on the air dish and had various sizes (6mm, 4mm, 13mm, 5mm and 9.5mm) and shapes (with four being irregular and one round shaped). Margins were either lobate (2) or wavy (3) with the surfaces wrinkled, smooth or smooth with contoured edges. The first colony was milky white, the second had a white center with clear surrounding, the third had a white center with milky white surrounding, the fourth had yellow, gold, clear surrounding and the fifth had a tan center with a white/ clear ring. Two colonies were seen in the soil (one 10mm and the other less than 1 mm in size). The first colony lacked a definite shape or margin while the second was irregularly shaped with a lobate margin. All surfaces were wrinkled. The first colony was clear and the second was cream white. There were four different colonies in the water sample (dish) (4mm, 5mm, 1mm, and 30mm). Three were round and one irregular, with two margins lobate and the other two smooth. All surfaces of the water colonies were smooth. Colors differed from tan to white, orange, clear to off white and lastly, transparent. As noted in C above, all the dishes from water, air, soil and skin samples had an array of different kinds of microbial colonies. This is a result of the fact that each of these microbial

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

Zinc - Essay Example o the increase in the amount of Zn in the rivers include but are not limited to such human activities as industrial and urban sewages, runoffs, and atmospheric sediments. More than anywhere else, presence of such elements as Zn in excess in the river water is more dangerous since it reaches the livestock and humans directly or indirectly. A great variation in the behavior of Zn is also evident from the fact that while it is brittle at low temperatures, Zn becomes quite ductile and malleable at temperatures reaching anywhere between 110 and 115C. Just as it changes in its physical properties with temperature, Zn changes in terms of its effects on the environment when it gets in excess. This is a wonderful and very informative essay about the effects of Zn in the environment which is often considered as an element that cannot affect the environment in harmful ways. This is an important issue and needs to be explored and studied in detail in order for all the confusions and misconceptions surrounding it to be

Curriculum Assessments †Paper Two Essay Example for Free

Curriculum Assessments – Paper Two Essay Curriculum assessments have a variety of purposes depending upon the aim. Overall they have been positive experiences for me throughout my education in their attempt to construct an anonymous forum for feedback in the name of improving the curriculum. They can also prove to be troublesome for particular types of professors and for students who believe they are simply a formality and that they are not actually taken into consideration. In my opinion, this can be a troublesome obstacle in the path of achieving greater transparency between professor performance ratings and the faculty boards that are responsible for the career paths of these professors. An example of a positive experience using curriculum assessments was my freshman year of college. I had an astronomy professor that was very aloof and seemingly arrogant in his lectures, but in his office hours was personable and humorous. He handed out the assessment after our midterm in the hope of improving the course for the second half. He received overwhelming feedback in the same spirit as mine and he made a conscious effort to become more compassionate during his lectures. Needless to say the second half of the semester was much more enjoyable, hopefully for him as well. On the other hand, I had a negative experience with a tenured sociology professor. She had been at the university for over 35 years and she believed since she had been there for so long she would not benefit from student assessments. We took the assessment after midterms and when she reported the results back to the students, she was visibly upset. She took the feedback as a personal attack instead of constructive criticism. The rest of the semester seemed forced and unnatural as she grudgingly held to her tactics. I believe the main purpose of the assessment is to provide students with an anonymous forum to voice their opinion about the professor and the course without fear of repercussion. In addition, assessments can be used by the faculty board to determine which professors deserve a raise, or consideration for tenure. That being said, they have to be taken seriously, by the students, the professors, and the faculty boards. If they are discarded as simple formalities instead of given thoughtful interpretation and implementation, then they become a wasteful bureaucratic process. In this regard, assessments can have a great value as long as they are completed in good faith and are not personal attacks against a professor or a course. They can provide specific examples and criteria on which to judge the success of not only a professor, but the course in general. Furthermore, assessments can be used across the board to map overall trends of the courses and the professors that teach them. Some institutions favor great professors while others are more focused on high profile research projects or on having their professors be powerful publishing presences. If the goal of the institution is on the students themselves, then student assessments are vital parts of determining which professors best suit this aim. I think assessments are an overall positive approach to improving curriculum. They have to remain anonymous in order to maintain their integrity and honesty. Professors need to learn from them in the manner they are intended, that is that they are implemented with the greater good in mind; for the students, for the professors, and for the institutions of guiding principle.

Pros and Cons of Affirmative Action Essay Example for Free

Pros and Cons of Affirmative Action Essay Affirmative action is a policy in which the previously disadvantaged due to discrimination receive priority.   It came to existence as a remedy toward discrimination and then became a problem all by itself according to some theorists, who are opponents to it. Supporters believe affirmative action should be adopted to provide equal employment opportunity, but facts show that it does not.   Affirmative action is a very controversial issue, which has been debated for more than thirty years.  Ã‚   Unlike discrimination, there are not so many laws against affirmative action, but opponents are indeed working on banning it wherever it is possible for them to do so. TABLE OF CONTENTS Brief Overview of Affirmative Action Origin of Affirmative Action Views of Affirmative Action People who benefit from Affirmative Action Employment and Affirmative Action Affirmative Action and Equal Employment Opportunity Legal Issues of Affirmative Action How to Stop Affirmative Action from Being Taken Pros and Cons of Affirmative Action Brief Overview of Affirmative Action   Ã‚  Ã‚  Ã‚   Affirmative Action is usually defined as an active effort to improve employment or educational opportunities for members of minority groups and women or one to promote the rights or progress of other disadvantaged people. (Websters Third New International Dictionary, Unabridged. Merriam-Webster, 2002)   Ã‚  Ã‚  Ã‚   In practice, affirmative action is taken by giving women and people from a minority group priority.   For instance, a company has an opening for a bookkeeper.   On determining who should be hired, the company gives women and people from a minority group priority.   This could also happen with promotion: only women and people from a   minority group are likely to be promoted, and with education: women and people from a minority group have better chances of obtaining grants and scholarships that would enable them to attend college.   Ã‚  Ã‚  Ã‚   Another way of illustrating how affirmative action is taken would be with a classroom in which some students receive a great deal of unfair punishments.   One day it is brought to the teacher’s attention that she will be dismissed unless unfair practices are stopped.   In an attempt to correct the past unacceptable behavior, the teacher starts treating those students with some kind of preference.   In the beginning this will be certainly appropriate, as those students will need to feel that they are not ill-treated anymore. Origin of Affirmative Action   Ã‚  Ã‚  Ã‚   Affirmative action is believed to have come about as a remedy to the awful  discrimination that regrettably used to take place.   As a matter of   fact, according to T.H. Anderson, (2004) in 1940 discrimination was tradition and in some states it was  even law.   Sad though it might now sound to us, the most educated and  refined African-American did not have the rights the most illiterate  and indecent white individual did (p. 2). Therefore, when discrimination  became illegal in the United States, affirmative action started to  take place.   Ã‚  Ã‚  Ã‚   By the mid-1970’s minorities and women were winning significant victories, which could be seen on construction sites,  exemplified by the Metro in Washington D.C.   Mayor Walter E.  Washington took a dramatic step, mandating a strong affirmative action  program in which all private companies doing business or having contracts with city hall would have to submit plans with goals to  advanced minorities and women. (J.H. Anderson, 2004, p. 142)   Ã‚  Ã‚  Ã‚   A valid affirmative action plan is one means of trying to undo the  effects of past illegal discrimination.   Under such a plan, an  employer makes employment decisions based on race or sex factor that  ordinarily can’t be considered, in order to restore equal opportunity  employment for groups that have faced discrimination. When a court finds that a business has discriminated and there are no  other effective means to remedy the discrimination, the court may  require the business to take affirmative action.   For example, a court  may order a company to hire one African-American employee for every two white ones hired until the company’s workforce resembles the  racial mix of the community.   (F.S. Steinhold, 2007, p. 156)   Ã‚  Ã‚  Ã‚   A business may also have to set up an affirmative action plan as part  of voluntary settling a court case or the proceeding of E.E.O.C. (Equal Employment Opportunity Commission).   Any voluntary  program must meet the E.E.O.C.’s Guidelines on Affirmative Action Plans. (F.S. Steinhold, 2007, p. 156) Views of Affirmative Action   Ã‚  Ã‚  Ã‚   Because it appears that originally valid plans of affirmative action became in a way corrupted or abused, there have been some opponents to it.   Affirmative action is a subject that has been debated and analyzed by philosophers, legal scholars, social scientists, politicians, journalists, editorial writers, and common citizens for three decades.   Ã‚  Ã‚  Ã‚   Basically, the debate has two sides: the Right and the Left.   The Right, which is totally against it, states that Affirmative action only causes people to obtain what they desire not because they deserve it, but because they belong to a group that was discriminated in the past.   According to this site, affirmative action is unmeritocratic, leads to reverse-discrimination, and is an un-American guarantee of equal results instead of equal opportunity.   The Left, which supports it, states that affirmative action is a compensation for past injustices and a guarantee of a fair share of the economic pie. (J.D. Skrentny, 1996, p. 1 2)   Ã‚  Ã‚  Ã‚   To reconcile the two views, it could perhaps be said that an affirmative action plan might be proper in the beginning of a non-discriminatory period of time; women and people from minority groups should feel that they are not discriminated anymore.   On the other hand, there is no reason for this period of time to last forever.   For instance, in the United States discrimination became illegal a very long time ago, so previously discriminated people should not be given any kind of priority because of what it used to happen in the distant past.   Ã‚  Ã‚  Ã‚   When it became vital to take the affirmative action in the turbulent period of 1964 to 1971, a careful consideration of the cultural and historical circumstances became absolutely necessary in its debate and an explanation for why it happened was needed as well.   (Clayton Crosby, 1992, p. 2) Nowadays, more than thirty years after that period, affirmative action would simply be against logic and no explanation could possibly be given as a result.   Ã‚  Ã‚   Affirmative Action is believed to be one of the most controversial policies in the United States.   â€Å"The issues are complex, they stir strong feelings, and in the media everyone seems to have an opinion on the topic (Clayton Crosby, 1992, p. 1).   This implies that a great deal of understanding is needed.   Ã‚  Ã‚  Ã‚   The complexity of affirmative action as a topic is illustrated by the controversy of whether the version of the Civil Rights Act of 1991 required or prohibited quotas – George Bush’s belief versus his proponents -, the appointment of Clarence Thomas – an affirmative action beneficiary who surprisingly opposed it -, and the apparent shift in the Supreme Court. (S.D. Clayton F.J. VanDeVeer, 2000, p. 4)   Ã‚  Ã‚  Ã‚   Opponents of affirmative action are believed   to come from a variety of quarters: Supreme Court Justice Thomas – an African-American who opposes it – Thomas Sowell, Shelby Steele, and Glenn Lowry – African-American critics who gained national attention speaking about the policy -, and Stephen Carter – William Nelson Cromwell Professor of Law at Yale University. Their reactions to affirmative action seem very intriguing. (S.D. Clayton F.J. VanDeVeer, 2000, p. 4)   Ã‚  Ã‚  Ã‚  Ã‚   Why people who benefit from affirmative action oppose to it deserves the amazement of whoever learns of the fact.   It could perhaps be interpreted that they want to be equal – neither better nor worse.     The fact that they are now granted more rights because they were once deprived of the ones they should have in the first place is likely to make them feel inferior.   In other words, their equality should be put in force and they should only obtain what they rightly deserve regardless of their background.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Affirmative action became a major issue in state courts in California and in Pennsylvania, where it was indeed claimed that its almost inevitable effect was reverse discrimination. People who benefit from Affirmative Action   Ã‚  Ã‚  Ã‚   In general, belonging to a minority group is due to an inborn or inherited matter, like women, African Americans, and people from different origins.   On the other hand, there are some groups of people who willfully joined a minority group.   For instance, many people learned one religion at home and later converted to a different one.   Homosexuality and bi-sexuality is debatable: some theorists believe uncommon sexual orientations are in the genes, whereas some other ones believe they are a matter of option.   Regardless of which theorists are right, homosexual and bi-sexual people were victims of discrimination in the past and later became beneficiaries of affirmative action.   Ã‚  Ã‚  Ã‚  Ã‚   As we all know, African Americans were virtually the worst victims of discrimination.   Without any right whatsoever, people were taken from Africa and brought to America to be sold as slaves.   The awful slavery was abolished a few hundred years later, but African Americans were still unable to obtain what the average person usually could.   In the middle of the twentieth century, discrimination against African Americans became illegal and the law started to call for a total equality, and affirmative action was taken as a remedy. Employment and Affirmative Action   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Before focusing on the fact of whether or not affirmative action should be adopted to provide equal employment opportunity, we need to understand thoroughly the basic concepts or employment.   Ã‚  Ã‚  Ã‚   P. K. Edwards (2003) states in his book Industrial Relations: Theory and Practice that the employment relations has two parts: market relations and managerial relations.   The former is more obvious because it covers price of labor, which embraces not only the basic wage but also hours of work, holidays and pension rights.   In this respect, labor is like any other commodity, with a price which represents the total cost of enjoying its use. Yet labor differs from all other commodities in that it is enjoyed in use and is embodied in people.   A machine in a factory is also enjoyed in use and for what it can produce.   Yet how it is used is solely up to the owner.   The ‘owner’ of labor, the employer has to persuade the worker, that is, the person in whom the labor in embodied, to work. (p. 9)   Ã‚  Ã‚  Ã‚   Most companies have employees nowadays, given that it simply becomes impossible for the owner to do everything all by him- or herself.   On hiring a new employee, companies have their own criteria.   We see quite often that the same employee who does not qualify for one company does for another one.   Employees are chosen based on the companies’ budget and needs.   In general, a large, profitable business is likely to choose a better skilled worker than a small business that operates at low budget.   Ã‚  Ã‚  Ã‚   Small businesses, which are usually constrained by the pressure of not exceeding their low budget, might also be selective in their own way.   A very unskilled person, however economical he or she might be, is likely to be of no significant assistance to the company.   As a result, the company might end up loosing money because of him or her.   Ã‚  Ã‚  Ã‚   When a person is to be hired by a company, it is imperative that it be done under the equal employment opportunity basis.   The best candidate should be the one taking over the position.   Failure to do so would be an unfair practice that might eventually lead to some significant problems.   F.J. Crosby and C. VanDeVeer (2000) wrote in their book Sex, Race and Merit: Often, when a problem has been identified, hiring or promotion goals are instituted. In classical affirmative action programs (where the employer monitors to make sure that qualified people are hired and promoted) the goals are derived from close study of the organization and are based on realistic appraisals of the labor market. (p. 4) From the above, we see that classical affirmative action is a way in which equal opportunity employment is achieved, and supporters of affirmative action indeed focus on the remedy of unfair acts of discrimination performed in the past.   Everybody believes that the employer is to monitor to make sure that qualified people are hired and promoted.   Ã‚  Ã‚  Ã‚   In fact, the goal of affirmative action when it came to existence was equal employment opportunity.   Nonetheless, its practice later on became corrupted and its present goal is to give priority to people who belong to a minority group that was discriminated in the past.   Many opponents of affirmative action would indeed oppose to discrimination and would agree to a policy in which only qualified people are hired and competent employees are promoted.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  J.M. Bernbach (1998), who so much disapproves of discrimination wrote: In 1996, affirmative action (the practice, fostered by federal government, of providing preferential treatment and / or opportunities to specified groups of persons in hiring or promotion, etc., as a means of correcting the present effects of past discrimination) received a good deal of negative attention. (p.3) On certain occasions, affirmative action seems necessary or  appropriate to remedy past injustices, but there is no reason to  believe that everybody, including people who were always against  discrimination, must follow suit. Affirmative Action and Equal Employment Opportunity   Ã‚  Ã‚  Ã‚   As the name implies, equal employment opportunity is the right of every single person to be employed regardless of his or her background, i.e. race, color, national origin, religion, gender, age, disability, or reprisal. In the United States there is an organization called Equal Employment Opportunity Commission that focuses on how this right is actually granted to every individual. Burstein in his book Discrimination, Jobs, and Politics (1998) states: In order to form a satisfactory picture of what public wanted on EEO, members of the congress would, ideally, want to know about three aspects of constituents attitudes: first, whether their constituents favored EEO, second, whether they wanted the government to do anything about it; and third, whether they felt strongly about the issue.   (p. 42)   Ã‚  Ã‚  Ã‚   We see that the government is very much concerned about fair hiring and promotion practices.   It is indeed a fact that everybody wants equal employment opportunities; nobody favors priority on the basis of discrimination or affirmative action.   People want the government to ascertain the equal employment opportunities are in effect and they do feel strongly about the issue.   The answer of most people is that the right person should take over the position he or she rightly deserves   Ã‚  Ã‚  Ã‚   Antidiscrimination programs are believed to be inefficient and costly.   The reason might be the stagnant economy that has apparently not permitted to continue with them.   Government pressures to employ or promote women and minorities may force firms to misallocate labor and thus suffer production losses.   Keeping with the current concern over productive efficiency can rather be an antidiscrimination effort. (P. Burestein, Equal Employment Opportunity, 1994, p. 85)   Ã‚  Ã‚  Ã‚   Better production in a company as a whole could rather achieve equality.   For instance, a company has been in business for many years and, on analyzing their activities, they come to see that their production was better when they had people with more skills in the engineering department.   As a result they decide to hire a high-skilled engineer.   When doing so, they carefully evaluate every candidate regardless of their background until they end up hiring the most suitable one.   One year later, the company analyzes their activities and see some remarkable improvements.   Ã‚  Ã‚  Ã‚   One might want to ask how it is possible for someone who is not so skillful to become skillful in the future.   The answer would be quite simple: more education or training, and, as we all know, education is very easy nowadays. There are many ways online that would enable one to obtain it, and there are many regular schools that could help.   Ã‚  Ã‚  Ã‚   Some people take their not being hired as a lesson to get more education or training.   Inevitably, when the person being hired is from a majority group, some people accuse the company of being discriminatory, and, when someone from a minority group is hired, the company might also be accused of having taken affirmative action.   When something alike happens, the EEOC (Equal Employment Opportunity Commission) needs to be contacted, and they need to investigate the situation.   Ã‚  Ã‚  Ã‚     The beginning of antidiscrimination and or against affirmative action is perhaps freedom.   One might question what freedom has to do with either discrimination or affirmative action, and the answer might be the actual explanation of what freedom means.   Freedom is the right to share fully and equally in American society – to vote, to hold a job, to enter a public place, to go to school.   It is right to be treated in every part of national life as a person equal in dignity and promise to all others.   (Curry, G.E. West, C. , 1996, p. 17)   Ã‚  Ã‚  Ã‚  Ã‚   In a society in which freedom is in existence, the equal opportunity employment practice is easier to put in practice.   Some people might use this freedom in an abusive form, ending up in discrimination or affirmative action.   That is why it is necessary that a commission EEOC (Equal Employment Opportunity) exist.   The goal of this organization is to establish rules and regulations and, whenever a case of discrimination or affirmative action is reported, this organization needs to study it thoroughly and then determine how it could be corrected.   In some occasions, it is even necessary to take legal action. Legal Issues of Affirmative Action   Ã‚  Ã‚  Ã‚   Unlike discrimination, which is so clearly against the law and there is a great deal of coverage both constitutionally and statutorily, it has not become possible to have affirmative action at the same level.   No one constitutional or statutory provision covers all the many different varieties of affirmative action.   (C. Wolf-Devine, 1997, p. 182) As a result, it becomes very intricate for both judges and attorneys to deal with a case of affirmative action.   Ã‚  Ã‚  Ã‚   If a man that does not belong to a minority group is not hired solely because that company is currently taken affirmative action when hiring, he would first report the incidence to Equal Opportunity Employment Commission.   If the E.O.E.C. determines that the individual has brought prima facie evidence, they might decide to take legal action against that company.   The judge and the attorney are likely to regard the whole case as a reverse-discrimination and by doing so, the same sources of law that are used in a discriminating case can be used for this particular one. After all, the individual that was hired was only successful to obtain this job because he or she belongs to a minority group, not because he was the best qualified for it.   If the case had been just the opposite – the individual that was hired did not belong to a minority group, whereas the one that was not hired did it would have been a regular discrimination case, which would have had a great deal of coverage in the American legal system.   Ã‚  Ã‚  Ã‚  Ã‚   The very same situation would have been with someone who has been working at a company for a very long time and, due to his valuable qualifications, would deserve promotion.   Besides the fact that promotion is not given to him, two other co-workers a woman and an African American – do become promoted in an attempt to take affirmative action.   Given that promotion is also controlled to E.E.O.C., the individual contacts them immediately and they determine that the matter is to be brought in front of a judge.   This case would also be treated as a discriminating case, and it indeed is a case of reverse discrimination.   Ã‚  Ã‚  Ã‚  Ã‚   According to Herman Belz, in his book Equality Transformed (1991): Affirmative action lacks consistency and coherence insofar as the Supreme Court applied two antithetical theories of employment discrimination, upheld quotas in hiring and promotion while prohibiting them in layoffs, and used some form of strict scrutinity review to analyze discrimination under the Constitution while forsaking such reviews under Title VII – and only then asking whether a race conscious measure promoted the goal of minority employment. (p. 225 226) The above shows up to what point affirmative action is to be treated like discrimination when it comes to legal matter.   However, the fact that when affirmative action is taken does not at all mean that there has in fact been discrimination put judges and attorneys in a cumbersome situation.   Ã‚  Ã‚  Ã‚   While discrimination has the same principles, is clear and can be carefully considered, affirmative action – in general regarded as the opposite of discrimination – is never clear enough to be handled by a judge and attorneys.   As we know, affirmative action is sometimes taken as a remedy, whereas discrimination comes as a matter of opinion.   For instance, a company that never hires African American is sued for discrimination.   The basis of this type of discrimination will always be the same; the accused will try to deny the fact.   Someone that is sued for taking affirmative action will rather try to justify his attitude. How to Stop Affirmative Action from Being Taken   Ã‚  Ã‚  Ã‚  Ã‚   Affirmative action is definitely not an effective diversity or opportunity policy; it is merely reverse discrimination. Given that a person obtains what he or she wishes because he or she belongs to a minority group – not because he or she deserves it, the policy is very unfair indeed.   A fair policy would be one in which the best-skilled individual takes over a position at a company or someone who qualifies for a grant or scholarship to attend college obtains it.   Ã‚  Ã‚  Ã‚  Ã‚   On some occasions, there might be a court order for a company to take affirmative action.   When this happens, it is usually in an attempt to settle a lawsuit that was placed because discriminatory policies were adopted by that particular company.   Ã‚  Ã‚  Ã‚   When affirmative action is taken on a voluntary basis without any good reason whatsoever, it becomes a legal transgression that is just as awful as discrimination.   Obviously, a court cannot order a company taking affirmative action to be discriminatory from now on, as this would only be an awful crime.   Ã‚  Ã‚  Ã‚   The solution toward the problem of taking affirmative action is quite simple: the company should make their hiring and promotion decision based on the workers skills and qualifications, not based on the fact that that particular individual belongs to a minority group.   Ã‚  Ã‚  Ã‚  Ã‚   The Equal Employment Opportunity Commission should come up with some guidelines to prevent companies from taking affirmative action altogether.   Those guidelines should be brought to the attention of the U.S. Senate in order for them to become laws.   As we know, when a company is accused of taking affirmative action, judges and attorneys find it difficult to handle the case, because there are not enough laws against it.   Ã‚  Ã‚  Ã‚   Copying the laws of discrimination would not be an option, because a court would never order a company to discriminate, whereas it might order a company to take affirmative action as a remedy for past discriminatory activities.   New laws need to be put in force, as laws against affirmative action were in some occasions questioning.   Ã‚  Ã‚  Ã‚   It is very painful to pinpoint that extreme affirmative action is widespread in the United States, and there does not seem to be any solution at first sight.  Ã‚   Under the assumption that affirmative is taken as a remedy toward discrimination, the number of individual that claim to suffer from affirmative actions exceeds the number of the ones who suffered from discrimination in the past and now benefit from the policy.   Ã‚  Ã‚  Ã‚   Empirically the official case for affirmative action is weak and conceptually it is loose.   Believing that the policy has been good for America and that it has been an instantaneous move to color-blindness would be ill-advised.   Ã‚  Ã‚  Ã‚   Equal opportunity is supported by everybody, but it would be inappropriate to the extreme to believe that the way to achieve it is phasing out affirmative action. Michigan, a state in which there are many opponents, is one of the ones that have intended to ban affirmative action altogether, and such a measure is believed to be one of the harshest attacks on affirmative action to come to a vote anywhere in the country. This movement has been called Michigan Civil Rights Initiative and it deserves to be called the Michigan Anti-Affirmative Action Initiative. It was also intended to add language to the Michigan state constitution to disallow preferential treatment based on gender, or race. Other states following suit are California, Washington State, and Florida.   Ã‚  Ã‚  Ã‚  Ã‚   The passage of the Michigan Civil Rights Initiative would specifically ban public institutions from using affirmative action programs that give preferential treatment to people from minority groups and prohibit public institutions from discriminating against groups or individuals that do not belong to those groups.   Ã‚  Ã‚  Ã‚   The Michigan Civil Rights Initiative is indeed very appropriate and the whole country, as well as the whole world, should follow in their footsteps. Anderson, T.H. (2004). Pursuit of Fairness: A History of Affirmative Action. Oxford University Press, (p.2, 3 142) Belz, H. (1991) Equality Transformed, Transaction Publishers (p225 p226) Bernbach, J.M. (1998). Job Discrimination II, Voire Dire Press (p. 3 4) Burestein, P. (1994). Equal Employment Opportunity, Aldine Transaction (p. 85) Burestein, P. (1998). Discrimination, Jobs, and Politics. University of Chicago Press (p. 42) Clayton, S.D., Crosby, F.J. (1992). Justice, Gender, and Affirmative Action. University of Michigan Press (p. 1 2) Clayton, S.D., by F.J. , VanDeVeer, C. (2000). Sex, Race, and Merit.   University of Michigan Press (p. 4) Curry, G.E. West, C. (1996). The Affirmative Action Debate, Basic Books (p. 17) Edwards, P.K. (2000). Industrial Relations: Theory and Practice. Blackwell Publishing (p. 9) Skrentny, J.D. (1996). The Ironies of Affirmative Action: Politics, Culture, and Justice in America. University of Chicago Press (p. 1 2) Steinhold, F.S. (2007) The Employee’s Legal Handbook, Nolo, (p. 156) Wolf-Devine, C. (1997) Diversity and Community in the Academy, Rowman Littlefield, (p. 182) Websters Third New International Dictionary, Unabridged. Merriam-Webster, 2002

Transience And Eternity In The Elegy Theology Religion Essay

Transience And Eternity In The Elegy Theology Religion Essay Old English poetry can be divided into two main types: heroic poetry and Christian poetry. Christianity, as the most widely spread religion, is present in most literary works, including some of the heroic poems, although heroic poetry is considered separate from Christian poetry. There are many analogies to Christian themes in the poetry of the Old English period, since religion played a major part in peoples lives at the time. The Seafarer is an Old English poem which was recorded in the Exeter book, or Codex Exoniensis, a collection of Old English poetry, including The Wanderer and The Descent into Hell, which dates back to the tenth century. It is a poem which describes the lonely, full of hardship and suffering life of the seaman. It can be logically divided into two parts. The first is a typical elegy the speaker remembers his dismal life at sea, which he has chosen to the disturbing life on land. He knows he is alone, and he constantly has this internal conflict about choosing the sea to the land. The second part is more moralistic, or didactic. The speaker talks about the transience of wealth and fame on Earth, and how nobody will manage to outwit death and God, no matter how glorious a life they have led. Eventually all people will die, life will end for everyone at a certain point, and no amount of money will help them avoid their fate. In the beginning of the poem the seafarer makes a song about his travels and experiences at sea. He begins grimly with a description of the troublesome times and lonely life while hes sailing. This is a life which common people in the city know nothing about. They are safe on the land while the seaman risks his life at sea. The weather is cold and stormy, the terrible tossing of waves rock the ship, the seaman will soon freeze. He has to endure the fierce storms, the snow and the hail. The beginning of the poem is not only a description of a fierce weather. It is a description of the inner state of mind of the seaman the inner struggles and conflicts he has. He is not homesick, but he realizes he is alone in the sea. His troubles are represented as being caused by the sea, but in reality the sea only represents what is already inside him, in his soul. The seafarer feels grim sorrow at heart. He is unable to feel any pleasure from the surroundings; he does not enjoy it because of the darkness in his soul and heart. There are moments in which he holds life at sea in contempt. Yet there is something which draws him back to the sea. He can choose the safe life on land, at home, where there are his fellow men, possibly his family, and where food and warmth are ensured. However, he feels this constant urge to travel, to go back to the sea. The sea is mysterious it is wide and infinite; it holds many secrets; it offers a different lifestyle it draws one away from everything familiar and safe, and throws them into a new, different world the world of danger, uncertainty, constant change; a world with no boundaries or limits. This is what the seafarer seeks, this is why he constantly returns to the dangerous travels he needs the challenge of the hard life at sea; he needs the struggles either physical or emotional. His journey in the sea is not only a journey on the physical level. It represents the journey which his soul takes on the path to God. He has to go through hardship and struggles; he has to fight with the difficulties which God sends him; he has t o welcome the challenges of the sea as challenges which God sends to test his soul. He is sailing in the sea which suggests that he is going forward. His soul is, symbolically, about to walk the path which leads to God, passing through severe trials. His kinsmen, who live on land, stay where they are, they havent moved from their place not only physically, but figuratively as well their souls have not taken the path to God, but they simply enjoy the transient goods in life while they have them. They live a stable, secure life with no dangers or trials. They strive for the goods and the glory which earthly life offers, and never think of their spirituality and morality. They dont realize that everything on Earth is fleeting and that life as they know it wealthy, glorious and bountiful will only last until their death and not in the afterlife when their souls will meet God. This is a light transition to the second part of the poem which is a moral criticism of the people, especially the rich, who rely on their wealth and glory only. They may lead a sinful life, they may oppress the weaker or the poor people, but their deeds are the only thing which will accompany them in the afterlife, not gold or money, not friends and kinsmen. There is a similar concept in the English morality play Everyman, in which wealth and fellow men abandon Everyman on his journey to death, and only good deeds stay with him until the end. There is the Christian influence, which is present in almost every piece of work in the medieval literature. According to the Christian religion God is the only truly eternal and lasting thing in the Universe. The speaker strongly criticizes the sinful life of common men instead of living a good, honorable and humble life, they only rely on wealth and bounty, and they think these earthly goods will help them or benefit them in some way in the afterlife. They never challenge their souls, and they never even pray to God. The speaker tries to imply that the rich need to change their lifestyle but he realizes that they will not, because they do not understand how their sins and idleness will only harm them later. They dont realize that wealth is transient and they will not be able to take it with them after death. God will not take in mind how powerful a man was on Earth or how much money did he possess, but will only consider his good and brave deeds and his sins. Life in Heaven is eternal and Heaven is a sort of reward for leading a faithful, honorable life. The seafarer claims that earthly happiness will not endure. He mentions that age comes upon him eventually, which suggests that glorious life is only there for some time and then one gradually loses everything they possess, including their vitality, and outer things like their friends and kinsmen. The way one spends their life on Earth determines where they will spend their afterlife. The speaker urges people to think carefully what afterlife they would like to have and then decide what the right path to there is. He tries to explain to them that they will all be equal after death, no matter how wealthy some were and how poor the others were on Earth. Moreover, they all are equal even now in Gods eyes. It does not make a difference to God whether one is rich or poor; whether one is famous or not. What will differentiate them after death is how they led their life, what they did and what their deeds led to. This is the point at which some will be sent to Heaven and others will be sent to Hell. Afterlife will be eternal, that is why people have to think now how they want to spend it. The seaman has given up on all earthly goods and bounty because he has realized that they are not important, they will be lost in time and in the end nothing will remain, only memories of the glorious days and consequences from the deeds, good or bad. The Seafarer is not only a poem about life and death. It concerns transience in life and eternity as a concept mainly in the afterlife. It suggests that life on its own has no other meaning but to praise God and to prove that one is noble enough to go to Heaven. Moreover, life is a test for the soul whether it has to be sent to Heaven or to Hell. Life after death is what really matters, because it will be for eternity, in contrast to life on Earth which lasts only a few decades. The concept of eternity is important for the moral to reach the common people. If the common man does not fear God, or does not at least consider what will happen to him after his death, he will not try to live a better, noble life, but he will only keep in mind his earthly matters, and this will lead him to impious, even ignoble deeds. Thus The Seafarer can be considered a moral poem which teaches man how to live and how to save his soul, so that he deserves afterlife in Heaven.

The Truth about Hackers Essay -- Hacking Computers Crackers Essays

The Truth about Hackers The Truth about Hackers In the winter of the year 2000 an eighteen year old hacker, who went by the name Curador accessed about 26, 000 credit card numbers and put them on the internet. With the help of an ex-hacker, Curador was eventually tracked down and sentenced. All of this was explained in a frontline interview with Curador himself also known as Raphael Gray. Who are these so called hackers? Are peoples assumptions about teenage hackers correct? In 1995 the movie Hackers portrayed the images and lifestyles of hackers similar to the one mentioned above. The characters in Hackers show a media example of finding themselves in cyberspace by forming a community which creates their own boundaries. According to Coppin, hacking is the process of writing and reading code. People who code in an open range of society are hackers. The term a hack is often meant as a fast and dirty solution. Hackers are often confused with hackers are crackers. Crackers are people who break into or crack co mputer security systems (Coppin). In Hackers, high school cyberpunk teenagers get together and associate with the rave lifestyle known as techno. Due to the medias portrayal of the average hacker, people constantly associate hackers as teens with a love for techno music and rave-like gatherings. This is not necessarily true. Anyone can be a hacker. Even those with a family, a job, and an ideal lifestyle, including females have the potential of being a hacker. Therefore, no stereotypical labels should be placed on hackers due to their possible diversity. Hackers influences the way people tend to associate how everyday hackers are supposed to be. Hackers also show how hackers form their own cyber communities. They share simil... ...se would not have been solved. Work Cited Coppin, Sharon. Computer Hacking Statistics. August 2003. 30 September 2003. Gordon, Sarah. Studying the Psychology of Virus Writers and Hackers. March 2003. 30 September 2003. Gray, (Curador) Raphael. Who are Hackers? March 2003. 30 September 2003. Hackers. Dir. Iain Softly. Metro Goldwyn Mayer, 1995. Holeton, Richard. Composing Cyberspace Identity, Community, and Knowledge in the Electronic Age. The McGraw Hill Companies, Inc. 1998. Reid and Count Zero. Cult of the Dead Cow. March 2003. 30 September 2003.

US Soldiers and Their Relationship With Society in America After the Vi

US Soldiers and Their Relationship With Society in America After the Vietnam War Imagine playing in the NCAA National Championship game in front of 50,000 people and millions of others watching via their televisions at home. After an intensely fought game the final score indicates that a loss was suffered. Hopes and dreams of winning a National Championship are gone and one can only contemplate what could have gone the other way and what may be in store for next season on the journey home. Once arriving to campus the cheers and mass distributions of congrats are heard by those in the surrounding society for the effort and hard work exhibited by the players on the team. Although defeat was endured, positivity still lingered amongst the community. The story of the losing team in a National Championship game is seen numerous times every year. However, the relationship the society of America displayed with the returning soldiers from the Vietnam War had a negative aura that is still shown over 30 years later. The Vietnam War was filled with controversy from the beginning and it has yet to end today. The Vietnam Veterans in America suffered from social, physical, and psychological problems that only complicated their relationship with society and is portrayed statistically and through examples from soldiers since the day they returned from the battlefield. The Vietnam War was an extremely controversial war that took the lives of many Americans and resulted in America’s first losing campaign. The U.S. was involved in Vietnam since World War II supporting Ho Chi Minh and his Communist forces against Japanese occupation. After the result of an incident involving two US vessels, President Lynden Johnson ordered jets to bom... ...amongst the society and the individual soldiers may roam for years to come. Hopefully the next time America is faced with entering war the players come home from the championship game with a win and a remarkable homecoming. Learn more about the Vietnam Veterans and the Vietnam Memorial (1) Lembcke, Jerry. The Spitting Image: Myth, Memory, and the Legacy of Vietnam. New York: 30. (2) Lembcke, 30. (3) Dean, Eric T. Jr. Shook Over Hell: Post-Traumatic Stress, Vietnam, and the Civil. War. Cambridge: 183. (4) Edwards, Adam Charles. Personal Interview. (5) Lembcke, 32. (6) Lembcke, 1. (7) Lembcke, 31. (8) Witteman, Paul A. â€Å"Lost in America.† Time, 11 February 1991: 76-77. (9) Witteman, 76. (10) Witteman, 77. (11) Witteman, 76. (12) Witteman, 76. (13) Witteman, 77. (14) Dean, 195. (15) Dean, 196.

Economics †monopoly Essay

A monopoly is an enterprise that is the only seller of a good or service. In the absence of government intervention, a monopoly is free to set any price it chooses and will usually set the price that yields the largest possible profit. Just being a monopoly need not make an enterprise more profitable than other enterprises that face competiton the market may be so small that it barely supports one enterprise. But if the monopoly is in fact more profitable than competitive enterprises, economists expect that other entrepreneurs will enter the business to capture some of the higher returns. If enough rivals enter, their competition will drive prices down and eliminate monopoly power. Why do economists object to monopoly? The purely â€Å"economic† argument against monopoly is very different from what noneconomists might expect. Successful monopolists charge prices above what they would be with competition so that customers pay more and the monopolists (and perhaps their employees) gain. It may seem strange, but economists see no reason to criticize monopolies simply because they transfer wealth from customers to monopoly producers. That is because economists have no way of knowing who is the more worthy of the two parties—the producer or the customer. Of course, people (including economists) may object to the wealth transfer on other grounds, including moral ones. But the transfer itself does not present an â€Å"economic† problem. Rather, the purely â€Å"economic† case against monopoly is that it reduces aggregate economic welfare (as opposed to simply making some people worse off and others better off by an equal amount). When the monopolist raises prices above the competitive level in order to reap his monopoly. Profits, customers buy less of the product, less is produced, and society as a whole is worse off. In short, monopoly reduces society’s income. The following is a simplified example. Consider the case of a monopolist who produces his product at a fixed cost (where â€Å"cost† includes a competitive rate of return on his) of $5 per unit. The cost is $5 no matter how many units the monopolist makes. The number of units he sells, however, depends on the price he charges. The number of units he sells at a given price depends on the â€Å"demand† schedule shown in Table 1. The monopolist is best off when he limits production to 200 units, which he sells for $7 each. He then earns monopoly profits (what economists call â€Å"economic rent†) of $2 per unit ($7 minus his $5 cost, which, again, includes a competitive rate of return on investment) times 200, or $400 a year. If he makes and sells 300 units at $6 each, he earns a monopoly profit of only $300 ($1 per unit times 300 units). If he makes and sells 420 units at $5 each, he earns no monopoly profit—just a fair return on the capital invested in the business. Thus, the monopolist is $400 richer because of his monopoly position at the $7 price. Table : 1 Price Qty. Demanded Monopoly Profit/Year 7 200 400 6 300 300 5 420 0 The main kind of monopoly that is both persistent and not caused by the government is what economists call a â€Å"natural† monopoly. A natural monopoly comes about due to economies of scale-that is, due to unit costs that fall as a firm’s production increases. When economies of scale are extensive relative to the size of the market, one firm can produce the industry’s whole output at a lower unit cost than two or more firms could. The reason is that multiple firms cannot fully exploit these economies of scale. Many economists believe that the distribution of electric power (but not the production of it) is an example of a natural monopoly. The economies of scale exist because another firm that entered would need to duplicate existing power lines, whereas if only one firm existed, this duplication would not be necessary. And one firm that serves everyone would have a lower cost per customer than two or more firms. Whether, and how, government should regulate monopoly is controversial among economists. Most favour regulation to prevent the natural monopoly from charging a monopoly price. Other economists want no regulation because they believe that even natural monopolies must face some competition (electric utilities must compete with home generation of wind power, for example, and industrial customers can sometimes produce their own power or buy it elsewhere), and they want the natural monopoly to have a strong incentive to cut costs. Besides regulating price, governments usually prevent competing firms from entering an industry that is thought to be a natural monopoly. A firm that wants to compete with the local utility, for example, cannot legally do so. Economists tend to oppose regulating entry. The reason is as follows: If the industry really is a natural monopoly, then preventing new competitors from entering is unnecessary because no competitor would want to enter anyway. If, on the other hand, the industry is not a natural monopoly, then preventing competition is undesirable.

No Guns †fewer Shootings Essay

Allowing guns on campus would be a dreadful idea, it would increase more violent acts as well as putting staff and students at risk of being injured or even result in death. Not only this but students, as well as everyone on campus, would feel extremely unsafe. By allowing guns on campuses we would we be supporting violence, as well as giving shooters a higher opportunity to commit a crime. This would leave the victims defenseless and at risk of being murdered, raped, kidnapped, or be hurt in any other method. Not only this but anyone who is not mentally stable can misuse a gun and this can even lead to a suicide. Guns on college campuses ought to be banned because they will simply increase the problem with regards to shootings, unnecessary deaths and increase crime rates. We all have to keep in mind that colleges already have a high-risk factor for drugs, alcohol, and stress in academics. Including weapons would cause a bigger problem on a college campus and put everyone in danger. This can result in the misuse of the weapon and fire a gun by accident or simply shoot someone because you truly dislike a person. Many adolescents will commit a crime and sometimes don’t think of the consequences that are going to come with their actions. Jade Reindl and Jean Cocco mention in their CNN piece, â€Å"Say no to guns on college campuses† explains how if a gun is present at the moment of a sexual assault or any form of assault it is more likely that the person will die. This is suggesting that if a gun is in existence at the moment of a crime there is a higher risk of a fatal accident happening. We understand that some students might feel safer knowing they have a way of protection, but how will this make other students on campus feel? They will f eel unsafe in an environment that is supposed to be â€Å"safe† for all students. Also, knowing that someone is carrying a gun will make a student feel like they need to be careful around them. As a community, we also have to take in consideration that some people are not mentally stable: whether they are depressed or suffer from anxiety and will most likely misuse the weapon. This can result in a person committing suicide or attempting for their life.   Furthermore, having guns on campus will not solve any problems, if anything it will create more. On the contrary, proponents of guns within campus advocate that they will be more safe and protected if they were able to carry a concealed handgun in a college campus to protect themselves in case of a shooting, or even from a sexual assault. Also, those citizens who are responsible enough should have the opportunity to protect themselves against a shooter. By allowing the students as well as staff, to carry a gun there won’t be as many victims whereas if they didn’t have any weapon to defend themselves there would be a higher chance of being the victim. Neal Hutchens in his GOOD EDUCATION piece â€Å" 11 States Allow Students To Carry Guns On College Campuses. More could be Next† he mentions that allowing students and faculty to carry a gun with them will decrease the number of shootings as well as decreasing the number of deaths. Also, it has been said that there is a higher possibility of a shooting happening somewhere else rather than a college campus so why not allow people to carry a gun. Subsequently allowing guns on campus can help people defend someone who is at risk of being hurt resulting in saving lives. Not only this but supporters believe that a gun in a classroom would not affect anyone’s learning or concentration in class. Not only this but students believe that they should have the right to protect themselves with a weapon in case it is necessary. In addition, supporters of concealed guns will advocate for guns since they think it is the best way to protect themselves and knowing that at least they have a gun to protect themselves from any potential threat. Lastly, they believe that allowing guns on campus should be a right given to everyone for the safety of everyone that can help reduce many deaths. Despite the fact that allowing guns on campus would be a terrible decision made by the voters who agree with guns on campus we would simply be encouraging mass shooting and many other horrific incidents. An example of a horrific accident that happened is the mass shooting at Virginia Tech University in 2007. This left many families devastated due to the loss of a loved one. Although proponents of guns believe that a gun in a classroom would not distract anyone, in reality, it would because if any classmate knew that someone had a gun on them they would feel tense and nervous all the time. Even if a person had a gun on them to protect themselves they might not know how to use it adequately and cause more problems. Concealed guns overall are hardly ever used in the appropriate form and that is why we always are having horrific scenes of violence, and mass shooting which just simply terrorize our community. People simply misuse a gun often either because they are angry or maybe even fee l sad or depressed. When affecting our whole community, the children are growing up afraid and scared as well as the parents, knowing that at any moment a bullet can just end someone’s life in a second. Not just this but even though college students believe that by giving them the opportunity to carry a gun we are treating as the adult. The thing about this is that even though we are treating them like the adult by giving them this huge responsibility, there are still some adult who misuse a weapon. Therefore, not giving college students the ability to carry a concealed gun would have more benefits rather than allowing them to carry a gun. In short, not allowing guns on campus would make everyone feel in a safe environment where they don’t have to be afraid of the constant shooting happening. Not just this, but they will be able to focus on their studies and in class rather than thinking all the time that they can be shot at any moment. Sometimes people think the best way to protect themselves on a college campus is the best way but in reality, it can result in many accidents occurring. Students and staff will ultimately feel safer in a free gun zone rather than a place that is surrounded by a gun every corner you walk around. Carrying a gun is a huge responsibility and not everyone is willing to accept the consequences if they use the weapon inappropriately, so it would just be better to save ourselves that problem and not allow guns on campus.