Free Essays on Christopher Marlowe

Christopher Marlowe â€Å"Comparisons are odious†, was once said by Christopher Marlowe in Lust’s Dominion, Act iii scene4. Christopher Marlowe has been identified as the most important Shakespeare’s predecessors. He was born in Canterbury, England, on February 6, 1564 and then baptized at St. George’s Church, Canterbury, on February 25, 1564. Marlowe was the eldest son of John Marlowe, a shoemaker and Katherine Arthur, a Dover girl of yeoman stock. Christopher’s intermediate family and extended family had a reputation of getting in trouble with the law. His sister was known for being a selfish person seeking the unjust vexation of her neighbor’s, while his father was always continually engaged in lawsuits containing debts. Christopher Marlowe entered the King’s School at Canterbury in 1579. There he held a scholarship requiring him to study Ministry. The school was a canter of theatrical interests. It contained a large library filled with a number of volumes which have been claimed as sources for Marlowe’s plays. In 1584, Marlowe received a Bachelor’s of Arts Degree. Following that, in 1587, he had received a Master of Arts Degree. Shortly after receiving his Master’s degree, Marlowe went to London. There he was part of a circle of young men which were: Rawley, Nashe, and Kyel. By 1587, his first play was â€Å"Tamburlaine the Great†, had been performed on stage. As a result of his first play, Marlowe has started getting known as a dramatist. In September, 1589, Marlowe was imprisoned in Newgate for being suspected in the murder of William Bradley. Marlowe had been accused several times of being an â€Å"atheist† and a â€Å"blasphemer†. One of his friends, named Watson, had once had actually killed a man with a sword. These charges were then led to Marlowe’s arrest in 1593, but then released on October 1, on the bail of 40 pounds. Three years later, in 1592, Marlowe... Free Essays on Christopher Marlowe Free Essays on Christopher Marlowe Christopher Marlowe â€Å"Comparisons are odious†, was once said by Christopher Marlowe in Lust’s Dominion, Act iii scene4. Christopher Marlowe has been identified as the most important Shakespeare’s predecessors. He was born in Canterbury, England, on February 6, 1564 and then baptized at St. George’s Church, Canterbury, on February 25, 1564. Marlowe was the eldest son of John Marlowe, a shoemaker and Katherine Arthur, a Dover girl of yeoman stock. Christopher’s intermediate family and extended family had a reputation of getting in trouble with the law. His sister was known for being a selfish person seeking the unjust vexation of her neighbor’s, while his father was always continually engaged in lawsuits containing debts. Christopher Marlowe entered the King’s School at Canterbury in 1579. There he held a scholarship requiring him to study Ministry. The school was a canter of theatrical interests. It contained a large library filled with a number of volumes which have been claimed as sources for Marlowe’s plays. In 1584, Marlowe received a Bachelor’s of Arts Degree. Following that, in 1587, he had received a Master of Arts Degree. Shortly after receiving his Master’s degree, Marlowe went to London. There he was part of a circle of young men which were: Rawley, Nashe, and Kyel. By 1587, his first play was â€Å"Tamburlaine the Great†, had been performed on stage. As a result of his first play, Marlowe has started getting known as a dramatist. In September, 1589, Marlowe was imprisoned in Newgate for being suspected in the murder of William Bradley. Marlowe had been accused several times of being an â€Å"atheist† and a â€Å"blasphemer†. One of his friends, named Watson, had once had actually killed a man with a sword. These charges were then led to Marlowe’s arrest in 1593, but then released on October 1, on the bail of 40 pounds. Three years later, in 1592, Marlowe...

Hexapods Are a Diverse Group of Six-Legged Arthropods

Hexapods Are a Diverse Group of Six-Legged Arthropods Hexapods are a group of arthropods that include more than one million described, species, most of which are insects, but a handful of which belong to the lesser-known group Entognatha. In terms of the sheer number of species, no other family of animals comes close to the hexapods; these six-legged arthropods are, in fact, over twice as diverse as all other vertebrate and invertebrate animals combined. Most hexapods are terrestrial animals, but there are some exceptions to this rule. Some species live in aquatic freshwater habitats such as lakes, wetlands, and rivers, while others inhabit coastal marine waters. Hexapods Avoid Sub-Tidal Marine Areas The only habitats that hexapods avoid are sub-tidal marine areas, such as oceans and shallow seas. The success of hexapods in colonizing land can be attributed to their body plan (especially the strong cuticles covering their bodies that provide protection from predators, infection and water loss), as well as their flying skills. Another successful attribute of hexapods is their  holometabolous development, a mouthful of a term which means that juvenile and adult hexapods of the same species are very different in their ecological requirements, immature hexapods using different resources (including food sources and habitat features) than the adults of the same species. Hexapods Are Vital But Also Pose Many Threats Hexapods are vital to the communities in which they live; for example, early two-thirds of all flowering plant species rely on hexapods for pollination. Yet hexapods also pose many threats. These small arthropods can inflict vast crop damage and are known to spread numerous debilitating and fatal diseases in humans and other animals. The body of a hexapod is made up of three sections, a head, a thorax, and an abdomen. The head has a pair of compound  eyes, a pair of antennae, and numerous mouthparts (such as mandibles, labrum, maxilla, and labium). The Three Segments of Thorax The thorax consists of three segments, the prothorax, the mesothorax, and the metathorax. Each segment of the thorax has a pair of legs, making for six legs in all (the forelegs, the middle legs, and the hind legs). Most adult insects also possess two pairs of wings; the forewings are located on the mesothorax and the hind-wings are attached to the metathorax. Wingless Hexapods Although most adult hexapods have wings, some species are wingless throughout their life cycles or lose their wings after a certain period before adulthood. For example, parasitic insect orders such as lice and fleas no longer have wings (although their ancestors of millions of years ago did have wings). Other groups, such as the Entognatha and Zygentoma, are more primitive than classic insects; not even the ancestors of these animals had wings. Many hexapods have evolved alongside plants in a process known as coevolution. Pollination is one example of a coevolutionary adaptation between plants and pollinators in which both parties benefit. Classification Hexapods are classified within the following taxonomic hierarchy: Animals Invertebrates Arthropods Hexapods Hexapods are divided into the following basic groups: Insects (Insecta) - There are more than one million species of insects that have been identified, and scientists estimate that there may be many millions more species yet to be named. Insects have three pairs of legs, two pairs of wings and compound eyes.Springtails and their relatives (Entognatha) - The mouthparts of springtails, such as the two-pronged bristletails and the proturans (or coneheads), can be retracted within their heads. All entognaths lack wings. Edited on February 10, 2017, by Bob Strauss

An Evaluation of Two RAD University Tutorials Research Paper

An Evaluation of Two RAD University Tutorials - Research Paper Example The tutorial on MPLS and Network Convergence is about the concepts and applications of network components such as the routers and switches that implement the protocols which play critical roles in supporting higher volumes of internet data in a faster way (MPLS, 2009). It initially provides all the information required to understand networking concepts such as traditional routing and packet switching, label switching, the IP over ATM model, and then the basics of multilayer switching and the multilayer switching solutions. All of these are written in text, explaining in details how each component is necessary to carry out networking of bulk of data using the evolving models until the multilayer switching. The concepts of difficulties encountered before MPLS was employed are also discussed, together with the complexities of the executed initial solutions. It mentions that the emergence of multilayer switching solutions and MPLS is part of the evolution of the Internet to decrease comp lexity by combining Layer 2 switching and Layer 3 routing into a fully integrated solution (MPLS, 2009). The tutorial is very comprehensive in explaining what is required to be understood in terms of the MPLS technology. This time, the developers created a simple version of it through a flash slide presentation that includes visual media composed of pictures and symbols that convey the complex systems in the most simplistic way. This is more effective in delivering the networking capabilities of MPLS. The tutorial further discusses the types of a problem this the technology solves and other opportunities for its use. The tutorial can be very much appreciated by a network technician or an individual who has practical applications on network technologies. I believe the ideas are more easily understood once you are involved in a networking environment. The diagrams created by the developers to illustrate their point regarding the use of IP over ATM Model and the problems when it is ado pted are very useful for the reader to comprehend the networking systems in this manner. Â  

Reaction paper Essay Example | Topics and Well Written Essays - 250 words - 10

Reaction paper - Essay Example Therefore, the Holocaust evokes the greatest amount of sympathy for the Jewish race because of the intense horror and torture that was inflicted upon them. (Atkins, 2009, P.p 176-180) Having been a Holocaust Affirmationist, the evidence that were brought forth by David Cole opened up a new side to the controversy. In concurrence with Dr. Piper’s statement, there is in fact a high possibility that the Soviet Union may have fabricated the story about the alleged ‘Gassings’ that took place at Auschwitz, considering the political advantage. Nevertheless, it cannot be denied that the atrocities during the war never took place at all. (Atkins, 2009, P.p 176-180) As it is stated earlier, the accuracy of the history and symbology of the event is vastly accepted without question. However, there is room for skepticism and this is based on and triggered by the fact that the claims made by researchers and historians are not substantiated by sufficient amount of evidence. And Dr. Franciszek’s interview actually raised some very shocking pieces of evidence regarding the Holocaust and David Cole’s role was further magnified due to the fact that he was Jewish and brought forth very important pieces of knowledge in public view. In my opinion considering all factors there were millions of people, who lost their life during the World War II and it consisted a large number of Jews. However, the killings cannot be deemed as systematic as ‘Gassings’ and the magnitude of the Holocaust is vastly overestimated. Therefore, there has to be greater amount of research into the subject to substantiate the

A Day and the Life of 9-11 Essay Example for Free

A Day and the Life of 9-11 Essay I remember the account like it was yesterday. It seems like any other morning I got up early with a reminder call from mom. (She work overnight) I head back down the hallway to the siblings room I wake up the boys first. They were always the hardest to wake up. â€Å"Time to get up†, I yelled like a screaking alarm clock as I jumped excitedly up and down the bed where they slept. All you can hear is the moan of the boys’ stops and pleading to get more sleep. Next stop back to my bed room where my dear little sister lays sleeping I walk up to the bed and shake hear and say time to get up. I politely give her a wake because never gives me trouble when it is time to get ready for school. I roll my eyes because those troublesome brothers of mine I know are not up out of that bed and I have to repeat the previous process and this time up each one out of the bed. While I spend time doing this my sister is up and at it she in the bathroom washing her face and brushing her teeth not having to be told what to do. In my thought I say I love that little girl. My brothers of course are moving in slow motions like a sloth in a tree. I am aggressively pushing them along and barking orders at them tell them what to do like a drill sergeant in the Army. â€Å"Wash your face†, â€Å"Brush your teeth† and â€Å"Make sure you brush your hair†. Now that I have gotten the boys up and moving I head to the kitchen to get breakfast going. Not long after finish the siblings start rolling in. My sister first so nice and chipper like she is skipping in a garden and picking flowers as she goes, how she can be that happy that early in the morning I will never understand. I finally boys come dragging their feet into the kitchen and flopping in a chair. Still grumbling about being up so early complaining about how I could have let them sleep longer. Now here is where the really trouble begins now that they are all in the same room. So now the brothers start to bother their little sister since the breakfast they are eating seems to miraculously give them a turbo boot of energy. All I can hear is â€Å"Stop leave me alone†, laughing and name calling going at the table behind me. See more:  Manifest Destiny essay My job as a big sister mother like role comes in to play; I turn to them and yell â€Å"Leave her alone before I start on yall!† Breakfast is all done now it is time to round up the troops and get them to the bus stop. Making sure they have their book bags and everything that goes in it. Once we have jackets and book bags on we make our venture up the winding driveway to the bus stop. After the bus arrives I head back down the driveway, and now have to get myself ready for school and head back down to the bus stop to get myself off to school. Now on the bus were take normal route and pickup kids. We head to the middle school to drop them off and now we head to the high school. While heading to the high school the bus driver received a call and was taking alternate route to drop us off at the school. We can see the route we normally take and there are cars backed up down the street. We thought that we had another bomb threat since that was kinda normal at our school. Once inside and we headed to homeroom we were told that planes had crashed into a building in New York. We turned on the news in the classroom because we wanted to know the details of what was going on. As we watched the news started report the approach of a second plane and we watched in real time the second plane crash into the second building. Not really understanding what was going on the new reports that it was a terrorist attack happening. Instantly it made since why we had to take a different route to school that day. Our school is Next to one of the biggest Army training bases. So of course the locked down the base no one in and no one out, which caused the traffic to back up around the school. The students reaction was mixed the students bombards the teacher with questions that at this time she had no answers for. Some student continues like it was nothing, other started crying knowing that they had loved ones that worked in those building. Many were sad because they knew that their mom and dad maybe deployed somewhere and would be gone for a long time. My reaction was why anyone would want to crash planes into these particular set of building, why would they risk their own lives doing so. While all of this was going on the intercom came on and announcing that the teacher turn off the television and try to continue the day as normal. In reality the day would not every be normal. We had so many unanswered questions. How could we continue the day like we had not seen what we seen or heard what we heard. Some teacher complied with the instruction others did not. One of the teacher found that it was important to have some clarification on what was going on. She began to tell us about what was being reported through the day. Since now it is almost time to go home there had been more progress on what had just happened that morning. She said that there had been a terrorist attack and the people they think is responsible were a Muslim group called Al Qaeda. My next thought was what Al Qaeda is and what did being Muslim have to do with it. I later learned that prior to September 11, 2001 the country moved along at its regular daily pace. Conflict and wars have been a component of the United States since the beginning of time. There are three sources conflict: human rights, global terrorism, and environmental problems. Many see terrorism as a way to hide greed, racism, and the conquests of power. Terrorism is defined by the Federal Bureau of Investigations â€Å"as an unlawful use of force or violence against person or property to intimidate or coerce a government, the civilian population, or any segment thereof, in furtherance of political or social objectives† (Federal Bureau of Investigation, 2002-2005). Terrorism makes the statement that demands attention and affects every person in every country around the world. On that clear Tuesday morning; September 11, 2001, nineteen Islamic terrorists from Saudi Arabia and other Arab nat ions boarded four fully fueled American airliners. These airliners were set to depart to cities in California. Little did the staff for each of the planes or the people boarding them know that plans had changed. Within the space of an hour, al Qaeda wreaked more direct damage on the United States than the Soviet Union had done throughout the entire cold war, a tragedy seen by more people than any other event in history. (Bergen, 2006) Many questions were garnered after September 11, 2001. What caused this horrific attack and who’s to blame for it? Was this attack forecasted, could we have seen it coming and prevented it? What do we do now and how do we prevent it from happening again? People in America were terrified but at the same time came together in the face of tyranny. On September 11, 2001, nineteen militants associated with the Islamic extremist group al-Qaeda boarded and hijacked four American airliners and carried out suicide attacks against targets in the United States. At 8:45 a.m. an American Airlines Boeing 767 loaded with 20,000 gallons of jet fuel crashed into the north tower of the World Trade Center in New York City. The impact left a huge, burning hole near the 80th floor of the 110-story skyscraper, immediately killing hundreds of people and trapping hundreds more in higher floors. As the evacuation of the tower and its twin got underway, television cameras broadcasted live images of what initially appeared to be a freak accident. Then, eighteen minutes after the first plane hit, a second Boeing 767–United Airlines Flight 175–appeared out of the sky, turned abruptly toward the World Trade Center and sliced into the south tower near the 60th floor. The impact caused a massive explosion that rained down burning debris over surrounding buildings and the streets below. It was at this point everyone knew America was under attack. (9/11 Attacks, 2012) As millions were watching the events unfold in New York, American Airlines Flight 77 circled over downtown Washington, D.C., and crashed into the west side of the Pentagon military headquarters at 9:45 a.m. Jet fuel from the Boeing 757 caused a overwhelming firestorm that led to the structural collapse of a portion of the enormous concrete building. All told, 125 military personnel and civilians were killed in the Pentagon, along with all 64 people aboard the airliner. (9/11 Attacks, 2012) It was initially thought that this plane was bound for the White House or the Capitol Building; however, because of lack of visibility coming from the west as it did objects obscured these targets making the terrorists change their plans and crash into the Pentagon. (Limbacher, 2001) Less than fifteen minutes after the attack on the Pentagon; things became much worse in New York. The south tower of the World Trade Center collapsed bringing a huge cloud of smoke and dust. The building that could withstand 200 miles per hour winds, could not withstand the heat of the burning jet fuel and eventually the structural steel buckled and collapsed. Within minutes the North tower fell to the same fate. Approximately 3,000 people were killed, both inside the buildings as well as people in the vicinity. An extremely large number of firefighters and paramedics (343), police officers (23), and Port Authority police officers (37) were killed while trying to complete an evacuation of the buildings. Only six people in the World Trade Center towers at the time of their collapse survived. (9/11 Attacks, 2012). During the time that the towers were collapsing, a fourth plane bound for San Francisco, CA was being hijacked. Due to this plane being delayed in taking off, the passengers on board learned of the events transpiring in New York City and Washington D.C. through the use of the Airfones and cell phone calls from relatives on the ground. Since the passengers knew that this plane was not bound for an airport they decided to take matters into their own hands. The passengers fought the four hijackers and are suspected to have attacked the cockpit with a fire extinguisher. The plane flipped over and sped toward the ground at a speed of upwards of 500 miles per hour, crashing in a rural field in Shanksville, Pennsylvania at 10:10 a.m. All 45 people aboard were killed. Its initial target has never been completely determined; however, it is believed that it was bound for the White House, the U.S. Capitol, or one of several nuclear power plants along the eastern seaboard. (9/11 Attacks, 2012) The people aboard Flight 93 have been deemed heroes, as their actions that day saved possibly hundreds if not thousands of lives. After being transported around the country due to security concerns, President George W. Bush returned to the White House around 7 p.m. At 9 p.m. he addressed the United States from the Oval Office, affirming, â€Å"Terrorist attacks can shake the foundations of our biggest buildings, but they cannot touch the foundation of America. These acts shatter steel, but they cannot dent the steel of American resolve. In a reference to the eventual U.S. military response he declared, We will make no distinction between the terrorists who committed these acts and those who harbor them. (9/11 Attacks, 2012) As a result of the attacks, America led an international operation to expel the Taliban command in Afghanistan and to destroy al Qaeda’s terrorist cells based there. Operation Enduring Freedom began on October 7th 2001, and within two months U.S. forces had successfully overthrown and removed the Taliban from operational power. However, the war had to continue as U.S. and coalition forces attempted to expel a Taliban insurgency in neighboring Pakistan. Many of the al Qaeda’s top lieutenants were captured or killed, to include its bin Laden’s second in charge and the overall mastermind of the attacks Ayman al-Zawahiri. (McCarthy Luke Harding, 2002) Osama bin Laden, the leader of al Qaeda and financier of the September 11 attacks was able to escape U.S. forces until he was finally traced to a hideout in Abbottabad, Pakistan and killed by U.S. forces on May 2, 2011. (9/11 Attacks, 2012) As Americans, when a tragedy like September 11, 2001 happens to us, our first reaction is obviously to be frightened. We then came together as a country much like we did after the attack on Pearl Harbor. Our next reaction is to ask questions; how did this happen, could we have avoided it happening, why did it happen, and how do we prevent it from happening again. There are many theories as to why 9/11 happened; however, we will never know for sure, we can only speculate based off information provided to us by our government and media. U.S. foreign policy is believed to be one of the most influential reasons for the attacks. Bin Laden opposed the United States support of Israel. The support that the U.S. gives to Israel especially Israel’s invasion of southern Lebanon in 1982 triggered Bin Laden’s anti-Americanism. In 1980s his anti-Americanism took the form of boycotting U.S. goods. His hatred only grew by the export of 500,000 U.S. troops to Saudi Arabia after Saddam H ussein’s invasion of Kuwait in 1990. (Bergen, 2006) Other possible reasons or causes for the attacks were a clash within Islam. Michael Scott Doran talked about 9/11 being a result of a conflict within the Muslim world in a Foreign Affairs essay, Somebody Else’s Civil War. Doran contended that Bin Laden’s followers consider themselves an island of true believers surrounded by a sea of immorality and think that the future of religion itself, and therefore the world depends on them and their battle. In particular, Egyptians in al Qaeda, such as Ayman al-Zawahiri, hold this view, inheriting it from Sayyid Qutb, who believed that most of the modern middle east is living in a state of pagan ignorance. The Egyptian jihadists believed that they should overthrow the near enemy-middle east regimes run by apostate rulers. Bin Laden took the next step, urging Zawahiri that the origin of the problem was not the near enemy but the far enemy, the US, which supported the status quo in the middle east. (Doran, 2002) Globalization and a desire to provoke the United States have been inferred by political analysts as possible motives for the attacks. Bernard Lewis wrote a book called The Crisis of Islam: Holy War and Unholy Terror. He is the best-known advocate of the idea that the Muslim world is in a crisis largely attributable to centuries of decline, represented by the fate of the once powerful Ottoman Empire and its humiliating carve-up by the British and French after the First World War. Lewis also contends that the problems of the Middle East were later compounded by the introduction of two western ideas; socialism and a worldly Arab nationalism. Neither of them delivered on their assurances of creating wealthy and impartial societies. (Lewis, 2003) Three weeks after 9/11, as the US began launching air strikes against Taliban positions, a video of Bin Laden sitting on a rocky ridge was broadcast on Al-Jazeera. On the tape, Bin Laden stated, What America is tasting now is something insignificant compared to what we have tasted for scores of years. The Islamic world has been tasting this humiliation and this degradation for 80 years Neither America nor the people who live in it will dream of security before we live in it in Palestine, and not before the infidel armies leave the land of Muhammad. Bin Laden accentuated the humiliation of the Muslim world and the negative effect of US policies in the Middle East thus agreeing with Bernard Lewis’ statements in his book. (Bergen, 2006) Obviously one of the most defining negative impacts of 9/11 was the amount of lives lost on September 11, 2001; as well as the number of lives still in jeopardy as a result of the â€Å"War on Terror†. The 9/11 attack killed 2,973 people, including Americans and foreign nationals but excluding the terrorists. (U.S. deaths in Iraq, war on terror surpass 9/11 toll, 2006) Since the beginning of the Afghan War (Operation Enduring Freedom) in 2001 up to the current day, there have been 2,104 U.S. servicemen and women who have lost their lives. That number includes both combat deaths as well as military suicides that occurred in Afghanistan. (Suarez, 2012) Although the War in Iraq was not directly linked to 9/11, the attacks help jump start that war since the initial reasoning for going to war was Iraq harboring terrorists and having a surplus of weapons of mass destruction. The total number of American soldiers that have been killed to date as a result of Operation Iraqi Freedom is 4486 lives. (Iraq Coalition Casualty Count, 2012) The â€Å"Patriot Act† could be looked upon as a positive outcome of the 9/11 attacks. The â€Å"Patriot Act† was appropriately blatant. Before 9/11, soldiers were considered the â€Å"patriots†; units like Special Forces were considered to be the tip of freedom. Now the FBI and prosecutors were to have that same privilege, the same authorization to hunt down enemies without much oversight or interference. When it was signed into law six weeks after the attacks, the act made it easier to wiretap American citizens suspected of cooperating with terrorism, to investigate business records without notification, and to execute search warrants without immediately informing the targets. Privileges once set aside for overseas intelligence work were extended to domestic criminal investigations. There was less judicial oversight and very little transparency. The bill’s symbolism mattered also, signaling that the moral deference previously given to the Special Forces would be extended until it incorporated much of the apparatus of the American state. (Wallace-Wells, 2011) There are some that feel that Americans civil rights have been violated since 9/11. The ACLU for instance, they disagree with the principles of the Patriot Act. They summarized that â€Å"The Patriot Act† enormously and unconstitutionally expanded the government’s power to interfere in people’s private lives with little or no evidence of wrongdoing. Years after its enactment, there is little evidence to prove that the Patriot Act has made America more secure from terrorists. But there are many unfortunate examples that the government abused these authorities in ways that both violated the rights of innocent people and misspent precious security resources.† (Dean, 2011) September 11, 2001 will be a day that stays in every Americans memory as one of the most tragic days in American history. It was a day where hijackers boarded planes, flew them into our buildings and murdered thousands of Americans. Even though as a country we prevailed in the War on Terror as well as the War in Iraq, we will continue to feel the negative impacts of this day. One definite positive outcome is that every American citizen remembered what it was to be an American citizen and to treasure the freedom that we have. To all the Americans that lost their lives on that day and all the soldiers that continue to fight for our freedom at home and abroad; We Will Never Forget You. Work Cited U.S. deaths in Iraq, war on terror surpass 9/11 toll. (2006, September 3). Retrieved from CNN.com: http://edition.cnn.com/2006/WORLD/meast/09/03/death.toll/ 9/11 Attacks. (2012). Retrieved from The History Channel: http://www.history.com/topics/9-11-attacks Iraq Coalition Casualty Count. (2012). Retrieved from icasualties.org: http://icasualties.org/ Bergen, P. (2006). What Were the Causes of 9/11? New America Foundation. Dean, J. (2011, September 9). Reflections on the 9/11 Atttacks Lasting Impact on America, and American Law. Retrieved from Verdict: http://verdict.justia.com/2011/09/09/reflections-on-the-911-attacks-lasting-impact-on-america-and-american-law Doran, M. S. (2002, February). Somebody Elses Civil War. Retrieved from Foreign Affairs: http://www.foreignaffairs.com/articles/57618/michael-scott-doran/somebody-elses-civil-war Lewis, B. (2003). The Crisis of Islam: Holy War and Unholy Terror. New York: Modern Library, an imprint of The Random House Publishing Group, a division of a division of Random House, Inc. Limbacher, C. (2001, September 16). Cheney: Pentagon Plane was Headed for White House. Retrieved from Newsmax.com: http://archive.newsmax.com/archives/articles/2001/9/16/131111.shtml McCarthy, R., Luke Harding. (2002, February 17). Bin Ladens Number 2 Said Captured In Iran. Retrieved from Rense.com: http://rense.com/general20/cap.htm Suarez, R. (2012, August 24). U.S. Military Death Toll in Afghan War Reaches New Milestone. Retrieved from PBS News Hour: http://www.pbs.org/newshour/bb/military/july-dec12/afghanistan_08-24.html Wallace-Wells, B. (2011, August 27). Patriot Act. The kitchen-sink approach to national security.

Grazing Versus Ecosystem Conservation: Managed Grazing Techniques Must

Grazing Versus Ecosystem Conservation: Managed Grazing Techniques Must be Implemented One of the major issues confronting western America is that of environmental conservation and protection versus agricultural essentials and needs. This issue includes the environmentalists' fight against herbicides and pesticides, reservoirs for irrigation water, and livestock grazing on public land. The controversy that this essay confronts will be that of the desire to use public land for livestock grazing versus the importance of preserving the rangeland ecosystem. Importance is found on each side of this controversy by various groups of people. What will there be for tomorrow's generation if the ecosystems of public lands are not preserved? Where will the meat come from for today's generation if the nation's cattle ranches do not have enough food to raise their livestock? I believe that the answer to both these questions lies in the solution of both economical and ecological sustainability. Although overgrazing in past history has greatly damaged rangeland ecosystems of today, su stained economy and ecology can coexist in harmony, not through environmentalist's visions of cattleless rangelands or through cattlemen's aspirations of unchecked rangeland grazing, but rather through managed grazing techniques and practices. This controversy has emerged mainly because of overgrazing in the nineteenth and early twentieth centuries (CAST "Livestock"). Due to their lack of knowledge and experience, ranchers, the public, and the government all supported year-round grazing of rangelands. It helped to boost the economy by allowing ranchers to produce more cattle. However, all three of these groups soon found that the boost in the economy resulti... ...-Ecology and Management of Annual Rangelands. Comp. Stephen B. Monsen. Ogden: United States Department of Agriculture; Forest Service; Intermountain Range Station, 1994. 414-416. Stevens, Allan R. and John F. Vallentine. "Use of Livestock to Control Cheatgrass-A Review." Proceedings-Ecology and Management of Annual Rangelands. Comp. Stephen B. Monsen. Ogden: United States Department of Agriculture; Forest Service; Intermountain Range Station, 1994. 202-205. Tipton, F.H. "Cheatgrass, Livestock, and Rangeland." Proceedings-Ecology and Management of Annual Rangelands. Comp. Stephen B. Monsen. Ogden: United States Department of Agriculture; Forest Service; Intermountain Range Station, 1994. 414- 416. Vavra, Martin. "Public Land and Natural Resource Issues Confronting Animal Scientists and Livestock Producers." Journal of Animal Sciences. 76 (1998): 2340-45.

Information about current influences on planning Essay

1. Every child matter influences planning and provision of learning opportunities The National Curriculum is the starting point for planning a school curriculum that meets the specific needs of individuals and groups of pupils. This statutory inclusion statement on providing effective learning opportunities for all pupils outlines how teachers can modify, as necessary, the National Curriculum programmes of study to provide all pupils with relevant and appropriately challenging work at each key stage. Child care act 2006 influences planning and provision of learning opportunities this act states that early years providers have a duty to implement the EYFS. We do this by meeting the learning and development requirements when doing our weekly planning and we also comply with the welfare requirements. Child care act does this to ensure that it is very important to follow rules and regulations to ensure that the children are at the right stages of development in life. SEN code of practice 2002 influences planning and provision of learning opportunities areas covered include the definition of special educational needs, parental responsibility and working partnership with parents. The code also looks at: involving pupils in assessment and decision-making; provision in the Early Years; primary and secondary education; statutory assessment of children under compulsory school age; and the role of the special educational needs coordinator. (2013) Special Educational Needs: Code of Practice. The SEN code do this to ensure that disability children do not miss out on key learning development and also to make sure that they do not feel left out or intimidated. Equality act 2010 influences planning and provision of learning opportunities this act makes sure that no one gets treated differently to anybody else this helps planning and provision because it makes sure that staff have to make sure that when they plan a activity or a lesson plan it’s got to be able to involve everyone and make sure that it suits all individual needs. ‘’ Objectives must be appropriate, focusing on the most pressing equality  gaps.’’ 2. Inspectors found that where assessment was underdeveloped it tended to focus more on children’s welfare or their interests, rather than their learning. Self-evaluation and action-planning was too often seen by childcare providers as something that had to be done for Ofsted rather than a means of improving outcome for children. However, outcomes for children were no better than satisfactory in any of the providers where self-evaluation was inadequate (2011) Press release: A good start for the Early Years Foundation Stage. Ofsted make sure that it is seen to be important to plan different types of learning opportunities for the children as this helps to develop the children’s skills in a variety of way. For example ofsted inspect schools by sitting in on different subjects and different teacher’s lessons, they do this to make sure that everyone is doing it as correctly as they aspect to see. 3. The curriculum frameworks like the EYFS influence planning and provision of learning opportunities. The term curriculum is used to describe everything children do, see, hear or feel in their setting, both planned and unplanned. The Early Years Foundation Stage is the statutory framework against which providers of early education are judged, and includes requirements for the provision of young children’s learning and development, and welfare. The report focuses particularly on two areas of learning: personal, social and emotional development; and communication, language and literacy skills. 4. Learning through landscapes supports families in the early years by showing children the outdoors and learning them new activities such as gardening and discovering nature with their own opinions and physically learning by touch and seeing things from their point of view. â€Å"I believe the work of Learning through Landscapes is needed even more than ever. I hope  you will share our passion for giving children opportunities for discovery and learning that will illuminate their entire lives.† Attenborough.D (2005) Learning through Landscapes.   EPPSE (3-14) supports families in the early years by making sure those children do get assessed at the age of 3 before they go to pre-school and then the child will be monitored until they do enter school. This helps by knowing what the child abilities are being noticed and noted. ‘’ More than 3,000 children were assessed at the start of pre-school around the age of 3 and their development was monitored until they en tered school around the age of 5.’’ Leading education and social research (Updated 2013) Effective Pre-School, Primary & Secondary Education (EPPSE).   Primary and Secondary Education 3-14 (EPPSE 3-14 project) a major longitudinal study investigating the influence of pre-school, primary and secondary school on children’s cognitive and social/behavioural development in England. The transitions sub-study of more than 500 children and families sheds light on current transition practices and highlights what helps and hinders a successful transition. Evangelou.M (2008) Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14).   Neighbourhood nurseries support families in the early years by making sure that families can get to close nursery without struggling and panicking that they cannot reach a nursery which prevents the child even going into nursery. ‘’The Neighbourhood Nurseries Initiative (NNI) aims to expand childcare provision in the 20% most disadvantaged areas of Engla nd by creating 45,000 new day-care places for children aged nought to five.’’

Merit: Why Do We Value It? Essay

Louis Pojman has stated three different opposing views about merit in terms of the societal and political aspects of philosophical attributes. The first one being influenced by Homeric culture called meritocracy. The second one guided by desert-based concept. The third one is based on free will and responsibility.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Meritocracy reveals that how people perceive and individual is dependent on one’s achievements and success, and the status or position that one holds in society. This is accounted for regardless of the moral and belief values that one holds. The desert-based system was rooted from the idea of Immanuel Kant, which opposes the Homeric viewpoint of judgment and regard. The worth of a person is dependent on one’s intentions and moral values, as opposed to success and wealth that determines the worth of a person in the Homeric context. The third one is a more complex take on merit and desert. The interplay of free will and responsibility is the gauge for an individual’s worth. Merits that are granted to people who exude excellence and display quality performance should not at all be awarded to them because one’s talents, abilities, and moral values are influenced by the family, heredity and the environment. (Pojman, 1999)The three aforementioned viewpoints have now become the basis of arguments and debates over the meaning of worth and the basis of merit. At this point, we ask ourselves on which ground do we stand on? How do we perceive the contributions of other people? How do we define excellence? On what grounds should we base the merits granted to other people? Why are merits valuable to us? These are just some of the questions we ask ourselves when presented with conflicting ideas about how we should perceive people’s contributions and the intentions of their actions, and on what grounds should we base the merits that shall be granted to them. The author has expressed his own opinion about the topic of conversation, and according to him, merits are dependent on desert. This ubiquitous idea is based on the concept that we should deserve what we earn because what we earn is dependent on our intentions and actions. Therefore, those who are righteous and honorable should be merited because they deserve it. On the other hand, those who are vicious should be punished based on the intensity of their actions. (Pojman, 1999)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The balance or symmetry in merit and desert should be the ideal principle that governs people in terms of what they deserve due to their way of thinking, beliefs, and actions. However, this ideal notion of merit and desert does not materialize in the state of our world at present. There is too much injustice in society that the idyllic system of merit and desert, or earning what we deserve, is just an idea that we wish our world should be. This system of injustice and precariousness lead us to depend upon Cosmic justice in order to attain the equilibrium between merit and desert. (Pojman, 1999)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This idea of order inspired by Cosmic justice is vindicated by moral truths that were based on the scriptures. Randy Alcorn, who writes for the Eternal Perspective Ministries, explains the interplay between actions and rewards by stating evidences from the Holy Bible. Alcorn stresses that the scriptures support the concept of balance between merit and desert. Rewards are obtained by doing good deeds, and God’s judgments are based on the morality and uprightness of man’s actions and works on earth. Moreover, these good deeds are the basis for the salvation of man. (Alcorn, 2007)   As Alcorn revealed passages from the Holy Bible and interpreted each text in terms of actions, rewards, and punishments, he restated that righteous desert or actions are the things that people do according to desires of God, and these particular actions are the ones which deserve rewards. Alcorn continues to discuss about the significance of rewards in the biblical context. Based on the scriptures, rewards that shall be granted to man are dependent on one’s capacity to remain faithful to the Divine Being. This is because what man chooses to believe and have faith in determine man’s destination eternally. Righteous works and actions give man eternal life. Moreover, these righteous works and actions determine what man shall receive as a reward from God. (Alcorn, 2007)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Straying away from the biblical concept of â€Å"we deserve what we earn,† we are going to shift to the views of Kant which strongly supports the desert-based system of granting merits. According to Kant, deeds are worthy of merit. Moreover, desert done as a moral duty is deserving of a reward or a positive appraisal. According to Kant, estimable actions deserve rewards despite the morality or uprightness of an action. This becomes a point of argument between two opposing views of the desert-based system. However, the similarities between Kant’s desert-based system and man’s common view about merits and desert do not differ from one another. (Johnson, 1996)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The commonality between Kant’s desert-based system and the viewpoints of the majority of man is grounded on the need for granting merits to an act that was done according to one’s duty and responsibilities and the morality and uprightness that comes with it. (Johnson, 1996) Moreover, man would not argue that those who conduct vicious behavior should not be given merit, but on the other hand, be granted punishments that are in equal weight with the negative behavior committed. The evaluation of action, according to Kant is based on the intentions and the results of the particular action. The evaluation of action to the ordinary and common viewpoint of man is based on the morality and uprightness of a certain action. The evaluation of action according to the scriptures is grounded on the righteousness of God as revealed in the Holy Bible. References Alcorn, R. (2007). Can We Really Earn Eternal Rewards? Retrieved April 6, 2008, from Eternal   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Perspective Ministries. Website: http://www.epm.org/articles/earn.html Johnson, R. N. (1996). Kant’s Conception of Merit. Retrieved April 6, 2008, from University of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Missouri. Website: http://web.missouri.edu/~johnsonrn/merit.pdf Pojman, L. (1999). Merit: Why Do We Value It? Journal of Social Philosophy. Malden:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Blackwell Publishers

Free Essays on Medea Vrs Beloved

Mothers always try to make the correct decisions for their children. Whether it is with their children’s friends, their behavior, or any other aspect of their life. The Mother in Beloved by Toni Morrison, as well as the mother in Media by Euripides, makes decisions concerning the survival of their children, but were these mothers looking out for the best interest of their child or themselves. In Beloved by Toni Morrison, the mother makes a very crucial decision in the lives of her children. The mother in this story, Sethe, concludes that it would be better for her children to be dead then for her children to have to suffer because of slavery, like she is. Sethe, as well as all the other women slaves, was raped multiple times and was forced into arduous labor. She would not be able to witness her own daughter, Beloved; go through what she had to go through and therefore murdered her. She also tried to murder her two sons and other daughter, but they were all saved. This was for the best because her two sons eventually escaped and did not have to be slaves for much longer, and her other daughter became very close with Sethe. After this murder takes place, Sethe is shunned from the community for eighteen years. She is shunned, not only for the murder of her child, but also for the way she held her head up as if she did such a great act. Due to this, one’s first glance may be to see Sethe as a women without a heart, a beast, and a ruthless women who does not care about her own flesh and blood, but once one learns about all the pain Sethe went through, this murder becomes more seems to be a murder committed due to a mothers love for her child. In Medea by Euripides the case in which the mother kills her daughter is quite different. This play starts out by a husband cheating on his wife. The husband, Jason, is cheating on his wife, Medea, with the princess of their country, and is going to marry her. Medea finds out abo... Free Essays on Medea Vrs Beloved Free Essays on Medea Vrs Beloved Mothers always try to make the correct decisions for their children. Whether it is with their children’s friends, their behavior, or any other aspect of their life. The Mother in Beloved by Toni Morrison, as well as the mother in Media by Euripides, makes decisions concerning the survival of their children, but were these mothers looking out for the best interest of their child or themselves. In Beloved by Toni Morrison, the mother makes a very crucial decision in the lives of her children. The mother in this story, Sethe, concludes that it would be better for her children to be dead then for her children to have to suffer because of slavery, like she is. Sethe, as well as all the other women slaves, was raped multiple times and was forced into arduous labor. She would not be able to witness her own daughter, Beloved; go through what she had to go through and therefore murdered her. She also tried to murder her two sons and other daughter, but they were all saved. This was for the best because her two sons eventually escaped and did not have to be slaves for much longer, and her other daughter became very close with Sethe. After this murder takes place, Sethe is shunned from the community for eighteen years. She is shunned, not only for the murder of her child, but also for the way she held her head up as if she did such a great act. Due to this, one’s first glance may be to see Sethe as a women without a heart, a beast, and a ruthless women who does not care about her own flesh and blood, but once one learns about all the pain Sethe went through, this murder becomes more seems to be a murder committed due to a mothers love for her child. In Medea by Euripides the case in which the mother kills her daughter is quite different. This play starts out by a husband cheating on his wife. The husband, Jason, is cheating on his wife, Medea, with the princess of their country, and is going to marry her. Medea finds out abo...

Gibbons v. Ogden, 1824 Landmark Legal Case

Gibbons v. Ogden, 1824 Landmark Legal Case The Supreme Court case Gibbons v. Ogden established important precedents about interstate commerce when it was decided in 1824. The case arose from a dispute concerning early steamboats chugging about in the waters of New York, but principles established in the case resonate to the present day. The decision in Gibbons v. Ogden created an enduring legacy as it established the  general principle that interstate commerce as mentioned in the Constitution included  more than just the buying and selling of goods. By considering the operation of steamboats to be interstate commerce, and thus activity coming under the authority of the federal government, the Supreme Court established a precedent which would impact many later cases. The immediate effect of the case was that it struck down a New York law granting a monopoly to a steamboat owner. By eliminating the monopoly, the operation of steamboats became a highly competitive business beginning in the 1820s. In that  atmosphere of competition, great fortunes could be made. And the greatest American fortune of the mid-1800s, the enormous wealth of Cornelius Vanderbilt, could be traced to the decision that eliminated the steamboat monopoly in New York. The landmark court case involved young Cornelius Vanderbilt. And Gibbons v. Ogden also  provided a platform and cause for Daniel Webster, a lawyer and politician whose oratorical skills would come to influence American politics for decades. However, the two men for whom the case was named, Thomas Gibbons and Aaron Ogden, were fascinating characters in their own right. Their personal histories, which included them being neighbors, business associates, and eventually bitter enemies, provided a raucous background to the lofty legal proceedings. The concerns of steamboat operators in the early decades of the 19th century seem quaint and very distant from modern life. Yet the decision rendered by the Supreme Court in 1824 influences life in America to  the present day. The Steamboat Monopoly The great value of steam power became apparent in the late 1700s, and Americans in the 1780s were working, mostly unsuccessfully, to build practical steamboats. Robert Fulton, an American living in England, had been an artist who became involved in designing canals. During a trip to France, Fulton was exposed to advances in steamboats. And, with the financial backing of the wealthy American ambassador to France, Robert Livingston, Fulton began working to build a practical steamboat in 1803. Livingston, who had been one of the nations founding fathers, was very wealthy and possessed extensive  landholdings. But he also possessed another asset with the potential to be enormously valuable: He had secured, through his political connections, the right to have a monopoly on steamboats in the waters of New York State. Anyone who wanted to operate a steamboat had to partner with Livingston, or purchase a license from him. After Fulton and Livingston returned to America, Fulton launched his first practical steamboat, The Clermont, in August 1807, four years after he met up with Livingston. The two men soon had a thriving business. And under New York law, no one could launch steamboats in New York waters to compete with them. Competitors Steam Ahead Aaron Ogden, a lawyer  and veteran of the Continental Army, was elected governor of New Jersey in 1812 and sought to challenge the steamboat monopoly by buying and operating a steam-powered ferry. His attempt failed. Robert Livingston had died, but his  heirs, along with Robert Fulton, successfully defended their monopoly in the courts. Ogden, defeated but still believing he could turn a profit, obtained a license from the Livingston family and operated a steam ferry between New York and New Jersey. Ogden had become friends with Thomas Gibbons, a wealthy lawyer and cotton dealer  from Georgia who had moved to New Jersey. At some point the two men had a dispute and things turned inexplicably bitter. Gibbons, who had participated in duels back in Georgia, challenged Ogden to a duel in 1816. The two men never met to exchange gunfire. But, being two very angry lawyers, they began a series of antagonistic legal maneuvers against each other’s business interests. Seeing great potential, both to make money and harm Ogden, Gibbons decided that he would go into the steamboat business and challenge the monopoly. He also hoped to put his adversary Ogden out of business. Ogden’s ferry, the Atalanta, was matched by a new steamboat, the Bellona, which Gibbons put into the water in 1818. To pilot the boat, Gibbons had hired a  boatman in his mid-twenties named Cornelius Vanderbilt. Growing up in a Dutch community on Staten Island, Vanderbilt had started his career as a teenager running a small boat called a periauger between Staten Island and Manhattan. Vanderbilt quickly became known about the harbor as someone who worked relentlessly. He possessed keen sailing skill, with an impressive knowledge of every current in the notoriously tricky waters of New York Harbor. And Vanderbilt was fearless when sailing in rough conditions. Thomas Gibbons put Vanderbilt to work as the captain of his new ferry in 1818. For Vanderbilt, used to being his own boss, it was an unusual situation. But working for Gibbons meant he could learn a lot about steamboats. And he also must have realized he could learn a lot about business from watching how Gibbons waged his endless battles against Ogden. In 1819 Ogden went to court to shut down the ferry run by Gibbons. When threatened by process servers, Cornelius Vanderbilt continued sailing the ferry back and forth. At points he was even arrested. With his own growing connections in New York politics, he was generally able to get the charges thrown out, though he did rack up a number of fines. During a year of legal skirmishing the case between Gibbons and Ogden  moved through the New York State courts. In 1820 the New York courts upheld the steamboat monopoly. Gibbons was ordered to cease operating his ferry. The Federal Case Gibbons, of course, was not about to quit. He chose to appeal his case to the federal courts. He had obtained what was known as a â€Å"coasting† license from the federal government. That allowed him to operate his boat along the coasts of the United States, in accordance with a law from the early 1790s. The position of Gibbons in his federal case would be that federal law should supersede state law. And, that the commerce clause under Article 1, Section 8 of the U.S. Constitution  should be interpreted to mean that carrying passengers on a ferry was interstate commerce. Gibbons sought out an impressive attorney to plead his case: Daniel Webster, the New England politician who was gaining national fame as a great orator. Webster seemed the perfect choice, as he was interested in advancing the cause of business in the growing country. Cornelius Vanderbilt, who had been hired by Gibbons because of his tough reputation  as a sailor, volunteered to travel to Washington to meet with Webster and another prominent lawyer and politician, William Wirt. Vanderbilt was largely uneducated, and throughout his life he would often be considered a fairly coarse character. So he seemed an unlikely character to be dealing with Daniel Webster. Vanderbilt’s desire to be involved in the case indicates that he recognized its great importance to his own future. He must have realized that dealing with the legal issues would teach him a lot. After meeting with Webster and Wirt, Vanderbilt remained in Washington while the case first went to the U.S. Supreme Court. To the disappointment of Gibbons and Vanderbilt, the nation’s highest court refused to hear it on a technicality, as the courts in New York State had not yet entered a final judgment. Returning to New York City, Vanderbilt went back to operating the ferry, in violation of the monopoly, while still  trying to avoid the authorities and at times skirmishing with them in local courts. Eventually the case was put on the Supreme Court’s docket, and arguments were scheduled. At the Supreme Court In early Februrary 1824 the case of Gibbons v. Ogden was argued in the Supreme Court chambers, which were, at that time, located in the U.S. Capitol. The case was briefly mentioned in the New York Evening Post on February 13, 1824. There was actually considerable public interest in the case due to changing attitudes in America. In the early 1820s the nation was approaching its 50th anniversary, and a general theme was that business was growing. In New York, the Erie Canal, which would transform the country in major ways, was under construction. In other places canals were operating, mills were producing fabric, and early factories were producing any number of products. To show off all the industrial progress America had made in its five decades of freedom, the federal government even invited an old friend, the Marquis de Lafayette to visit the country and tour all 24 states. In that atmosphere of progress and growth, the idea that one state could write a law that might arbitrarily restrict business was seen as a problem which needed to be solved. So while the legal battle between Gibbons and Ogden may have been conceived in a bitter rivalry between two cantankerous lawyers, it was obvious at the time that the case would have implications across American society. And the public seemed to want free trade, meaning restrictions shouldnt be placed by individual states. Daniel Webster argued that portion of the case with his usual eloquence. He delivered a speech which was later considered important enough to be included in anthologies of his writings. At one point Webster stressed that it was well-known why the U.S. Constitution had to be written after the young country encountered many problems under The Articles of Confederation: â€Å"Few things are better known than the immediate causes which led to the adoption of the present Constitution; and there is nothing, as I think, clearer, than that the prevailing motive was to regulate commerce; to rescue it from the embarrassing and destructive consequences resulting from the legislation of so many different States, and to place it under the protection of a uniform law.† In his impassioned argument, Webster stated that creators of the Constitution, when speaking of commerce, fully intended it to mean the entire country as a unit: â€Å"What is it that is to be regulated? Not the commerce of the several States, respectively, but the commerce of the United States. Henceforth, the commerce of the States was to be a unit, and the system by which it was to exist and be governed must necessarily be complete, entire, and uniform. Its character was to be described in the flag which waved over it, E Pluribus Unum.† Following Websters star performance, William Wirt also spoke for Gibbons, making arguments about monopolies and commercial law. The lawyers for Ogden then spoke to argue in favor of the monopoly. To many members of the public, the monopoly had seemed unfair and outdated, a throwback to some earlier era. In the 1820s, with business growing in the young country, Webster seemed to have captured the American mood with an oration that evoked the progress that was possible when all the states operated under a system of uniform laws. The LandmarkDecision After a few weeks of suspense, the Supreme Court announced its decision on March 2, 1824. The court voted 6-0, and the decision was written by Chief Justice John Marshall.  The carefully reasoned decision, in which Marshall generally agreed with Daniel Websters position, was published widely, including on the front page of the New York Evening Post on March 8, 1824. The Supreme Court struck down the steamboat monopoly law. And it declared that it was unconstitutional for states to enact laws that restricted interstate commerce. That decision in 1824 about steamboats has had an impact ever since. As new technologies came along in transportation and even communication, efficient operation across state lines  has been possible thanks to Gibbons v. Ogden.   An immediate effect was that Gibbons and Vanderbilt were now free to operate their steam ferry. And Vanderbilt naturally saw great opportunity and began building his own steamboats. Others also got into the steamboat trade in the waters around New York, and within years there was bitter competition between boats carrying freight and passengers. Thomas Gibbons did not get to enjoy his victory for long, as he died two years later. But he had taught Cornelius Vanderbilt a lot about how to conduct business in a freewheeling and ruthless manner. Decades later, Vanderbilt would tangle with Wall Street operators Jay Gould and Jim Fisk in the battle for the Erie Railroad, and his early experience watching Gibbons in his epic struggle  with Ogden and others must have served him well. Daniel Webster went on to become one of the most prominent politicians in America, and along with Henry Clay and John C. Calhoun, the three men known as the  Great Triumvirate would dominate the U.S. Senate.

I would like the picture Essay Example | Topics and Well Written Essays - 1000 words

I would like the picture - Essay Example Two small grey outlines on the bottom left look like people, and this gives an impression of the huge scale of the buildings. There is enough detail to work out the windows, the outline of the buildings, and the human figures, but beyond that the picture has more of an abstract look than a representational one. The rows of windows, for example, are just smudges, and there are very rough brush strokes indicating the contours of the objects in the picture. Outlines such as the left side of the building on the right are not exactly straight, and this gives the picture a fluid and dynamic look. A striking feature of this picture is the way that all the tones are soft and the dominant color is a pale pink. Yellow and blue tones, such as those on the roof portions of the two buildings in the center and right, complement the pink, and they rise out quite well from the background as if to point to the pale pink sky. There is, however, no stark color contrast. Even the grey dark grey tones are muted, so that there is a sense of unity and calm despite the busy urban subject matter. Audrey Ushenko’s painting of a restaurant scene presents a multitude of details which are difficult to capture all at once. There are strong dividing lines between different areas of the painting and this creates an impression of multiple smaller pictures arranged together into a composite larger scene. The bottom half of the painting is dominated by crowds of human figures. They are posed in groups, as if talking to each other, and this creates a confusion of connections, forcing the viewer to look closely at the faces in order to work out what is going on. The use of perspective and scale is very interesting in this picture. The bottom left corner is the largest, and appears to represent an upper tier of the restaurant. The bottom right of the painting is in a smaller scale, suggesting that this may be a lower level of the restaurant. This means that the brown dividers can be

Code of ethics guideliness Essay Example | Topics and Well Written Essays - 750 words

Code of ethics guideliness - Essay Example (ANA Provision 3) In such a scenario, I would not give out any information about the patient despite their popularity in the society; moreover, the patient being a prominent public figure does not give a reason to invade their privacy as a patient. Additionally, every nurse has a duty to maintain confidentiality of all patient information so as to avoid peril, especially when there is a strong relationship between the nurse and the patient, and the nurse acquires redundant information about the patient. Significantly, in such a situation, it is my duty and responsibility as a nurse to let the information being requested confidential both for the safety of my patient, which is the primary factor and also the safety of my profession as a nurse. Being offered a reasonable amount of money, in such a case should not have any impact on my judgment or decision; as a nurse I’m required to act appropriately to all situations put the well being of the patient first. Accepting bribes is an unprofessional act especially when it relates to invading their privacy; am expected to maintain and preserve my integrity and moral respect as a nurse. (ANA, Provision 5) Description and Purpose of ANA Code of Ethics Code of ethics for nurses are used and considered to be a guide for practicing nursing responsibilities and duties in a way consistent with quality in nursing care and the profession’s ethical obligations. The American Nurses Association (ANA) code of ethics is a summary of the significant wide-ranging values, duties and responsibilities that are consistent with the role of being a nurse. The professional to code relationship is an important feature of the practitioner’s moral life that requires interpretation at times. (ANA 2001) The American Nurses Association (ANA) defines three key purposes of the code of ethics even though they are other general aspects and principles of the code; these three major purposes are considered to be normative and autho ritarian. The first purpose of the code is to provide moral rules that help steer the deeds of the nurses in general while the second is that it pertains across the scale of the common nursing roles like research, patient care and education; and recognizing the nurses’ obligations and placing them in moral relationship to the society is the third purpose of the code. Generally, the code of ethics is also said to be an expression of professionalism i.e. nursing, since having it corresponds to everyone in the system and environment of the specific profession. Another implied purpose of the code of ethics is to define the sane meaning of being a nurse, encouraging a more articulate, inclusive professional identity. (ANA 2001) How I Plan to Use the Code of Ethics to My Advantage As a professional nurse, I will strive to ensure that I use all the provisions of the code of ethics as a basis or foundation of my profession in all situations putting the patients first above everything else and not forgetting myself as of the fifth provision. I will ensure that all patient information is kept confidential and only accessible to the concerned parties or in cases where I’m required to provide the information as a reference to be used in ensuring the well being of that particular patient. I rightfully understand the