Terrorism, International And Domestic Terrorism - 1850 Words

Terrorism is not a new issue in today’s world. It has been an issue for centuries, and even in the ancient world. The military strategy â€Å"total war† can be seen as terrorism because it struck fear in the hearts in the next town before the army arrived. According to the United States Code and the FBI website, terrorism is split in our law into three types. 18 U.S.C.  § 2331 defines two types of terrorism, international and domestic terrorism. According to the FBI website, â€Å"International† terrorism is defined in the with the following three: †involve violent acts or acts dangerous to human life that violate federal or state law†, â€Å"Appear to be intended (i) to intimidate or coerce a civilian population; (ii) to influence the policy of a government by intimidation or coercion; or (iii) to affect the conduct of a government by mass destruction, assassination, or kidnapping†, and â€Å"Occur primarily outside the territorial jurisdiction of the U.S., or transcend national boundaries in terms of the means by which they are accomplished, the persons they appear intended to intimidate or coerce, or the locale in which their perpetrators operate or seek asylum† (â€Å"Definitions of Terrorism in the U.S. Code†). â€Å"Domestic† terrorism, according to the FBI, is defined with the following three: â€Å"Involve acts dangerous to human life that violate federal or state law†, â€Å"Appear intended (i) to intimidate or coerce a civilian population; (ii) to influence the policy of a government by intimidation orShow MoreRelatedDomestic Terrorism And International Terrorism1335 Words   |  6 Pagesnews but our everyday reality. Terrorism has been another problem, terrorism is nothing new and has always been present but after the 09/11 attack it has been increasing throughout the years. Most terror attacks haven’t been as impactful as the 9/11 attack but most recently domestic terrorists have carried out most of the attacks. The government should take the measures necessary and focus more on domestic terrorism than international terrorism for now, because domestic terrorists are already here andRead MoreDomestic Terrorism And International Terrorism1939 Words   |  8 Pagespaper for CJ 3340: Domestic Terrorism vs. International Terrorism Paul A. Vega Tarleton State University Domestic Terrorism vs. International Terrorism The acts of terrorism can affect the lives of many people and is not limited to those who receive physical scaring, but also people who have an emotional connection to those who are injured, and quite possibly an entire nation. To distinguish between domestic and international terrorism one must first define terrorism. It seems from regionRead MoreInternational Terrorism And Domestic Terrorism Essay1467 Words   |  6 PagesTerrorism is all over the current headlines, but some of the very worst attacks happened 15 years ago in the United States; this occurrence brought around many changes of policies inside the U.S. but also policies in the U.S. regarding other foreign countries. It brings fear and terror to many of its victims and is an extremely dangerous national threat. There are mainly two kinds of terrorism that people can be affected by: International terrorism and domestic terrorism. Both of these can be describedRead MoreTerrorism Is An International And Domestic Problem Essay2339 Words   |  10 PagesTerrorism is an international and domestic problem in today’s society. Many countries are affected by terrorism directly and sometimes indirectly. A substantial amount of nations question terrorism, however there are some nations that tolerate it and or encourage the active terrorists and extremist’s groups. There is no particular term that would describe terrorism, however it is often identified as the use of violence and fear in the hunt for political and often sometimes religious objectives.Read MoreDomestic And International Risks Associated With Terrorism And Other Criminal Activity Threats Posed For Port Maritime Operations1715 Words   |  7 Pages1 - What are 3 resources available to the port FSO in assessing domestic and international risks associated with terrorism and other criminal activity threats posed to port maritime operations? There are several resources available to the port Facility Security Officer (FSO) in assessing domestic and international risks associated with terrorism and other criminal activity threats posed to port maritime operations. There are also several things to keep in mind as the FSO when trying to assess theseRead MoreDomestic Terrorism And The Security Of The Us1040 Words   |  5 PagesToday, domestic terrorism is one of the major threats to the national security of the US. Since 9/11, the US intelligence services and law enforcement agencies viewed international terrorism as the major threat to the public security of the US but the threat of domestic terrorism has been underestimated. At any rate, American law enforcement agencies conduct active campaigns to prevent international terrorism but domestic terrorism become a serious threat to the national security of the US. In suchRead MoreTerrorism : A Modern Terrorist Organization850 Words   |  4 PagesTerrorism is a tactic that has been used for centuries, it is one of the most important and dangerous problems facing mankind today. Terrorism is the calculated use of violence, or the threat of violence, to intimidate, frighten, or coerce. In addition, the history of terrorism is as old as humans willingness to use violence exist. The earliest known organization that exhibited aspects of a modern terrorist organization was the Zealots of Judea. Zealots of Judea were known to the Romans asRead MoreTerrorism And Domestic Terrorism836 Words   |  4 PagesTerrorism, a word most people fear, but so often misinterpret. The textbook definition of terrorism is â€Å"the unlawful use of violence and intimidation, especially against civilians, in the pursuit of political aims†. But how does that compare to domestic terrorism? Domestic terrorism or â€Å"homegrown terrorism† can be defined as â€Å"the committing of terrorist acts in the perpetrator’s own country against their fellow citize ns†. Throughout the years, America as a nation has experienced quite a few occurrencesRead MoreA Brief Note On The Terrorism And Terrorism1064 Words   |  5 PagesPaper Homegrown Terrorism Terrorism is terrorist activity either made on one’s homeland or made on another person’s country, which is/has become a huge concern for the United States. After the attacks of September 11, 2001, the US has taken huge measures to make sure there were not foreign attacks made on US soil again, but what about domestic attacks? The attacks of 9/11 left more than 3,000 civilians dead and more injured, but the number of deaths caused by homegrown terrorism far exceeds thatRead MoreTerrorism : Terrorism And Terrorism851 Words   |  4 PagesTerrorist attacks are major threats that could occur in any nation. Terrorism is one of those things that can happen at any time. It will strike in small, medium and large cities. Although we will never be able to remove all risk from terrorism, we can definitely reduce the risk through hazard mitigation and disaster preparedness (GBRA, 2011). To better understand terrorism we need to know what it is. Terrorism can be defined as the use of force or violence against persons or property in violation

William Golding s Lord Of The Flies - 1044 Words

Similar to most literary classics, William Golding’s novel Lord of the Flies contains allusions to the Christian Bible and character archetypes that convey universal ideas. Golding’s story focuses on a group of British schoolboys who are stranded on an island and ultimately succumb to their innate savage tendencies. Literary analysts often compare components of Lord of the Flies to various aspects in the Christian Bible. For instance, the setting in Lord of the Flies is often linked to the Garden of Eden, and some characters are thought to have religious-inspired names. Critics believe Simon’s name originates from Jesus Christ’s disciple, Peter, whose name was originally Simon. Biblical allusions exist throughout the novel associated with†¦show more content†¦Simon’s disappearances add to his oracle persona because visionaries are often portrayed as mysterious and elusive. His absences also accentuate his role as a Christ figure because Jes us Christ frequently strayed from the masses to pray by himself. Bestowing food on the other boys, distancing himself from the group, and prophesying the future establish Simon as an archetypical oracle and Christ figure. In addition to his actions, Simon’s encounter with evil further characterizes him as a Christ figure and an oracle archetype. The novel’s title, Lord of the Flies, originates from a mistranslation of Beelzebub, another name for the devil. The sacrificed sow head on a spear, called the Lord of the Flies, symbolizes the devil. Since Simon’s confrontation with the Lord of the Flies occurs in the midst of a delusion, it can be considered a prophecy similar to an oracle’s vision. Both Christ and Simon meet with the devil while in altered physical states. Simon’s confrontation with the Lord of the Flies is a result of severe dehydration and an epileptic fit indicated by â€Å"a pulse [that] began to beat on the brain† which parallels Christ’s meeting with the devil during the forty days he went into the wilderness without food or drink (Golding 138). In his vision, Simon realizes that â€Å"things are what they are† becauseShow MoreRe latedWilliam Golding s Lord Of The Flies1263 Words   |  6 PagesResearch Paper: Lord of the Flies William Golding, the author of Lord of The Flies, included adults for only a brief time throughout the novel, playing only a minor role at the end. The absence of adults exemplifies how children require the structure and guidance that only parents can provide, symbolically, how nations newly freed from the British Empire’s control would be better off under English colonial power to survive and maintain order before deteriorating into anarchy. The adults of theRead MoreWilliam Golding s Lord Of The Flies752 Words   |  4 Pagespossible, so a five year old who teases others to Adolf Hitler would be classified as perpetrators of evil. Lord of the Flies is a fictional story about a group of British boys who get stranded on island. The author of the novel Lord of the Flies, William Golding, showcases Zimbardo’s ideas in his story. Zimbardo did not form his theory Through the character development of Jack and Roger, Golding illustrates the intensity of evil when one is impacted by situational forces. Before Ralph and Piggy unifiesRead MoreWilliam Golding s Lord Of The Flies1869 Words   |  8 PagesEssay Outline – Unit 11 Introductory paragraph: Topic Sentence (includes the book title and author) The novel Lord of the flies by William Golding is a type of literature that revolves around an anti-war theme. Main Points that will be discussed in the essay presented in order of weakest to strongest: 1. Lord of the flies was written during WWII and one of the manifestations is the dead man in the parachute presumably a victim of a bombed plane. 2. Faction among the group which is similar toRead MoreWilliam Golding s Lord Of The Flies1282 Words   |  6 PagesWilliam Golding, the author of Lord of The Flies, included adults for only a brief time throughout the novel, playing only a minor role at the end. The absence of adults exemplifies how children require the structure and guidance that only parents can provide, this can be seen how nations newly freed from the British Empire’s control would be better off under English colonial power to survive and maintain order before deteriorating into anarchy. The adults of the novel can be seen as the motherRead MoreWilliam Golding s Lord Of The Flies1389 Words   |  6 PagesA response to Lord Of The Flies Imagine an airplane crash. The heat of flames scorch passengers’ backs in addition to the wind burning their faces. Lucky, this crash was over water and near an island so most passengers survive, with an exception of the airplane staff and the pilot. Even though alive, many are in fits of fear and panic, and others are in shock. After hurried deliberation, a lone member of the group is elected leader in hopes that they will calm the panic, and make the hard, but necessaryRead MoreWilliam Golding s Lord Of The Flies1315 Words   |  6 PagesWilliam Golding’s novel Lord of the Flies was set somewhere on the timeline of World War Two, a war between the Axis and the Allies lasting from 1939 until 1945. Although WWII was fought between many countries in the Pacific and Europe, the main contender was Germany, led by Adolf Hitler. Hitler and his followers, the Nazis, changed the lives of everyone when they attempted to strengthen Germany and brought out all the evil and ugli ness in the world. After WWII, nothing would be able to change theRead MoreWilliam Golding s Lord Of The Flies886 Words   |  4 Pageshow to live their lives not knowing what s right or wrong. Everyone has a different opinion towards different things. Some say gun laws should be banned while some say they want a gun in their house. In Lord of the Flies by William Golding there are clear aspects of leadership shown within the characterization between Jack and Ralph. I m chief, said Ralph, because you chose me. And we were going to keep the fire going. Now you run after food- (Golding 150). There is evident conflict between theRead MoreWilliam Golding s Lord Of The Flies1672 Words   |  7 Pages The Different Social Cognition of the Similar Stories — Synthesis essay of Lord of the Flies Final Project With the development of British culture, the format of Desert Island Literature has an inevitable connection with the geographical and culture heritage of the development of British history. Generally speaking, the setting of such literature is basically around an isolated island which is far from human society. The characters usually follow a primary lifestyle so that illustrate the courageRead MoreWilliam Golding s Lord Of The Flies1745 Words   |  7 Pages1954 novel, Lord of the Flies by Nobel Prize-winner William Golding is a dystopian allegory indicative of vast aspects of the human condition. Set in the midst of a nuclear war, the text details a group of marooned British school boys as they regress to a primitive state. Free from the rules and structures of civilisation and society, the boys split into factions - some attempting to maintain order and achieve common goals; others seeking anarchy and violence. The novel is based on Golding’s experienceRead MoreWilliam Golding s Lord Of The Flies1776 Words   |  8 PagesMaybe the beast is us (Golding 85), in the novel, Lord of the Flies, by author William Golding, Golding uses the entire book as social commentary. The social aspect he focuses on is man’s ability to be evil and destructive. William Golding uses three specific literary devices to convey this idea; characterization, diction and symbolism. Lord of the Flies explains man s capacity for evil which is revealed in his inherent human nature, which he cannot control or ignore. The hidden evil within

A Research on the Work of Edgar Allan Poe - 1750 Words

Edgar Allan Poe Research Paper Edgar Allan Poe was born on January 19, 1809. He is considered a part of the American Romanticism period. He is best known for his works of mystery and psychological terror. Poe is recognized for his gothic tales of mystery, death, terror, puzzles, and psychological problems (poets.org). He has influenced many writers including Sir Arthur Conan Doyle, the author of the Sherlock Holmes series. Poe was different than other authors in that he was influenced by his own current life. He had endured many deaths and dark periods. His mother died of tuberculosis and so did his foster mother later on. His wife, Virginia Clemm, also died from this terrible disease. This especially was evident in his works. She†¦show more content†¦He is a detective who works independently. Madame LEspanaye and her daughter are murdered. Dupin hears about this and offers his services to the prefect of police. He then concludes that the suspect is not human. Dupin finds a rather unusual piece of ev idence: a hair of an orangutan. It is revealed that the orangutan did commit the crime. In â€Å"The Murders in the Rue Morgue†, the terror is obvious. The killing of the Madame and her daughter. The body was shoved up the chimney, head first. Although this is a detective story, Poe incorporates the detailed murder to demonstrate the difference. There is an impulse toward rationality which distinguishes the horror from the detective form (Pollin 1977). This short story presents perfectly the use of puzzles to compare and contrast in real situations. In the beginning of the story, the narrator explains the use of intellect through chess. There are two types of untangling a problem, first through a chess players eyes. Looking at a board and the pieces and deciding the next move. Second, through the rules of Hoyle. They have to memorize the rules like a chess player but also deduce what the opponent is doing. So, with puzzles, Poe incorporates deductive logic in Dupin. Dupin’s intellect seems to be based on more than rational analytical genius. He is able to analyze other people and consequently able to see problems where others cannot (Dalhousie 2012). â€Å"‘TheShow MoreRelatedBrianna Ruiz-Vannerson. Leonard Miller. Enc1102. Feb. 231548 Words   |  7 PagesMiller ENC1102 Feb. 23 2017 The Compelling Mind of Edgar Allan Poe Through: â€Å"Lenore† and â€Å"The Raven† Throughout the life of esteemed author Edgar Allan Poe, there have been many time that this extraordinary man’s life has been turned upside down with grief. His first encounter with this wretched demon was when he was no older than three years of age. The mother who birthed him dies and his father abandons them before her death (â€Å"Edgar Allan Poe†). He then is separated from his brother and sisterRead MoreEdgar Allan Poe Biography. By. Alyssa Marshall.1260 Words   |  6 Pages Edgar Allan Poe Biography By Alyssa Marshall Mrs. Guinn English III March 6, 2017 Abstract Edgar Allan Poe was a writer in the â€Å"Gothic Era†, many of his stories genres are horror like â€Å" The Masque of The Red Death†, mystery such as â€Å" The Fall of The House of Usher†, lost love as in â€Å" The Raven†, and obsession such as â€Å" The Pit and The Pendulum†. Edgar’s poemsRead MoreEdgar Allan Poe; Fame Inspired by a Tragic Life865 Words   |  4 Pagespoet, Edgar Allan Poe, had been plagued by grief from an early age. He was an amazing poet and author who just happened to have a darker story. Many who have studied this prestigious man feel that his works, though magnificent, were extremely dark. Some believe it was nothing more then a fancy for him to spin such gruesome tales. Others feel his work was manipulated by the misfortune of his past. These people have actually found evidence that agrees with this statement. The works of Edgar Allan PoeRead MoreThe Writings of Edgar Allan Poe803 Words   |  3 PagesEdgar Alla n Poe The amazing, the people who inspire, who make people feel something with words on paper, authors. Authors have a special ability to create a separate world, but a great author lets us into their world and makes us feel something when we read their work. From all of the research Colton Coverston has done, he has come to the conclusion that Edgar Allan Poe should be in the top fifth American Authors on a top twenty greatest American author list. Edgar Allan Poe has written many piecesRead More Edgar Allen Poe Essay1637 Words   |  7 PagesEdgar Allen Poe Edgar Allen Poes life was bombarded with misery, financial problems, and death but he still managed to become a world-renowned writer. Although he attended the most prestigious of schools he was often looked over as a writer and poet during his career. His stories were odd and misunderstood during their time. However, now they are loved a read by millions. On January 19, 1809 Edgar Allan Poe was born in Boston, Massachusetts at a lodging house. His parents David and ElizabethRead MoreThe Biography Of Edgar Allan Poe841 Words   |  4 PagesWaylon Wishon English III Research Paper 16- May- 2017 The Biography of Edgar Allan Poe â€Å"Lord, help my poor soul†, the last and final words of the amazing writer, Edgar Allan Poe, before his sudden death in 1849. Edgar Allan Poe wrote dark and treacherous stories and poems that often lead to the questioning of his mental state. Poe lived a rather difficult life in which writing was his escape. He at one time was in so much debt that he could have never payed it back even if his career took offRead MoreEdgar Allan Poes Sorrows1033 Words   |  5 Pagessorrows. Edgar Allan Poe is considered one of the greatest of his time. He lived with his parents No sooner than his father had left his mother passed. She died from tuberculosis at the mere age of twenty four. Poe and his siblings were by her side until her last breath. He later became the dependent of John Allan of Richmond, Virginia hence Allan being Poe’s middle name. The Allans were quite fond of young Poe as they had no children. Frances Allan was very motherly and nurturing towards Poe whichRead MoreEdgar Allan Poe1245 Words   |  5 Pagesbe discussing about my poet Edgar Allan Poe. Poe had written numerous of poems and stories but the one I chose was â€Å"Annabel Lee†. This poem was written in 1849 which was a long time ago. Even though this poem is centuries old, it is still a well known poem. This whole project includes a biography, literary movement, and a explication about the poem. The biography includes where Poe grew up and how his lifestyle were. Through research and sources, I found out that Poe lived a hard life. He was inRead MoreEdgar Allan Poe s Poetry1327 Words   |  6 PagesThis research paper will focus on Edgar Allan Poe’s poetry. In Charles May’s bibliography of Poe, he states that â€Å"Poe gained great recognition in the early 1840’s for his creation of a genre that has grown in popularity ever since — the tale of ratiocination, or detective story, which features an amateur sleuth who by his superior deductive abilities outsmarts criminals and outclasses the police.† Along with creating the detective genre, he also created a more modern science fiction genre when heRead MoreThe Pit And The Pendulum By Edgar Allan Poe852 Words   |  4 Pages Edgar Allan Poe Edgar Allan Poe is a well known American author whose works continue to influence literature today. His difficult life was impactful on his writing. He is mostly known for his dark writings, but he was also a talented adventure author. Poe’s past and the influence it had on his writing makes him an interesting author to research. â€Å"The Tell Tale Heart† as well as â€Å"The Pit and the Pendulum† are two of Poe’s well known short stories. â€Å"The Pit and the Pendulum† is written in a way that

Niccolo Machiavelli And Plato - 1890 Words

Niccolo Machiavelli and Socrates are widely regarded as two of history’s greatest thinkers, both of which had strong, albeit very different, ideas of what it meant for a person, or a ruler, to be good and virtuous. From Socrates’ thoughts and ideas as recorded in the Apology and Crito, it can be concluded that he would not find Machiavelli’s version of â€Å"the Prince† to be the ideal ruler, or preside over a completely prosperous society. Although, Socrates may have disagreed with many of the aspects of what Machiavelli thought the Prince should be, he would, however, be supportive of the Prince’s political system overall because of his belief that every man has a duty to follow and uphold the laws of the society in which they live.†¦show more content†¦The Prince, by Machiavelli’s standards, was a virtuous man, meaning that he was someone that possessed the traits necessary for one to be a strong ruler. For example, Machiavelli believed that the Prince should be courageous, ambitious, confident, well-learned, and also have good foresight. Simply, Machiavelli associated virtue with success, and a prince with virtue was one that would go to any length to be a successful ruler. Socrates on the other hand thought that a virtuous man was one that strived for truth and goodness in all situations, and followed the laws of the land in which he was living (Crito, 54B). Following from the difference in opinions of virtue, there is another closely related area in which Machiavelli and Socrates thoughts differ; goodness and justice. Socrates believed that a man should be good and virtuous in all aspects of his life, however, Machiavelli simply did not believe this was possible. Machiavelli states, â€Å"everyone will admit that it would be highly praiseworthy in a prince to possess all the†¦qualities that are reputed good, but as they cannot all be possessed or observed, human conditions not permitting of it, it is necessary that he should be prudent enough to avoid the scandal of those vices which would lose him the state† (Machiavelli, Chapter 15, 57). From this it can be concluded that Machiavelli believes that the Prince should not try to be good and virtuous in all respects, but only in the ones in which it benefitsShow MoreRelatedNiccolo Machiavelli And Plato1693 Words   |  7 PagesNiccolo Machiavelli and Socrates (through Plato) have both given the world plenty of advice when it comes to governing. Both men have contributed to the debate of what a ‘prince’, or ruler, should look like. They lived in different time periods but were both surrounded by political uncertainty and fragmentation, which contributed to their views of government. Their ideals of a prince overlap in ways, but overall there are glaring differences in how they think a ‘prince’ should rule. A strong exampleRead MoreComparsion of Realism and Idealism in Niccolo Machiavelli ´s The Prince and Socrates ´ Plato ´s Republic1101 Words   |  5 PagesWhen speaking of Niccolà ² Machiavelli from The Prince and Socrates, from Plato’s Republic, there is no way to avoid the clash between realism and idealism. The contrasting of both of these states of minds, when it comes to ruling a city, per se, is fascinating because, while they are extremely different, they’re perceiving the same objective: ruling a civilization successfully. Machiavelli uses the concepts of virtà ¹, fortuna, and free-will to describe political success. On the other hand, in TheRead MoreEssay about Niccolo Machiavelli1653 Words   |  7 Pages According to legend, just before his death, Niccolo Machiavelli told his friends that had remained faithful to him up until the very end about a dream he had had. In his dream, he had seen a group of peasants, wretched and decrepit in appearance. He asked them who they were. They replied, ‘We are the saintly and the blessed; we are on our way to heaven.’ Then he saw a crowd of formally attired men, aristocratic and grim in appearance, speaking solemnly of important political matters. Again, heRead MoreMachiavelli Plato Rebuplic Prince Comparison1419 Words   |  6 PagesHaà ¾im Cihan Demirkà ¶prà ¼là ¼, 20303433 Essay Question: Compare the Characteristics of the true guardians, as described by Plato (Republic, bk VII, pp.158 #8211; 61, 484b #8211; 487e) with the characteristics of the rulers, as described by Machiavelli (The Prince, ch.15, pp. 47 #8211; 49 and ch. 18, pp.54f). What is the most important difference between the two accounts? In your view, which account is better, and why? For centuries, every ruler created their own principles and rules and somehowRead MoreSocrates And Niccolo Machiavelli1735 Words   |  7 PagesEssay 1: Socrates and Machiavelli Although Socrates and Niccolo Machiavelli lived in different time periods, the political climate that their philosophies were founded on were very similar. The trial of Socrates began after the Peloponnesian War when the new Spartan Tyranny took over the Athenian government. Socrates was accused of corrupting the youth and disrespecting the gods by the Spartan government. In the eyes of the Spartan government Socrates is a gadfly because of his posing of upsettingRead MoreThe Dimensions of Morality in The Prince and The Republic of Plato1001 Words   |  5 Pagesregards to our moral responsibility for each other. Throughout history many writers and philosophers have taken different angles the concept of morality and have applied it in many ways. This includes: Niccolà ² Machiavelli with The Prince (we will be looking at The Qualities of the Prince) and Plato with The Republic (we will be looking at the section The Allegory of the Cave. The Prince (1513) essentially lays out a how-t o guide of how to obtain power and how to keep it; The Qualities of the PrinceRead MoreSir Thomas More s Utopia And Niccolo Machiavelli s The Prince1454 Words   |  6 PagesSir Thomas More’s Utopia and Niccolo Machiavelli’s The Prince reflect the ideals of the Renaissance. Their reflections of the Renaissance are similar; however, their representations of the Renaissance also have distinct differences. The Renaissance or â€Å"rebirth† was a cultural movement that accompanied the passage of Europe from the Middle Ages to modern times. Niccolo Machiavelli was an Italian civic humanist, historian, diplomat, philosopher, politician, and writer during the Renaissance. He appliedRead MoreCompare And Contrast Socrates And Machiavelli1419 Words   |  6 Pagesvs. Machiavelli: The meaning of truth As philosophers, both Socrates and Niccolo Machiavelli developed theories in response to the warring political environment around them. However, the theories and principles developed by the two philosophers are vastly different in regard to the concept of truth, Socrates would hate Machiavelli’s model prince due to Machiavelli’s manipulative view of truth. While Socrates desired a state that focuses on fundamental truth and ethical decisions, Machiavelli advocatedRead MoreOryx And Crake And Political Practices911 Words   |  4 Pagespolitical theory. Atwood’s dystopian world is one that many political philosophers would compare to premises set forth by Thomas Hobbes, Niccolà ³ Machiavelli, Aristotle, and Plato. The political lens that this work can be viewed through allows for a portion of each philosophers ideas and theories to shine through. The first theory that is applicable is that of Plato. In Plato’s Republic one is introduced to a theoretical work in which the perfect just society is divided into three categories basedRead More Christianity According to St. Augustine and Machiavelli Essay1388 Words   |  6 Pagesmakes it more evident that Christianity persuades his views. Although it seems his writings have become quite well known and admired, not everyone fully shared his beliefs. Niccolo Machiavelli, for instance, seemed to believe in a government that was not driven by morality, but more by practicality. In, The Prince, Machiavelli stresses that the moral fibers of government should not be so soft. Like St. Augustine, his work went on to become one of the most famous books ever written about politics.

Autobiography †Maxwell Joseph Delaney Free Essays

I was born on the 28th of July 1986 in Greenwich hospital and I was given the Maxwell Joseph Delaney. I lived in New Cross for a quarter of a year in a cosy little flat in Florence Terrace where I lived with my Mum, Dad and my brother Nick. I then moved to Gosforth in Newcastle where I attended South Gosforth First School. We will write a custom essay sample on Autobiography – Maxwell Joseph Delaney or any similar topic only for you Order Now In the nursery, my teacher was called Ms Handyside. There was a sandpit, paddling pool, toy den and a library, I used the toy den the most because it had toy motorbikes, I used to run riot with them. I had my 6th birthday in my back garden. It was excellent! There were some people dressed up as cartoon characters. There was Bart Simpson, The Teenage Mutant Hero Turtles and Barney the dog. My dog Cher chased Barney around the garden. I lived in Newcastle until I was 8 then I moved back down to London where I lived in Blackheath, I started in year 3 at John Ball Primary School. My teacher was called Ms Carter, the first person I met was a boy called Patrick. On the first day a boy called Michael Leal got rather emotional over a few Maths questions he got wrong, it was hilarious! Every time the teacher said it was okay he got worse! In year 4 my teacher was Mr Russell, I broke my arm that year. I was coming home from football with my brother on the bikes and I skidded into his bike and I went straight over the bars. I waited in Greenwich Hospital for 2 hours before I could even be X-rayed. I was in plaster for 6 weeks, 6 glorious weeks full of no work and just laying board games in school! When I went to the hospital to have it removed they showed me what they were going to do it with I screamed! It was a big saw! I was scared at first but when they started cutting it tickled and I was laughing. On the other hand my mum wasn’t, there was a lady in the bed next to me who was having nails from her leg removed and my Mum felt very faint. In year 5 and 6 I was in the school football team, we won the league both years and paid two visits for tournaments at Millwall. My nickname was â€Å"The Wall† because of my defensive capabilities. When I was 9 my Nan died. I was living in London and we were coming back from a visit up to Newcastle and that’s when my Mum decided to tell me. My first emotion was sadness and I cried through the whole journey but after a few weeks I realised it was for the best as my Nan was in extreme pain as she was suffering from leukaemia. We had visited her every day in hospital. It was sad for me because I knew that she was very close to dying. There was one funny thing about it; my Brother and I would sit in the chair by the patient next to my Nan. We would touch her flowers and she would start waving her hands frantically at us. My Brother and I were not allowed to go to my Nans’ funeral because my Mum and Dad wanted us to remember all the good times and not her lying in a coffin. It was the my first day at Crown Woods, I can remember waking and feeling â€Å"Oh, my God! I’ve got to go back.† After a long play during the summer that is genuinely how I felt. I just didn’t want to go back because I knew it would be a lot harder. I was rushing about all morning trying to get everything perfect because I didn’t want to slip up on my first day. I gave my Mum a kiss, she wished me luck and sent me off. I walked half way down the road and I got the feeling I was forgetting something. I dug my hands deep into my pockets and found there was nothing in them. I rushed off home and asked for some dinner money and keys! I’d just got off the bus and saw the school for only the third time and it looked like a prison but I wasn’t intimidated at all. It was a day when it was only year sevens in school and I was one of the biggest so I loved it nobody tried anything. As I walked into the tutor room I didn’t know anybody so I just sat anywhere, I made friends quickly with Ricky, Nick and Dan. My first lesson was English and I didn’t enjoy it at all. We had to write about ourselves, it was a lot harder than Primary school English lessons. At break I played football with the boys from my tutor group. I didn’t score any but I managed to make a huge impression with my football skills. I took Jorel and Ryan out of the game by dirtying them up good. The rest of the day was really boring. This year I had just moved into my new house. We weren’t allowed pets as we were renting. We had received a call the previous evening to say that the landlord Ahmed was coming over to fix the plugs, as a few of them were a bit dodgy. My Mum had recently bought my little sister Lauren a hamster called Hercules. Lauren would put Hercules in a pink jewellery box and call him Duchess. It was Saturday morning at around 10:00 am, everyone was up except Nick, the landlord was due at 10:30 am. My Mum had remembered the Hamster upstairs and proceeded to mutter to herself â€Å"Where am I going to hide the hamster.† I offered her a cup of tea to calm her and we then began to think of places to hide the hamster. First of all there was the cupboard under the stairs, but the landlord might hear him, then, my Mums’ wardrobe, but there was the sound thing again. We were as dry as the desert for ideas, suddenly I came up with the shed. Perfect! Ahmed would never go out there. My Mum asked me to take the hamster out there while she hovered up. I unlocked the patio doors ran out into the garden, ducked the clothesline and put the hamster in the shed. I then ran back, ducked the clothesline and SMACK! When I got up I could see my sister in hysterics. I had run straight into the patio doors and knocked myself out. The Landlord never did find the hamster. How to cite Autobiography – Maxwell Joseph Delaney, Papers

Green Program for Pre School

Question: Discuss about the Case Study for Green Program for Pre School. Answer: Part A (a) Our environment today faces enormous threat from rapid urbanization, pollution, non-biodegradable materials and depletion of essential resources. Reduction of human carbon footprint is now extremely important to protect and sustain our environment (Houghton, 2009). Awareness and understanding of a healthier environment and resolution of potential conflicts must start at an early stage as children shall be responsible for reshaping the future of modern earth. Children of ages 3-7 are like porous sponges and they can observe and grasp information faster if learning starts during early childhood education(Wilson, 1996). An environmental Go Green program is proposed to implement recycling, reuse and waste prevention at the Tender Feet Nursery School by educating and engaging children. (b) The main goal of this program is to create awareness about the importance of recycling among the preschool staff and children and implement recycling schemes within the premises through a collaboration of administrators, teachers, custodians and children. The program will incorporate recycling knowledge into the preschool curriculum and daily activities creating a fun and easy atmosphere ((Lansburgh, 1976) (Pancheri-Ambrose Tritschler-Scali, 2013). It shall encourage children of preschool age to recognize and understand the importance of recycling, reuse and waste management hereby making them more conducive towards protecting their environment(Gibbons, 1996). Considering the number and population of students in preschools; they accumulate huge waste which includes paper, books, electronic equipments like computers and printers and food/composite material. An interim goal of the Go Green program (also referred to as green program) shall be to make the preschool more equipped in handling and recycling these wastes (Lund, 1992), thus creating an opportunity to save on costs. These costs shall be monitored by evaluating the purchase bills once the program has been implemented, thus reflecting upon a comparable reduction of costs in the preschool office, classroom and cafeteria materials usage. In the long-term, the Go Green program when successfully implemented at Tender Feet Nursery School shall set an excellent example and expectantly initiate duplication across other preschools, eventually stressing upon importance of recycling in society. Constant evaluation and monitoring through surveys and feedback will help to decipher progress of the preschool towards becoming more environments friendly and energy efficient hoping to decrease its carbon footprint. (c) The Go Green program shall follow guidelines of National Waste Policy of the Department of Environment, Government of Australia ( Department of Environment, 2009) which provides environment friendly approaches for waste management within the country. The recycling and reuse strategies implemented through this program will be useful to address administrative costs and put fewer burdens on environment. (d) Various resources are available on the World Wide Web to get information for designing and implementing the Go Green program. These are: (i) The Environmental Protection Authority website (EPA, 2016) containing sufficient knowledge and guidelines for environment protection and waste reduction. (ii) The ResourceSmartSchools website(Resource Smart Schools , 2013) containing information to assist schools in planning, designing, implementing, monitoring and evaluating green programs. (iii) Open-resource websites like Schools Recycle Right (SRS, 2011) and Virginia Recycling Association (VRA, 2016) in understanding the implementation of green programs within a school. (e) The Go Green program shall address waste management including reduce, reuse and recycle through active collaboration of administrators, office staff, custodians, teachers and young preschoolers. The recyclables from the preschool including paper, metal, glass, wood and electronics shall be moved into the recycling stream helping to keep many precious resources from ending up in a landfill. The preschool shall be able to reduce the quantity of waste generated in the premises and also lower the frequency for need of garbage collection. The Go Green program shall achieve the dual purpose of saving costs for the preschool and also educating and creating awareness in young children to care for and nurture the environment. The key steps towards implementation are: Formation of a green committee: Assignment of roles and responsibilities, spread of information and training of teachers and custodian staff. Waste assessment and data collection: assessment of the waste generated, data collection with help of maintenance staff. Implementation of recycling: recyclable collection and management, delivery to the recyclable contractor. Education and awareness of children: classroom learning and involvement in recycling activities. Monitoring and evaluation of the program: Feedback through surveys and discussions, liaison with local environment office and experts for advice. Part B Part B 1, 2 and 3: Main targets of the Go Green program Setting essential targets and related objectives will lie at the foundation of the Go Green program. These targets will then facilitate systematic planning, design, implementation and assessment of the program making it a success. Formation of a Go Green committee The first target of the Go Green program will be identification and organization of a committee (hereon referred to as the green committee). This green committee shall be largely responsible for planning, design, implementation, maintenance and assessment of the program(Neeper Dymond, 2012). It will also act as a connecting thread for all learning and activities (CedarRapidsCommunitySchoolDistrict, 2011). The key elements in the formation of green committee are: Membership: The green committee can consist of representatives of administrators, teachers, facilities and maintenance staff and/or parents who are willing to volunteer. The green committee must comprise of at least one person either an administrator or a warden who is familiar with overall functioning of the preschool. (ii) Definition of role and purpose: The green committee shall be planning a roadmap, undertaking research and coordinating learning and activities. They will form collaborations between specific departments within the preschool for implementation of the program. (iii) Form liaisons: At least one green committee member, preferably an administrator will act a liaison with recycling staff from the local neighborhood or a government organization. He or She shall connect with a recycling expert for advice and assistance for planning, design and compliance with ordinances. (iv) Regular discussions and meetings: The green committee shall hold brainstorming sessions, discussions and debates to obtain ideas and suggestions for design and implementation. The committee shall also hold private meetings at least quarterly or every month to evaluate the progress of the program. Implementation and supervision of the Go Green program Implementation shall start with waste assessment within the preschool premises to be followed by waste reduction and prevention. Efficient recycling shall require collaboration between teachers and maintenance staff for collection and sorting of recyclables and transporting these recyclables to an authorized recycle collection centre. The key elements of implementation are: (i) Waste assessment: The green committee shall first identify the various types and amount of waste generated at the preschool premised covering all areas like cafeteria, classrooms, teacher room and offices. The accurate calculation and estimation of the waste can be taken from the facilities and maintenance staff. The green committee will then identify and evaluate the methods currently being used for handling and disposing the waste. Further, alternative and environmentally agreeable approaches for disposal as well as recycling shall be formulated (Laustsen, 2007)(Underwood, 2007). (ii) Waste prevention, reduce and reuse: Waste assessment will help to identify materials which can be prevented from being disposed and could be reused including paper, wood, electronics, metal, glass etc. (Laustsen, 2007)(Underwood, 2007). This will enable the staff to be more organized and mindful to waste prevention. (iv) Recycling: The next step is to identify materials in the waste which can be classified as recyclables (n.d., 1990). The various categories of recyclables can be paper, plastic, glass, metal, wood and food/composite waste. After classification, collection points in classrooms, office, cafeteria and other activity rooms are to be identified (n.d., 1994). The recyclables will be collected in a separate marked container that is mostly placed aside the trash bin. Education and awareness in preschool children. The green program shall impart knowledge and understanding about the importance of recycling to the highly responsive and curious young children. Thus, different activities having recycling themes can be carried out(Ward, 2010) (Davis Elliot, 2014) (Erturk Kara, et al., 2015). This information shall encourage young minds to raise questions and perform discussions with their teachers and parents. The children will be encouraged and motivated to perform practical activities for recycling which includes collection and sorting of litter (Gibbons, 1996) (Edwards, et al., 2012). The key elements of education and awareness are: (i) Lessons and activities: Children must be encouraged to participate in lessons/co-curricular activities which focus on the importance and need for recycling and should involve use of rhymes, books, games, art and craft, discussions etc. (ii) Holding earth or environment day, nature walks to increase enthusiasm of the children towards the green program. Encouraging children to collect litter in containers during nature walks. (iii) Collection and sorting of recyclable materials can promote active participation of the children alongside fun. Part B 4. Resources The Environmental Protection Authority website (EPA, 2016) contains guidelines for environment protection and waste reduction. The ResourceSmartSchools website (Resource Smart Schools , 2013), Schools Recycle Right (SRS, 2011) and Virginia Recycling Association (VRA, 2016) contains relevant information to assist schools in planning, designing, implementing, monitoring and evaluating green programs. Part C Target 1: Formation of Go Green committee Action 1 Action 2 Action 3 Action 4 Objective Developing a support framework Developing collaboration between preschool administrators, local community and government recycling experts Gathering, analyzing relevant information and statistics Delivering progress reports Potential opportunity successful initiation design preliminary and long-term goals blueprint and final execution updating status to local government office Estimated $ saving $5000 p.a. as only school personnel to be part of the committee Capital cost None None None $500 for communications Payback period 0 0 0 0 Target objectives to be achieved during first implementation Target dates 2 weeks to implement 3 weeks to implement Budget None None None $500 for transportation, incidentals etc People responsible Administrators, teachers, volunteers Target 2: Program implementation Waste assessment Action 1 Objective Identify size, quantity and types of wastes generated Potential opportunity Assessment will aid correct implementation Estimated $ saving 50% reduction = $1000 p.a. Capital cost None Payback period 6 months Target 50% reduction in 6 months Target dates 1 month to implement Budget None People responsible All staff Waste prevention: reduce Action 1 Action 2 Action 3 Objective Copy, print documents in duplex setting, viewing information electronically administrative communications to be done electronically Donation of discarded furniture, electronics etc to a local charity Potential opportunity Reduce paper usage Reduce paper usage Reduce wood and electronics waste Estimated $ saving 40% reduction = $500 p.a. 50% reduction = $500 p.a. N/A Capital cost None None None Payback period 3 months 3 months N/A Target 80% compliance after 3 months 80% compliance after 3 months N/A Target dates 1 month to implement Budget None None None People responsible Administrators and teachers Waste prevention: reuse Action 1 Action 2 Action 3 Objective Place boxes in office, classroom for storing scrap paper Store unused stationery Usage of reusable and washable utensils and washcloth in cafeteria. Potential opportunity Reuse paper Reuse stationery Reuse cafeteria supplies Estimated $ saving 50% reduction = $500 p.a. 50% reduction = $500 p.a. 100% reduction = $1000 p.a. Capital cost None None $2000 for equipment and materials Payback period 6 months 6 months 2 months Target 80% compliance after 3 months 80% compliance after 3 months 100% compliance after 2 months Target dates 1 month to implement Budget None None $2000 for reusable cafeteria supplies, dishwasher People responsible Administrators and teachers Cafeteria staff Action 4 Action 5 Objective cartons, magazines, booklets, newspapers utilized for classroom art/craft activities Household recyclables like cardboard boxes, cartons to be reused in the classroom for storage. Potential opportunity Reuse Reuse Estimated $ saving 80% reduction = $300 p.a. 80% reduction = $300 p.a. Capital cost None None Payback period 3 months 3 months Target 95% compliance after 3 months 95% compliance after 3 months Target dates 1 month to implement Budget None None People responsible Teachers Teachers and parent volunteers Recycling Action 1 Action 2 Action 3 Objective Identify collection points, decide collection container number and type Adding recycling bins/containers to classroom, office, cafeteria having clear illustrations Collect and transport recyclable material to contracted recycling service provider Potential opportunity Implementation of recycling Collaborative recycling Transporting recyclables to final destination Estimated $ saving N/A N/A 50% reduction = $1000 p.a. Capital cost $500 for containers None $500 for external recycle services Payback period 3 months 3 months 6 months Target 95% compliance after 3 months 95% compliance after 3 months 100% compliance after 6 months Target dates 1 month to implement Budget $500 for leak proof, durable and portable bins/containers None $500 for transportation and contract services People responsible Teachers and maintenance staff Target 3: Educational and awareness of children Action 1 Action 2 Action 3 Objective Education and awareness activities Nature walks and excursions Collection and sorting of recyclables Potential opportunity/risk Children will gain a sense of ownership while having fun Children will be taught to identify safe litter for removal, avoiding unsafe, sharp or unknown objects. They must be given gloves Children will learn sorting of recyclables. Recycle bins Sorting activity must be done near a sink to encourage children to wash away visible unwanted items. Food waste recyclables must be monitored to reduce contamination. Estimated $ saving N/A N/A 50% reduction = $1000 p.a. Capital cost None $100 for consumables Payback period 1 year 1 year 1 year Target 95% awareness after 1 year Target dates 1 month to implement Budget $500 for teacher training $100 for disposable gloves and hand wash People responsible Teachers and children Part D Since the Go Green program has been proposed by me, it is evident that I shall be constantly available to provide support and assistance, most crucially during implementation and also the critical first year of execution. This support from my end shall include three aspects: providing information wherever necessary, acquiring volunteers when required and finally promotion of the program. The information shall be provided through email, telephone and personal meeting as and when needed by the green committee. This information will be delivered by thorough research using internet resources. Next, the volunteers shall be appointed from within the local community through telephone and door to door visits when needed. Finally, program promotion shall be carried out through posters, banners and pamphlets and word of mouth publicity. Through support and assistance from my end I shall ensure that the green committee and all preschool staff is well equipped to plan, design, implement and main tain the green program in a smooth and successful manner. 2. (a) The main aspects of the program which need to be evaluated are its overall efficiency, efficacy of recycling and the reduction in various costs (Carleton-Hug Hug, 2010) Also, an important criterion for green program evaluation is the presence of contamination in the recycling stream. This can lead to disintegration of program flow and thus needs to be instantly addressed. The information on possible contaminations can be accurately provided by recycle service provider after collections are transported out of the preschool premises. (b) The monitoring and evaluations shall be carried out largely by the green committee who are familiar with the various aspects of the green program. It is suggested that some monitoring could alternatively be done by members outside the green committee so as to eliminate bias or preconceived notions that may have settles into the committees functioning. Further, monitoring can also be supervised by recycling experts from either the local community or government energy office in liaison with the green committee. (c) To carry out monitoring and evaluation efficiently, regular feedbacks are required which should include staff response, level of enthusiasm and their contentment with the roles assigned. Further, information on recycling efficacy and efficiency will include aspects like zero contamination and overall reduction of costs. (d) The crucial information for carrying out monitoring and evaluation shall be obtained through the following methods: (i) Outreach to the teachers and custodians who are responsible for collecting the recyclable materials and supervising the transport of recyclables to the contracted recycle service provider. ii) Outreach to the contracted recycle service provider in order to evaluate known benchmarks and standards and whether they have been partially or completely achieved. (iii) Since children at the preschool are under supervision of teachers when learning and carrying out the practical tasks of collecting and sorting recyclable material, their attitudes, behaviors and responsiveness changes can provide crucial information (Ljung-Djrf, et al., 2015) (e) The teachers and preschool facilities and maintenance staff shall be largely responsible for collecting data to enable evaluation since custodians will mainly assist and facilitate waste assessment, collection of recyclable materials and supervision of transport of recyclables to the contracted recycle service provider. (f) Evaluations of the data shall be done by members of the green committee in liaison with recycling experts from either the local community or government energy office. (g) The results of monitoring shall be reported by the green committee to the recycling experts from either the local community or government energy office at least monthly during its first year of implementation and quarterly after that. A yearly comprehensive report must be submitted to the experts at the energy office. To ensure the sustainability of Go Green program, the green committee needs to develop a methodology for consistent monitoring of all outcomes of the program for at least duration of one year post implementation (Carleton-Hug Hug, 2010). Based upon the evaluation results, appropriate design alterations must then be suggested by the teachers for further scope of improvement as and when needed. Also, monitoring must be reinstated every first few months of the preschool terms in all succeeding years. The important factor of contamination in recyclables must be monitored and if this is a reoccurrence then necessary trainings need to be conducted to re-educate the preschool staff. Feedback data from staff can highlight if any members are looking for larger roles and responsibilities which they could be given in the future. This will assist in periodically evaluating the program to address the general response and thereby suggesting suitable design modifications (Ozturk, 2016). Therefore, for technical success of the Go Green program, two step monitoring and evaluation is suggested in which the green committee shall first include community volunteers to carry out different assessments which are then to be submitted to recycling experts at a local government establishment for comments. This can provide a stamp of approval and benchmarking by field experts. For making the green program sustainable in the preschool for years to come, the responsibilities have to be periodically rotated among the key administrators and teachers. Further, a robust monitoring plan will need to be identified which will include multiple approaches for identifying roles and responsibilities, re-education and training of teachers and custodians every year, routine newsletters and resources for each new green committee to smoothly take over the responsibility of the program and ensuring its success.