The story of Jack the Ripper Research Paper Example | Topics and Well Written Essays - 2000 words

The story of Jack the Ripper - Research Paper Example Over the years the mystery has deepened to the degree that the truth is almost totally obscured. Innumerable press stories, pamphlets, books, plays, films, and even musicals have dramatized and distorted the facts to such a degree that the fiction is publicly accepted more than the reality. Suffice to say genuine suspects are far fewer than the prolific authors of the genre would have us believe. In fact, to reduce them to only those with a genuine claim having been nominated by contemporary police officers, we are left with a mere four. They are: Dr. Francis J. Tumblety, 56 Years old, an American 'quack' doctor, who was arrested in November 1888 for offenses of gross indecency, and fled the country later the same month, having obtained bail at a very high price. The first three of these suspects were nominated by Sir Melville Macnaghten, who joined the Metropolitan Police as Assistant Chief Constable, second in command of the Criminal Investigation Department (C.I.D.) at Scotland Yard in June 1889. They were named in a report dated 23 February 1894, although there is no evidence of contemporary police suspicion against the three at the time of the murders. Indeed, Macnaghten's report contains several odd factual errors. Kosminski was certainly favored by the head of the C.I.D. Dr. ... Dr. Robert Anderson, and the officer in charge of the case, Chief Inspector Donald Swanson. Druitt appears to have been Macnaghten's preferred candidate, whilst the fact that Ostrog was arrested and incarcerated before the report was compiled leaves the historian puzzling why he was included as a viable suspect in the first place. The fourth suspect, Tumblety, was stated to have been "amongst the suspects" at the time of the murders and "to my mind a very likely one," by the ex-head of the Special Branch at Scotland Yard in 1888, ex-Detective Chief Inspector John George Littlechild. He confided his thoughts in a letter dated 23 September 1913, to the criminological journalist and author George R Sims. For a list of viable suspects, they have not inspired any uniform confidence in the minds of those well-versed in the case. Indeed, arguments can be made against all of them being the culprit, and no hard evidence exists against any of them. What is obvious is the fact that the police were at no stage in a position to prove a case against anyone, and it is highly unlikely a positive case will ever be proved.

Philosophies from Aquinas, Augustine, and Irenaeus and other theologians Essay Example for Free

Philosophies from Aquinas, Augustine, and Irenaeus and other theologians Essay The study of religion and philosophy is infinitely confronted with the problem of evil and its broad association to sin. In facing this debacle, there is a tendency for religion to deny the existence of evil and clearly explicate that it is a mere event in the undeveloped minds of people. Religion may also uphold that there is a competent rivalry between evil and good as evil can be considered as a rival authority, containing power equal to the divine good. It can also be derived that evil is the imperfect cooperation in the good explained under the presence of a deity deemed as omnibenevolent and omniscient. Some response concerning the evil include that debates which inculcate that the true free will cannot be established without the possibility of evil. This idea can be translated to the notion that humans are not able to understand and comprehend God, that spiritual growth and development necessisitates suffering and that evil is the impact of effect of the fallen and disrupted world. Many disciplines have attempted to provide a concrete definition of evil and sin and the proposed assumptions on the connection of evil to sin have encountered denials coming from other scholars. In this paper, multiple philosophies and valuable insights concerning the association of evil to sin will be explored. The teachings of Thomas Aquinas, Irenaeus and Augustine and of others will be discussed in order to define evil and sin, describe the relationshipof evil to sin, and to explicate the difference and the causality of sin and evil in the contemporary world. This papers central focus is on the inquiry: Every evil is sin, but is every sin evil? The Teachings of Thomas Aquinas on Evil and Sin The concept of evil by Thomas Aquinas and his entire miscellany of philosophy are naturally grounded upon the teachings of the St. Augustine who created a philosophical theological position on evil. Evil is an English noun that is commonly used today to describe anything that is undeniably horrendous, particularly in the aspect of human behavior. However, Thomas Aquinas says that the term evil has more inclusive sense than evil does for people. According to Aquinas, â€Å"we are dealing with evil whenever we are faced by whatever can be thought of as a case of falling short. † For Aquinas, there is no evil substance in the world and neither God nor man creates evil. In saying this Aquinas proves that the world is â€Å"created and governed by a perfectly good God who is also omnipotent and omniscient. † This teaching negates the argument of humans who say that each time some of the good stray aways from an object then it is evil. Aquinas says no this argument by declaring that no evil exists materially. Aquinas explicates that human beings are wholly good but have the tendency that some of their goodness will be removed. Aquinas strongly argues that there is a â€Å"serious sense in which it can be thought of as lacking in being. † Take for instance the thought of Adolf Hitler as wholly good. This example may raise several criticisms since Hitler has enjoyed being a household name for evil, but it is to illustrate Aquinass concept of evil caused by the removal of good. For Aquinas, Hitler is good- he has competent brain, his physique is complete, and he almost bares resemblance to God. But Hitler has some of his goodness removed when he tries to rule the world with tyranny. According to Aquinas, â€Å"evil is there only in the sense that something is missing. † Aquinas continues to say that â€Å"what is not there cannot be thought of as made to be by the source of the being of things. † In this sense, Aquinas follows Augustines thought and says that God can never be the cause of evil because evil is not an actual thing but the â€Å"absence of a good that ought to be present. † What causes people to be bad is the gap between who they are and how they should be but are not. Aquinas points rules out his concept of evil by illustrating that there will be no badness unless there goodness yet there can be goodness without any badness. In the aspect of sin, Aquinas writes that it is not the disobedience of irrational authority, but it is a violation of well-being. According to Aquinas, heologians may describe sin as an act againts God and philosophers may signify it as opposed to reason, but it is St. Augustine who aptly defines sin. Aquinas explains that it is more accurate to define sin â€Å"as being contrary to the eternal law rather contrary to human reason, especially since the eternal law includes many things beyond the scope of reason, such as matters of faith. † Even though Aquinas is an advocate of the philosophy of Augustine, he recognizes that the Augustine sometimes talks only about will in describing sin. Aquinas explains thaat the exterior act, which is the veruy substance of the sin, is evil itsefl and thus it is necessary to include exterior acts in the definition of sin. † However, Augustine and Aquinas both agree that the sin is evil because it harms and diminishes natural good. Aquinas takes into consideration the application of the natural law. According to Aquinas, â€Å"when it is said that all sins are evil but not because they are prohibited, that prohibition is understood as an act of positive law. † Aquinas emphasizes that since the natural law comes fron the eternal law and acts of positive law are derived from the natural law, then all sins are evil. It is argued by Aquinas that evil is the privation of good and an individual can identify the extent of privation by what is left after such action. In this idea, Aquinas is stressing that â€Å"what remains of good after every sin is the same, since there remains after every sin the very nature of the soul and the freedom of choice by which humans can choose good and evil. † Aquinas tells that all sins are equal and are evil. The focal point of Aquinas in saying that all sins are evil and that all sins are equal is the only main source capable of commanding humans what they ought to be. As a theologian, Aquinas gives emphasis to God as the main source the nature and eternal and divine law. Aquinas says that â€Å"since all are the same in turning away from God, all sins are equal. † For Aquinas, every sin is evil because it is a deviation from reason and law. Aquinas describes sin as having no cause because it has the nature of evil. It has been discussed earlier that evil is the removal of goodness whats is lacking in humans as a wholly good. Aquinas emphasizes that what is missing cannot be thought of as made to be by the source of the being of things. The same goes for sins. This concept makes both sin and evil as original which thrive on will that act against reason and divine moral law. Same with evil, God can never be the source of sin. Likewise evil can never be the cause of sin. In this sense, the evil of punishment serves as the sequel to sin. He compares evil of guilt to sin and declares that they have no difference. In saying that sin has a cause, Aquinas is quick to clarify that such cause is not necessarily a cause for sin can be impeded. This musing denotes that if there should be a necessary cause for sins, then people will keep on making sins since there is a cause inherent to them that makes them commit sins. Such notion echoes the perspective of Aquinas on whether sin has an internal cause. Aquinas argues that if sin has an internal cause, then man would always be sinning and since it has a cause, there will always be an effect. Aquinas also defines sin by mentioning virtue. Aquinas says, â€Å"But sin is evil because it takes away virtue. Therefore, all sins are equally evil, since every one of them equally takes away virtue. † Aquinas thinks of sins as contrary to virtues and that all virtues are equal. Therefore, Aquinas reaffirms that all sins are equal. He also come up with the idea of malice that is the equalizer of all sins. Aquinas says that â€Å"sin has malice in relation to turning away from God. † This feature in relation to the deviation from God states that circumstances tag the malice of sins as being more serious. Aquinas adds that â€Å" if circumstances should themselves have malice, they constitute species of sin and if they should not in themselves have any malice, there is no reason why they should make the sins more serious. † On the on the hand, the diversity in sins that other arguments are pointing to is a mere presentation of morally indifferent genus. Overall, Aquinas writes that all sins are evil in a sense that they both result in being unnatural, the failure of the natural rule that man ought to observe and obey. Evil and Sin According To Augustine Many of St. Augustines teachings on evil substantiate Aquinas concept. They both believe that the immutable God created only good things and He alone is the source of all being. Augustine negates all forms of theological and metaphysical dualism and puts great emphasis on God who is wholly good. According to Augustine, there is no dualism existing in the problem of evil. The thought of evil as not a being, a thing, or substance or entity liberates him from the Manichaean dualism,the belief that there exists two powerful beings, the good and evil. He realizes that all the God created are metaphysically and ontologically good in their being. He proposes that if evil were a being, a thing or an entity, then the problem fo evil will not be solved because it has a source. If the evil comes from God, then God is not all good and if it does not come from God, then He is not the powerful creator of all things. Augustine says that God is a spiritual and not a corporeal being and he â€Å"rejects Manichaeisms materialistic dualism but embraces a different dualism between corporeal and spiritual beings, with God, angels, and human soul falling into the latter class. † Upon rejecting the Manicheism and its simple concept on the origin of evil, Augustines obliges himself to establish an alternative solution to the origins of evil and starts to proclaim that evil represents a free deviation from God and is not a positive entity in its own right. All of the works of the immutable Creator of men are revelations of Gods nature and therefore, all of His works are of wholly good. Both Augustine and Aquinas believe that evil does not come from God. In his struggle concerning the confusion over evil, Augustine further says that the evil is not something that is completely real biut only fragment that is dependent on that which is absolutely real. According to Augustine, evil is not a thing or substance but he is aware of its existence and that it can be divided into three kinds. Metaphysical evil is the lack of mans perfection not because of his given nature but because they all fall short of complete perfection that only God can obtain. This is not actually considered evil. The second kind is the physical evil that is the privation of a certain perfection because of nature. This kind is being justified by Augustine together with the other theologians as under the jurisdiction of the general order of nature. The third kind if the moral evil, the only real evil. It is a sin or an act opposed to the will of God. The source of the moral evil is the faculty of free will in which man is able to turn away from the right order and deviate himself from the will of God. Augustine says, â€Å"sin is so voluntary that there is no sin unless it is voluntary. † He implies that there needs to be an act of moral will in any sin or the consent to turn away from God and to His will. Augustine emphasizes that moral evil is truly a sin for there is a consent. Sin settles itself in the free will, option, intention, and the motion of the soul, which instigates a wrong order into the world. Evil is â€Å"nothing but a privation of good until at last a thing ceases altogether to be. † An evil will is a kind of will that deviates away from God, the creator. Moreover, Augustine says that it is a disordered love and will, the wrong conformity to Gods will. The writings of Augustine on sin are associated with his Christian definition of evil. Augustine defines sin as the movement or the deviation of will endowed to humans away from God. He furthers his discussion of sin by stating that God can never be the author of sin just as He can never be the source of evil. Such movement of the human will away from the God the Creator is also referred by Augustine as the misdirection. According to him, as there is a misdirection on evil will, there is also a misdirection in the aspect of sin. Augustine explains that â€Å"sin is therefore an error or untruth and based upon the misconception of what is good for us. † Augustine says that when people choose to sin, they must have an intention of obtaining goodness or getting rid of something bad. He suggests that sin is more than an intellectucal error, it is the â€Å"misdirection of the will. † Augustines musing on sin as the misdirection of human will is demonstrated in mans pursuit of happiness or pride. Augustine notes that pride is the â€Å"an appetite for inordinate exaltation,it when the soul cuts itself from the Source to which it should keep close and somehow makes itself and becomes an end to itself. † Augustine continues that inordinate exaltation takes place when the â€Å"soul is inordinately pleased with itself, and such self-pleasing occurs when the soul falls away away from the unchangeable Good which ought to please the sould far more than the soul can please itself. † He also validates his definition of sin by saying that what the people do for the sake of goodness ends in something negative or bad , and what people do in making things good ends in just making things worse. Augustine explains this paradox by writing that â€Å"except that the happiness of man can come not from himself but only from God, and that to live according to oneself is to sin is to lose God. † This paradox explicates that sin is the possibility of man to focus on himself rather than on the all-knowing God. It is therefore suggested that, based upon the writings of Augustine, not all sins are considered evil due to the categorization of evil involving nature. Irenaeus On Evil and Sin Little is known about Irenaeus and his works are mostly generated fromScriptures and the biblical domain. The understanding of sin found in the works of Irenaeus of Lyons has some contradictions when compared to the dominant Christian perspective influenced by Augustine in the fifth century. Irenaeus of Lyons interprets Genesis as the disobedience of man with Adam acting like an impulsive child. Irenaeus thinks of sin as pains and errors which grow. He says that there is no such a things as original sin or guilt that man inherited from his forefather, Adam. It is seen that he has a different view of the mans fall compared to the teachings of later writers particularly Augustine. This idea posits that Irenaeus thinks of of the fall of Adam and Eve is not a rebellion against God the Creator but is a concrete illlustration of the failure of man to rise to greater heights and that humanity does not lose its original perfection. His view concerning the fall of the humanitys forefatther raises many questions as it does not seems to be based on Scripture but it is derived solely from his rational interpretation. He further suggests that the without loss of life and the presence of evils, humanity will not repent. Unlike, Aquinas and Augustine, Irenaeus imparts that evil comes from God. In this idea, it is clearly manifested that Irenaeus upholds that the appearance of evil is of righteous purpose. According to him, the elements which appear evil, like death are planned by God. He says, â€Å"it is for this reason therefore that Paul calls Adam himself the pattern of the one to come because the Word, the artisan of the universe, had sketched out in advance, in order to prepare the ground for himself, the future plan of the human race in its relation to to the Son of God, with God first of all establishing natural man order, quite obviously, that he might be saved by spiritual man. † In the said notion, Iranaeus outlines two distinct phases. Iraneaus writes that the â€Å"creation of humanity comes first, secondly comes its perfection through the incarnation of the Son, Christ Jesus, who transmits the Spirit of the whole human race. † It is evident that the advent of Christ is the sole purpose behind the creation of Adam. It is written that Irenaeus â€Å"does not identify evil with sin. † It is because he acknowledges the two types of evil. The first type is the physical evil that Irenaeus refers to as â€Å"arising from the nature of the creature for its is due to the opposition of contrary forces or to the sequences of events that obey natural laws: what seems to be an evil in the short run is a good on the cosmic. † According to Irenaeus, the second type of evil is the moral evil that he considers as sin. He declares that this type of evil is sin because it arises from the â€Å"jealousy of Satan and or certain angels who lured Adam into transgression. † Influenced by the writings of Johannine, Irenaeus defines sin as the â€Å"condition of human existence rather than a collection of individual actions. † According to Irenaeus of Lyon, moral evil is to be considered as a sin because it reflects Gods original design that is putting man into the test. This type of evil is generally accounted for mans free will and his ability to discern right from wrong. Irenaeus says that â€Å"God had foreseen the angels sin as well as that of man, including the consequences, and he had sanctioned it. † Iraneaus places sin in history and writes that the fall of man is the gradual spread of evil because of the inevitability of personal sin, not as a particular shift in the human nature. Moreover, Irenaeus has made a comparison between the natural person and the perfection of the person to describe sin. According to him,body and soul constitute a natural person while the perfect human being is made up of body, soul and spirit. The inclusion of Gods spirit is the essence of Irenaeus idea of the redemption. People have been redemeed and have been saved so that they may flourish into what God wants them to be. For Iranaeus, not all sins can be considered as evil as man is not accountable for some existing evils such as those coming from the natural disasters known as natural evils. The only evil that can be deemed as sin are the moral evils caused by the selfishness of humanity. Sin and Evil According to Other Theologians Lactantius is one of the Christian thinkers to respond to the problem of evil and sin referring solely to Gods laws. According to Lactantius, the â€Å"chief good of the humanity is not to be found in the theories of the philosophers, for these have to do things common to animals as well as humans or things not available to all humans. † He refers to the one and true God as the chief good and the things which meant to satisfy the body that perishes as not good at all. For him, pleasure, power and wealth are not good and anything and the disobedience of Gods laws are evil and sin. Reinhold Niebuhr belongs to the category of formative Christian moral theorists. He says that sin is â€Å"inevitable but not necessary. † He furthers his explannation of sin by stating that the â€Å"temptation to sin lies in the human situation itself. † Niebuhr stresses that the will and freedom endowed to man is the basis of his creativity and it is also his temptation. While Irenaeus declares that people need evil to spiritual grow, Niebuhr upholds his realist theory that people do not need sin and no perfection can completely liberate human beings from the reality of sin. Walter Rauschenbusch is included into the group of thinkers who deal with the importance of sin in salvation. According to him, â€Å"when we undertook to define the nature of sin, we accepted the old definition, that sin is selfishness and rebellion against God , but we insisted on putting humanity into the picture. † He further explains that the description of sin as selfishness will be accepted for as long as the humanity is perceived as a great solidarity with God thriving on it. He emphasizes that if sin is selfishness, then â€Å"mans selfishness consisted in a selfish attitude, in which he was at the centre of the universe, and God and all his fellowmen were means to serve his pleasures, increase his wealth and set off his egotisms. † He also rescue the dosctrine of the origin of sin from literal interpretations by recognizing the active sources of sin in the later generations and in the contemporary period. He was criticized upon recognizing that both goodness and sinfulness can be determined by social environment. Rauschenbusch explains that what can be evil is dictated by the society and the same goes for sin. He says that the good maybe forced to do bad while the bad maybe forced to do good as dictated by the society. Conclusion In the tradition of religion and theology, the definition of sin is related to the problem on evil. The question addresed in this paper is whether sin leads to evil or evil leads to sin. The definition of evil and sin according to several theologians were explored in this paper in order to understand the relationship between evil and sin. Based from the literatures studied, it is said that the relationship between evil and sin can be associated with reconciliation, salvation, the fall of Adam and the society itself, and morality. It is clearly manifested that the connection between sin and evil can be interchangeable such that evil can lead to sin and sin can lead to evil. The interchangeable connection is due to the observed judgement that evil and sin have the same feature as the deviation from what man ought to be. In this sense, all evil can be sin but not all sins are considered evil due to the fact that sin comprises only the moral and spiritual side of the humanity. The inquiry on whether every sin is evil is answered on the definition of evil in which various theologians categorize into various theories. This paper has observed that every theologian has his or her own conception on evil and sin and it is evident that their concepts have been derived from other theologians who took insights also from other thinkers. This is to say that evil and sin can be both the same in a sense that they both have the same characteristics constructed by thinkers who draw insights from their influences. BIBLIOGRAPHY Aquinas, Thomas. â€Å"The Subject and Approach of the De Malo,† in On Evil, eds. Richard J. Regan and Brian Davies. New York: Oxford University Press, 2003. Aquinas, Thomas, Summa Theologiae: Volume 25: Sin. New York: Cambridge University Press, 2006. Lacoste, Jean-Yves, ed. Encyclopedia of Christian Theology, Vol 1. New York: Routledge, 2005. Mann,William E. â€Å"Augustine on Evil and Original Sin,† in The Cambridge Companion to Augustine, eds. Eleonore Stump and Norman Kretzmann. Cambridge: Cambridge University Press, 2001. Wogaman, J. Philip. Christian Ethics: A Historical Introduction. Kentucky: Westminster/John knox Press, 1993.

Theories of Sociology :: Sociology Essays

There are many theories in sociology to get the better understanding of a society. Many things impact an individual’s behaviour, lifestyles, relationship and much more. Technology is one of the many things that affect the people. Internet is used worldwide and we can use sociology to determine what importance and place it holds in the society. To understand this invention and implication the society better, this paper will cover upon the three well-known theories which are’ Conflict, functionalism, and symbolic internationalism theories. There three theories look at the internet from different view point such as from a micro level and macro level. Functionalism focuses on the society as a whole, where as conflict theory focuses on group within that society, and symbol interactional focuses on individuals in the group and society. Thus, the view point changes depending on the population and the perspective. One of the important perspectives is a structural-functionalism. This approach focuses on â€Å"various components of society without prioritizing or assessing their importance to the social system as a whole; in effect all elements of a society are weighed equally† (Naiman, 2004; pp.18). In terms of internet, a functionalist would see the internet as a resource that brings efficiency in the lives of individuals for the reason that it is convenient. It also allows people to interact with one another around the world. A functionalist would ask questions regarding the function of the internet in the society would be: how does the internet help people access their provisions faster? How does it help people acquire knowledge and how can services be accessible to the demanding population? Thus, it mainly considers the benefits for all instead of few individuals. The internet is more efficiently used now a days because it saves one’s time. An individual can spend few minutes online, booking a flight ticket instead of going to the travel agency in-person or calling the customer services and going through a long hectic procedure. As the technology gets advance, it plays even greater role in shaping the lives of the individuals. Also, some people may wish to visit the bureaucracies. However, others may not have the time to visit the offices due to family responsibilities or for other reasons. Functionalist theorist would see a vast benefit when it comes to administrative related online services. It eliminates the waiting list and makes life easier for the citizens and it will take less space in the bureaucracies.

Modifying The Conduct Of Professional Military Education Education Essay

Education, in the military profession, is the procedure of culturing a individual to the hereafter needs of the administration. This procedure of preparing an person to accommodate the wide-ranging demands of the system is of paramount importance. Airmen of tomorrow will hold to set about operations which are non merely web centric but besides knowledge centric. As the universe changes at an unprecedented and speed uping rate, the constructs of war, peace, and struggle merge with each other. Human-centered aid, war against panic, insurgences, and rebellions now occupy the Centre phase for most armed forces. Success in any operation will come from sound preparation and quality instruction. Professional Military Education ( PME ) will play an of import function in guaranting that the IAF theodolites onto a more effectual acquisition environment. Effective PME will play a important function in the effectivity of any contending force in the hereafter. There is frequently confusion in the form in which military instruction should be conducted and the mode in which the officers have to be groomed. IAF requires officers who are educated so that they are able to happen solutions to the battalion of unexpected challenges that are bound to face them in the class of their callings. 2. Education is a uninterrupted procedure. If any organisation does non acknowledge the importance of instruction, it certainly is non germinating. It is a ‘must vision ‘ for an organisation like Indian Air Force to hold its officer cell strong in professional cognition, flexible and turning in idea and imaginativeness. Amidst turning national security challenges, Professional Military Education ( PME ) has to germinate to provide for the demands of a more complex and engineering intensive environment as we head towards our vision of tomorrow. In fact continued and comprehensive instruction plan is indispensable to develop rational abilities amongst officers to set about diverse missions in an intricate security scenario.Purposenecessities of instruction procedure and to give matter-of-fact and practical suggestions to modify the behavior of professional military instruction for officers in the IAF, providing to the complexnesss of future wars.Understanding EducationDiffe rence between preparation and Education4. Training and instruction are two different procedures despite being associated with the similar demands of acquisition. The construct of preparation is usually designed to get specific accomplishments. These acquired accomplishments make a individual more employable and specialized in any profession. Therefore preparation is more specific, more focussed on a peculiar undertaking and is for a limited period of clip. Education on other manus is more wide based and is related to geting cognition and heightening mind. It is a procedure of complete mental and moral development. The methodological analysis of preparation is through specialised classs while instruction is a uninterrupted womb-to-tomb procedure. Another glowering difference concerns the limited range of originative thought and normative methods used in preparation. In the preparation procedure a individual is introduced to right methods go forthing small range for original originati ve thought. Education, in contrast focal points on making independent minds. Military instruction focuses on the art of war and on developing penetrations on how to contend the wars cleverly. It enables the forces to comprehend future menaces, engage in originative ways to decide struggle, select the right tools and methods, and achieve the coveted consequence. 6. In a complex and fast changing universe, there is demand for a comprehensive, broad ranging and all inclusive educational frame work embracing an academic course of study which trains for the certainty and yet is diverse plenty to be able to educate for uncertainness.Need for a alteration in Education Pattern7. Rapid progresss in engineering and easy handiness of information dictate a serious reconsideration into the mode in which military instruction is conducted. Technology has revolutionized modern war combat. Basically what it means is easy entree to knowledge and in general an addition in cognition. In the yearss to come the full art of war combat will acquire engineering driven at an even faster rate thereby increasing the necessity to educate and intellectually equip officers to maintain gait with this alteration. In simple footings, officers will hold to possess necessary rational accomplishments to manage machine-controlled systems and work the overplus of information in the battleground. In any instance newer capablenesss would intend newer functions which will necessitate specialised accomplishments and above all a mentality to alter. A good structured educational form will play a important function in fixing officers to understand and confront these challenges. Military officers will necessitate particular accomplishments to believe, understand and show the effects of modern engineering.Importance of Critical thought8. The profession of weaponries nowadayss legion occasions where officers are confronted with diverse and complex jobs. Teaching good thought solutions may assist officers get the hang some of these jobs. However, the cardinal prevarications in critical thought which provides the tools for happening specific solutions for a battalion of unfamiliar jobs. Critical thought pertains to the ability to measure information and mental idea processes in a structured mode. The implicit in rule is to be able to buttockss and understand informati on more comprehensively. In short it is all about doing the right judgement. PME in the IAF needs to advance critical thought so as to enable officers to get at rational and good reasoned determinations. A critical mind should be able to sift through overplus of informational inputs available to him and descry precisely what is unlogical and irrational. It is indispensable to provide for the extremely intricate and unstable nature of environment that the officers face presents. PME within the IAF needs to make full up nothingnesss created by deficiency of formalistic instruction for developing critical thought. To get down with there is demand for a vision in this field. Appropriate academic course of study and specialised classs can thenceforth be defined. The academic plan designed should advance believing accomplishments which remain unschooled in other educational classs. Thereafter, IAF can travel on to develop non traditional methods to absorb critical thought accomplishments in its officer cell. Web-based collaborative acquisition environments can be efficaciously utilised to educate officers utilizing simulations of modern-day military jobs.PROPOSED MEASURES FOR INTELLECTUAL DEVELOPMENT9. One of the most ambitious undertakings of a well planned PME plan is to bring forth inventive, advanced, adaptative and critical thought officers. The cardinal prevarications in following an educational plan which targets rational development and in a go oning mode. Some methods of guaranting overall rational growing are as given below: – Comprehensive Educational Framework. PME templet has to be complete in all respects in order to provide for comprehensive rational growing. This would connote taking and aiming the right topics at an early phase of an officer ‘s service calling. Most bing PME plans in IAF trade with basic professional and service specific topics and deficiency range for rational growing. In current scenario IAF is likely to be involved in a broad spectrum of operations including transnational operations necessitating all officers to hold an in deepness apprehension of complex topics such as Strategy, International Relations, Geopolitics, International jurisprudence, Economics and Military operations. These topics need to be introduced and taught from an early phase of an officer ‘s service calling so as to develop appropriate consciousness and consciousness right from the beginning. PME plans soon target limited transverse subdivision of officers and are non crossing the full service call ing. In-service classs in the IAF have been classified as mandatary, desirable and need based classs. While basic classs such as BASCO, ISCO, APKC and the Air staff Course are compulsory for all officers, there are other classs such as LDMC, HDMC, Higher Command, NDC etc which are merely desirable or need based and non done by all officers. Education is an indispensable tool for officers at all degrees of senior status. IAF may even believe of outsourcing military instruction and promote officers to avail survey leave and take up educational classs in civilian universities or with professional institutes abroad. Any signifier of pursuit for higher instruction should non be a hinderance to career promotion, but alternatively should be complementary and compulsory to career patterned advance. Most in service classs have now been made assessable and contribute to career patterned advance at least at the junior degree. Assessment in classs will merely give scholarly end product and may non needfully give out the existent rational degree of an officer. In any instance appraisal should ne'er be ultimate the purpose of any signifier of instruction, alternatively it should be rational development. PME should be compulsory for all degrees of officers, merely the demands at each phase should change. Some idea besides needs to be given to the sort of module we employ for carry oning PME. Often majority of our instructors come from within the service and may non possess needed educational experience or professional instruction accomplishments. Specialized topics would necessitate experient instructors who are non merely qualified but besides competent. Adapting Educational Programs to accommodate contemporary conditions. Security environment in the universe and within the state has changed over the old ages. Indian military readiness has changed from being simply Pak centric to modern twenty-four hours concerns like internal security, procuring our maritime boundary lines, international terrorist act, cyber warfare and atomic issues. PME besides needs to alter as per the demands placed on the present twenty-four hours IAF officer. Academic plans need to be diverse plenty to fix IAF officers non merely for tactical operations but besides strategic and operational degrees of operations. In simple footings, PME must fit IAF officers with suited academic abilities to cover with current jobs and besides remain relevant to the drawn-out functions. Adequate clip for Assimilation. All instruction plans have to be focussed to guarantee maximal assimilation, cognition augmentation and enhanced apprehension. Towards this IAF must follow educational waies with good spaced out academic course of study. Education is a womb-to-tomb procedure and can non be enforced. Alternatively there is a demand to foster and inflame quest for cognition. Assorted larning methods could be adopted changing from distance larning to net enabled acquisition bundles. Scenario based practical acquisition methods and determination simulations can be used to polish larning experience. Besides the content, equal thought demands to be given to manner in which the instruction will be conducted. Often unequal clip and deficiency of focal point by the administration towards educational plans tend to set off a scholar. The current distance larning plan implemented for junior officers in the IAF is an illustration. In short IAF has to hold a vision Any sort of PME p lan in IAF must guarantee dedicated learning clip for officers. Education for life. The service life of an officer can be loosely categorized into different phases of development get downing from the clip he joins the service to the clip of retirement. At each phase, the type of mental training and instruction demands are specific yet interlinked. A comprehensive educational plan with ample deepness and comprehensiveness has to be defined for the full service calling of every officer. Learning has to be broad ranging, wide based and uninterrupted. The different phases are: – Early Stage ( till 6 old ages of service ) . This is the most important phase of mental training and doubtless the most of import period in an officer ‘s calling. This phase lays the foundation for all subsequent rational growing. Education during this period should chiefly be concerned with professional topics with an purpose of fixing a sound professional. Apart from this educational plans could besides be utilized to transfuse a strong sense of pride in state and service, chumminess and espirit-de-corps. Complex topics such as leading, direction, moralss, scheme and international dealingss need to be introduced at this phase in order to foster a thought head at a ulterior phase. Availability of clip is frequently a restraint to effectual execution of any sort of educational plan at this phase and at that place has to be a balance between professional preparation activities and educational plans supplying rational growing. Phase II. This phase is from 7 to 18 old ages of service. The officer in this phase must be educated in nucleus competences of professional activities. Career patterned advance usually is the focal point during this phase. The officer must be encouraged to hone his planning and executive accomplishments. The traits that need to be watched are over assurance and misplaced sense of accomplishment. Educational focal point should now get down switching from service-specific proficiencies to joint operations. Once once more accent has to be on developing a thought head. Self acquisition has to be encouraged and rewarded. Phase III. Stage III is from above 18 old ages of service. During this phase an officer gets a opportunity to command an independent unit and goes on to work in assorted bid and staff assignments. Good cognition of executive maps, effectual fiscal, stuff and human resource direction are some important demands at this phase. In add-on educational plans have to transform selected officers into strategic analysts and advisers. Military officers in this class have to maturate as military leaders with a balanced, unfastened and academically complete head. Quest for instruction has to be promoted by promoting doctorial and Masterss ‘ grades in strategy-related subjects at reputed civilian universities both within the state and abroad. Encouraging Critical idea. Problem work outing and critical thought accomplishments have become necessary for all classs of officers and non merely for senior Air Force officers. Critical thought is an country that needs to be consciously addressed in PME plans. Blending Education with experience. In this context, the demand for instruction and experience are critical to the officers in the hereafter environment. The modern defense mechanism scheme demands us to keep a combat capableness across the full spectrum of struggle and we must make so in an environment of decreased resources being available for purchase of new high engineering equipment. As good, the choice of what high engineering equipment is to be purchased will go more of import as we try and maintain interoperability with Alliess in the hereafter. Finally, there is a demand to put a new construct of what it means to be a thought soldier. What is needed is non soldiers advised by bookmans – but instead soldier-scholars, or soldier-linguists, or soldier-social scientists, at appropriate degrees.DecisionEducation of officers within the IAF is a critical and cardinal investing. Any educational plan is borne out of experience over the old ages. It is an germinating procedure, which changes from clip to clip, maintaining the complexnesss demands of the administration in head. The quality of PME within the service will specify The human resource policy on manpower use Sept 2010 ( Jaspreet Singh ) Wg cdr

Political and economic development Essay

The wish of every political authority is to ensure that the state under its jurisdiction is economically and politically developed to an extent that its people are not exposed to vulnerable conditions. As such, every sitting government has the responsibility of ascertaining the wellbeing of its subjects. However, this is not an easy task to achieve. Many governments have failed to develop their states economically owing to various factors, much of which remain structural and organizational. For instance, the countries being referred to as third world suffer from major political and economic crisis which make them totally dependent upon other economically stable nations. However, the question that one is bound to ask is why some nations seem to be stable politically while other nations consider this an illusion, something which needs the mediation of higher powers. This paper looks at the factors that promote and undermine political and economic development of nation states. Economic development cannot be dissociated from political stability. Political stability on the other hand comes as a result of superior organizational and structural set up of the state. Higher political participation of citizens at all levels, manifested in organized political system results in a higher socio-economic development. Higher socio-economic development on the other hand stimulates more political participation. Political participation of subjects within a given state or nation is dependent upon the political attitude of those particular subjects since it is this political attitude which finally determines whether a given clique in office if furthering their own interest or the interest of the subjects. As such, the economic and political development of any nation is dependent upon those individuals responsible for the running of the state. Political participation of subjects is the major factor which determines how a nation or state develop politically and socio-economically. However, for subjects to be active politically, they must be of a higher social status. As a state expands economically, individuals achieve higher status roles as income increase. As such, wealth is created which comes with an element of tension. As old groups become displaced, new groups emerge which will naturally compete for domination within the state. The tensions which exist within these groups resulting into conflicts will heighten political awareness among groups and individuals. This will ultimately lead to an increased political participation among the subjects. The expanding economy will also be accompanied with the creation of multifarious organizations that will root for a greater integration resulting in the desire to control the state. The complexities which characterize an expanding economy will necessitate the expansion of the apparatus of the government making its role be seen by the different social groups as relevant to their interests. As this perception increases, they are likely to take actions aimed at influencing government policies. Ever since the birth of nation states in Europe, the process of modernization has emerged and flourished within them. National development has often been realized through the notion of citizenship as part of the political culture. It is an accepted fact that all citizens have equal rights before the law. The political participation of the subjects is legitimized by national political culture to a large extent. However, as much as economic development brings about increased status and wealth, many individuals use political participation as a means to achieving other goals. As such, they withhold political participation once they recognize that they can achieve these goals through other ways. For instance, an individual may use a political office for personal economic gain while ignoring the importance of that office in protecting or furthering the wellbeing of other individuals in the nation or state (Isbister, 1998). This is however dependent on the ideals of the nation. For a nation to achieve a holistic political and economic development, political participation becomes an integral factor for it is through political participation that subjects become aware of the role of government in protecting and furthering their interest. As such, in a nation state where individuals are politically active, politicians are likely to further the nation’s agenda which is primarily political and economic stability. Many politicians gain office by deceiving the majority and while ion office, lead the state to a state of collapse. It also follows that political and economic development can be tied with leadership skills and visions of such political leaders. Many economically stable nations have collapsed due to poor leadership which has in turn led to serious crises. Honest and focussed leaders who truly understand the problems of their people are the key to economic and political stability. However, this also requires the support of the population whose participation may guarantee the nation’s stability. The organization of individuals and groups into a workable political system which represents the interest of the majority is also a key to economic and political development. According to Lijphart, the best political system is the consensus democracy where even the interests of the minority groups are taken into account when it comes to policy (Lijphart, 1999: 31-33). With this regard, economic and political development is dependent upon political participation described by political organization and governance structure.

King Louis XIV essays

King Louis XIV essays Historians of three centuries have both defended and ridiculed King Louis XIVs controversial reign. Many people have hailed him as a great king; mighty as the sun he took for his emblem. Being great as a king entails putting people before personal ambition, taking only necessary military action, achieving big things for his country, and instilling a sense of national pride in the people he rules. Louis the XIV did indeed instill national pride but his other faults negate his claim to greatness. King Louis XIV staffed his government with men who would obey him without question. Instead of appointing nobles he filled all of the positions with advisors drawn from the middle class. This way the people only had claim to what the king gave and could easily take away. Therefore the nobles couldnt get a chance to overpower him. In order to express the power he had and attempt to scare off his enemies he organized civil services, reorganized the military, and improved the economy. He made himself the symbol of the state. Louis XIV used the people for his own benefit, so that he could completely control the government and keep his power for as long as possible. Louis XIV fought many wars, some beneficial and others not so worthwhile. As previously stated, one factor of being great is only taking necessary military action. Louis did not fit this requirement. Most of his wars were benefit to himself more than to his country, while others did not achieve anything. The Spanish Succession war was one without national gain. This war occurred so that King Louis could get his grandson in the Spanish throne. It was fought for 12 years and the territorial changes were minor. In addition the war also left both France and Spain exhausted. Louis XIV centralized France as a state, but his wars added little territory and were costly in both lives and money. ...

Reading comprehension Essay Example

Reading comprehension Essay Example Reading comprehension Essay Reading comprehension Essay You will have two to four reading comprehension passages, with a total of six to ten questions. Reading comprehension questions generally dont appear until about questions eight to twelve. ? GRE reading comprehension is unlike any other reading you do. Therefore, you should not approach it in the way you approach other reading. ? ETS passages are poorly written, but not on purpose. Dont look for hidden meanings in the grammatical and stylistic errors. ? Forget about comprehension. On the GRE, you read for one reason only: to earn points. If you can accept this fact, youll be far, far ahead. Dont even try to read the whole passage, just get an idea what each paragraph is about and what the main idea of the whole passage is. Dont get bogged down in useless details that may not even be considered in the questions. ? Outline the passage: Read the first sentence and last sentence of each paragraph. On your scrap paper, jot down a few notes for each paragraph, then write down the main idea. This is what we call outlining.Be sure to number the paragraphs in your notes. For example: 1st paragraph: greenhouse gases and greenhouse effect introduced 2nd paragraph: greenhouse gases affected by humans, and CFC/ozone example 3rd paragraph: 2 possible results of greenhouse effect ? When you skim and summarize a passage, you should look for the big themes and main ideas and skim over the details. You shouldnt speed read. That is, you should slow down for the important stuff and speed up for the details. ? There are two types of GRE reading passages: science and nonscience. Science passages may deal with either the hard facts of some particular science or with a soft topic, such as the history of science. ? Nonscience passages will deal with either a topic related to the humanities or a topic related to the social sciences. ? Use common sense. You wont find a passage arguing that literature is stupid, or that history doesnt matter, or that the moon is made of green cheese. As a result, you will often be able to eliminate answer choices simply because the facts or opinions they represent couldnt possibly be found in ETS reading passages.However, all the information that will lead to the correct answer will always be found in the passage. This is a treasure hunt; look to the passage for the answers. ? Correct answers will always be politically correct. Authors of passages will never say negative things about other people, groups of people or ideas. If the answer choice says that the purpose of a passage is to demonstrate the intellectual dishonesty of our founding fathers, you can safely eliminate it without even reading the passage. ? Correct answers will never be too negative, too extreme, irresponsible or irrational.Eliminate any answers that fit this category. ? Eliminate disputable statements. ETSs answer will be indisputable. The easiest way to find this answer is to focus your attention on disputable choices and use process-ofelimination aggressively to eliminate as many of them as possible: Certain words make choices highly specific and therefore easy to disputemust, each, every, all, will totally, always, no. Certain words make choices very general and therefore difficult to disputemay, can, some, most, sometimes.Vague, general choices wont always be ETSs answer, but ETSs answer will always be indisputable. If a statement says that something is sometimes true, you only need to find one example to prove it correct. ? Avoid direct repetitions. ETSs answer will almost always be a paraphrase, not a direct repetition. ? The more closely a choice resembles a substantial part of the passage, the less likely the choice is to be ETSs answer. ? Theme questions, tone questions, and organizational questions are all general questions. You should be able to answer them without looking back at the passage. Explicit questions, inferential questions, and literary-technique questions are all specific questions. Youll need to refer back to the passage to answer them. ? Many, many students make careless mistakes on LEAST/EXCEPT/NOT questions. Be careful! Remember, you are looking for the one dumb answer among the choices. ? Triple true/false questions are time-consuming and difficult. POE will improve your guessing odds dramatically. From Princeton Reviews Cracking the System: The GRE (New York: Villard Books, 1990) and Princeton Reviews Cracking the GRE CAT 1999 ed. (New York: Random House,1998).

SAT Essay Examples for the 6 Types of Essay Prompts

SAT Essay Examples for the 6 Types of Essay Prompts SAT / ACT Prep Online Guides and Tips There's a persistent myth about the SAT Essay: the idea that you can't prepare content because you don't see the prompt until the day of the test. This is a myth because, in order to be standardized, the test has to require the same complexity of argument in every SAT essay question: yes or no, this or that, what causes what. And since all these arguments are very simple, almost every SAT essay argument can be boiled down to one of the 6 we list here. In addition to that, though, we also explain how to argue each one, and give you sample support for both sides of every argument. Read on for the inside scoop on this important aspect of the SAT. Overview SAT Essay prompts are unlike any other writing assignment. The questions are extremely general, asking things like "is the world changing for the better," but they only ever require a very simplistic thesis statement about a complex idea. There are, for example, many ways in which the world is and is not changing for the better. The most "accurate" answer would have to be "yes AND no," but that's the opposite of what you should say on the SAT. Because on the SAT Essay, simplicity and clarity is the name of the game. You are expected to make a broad, definitive statement about what people 'should' do or whether something is possible. You don't have to believe it, you just have to present a few examples (between one and three) that can show why your statement is correct. In this way, the SAT Essay is easier than most students think. All of the essay questions in this article are taken from real SATs or College Board prep materials. We've categorized them not by their contentfor example, "success" or "personality"but rather by their reasoning. This is because the logic of the question, not its content, is what determines the best argument on which to build your essay. For each type of SAT essay question below, we give you 3 sample prompts similar to what you'll run into, and a breakdown of how to argue either side of any SAT essay question of that type. You'll get detailed SAT essay examples that guide you through how to construct an argument. SAT Essay Prompt Type 1: Discuss what people should do This type of SAT essay question lends itself to many different kinds of examples. Anything that involves people and their choices is fair game. See the diagram below for more information on how this works. Should people†¦. be valued according to their capabilities rather than their achievements? weight all opinions equally, or place more weight on informed opinions? always value new things, ideas, or values over older ones? Step 1: Pick a side. "Yes, people should always value new things, ideas, or values over older ones," or "no, people should not always value new things, ideas, or values over older ones." Step 2: Consider what would logically support your statement (see green boxes for a breakdown of the types of support you should use). For example, if you argue "Yes, people should value new things" as your thesis, you can give evidence of a time when people valued new things and it turned out well, or of a time when people didn't value innovation and it turned out poorly. Step 3: Quickly think of 1-3 real-world or literary examples that fit the criteria in Step 2 (see blue boxes for ideas). To support the Yes thesis with evidence of when people valued new things with success, we could talk about Civil Rights in the United States, the Industrial Revolution, FDR's new deal, or any other example dealign with positive innovation. We could also discuss evidence where refusal to accept new things turned out poorly, like fear of vaccinations and Galileo being excommunicated for his (true) scientific beliefs. SAT Essay Prompt Type 2: Discuss which of two things is better These questions can be fodder for 12-scoring essays because they can be answered so simply: this thing is better than that thing. Then you just have to think of 1-3 examples in which that thing worked and/or in which the other thing didn't work. See the diagram below for more information on how this can be done. Is it better... to take an idealistic approach or a practical approach? to do fulfilling or high-paying work? to use cooperation or competition to achieve success? Step 1: Pick a side. "It is better to use cooperation to achieve success," or "it is better to use competition to achieve success." Step 2: Consider what would logically support your statement (see green boxes for a breakdown of the types of support you should use). Similar to Prompt Type 1 above, in this case you can use evidence that supports your thesis, or argues against the opposite thesis. For example, if you write that "Cooperation is better to achieve success," you can use evidence on a time when cooperation led to success, or when competition led to failure. Step 3: Quickly think of 1-3 real-life or literary examples that fit the criteria in Step 2 (blue boxes). Following our "cooperation is better" thesis, we can talk about when people cooperated to great success - like the Civil Rights movement, or Abraham Lincoln's cabinet during the Civil War. We could also discuss how competition is inferior through examples like the subprime mortgage crisis of 2008, or the North Korea vs South Korea standoff. SAT Essay Prompt Type 3: Support or refute counterintuitive statements These can be the toughest SAT essay promptsif you don't know how to tackle them. The easiest way to really knock this essay type out of the park is to say yes, it is possible, and then think of an example. The other sideno, it isn't possibleis harder to logically prove, but it can be done. See the diagram below for more information on how this works. Is it possible for†¦. deception to have good results? working to reach an objective to be valuable even if the objective is not reached? any obstacle to be turned into something beneficial? Step 1: Pick a side. "Yes, it is possible for any obstacle to be turned into something beneficial," or "no, it is not possible for any obstacle to be turned into something beneficial." Step 2: Consider what would logically support your statement (see green boxes for a breakdown of the types of support you should use). Unlike the two prompt types above, this one is more simplistic - just find evidence that can support your thesis in a straightforward way. If you write "No, it's not possible for any obstacle to be turned into something beneficial," you just need to find evidence for when obstacles exist but don't lead to anything helpful. Step 3: Quickly think of 1-3 real-life or literary examples that fit the criteria in Step 2 (see blue boxes). To support the No thesis, we could use the example of how gender discrimination against women and income inequality has caused far more harm than the good it has caused. SAT Essay Prompt Type 4: Cause and effect These can be logically complicated, depending on which side you choose. If you say x is the result of y, then you just have to think of 1-3 examples that illustrate it. If you choose the other side, though, then you have a harder logical task in front of youyour examples have to fit a much narrower definition to make sense. See the diagram below for more information on how this works. Is __ the result of __? Is a successful community the result of individuals sacrificing their personal goals? Is accomplishment the result of freedom to do things one's own way? Is learning the result of experiencing difficulties? Step 1: Pick a side. "Yes, learning is the result of experiencing difficulties," or "no, learning is not the result of experiencing difficulties." Step 2: Consider what would logically support your statement (see green boxes for a breakdown of the types of support you should use). For example, if our thesis is "Yes, learning is the result of experiencing difficulties," we can either argue with evidence of a time when learning IS the result of difficulty, or when a lack of difficulty led to an absence of learning. Both types of evidence support your thesis. Step 3: Quickly think of 1-3 real-life or literary examples that fit the criteria in Step 2 (see blue boxes). For our Yes thesis, we could talk about how the difficulty of unmanageable healthcare costs in the USA led to learning and the Affordable Care Act. We could also use the other type of evidence and talk about how Jay Gatsby's lack of difficulty in having immense wealth led to poor learning about what really makes him happy. SAT Essay Prompt Type 5: Generalize about the state of the world These kinds of SAT essay prompts are so open-ended that they lend themselves to all kinds of examples and interpretations. But for this same reason, they can be overwhelming and confusing. See the diagram below for more information on how this works. What is the modern world like? Is the world more in need of creativity now more than ever? Is the world actually harder to understand due to the abundance of information now available? Is the world changing in a positive way? Step 1: Pick a side. "Yes, the world is changing in a positive way," or "no, the world is not changing in a positive way." Step 2: Consider what would logically support your statement (see green boxes for a breakdown of the types of support you should use). Let's consider the Yes thesis. We can use evidence that problems in the past that are being solved today, or innovations today that didn't previously exist. Step 3: Quickly think of 1-3 real-life or literary examples that fit the criteria in Step 2 (see blue boxes). To support our Yes thesis, we can find examples of problems that are better now - women's rights, slavery, and reduced violence. We can also discuss recent innovations that dramatically improve quality of life, like the Internet and widespread access to education. SAT Essay Prompt Type 6: Generalize about people Much like the "state of the world" questions, these can be supported by almost anything, but can also get away from you if you're not careful. See the diagram below for some ideas of how to manage these prompts. What are people like? Do people underestimate the value of community due to our culture of individualism? Are people defined by their occupations? Do people learn from the past? Step 1: Pick a side. "Yes, people learn from the past," or "no, people do not learn from the past." Step 2: Consider what would logically support your statement (see green boxes for a breakdown of the types of support you should use). Let's consider the No thesis that people don't learn from the past - we would have to find an example of when someone repeated a mistake that they could have avoided from history. Step 3: Quickly think of 1-3 real-life or literary examples that fit the criteria in Step 2 (see blue boxes). A great example to use for our No thesis is comparing Hitler and Germany to Napoleon. In 1812, Napoleon fought a war on multiple fronts, fighting the Spanish army and the Russian Empire simultaneously. This led to a drastic dilution of focus and led to his defeat. A century later in World War 2, Hitler fought on two fronts as well, facing the Allies in Europe and Russia at the same time. He too was defeated through this mistake. What do I do now? Now that you know the basic types of SAT essay prompts and the types of arguments they require, what can you do with this information? A few different things: one is to practice with these questions, thinking of one or two examples to support at least one answer to each question. We've written a guide to 6 SAT essay examples you can use to answer nearly every prompt. We show you how to construct an SAT essay, step by step. If you want to get a perfect SAT essay score, read this. Another is to take a look at our comprehensive SAT essay prompts article, which gives you lots more questions to think about answering and supporting with the arguments above. Finally, make sure you read our 15 SAT essay tips to know how to get an edge on the essay. Want to get serious about improving your SAT score? We have the leading online SAT prep program that will raise your score by 240+ points, guaranteed. Exclusive to our program, we have an expert SAT instructor grade each of your SAT essays and give you customized feedback on how to improve your score. This can mean an instant jump of 80 points on the Writing section alone. Check out our 5-day free trial and sign up for free:

Health Care Legal Essay Example | Topics and Well Written Essays - 500 words - 1

Health Care Legal - Essay Example Further, in some cases errors, which rendered harm to the patients, are not reported which in the later stage turn out to produce adverse circumstances that becomes difficult to be managed. Again, the medical staffs fail to provide required information about errors and adverse circumstances for the fear of being proved guilty and duly punished. Programs made to encourage the healthcare employees to come forward with such information by evading fear from their minds have also failed to counter significant changes (Griffin & Haraden, n.d.p.246, 250). The healthcare practices with a view to reduce the incidence of fatal occurrences can look forward in designing effective systems for rendering effective health services. In that, the healthcare concern can arrange for proper training of the medical staffs to render effective and flawless service to the patients. The healthcare employees working in critical areas like operation theaters, emergency departments, and intensive care units must be trained in teams to reduce the incidence of errors. Working in a team helps an individual to perform more effectively. Modern healthcare systems incorporate newer technological developments. However, more number of innovations promoted in healthcare result to making the process more complex, which in turn leads to errors. Induction of newer technologies must be conducted with due care to help the medical team perform efficiently. Technological processes as automated order entry would help the medical team to identify expired medicines and right ly destroy them. The use of efficient monitoring instruments helps to judge the condition of patients subjected to strong medications. The healthcare organizations must take resort to increased bar coding practices to reduce the incidence of wrong medications. Machine readable bar coding systems must be put to render accuracy in the system (Griffin & Haraden, n.d.pp.257-258; Kohn, Corrigan & Donaldson, 2000.pp.173,

Product Reassesment research paper Example | Topics and Well Written Essays - 1000 words

Product Reassesment - Research Paper Example Product reassessment gets conducted due to the product’s performance in the market. Market performance indicators may result to a product reassessment (Graham et al, 2008). This paper will discuss a reassessment of battery free remote control in the US market. The target markets for this product include retailers and consumers who are in search for battery free remote controls. Developing a marketing strategy involves the identification of a target market and coming up with a mix that will appeal to potential consumers. Developing an ideal market mix involves paying attention to factors such as price, product, and promotion. Target marketing involves selecting a viable target market by factoring in; the expected growth, size, cost to reach, competitive position and compatibility (Graham et al, 2008). Target marketing may undertake the single target market approach or multiple target market approach. In repositioning the target market for battery free remote control, branding i s essential as 76% of American consumers base their decision to purchase a product on its brand name (Kahn, 2011). The product’s retail market is also growing massively as large retailers offer exceptional demand for the product. A few of this retail chains own over 4000 chains in the US and thus provide ample appetite for the product (Kahn, 2011). Marketing research is vital to ensure that the product gets repositioned towards its target market. Research is crucial in determining how market mix influences customer behavior. In order to reposition the product to its target market, it is necessary to conduct positioning research (Graham et al, 2008). This will help the manufacturing firm to determine the perceptions of the target market in regards to their brand. Positioning research identifies how the target markets view the brand in relation to other brands from competitors. It helps the firm to understand what their brands stand for from the customers’ views (Graham et al, 2008). Positioning research will also help the firm to differentiate its products from those of other competitors. It will help the firm to develop its own position in the market with the view of appealing to its target market through its own product attributes. It is necessary to also conduct a segmentation research for the product. This will help the firm to identify the behavioral patterns of potential buyers. Segmentation research allows the firm to determine the demographic characteristics of the target market. Determining the demographic and behavioral patterns of potential buyers is vital in repositioning the product in the market. Demographic and behavior pattern data assists firm management to understand their target market while in the design process of the product. The data derived from such research helps the manufacturing firm to redesign the product in accordance with the target market’s taste and preferences. This will help to reposition the product in t he target market along competitor brands (Kahn, 2011). Adoption rates refer to speed with which new members of a society start to use new technology within a specified time (Kahn, 2011). To increase the adoption rate for the product, the firm should consider on the product pricing. The product should be offered at a competitive price by the firm. Competitive pricing will allow the target mark

Shimomura Crossing the Delaware Essay Example | Topics and Well Written Essays - 1500 words

Shimomura Crossing the Delaware - Essay Example In fact, the painting is a daring parody of the picture of Emanuel Leutze celebrating the historically significant event of the American Revolution. The original painting depicts crossing the Delaware on the Christmas night of 1776 led by George Washington. Conducting a little research on the background of the current painting, one is able to single out the key strategy deployed in it. The principal strategy the author uses is appropriation. Appropriation is understood as taking (involving) an already preexisting symbol, object or an artwork into the new one applying no or little transformation. Appropriation uses the images that already exist and considered in isolation from them in order to create a new concept behind them. â€Å"Shimomura Crossing the Delaware† complies with this definition as it is an ironical reconsideration of the already existing object (the work of art). The concept of the painting is altered by the author in order to create the strong allusion to racial and ethnic issues in a form of a parody or joke. The principal difference lies in the fact that Shimomura made Asians – namely, samurai - the main characters of the painting. In other words, this is an American historical painting vested in Japanese guise. This solution was dictated be the idea of illustrating the race issue and the problem of Japanese Americans’ place in American society. The picture created by Shimomura preserves the idea and composition, yet is a parody bearing a peculiar style of the painter.

Response on The Grand Inquisitor Essay Example | Topics and Well Written Essays - 250 words

Response on The Grand Inquisitor - Essay Example This were the same people who really longed for the coming back of the savoir in regard to their torments and tribulations they had initially gone through, hence the coming back of Christ was a great relief to the people nevertheless, the church did not recognize and embrace it and went further to arrest Christ. This shows that the church doctrine has denied people the right to practice the true religion. In my opinion the parable suggests how the church has been used to articulate dictatorship and abuse of power in administering her duties and beliefs to her faithful. It was ironical for the inquisitor to tell Christ that the church does not him any more. It makes one wonder ho the church that was founded on Christ philosophical principles to reach a time and renounce the same foundation upon which they were built on. (Dostoyevsky 17). Church doctrine has been used in this story as a symbol of the characters and behaviors witnessed around the world today which are contrary and oppressive to the teachings of religion. The church has been shown as an oppressor of humanity infringing and treading on the right of believers to adore and exalt Christ. They are expected to follow the teachings and procedures laid down by the church fathers, contrary to it may lead to arrest and detention similar to Christ himself. This leaves the people hungry and unsatisfied spiritually since the waters t hey need to quench their spiritual thirst can not be able to quench the thirst they have in acquiring religious freedom. Therefore, the coming back of Christ was their ultimate redemption, but unfortunately the church authorities stood on their way of freedom by keeping Christ in detention. The inquisitor informs Christ that his coming back would have a big negative impact on the church mission work and relates his rejection on the basis of Christ temptation by Satan in the desert. In my thoughts this parable suggests that the church has adopted satanic ways of operation

Catfish Essay Example | Topics and Well Written Essays - 750 words

Catfish - Essay Example If Yaniv wanted to see the story through ethically, he would have dealt with her with â€Å"full disclosure† right from the start that he already know and that Meg was Angela. He has to make a full disclosure of his intention because his intention was to see the story through and Angela’s role transformed from being a prospective girlfriend to a subject of research, albeit in a journalistic sense. Instead, they put Angela in a situation where she has to lie about Meg and in a way, mocking her for all her lies (Joost and Schulman). Ethical investigators or researchers do not do that. They treat their subject with respect and does not hide facts that could demean the person of their subjects even if the subject initially lied. The best ethical or philosophical standard that can be applied in the situation is the ethical standard that researchers have to follow in conducting research that involves human beings. This ethical standard or philosophy of ethical research involv ing human beings are enunciated in National Institute of Health (NIH) guidelines for investigators involving human subjects that states they should follow the following philosophical principles; a. Respect for persons – meant that the subject of research which are persons should be treated as autonomous agents and persons with diminished autonomy are entitled to additional protections. In the case of Angela, they already know that she has psychological issues and they could have prevented from aggravating it by being truthful. b. Beneficence – persons are treated in an ethical manner not only by respecting their decisions and protecting them from harm, but also by making efforts to secure their well being. Such treatment falls under the principle of beneficience. To cover acts of kindness or charity that goes beyond strict oblication. c. Justice – requires that individuals and groups be treated fairly and equitably in terms of bearing the burdens and receiving t he benefits of research and this includes being truthful to the subject of research (NIH). With how Yaniv conducted his investigation to see the story through, the research became â€Å"stigmatizing† to the subject because letting Angela continue with her lie and later confronting it is in a way belittling or insulting her and such, considered unethical by investigators who follows the prescribed ethical standard in conducting research. 2. What is the significance of the film’s title, Catfish? Who is the â€Å"catfish† in the movie? Support your response with evidence from the film The film’s mirror’s our inner desire to be the person that we wanted to be. If we cannot be the ideal person that we wanted to be in our real lives, then at least we can have the satisfaction through another medium such as the internet. Angela admitted this when he was confronted by Yaniv that she made some mistakes in her life that made her feel not to be the person she wanted to be and Meg represented her ideal self. Angela was the catfish in the film because she fitted the description of of Vince when he talked to Yaniv about live cod that were shipped to Asia from North America. Catfish tend to have mushy flesh when they are inactive but when they placed together with other cods, they become active and do not emit the undesirable mushy flesh. Her life to a certain degree was inactive or dull and it only became exciting through the supposed

Contrasting the Hobbesian and Lockeian Social Contracts Essay

Contrasting the Hobbesian and Lockeian Social Contracts - Essay Example John Locke’s â€Å"The Second Treatise of Government† and Thomas Hobbes’ â€Å"Leviathan† both present theories for the construction of social contracts that would enable the sanctioning of a sovereign force to protect the whole. Where Locke takes a more liberal perspective, inviting the ideal that people can function by accepting a ruling authority for the greater good, Hobbes takes a similar yet opposing stance that while a ruling authority is key in the success of protecting the human race, people cannot accept such influence without giving up certain inalienable rights including their own personal sovereignty. With that said, a closer look will be taken into the contract theories of both Hobbes and Locke to determine how their different assumptions yield two distinct forms of social contracts and illuminate which political thinker’s ideal holds more value today. To begin with, John Locke has long been thought to be one of the most archetypal the orists in all of American political thinking. His ideas are so fundamental in the political landscape that it has been understood that his beliefs backed the foundations of the American Revolution in 1776. In his essay entitled â€Å"The Second Treatise of Government: An Essay Concerning the True Original, Extent, and End of Civil Government,† Locke details his theories for a distinct form of social contract in which he states that people would be bound by a moral code to uphold a certain dignity when dealing with others. By this code, people would do no harm to others or the property of others, but this could only be regulated by a governmental force that could provide protection from the inherent fear that not everyone would abide by the moral code set forth. Moreover, it is because of this need for protection from those of wavering morality that people would come together and form a state-sanctioned force which would umbrella a safety net upon their lives. It is important to note, however, that since this governmental faction is elected in a pseudo-democratic fashion for the need of the many that faction is only in place as long as the legitimacy of freedom remains intact. Moreover, the governmental faction is there for the protection of the whole, as an impartial judge, and will not persecute anybodyfor protecting his land or family. On the other hand, Hobbes’ â€Å"Leviathan: Or, the Matter, Form and Power of a Commonwealth, Ecclesiastical and Civil† theorized that life was an anarchic mess, where people were unable to act for the good of the many and instead only focused on their own selfish needs. His moral code is similar to Locke’s only in the realm that people come together for a fundamental purpose – but that is where similarities end. Hobbes believed that people had to give up something to be part of the whole. It was regulatory without leadership, a constant realm of chaos and anarchy unless the social contract c ould be enforced which would essentially require everyone to act in the greater interests of the whole by giving up their own individualized sovereignty. Further, in Hobbes’ contract, people are inherently selfish beings. Unable to share the vested interests of others, people lived in an anarchic state that teetered between the needs of the one and the sacrifice of the many to achieve that fact. In this, Hobbes is almost the complete opposite of Locke in that people are unable to declare a sovereign ruling force without giving up their individualized sovereignty. People are unable to become part of the state without asserting that they no longer need any sort of individualism. Hobbes details that â€Å"therefore before the names of Just, and Unjust can have place, there must be some coercive Power, to compel men equally to the performance of their Covenants, by the terror of some punishment, greater than the benefit they expect† (Hobbes 97). Essentially, for the social contract to function in the ways Hobbes has detailed, people must be compelled by some

Catfish Essay Example | Topics and Well Written Essays - 750 words

Catfish - Essay Example If Yaniv wanted to see the story through ethically, he would have dealt with her with â€Å"full disclosure† right from the start that he already know and that Meg was Angela. He has to make a full disclosure of his intention because his intention was to see the story through and Angela’s role transformed from being a prospective girlfriend to a subject of research, albeit in a journalistic sense. Instead, they put Angela in a situation where she has to lie about Meg and in a way, mocking her for all her lies (Joost and Schulman). Ethical investigators or researchers do not do that. They treat their subject with respect and does not hide facts that could demean the person of their subjects even if the subject initially lied. The best ethical or philosophical standard that can be applied in the situation is the ethical standard that researchers have to follow in conducting research that involves human beings. This ethical standard or philosophy of ethical research involv ing human beings are enunciated in National Institute of Health (NIH) guidelines for investigators involving human subjects that states they should follow the following philosophical principles; a. Respect for persons – meant that the subject of research which are persons should be treated as autonomous agents and persons with diminished autonomy are entitled to additional protections. In the case of Angela, they already know that she has psychological issues and they could have prevented from aggravating it by being truthful. b. Beneficence – persons are treated in an ethical manner not only by respecting their decisions and protecting them from harm, but also by making efforts to secure their well being. Such treatment falls under the principle of beneficience. To cover acts of kindness or charity that goes beyond strict oblication. c. Justice – requires that individuals and groups be treated fairly and equitably in terms of bearing the burdens and receiving t he benefits of research and this includes being truthful to the subject of research (NIH). With how Yaniv conducted his investigation to see the story through, the research became â€Å"stigmatizing† to the subject because letting Angela continue with her lie and later confronting it is in a way belittling or insulting her and such, considered unethical by investigators who follows the prescribed ethical standard in conducting research. 2. What is the significance of the film’s title, Catfish? Who is the â€Å"catfish† in the movie? Support your response with evidence from the film The film’s mirror’s our inner desire to be the person that we wanted to be. If we cannot be the ideal person that we wanted to be in our real lives, then at least we can have the satisfaction through another medium such as the internet. Angela admitted this when he was confronted by Yaniv that she made some mistakes in her life that made her feel not to be the person she wanted to be and Meg represented her ideal self. Angela was the catfish in the film because she fitted the description of of Vince when he talked to Yaniv about live cod that were shipped to Asia from North America. Catfish tend to have mushy flesh when they are inactive but when they placed together with other cods, they become active and do not emit the undesirable mushy flesh. Her life to a certain degree was inactive or dull and it only became exciting through the supposed

How important is embodiment to understanding how children perceive and Essay

How important is embodiment to understanding how children perceive and experience the world - Essay Example hildhood embodiment can be considered and there is no single linear and monolithic theoretical tenet that can possibly include all social, cultural and anthropological aspects of childhood embodiment. However, childhood embodiment is unique than other phases of the development of an individual because it is when the body is directly in a rapid flux, which is not experienced at other phases of human life, except may be at an extreme old age. Embodiment of children, thus need to take into account all the aspects that go into the formation of the childhood body.    In order to execute a comprehensive theory of childhood embodiment it is important to locate the ‘body’ within the history of cultural, sociological and anthropological disciplines that have been vigorously, and at times, violently, divided into camps of biological and social reductionism. One point of view has been intent on summarily precluding the other view, and at times quite unexpected ideological fidelity has been worked out among conflicting schools. If we divide the whole approaches into ‘foundationalism’ and ‘non-foundationalism’ schools, then probably the conflicting trends become much clearer. The Foundationalist schools have a strong grounding on the body. It believes in a kind of physiological starting point, as the body being the nodal point in which and through which all other experiences are grounded. It is the base on which the superstructure of society is based. This is very clearly associated with the naturalistic view of th e body. The naturalistic view is best expressed in Shillings words: The capabilities and constraints of human bodies define individuals, and generate the social, political and economic relations which characterize national and international patterns of living. Inequalities in material wealth legal rights and political power†¦are given, or at the very least legitimized, by the determining power of the biological body. (Shilling 41) While there is a

Globalism, Localism, and the Expansion of Tradition Essay Example for Free

Globalism, Localism, and the Expansion of Tradition Essay Owing to the rapid technological advancement and the global movement of people, there has been an uncontrolled promotion (or ‘shedding’) of cultural practices to new cultural spaces across the globe. People abandon their traditional practices and become modern or cosmopolitan to an extent of disowning their cultures of origin. This paper seeks to explore the extent to which the Hn? a? hn? u of Hidalgo, Mexico and Clearwater, Florida, are victims of this trend. Thesis The Hn? a? hn? u people have successfully pursued the problems of desolation and abject poverty. Facing them now is the challenge of globalism and modernization at the expense of detruncating their cultural elements. Their mode of pursuit of this challenge of ethnic and cultural fragmentation and modernist homogenization is quite fascinating, leaving the reader waddling in disillusionment. Main points The once marginalized Hn? a? hn? u people are now subjected to the forces of modernity and globalism. With technological advancement, the Hn? a? hn? u people now have a relatively better access to electricity, phones and other modes of communication, thus easing and promoting knowledge through interacting with other communities. A study by Schmidt, (2007) postulates that people’s â€Å"degree of access to the outside world† determines their exchange levels for cultural elements. In Hidalgo, â€Å"the levels of ‘male-out migration’ have gone beyond 70%† (Schmidt, 2007). This provides a clear implication on the levels cultural exchange among the Hn? a? hn? u people and their neighboring communities. The Hn? a? hn? us’ pursuit of modernity and globalism while upholding their cultural tenets is a complex process that eludes facile explanations, (Baumann, 1975). Analysis Schmidt divides his article into three distinct sections. In the first section, he gives a brief outline of the history of the Hn? a? hn? u. In this section, Schmidt postulates that the Hn? a? hn? u have been living in the Mezquital Valley (State of Hidalgo, Mexico) since around 250 BC. An intense conquest by the Aztecs and Spaniards, among others, made the Hn? a? hn? u to flee to the â€Å"most arid and desolate areas of the valley† (Schmidt, 2007). This was a major economic challenge for the Hn? a? hn? u, and hence like many other ethnic minorities in the world, the Hn? a? hn? u lived in desolation and abject poverty. Efforts by the Mexican government to flee the Hn? a? hn? u from the problem of desolation and poverty received an overwhelming resistance from the different regional and local factions. It was not until the 1970s when Mun? oz-a newly appointed anthropologist, in an effort to restore the dignity and a sense of agency to the Hn? a? hn? u, changed the nature of the interactions between them and the PIVM, (Baumann, 1975). The second section of Schmidt’s article discusses the politics of â€Å"selective cultural reception and appropriation that challenge the purported hegemony of the globe† (Schmidt, 2007). Despite criticism by the Mexican elite, the Hn? a? hn? u represent a powerful instance of re appropriation of cultural symbols and social and cultural space, Appadurai, A. (1996). A critical analysis of their history not only illustrates their resilience but also questions the possibility of a hegemonic power to impose and shape differences into monolithic entities ignoring local agencies and their intermediations with history, gender, class, ethnicity, and the counter-power relations that ensue. Some time the Hn? a? hn? u tried to carve out spaces and build political power within and without the state (Langer and Mun? oz, 2003). These can be referred to as politics of reception, appropriation and reproduction which represent an effort to build and uphold a new sense of cultural and political empowerment both within and beyond the Mexican and American states. At present, the Hn? a? hn? u have migrated and are using electronic media for remitting information. This has not only sped up the mutual processes of cultural negotiation and appropriation but also symbolizes a new sense of the global as modern and the modern as global, (Appadurai, 1996, p. 10). In the third section, Schmidt describes two processes which portray the dialectic process a politics of reception and appropriation that selectively (re)formulates and (re)negotiates the local and the global as co-constituents of (re)defined socio-spatial locations which defy rigid geopolitical boundaries of both (Schmidt, 2007). These two instances are Radio Bilingu? e and Mujeres Reunidas. Schmidt illustrates how the Hn? a? hn? u are transforming to modernity at the same time upholding their indigenous values and identities. For example, in an effort to promote the Mexican culture and Spanish language, community leaders are trained in the bilingual indigenous schools, (Baumann, 1975). Schmidt concludes the article by briefly highlighting the dialectics of the ‘traditional’ that ensue. The Hn? a? hn? u are struggling to adapt to new global challenges, at the same time pursuing their own culturally and socially defined interests. The Hn? a? hn? u can be viewed as a representative of a traditional with a global flavor (Langer Mun? oz, 2003). Schmidt postulates that the traditional is not something secluded, motionless or rigid that can be fixed in a museum. This article provides an inevitable case of negotiation and transformation. â€Å"Mass emigration† (Baumann, 1975) of men from Hidalgo provides a challenge for the women to revitalize and promote the traditional Hn? a? hn? u culture through establishing of cooperatives for the traditional cottage industry. It is this process of (re) creation and (re) negotiation of the traditional that enhances localities. However, certain weaknesses stand out. The commitment of bilingual teachers and community leaders in advocating for modernity and upholding of their cultural tenets is questionable. This is due to the fact that the people are stuck to the ideological past and as such unwilling to modernize. Verdict This is quite a reflective article that any one in pursuit of modernity and globalism cannot afford to ignore. This is because globalism and modernity as postulated in this article come with ‘new’ trends. As such, it is necessary to determine the extent to which one pursues the new trend and upholds his/her cultural elements. The Hn? a? hn? u are using their tradition to help them modernize. References Schmidt, E. (2007). Whose Culture? Globalism, Localism, and the Expansion of Tradition: The Case of the Hn? a? hn? u of Hidalgo, Mexico and Clearwater, Florida. Florida: University of South Florida. Langer, E. Mun? oz, E. (2003). Contemporary Indigenous Movements in Latin America. Jaguar: Books on Latin America. Baumann, W. (1975). Economic development and culture change in an Otom village: a critical analysis. Plainfield: Goddard College Appadurai, A. (1996). Modernity at Large. Cultural Dimensions of Globalization. Minneapolis: University of Minnesota Press.

The New Federalist Party :: essays research papers

The New Federalist Party Part I As the sole member of the New Federalist party, it is with great honors that I now present to you the very first New Federalist platform. PREAMBLE The growing dissension between the two major political parties today has drawn them away from the public's views. It has been determined that the citizens of the United States cannot get what they want from the current major parties. Because of this, a total reconstruction of the current political structure is in dire need. In response to this need, the New Federalist party has been formed. The name "New Federalist" has been chosen to express the party's foremost concern. This is to restructure the government into the form that the framers of the Constitution meant for it to be in. The basis of this restructuring comes from the 10th amendment and articles of the Constitution. As you know, every major political party needs a symbol. After careful consideration, the mythological hydra has been selected. I know what your thinking, but it is effective in serving two main purposes. The first purpose is that it is an ideal representation of the new structure of government that will be implemented by the New Federalist party. The two heads represent the two governing bodies, the federal government and the state governments. Both "heads" do nothing more than serve or govern over the body, which represents the citizens of the United States of America. The second purpose of the hydra is to shift the focus from the representative party to the individual members of the party. A political party should, like the hydra, should be nothing more than a myth. Votes in an election should not be cast for a party but for the individual candidates. The New Federalist party will be nothing more than a collection of like-minded people seeking to better our great country. In the following pages I have set forth the basic principles and various policy stands of the New Federalist party. STATEMENT OF PRINCIPLES AND POLICIES PRINCIPLES Federalism: "A political system in which ultimate authority is shared between a central government and state or regional governments."1 The first and foremost principality addresses the power of the federal and state governments. The framers of the Constitution never meant for the federal government to grow to today's tremendous size. The 10th amendment states that "The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people."2 This means that everything not set forth in the Constitution as being regulated by the federal government will go