Kent State University Incident Essays - Portage County, Ohio, Ohio

Kent State University Incident The End of the Innocence After a long period of fighting a defensive war in Vietnam, on April 29, 1970, President Richard Nixon launched a full scale attack in Cambodia, which greatly accelerated America?s involvment in this conflict. The reaction from the American college student population was one that led into great controversy and heated debates. When Nixon announced his decision on the following day, many people were upset, and thousands of people protested. The end result of one particular protest was bloody, and a perfect example of what terrible shape our country was in during that period of time (Guard Fired in Self Defense). Thoughtless mistakes such as the ones made on that day will often have a snowball affect that lead into problems for all persons envolved. On May 3, 1970 students of Kent State University rallied to protest Nixon?s announcement. There was violent protesting all through the night. Windows were broken, cars were destroyed, and the ROTC building was burned to the ground. When the firemen arrived, their hoses were taken by students and used aganist them. At that point Governor James Rhodes called for the National Guard to come in and protect the campus(Four Deaths at Noon). The following day Kent State University was under the protection? of the Ohio National Guard. Around noon on that day, students fromed in protest. They were told to disperse, but refused. The first action of the National Guard was to release tear-gas grenades upon the masses of students (Guard Fired in Self Defense). These grenades were marginally successful, and only caused a temporary retreat. The students then responded by throwing concrerte, rocks, and everything else they could find. This was the first of a group of poor decisions that led to the bloody disaster of May 4, 1972 and all of the other problems associated with the disaster (Kent State Continued). From a distance of about sixty feet from the crowd of students, a member of the National Guard believed that he heard sniper fire. In response to these alleged shots, he opened fire on the students with his M1 .30-06 caliber rifle. He was immediately backed up by several of the men in his squad, all of whome were shooting the same rifle except for one man who shot a military issue Colt .45. When the smoke had cleared, ther had been about thirty-five shots fired, and four of the students were dead. It is unknown exactly how many others weere injured, but sources report from eleven to fourteen students and onlookers. These lives were shed due to judgment. It is nothing more than that. However, had this incident been handled in a better manner, there would have been much less of a shock wave of emotions sweeping through the country. (Olson) The following day Governor Rhodes was accused by the campus senate of bringing the troops in for political reasons, and the entire nation was outraged about what had happened. There were countless protests held against the war and this incident. Also, memorial ceremonies were held all over the country. Nixon released a couple of statements that showed no sorrow for the victims, but rather implied that that they got what was coming to them. His basic argument was that violence would only end in tragedy, and that people should demonstrate their feelings peacefully if they felt it necessary to demonstrate them at all. After a lengthy investigation, there there were several inditements handed out, but they were not given to the shooters. The people charged with crimes were the protesters. Eventually there was a hearing for the shooters, but they were found not guilty. They argued that they had been afraid for their lives and were left with no option. Again the nation was outraged. At this point a massive student strike was launched. At schools all over the country students made violent protests against the government, but there was nothing that could be done (Olson). Nixon had been warned in a letter signed by thirty-seven university and college presidents of the potential danger of students when he launched his attacks, but he was seeing the results now on full scale. He used

Sample Essay on Baseball For Kids - Writing a Sample Essay For Kids

Sample Essay on Baseball For Kids - Writing a Sample Essay For KidsHave you ever written a sample essay on baseball for kids and asked yourself, 'Is that all there is to writing a sample?' If you have, then I congratulate you!In this article, I'm going to discuss exactly what to write about in your sample essay on baseball for kids. We're not talking about history and facts (unless you're an avid history buff), but we are discussing specific instances or characters, situations, and trends that might occur in your child's life.Ask yourself, how does a kid play baseball? If your child was very good at one particular sport, then by all means, include that information in your sample essay on baseball for kids. For example, if your child is really good at basketball, then I would include that information. Otherwise, if your child played a little soccer, or any other sport, but was not that good, then I would include a brief description of why that is the case.The character mentioned above , for example, would be a popular character in a baseball themed class. How does he behave? In other words, is he or she mean or does he or she have a heart of gold?As for the theme of your sample essay on baseball for kids, it's a good idea to include several different examples. Let's say you're writing an essay on basketball, then you could pick up a basketball, go over the rules, and write about how good you feel about yourself after just sinking a three pointer.For baseball, you could pick up a baseball, point to the ball, and tell your students that your child plays really well because of his or her uncanny sense of timing. Any time that you're writing about sports in general, you should include these details. Justlike character, situations, and trends.So, are you ready to write a sample essay on baseball for kids? Good! Now, let's talk about writing the topic...One of the most important elements to your essay is you. Write your essay as you would if you were writing an academi c paper, but remember, don't worry about grammar, punctuation, and sentence structure, if you're feeling overly anxious or awkward, you've been practicing.

All Pronoun Cases Are Created Equal

All Pronoun Cases Are Created Equal All Pronoun Cases Are Created Equal All Pronoun Cases Are Created Equal By Maeve Maddox Some writers and speakers seem to believe that I is somehow more high class than me. Snooty characters on soap operas are especially fond of this construction. The fact is, I and me are class neutral. They simply have different jobs to do. Pronouns have two grammatical cases that still matter in English: subject and object (aka nominative and accusative). The subject forms of the personal pronouns are: I, you he, she, it, we, you, and they. (Theres another use, but thats for another post.) Here are subject pronouns used as subjects of verbs: I live in Arkansas. He lives in Brazil. She flies a Cessna. It is sleeping in its basket. We play hockey. You are the winner. They hate snow. The object forms of the personal pronouns are: me, him, her, it, us, you, and them. These forms are used as the objects of transitive verbs and as the objects of prepositions. Here are examples of object pronouns used as the objects of transitive verbs: No one told me. The ball hit him. Do you believe her? Put it on the table. Visit us soon. I see you. We see them. Here are examples of object pronouns used as the objects of prepositions: Give it to me. Whos that behind him? Go sit beside her. The book is under it. Do come with us. The Force is within you. We like everyone except them. I used to think that people avoided using me because theyd been corrected so often as children for saying things like Me and him went to the movies. Now Im not so sure. Ive recently heard talk show guests say things like Me and my friends gave a benefit and in the next breath say something like They invited Sally and I. Related to pronoun usage is the order in which pronouns are placed in a phrase. Traditionally, when mentioning oneself and others, the rule has been to place I or me in the final position: My friends and I gave a benefit performance. Save a seat for Jerry, Sally, and me. More and more I notice people placing themselves first. Perhaps this tendency accounts for Me being used as a subject. After all, ours is a me first culture. Once I corrected an eighth-grader on this point. He looked at me in utter astonishment and asked Why would I want to put myself last? Whatever order you put your pronouns in, remember to use the correct case. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:20 Great Similes from Literature to Inspire You50 Idioms About Arms, Hands, and FingersOne "L" or Two?

Renaissance Madonna and Child Triptych Essay Example | Topics and Well Written Essays - 1500 words

Renaissance Madonna and Child Triptych - Essay Example A triptych is a three-piece stand-alone panel that was a common altarpiece in the Baroque period created with some specific common techniques. They varied in size and particular shape, but most had a roughly rectangular base and square or arched tops. The two side panels were almost always smaller than the center panel. They were made like this so that they could be easily folded up and transported with the priest when he went to preach in the country. As we learned in class, during this time in history, it was the church that preserved all of the arts and literature. As a result, they were the ones who usually commissioned the art and allowed the art to be seen. In technical elements, the painting is done with tempera on wood panels, which was a common way of working. Tempera is an egg-yolk-based paint that dries quickly and hardens into a very tough surface that made it ideal for traveling by bumpy wagons. Many of the triptychs on display in museums are made with this medium for th is reason. To get the colors to work just right, Baroque painters would use a green earth pigment called Terre Verde for the under-painting and red sizing behind the gold leaf of the background (class notes). Gold leaf was always used in images of a religious nature because it symbolized the importance and nobility and purity of the figures. If you look closely, these attributes of green under-painting, red sizing and heavy use of gold leaf in the background are evident in this triptych as well as many other similar works. such as Cimabue's Madonna Enthroned and Giotto's Madonna Enthroned that we saw in class. Another common feature of Baroque art is the focus on brushwork. According to my class notes, the brushwork used during this period was very meticulous. Every little line was carefully positioned to create a sense that the image just appeared on the panel. This makes a lot of sense, actually, considering they were working with gold leaf. Gold is very reflective and the smalles t crease would cause reflections in one direction or another. By taking a perfectionist approach to the work, the artist could create the illusion of halos or other features within the gold leaf that would only appear when the light came from just the right angle. This would have added to the magic of the image for the benefit of the less-educated public. The general subject matter of Vanni's triptych is also very similar to the artwork of other Baroque artists working in this time period. In this painting as well as in Cimabue's painting and Giotto's painting, the Madonna is

Deconstructing Design Thesis Example | Topics and Well Written Essays - 1000 words

Deconstructing Design - Thesis Example Furthermore, it demonstrates that this profession has demanding standards, which attract intelligent and motivated people. The general public should thereby also recognise the design profession and the work involved as valuable and a display of intelligence besides being creative. This issue is relevant to the field and worthy of attention because addressing it can help promote the design profession and improve its image as a knowledgeable one. This could make people better aware of what design really involves and its demanding and competitive nature. The techniques used in image making and branding in advertising will be illustrated for the purpose. In addition, examples of works will be given that demonstrate the challenges designers face so that readers appreciate their valuable role in the profession. Simply stated, a designer is a person who designs. A designer therefore specifies certain properties of something that is to be made, created, built or laid out. However, a more precise definition also requires mention of the typical distinguishing qualities found in a designer and the kind of work he or she engages in. For example, an empirical study by Rourke & Sweller (2009) showed that a proper appreciation and identification of a designer’s work requires at least a moderate level of visual literacy skills. This shows that designers themselves must have strong visual literacy skills that enable them to produce the kind of work they do. Moreover, only a designer is able to truly understand the design challenges, both historical and present, that are involved in a work (Kowalski, 2007). As a profession, a designer is one â€Å"who develops solutions to commercial needs that require the balancing of technical, commercial, human and aesthetic requirements† (DIA, 2010). There are many areas in which designers work, so the work handled by a designer determines the type of a designer. For example,

Tyranny of Teams Essay Example for Free

Tyranny of Teams Essay Some alternative perspectives on team behaviour elucidate the ways in which the prevailing paradigm ultimately hinders groups and tyrannizes the individual team member mdash; by camouflaging coercion and conflict with the appearance of consultation and cohesion. Examination of the limits and effects of the ideology provide the basis for an alternative understanding of the strengths, constraints and complexities of group work. Introduction Teams in various forms have become ubiquitous ways of working. As task forces, committees, work groups and quality circles, they are used to provide leadership, accomplish research, maximize creativity and operationalize structural flexibility (Peters and Waterman 1982; Payne The 1988) . prescriptions of much contemporary management thinking are based on a dominant ideology of teamwork. While teams have been narrowly construed as a tool of the Organization Development Model, the ideology is much more pervasive. Teams are embraced as tools of diverse models of organizational reform from organization development (Dunphy 1976) to work restructuring (Poza and Markus 1980), from quality management to industrial democracy and from corporate culture and Japanese management approaches to complex contingency prescriptions. 611 Beliefs about the benefits of teams occupy a central and unquestioned place in organizational reform. It is all the more surprising that, despite some differences in context, the team ideology has been espoused with such consistency. The hegemony of this ideology has been supported by researchers who offer the ’team’ as a tantalizingly simple solution to some of the intracDownloaded from http://oss. sagepub. com at Massey University Library on June 28, 2010 612 problems of organizational life. Teams appear to satisfy everything individual needs (for sociability, self-actualization, participative management), organizational needs (for productivity, organizational development, effectiveness) and even society’s needs for alleviating the malaise of alienation and other by-products of modern industrial society (Johnson and Johnson 1987). However, do work groups deserve the status they have acquired as multipurpose panaceas for organizational problems? As has been powerfully argued in organizational analysis (Burrell and Morgan 1979; Astley and Van de Ven 1983; Reed 1985; Alvesson 1987), the dominance of a particular paradigm has substantial costs in the institutionalization of table at once: mechanisms of control. The purpose of this article is to scrutinize the ideological basis of the prevailing team paradigm. Four sets of assumptions which underpin the ideology are identified: 1. Narrowly conceived definitions of work groups and group work are based on the assumption that mature teams are task-oriented, and have successfully minimized corruption by other group impulses. 2. It is an individual motivation formula and a ’unitary view’ of organizations which assumes confluence, not conflict, between individual, group and organizational goals (Burrell and Morgan 1979: 204). 3. Simplistic views of the superiority of participative leaders are held. 4. The views are also held that power, conflict and emotion are subversive forces which divert groups from work. Research from some alternative critical, psychoanalytic and other perspectives is used to suggest some areas in which the paradigm requires overhaul. A premise of this paper is that teams can contribute to getting work of all kinds done, but not when their application is informed by a narrow framework that nurtures inappropriate expectations. Further, and more critically, the team ideology embraced by these assumptions tyrannizes because, under the banner of benefits to all, teams are frequently used to camouflage coercion under the pretence of maintaining cohesion; conceal conflict under the guise of consensus; convert conformity into a semblance of creativity; give unilateral decisions a co-determinist seal of approval; delay action in the supposed interests of consultation; legitimize lack of leadership; and disguise expedient arguments and personal agendas. Definitions of Teams and Group Work theorists have defined a ’team’ as a distinctive class of which is more task-oriented than other groups, and which has a set group, of obvious rules and rewards for its members (Adair 1986). According to this view, high-performing teams substitute collective goals and an inter- Management Downloaded from http://oss. sagepub. com at Massey University Library on June 28, 2010 613 est in the task at hand for individual agendas and inter-personal conflicts. Group theorists have noted the parallels between therapeutic groups and other types of work groups (Foulkes 1964: 110). However, the emphasis of team ideology on the task-orientation of teams has tended to idealize and resist recognizing that groups with a task still experience anti-task behaviour, and indeed have much in common with other types of groups. Seeking to understand both individual and group work, researchers have, on the whole, been dogged by the search for discrete or measurable outputs of work. Work has many forms. Some definitions of individual ’performance’ and ’effectiveness’ in administrative and managerial (Likert 1967; Sorenson 1971) with creativity and innovation in research or scientific contexts (Gordon 1961; Sch6n 1963), yet such experimental measures often seem to bear little resemblance to individual experiences of work (Terkel 1974) . Efforts to define group work by researchers in the team ideology tradition have produced a range of measures referring either to the output or to the quality of group process.

Capital Punishment Essay -- Argumentative Persuasive Death Crime Essay

Capital Punishment   Ã‚  Ã‚  Ã‚  Ã‚  Taking this course has made me ponder on many issues which I never deemed worthy of my thoughts. I always considered the death penalty one of those things which I never had to concern myself with. First of all I'm not planning to commit any vial crimes, and I don't think anyone I care about has those plans either. Secondly, I've never been conscious or concerned with the likes of criminals. When we began speaking on the subject, I thought we were only going to talk about the institution of racism in capital punishment, and was quite unaware of the feeling this subject would arouse in me. Needless to say, I have formed some opinions on the issue which confused even me.   Ã‚  Ã‚  Ã‚  Ã‚  I always considered myself pro-capital punishment. I was of the mind that if someone killed me, I would like my death avenged, but pondering on the issue of cultural differences has made me doubt my prior convictions. First of all, I am against the use of the lethal injection. I understand that it is cleaner, but if the law wants to inflict death as a punishment, it must understand that death is not a pretty thing. Criminals are painlessly put to sleep, and die in the same manner that Dr. Kavorkian's patients choose. Personally, if I was faced with the option of living the remainder of my life in isolation, perpetually haunted by pain and images of terror, I would absolutely chose to die by lethal injection. There is no true punishment in this method, except the fear of going to hell, which I strongly doubt is of much concern to most convicts on death row.   Ã‚  Ã‚  Ã‚  Ã‚  Assuming that the judicial processes which convict these individuals are legitimate, the only common bond within this group is that they are all mortal, and hold no respect for human life. These delinquents are on death row, because they have committed a crime of such ghastly proportions, that society has deemed them unfit to live. They deliberately and nonchalantly depraved another human of their life. They emphatically partook in reprehensible malice of inhuman dimensions, never bothered by their conscience. They are sick and vile individuals who do not acknowledge social conventions such as religion and the law. They have broken the law, and in leaving it they removed themselves from the protection of the law. The 8th Amendment should no longer apply to these sick de... ...ideas of hate. Then you burn their faces till they are so ugly to look at that they are ashamed to be alive. Then you castrate them to make sure they can no longer partake in pleasure. In this disheveled state you throw them out to the streets so they can see and hear the pain, agony and injustice that they so freely bestowed on their victims. They will truly suffer for their crimes. They will be the new example for future criminals. No longer will the villain be worshipped by the mass media, or by the youngsters on the streets. The gangster will then cease to exist, and only the mentally retarded will perpetuate their heinous crimes.   Ã‚  Ã‚  Ã‚  Ã‚  Isn't it sad that our situation has become so grave that we must actually look to these alternatives to solve the problem. I think everyone knows that the only way to help ourselves to a better life is through education, but politicians continue to withdraw funding for schools. We are going about the solution in the wrong way. If we teach people to value themselves and accept others, and therefore dissolve economic and class differences, we will truly begin to put an end to crime. Till then we will have to accept our reality.