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Orwell’s Elephant On Shooting an Elephant Officer Blair received a report of a run away elephant within his jurisdiction. Leaving in response to the emergency, he is followed. The crowd following him swells to the thousands, all intent on witnessing the killing of the elephant and profiting from the carcass. As they grew nearer to the beast, the crowd grew more agitated. They were expecting him to shoot the elephant. Oddly, the nearer Blair/ Orwell came to the elephant the less he wanted to shoot the beast. The elephant had not intentionally caused harm; he was just being an elephant. The villagers had, by now whipped themselves into some kind of vigilante frenzy, hell-bent for the elephant’s execution. Orwell felt as though he had no choice but to kill the giant. If not, all respect for the territorial police and authority would be lost. The sahib, as he expresses it must maintain the allusion of authority and respect. He had to shoot the elephant now. To fail at this would seal his fate as any type of authority figure. Orwell eventually shoots the elephant and watches as the elephant reacts. Not mortally wounded, Orwell shoots repeatedly. Each time he fires at the elephant there is a different and violent reaction by the elephant; a reluctance to die. Orwell empathizes with the elephant’s suffering. There is no reason for this animal to suffer like this except ego and crowd rule. Orwell could just as easily not killed the elephant. His position, one of authority, shielded him to a degree; He could have just made a proclamation in favor of sparing the animal, showing an imperial largess, and mercy in sparing the elephant. These animals were after all; extremely valuable as work animals being able to move huge loads and pull whole trees out of the ground. Orwell continues to justify his action. He sought validation through the members of the village. Polling the older men then the younger ones there is a difference of opinion. The older men approve of the killing, the younger ones see the value of the beast and the possibility of some other solution. Eventually Orwell succeeded in justifying his action to himself. His conscience is clear, although he expresses no remorse for the coolie that was killed by the elephant. Orwell had alternatives available. He was the authority in this Gary Hammontree :: Free Essay Writer Orwell’s Elephant On Shooting an Elephant Officer Blair received a report of a run away elephant within his jurisdiction. Leaving in response to the emergency, he is followed. The crowd following him swells to the thousands, all intent on witnessing the killing of the elephant and profiting from the carcass. As they grew nearer to the beast, the crowd grew more agitated. They were expecting him to shoot the elephant. Oddly, the nearer Blair/ Orwell came to the elephant the less he wanted to shoot the beast. The elephant had not intentionally caused harm; he was just being an elephant. The villagers had, by now whipped themselves into some kind of vigilante frenzy, hell-bent for the elephant’s execution. Orwell felt as though he had no choice but to kill the giant. If not, all respect for the territorial police and authority would be lost. The sahib, as he expresses it must maintain the allusion of authority and respect. He had to shoot the elephant now. To fail at this would seal his fate as any type of authority figure. Orwell eventually shoots the elephant and watches as the elephant reacts. Not mortally wounded, Orwell shoots repeatedly. Each time he fires at the elephant there is a different and violent reaction by the elephant; a reluctance to die. Orwell empathizes with the elephant’s suffering. There is no reason for this animal to suffer like this except ego and crowd rule. Orwell could just as easily not killed the elephant. His position, one of authority, shielded him to a degree; He could have just made a proclamation in favor of sparing the animal, showing an imperial largess, and mercy in sparing the elephant. These animals were after all; extremely valuable as work animals being able to move huge loads and pull whole trees out of the ground. Orwell continues to justify his action. He sought validation through the members of the village. Polling the older men then the younger ones there is a difference of opinion. The older men approve of the killing, the younger ones see the value of the beast and the possibility of some other solution. Eventually Orwell succeeded in justifying his action to himself. His conscience is clear, although he expresses no remorse for the coolie that was killed by the elephant. Orwell had alternatives available. He was the authority in this

Deforestation Essay -- essays research papers

Deforestation   Ã‚  Ã‚  Ã‚  Ã‚  The planet Earth is being scarred. Everyday the people of the planet earth are polluting the planet’s air, water and land. These are all natural resources that are necessary for our survival on this planet. Yet, we continue to abuse our planet. Our world population is growing out of control. The simple lesson of supply and demand tells us that we will need more resources in order to support the booming population. One of the most important factors in survival is food supply. With out enough food, we will not survive. Unfortunately, our forest ecosystems are paying the price for the food demand. Deforestation is a major problem on our planet. It is something that must be carefully monitored and regulated.   Ã‚  Ã‚  Ã‚  Ã‚  Deforestation is a practice that has been taking place for thousands of years. Human beings have found it necessary to clear out the forests for settlement and cropland. Although there is no evidence as to how much of the planet’s forests has been cut down, it is obvious that this valuable ecosystem is declining. Studies estimate that, â€Å"original forest cover has been reduced by nearly 50 percent.† (WRI, p.90)   Ã‚  Ã‚  Ã‚  Ã‚  The forest ecosystem provides a number of services both directly and indirectly to humans. For example, the Carbon and Nitrogen cycles are two of the cycles that are necessary for survival on our planet. Carbon is a key element on our planet. Carbon is found in the atmosphere, in plants and animals and in the ocean. â€Å"About 33 percent of the carbon that has accumulated in the atmosphere over the past 150 years has come from deforestation and changes in land use.† (WRI, p.50) When the carbon is in plants, it is released back into the atmosphere in a process called cellular respiration. If the trees and plants are cut down, the carbon cycle is not completed. The carbon will not be effectively removed from the air. â€Å"Fifteen tons of carbon (in the form of carbon dioxide) occur in the air column above each hectare (2.5 acres) of the Earth’s surface. One hectare of lush vegetation can remove 50 tons of carbon from the atmosphere annually.† (WRI, p. 60)   Ã‚  Ã‚  Ã‚  Ã‚  Nitrogen is another key element. Lack of Nitrogen could limit plant growth. Often times, Nitrogen is added to fertilizers to help increase the growth of the crop. However, beca... ...restrictions on any practice, which could have a physical effect on the environment. For example, the government should have a good inventory of the country’s natural resources.   Ã‚  Ã‚  Ã‚  Ã‚  The government could also attach taxes to any natural resources, which are being traded out of the country. These taxes could be used, for example, to help replant forests. The money would help encourage farmers and timber harvesters to use alternative means in order to help protect the forests. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  We have learned in class a lot about environmental sustainability. Humans are just a part of the many ecosystems on our planet. It is important that people consider themselves equals to the other species on this planet. We need each other in order to survive. Increased croplands may be a necessity, however, there are ways to make it less damaging to our environment. We cannot always look at the quickest, cheapest ways to get what we need. In the end, if we don’t change our ways, we (humans) will be responsible for the ultimate demise of our planet.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Deforestation Essay -- essays research papers Deforestation   Ã‚  Ã‚  Ã‚  Ã‚  The planet Earth is being scarred. Everyday the people of the planet earth are polluting the planet’s air, water and land. These are all natural resources that are necessary for our survival on this planet. Yet, we continue to abuse our planet. Our world population is growing out of control. The simple lesson of supply and demand tells us that we will need more resources in order to support the booming population. One of the most important factors in survival is food supply. With out enough food, we will not survive. Unfortunately, our forest ecosystems are paying the price for the food demand. Deforestation is a major problem on our planet. It is something that must be carefully monitored and regulated.   Ã‚  Ã‚  Ã‚  Ã‚  Deforestation is a practice that has been taking place for thousands of years. Human beings have found it necessary to clear out the forests for settlement and cropland. Although there is no evidence as to how much of the planet’s forests has been cut down, it is obvious that this valuable ecosystem is declining. Studies estimate that, â€Å"original forest cover has been reduced by nearly 50 percent.† (WRI, p.90)   Ã‚  Ã‚  Ã‚  Ã‚  The forest ecosystem provides a number of services both directly and indirectly to humans. For example, the Carbon and Nitrogen cycles are two of the cycles that are necessary for survival on our planet. Carbon is a key element on our planet. Carbon is found in the atmosphere, in plants and animals and in the ocean. â€Å"About 33 percent of the carbon that has accumulated in the atmosphere over the past 150 years has come from deforestation and changes in land use.† (WRI, p.50) When the carbon is in plants, it is released back into the atmosphere in a process called cellular respiration. If the trees and plants are cut down, the carbon cycle is not completed. The carbon will not be effectively removed from the air. â€Å"Fifteen tons of carbon (in the form of carbon dioxide) occur in the air column above each hectare (2.5 acres) of the Earth’s surface. One hectare of lush vegetation can remove 50 tons of carbon from the atmosphere annually.† (WRI, p. 60)   Ã‚  Ã‚  Ã‚  Ã‚  Nitrogen is another key element. Lack of Nitrogen could limit plant growth. Often times, Nitrogen is added to fertilizers to help increase the growth of the crop. However, beca... ...restrictions on any practice, which could have a physical effect on the environment. For example, the government should have a good inventory of the country’s natural resources.   Ã‚  Ã‚  Ã‚  Ã‚  The government could also attach taxes to any natural resources, which are being traded out of the country. These taxes could be used, for example, to help replant forests. The money would help encourage farmers and timber harvesters to use alternative means in order to help protect the forests. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  We have learned in class a lot about environmental sustainability. Humans are just a part of the many ecosystems on our planet. It is important that people consider themselves equals to the other species on this planet. We need each other in order to survive. Increased croplands may be a necessity, however, there are ways to make it less damaging to our environment. We cannot always look at the quickest, cheapest ways to get what we need. In the end, if we don’t change our ways, we (humans) will be responsible for the ultimate demise of our planet.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  

Crime and Legal System Essay

In the wide field of condemnable justness. one peculiar issue critically relevant in the concern of offense bar and societal control is juvenile delinquency due chiefly to the fact that its mark population are the bush leagues in the society. The construct of juvenile delinquency by and large encompassed legion concerns viz. the offenses affecting minor wrongdoers. the tribunal system to turn to these instances. the penalty attack for the immature person. and others relevant in accomplishing an effectual attack for accomplishing the ideal justness for these immature wrongdoers. In this chase. integrating sociological constructs can so advance development in the effectivity of the condemnable justness system for instances of juvenile delinquency. In analysing the condemnable justness system for minor wrongdoers. it is critically of import to see several factors straight related to the effectual accomplishment of its map. Among these factors are the consequence of the penalty to the minor wrongdoer. good options for the condemnable penalty. motivational schemes of behavioural development. influence of personality background. and others. Integrating the sociological position in this concern. the said field explains that the household construction. environment. and civilization are influential factors to the individual’s personality and behavioural development as such. should be considered in finding the appropriate action for instances of juvenile delinquency. Indeed. integrating this attack will uncover a more appropriate. efficaciously quarreling. and motivational action towards turn toing the personal jobs of the immature wrongdoers ensuing to their juvenile delinquency. Indeed. sociological. the young person period in the timeline of each person is a critical status wherein the individual encounter personality confusion and individuality battle. During this period. the fickle behavioural alterations in the individual can ensue to aggressive actions and determinations and if influenced by negative factors can ensue to juvenile delinquency. As such. nearing the position through a sociological position. it is more advantageous to undertake the job by assisting the wrongdoer header up with his or her personal alterations and battle and steer the individual to the proper manner. Indeed. developing the penalty system in this attack can ensue to an effectual juvenile justness system that promote healthy development through steering the misdemeanour of the minor wrongdoers towards fruitful growing and development for their benefit. In this attack. the issue of juvenile delinquency will be addressed by minimising the job and taking this attack as a mean of assisting the young person through the growing.

Evolution of bullying Essay

Bullying behavior has been continuously changing over the years. Different forms of bullying have emerged and they continue to develop and be used in the schools. Technology has played a very big role in the evolution of the behavior. The first forms of bullying that have existed over the years included both direct and indirect methods that were used in the practice. The methods continue to be in use till today but have been evolved by the use of technology. Name calling was one of the types of bullying that were used by the bullies on the victims (Stanffordshire, n.d). The victims were given certain names that were intended to humiliate them and lower their self esteem. The method has since evolved and is in use in more places rather than just in schools. Physical bullying has also evolved from the physical injuries that were inflicted on the victims and it has included theft as a method that is used to involve threats and lead to the violence. Social isolation that was once used to make the victims stay alone without friends and was experienced by children of all age groups has evolved to also include homophobic isolation. Homophobic isolation is the type of isolation that is practiced by the bullies on the children who are termed as gay or they are seen to be gay (Stanffordshire, n. d). It also includes those seen to be bisexual or they portray characteristics that make them seem to be associated with the opposite sex. It is being practiced in the secondary schools and higher levels of education. The method is normally spread through the social websites through gossip and in other websites. One form of bullying that has emerged in schools involves the abuse that is directed on children who are of different races and cultures. This form of bullying has been growing over the years with cases being reported that show the increase. The cases also show that the bullying is also changing according to the different age groups. 25% of children of age 8 were seen to be bullied more compared to the children who were 5 years who only made 20% of the overall cases in that age group (Stanffordshire, n. d). Cyber bullying is the latest and most commonly used form of bullying in the schools today. It continues to evolve with the changes in technology. It uses text messages, emails and various posts on websites as a way of bullying. Studies show that over 20% of young people in schools who are between the ages of 11 and 19 have been bullied through this form of bullying (Stanffordshire, n. d). The children in the schools today are growing up in a different technological world that is very different from that of the adults. They have experienced information and technological developments that they are now using to evolve the bullying practice. The environment in the technological world is becoming threatening and is creating anxiety among the children. They are misusing the technology especially the mobile and internet to bully others. Over 22% of young people have been reported to carry out cyber bulling (Digizen, n. d). They are able to carry out the whole practice remaining anonymous to the victim. This form of bullying has made it possible for the bullies to carry out the practice at any time or place (Digizen, n. d). Effects of Bullying There are various consequences that are seen to arise from the practice of bullying. Students who are seen to bully others tend to carry the practice out of school and they tend to get involved in criminal activities and they experience a lot of legal trouble in their adulthood. They maintain this behavior even in the workplaces negatively affecting their ability to develop relationships that are positive. A study has proven that 60% of the students who were bullies when they were in grade 6-9 were convicted of a crime by the age of 24 (Banks, 1997). The bullies are also prone other problematic behaviors such as smoking, alcohol and drug abuse. Victims of bullying tend to be very unhappy while in schools and they end up getting depressed and have low self esteem (Wright, 2003). Their school work is affected and they may choose to remain at home instead of going to school. They tend to isolate themselves from social activities that involve the schools and this makes them even lonelier. The loneliness and depression may lead them to commit suicide. This is particularly in the cases of emotional bullying where the emotions are targeted by the bullies. The victims also have difficulties when forming relationships in the future. The by standers who witness the bullying also get affected by it. They are not able to stop the bullying or help out the victim even though he or she may be their friend. Some are usually afraid of becoming the next victim so they end up avoiding confronting the bully. Others on the other hand may be of the opinion that the victim deserved the bullying (Sampson, 2002). They may actively get involved by teasing and ostracizing the victim and motivating the bully. They may also feel less accountable for the actions that are going on when they are in a group. Hence they do not feel the urge to help the victim. Role of Teachers and School Administrators Teachers and school administrators have a role to play in preventing bullying in the schools and making the schools a safe haven free from any bullying activities. They should first be aware of the existence of the problem so that they can develop measures to intervene. The teachers can help detect the existence of the practice and encourage the victims of bystanders to speak out. The interventions that are developed should be able to include the whole school and not intimidate the bullies or the victims either (Olweus, n. d). Teachers and the school administrators can also help identify the areas that are used by the bullies to attack the victims since they mostly do so in private and hidden areas. They should therefore eliminate the existence of such areas within the school’s compound. They can also involve the students to develop rules within the classrooms that are against the behavior. To increase awareness of the problem to the parents, the school administrators should develop parent teacher days to make the parents aware of the problem’s existence and the importance of the parents to get involved in the whole process (Sampson, 2002).

An Overview of the Origin of Swimming

An Overview of the Origin of Swimming Written records of swimming date back to near 2000 BC, however, nowhere are strokes or techniques mentioned, children were simply taught to swim. A record from between 2160 BC and 1780 BC from an Egyptian nobleman says â€Å"his children took swimming lessons with the king’s children† (Colwin 4). In addition, many passages from the Biblical Old Testament mention swimming or the act of swimming; such as in the old testament book of Isaiah: â€Å"as he that swimmeth spreadeth forth his hands to swim† (KJV Isa 25:11). Until around the 1500s, no swimming manuals teaching specific techniques existed. In 1559, Sir Everard Digby wrote, in Latin, A short introduction for to learne to swimme. Later Christofer Middleton translated Sir Digby’s work into the common English â€Å"for the better in|struction of those who vnderstand not the Latine tongue† (Digby 1). Digby wrote instructions on how to swim â€Å"like a dog† and â€Å"like a dolphin† as well as many other forms (Digby table of contents). From there, other manuals were written to further refine strokes. While swimming originates as an old pastime, until the early 1800s competitive swimming’s history did not exist because competitive swimming itself did not exist. Up until then, swimming acted as a pleasurable pastime intended more for relaxation than exercise. That mentality shifted during the 19th century in Britain with the opening of St. George’s Baths in 1828, the first indoor public pool. Following that in 1837, the British National Swimming Society made many more indoor pools and began holding swimming competitions (Sharma 1). While the sport remained on the back burner for several decades it steadily grew in popularity until swimming debuted on a global scale in the Grecian Olympics of 1896. In recent decades, athletes such as Mark Spitz, Michael Phelps, Ryan Lochte, Nathan Adrian, Natalie Coughlin, Katie Ladecky, and Missy Franklin have rocketed the swimming world into becoming one of the most televised sports during the summer Olympics. The language the sport of competitive swimming employs many words from non-aquatic sources. For example, the butterfly stroke, though allegedly invented in 1933 by Brooklyn swimmer Henry Myers (Colwin 30). Instead the butterfly stroke derives its name from the butterfly insect since the technique somewhat resembles that of its namesake. Several other words in swimming’s lexicon follow the same mentality. Named not for who invented the technique, but rather for what it looks like. Kicks such as the dolphin and whip kick when categorized in this way provide pristine examples for this method. The dolphin kick looks like that of a dolphin’s tail moving up and down in the water. The whip kick, sometimes called the frog kick, also makes sense because as human legs perform the kick they mimic the action of frog legs. The swim strokes themselves hold other examples of words coming from non-aquatic sources. Butterfly (previously explained), backstroke, breaststroke, and freestyle all have nothing to do with water. The back and breast strokes seem to explain themselves, one executed while swimming on your back and the other executed while swimming with your chest or breast side of your body facing downward in the water. While the easiest to swim, freestyle tends to exists as a more complex term to understand. Technically breast, back, and fly exist as alternate strokes for the freestyle though usually traditionally performed as the complete reverse of backstroke. The stroke of free takes on the dictionary definition of â€Å"enjoying personal rights or liberty† (â€Å"free†), which allows swimmers to swim whatever stroke they deem the easiest or the fastest for themselves. Most of the words in the following lexicon find their roots in Germanic languages. Old Norse, Old Dutch, Old English, and even Old Frisian boast the origin of these words. Invented in Britain, competitive swimming has its lexical language background in these and other Proto-Germanic roots. Of the words in the following lexicon only five can have their origins traced back to Latin, French, or Greek. Of the five outliers, three are Latinate in origin. ‘Dolphin’ derived from a term for the animal and the constellation ‘dolphinus’, ‘paddles’ from the Medieval Latin term ‘padela’, and ‘cap’ from the word cappa. The Old French word ‘touch’ from ‘tochier’ joins with a Germanic word ‘pod’ to make the compound ‘tochierpod’ or ‘touchpad’. Finally, swimming gets its word ‘cards’ from the Greek word ‘khartes’. Verbs and nouns entirely comprise the lexicon list, evidence for this observation lies in the reasoning that verbs and nouns describe either an action or a piece of equipment. However, three words defy normal constructs of language. ‘Dolphin’, ‘whip’, and ‘flutter’ are normally used in language as a noun and two verbs respectively. In swimming, these words take on the role of an adjective because they are describing the type of kick used in a stroke (the dolphin kick in butterfly, the whip kick in breaststroke, and the flutter kick in backstroke and freestyle). Swimming, with its complex history of starting as a leisure activity and evolving into a competitive sport, becomes a wonderful example of how a language can adapt its words to fit a new activity. In addition to creating a new lexicon, a competitive swimmer may ignore old definitions as new definitions are created such as the case of ‘dolphin’. The following lexicon presents a collection of twenty swimming terms that demonstrate all of what has been previously written.

Intellectual Property Rights Assignment Example | Topics and Well Written Essays - 500 words

Intellectual Property Rights - Assignment Example One cannot use government trademarks or the logos of government agencies without getting permission from relevant authorities. For instance, people are prohibited from using government’s agencies logo/trademark on their social media pages. Copyright may protect works that have been prepared for the government by independent entities. The government may have the exclusive rights to use such works. Individuals are not permitted to use government works in ways that show endorsement by a government agency or worker. For instance, it is illegal to use a photo of a government official who is wearing a product of a person/company in an advertisement.4. What are the different types of Government contract data rights?If the government funds a project on its own, it obtains an â€Å"unlimited rights† license. The rights apply to non-commercial technical data, computer software, and computer software documentation. In cases where both the government and a contractor fund a project , there will be a need for a â€Å"Government purpose rights† license. In case a contractor solely funds the project; there will be a need for a â€Å"restricted rights† license in non-commercial computer software. A â€Å"limited rights† license will apply to noncommercial technical data .5. How does the government claim title to an invention while if someone files for a patent while working for the government?Federal law states that rights to inventions created by federal employees belong to the government in some situations.

2 short journal entries Essay Example | Topics and Well Written Essays - 1000 words

2 short journal entries - Essay Example Secrecy, by contrast, concerns what citizens may know, and the citizen is not told what may not be known.† Government restrictions on press credentialing as documented in the June 2014 study, and the government’s de facto position that embedded journalists have reduced First Amendment rights, as highlighted by Manning’s editorial, point to crisis of the free press, one of the most fundamental institutions in a democratic society. First and most obviously: in 2014, corporate media continue to reproduce what Hall termed â€Å"official ideologies of the status quo†- not simply reflecting a â€Å"consensual† style of politics but also reinforcing it by blocking certain kinds of events and actors from achieving news worthy status. It’s well known that burning fossil fuels in the form of coal, oil, and natural gas releases carbon dioxide into the air. Less understood is that a quarter of this carbon dioxide- about twenty trillion pounds, every year- is absorbed by oceans. Governments and international organizations are least concerned with damages caused by the burning of fossil fuels, and this negligent behavior of the policy makers have resulted in the unprecedented increase of ocean acidification. The top ten countries and their expected assistance (in millions of current US dollars) are as follows: Israel 3,100; Afghanistan 2,200; Egypt 1,600; Pakistan 1,200; Nigeria 693; Jordan 671; Iraq 573; Kenya 564; Tanzania 553; Uganda 456 Three former General Electric bankers- Dominick Carollo, Steven Goldberg, and Peter Grimm- had been convicted in 2012 for rigging auctions of municipal bonds, essentially stealing from projects intended to build public schools, hospitals, libraries, and nursing homes in virtually every US state. Exploiting the world’s resources and governments with criminal impunity, a wealthy elite- sporting an estimated $32 trillion in tax-exempt offshore havens- are the deep dark secret of plutocratic imperialism, operating