After World War II, Numerous War-crimes Trials Tried And Convicted Man

After World War II, numerous war-crimes trials tried and convicted many Axis leaders. Judges from Great Britain, France, the Soviet Union, and the United States tried twenty-two Nazi leaders for: crimes against humanity (mostly about the Holocaust), violating long-established rules of war, and waging aggressive war. This was known as the "Nuremberg Trials." Late in 1946, the German defendants were indicted and charged before a war crimes tribunal at Nuremberg(Shairo, 4). Twenty of the defendants were physicians who stood at or near the top of the medical authority of the Third Reich, as governmental, military, or SS officials. The others had executive positions, which brought them close to connections with medical affairs. It all started when people heard about the Nazi's in human acts, just about four months after World War II started. No one would believe that such a thing would happen. While the people were thinking like that the Jews were being shipped out of the country, some Jews were being put in working camps or farms. This was the beginning of the Final Solution of the Holocaust. On August 8 the London Agreement was signed. They later named it the International Military Tribunal (IMT), having 8 judges. This was made so that they would try to stop the Nazi crimes. They had additional Nuremberg hearings that were broken down into twelve trials. In connection with these trials, the U.S. military tribunals had thirty-five defendants and released nineteen of them because they could find anything to get them on. They made Nuremberg Laws because of Hitler's concentration camps and his other inhuman acts(Gutman, 142_). He didn't go by the lead system, he made himself the Supreme Judge. Hitler could imprison or execute anyone he wanted to. He made laws keeping Jews out of certain public places or jobs. He wouldn't let Jews have German citizenship. The Nuremberg Laws stated that there would be no more inhumane acts or segregation of Jews. One of the positive sides of the Nuremberg incident was the trials documented Nazi crimes for future generations. Many citizens of the world remember hearing about the Nazi's brutalities and inhuman acts. Hundreds of official Nazi documents entered into evidence at Nuremberg telling the horrible tale of the Third Reich in the Nazi's own words. Six million Jews, and others not liked by the Nazis were killed. Not one convicted Nazi denied that the mass killing had occurred. Each denied only personal knowledge and responsibility. The negative things that happened at Nuremberg were the establishment of the International Military Tribunal to lead to a permanent counterpart before which crimes against humanity can be tried. Within Twenty-four wars between nations and ninety-three civil wars between 1945 and 1992, no international body had been gathered to try aggressor nations or individuals accused of war crimes(Conot). Despite the reluctance of nations to unite in common cause and move swiftly toward a lasting road to aggression, hope yes abides for the best of Nuremberg's brightest promise. The world had a problem of what to do about the Nazi regime that had presided over the extermination of some six million Jews and deaths of millions of others with no basis in military necessity. Never before in history had the victors tried the vanquished for crimes committed during a war. Though, never in history had they commit crimes of such inhumanity. The International Military Tribunal held to the principle that persons committing a criminal violation of international law are responsible for violation, on the grounds that crimes of this nature are the result of their own acts. The tribunal thought for crimes carried out on orders from above, since many of the crimes had been committed in one with the Reich policy. The International Military Tribunal found it appropriate to single out the persecution of the Jews. The testimony given at the Nuremberg Trial, the document presented by the prosecution, and the entire record of its proceedings establish an exceptional source for the study of the Holocaust. The Nuremberg debates may continue for decades due to the tribunal's rulings at Nuremberg(West, 93). The Nuremberg Trials have been put down as acts of vengence(Conot). Some observers considered a number of sentence as being too harsh. Others have pointed out that the nations were

Justifying the Death Penalty essays

Justifying the Death Penalty essays The death penalty will always be a topic some people refuse to talk about. When in fact, it is a very serious topic and people should know how and why the death penalty is not justified. I believe the death penalty is not justified in the least bit because there are people sitting up in prison just living life because the state does not want to pay for an execution, or they find it to be morally corrupt. Personally if you committed a crime that resulted in someone dying then you deserves to die as well. The idea of killing another human does not sit well with people and that is mainly the reason why they are against the death penalty, when they should be for the death penalty because it will cost the state less and a person who took a life will no longer be walking the earth. The death penalty which was established in the nineteen hundreds was created to put people to death for the crime they have committed. My argument for this topic is I am for the death penalty in many different ways. If a person is about to be sentenced to death they might possibly take a plea bargain.Interviews with prosecutors and defense attorneys in a state where the maximum punishment for murder is death and a state where the maximum punishment for murder is life without parole are used to explore the role of the death penalty as leverage in plea bargaining, as compared to the role of a maximum sentence of life without parole (Ehrhard-Dietzel, 2012). It cost the state nearly 216,000 dollars to follow through with a prisoner being executed. Yes, this seems like a lot of money but in turn it is actually a lot less than it costs to pay for an inmate to live in prison for the rest of their life until they die. It cost about sixty five dollars a day to house an inmate so if you mul tiply that by 365 days you get 23,725. If you multiply that by 50 years then you get 1,186,250. This is how much the state is paying for each prisoner to live on death r...

Writing Fitness Research Paper Example | Topics and Well Written Essays - 750 words

Writing Fitness - Research Paper Example In writing, choose the active voice over the passive. As Bonnie Trenga said in her book, The Curious Case of the Misplaced Modifier: How to Solve the Mysteries of Weak Writing, the active voice is â€Å"the clearest and most direct way to present your ideas.† â€Å"In an active sentence,† she adds, â€Å"the subject performs the action, the object receives it.† Passive voice or writing, on the other hand, is â€Å"vague, wordy writing that confuses or bores readers. â€Å"It confuses them because they encounter verbs such as was and were over and over.†Ã‚  Ã‚   Writing is, above all, a form of communication. So use simple words. Do not use utilize when you can use or say masticate when you can say chew. Also, look for redundancies like ATM machine or HIV virus; the shorter the sentence the more easily understand it is. Take this for example: â€Å"What is incredible about the new processor is its speed.† This sentence has a lot of unnecessary words in it and is in the passive voice. Whereas, â€Å"The new processor’s speed is incredible,† delivers the same information as the first, but more directly and clearly. Writing is not easy. If you believe otherwise, then chances are you use a lot of clichà ©s, which nobody would like to read or say anymore. The higher the creativity of your paper, the better the chance it will get the attention you want for it. While rules in effectively writing memos do not differ from other nonfiction writing’s, here are a few more things to consider: a) Two short sentences are better than a long one. b) Use bullets — easier to see and read. c) A superior deserves the proper tone of voice even in written communication. d) Memos to the client, copy your supervisor — never the other way around. e) Initiate follow-ups. Include the details of your follow-up in the memo.   Business people have a lot less time to read than normal folk, so remember to: a) State your purpose at the very start of the letter. b) Be concise but strike the proper tone — courteous and diplomatic. c) It sells your company. So be sure to follow your company’s presentation style and that the paper is error-free.

Power & Organisation Essay Example | Topics and Well Written Essays - 2750 words

Power & Organisation - Essay Example aintain a high degree of relevance and importance in the study and understanding of the dynamic movement of the human sociological environment, conduct and behavior. The complexity and diversity of human activity and social order carries with it the inception of uniquely new problems arising from the structural changes in contemporary society. It is then essential to know the various elements and factors that knot the ties of human relations and to identify the causes affecting the same, whether adversely or beneficially. The focus of this paper is to come up with a critical analysis of the various views made by selected authors in the study and understanding of how knowledge and power affect the relationships between individuals and similarly in their associations and organizations. In so doing, the author aims at obtaining a fresh perspective at improving the practice of the profession of a manager from the explanations and arguments made by authors and practitioners on the subject under the discussion. Miriam-Webster Dictionary defines power, among others, as â€Å"(1) the ability to act or produce an effect (2) capacity for being acted upon or undergoing an effect (3) legal or official authority, capacity, or right or, (4) possession of control, authority, or influence over others;†. The second definition is the reverse of the first whereby the power is in the passive sense. The individual is capable of achieving his goal through cooperative and collective endeavor with other individuals. Power comes with being able to yield to others or to a common cause or to pursue a common purpose. The third definition is a traditional concept of power usually exercised by some form of discipline and punishment mandated by a political authority. An example is how the citizenry are compelled to obey the laws of government. The last definition identifies power as the embodiment of that political authority. In this sense, power is exercised by a particular individual

Critical Discussion Paper Dissertation Example | Topics and Well Written Essays - 1500 words

Critical Discussion Paper - Dissertation Example While a wide array of pedagogical techniques and tools are available, this paper discusses the three major ones, viz. Applied Behavioral Analysis (ABA) and Mastery Learning, Direct instruction and General case programming. The strengths and weaknesses of each of these strategies are highlighted. ABA is today a vast treasure trove of theory, concepts and models and has evolved through systematic research and refined theories (Graziano, 1971; Maurice, Green & Luce 1996). It is a scientific breaking down of skills and tasks into small, manageable, distinct components which are taught in a hierarchical fashion. This approach establishes a relationship between the antecedent, behavior and consequence. Behavior change and improvement is attempted through reinforcers such as positive reinforcement, negative reinforcement, differential reinforcement of other behaviors, non contingent reinforcement and differential reinforcement of alternative behaviors (Cooper et al., 1987; Fischer, Iwata, & Mazaleski, 1997). Rewards are used to reinforce desired behaviors, redirect or discourage inappropriate behaviors. ABA is now recognized as the most effective type of therapy for children with Autism and related disabilities (Lovaas, 1987; McEachin, Smith, & Lovaas, 1993; Maurice, Green, & Luce, 1996). Over the past thirty years, several thousand published research studies have documented the effectiveness of  ABA  across a wide cross section of populations, interventionists, settings and behaviors. The various ABA techniques in use are the ABC method or discrete trial instruction, behavior chains and backward chaining, high probability requests, behavioral contracts etc. The major strengths of this approach are that it facilitates identification, observation and measurement of behavior. ABA is structured and highly sequential. Alternative explanations are ruled out which fosters unambiguous, clear learning. Problem behaviors can be easily and effectively countered through a wi de array of interventions. Measurement on the efficacy of the learning approach is easy and replication is also possible. The downside of ABA is that a behavioral intervention emphasizes control and exclusively utilizes reinforcers such as punishment. Each of the three schools of thought – humanist, behavioral and cognitive, has merits and shortcomings and may not work well in all situations (Tomei, 1998). The humanistic approach of Maslow and Rogers suffer from absence of clear design or direction in the classroom. There are also structural constraints in the information to be delivered. Behaviorism uses rewards for learning and this might discourage the student from learning for its own sake. Individual student attention span may also be impacted. The cognitive perspective featuring the "age stages" propounded by Piaget and Erikson, does not clearly explain the progress and movement from one stage to the next and how the various stages are linked to maturation. Lack of soci al influence is also a clear weakness. Mastery Learning is based on the concept of achieving mastery over one concept or skill before moving on to the other. The major positives of this technique are that it is highly scientific and the tasks are structured and ranked, according to the level of difficulty. It ensures that the student masters a concept before moving on

The blowflies

The blowflies Background The insects that have been most extensively studied in relation to their forensic uses are the blowflies, members of the Calliphoridae fly family in particular their larvae because they are the insects most commonly associated with corpses. Blowflies are usually the first to colonise a body after death, often within hours. The larval stage is the main period in which blowflies face limited food resources, when the fully grown third instar larvae stop feeding; they usually migrate in search of a place to pupate. Because blowfly pupae can provide useful forensic evidence it is important to know where the pupae are likely to be located. Methodology This study was carried out to investigate a variety of factors affecting the pupation behaviour of two forensically important species of blowfly larvae of Calliphora vomitoria and Lucilia sericata in soil. The burrowing behaviour of both species was studied in the laboratory under controlled conditions. Larvae of both Calliphora vomitoria and Lucilia sericata were used in six experiments for each condition. Principle findings The main findings were that most of the biological factors had an effect on the burial behaviour in Larvae of Calliphora vomitoria and Lucilia sericata. 1. Introduction Calliphora vomitoria and Lucilia sericata are two forensically important species of blowflies since they can arrive within few minutes (Payne 1965) or even few seconds (DeJong 1995) following corpse exposure. Because of this, the age of the oldest blowflies gives the most accurate evidence of the post mortem interval (PMI). Many other species of fly, beetle and wasp are also associated with corpses resulting in a succession of insects arriving at the body, but as they tend to arrive after the blowflies, they are less useful in establishing a PMI.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Blowfly infestations of human bodies are a natural outcome of the flies role in the environment as primary decomposers. The larval infestations are an essential component of the natural recycling of organic matter and, on human bodies; they can provide vital evidence to the timing and cause of death. Adult blowflies are well adapted to sensing and locating the sources of odours of decay, eggs are usually laid in dark and moist places such as the eyes, mouth and open sores. The eggs then quickly hatch into first instar larvae which feed rapidly, and shed their skin twice to pass through second and third instars until they finish feeding, or once the food resource has become unavailable.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  After the fully grown third instar larvae stop feeding and show no further response towards food, depending on the species the larvae leave in search of a suitable place to pupate. They may move many meters before burrowing into the soil. The larva then contracts and the cuticle hardens and darkens to form the puparium, within which the pupa transforms into an adult fly. When the fly emerges, the empty puparial case is left behind as evidence of the blowflies development. However, there are many biological factors that affect the pupation behaviour of larvae in soil. These factors include temperature, soil moisture content, soil compaction, as well as the effect of pre burial and high density. All the mentioned factors need to be considered when determining a PMI, however for many of them, little information is available. Furthermore, there are several studies on the influence of temperature on the behaviour of burrowing in larvae of blowflies such as the one done by Gomes (2009). The study of larvae burying behaviour is important to improve understanding of one of the process during larval dispersion, and to try and understand the influence of biological variables on this behaviour   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The present study was conducted to investigate factors that influence the burial behaviour in post-feeding third instar blowfly larvae of Calliphora vomitoria and Lucilia sericata to evaluate if these two species have a different pupation pattern in the different treatments. 2. Materials and Methods C. vomitoria and L. sericata were collected; one thousand and sixty of each species in the final third instar stage were used for these experiments. The soil used was John Innes No 2 potting compost; all six experiments were carried out using the main materials mentioned. 2.1. Determination of normal burial depth and how this is affected by temperature Nine plastic containers were filled with soil to a depth of 24cm and were placed in an incubator so as to allow the soil to reach the temperatures required. Three of the containers had to reach 10 °C, the other three had to reach a temperature of 20 °C, and the remainder each at 28 °C. Fifteen larvae of Lucilia were then placed onto the soil surface of each of the containers; three at 10 °C, 20 °C and 28 °C. The same was done to the larvae of Calliphora, and the time of how long it took the larvae to burrow into the soil was observed, i.e., how long is it before the first and last larva burrows down. Similarly observations were made to see whether the larvae resurface and how if they do how soon. A total of eighteen containers were then covered with muslin cloth kept firmly in position by a rubber band and left for seven days. 2.2. Determination of the effect of moisture content Six plastic containers were filled with soil to a depth of 24cm, then 100ml of water was added to three of the containers and these were labelled as moist. 500ml of water was added to each of the remainder and these were labelled as wet. The containers were then left for 40 minutes in order for the water to be absorbed, after which fifteen larvae of Lucilia were added into each of the six containers, three wet and three moist. The same was done to the larvae of Calliphora, and then the time of how long it took for the larvae to burrow into the soil was counted and all twelve containers were placed into an incubator at 20 °C. 2.3. Determination of the effect of pre-burial 1 cm of soil was added to the bottom of a plastic container, and fifteen larvae of Lucilia were added and covered with 10cm layer of soil, and this was replicated twice. Also 10cm layer of soil was added to the bottom of another container, and fifteen larvae of Lucilia were added but this time they were covered with 20cm layer of soil and this was replicated twice. The exact same was done to the larvae of Calliphora. After the larvae were buried to a depth of 10cm or 20cm, observations were made to check how long it took for the first maggot to reach the surface, and the number of larvae on the surface was counted at 15, 30, 45 and 60 minutes. All 12 containers were then placed in an incubator at 20 °C. 2.4. Determination of the effect of soil compaction Soil was compacted into six containers to a depth of 24cm, and then fifteen larvae of Lucilia were added to each of the three containers. Also fifteen larvae of Calliphora were added to the other three containers, and observations were made to check how long it took for the larvae to burrow into the soil, i.e., how long was it before the first and last larva were burrowed. All six containers were incubated at 20 °C and then left for seven days. 2.5. Determination of the effect of larval density Three plastic containers were filled with highly dense soil to a depth of 24cm, and 150 larvae of Lucilia were added to each container. The same was done to the larvae of Calliphora, and observations were then made to see how long it took for the first and last larvae to burrow down. All six containers were covered with muslin cloth kept firmly in position by a rubber band and incubated at 20 °C. 2.6. Determination of the distance moved by the post-feeding stage of C. vomitoria and L. sericata from their feeding site 500 post-feeding larvae of the two species were released on a grassland area on the Byrom Street Campus, Liverpool John Moore University, UK. After 7 days soil core samples were taken from the surrounding soil and were searched in order to locate the pupae.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  After the larvae pupated in all of the experiments, they were located and removed from the soil as follows: a line was drawn every 2cm on the side of all the containers up until a soil depth of 24cm using a permanent marker pen, after which the number of pupae found on the surface was counted and removed. Moreover, each 2cm layer of soil was then carefully removed using a spatula and placed onto a plastic sheet where it was thoroughly searched, and the number of all the pupae of all the containers of the five experiments was calculated. All five experiments were undertaken at a lab temperature of 20 °C. However, there are many biological factors that affect the pupation behaviour of larvae in soil. These factors include temperature, soil moisture content, soil compaction, as well as the effect of pre burial and high density. All the mentioned factors need to be considered when determining a PMI, however for many of them, little information is available. Furthermore, there are several studies on the influence of temperature on the behaviour of burrowing in larvae of blowflies such as the one done by Gomes (2009). The study of larvae burying behaviour is important to improve understanding of one of the process during larval dispersion, and to try and understand the influence of biological variables on this behaviour   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The present study was conducted to investigate factors that influence the burial behaviour in post-feeding third instar blowfly larvae of Calliphora vomitoria and Lucilia sericata to evaluate if these two species have a different pupation pattern in the different treatments. 2. Materials and Methods C. vomitoria and L. sericata were collected; one thousand and sixty of each species in the final third instar stage were used for these experiments. The soil used was John Innes No 2 potting compost; all six experiments were carried out using the main materials mentioned. 2.1. Determination of normal burial depth and how this is affected by temperature Nine plastic containers were filled with soil to a depth of 24cm and were placed in an incubator so as to allow the soil to reach the temperatures required. Three of the containers had to reach 10 °C, the other three had to reach a temperature of 20 °C, and the remainder each at 28 °C. Fifteen larvae of Lucilia were then placed onto the soil surface of each of the containers; three at 10 °C, 20 °C and 28 °C. The same was done to the larvae of Calliphora, and the time of how long it took the larvae to burrow into the soil was observed, i.e., how long is it before the first and last larva burrows down. Similarly observations were made to see whether the larvae resurface and how if they do how soon. A total of eighteen containers were then covered with muslin cloth kept firmly in position by a rubber band and left for seven days. 2.2. Determination of the effect of moisture content Six plastic containers were filled with soil to a depth of 24cm, then 100ml of water was added to three of the containers and these were labelled as moist. 500ml of water was added to each of the remainder and these were labelled as wet. The containers were then left for 40 minutes in order for the water to be absorbed, after which fifteen larvae of Lucilia were added into each of the six containers, three wet and three moist. The same was done to the larvae of Calliphora, and then the time of how long it took for the larvae to burrow into the soil was counted and all twelve containers were placed into an incubator at 20 °C. 2.3. Determination of the effect of pre-burial 1 cm of soil was added to the bottom of a plastic container, and fifteen larvae of Lucilia were added and covered with 10cm layer of soil, and this was replicated twice. Also 10cm layer of soil was added to the bottom of another container, and fifteen larvae of Lucilia were added but this time they were covered with 20cm layer of soil and this was replicated twice. The exact same was done to the larvae of Calliphora. After the larvae were buried to a depth of 10cm or 20cm, observations were made to check how long it took for the first maggot to reach the surface, and the number of larvae on the surface was counted at 15, 30, 45 and 60 minutes. All 12 containers were then placed in an incubator at 20 °C. 2.4. Determination of the effect of soil compaction Soil was compacted into six containers to a depth of 24cm, and then fifteen larvae of Lucilia were added to each of the three containers. Also fifteen larvae of Calliphora were added to the other three containers, and observations were made to check how long it took for the larvae to burrow into the soil, i.e., how long was it before the first and last larva were burrowed. All six containers were incubated at 20 °C and then left for seven days. 2.5. Determination of the effect of larval density Three plastic containers were filled with highly dense soil to a depth of 24cm, and 150 larvae of Lucilia were added to each container. The same was done to the larvae of Calliphora, and observations were then made to see how long it took for the first and last larvae to burrow down. All six containers were covered with muslin cloth kept firmly in position by a rubber band and incubated at 20 °C. 2.6. Determination of the distance moved by the post-feeding stage of C. vomitoria and L. sericata from their feeding site 500 post-feeding larvae of the two species were released on a grassland area on the Byrom Street Campus, Liverpool John Moore University, UK. After 7 days soil core samples were taken from the surrounding soil and were searched in order to locate the pupae.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  After the larvae pupated in all of the experiments, they were located and removed from the soil as follows: a line was drawn every 2cm on the side of all the containers up until a soil depth of 24cm using a permanent marker pen, after which the number of pupae found on the surface was counted and removed. Moreover, each 2cm layer of soil was then carefully removed using a spatula and placed onto a plastic sheet where it was thoroughly searched, and the number of all the pupae of all the containers of the five experiments was calculated. All five experiments were undertaken at a lab temperature of 20 °C. 3. Statistical Analysis The results were expressed as the mean and standard deviation (S.D). The Chi-Square test was performed to determine whether the observed frequency distribution differs significantly from the expected one. 4. Results discussion 4.1. Determination of normal burial depth and how this is affected by temperature The larvae of Calliphora vomitoria burrowed themselves deeper at a temperature of 10 °C to pupate, whereas the larvae of Lucilia sericata remained closer to the surface at the lower and higher temperatures used in this experiment. L.sericata shows normal distribution at 10 °C, however it stops burrowing at a depth of 14cm. In contrast, C.vomitoria continues to burrow to a depth of 24 but is not evenly distributed. The Chi square test was done for this experiment in order to see if there was a significant difference between the specific temperatures used as the graph didnt show clear differences. The results from the test showed that the distribution of C.vomitoria and L. sericata at a temp of 10 °C was significant ?2 (df 2) = 18.30 p>5.99, ?2 (df 2)= 17.85 p>5.99, also at a temperature of 20 °C for C.vomitoria it was found to be significant ?2 (df 2) = 6.49 p>5.99, and for L. Sericata ?2 (df 2) = 18.30 p>5.99 significant distribution. 4.2. Determination of the effect of moisture content The two species of larvae burrowed themselves up until a depth of 10cm; remained close to the surface to pupate in wet and moist soil conditions. However, the number of pupae of C.vomitoria was high in wet soil. In contrast, the number of pupae of L.sericata was high in moist soil. 4.3. Determination of the effect of pre-burial 4.4. Determination of the effect of soil compaction It is clear from the results that biological factors studied have a significant effect on the burying behaviour of the two species of larvae studied in this experiment. The rate of development of all insects is directly dependent on the ambient conditions, mainly temperature. Between upper and lower thresholds, which vary between species, the higher the temperature, the faster the insects will develop; the lower the temperature, the slower they will develop. If the ambient temperatures during the period of development are known, then the minimum PMI can be determined. Temperature affected the burrowing behaviour of larvae prior to pupation (Fig.1). At low temperatures, the metabolic rate may be markedly reduced and this could result in greater body weight and a tendency to burrow deeper in order to escape low temperatures (Grassberger and Reiter 2002) 5. Acknowledgement I would like to thank Dr Alan Gun for supporting the research reported by providing the data and equipment. I would also like to thank Dr Jeri Bird for his assistance in the data analysis. Thanks also to my lab partners and colleagues for their help and support. 6. References Clark, K., Evans, L. Wall, R. (2006) Growth rates of the blowfly Lucilia sericata on different body tissues. Forensic Science International 156, 145-149 DeJong GD. An Annotated Checklist of the Calliphoridae (Diptera) Of Colorado, With Notes on Carrion Associations and ForensicImportance. Journal of Kansas Entomological Society, 1995; 67(4): 378-385. Gomes,L., Gomes, G., Von Zuben, C.L. (2007) the influence of temperature on the behaviour of burrowing larvae of blowflies,Chrysomya albiceps and Lucilia cuprina, under controlled conditions. Journal of insect science.9, 1536-2442 Gomes, L., Sanches, M.R. Von Zuben, C.J. (2004) Dispersal and Burial Behaviour in Larvae of Chrysomya megacephala and Chrysomya albiceps (Diptera: Calliphoridae). Journal of insect behaviour 18, 282-292 Grassberger, M. Reiter, C. (2002) Effect of temperature of development of the forensically important holarctic blow fly Protophormia terraenovae (Robineau-Desvoidy) (Diptera: Calliphordae). Forensic Science international 128, 177-182 Gunn, A. (2009) Essential Forensic Biology. 2nd edition, Wiley 214-251 Payne JA. A Summer Carrion Study of the Baby Pig Sus scrofa Linnaeus.Ecology, 1965; 46 (5): 592-602. Singh, D., Bala, M. (2009) the effect of starvation on the larval behaviour of two forensically important species of blow flies (Diptera: Calliphoridae). Forensic Science international 193, 118-121 Tullis K and Goff ML. Arthropod Succession in Exposed Carrion in tropical Rainforest on Ohau Island, Hawaii. Journal ofMedical Entomology, 1987; 24: 332-339. Wooldridge, J., Scrase, L., Wall, L. (2007) Flight activity of the blowflies, Calliphora vomitoria and Lucilia sericata, in the dark. Forensic Science International 172, 94-97 Cleveland Museum of Natural History, Blow fly life cycle. Available: http://www.nlm.nih.gov/visibleproofs//education/entomology/blow_fly_life_cycle.pdf Accessed 09/01/2010

School Year Round Essay -- essays papers

School Year Round Year Round School: An Annual Mistake Throughout time education has been considered a process that every so often must be improved. The education quality in the U.S. has declined over the years and people have been looking for a way to make improvements. A more recent proposal has been to go from a traditional nine-month schedule to an all year program. Supporters of year round school claim it gives the student a better education. However, the prospect of year round school is not beneficial to the taxpayers pocket, to the education a student receives, or to the people involved with the district. All year school ends up costing the school district and surrounding community more money than a traditional nine-month schedule. "More funds would be needed to cover the costs of paying the teachers and staff for one full year instead of for 180 days work." (Stevenson 2). "Teachers currently make an average of $37, 000 in the United States. However, the costs would increase to $53, 000 to keep the teachers for a full year." (Somersby 8). Currently, a district uses a lot of its budget on paying teachers. Once the increased costs are put in place, the budget depletes rapidly. Yet teachers must be paid, as they are the cornerstones of education. Also, it takes additional funds to run the school all year, due to things such as air conditioning in the summer (White 28). Many schools due not currently need AC systems to be used. However, AC is a costly ame...

Mrs. and Mr. Bennet : Parenting in Pride and Prejudice Essay

A thorough second reading of Pride and Prejudice compels the reader to view the novel with a different perspective. Besides being a novel of courtship and romance, it focuses on decorum of conduct. Pride and Prejudice is about consequences. Jane Austen introduces her characters to the reader through simple conversations, refraining from authorial comments and physical descriptions to bring out their personalities. This shows her general disposition of not letting appearances affect her moral choice. Through her varied characters, she not only entertains her reader but also makes a point, without preaching. The novel begins with a conversation between Mrs. And Mr. Bennet. At once we are introduced to a couple whose banters are distressingly amusing, half parts witty and half parts inane. Mrs. Bennet fails to catch her husband’s sarcasm and the ill-treatment he metes out to her ‘poor nerves’. Mr. Bennet is aware of her feelings but he is not interested in her consta nt raptures and worries. Their weak understanding is the consequence of a marriage based on superficial factors like appearance and sexual chemistry. As a result, their parenting lacks wisdom and Jane Austen brings to light the upshots of such a marriage through various social means. When dealing with five children, it is only natural to have favorites among them. But good parenting is one where you keep it to yourself rather than avowing your views in front of the less favored siblings. In case of the Bennets, their bias is critical. And their open criticism of their less favored daughters does them no good. Mr. Bennet’s calling his two youngest daughters ‘uncommonly foolish’ and ‘the silliest girls in the country’ evokes only a sense of incredulity in Mrs. Bennet whereas Lydia is least affected by her father’s contempt. Her mother takes her side rather than seeing the point her husband is trying to make. As a result, Mr. Bennet’s contempt for Lydia has no effe ct on her as she continues to express her admiration of officers with ‘perfect indifference’. On the other hand, Elizabeth is Mrs. Bennet’s least favorite daughter. By repeatedly reproaching Lizzy in front of Lydia, Mrs. Bennet brings down Lizzy’s position as an elder sister in Lydia’s eyes. Lydia therefore doesn’t value Elizabeth’s views and has no respect for her intellect. The two teenaged daughters, Kitty and Lydia, are audience to their parents’ uninhibited criticism of Mrs. Long. The Bennets’ ‘failure to obey some arbitrary code of genteel conduct’ results in an equally forward and shameless daughter who is exposed to bad manners at a tender age. And Lydia is exposed to her mother’s horrifying public conduct throughout her teenage, up till the point, where she herself becomes a cause of embarrassment and mortification. By speaking ill of her neighbours and rebuking Elizabeth in front of the Netherfield party, Mrs. Bennet degrades the essence of relationships in Lydia’s view who thus fails to see nothing of a person beyond their appearance and physicality. Jane Austen uses the power of conversations and situations to bring out the contrast between good and bad. The moment Mrs. and Mr. Gardiner are introduced to the readers, we are awed by their genteel conduct and their love for their nieces. Mrs. Gardiner shares a healthy relationship with Jane and Elizabeth, especially with the latter. After Charlotte Lucas, Mrs. Gardiner is the only other person in whom Elizabeth confides. Mrs. Gardiner, being a fine judge of character, helps Lizzy in assessing situations well and is a companion to her in her doubts and philosophies. Mrs. Bennet, as a mother, should have been by her daughter’s side when deciding upon matters concerning lifelong felicity, like marriage. She should have been her guide, a friend, while choosing a life-partner for her daughter. Rather, her ‘habitual impropriety is a material impediment to her daughter’s chances of making a prosperous marriage’. It is her aunt instead, who by stressing to Lizzy her strengths of fine judgment, helps her keep a check on her thought-process. She even warns Eliza about Wickham’s suspicious manners. All of this, Mrs. Bennet fails to do as a mother. Unlike his wife, Mr. Bennet had the intellect and thus the power of directing his family towards a better path. He knows what right conduct is and isn’t oblivious to his daughters’ bad manners. But he chooses to sit back and relax in his library, thus dodging any responsibility that comes his way. His not saving money for his daughters even though he knew well that he couldn’t leave behind his estate to them brings out the worst in Mrs. Bennet. This forces her to consider every other charming, rich man as an eligible husband for her daughters. ‘It is thus entirely natural and plausible that a mother in her situation†¦would develop an overriding anxiety about their [her daughters’] future.’ â€Å"I r emember the time when I liked a red coat very well-indeed so I do still in my heart.† These lines by Mrs. Bennet are a confession of her still unappeased sexuality and by saying this she fosters in Lydia the thought of righteousness of uncontrolled sexual energy. She thus catalyzes Lydia’s already growing frivolous nature. Mrs. Bennet favors Lydia and is totally blind to her flaws to the extent that she blames the Forsters for Lydia’s elopement. Jane Austen cleverly voices the reader’s opinion of the shortcomings of Mrs. Bennet’s parenting through her own mouth – â€Å"I am sure there was some great neglect or other on their side, for she is not the kind of girl to do such a thing, if she had been well looked after†, though these accusations of Mrs. Bennet are directed towards the Forsters. Mr. Bennet fails to secure his family financially. Yet he could have imparted to them what money could never have done. He could have at least preserved the respectability of his daughters by channeling their energy and talents. A strong mind would have surpassed the material impediment that money is for the Bennet sisters. On the one hand, where Lydia is an element of stupidity and triviality in the novel, Elizabeth shows a change of character, alignment of priorities and the liveliness of a strong mind. Though brought up under the same roof, one can notice the degradation of morality and character in the Bennet sisters. Jane has a calm and composed countenance. Elizabeth has a fine intellect but shows a streak of her mother’s forwardness. Mary Bennet is the least interesting of all. Her display of her scholarly opinion once in a while is more or less her role in the household. Easily influenced by her younger sister’s wild ideas about life, Kitty is merely a companion to Lydia in her flirtatious adventures. Lydia is an untamed and fearless young woman who ‘subordinates all decent occupations to the pursuit of males.’ Jane and Lizzy’s closeness to their uncle and aunt, the Gardiners, early on in their life is the reason for their strong set of principles. The first three sisters are all well-read and this is the result of the exposure to their father’s extensive reading habits. Kitty and Lydia are the outcome of Mrs. Bennet’s frustrations resulting from failed attempts of having a son. Mrs. Bennet fails to separate herself from Lydia and gives her a piece of her mind, literally. Lydia’s proximity to her mother spoils her to the extent that the presence of two morally adept sisters, an uncle and an aunt is not enough to affect her. So guarded was she in her world of immorality. Lydia is less of anti-heroine. She is simply the product of a feckless father and a noisy and raucous mother. It is thus unfair to label her as an anti-heroine. But by her means, Jane Austen contrasts the goodness of Elizabeth, the heroine.

How to Dress for Work When Your Job Has No Dress Code

How to Dress for Work When Your Job Has No Dress Code While some jobs have uniforms or very strict attire requirements, most jobs these days rely on unspoken adherence to a professional-but-casual look. Not sure you know it when you saw it (or wore it)? Here are four strategies to breaking the business casual code.Ask!Do this at the final interview- once you’ve begun the hiring process and aren’t as nervous to ask questions. Asking a lot better than not asking and coming to work on your first day looking like a fish out of water. Inquire in a casual manner and you should be golden. If you’ve met the team, you already have a few good clues there. If you haven’t, try and do so before your first day- if for no other reason than to scout out what they’re wearing.Look to your bossIf your boss comes in every day in jeans and T-shirts, you’ll probably look like a chump if you come in wearing a suit. Conversely, if your boss turns out to the nines, you probably don’t want to venture lower than a collared shirt at the very least. Don’t out-dress your boss, but do keep in the realm of her typical attire.  Go for comfortThis doesn’t mean fat pants and a hoodie. It just means that you can’t possibly do your best work if you feel like an alien in your clothes. Try to find a balance between dressing to impress and not playing dress-up. There’s so much variety these days in dress codes that this shouldn’t be an issue in most fields.Take the temperatureThe culture of the office will tell you a lot. Try and read the environment you’re in; based on the qualities the company emphasizes, it shouldn’t be hard to determine what sort of dress they will expect. You could end up making everybody else uncomfortable if you veer too casual or too formal from the workplace vibe.What Do You Wear to Work When Your Job Has No Dress Code?

Term Paper Help

Term Paper Help Term Paper Help Term Paper Help Term paper help of high quality is rare today because most of the custom term paper writing sites hire inexperienced writers from poor countries.   As a result, you get a term paper of poor quality and full of mistakes. is a legal site offering professional paper writing service on any topic and within any deadline.   If you need term paper help, do not hesitate to take advantage of our custom term paper writing services! In addition, our term paper writing guide with tips and samples is absolutely free! Free Term Paper Sample All parents have ways of dealing with children and their behavior other than the physical laying on of hands. These comprise a variety of methods, many of which are identified in our case material. In four families, the customary device employed by the parents was to deprive the children of things or privileges which were much prized. This might mean the withholding of allowances, refusal of permission to play with the other children, absence from the movies, and the like. In ten families, the informants stressed the careful supervision and strict management by the parents, most often by the mother. Such management might be quite pervasive, to the point of being smothering, and was so described in several cases. The comments of the informants about their mothers in these cases are interesting. "She always knew what was going on." "She understood us better than we did ourselves." "Mother was a darned shrewd manager and manipulator." "Mother possessed that fortunate faculty of bringing about a desired result without seeming to use force or being possessive." Akin to the emphasis upon management were the references to the organizing abilities of one or both parents. Illustrative of this was a family with thirteen children. Here the parents stimulated active participation in school, church, and community activities, canalizing the energies of the entire family group in these directions. In addition, a strong sense of family pride was fostered, with the result that two informants from this family insisted that there had been no disciplinary problems in it. Child rearing in this case appears as incidental to the functioning of a well-organized family life. Emphasis upon a parent's capacity for leadership, expressed by the informants in eight families, is perhaps but another way of referring to the type of situation that has just been described. "My mother," writes a member of an intellectual family, "was not only an excellent manager and housekeeper, but she often was the leader in our activities and discussions. Mother was well read, she had a deep sense of understanding, about all kinds of things. True, she could be very critical of our friends, and several times forbade us to associate with persons we brought home. Yet withal, she had great confidence in us, and in turn we trusted her judgment. Term Paper Help Online: Custom Writing If you like the above term paper sample and need professional term paper help, do not hesitate to use our writing services. Our term paper writers are educated.   There is no term paper we cannot write!   There is no deadline we cannot meet!   All custom term papers are delivered with free plagiarism report!

European Society around 1900 Essay Example | Topics and Well Written Essays - 1500 words

European Society around 1900 - Essay Example The capacity to explain for the partition of the African continent has been declared an indicator of imperialism theories, and divergent hypothesis have been suggest with immense vehemence. The scale of vehemence produced in the deliberations could be clarified by the verity that numerous key queries are concerned and the diverse responses to the questions inform fundamentally diverse outlooks of historical associations between European and African subjects. The question concerns the link between Africa's partition and the expansion of European capitalism. The debate is viewed as a battle between belief in the existence of relationship between capitalism and partitioning of Africa, and the absence of such a conviction. Another question concerns the nature of partitioning process involved. The question is whether the scramble was a spontaneous unplanned process, or whether it was a deliberate decision by the partitioners. Several reasons are given for the Scramble and partition of Africa by the European colonizers. First, the Europeans seriously needed the raw materials for their industries back in Europe. Some of these raw materials were found in plenty in the African continent and had not been mined by anyone. ... The major European countries involved in the partition of Africa also believed that the holder of biggest colonial domain would be relatively superior to the rival colonialists in power. A common hypothesis given for the French involvement in colonization of Africa was the desire by the French to restore their reputation and pride after losing the Franco-Prussia war (Duignan and Gann 16). Another controversial reason forwarded for the Europeans foray into the African continent is the European obligation to dominate other non-white races. It is suggested that the Europeans believed they had a responsibility to deliver civilization to other "weaker races", by whichever means possible (voluntarily or by coercion). Later in 1899 the British and the French resolved their differences. The British acknowledged the French's Madagascar, while the French recognized the British Nigerian and Zanzibar protectorate. European socio-economic standings went through a major transformation in the late nineteenth and early twentieth century. The reason for the intense revolution was the extraordinary growth of relations and factors of production, which is generally called Industrial Revolution; although this could appropriately be referred to as the Industrial capitalism breakthrough. This period witnessed a remarkable rise in production capacity and efficiency. Major industrial changes, that had commenced a century prior to the European colonization of Africa, received considerable boost at the onslaught of partition. The cotton industry in Britain is clear illustration of the industries that underwent major expansion at the turn of the century.

Piero Gobetti on Liberal Revolution Essay Example | Topics and Well Written Essays - 1500 words

Piero Gobetti on Liberal Revolution - Essay Example The capitalist ideal of alienation of labor was one of the key drivers of his revolution. According to him, change could only be achieved through a complete dismantling of the edifice of power as represented in the fascist system of government. It was because of this belief that he supported the idea of complete reshaping of the society in ways that could capture the interests of the governed. Many times, the idea of a popular revolution was considered as one of his eventual objectives. He spread the idea of revolution through his publications and the journalistic writings he was engaged in both at home and during his life in exile. According to him, it was inappropriate for the factory workers to continue serving under the hegemonic powers of the ruling elite because they could never articulate their opinions in accordance with the ideals of democracy. The taking away of the powers of the ruling according to him represented the systematic suppression of the rights of the governed th rough a system that could never be represented through an active appropriation of the rights of the majority. On this score, Gobetti is widely regarded as a revolutionary who changed the course of the Italian political process. He appropriated the ideals of Marxism in ways that opposed the political processes represented in the thinking of the Italian government. ... He appropriated the ideals of Marxism in ways that opposed the political processes represented in the thinking of the Italian government. As a staunch believer of the Marxist philosophies of popular revolution by the working class, Gobetti believed that real change in the Italian Political structure could only be achieved through the active rebellion against the fascist status quo. As such, he was opposed to the views propagated by the society, which insisted on the active representation of the political power through a centralized leadership in the opinions and views of the ruling elite. There was an increasing belief that some of the issues appropriated in political doctrine were supposed to represent the views of the opposition. Due to this reason, Gobetti was often criticized as a radical opponent of the government for the reason of benefitting the opposition. Such claims led to some of the challenged he faced as a philosopher, journalist, and activist. Gobetti’s brand of revolution incorporated a range of ideals that combined the ideals of Marxism and other liberal philosophies in order to challenge the status quo on which the Fascist policies were governed. On this score, it could be argued that some of the issues appertaining the control of the state and government were openly subjugated under the absolute regime. His ideals were consistent with the principles of popular liberation as espoused in the ideals of Marx and other philosophers who had thrived in the eighteenth and twentieth centuries. On this matter, it might be argued that some of the ideals he held were anchored on his deep association with the views and aspirations of the majority. However, he was limited by the fact that much of the Italian society had