Bible Love Story Essays

Bible Love Story Essays Bible Love Story Essays The story of Samson and Delilah is a story of love, deceit and money. I want to begin with Delilah's story. She was a beautiful woman with a deep past and many lovers. She was a Philistine and by tradition, an enemy to any Hebrew. She lived in one of the cities in the valley of Sorek. Delilah chose Samson to be one of her lovers. Samson, a Hebrew warrior had already been married once. That marriage ended in death for his wife and her family. He thought himself to have been the cause of their deaths. Despite his record of violence, or perhaps because of it, he was a 'hero' to the Hebrew settlers. The Hebrew's were trying to find a place for themselves in this land that was already occupied by the Canaanites and Philistines. They looked for a hero and Samson's qualities of strength made him ideal as a fearless warrior who could protect them. The Hebrew settlers saw Samson as enormously strong. Someone they could county on. The people at that time believed this was because of ma gic or some special secret that gave him extraordinary power. Magic and spells were popular, it was believed that the right magic could protect a person, or help overcome enemies. The leaders of the Philistine cities believed that magic of some kind must be behind Samson's strength, so they decided to find out what that magic was. Some of the leaders were aware that Delilah was with Samson, that gave them and idea. They decided to approached Delilah and offer her a great deal of money, if she would find out the secret of Samson's strength. By this time Samson was in love with Delilah and Samson believed that Delilah was in love with him. But contrary to this, Delilah agreed to help them. She saw that the money they offered her was enough to free her from 'working' for the rest of her life. So she decided to help them, she herself was curious about his strength. Delilah started thinking about the ways she should ask him for his secret. She asked him three different times, on thre e different occasions what his secret was, and all three times he gave her a false answer. But eventually, he did tell her, what he believed to be true: He believed that his strength came from his long hair, that had never been cut. Delilah still wasn't sure if this was a truthful answer. He was not alone in this belief.

Facts About Milk and Whats Wrong With Milk

Facts About Milk and Whats Wrong With Milk It may be difficult to understand, at first, why vegans abstain from drinking milk. It’s supposedly wholesome and healthy, and if the advertising is to be believed, comes from â€Å"happy cows.† If you look beyond the image and examine the facts, you’ll find that the objections range from animal rights to the environment to health concerns. Animal Rights Because cows are sentient and capable of suffering and feeling pain, they have a right to be free of use and abuse by human. No matter how well the animal is cared for, taking breast milk from another animal violates that right to be free, even if cows were allowed to live out their lives on idyllic green pastures. Factory Farming Many believe that drinking milk is fine as long as the cows are treated humanely, but modern factory farming practices mean that cows do not live out their lives on idyllic green pastures. Gone are the days when farmhands just used their hands and a milk pail. Cows are now milked with milking machines, which cause mastitis. They are artificially inseminated as soon as they are old enough to become pregnant, give birth and produce milk. After two cycles of pregnancy and birth, when they are about four or five years old, they are slaughtered because they are considered â€Å"spent† and no longer profitable. When they are sent to slaughter, approximately 10% of them are so weak, they cannot stand on their own. These cows would normally live about 25 years. Cows today are also bred and raised to produce more milk than in past decades. PETA explains: On any given day, there are more than 8 million cows on U.S. dairy farms- about 14 million fewer than there were in 1950. Yet milk production has continued to increase, from 116 billion pounds of milk per year in 1950 to 170 billion pounds in 2004.(6,7) Normally, these animals would produce only enough milk to meet the needs of their calves (around 16 pounds per day), but genetic manipulation, antibiotics, and hormones are used to force each cow to produce more than 18,000 pounds of milk each year (an average of 50 pounds per day). Part of the increased milk production is due to breeding, and part of it is due to unnatural husbandry practices, such as feeding meat to the cows and giving rBGH to cows. Environment Animal agriculture is a very inefficient use of resources and is damaging to the environment. Water, fertilizer, pesticides and land are required to grow crops to feed to cows. Energy is needed to harvest the crops, turn the crops into feed, and then transport the feed to farms. The cows must also be given water to drink. The waste and methane from factory farms are also an environmental hazard. The US Environmental Protection Agency states, â€Å"In the U.S., cattle emit about 5.5 million metric tons of methane per year into the atmosphere, accounting for 20% of U.S. methane emissions.† Veal Another concern is veal. Approximately three quarters of the calves born in the dairy industry are turned into veal, because they are not needed or useful for milk production, and are the wrong breed of cattle for beef production. What About â€Å"Happy Cows†? Even on farms where the cows are not constantly confined, the female cows are slaughtered when their milk production drops and three-quarters of the calves are turned into veal. Don’t We Need Milk? Milk is not necessary for human health, and may be a health risk. Except for domesticated animals to whom we feed milk, humans are the only species that drinks the breast milk of another species, and the only species that continues to drink breast milk into adulthood. Furthermore, dairy consumption raises certain health concerns, such as cancer, heart disease, hormones and contaminants.

Theories and ethnographies on the gift (economic anthropology) Research Paper

Theories and ethnographies on the gift (economic anthropology) - Research Paper Example Therefore, gift in this context can be defined as goods and services that are exchanged with the intention of affirming a social relationship and status. Hence, gifts are a reciprocated system where citizens of any given community will be perpetually indebted to another person. Ethnographers have studied many different interpretations of the gift in traditional societies. The complicated factors of ‘the gift’ in archaic society have attracted debates throughout different fields of study. In addition, several professionals including anthropologists, sociologists, philosophers, as well as economists have researched the issue. A sense of duty bounds these relationships together although these communities may be otherwise hostile towards one another. Marcel Mauss, a French anthropologist and a sociologist, carefully studied the facts on the gift in traditional primitive societies; following Durkheim’s model on the sacred, he theorized that gifts are of a moral, religi ous, and economic nature in natural economic systems; with a sacred quality to exchange and contracts. Mauss presents the idea of a system of obligatory service provision i.e. one provides a service because it is their moral responsibility to do so, this system brings together distinguished characteristics identified based on religion, justification, and economic status. An example is doing voluntary work in the community, Hann et al. (2011) notes, â€Å"... It is groups, and not individuals, which carry on the exchange, make contracts, and are bound by obligations the person represented in the contracts are moral persons- clans, tribes and families; the groups, or the chiefs as intermediaries for the groups, confront and oppose each other† (p.50). He visualized a unique connection between the gift and the recipient and emphasized on the power embedded on the gift that would propel the recipient to reciprocate the act of giving (Mauss, 1925. p.3). With this idea, he stipulate d that the giver not only gives the gift, but part of them is also torn away from them in the process of giving. Due to this, he said that there was no complete separation of the gift from the giver (Mauss, 1925). He further argued that, what they exchange is not exclusively goods and wealth, real and personal property, and things of economic value. They exchange rather courtesies, entertainments, ritual, military assistance, women, children, dances and feasts, in which the market is merely one element and the circulation of wealth, but one part of a wide and enduring contract. Finally, although the social facts and their opposing factors take place under a voluntary guise, they are in essence strictly obligatory, and their sanction is private or open warfare. We propose to call this system of total presentation.† (Mauss, 1926) There is not only an obligation to repay gifts, but also to give and receive them willingly, to refuse to do so could mean refusing to accept the other into one's community and could cause war. However, by giving, the community shows itself as deserving and worthy of respect and generosity. Failure to give will mean to end their partnership and refuse any future gifts. Gift- giving contests have come together on this basis such as the famous North- West Coast Native American Potlatch as well as the Kula Ring in the Trobriand Islands. Malinowski also researched the Trobriand islanders, found the exchange between islanders of the Kula Ring

1 Essay Example | Topics and Well Written Essays - 1500 words - 2

1 - Essay Example Each of these will be explored in turn with examples but greater emphasis on the last two. Cost has always been an obstacle to having many computers in schools (Micromart, N.d.). Low cost computing was then pioneered by the British Sir Clive Sinclair although the Acorn’s BBC eventually became more popular in UK schools (Lee, 2009). The greatest influx of computers into UK schools thus began in the late 1980s when the educational authorities supported the move (Smith, n.d.). Generally, the affordability of computers has been improving (Reddy, 2006) resulting in more of them being present in schools today. This includes laptops, as their prices and maintenance costs have been falling steadily making cost less of an obstacle nowadays (Warschauer, 2008). The form factor refers to the physical size and configuration of the computer hardware, or the physical arrangement of its case or internal components (Tech Target, 2005). As far as the outward size is concerned, computers have generally become smaller in size making them more convenient and space saving including peripherals such as the monitor. Early computers were too large for schools (Eteokleous, 2008). They also lacked sound and graphics capabilities (Smith, n.d.). The latest major trend in computer design is the tablet form. This follows on from the attempt at making smaller and cheaper laptops called notebooks. This form is likely to be more successful than notebooks because it is less bulky. Apple has led the way with its iPad, described by the company itself as "a whole new kind of device" (Apple, 2010). It offers more functionality than e-readers such as Amazons kindle and is easier to carry around than a netbook. This kind of convenience in a new computer form and at a lower cost than the traditional computers makes it ideal in education. The iPad like all e-readers can contain many textbooks which is easier than carrying several real textbooks

The right to a free education Essay Example for Free

The right to a free education Essay Is one of the dearest rights that we, as Americans, have in this country. People from the four corners of the world, come to America to be educated and to benefit from the many advances that the American public and private educational systems offer in this country. Until recently, this did not expand to those children with developmental disabilities. As a Special Education teacher, I have seen first hand, the benefits of inclusion; not just for the individuals themselves, but also for the students within the classroom. In doing so, the school can adhere to the popular and effective principle of implementing diversity in the classroom and teaches those involved, that different does not mean bad or inferior. Inclusion offers the individual, the best possible opportunity to learn and to be assimilated into society and the community. The individual learns that he or she is just as good as everybody else and has many of the same hopes and dreams that their peers have within the classroom. Also, if it is in the best interest of the student, once he has become an adult, to enter into a group home, their efforts towards community integration, which is the goal of nearly every group home facility in this country, to have a background of inclusion. These early years are the most critical for the individual and any efforts at dissuading the parent or guardian of the student, will reap bitter rewards and will further serve as an impediment to the learning process of the individual, perhaps for his entire life. The school system focuses on one aspect of the education of an individual. Morals and ethics are no longer taught in our schools and the student, once he or she graduates from high school, their education is void of any real life experiences. Students today find themselves book smart but lack the ability to implement those skills into real life situations. One way that the school system can reverse this is through the inclusion of developmentally disabled individuals. Many times, it is the success or the failure of the individual which is paramount in deciding in whether or not inclusion for the individual is in her best interest. It is important that this remains the case. However, in a class room setting, there are twenty to thirty individuals who stand to gain a great deal through the inclusion of a special needs child within their classroom. When in college, I worked at a group home for mentally handicapped adults. There was a series of homes in the neighborhood which houses between eight and sixteen individuals with special needs. Since many of the individuals were middle aged, and therefore had not enjoyed the benefits of inclusion, their social skills with people in their own community, was poor at best. Also, the problem was two fold as the neighbors within these communities, fought hard to keep these group homes out of their areas. This was hard to believe as I found my experiences very favorable and quickly made friends with people who very much wanted to be my friend and treasured it as one of the more important aspects of their life. Therefore, I could not understand how others would see these lovely and friendly individuals as threats to their happiness and safety. In the few years that I worked at these group homes and the additional years in which I kept in contact with these valuable friends, I never heard or witnessed any incident where the feelings of the neighbors were justified. What did become clear, was that the xenophobia which was the source of such, almost hatred, towards some of the most friendly and peaceful people that I had ever known. In talking with some of the people in the neighborhood, I quickly realized that their lack of contact with members of the developmentally disabled population was the chief motivating factor in their rudeness towards the residents of this group home. Their experiences were not unique at all as many of the same stories were shared by friends and co workers who worked at other homes. Their experiences mirrored mine to an alarming degree. In the same way one may look at an individual of another race with hatred or some level of prejudice, mostly due to their lack of involvement with members of that particular race or ethnic group, so too is the result of those who have had little to no contact with members of the DD population. Inclusion helps to combat this problem to a great degree. This is one of the most helpful and practical results of inclusion. It not only helps the individual, but to a larger degree, helps introduce students to those who are different. This does not mean that the individual is to be put on display to be laughed at or to be made to feel inferior. Not at all! When children are associated with people of different ethnicities and abilities, both mental and physical, it is to their benefit in the long run. Most of the psychologists agree; Behavior is learned. Therefore, it behooves the majority, not.

Carl Linneaus’s Classes or Letters :: Essays Papers

Carl Linneaus’s Classes or Letters Smellie’s arguments against Linnaeus did not stop here. He further disagreed with Linnaeus’ taxonomy arguing that it had the negative effect of turning scientists into obsessive system-makers which â€Å"has brought much obloquy on the science of nature† (Thoemmes). While he did not believe that naturalists should ignore all systems he urged them to look for natural scientific explanations as opposed to creating broad classifications. William Smellie was also greatly influenced by Georges-Louis Leclerc comte de Buffon, mostly because of his admiration for the fellow scientist. However, although Smellie admired Buffon he also disagreed with him on many points. Through his articles in the Encyclopedia Britannica Smellie was able to disseminate many of Buffon’s ideas including his theory on generation†¦even though this theory was considered very controversial and atheistic. Smellie presented Buffon’s theory of generation- that living beings were made up of an organic matter that was molded by some inner force- with skepticism claiming that humans were still completely ignorant to the actual mechanisms of generation, however he was still able to spread Buffon’s ideas across a vast audience (Thoemmes). Perhaps the greatest influence Buffon had on William Smellie was his routine of describing actual practices and activities of animals. It is a scheme which Smellie used whole-heartedly in The Philosophy of Natural History in which he lays out an observable scenario and draws conclusions from it. In reading Smellie’s work you get the feel of crouching with him on the forest floor observing the insect varieties or lying face up in the grass watching pigeons in the tree carry out their courtship rituals As mentioned, William Smellie was both influenced by the atmosphere of science and medicine during the Scottish Enlightenment, and made his own impact. During this time, Edinburgh, the heart of the Scottish Enlightenment ruled the Western intellect. â€Å"As for Edinburgh, it was intoxicated with its own brilliance. ‘In the history of every polished nation,’ a correspondent wrote to The Scots Magazine in July 1763, ‘there is always one period at least to be found, which is crouded with men of genius in every art and science†¦I have great reason to congratulate the present generation of my countrymen for enjoying the same blessing’† (Buchan, 3). Science and medicine during this time played many roles ranging from implementing changes in college curriculum, to creating interest among public sectors, and inspiring interest in the ‘science of man’ (Broadie, 95).

An Attempt on Defining Art

Defining art is similar in defining other complex ideas like freedom, justice, beauty, etc. The problem for defining such concepts is that the concept itself branches out to other different disciplines and defining each and every one of them entails a need for perspective. Through out the ages, mean searched for how a thing is unique from other things. Similarly, they thought of how intangible concepts would be defined, be understood by all and be accepted by all regardless of any present force like gender, culture and environment. Numerous dictionaries define art as â€Å"all creative human endeavors, excluding actions directly related to survival and reproduction†; â€Å"any product of the creative impulse, out of which sprang all other human pursuits†; â€Å"requires a creative and unique perception of both the artist and audience†; â€Å"skill required by experience, study, or observation†. The task of having a single definition of art seems to be impossible. Art is mutually exclusive with the one who is attempting to define it. You may ask, what is art after all? The endless conversations would eventually lean to an answer: â€Å"it depends†. With myself, however, I could still define art. This kind of definition came to me during my Communication II class last year. And from thereon, I accepted it with my heart and with my mind. And I think that this would stipulate to me forever. Something becomes art when it has subtleties, when it has hidden messages or concepts lurking behind it, when we have to figure what it is, when we do not understand it on the surface level, when it makes us think, when it gives us headaches, when it seems to have no solution and when it transforms the human mind into a machine fusing all his knowledge and experience in life. With all of these, I believe that the best artwork in the world is something argued by the scholars in deciphering its meaning, and, even better, something unresolved.

Police Officers Discretion Essay

Discretion is defined to be an individual’s capabilities and freedom to make responsible preferences and judgments. People working in all fields require making decisions in every day life; however, some need to be more proficient at it. Police officers usually fine themselves in chaotic and critical situations, where their decision can change the entire scenario. The most appropriate decision within the legal boundaries must be made, varying from situation to situation. Discretion is broadly characterized as five different subjects – discretion by judgment (sense of bending rules in legally appropriate ways to fit the situation), discretion as choice (to show courage and give personal contribution to form decisions as the authority in that situation), discretion by discernment (to be diplomatic, tolerant, considerate and cautious and not very generous while making decisions), discretion as liberty (to not be restricted by the law and stretch boundaries of freedom as long as it is acceptable) and lastly discretion as license (basically the permission to act there and then in whichever way thought to be appropriate without the permission of the superiors). There are some police officers who abuse their right of discretion; they believe that they are unaccountable and since they are the authority at the point of chaos, they can do as they will. Having the right of discretion does not mean that an officer can make whatever decisions that they will; they are restricted by professional, society, legal and ethical norms (Sullivan, 1972). The officers these days have just the right capacity of discretion. The only major areas that they use discretion in are domestic violence, drunk driving, mental illness, hate crime, use of force and even vice crime. These are the areas where the personal opinion and judgment of the police officers matters while arresting or giving punishments. In the rest of the important and critical areas such as rape, murder, dacoits and robberies; they have to abide by the law whether they personally approve of it or not. Only easy and fields of everyday crime are left up to the intellect of these officers. Since, there are only some areas where officers are given the right to exercise discretion, it is easy to conclude that the officers are neither given too much or too less of power. Giving them the right to decide is rational because they have been selected as officers and have been given good enough training, which gives them the sense of making correct decisions. These officers make up the entire police force, thus, their opinion should also matter – however, to only some extent. The problems that these police officers face while enforcing laws and giving verdicts is that there are hardly any fields involved in the police forces that are uncontroversial; usually, everybody has a different stance on things. Also, there is a problem is public confidence – the public is too unpredictable to please (Walker, 1993). They desire accountability but nothing seems to satisfy them; also, they wish for strict enforcement in only those areas that they are not related to, that is, they want leverage for themselves but not others. This controversial and unpredictable attitude makes it difficult for the police offers to come up with the right solution that will make everybody happy. I have witnessed one such event myself where differing opinions lead to confusion. A mentally disabled boy of around seventeen became a source of disturbance to other boys playing cricket. One of them was violent and hit the mentally disabled boy out of frustration, who hit the boy back causing him to bleed. Surprisingly, a police car was passing from there at that instant and stopped to check the situation. Everybody demanded that the mentally disabled boy should be punished for his act as he often becomes a cause of nuisance in the neighborhood. The police officer was by nature sympathetic and was of the opinion that the mentally ill boy should be let go of as he is underprivileged and does not possess the ability of making sensible decisions. Here, in this chaotic situation, even when the public was against the officer’s decision, he used his power of discretion and made an appropriate decision according to his judgment instantly. This shows that the right of discretion is extremely important for an officer to deal with everyday situations. Although, if you look closely, it was not a situation where major or critical decisions need to be made; thus, the police officer without any doubts and fear abided by his opinion – this shows limitation of power of discretion to only some areas.

Reacting to Injustice

Reacting to Injustice Free Online Research Papers HOW DO PEOPLE REACT TO THE INJUSTICES THEY HAVE BEEN VICTIMS OF? Different people react to different injustices in different ways. Some react suddenly without thinking, others react while thinking of the consequences, while still others accept the facts and submit to them. VIOLENT AND ANGRY REACTIONS: In this book, some people react violently, without thinking of the consequences of neither that reaction nor whom they are reacting to. Uncle Hammer is one of them. We can see that when Cassie comes home from Strawberry and tells Uncle Hammer that Mr. Simms threw her off the side-walk, at hearing this, Uncle Hammer becomes really angry and starts towards the Simms house to get revenge. He takes that action without even thinking of the consequences, he becomes emotional and acts under his emotions. He is not wise or calm. Another example is Little Man in the part where he gets his new book and when he reads the inside cover of it, he throws it on the floor and stomps on it. This was an angry and violent reaction to the name, ‘nigger’, which the whites called him and all the blacks. Some people react angrily, saying what they think is right on the white’s faces, like Cassie does in the store in Strawberry. She tells Mr. Barnett that he was ‘â€Å"waiting on them† ’ before he was on the white girl, and that ‘it ain’t fair† to serve the white girl when ‘â€Å"We been waiting on you for near an hour.†Ã¢â‚¬â„¢. She states the facts without understanding and realising the difference the whites make between themselves and the blacks. Moreover she answers back without hesitating and without knowing or thinking what this answer or this reaction might cost her. Mr. Morrison is another example of angry reactions, when we find out that he had a fight with a white on the railways, and because of which he was fired. WISE AND CALM REACTIONS: However, other people in this story react quite differently. Papa, for example, reacts wisely and calmly, always thinking of the consequences. He fights back, but not in a violent or aggressive way. He says to Cassie that ‘â€Å" there’ll be a whole lot of things you ain’t gonna wanna do but you’ll have to dojust so you can survive.’† But he tells her that; on the other hand, ‘â€Å"there are things you can’t back down on, things you gotta take a stand on.†Ã¢â‚¬â„¢ From this we can note that Papa rebels, but silently and calmly. He doesn’t allow his emotions to take the better of him. We see that when he stops going to the Wallace’s store and instead goes to Vicksburg. Another example is Stacey where he gets revenge on the bus driver for splashing them with dirty water and the white children inside who always laughed and jeered at them. He and the others dig a pit in the middle of the road where later the bus falls. Stacey gets his revenge; he rebels, but silently and wisely. He doesn’t do it openly or aggressively. There is Mama too; who fights for her rights and stands up to what she believes is right by not teaching the things that are written in the books. She rebels openly but wisely and in a well thought out way. When she is fired from her job, she is angry but she doesn’t show her anger or use violence to express it. REACTIONS OF SUBMISSION: Unlike the ones mentioned above, who in one way or the other rebel and fight for their rights, there are still some who accept the facts and submit to them. Here we have the example of Big Ma, who doesn’t fight back and accepts the fact that they are blacks and that they are inferior to the whites, the way the whites put it. For instance, when she is in Strawberry and Mr. Simms orders Cassie to apologize, despite Cassie’s protests and hesitation, she tells her to do it. Now we know that in that situation Uncle Hammer would have reacted in a completely different way. This shows how different Big Ma is to him. At that time, at that place, she chose to submit to what Mr. Simms was saying and didn’t fight back. She was right in her own way because she was old and starting a fight there by refusing wouldn’t have been appropriate. We can see that even behind that submission there were reasons which were right in their own way, and that even she wasn’t gla d to tell Cassie to apologize and call Lillian Jean ‘miz’. We can see that when the author says ‘Big Ma looked at me again, her voice cracking as she spoke. â€Å"Go on, childapologize.†Ã¢â‚¬â„¢ However, there are people like Mrs. Crocker who gladly accept the fact that they are inferior to whites and don’t even try to rebel against it. They no longer realise what’s right and what’s wrong, they just do and believe what the whites tell them, and never even dare to think against it. Like when Cassie shows her the book cover and tells her that they called them niggers, Mrs. Crocker says ‘â€Å"That’s what you are†Ã¢â‚¬â„¢ and when Mama is putting papers on the book covers she says to her that ‘â€Å"Mary Logan, you are biting the hand that feeds you.†Ã¢â‚¬â„¢ This shows that she just believes what the whites tell her and she doesn’t want to think otherwise. She accepts it and submits to it. She is even grateful to them for providing them books despite what they call them. Then there is T.J, who longs for popularity and friends. The Simms use him and make fun of him behind his back. But when he does find out he isn’t angry, only bewildered and scared. He too accepts the fact that they used him, though he doesn’t understand why. He doesn’t stand up to people; he just lets them to do whatever they want with him, particularly the whites. CONCLUSION: Summarising, we can see that the reactions of the people depend on the people themselves: the way they think, their personality, what they believe, their nature, what they think is right and what is wrong. There is a variety of reactions in this book: some use anger and violence to fight back, some use calmness and being wise to fight back, and some just don’t rebel. Each one is right and wrong in their own way. We cannot determine or decide which reaction is right and which is not. Research Papers on Reacting to InjusticeBook Review on The Autobiography of Malcolm XEffects of Television Violence on ChildrenWhere Wild and West MeetHarry Potter and the Deathly Hallows EssayThe Masque of the Red Death Room meaningsCapital PunishmentThe Hockey GameHonest Iagos Truth through DeceptionThe Spring and AutumnThree Concepts of Psychodynamic

Kent State Students Shot by the National Guard

Kent State Students Shot by the National Guard On May 4, 1970, Ohio National Guardsmen were on the Kent State college campus to maintain order during a student protest against the expansion of the Vietnam War into Cambodia. For a still unknown reason, the National Guard suddenly fired upon the already dispersing crowd of student protesters, killing four and wounding nine others. Nixon Promises Peace in Vietnam During the 1968 U.S. presidential campaign, candidate Richard Nixon ran with a platform that promised peace with honor for the Vietnam War. Longing for an honorable end to the war, Americans voted Nixon into office and then watched and waited for Nixon to fulfill his campaign promise. Until the end of April 1970, Nixon seemed to be doing just that. However, on April 30, 1970, President Nixon announced during a television speech to the nation that American forces had invaded Cambodia. Although Nixon stated in his speech that the invasion was a defensive response to the aggression of North Vietnamese into Cambodia and that this action was meant to quicken the withdrawal of American troops from Vietnam, many Americans saw this new invasion as an expansion or lengthening of the Vietnam War. In response to Nixons announcement of a new invasion, students across the United States began to protest. Students Begin a Protest Protests by students at Kent State University in Kent, Ohio began on May 1, 1970. At noon, students held a protest rally on campus and later that night rioters built a bonfire and threw beer bottles at police off campus. The mayor declared a state of emergency and asked the governor for help. The governor sent in the Ohio National Guard. On May 2, 1970, during a protest near the ROTC building on campus, someone set fire to the abandoned building. The National Guard entered the campus and used tear gas to control the crowd. During the evening of May 3, 1970, another protest rally was held on campus, which was again dispersed by the National Guard. All of these protests led up to the deadly interaction between Kent State students and the National Guard on May 4, 1970, which is known as the Kent State Shootings or the Kent State Massacre. The Kent State Shootings On May 4, 1970, another student rally was scheduled for noon at the Commons on the Kent State University campus. Before the rally began, the National Guard ordered those congregated to disperse. Since the students refused to leave, the National Guard attempted to use tear gas on the crowd. Because of the shifting wind, the tear gas was ineffective at moving the crowd of students. The National Guard then advanced upon the crowd, with bayonets attached to their rifles. This scattered the crowd. After dispersing the crowd, the National Guardsmen stood around for about ten minutes and then turned around and began to retrace their steps. For an unknown reason, during their retreat, nearly a dozen National Guardsmen suddenly turned around and began firing at the still scattered students. In 13 seconds, 67 bullets were fired. Some claim that there was a verbal order to fire. Aftermath of the Shooting Four students were killed and nine others were wounded. Some of the students who were shot were not even part of the rally, but were just walking to their next class. The Kent State massacre angered many and incited additional protests at schools across the country. The four students who were killed were Allison Krause, Jeffrey Miller, Sandra Scheuer, and William Schroeder. The nine wounded students were Alan Canfora, John Cleary, Thomas Grace, Dean Kahler, Joseph Lewis, Donald MacKenzie, James Russell, Robert Stamps, and Douglas Wrentmore.

Pay Equity Solutions Essay Example | Topics and Well Written Essays - 2500 words

Pay Equity Solutions - Essay Example In 1967 the wage gap between men and women was 58.4% which increased to 72.5% by the end of 1997 (Drolet, 2001). The wage gap is even wider when it comes to nationality, looks, skills and learning ability, color, religion, caste, social and marital status of women. Pay equity revolves around the concept of equal payments to equivalent job tasks irrespective of the worker’s gender. Women have a right to be paid equally as men on the basis of the skills and knowledge. It in one of the basic women rights which is protected by the constitution. Equality Provision is mentioned in the 15th section of the Canadian Charter of Rights and Freedom (Harewood, 2004). Additionally the Canadian Human Rights Act strictly forbids the discrimination in wages on the basis of gender. The law is applicable to all the employees working under the public or private businesses sector. Some Canadian provinces such as Manitoba and Ontario have their specific laws regarding pay equity which is applied wi thin the provincial jurisdiction to all the private and public sector employees. However, despite of all the laws, rules and regulations pay equity is a major problem for Canadian women since it is hardly accessible and very few women are able to avail its advantages (Harewood, 2004). Employees of some of the most reputable organizations such as Bell Canada, Canada Post, Telus and Air Canada have been striving hard to gain pay equity since years yet they haven’t met success (Cote, 2006). This calls for an immediate action in order to extend protection to the female employees and also to restore their fundamental human rights. In this regard we have some successful applications of pay equity legislation such as the one applied in Ontario... Once the law is established for the enforcement of pay equity then it is the obligation of employers to abide by its rules and regulations in order to maintain its essence and also to protect themselves from possible penalties which might fall on them due to law violation. There should be a pay equity commission which would be responsible for the perfect implementation of laws. The commission would also extend educational awareness and techniques of skill development to the employees so as to ensure pay equity in addition to increasing their productivity level. Employees would also be able to register their complaints against pay discrimination and they would be allowed to formulate their specific pay equity strategies. Here the government would have to play its role by extending sufficient funds to the commission so that it can perform its tasks effectively and efficiently. Women maintain a significant proportion of today’s work force which requires them to be more efficient so as to meet the modern age needs and demands. When women face issues related to pay equity then they fail to contribute in the best way towards the organizational goals and objectives. In this paper, some of the most significant solutions to resolve the issue of pay equity are explained including job evaluation, job category, employee evaluation, etc with the help of analyzing Ontario example and other successfully implemented pay equity laws. It is very important to implement effective legislative laws in Canada so as to get rid of the wage gap.