Brave New World Essay -- essays research papers fc

Brave New World "A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed." second amendment to the United States Constitution, 1791. Within this famous paragraph lies the right that Americans both cherish and fear, the right to have a gun. Of all the civil rights endowed by Bill of Rights and it’s amendments, none has been as been opposed so hostile and defended so staunchly as the Second Amendment. Besieged in courts, bogged down in legislation, the Second Amendment as our forefathers intended it is constantly in limbo. "To preserve liberty, it is essential that the whole body of the people always possess arms, and be taught alike, especially when young, how to use them." (Richard Henry Lee, Virginia delegate to the Continental Congress, initiator of the Declaration of Independence, and member of the first Senate, which passed the Bill of Rights.) "The great object is that every man be armed ... Everyone who is able may have a gun." (Patrick Henry, in the Virginia Convention on ratification of the Constitution.) "The advantage of being armed ... the Americans possess over the people of all other nations ... Notwithstanding the military establishments in the several Kingdoms of Europe, which are carried as far as the public resources will bear, the governments are afraid to trust the people with arms." (James Madison, author of the Bill of Righ ts, in his Federalist Paper No. 26.) The Second Amendment was not the first of it’s kind. Under the laws of Alfred the Great, whose reign began in 872 A.D., all English citizens from the nobility to the peasants were obligated to privately purchase weapons and be available for military duty. Under the Assize of Arms of 1181, freemen between the ages of 15 and 40 were required by law to possess certain arms. They were required twice a year to demonstrate to Royal Officials that they were appropriately armed. In 1662, Gunsmiths in England were ordered to deliver to the government lists of all purchasers, as has been the case in recent years. In 1623, Virginia outlawed its colonists to travel unless they were "well armed"; in 1631 it required colonists to engage in target practice on Sunday and ... ...Kennedy were also members. Aren't drugs banned? Your normal citizen doesn’t have drugs, but criminals do. If guns are taken away, only the good people won’t have them. With some 20,000 firearms regulations now on the books, we do not need still more gun-control laws. Ultimately, it is people choices to use firearms to commit violent crimes. So criminals should be controlled, not the guns which they share with millions of law-abiding citizens. Owning a gun is a right, not a privilege. WORKS CITED Lee, Patricia. "Fighting for Freedom." Guns & Ammo Sept. 1992: 26. Schmidt, Shelly, and Bardes "AMERICAN GOVERNMENT AND POLITICS TODAY" West Publishing Company, 1991-92. Adams, Les "The Second Amendment Primer" Odysseus Editions, 1996. Report of the Subcommittee On The Constitution of the Committee On The Judiciary U.S. Senate Ninety Seventh Congress Second Session U.S. Department Of Justice From the Internet, The National Rifle Association, Handgun Control Inc., Violence Policy Center, The Department of Transportation, The Journal of Firearms and Public Policy, Gun Owners of America, USA Today, The 2nd Amendment Law Library,

My Head Is Spinning

50PsychSim 5: My Head is Spinning PsychSim 5: MY HEAD IS SPINNING Section: PSYC 101 – D22 LUO Date: 11-15-2012 This activity provides some background information about thinking with verbal concepts versus thinking with mental images. Conceptual Thinking †¢ What was your train of thought as you navigated the picture of the candle? Initially seeing the candle I was not aware of what needed to be done until the mouse was moved and I saw the match. I then preceded to drag the mouse to the candle, placed the match on top of the candle and lit the flame. The two images, the cande and the match, created a likely outcome.Cooper & Shepard’s Results †¢ In the Cooper & Shepard experiment (1973), participants were asked to decide whether a stimulus (a letter) was normal (simply rotated in the picture plane) or backwards (flipped to its mirror image before the rotation). Reaction times were graphed and increased as the letters were rotated away from 0 degrees. Interestingl y, reaction time decreased after 180 degrees. Can you explain why this might occur? Reaction time increased as the the letters were rotated away from zero because there is a greater angle the closer you get to 180 degrees, taking longer to mentally roate the images .The decresed reaction time occurs because an object rotated beyond 180 can be flipped the other direction, taking less time to mentally rotate it. Rotating the images mentally takes more time per degree of rotation. Mental Rotation Experiment †¢ After completing the Mental Rotation experiment and viewing your data, how would you describe the pattern of your results? Do you think that your results fit the pattern of results from the Shepard experiments? I do believe my results fit Shepard’s experiment.It took me longer to contemplate the images when they reached 180 degress compared to zero degrees. The backward images had an increased response time due to manipulating the image. My time decreased at 240 degre es to 360 degrees. For example: Normal: Zero = . 57 sec. 180 degrees = 1. 70 sec 360 = . 56 sec Backward: Zero = . 85 sec 180 degrees = 1. 40 sec 360 = . 85sec †¢ After comparing the graphs of your results and the results of the Cooper & Shepard (1973) study, how similar are the two graphs?Did your results show a clear increase in reaction time as the ori- entation moved away from the vertical? Did your results show a decrease in reaction time as the orientation moved from 180 degrees back to the vertical? My graph was considerably similar. There was an increase in reaction time as the letter moved away from the vertical shape. My graph showed a heightened response time when the rotation reached 180 degrees and decreased as the letter returned back to its vertical shape mimicking my time for zero and sixty degrees.

Understanding training and coaching in the workplace Free Essay Example, 1250 words

Training and Coaching Introduction For an organization to grow, the human resource department must capitalize on staff training, coaching facilitation and mentoring. In this regard, an organization will maximize its labor force by ensuring that its staff put more efforts towards the achievement of the organization’s goals. These aspects that aim at improving employee’s efficiency integrate harmoniously. Employee training involves providing staff members with specialized instructions on how to perform an activity and making them to practice the skills acquired with an overall goal of improving their efficiency. Through training, an expert passes on vital skills to individuals or groups. The skills facilitate the performance of process related or task related activities. Through training, employees acquire new techniques on how to perform complicated tasks, increase their knowledge and expertise skills (Morgan, 2012). In addition, employees also clarify the organizational attitude, beliefs or behavior. Through a series of repetitive practice employees improve their output by adopting the skills learnt and also improve these skills. Coaching forms part of the training development that occurs when a coach supports a learner to achieve a professional or personal goal. We will write a custom essay sample on Understanding training and coaching in the workplace or any topic specifically for you Only $17.96 $11.86/pageorder now In most cases, coaching is a confidential learning process designed to improve the learners’ performance, output, or personal growth. Unlike normal employee training, coaching is more effective since the coach is able to evaluate an individual’s progress. In this regard, the coach not only identifies the learner’s strengths and weaknesses, but he also provides a forum for feedback, by clarifying areas where the learner performs well and areas in which the learner must improve on. In several instances, coaching results to the learners’ personal change in that a learner acquires clear understanding on the importance of positive output towards the achievement of organizational goals. Coaching facilitates development of skills and performance aimed at specified tasks and overall job responsibility. Coaching also advocates for professional and personal development aimed at future responsibilities and professional roles. Identi fication of training and coaching needs In an organization, training is often essential when employees are not meeting the organization’s standard or failing to meet the expected performance level. The difference between actual and expected performance determines the extent of training required (Morgan, 2012).