Free Essays on Murder In The First

Murder in the First â€Å"A society that respects life does not deliberately kill human beings. An execution is a violent public spectacle of official homicide, and one that endorses killing to solve social problems - the worst possible example to set for the citizenry. The benefits of capital punishment are illusory, but the bloodshed and the resulting destruction of community decency are real.† Hugo Bedau, in The Case Against the Death Penalty In American society, the threat of capital punishment stands as the ultimate sentence for a criminal. The moral ramifications of the taking of another life, whether it be by murder or as legally accepted punishment, remains an unresolved conflict between Americans. Despite the fact that capital punishment, otherwise known as the "death penalty", is legal in only a handful of countries in the world, the majority of Americans regard it as acceptable retribution. In the 1981 Gallup Poll, two-thirds of Americans voiced general approval of capital punishment. By 1994, the same poll concluded that a tremendous 80% of Americans approved of capital punishment (Moore, 1994:5). It is no wonder that many of our countries leaders endorse the death penalty. The former Speaker of the House of Representatives, Newt Gingrich, believes that mass executions of "27 or 30 or 35 people at a time" would be effective in the reduction of the importation of illegal drugs in to America (Taylor, 1995). In 1972, capital punishment was eradicated in the United States when the Supreme Court declared that under then existing laws "imposition and carrying out of the death penalty... constitutes cruel and unusual punishment in violation of the 8th and 14th amendments." (Fruman v. Georgia, 408 U.S. 238). This decision, however, was repealed in 1976 by the Supreme Court. Advocates of capital punishment claim that it is an effective deterrent against cr... Free Essays on Murder In The First Free Essays on Murder In The First Murder in the First â€Å"A society that respects life does not deliberately kill human beings. An execution is a violent public spectacle of official homicide, and one that endorses killing to solve social problems - the worst possible example to set for the citizenry. The benefits of capital punishment are illusory, but the bloodshed and the resulting destruction of community decency are real.† Hugo Bedau, in The Case Against the Death Penalty In American society, the threat of capital punishment stands as the ultimate sentence for a criminal. The moral ramifications of the taking of another life, whether it be by murder or as legally accepted punishment, remains an unresolved conflict between Americans. Despite the fact that capital punishment, otherwise known as the "death penalty", is legal in only a handful of countries in the world, the majority of Americans regard it as acceptable retribution. In the 1981 Gallup Poll, two-thirds of Americans voiced general approval of capital punishment. By 1994, the same poll concluded that a tremendous 80% of Americans approved of capital punishment (Moore, 1994:5). It is no wonder that many of our countries leaders endorse the death penalty. The former Speaker of the House of Representatives, Newt Gingrich, believes that mass executions of "27 or 30 or 35 people at a time" would be effective in the reduction of the importation of illegal drugs in to America (Taylor, 1995). In 1972, capital punishment was eradicated in the United States when the Supreme Court declared that under then existing laws "imposition and carrying out of the death penalty... constitutes cruel and unusual punishment in violation of the 8th and 14th amendments." (Fruman v. Georgia, 408 U.S. 238). This decision, however, was repealed in 1976 by the Supreme Court. Advocates of capital punishment claim that it is an effective deterrent against cr...

The Holocaust Museum in Washington DC

The Holocaust Museum in Washington DC The United States Holocaust Memorial Museum (USHMM) is a fantastic museum dedicated to the Holocaust located at 100 Raoul Wallenberg Place, SW, Washington, DC 20024. Get Tickets Order tickets online  or get to the museum early to get tickets. Dont be fooled into thinking that you dont need tickets just because you can enter the museum without them; the tickets grant you access to the permanent exhibit, which is the most interesting part of the museum. The tickets have times on them, the earliest being 10-11 a.m. and the latest being 3:30-4:30 p.m. One way to bypass some of the ticket trouble is to become a member of the museum. Although members still need a ticket for timed entry, members get priority on entrance times. If you are a member, be sure to bring your membership card with you on your visit. (If you are thinking about joining, you can contact the Membership Department by calling (202) 488-2642 or writing to membershipushmm.org.) As an added note, be sure to arrive a bit early so that you will have time to go through the security screening. What to See First The permanent exhibit is the most important thing to see, so keep careful track of when you will be allowed to enter. While waiting for your time, you can visit the special exhibits, Daniels Story, the Wall of Remembrance, the Hall of Remembrance, catch one of the films playing, stop by the museums shop, or grab something to eat at the museums cafe. If you arrive close to your ticket time, head straight to the permanent exhibit. The Permanent Exhibit Recommended for those 11 years or older, the permanent exhibit is the main body of the museum and is filled with artifacts, displays, and visual presentations. Since the permanent exhibit requires a timed pass, try to be timely. Before entering the elevator to go to the exhibit, each person is given a small Identification Card. This I.D. card helps personalize the events and artifacts that you are soon to see. Inside, there is information about a person who lived during the Holocaust. Some are Jewish, some are not; some are adults, some are children; some survived, some did not. After reading the first page of the booklet, you are not supposed to turn the page until you are done with the first floor of the exhibit (which is actually the fourth floor since you start on the fourth floor then work your way down). In the elevator, you are greeted with the voice of a liberator who describes what he saw when finding the camps. When the elevator opens, you are on the fourth floor of the museum. You are allowed to go at your own pace but are on a particular path. The Fourth FloorThe fourth floor covers the years before the beginning of World War II. There are photographs, video displays, films, and artifacts that explain the increase of terror from 1933 to 1939. The displays describe the book burnings, the Nuremberg Laws, Nazi propaganda, the science of race, the Evian Conference, and Kristallnacht.One of the most powerful exhibits was an unrolled, torn Torah scroll, which the Nazis had pulled from its ark during Kristallnacht. An exhibit that continues to all three levels of the permanent exhibit is the pictures that represent the 3,500 Jewish people who lived in the Eishishok shtetl.The Third FloorThe third floor covers the Final Solution, 1940 to 1945. The first section of this floor is about the ghettos. Notice the stones you are walking on (theres a small sign but hardly noticeable). These originally paved a section of Chlodna Street in the Warsaw Ghetto. The next section covers the mobile killing squads, deportation, and camp life.Two e xhibits on this floor are very powerful. The first is one of the cattle cars that carried the victims to the camps. The second exhibit is the one on medical experiments. With video displays in which you have to look over a concrete wall and down into (most likely to protect children from seeing it), shows very gruesome pictures of the experiments, including air pressure, seawater, and skeleton collection. The Second FloorThe second floor is the Last Chapter that covers the rescuers, resistance, and liberation. There are a lot of visual pictures documenting what was found in the camps. For most of the victims, liberation had come too late. Special Exhibits The special exhibits change frequently but are certainly worth going through. Ask at the information booth in the central floor of the museum for information (and maybe a brochure?) on the exhibits. Some recent and past exhibits include the Kovno Ghetto, the Nazi Olympics, and the St. Louis. Daniels Story Daniels Story is an exhibit for children. It usually has a line to go in and is crowded throughout the exhibits path. You start the exhibit with a short film (you remain standing) in which you are introduced to Daniel, a young Jewish boy. The premise of the exhibit is that you are walking through Daniels house looking at things that Daniel used every day. It is through touch that the children learn about Daniel. For instance, you can flip through an enlarged copy of Daniels diary in which he has written a few short descriptions; look in the drawer of Daniels desk; move windows up and down to see before and after scenes. Wall of Remembrance In a corner of the museum, there are 3,000 tiles painted by American children to remember the 1.5 million children murdered in the Holocaust. You could stand for hours in front of these tiles, trying to look at each one, for each tile has a unique scene or image. Hall of Remembrance Silence fills this six-sided room. It is a place for remembering. In the front is a flame. Above the flame reads: Only guard yourself and guard your soul carefully, lest you forget the things your eyes saw, and lest these things depart your heart all the days of your life. And you shall make them known to your children, and to your childrens children.- Deuteronomy 4:9

How to Compose an Effective Paragraph

How to Compose an Effective Paragraph Paragraphing, says William Zinsser, is a subtle but important element in writing nonfiction articles and books- a road map constantly telling your reader how you have organized your ideas (On Writing Well, 2006). If youre prepared to go beyond conventional formulas for dividing a text into paragraphs, consider these observations by experienced authors, editors, and teachers. Enlightening ReadersThe breaking up into paragraphs and the punctuation have to be done properly but only for the effect on the reader. A set of dead rules is no good. A new paragraph is a wonderful thing. It lets you quietly change the rhythm, and it can be like a flash of lightning that shows the same landscape from a different aspect.(Isaac Babel, quoted by Konstantin Paustovsky in The Story of a Life: Years of Hope. Pantheon, 1968) ExperimentingParagraphing is often taught in English classes with the same sort of false dictums that poisons much of writing instruction. . . . [Encourage] students to experiment with paragraphing in their own essays, looking to see how paragraphing develops their intended rhythm and tone.(Paul Lee Thomas, Reading, Learning, Teaching Kurt Vonnegut. Peter Lang, 2006) Following InstinctA clever man might successfully disguise every element of his style but one- the paragraphing. Diction and syntax may be determined and controlled by rational processes in full consciousness, but paragraphing- the decision whether to take short hops or long ones, whether to hop in the middle of a thought or action or finish it first- that comes from instinct, from the depths of personality.(Rex Stout, Plot It Yourself. Viking, 1959) Practicing the Art[P]aragraphing is ultimately an art. Its good practice depends on feel, voice and instinct rather than on any formula or techniques that can be dutifully learnt.(Richard Palmer, Write in Style: A Guide to Good English, 2nd ed. Routledge, 2002) Editing by EarWe think of paragraphing as an organizational skill and may teach it in conjunction with the prewriting or planning stages of writing. I have found, however, that young writers understand more about paragraphing and cohesive paragraphs when they learn about them in conjunction with editing. When developing writers know the reasons for paragraphing, they more readily apply them in the editing stage than in drafting.Just as students can be trained to hear end punctuation, they can also learn to hear where new paragraphs start and when sentences are off the topic.(Marcia S. Freeman, Building a Writing Community: A Practical Guide, rev. ed. Maupin House, 2003) Punctuating ProseWe must stop asking what a paragraph is and start asking what paragraphing (i.e., the initiation of a new paragraph) signals to readers; we must think of paragraphing as a kind of macro-punctuation mark that guides readers interpretation of passages much as commas guide readers interpretation of sentences.(Richard M. Coe, Toward a Grammar of Passages. Southern Illinois University Press, 1988) Taking BreathsIn general, I would suggest, the paragraph could be understood as a sort of literary respiration, with each paragraph as an extended- in some cases very extended- breath. Inhale at the beginning of the paragraph, exhale at the end. Inhale again at the start of the next.(Francine Prose, Reading Like a Writer: A Guide for People Who Love Books and for Those Who Want to Write Them. HarperCollins, 2006) Using Common SenseEffective paragraphing is based on common sense. Most readers dont prefer reading extremely long paragraphs or strings of very short paragraphs. Neither helps them to get the most out of what they are reading.(Thomas Tyner, Writing Voyage: A Process Approach to Writing, 8th ed. Thomson Wadsworth, 2008) Catching the EyeKeep your paragraphs short. Writing is visual- it catches the eye before it has the chance to catch the brain. Short paragraphs put air around what you write and make it look inviting, whereas a long chunk of type can discourage a reader from even starting to read. . . .But dont go berserk. A succession of tiny paragraphs is as annoying as a paragraph thats too long.(William Zinsser, On Writing Well. Collins, 2006) Catching a RestThe purpose of paragraphing is to give the reader a rest. The writer is saying to him: Have you got that? If so, Ill go on to the next point. There can be no general rule about the most suitable length for a paragraph . . .. The paragraph is essentially a unit of thought, not of length.(H.W. Fowler, Modern English Usage, 2nd edition, revised by Ernest Gowers. Oxford University Press, 1965) More About Paragraphs in Essays Paragraph BreaksParagraph LengthParagraph Unity

Techno Music in Detroit Essay Example | Topics and Well Written Essays - 1000 words

Techno Music in Detroit - Essay Example Techno, although seen as the voiceless, computerized machine-music of the 1990s, actually originated in the mid-1980s in Detroit and Chicago where avant garde disco DJs were experimenting with minimalist ‘industrial’ sounds (Reynolds 1998: 2), influenced in parts by disco, Philly soul, and European synth-pop (Hoffmann), Few people associate techno with its African American origins yet the three individuals most closely associated with the birth of Detroit techno as a genre are the "Belleville Three", Juan Atkins, Kevin Saunderson and Derrick May. These three African American high school friends from Detroit learned and mastered the art of ‘mixing’ electronic music (Reynolds 1998: 2). They soon found to their surprise that their basement music was in dance floor demand, thanks in part to a Detroit radio personality known as The Electrifying Mojo (Reynolds 1998: 2). Mojo not only played their early home grown techno tracks, but also influenced the new sound by playing electronic music from pioneers like Kraftwerk who were based in DÃ ¼sseldorf, Germany. The band Kraftwerk was masterminded by Ralf HÃ ¼tter and Florian Schneider, and have been widely accredited as the major influence on Detroit techno. In particular, their albums `Autobahn` from 1975, `Transeuropa Express` from 1977 and `Die Mensch-Maschine` from 1978, contributed to their reputation as the ‘Godfathers of Techno’ (Reynolds 1998: 2). ... Though, Detroit had a larger African American population, the chcago area, which had segregated black neighbourhoods, produced DJs who had their own individualistic styles. Party holders took advantage of these styles and organised their down town gatherings by inviting the best DJs from both the Westside and the Southside neighbourhoods. These events usually housed up to 5000 young people from both Chicago and Detroit. This meant that the Chicago DJs had more structure and were cutting more than the Detroit DJs (Hoffmann). Eventually Detroit DJs started working on their own tracks and giving it to Chicago's 'Hot Mix people' who started playing it in the various clubs and on radio stations, calling it "the 'house' sound of Detroit". By linking this new sound to Chicago, its DJs controlled how much influence was given to Detroit owing to intense competition and a need to keep the music culture strong in Chicago alone (Hoffmann). However, there were many DJs who were happy to help DJs Juans and Derricks by playing their tracks tracks which were created by mixing and blending music, creating a smoother music compared to the Chicago DJs who had a different beat and a different vocal every eight bars. Although producers in both cities used the same hardware and even collaborated on projects and remixes together, Detroiters traded the choir-friendly vocals of House with metallic clicks, robotic voices and repetitive hooks reminiscent of an automotive assembly line. It is this characteristic of the genre that provides the argument by authors such as Williams (2001: 158) who suggests that Detroit techno was a soundtrack for the evisceration of

World Wide Flu Epidemic Kills 20 Millions. 1918 Essay

World Wide Flu Epidemic Kills 20 Millions. 1918 - Essay Example The fort was an outpost in Kansas where new soldiers were trained before being sent off to Europe for World War I. A company cook apparently came down with the symptoms of the flu which appeared similar to the symptoms of a bad cold. He was isolated immediately; however, within the next hour, several soldiers were also admitted to the infirmary for the same symptoms as the cook (Rosenberg, 2010). Despite their best attempts to contain the symptoms, the flu spread quickly to the Fort Riley population and after several weeks, about a thousand of them were infected by the flu; towards the end, 46 of them died (Rosenberg, 2010). Similar incidents were soon reported in different military camps in the US and this spread on board transport ships and inadvertently this disease reached Europe via infected soldiers. When the epidemic reached Spain, the Spanish government immediately made the epidemic public; and since most people first heard the attack from the Spanish broadcast, the flu was n amed the Spanish flu (Rosenberg, 2010). It later also infected Russia, India, China, and Africa; but by the end of 1918, the first wave of the disease gradually tapered out. The second wave of the flu was however more deadly. It struck three port cities all at the same time (Boston, US; Brest in France; and Freetown in Sierra Leone) (Rosenberg, 2010). Hospitals were overwhelmed by the second wave as the patient population overflowed and depleted their supplies. The flu had a major impact on victims as within a few hours, symptoms of extreme fatigue, fever, and headache, already started showing up (Rosenberg, 2010). Patients were also subjected to powerful bouts of coughing which most often tore their abdominal muscles. Blood was often seen from the mouths, nostrils, and from their ears. Other patients also vomited (Rosenberg, 2010). This disease sometimes killed patients within a matter of hours from the first symptom manifesting and others within a day or two of the

Assimilating to St. Mary's University Essay Example | Topics and Well Written Essays - 500 words

Assimilating to St. Mary's University - Essay Example It also has two main academic libraries, Louis J. Blume Library and Sarita Kenedy East Law Library. Besides these, the institution has academic resource centers that aid students in their academic pursuits. Such centers include academic advising, academic technology services, information technology services, learning assistance center and an office for the retention of students. The university also offers special academic programs such as: b. Center for International Program: This mainly comprises of three main bodies, International Student and Scholar Services, Study Abroad Offices, and an Intensive English Program. This program is designed to help students have a touch of the complexities and intricacies of those living and working outside the US including their way of thinking. c. Marc U* Star Program: This is largely known as the Minority Access to Research Careers (MARC) Undergraduate Student Training in Academic Research (U*STAR). This program provides students with majors in biochemistry, biology, physics and chemistry with the opportunity to finish their research training and work together with their faculty members. Other programs include Marianist Universities Student Exchange Program, Military Science, McNair Scholars program, PREP, Nelson Wolff Law Early Admission Program and the Undergraduate Research program. Admission to the university is both at the first year undergraduate, transfer undergraduate, international undergraduate, graduate, and law school levels. It also has an alumni body of students that allow for the ease of connection for the former students thus, making them to be in a close–knit form of community always, even when separated by miles apart. The campus life in the university engages students in various activities and from the coordination by the Dean of Students office, students are able to engage in several activities such recreational

Clownfish Mating Essay Example | Topics and Well Written Essays - 2250 words

Clownfish Mating - Essay Example In this struggle, the male clownfish is quite belligerent towards the female and shows his desire by biting, chasing and extending his fins. The female clownfish mates with the male one after some struggle. After it, she lays eggs on a flat surface cleared by the male clownfish and built into a nest. The eggs that are laid by the female clownfish are fertilized and guarded by the male clownfish. He is the one who takes care of the eggs. He becomes free when the eggs get hatched and larvae come out of the hatched eggs. Clownfish is a beautiful fish that is liked all over the world because of its elegant style and appearance. People like to keep clownfish in their aquariums in order to increase the beauty of an aquarium. Clownfish, which is also called anemone fish, belongs to the order Perciformes, its family is Pomacentridae, its genus is Amphiprion and its species is ocellaris (Boyer 2009). Its scientific name is Amphiprion ocellaris (Fishlore.com 2007a). Clownfish is called anemone fish because of its symbiotic relationship with sea anemones (Hoff 1996). Symbiosis can be defined as a process in which, both the organisms are benefited because of the relationship that is formed between them. Clownfish and sea anemone forms a symbiotic association with the anemone due to which, clownfish as well as the sea anemone, both are mutually in advantage (Fishlore.com 2007b). As far as its habitat is concerned, the clownfish is found in warm waters, which are oceanic and sultry (Boyer 2009). The clownfish is usually at most 5 inches long and at least 2 inches small. The male clownfish is smaller in size than female clownfish (Randall, et. al 1997). There is a very interesting fact about clownfish and its gender. When a clownfish gives birth, all the newly born are males (Fishlore.com 2007a). In fact, the clownfish is male at its birth and remains male until it becomes dominant than other male clownfish around it. When one clownfish grows in size and gets