Terrorism and Homeland Security Essay Example for Free

Terrorism and Homeland Security Essay Left-wing extremists are highly idealistic. Their primary objective is to reform or destroy an existing system and replace it with a new and just society. Left-wing extremists possess a belief system that is often interpreted as a fanatical devotion to Marxist ideology. As a result, they use the doctrines of class warfare or national liberation as a justification for political violence. For left-wing extremists, taking up arms is a form of struggle against a despotic system, class or government. In addition, they view themselves as the messianic saviors of the poor and the oppressed. Studies of Marxist movements in the 21st century has revealed that in order to bring about their desired social change, left-wing extremists adopt a â€Å"vanguard strategy† (p. 223). This approach operates on the premise that revolutionary conditions are the results of a generalized climate of change that was developed over time. Revolutionary conditions rarely occur spontaneously – only a committed and disciplined revolutionary movement has the capacity to come up with it. The revolutionary movement (usually composed of disaffected young educated elite) creates revolutionary conditions by raising the political consciousness of the exploited class or group. In the context of leftist extremism, â€Å"political consciousness† refers to the belief that revolution is the best alternative to the corrupt status quo. As soon as the desired revolutionary conditions are attained, the revolutionary movement sees to it that these are maintained. In the process, the revolutionary movement becomes the â€Å"vanguard† of the subjugated class or group. The former â€Å"saves† them from a repressive system, as well as â€Å"protects† them from it. An example that illustrates the â€Å"vanguard strategy† is the Russian Vanguard of the Proletariat. Lenin and the Bolsheviks required the members of the Russian Communist Party to be the â€Å"vanguard of the proletariat† (p. 234). They were the â€Å"elite† who were expected to transform Russia into a Communist society by bringing about the revolution. They were to free the proletariat from the tyranny of the nobles by educating them on Marxist doctrines. Right-wing extremists, on the other hand, are very nostalgic. They affirm their superiority usually by looking back on past glories. In the process, right-wing extremists use these previous achievements as justifications for violence. For them, carnage is acceptable as long as it is used to maintain the purity of a religion, ethno-national group or an ideology. Right-wing extremists believe that they have the moral obligation to protect an ideal order that was â€Å"violated† or â€Å"destroyed† by â€Å"inferior† religious values or ethno-national interests. For them, the restoration of this ideal order is the only way to lasting peace and prosperity in society. Anyone who opposes must be eliminated through all possible means – even violence. Consequently, right-wing extremism is very prevalent in organizations that represent groups that have a distinctive identity, such as regional minorities and religious fundamentalists. Below are the common characteristics of right-wing organizations: a. Nationalism – The belief that only people of a specific nationality have the right to reside within a given country. Furthermore, these nationals likewise have the right to live in their country’s borders. b. Racism – The misconception that race is the main basis for all human traits and capabilities. c. Xenophobia – In the context of right-wing extremism, xenophobia is the fear of belief systems that deviate from the status quo. d. Antidemocracy – An aversion to the concept of pluralism in society. In order to achieve their goal homogeneity, right-wing extremists shun political activities that foster equality and democratic rule, such as popular elections. e. Strong State – Right-wing extremists advocate militarism under the guise of â€Å"protecting law and order. † For them, militarism is an effective means of eliminating â€Å"dissidents† (groups whom they deem â€Å"inferior†). References Martin, G. (2006). Understanding Terrorism: Challenges, Perspectives and Issues (2nd ed. ). Thousand Oaks: Sage Publications.

The Relationship Between Pressure Groups and the News Media :: The Mass Media and Environmental Issues

Nowadays, it is comprehensible to hear that crowded citizens flourished on the street or gathered in front of the official government in order to advocacy their appeals towards government or pressing the ‘sluggish’ government. These phenomenons could be identified by social activities lead by pressure group and as the forms of expressing public opinion ( Grant, 1999:4). However, news media also reveals similar functions with pressure groups by attracting public attention and raising public awareness on certain issues, even influencing government’s decision on a great extent. This essay will mainly focus on analysising how pressure groups successfully utilize and affect news media in terms of enhancing the public attention to their campaigns which accompany with a few negative examples of pressure groups about misues news media. Besides, this essay will critically argue about the relationship between pressure groups and news media; some techniques exerted by pressure groups in media area and how news media reacted to pressure groups. There are several types of pressure groups existing in current society which they possess different values and aims. In details, causes groups may eager to set up certain debates in political agenda and expected to receive effectual political action (Grant, 2000, P126); sectional groups might need to attract public attention to their problems but sometimes they prevent public attention in order to conducted via au fait consultative channels (Grant, 2000, P126); interest groups which easily to understand in its literal meanings used to upgrade their interest in political agenda by utilizing media (Grant, 2000, P127). Therefore, certain pressure groups require higher level of media assistance compared with others. Furthermore, despite of pressure groups relate to political agenda, environmental groups have established long-history relationship with news media that could be identified by large amount of environmental articles in media coverage (Hansen, 1993, P5). In details, mo st well-known environmental groups employed rich experience staff; those workers involved in making environmental news before or providing environmental information to journalists that will guarantee their campaign issues are similar or familiar with favourable news coverage (Hansen, 1993, P5). However, environmental groups are taken significant advantages in news coverage compared with other pressure groups due to the environmental news are more mediagenic and equivalent to news criteria (Hansen, 1993, P5). Despite of the pressure groups require news media at a variety level, different form of news media might present diverse effects depends on its functions and targeted audiences.

Hello Walmart

Hello, Wal-Mart? Ashford University BUS644 Operation Management Dr. Ronald Beach November 26, 2011 Hello, Wal-Mart? It is very common for everyone that lives in a small town to get all their groceries at Wal-Mart. During the last 50 years of creation, from a small town on Arkansas, Wal-Mart became the biggest retail company of the world. At this time, this company is one of the major employers of the world and has more than 4,000 stores just in America. It is very difficult for a small business to compete with this company.Now before going forward, it is very important to understand how Wal-Mart operates. The main strategy of their operation is getting the cheaper supplies and sells their products a very low price to the customers. Another of their strategies is to centralize all kinds of products in one store. The key element for this business is to analyze the market considerations when they open a new location. There are tools to help companies to find out the best location. For e xample, according to Stevenson (2011, P. 48), â€Å"Geographic Information Systems is a computer based tool for collecting, storing, retrieving, and displaying demographic data on maps†. Now that we know this, let’s analyze the following disadvantages of opening a new Wal-Mart in a small town. Disadvantages for owners of small business located nearby are several. Let’s start by mentioning that small towns are surrounded by and full of small business that support the local economy and employ the local population.With the presence of Wal-Mart, small businesses that offer similar products will be obligated to reduce their price to the minimum in order to compete with the big retail company. According to Dartmouth College, in 2009, they conducted a study that indicates the â€Å"the impact a Wal-Mart store has on a local business is correlated to its distance from that store. The leader of that study admits that this factor is stronger in smaller towns†. Wal- Mart is using what people call predatory pricing. Wal-Mart buys products from cheaper suppliers; this issue hurts the local suppliers and local economy.Small businesses will be obligated to reduce their price to the minimum if they want to compete. All the money that small businesses will generate goes to local banks and stays in the community; in the case of Wal-Mart, this money goes to the main banks in other towns or cities, and the bottom line is this money does not stay in the area. According to the Institute of Local Self Reliance as Wal-Mart expanded small business retails dropped more than 39% and many small businesses are now closed.Let’s imagine this town a few years later with all these small business closed and for any reason Wal-Mart has to leave the town. The consequences will be catastrophic. Another point to take in consideration is the possibility that Wal-Mart is doing a monopoly of the sales in the small towns. With their aggressive campaign of reducing pri ces to the lowest minimum, and disappearing small businesses, they are obligating the consumers to only go to Wal-Mart for their needs. The disadvantages from the town residents and the residents of nearby towns are also several.Let’s start to mention the impact of a new Wal-Mart store in the life of these residents. Earlier it was mentioned how small business were, in many times, obligated to close. These issues have a direct impact in the life of the residents, since these small businesses contract local people. People are forced to, in many cases, to leave the town because they cannot afford the costs of living. Wal-Mart only can hire a smaller group of people than many small businesses together.After all, the only place to work will be at Wal-Mart and without a competitor they will mandate the wage pay and the benefits of their employees. When small businesses are closed they destroy the moral and the way of life of the community. When these businesses close, residents wi ll lose their livelihood. Many of these new Wal-Mart stores get the land at very cheap price; they bring with them traffic, delinquency, and a big reduction of price in the land of the residents surrounding these stores; all this translate as a big reduction of taxes that these small tows will receive.According to the Institute of Local Self Reliance â€Å"many studies have found that when locally owned business are displaced by Wal-Mart, the participation and voter turnout falls, the number of active nonprofit organizations drop and residents are less likely to know and interact with their neighbors†. Now after hearing all the arguments of these two groups, it is time for Wal-Mart representative to respond to all these allegations and propose some of the advantages to open a new store in a small town.The first thing to analyze is that where ever a Walmart is, residents of that town and nearby towns are finding a big reduction in the cost of their products. Another of the goo d things that Wal-Mart will bring to the town is a good market ideas and competition. Owners that bring good ideas can benefit of the presence of a big store like Wal-Mart. There is a main factor here, with an economy like the present, a store like Wal-Mart will bring to the town lower prices for the customers, a reduction of transportation, and an increase of jobs for the community.When we talk about transportation, it means to drive less to find all the products in the same place. When we talk about jobs, it means new jobs for the residents close to the store. One of the more important arguments to favor Wal-Mart is the support of the community through programs by their customers. References Stevenson, W. J. (2011). Operation management (11th ed). New York: McGraw-Hill/Irwin. Retrieved from http://www. ilsr. org Retrieved from http://articles. chicagotribune. com/2010-07-04/business/ct-biz-0704-soda-wars-20100703_1_chicago-wal-mart-costco-and-wal-mart-pricing

Legal System and the Social Construction of Childhood

In 1924 the League of Nations promulgated the first international agreement setting out the principles, which should inform the universal treatment of children. The underlying image of the child contained in the Declaration of Geneva was thoroughly imbued with a modernist concept of childhood. In particular children were seen as incomplete, non-social, weak and dependent. The Declaration, therefore, placed its emphasis on the duties of adults towards children. The UN Convention of the Rights of the Child (UNCRC), agreed in 1989, took this a stage further by making its provisions legally binding on national governments that ratified it. By 2003 this included all governments of the world except the US. The UNCRC, however, surpasses the modernist notion of children as a cultural other. It raises children's social participation as a goal alongside protection and provision. Children's participation has become an international rallying point for child advocacy. It is seen as capable of transcending differences in the social, cultural and economic conditions of children's lives around the world (Davie, Upton and Varma, 1996; Flekkoy and Kaufman, 1997; Franklin, 1995; Hart, 1992; Lansdown, 1995). From one point of view the UNCRC represents a benign attempt to bring enlightenment and humane standards to all children. It has been used in this way and it is on these grounds that it draws enthusiastic support and even evokes a certain amount of zealotry. It has also been characterized as high in rhetoric but low in intensity. In this sense it is a highly suitable instrument through which declarations of lofty principle can be made but about which little needs to be done in practice. However, it is also the case that the children's rights lobby is, for good or ill, on the forefront of the global spread of norms about childhood. As Boyden (1997:197) notes, these efforts have their precursors in the ‘civilizing mission' of colonialism: â€Å"As the twentieth century has progressed, then, highly selective, stereo-typical perceptions of childhood – of the innocent child victim on the one hand and the young deviant on the other – have been exported from the industrial world to the South †¦ It has been the explicit goal of children's rights specialists to crystallize in international law a universal system of rights for the child based on these norms.† The effects of this, she argues, are not always positive. Rights is a concept which is ultimately tied up with cultural values. Their successful implementation depends upon the existence of a compatible framework of meaning and an infrastructure of social and economic supports. The right to protection, for example, may translate well into practice when agencies, such as the police, are reliable upholders of law. When they are reliably corrupt it can be a recipe for oppression. Furthermore, some aspects of the concept of childhood contained in the UNCRC might also depend for their realization upon a level of economic wealth that many countries do not possess. As we have seen, for some countries international economic policy has led to deepening poverty, ill-health and inequality at the same time that social policy is urging the adoption of the rights of children. Perhaps, though, this is to underestimate the subtle processes that the UNCRC is enmeshed within. The different ways in which it (or part of it, Article 12) can be interpreted illustrate well how cultural globalization creates both diversity and homogeneity. It is, as Lee (1999) has pointed out, a document that has effectivity only because it is ambiguous. It is framed in such a way that its general principles are given a great deal of space for local interpretation. In fact, such was the level of disagreement among those who drafted it that this was the only way to make it acceptable to a wide range of countries with different cultural traditions about childhood. As Lee (2001a: 95-6) comments: â€Å"If the Convention had been intended to clarify children's position, it would indeed crumple under this burden, but the Convention operates in a rather different way. Having generated childhood ambiguity, it then lays the responsibility for managing that ambiguity on the legislatures and the policy-makers of the states that have ratified it.† The representation of childhood found in the UNCRC has become more complex and ambiguous than the earlier Declaration. The protection and provision articles of the Convention still emphasize children's need of adult support but, at the same time, especially through Article 12 of the Convention, children are pictured as social actors, not outside but inside society, not passive recipients but active participants. Role of the Legal System in Regulating children However, the contradictory effects of globalization do not all flow in the direction of self-expression and rights. From another point of view the twentieth century has witnessed increased levels of institutional control over children. The introduction of compulsory schooling and children's formal exclusion from paid work signaled a historical tendency towards children's increasing compartmentalization in specifically designated, separate settings, supervised by professionals and structured according to age and ability. Nà ¤sman (1994) has called this process the institutionalization of childhood. Throughout the twentieth century schooling has gradually been extended both ‘upwards' (for example in incremental steps towards an older leaving-age for compulsory schooling) and ‘downwards' in the growing emphasis on pre-school education and nursery provision (Moss et al., 2000.) Even leisure time is often framed in this way for many children because activities such as sport or music increasingly take place within some kind of institutional setting. It can be seen in the provision of after-school and holiday clubs that organize and regulate children's activities under an adult gaze, channeling them into forms considered developmentally healthy and productive. Such phenomena have been noted across European societies. German sociologists, for example, have used the terms ‘domestication' to describe the progressive removal of children from the streets and other public spaces and their relocation in special, protected spaces. They use the term ‘insularization' to describe the decreased levels of children's autonomous mobility around cities and the creation of special ‘islands' of childhood to and from which they are transported (Zeiher, 2001, 2002). Within these institutions, but with significant variations according to national policy, it is possible to discern a struggle to tighten the regulation of children and to shape more firmly the outcomes of their activities. Schooling is a good example of this. In the last decades of the twentieth century the rather instrumental schooling regimes of the ‘Tiger Economies' of Southeast Asia were held up as the model for producing economic efficiency and were widely influential in changing educational systems in Europe. I have argued elsewhere that this phenomenon represents a refocusing of modernity's drive to control the future through children (Prout, 2000a). This tightening of control over children derives from a declining faith in other mechanisms of economic control, combined with increasing competitive pressures from the world economy. The intensification of global competition and the intricate networking of national economies erode the state's capacity to control its own economic activity. In such circumstances, shaping children as the future labor force is seen as an increasingly important option. This, after all, is exactly what supply side economics is about but, as far as children are concerned, it often leads to attempts to regulate and standardize what they learn and how they learn it. References Boyden, J 1997, ‘Childhood and the Policy Makers', in James, A and Prout, A (eds), Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood (2nd edn), Falmer Press, London. Davie, R, Upton, G and Varma, V (eds) 1996, The Voice of the Child, Falmer Press, London. Flekkoy, GD and Kaufman, NH 1997, The Participation Rights of the Child: Rights and Responsibilities in Family and Society, Jessica Kingsley, London. Franklin, B 1995, Handbook of Children's Rights: Comparative Policy and Practice, Routledge, London. Hart, R 1992, Children's Participation: From Tokenism to Citizenship, Innocenti Essays, Florence. Lansdown, G 1995, Taking Part: Children's Participation in Decision Making, Institute for Public Policy Research, London. Lee, N 1999, ‘The Challenge of Childhood: The Distribution of Childhood's Ambiguity in Adult Institutions', Childhood, vol. 6, no. 4, pp. 455-74. Lee, N 2001a, Childhood and Society: Growing Up in an Age of Uncertainty, Open University Press, Buckingham. Moss, P, Dillon, J and Statham, J 2000, ‘The â€Å"Child in Need† and â€Å"The Rich Child†: Discourses, Constructions and Practices', Critical Social Policy, vol. 20, no. 2, pp. 233-54. Nà ¤sman, E 1994, ‘Individualisation and Institutionalisation of Children', in Qvortrup, J., Bardy, M., Sgritta, G. and Wintersberger, H. (eds), Childhood Matters: Social Theory, Practice and Politics, Avebury, Aldershot. Prout, A 2000a, ‘Control and Self-Realisation in Late Modern Childhoods', Special Millenium Edition of Children and Society, vol. 14, no. 4, pp. 304-15. Zeiher, H 2001, ‘Children's Islands in Space and Time: The Impact of Spatial Differentiation on Children's Ways of Shaping Social Life', in du Bois-Reymond, M., Sunker, H. and Kruger, H.-H. (eds), Childhood in Europe: Approaches – Trends – Findings, Peter Lang, New York. Zeiher, H. (2002) ‘Shaping Daily Life in Urban Environments', in Christensen, P. and O'Brien, M. (eds), Children in the City: Home, Neighbourhood and Community, London: Falmer Press.         

USS Hancock (CV-19) in World War II

USS Hancock (CV-19) in World War II USS Hancock (CV-19) - Overview: Nation: United States Type: Aircraft Carrier Shipyard: Fore River Shipyard Laid Down: January 26, 1943 Launched: January 24, 1944 Commissioned: April 15, 1944 Fate: Sold for scrap, September 1, 1976 USS Hancock (CV-19) - Specifications Displacement: 27,100 tons Length: 888 ft. Beam: 93 ft. Draft: 28 ft., 7 in. Propulsion: 8 Ãâ€" boilers, 4 Ãâ€" Westinghouse geared steam turbines, 4 Ãâ€" shafts Speed: 33 knots Complement: 3,448 men USS Hancock (CV-19) - Armament 4 Ãâ€" twin 5 inch 38 caliber guns4 Ãâ€" single 5 inch 38 caliber guns8 Ãâ€" quadruple 40 mm 56 caliber guns46 Ãâ€" single 20 mm 78 caliber guns Aircraft 90-100 aircraft USS Hancock - Design Construction: Designed in the 1920s and early 1930s, the US Navys Lexington- and Yorktown-class aircraft carriers were planned to meet to the restrictions set forth by the Washington Naval Treaty. This agreement placed limitations on the tonnage of various types of warships as well as capped each signatorys total tonnage. These types of restrictions were reaffirmed in the 1930 London Naval Treaty. As global tensions rose, Japan and Italy departed the treaty structure in 1936. With the collapse of the system, the US Navy began developing a new, larger type of aircraft carrier and one which drew from experience gleaned from the Yorktown-class. The resulting type was longer and wider as well as possessed a deck-edge elevator. This had been employed earlier on USS Wasp (CV-7). In addition to carrying a greater number of aircraft, the new design mounted an enlarged anti-aircraft armament. Designated the Essex-class, the lead ship, USS Essex (CV-9), was laid down in April 1941. This was followed by several additional vessels including USS Ticonderoga (CV-19) which was laid down at Bethlehem Steel in Quincy, MA on January 26, 1943.   On May 1, the name of the carrier was changed to Hancock following a successful war bond drive conducted by John Hancock Insurance.   As a result, the name Ticonderoga was transferred to CV-14 then under construction at Newport News, VA.   Construction progressed over the next year and on January 24, 1944, Hancock slid down the ways with Juanita Gabriel-Ramsey, wife of Chief of the Bureau of Aeronautics Rear Admiral DeWitt Ramsey, serving as sponsor.   With World War II raging, workers pushed to complete the carrier and it entered commission on April 15, 1944, with Captain Fred C. Dickey in command. USS Hancock - World War II: Completing trials and shake-down operations in the Caribbean later that spring, Hancock departed for service in the Pacific on July 31.   Passing through Pearl Harbor, the carrier joined Admiral William Bull Halseys 3rd Fleet at Ulithi on October 5.   Assigned to Vice Admiral Marc A. Mitschers Task Force 38 (Fast Carrier Task Force), Hancock took part in raids against the Ryukyus, Formosa, and the Philippines.   Successful in these efforts, the carrier, sailing as part of Vice Admiral John McCains Task Group 38.1, retired towards Ulithi on October 19 as General Douglas MacArthurs forces were landing on Leyte.   Four days later, as the Battle of Leyte Gulf was commencing, McCains carriers were recalled by Halsey.   Returning to the area, Hancock and its consorts launched attacks against the Japanese as they departed the area via the San Bernardino Strait on October 25. Remaining in the Philippines, Hancock struck targets around the archipelago and became flagship of the Fast Carrier Task Force on November 17.   After replenishing at Ulithi in late November, the carrier returned to operations in the Philippines and in December rode out Typhoon Cobra.   The following month, Hancock attacked targets on Luzon before raiding through the South China Sea with strikes against Formosa and Indochina.   On January 21, tragedy struck when an aircraft exploded near the carriers island killing 50 and injuring 75.   Despite this incident, operations were not curtailed and attacks were launched against Okinawa the next day. In February, the Fast Carrier Task Force launched strikes on the Japanese home islands before turning south to support the invasion of Iwo Jima.   Taking station off the island, Hancocks air group provided tactical support to troops ashore until February 22.   Returning north, American carriers continued their raids on Honshu and Kyushu.   During these operations, Hancock repelled a kamikaze attack on March 20.   Steaming south later in the month, it provided cover and support for the invasion of Okinawa.   While executing this mission on April 7, Hancock sustained a kamikaze hit that caused a large explosion and killed 62 and wounded 71.   Though remaining in action, it received orders to depart for Pearl Harbor two days later for repairs.    Resuming combat operations on June 13, Hancock attacked Wake Island before rejoining American carriers for raids on Japan.   Hancock continued these operations until notification of the Japanese surrender on August 15.   On September 2, the carriers planes flew over Tokyo Bay as the Japanese formally surrendered aboard USS Missouri (BB-63).   Departing Japanese waters on September 30, Hancock embarked passengers at Okinawa before sailing for San Pedro, CA.   Arriving in late October, the carrier was fitted out for use in Operation Magic Carpet.   Over the next six months, Hancock saw duty returning American servicemen and equipment from overseas.   Ordered to Seattle, Hancock arrived there on April 29, 1946 and prepared to move into the reserve fleet at Bremerton. USS Hancock (CV-19) - Modernization: On December 15, 1951, Hancock departed the reserve fleet to undergo a SCB-27C modernization.   This saw the installation of steam catapults and other equipment to allow it to operate the US Navys newest jet aircraft.   Recommissioned February 15, 1954, Hancock operated off the West Coast and tested a variety of new jet and missile technologies.   In March 1956, it entered the yard in San Diego for a SCB-125 upgrade.   This saw the addition of an angled flight deck, enclosed hurricane bow, optical landing system, and other technological enhancements.   Rejoining the fleet that November, Hancock deployed for the first of several Far East assignments in April 1957.   The following year, it formed part of an American force sent to protect Quemoy and Matsu when the islands were threatened by the Communist Chinese.   A stalwart of the 7th Fleet, Hancock took part in the Communication Moon Relay project in February 1960 which saw US Navy engineers experiment with reflecting ultra high frequency waves off the Moon.   Overhauled in March 1961, Hancock returned to the South China Sea the following year as tensions mounted in Southeast Asia.   After further cruises in the Far East, the carrier entered Hunters Point Naval Shipyard in January 1964 for a major overhaul.   Completed a few months later, Hancock briefly operated along the West Coast before sailing for the Far East on October 21.   Reaching Japan in November, it then assumed a position at Yankee Station off the Vietnamese coast where it largely remained until early spring 1965. USS Hancock (CV-19) - Vietnam War: With the US escalation of the Vietnam War, Hancock returned to Yankee Station that December and commenced launching strikes against North Vietnamese targets.   With the exception of brief respites in nearby ports, it remained on station into July.   The carriers efforts during this period earned it the Navy Unit Commendation.   Returning to Alameda, CA in August, Hancock stayed in home waters through fall before departing for Vietnam in early 1967.   On station until July, it again returned to the West Coast where it remained for much of the next year.   After this pause in combat operations, Hancock resumed attacks over Vietnam in July 1968.   Subsequent assignments to Vietnam occurred in 1969/70, 1970/71, and 1972.   During the 1972 deployment, Hancocks aircraft helped slow the North Vietnamese Easter Offensive.   With the US departure from the conflict, Hancock resumed peacetime activities.   In March 1975, with the fall of Saigon looming, the carriers air group was offloaded at Pearl Harbor and replaced by Marine Heavy Lift Helicopter Squadron HMH-463.   Sent back to Vietnamese waters, it served as a platform for the evacuation of Phnom Penh and Saigon in April.   Completing these duties, the carrier returned home.   An aging ship, Hancock was decommissioned on January 30, 1976.   Stricken from the Navy List, it was sold for scrap on September 1.   Selected Sources DANFS: USS Hancock (CV-19)USS Hancock AssociationNavSource: USS Hancock (CV-19)

Analysis of Poetry Essay Example for Free

Analysis of Poetry Essay This Unit Activity will help you meet these educational goals: 21st Century Skills—You will use critical-thinking and problem-solving skills and communicate effectively. Introduction In this activity, you will read and analyze three poems by different poets and examine the similarities and differences among them. __________________________________________________________________________ Directions and Analysis Task 1: Read and Analyze Poetry Read these poems, which revolve around the ideas of darkness and the night: â€Å"Do Not Go Gentle into That Good Night† by Dylan Thomas â€Å"Acquainted with the Night† by Robert Frost â€Å"We Grow Accustomed to the Dark† by Emily Dickinson Read the poems a few times, noting each one’s theme, mood, form, structure, rhyme scheme, and use of imagery and figurative language. Use the provided table to record your analysis. â€Å"Do Not Go Gentle into That Good Night† â€Å"Acquainted with the Night† â€Å"We Grow Accustomed to the Dark† theme Mortality Isolation To â€Å"find the light† imagery Sunrise and sunset Loneliness figurative language Their frail deeds might have danced in a green bay Personification and rhyming Darkness and light mood Somber desperation Discomfort Sadness form Villanelle Iambic pentameter Lyric poem meter, structure, and rhyme scheme five three-line stanzas and a sixth stanza with four lines Terza rima, ABABCBCDCDADAA, Italian form Rhythm is similar throughout, but changes from eight and six syllable lines to seven and six syllables to seven and six syllables. Write a 250-500-word essay describing the similarities and differences you found in the poems. Address the following points in your essay: Examine how the subject of darkness is used in each of the three poems. How has each poet woven the central idea of the poem around the subject? Compare and contrast the figurative devices used in each poem. How do they affect the mood and relate to the theme of the poem? Point out the differences in style and tone, including the choice of words. Which poem do you think has the greatest overall impact on readers? Which one communicates its message most directly and effectively? Which poem appeals most to you? Give reasons to explain your answers. As with any essay, this essay should be structured into paragraphs, with a clear introduction, a body, and a conclusion. Arrange your ideas logically and group them into paragraphs, using suitable words to mark transitions between ideas. Remember to provide textual evidence from the poems for your opinions. The similar ideas of dark and night appear in works by Emily Dickinson, Dylan Thomas, and Robert Frost, but the meaning of the two concepts in context of the literary works differ greatly. In Emily Dickinson’s â€Å"We Grow Accustomed to the Dark†, Dylan Thomas’ â€Å"Do Not Go Gentle into that Good Night†, and Robert Frost’s â€Å"Acquainted with the Night† the theme of night and darkness is compared and contrasted through the literary elements of point of view, imagery, and structure. The concept of darkness and night is portrayed through the use of point of view. In each of these poems, the poet writes in the first tense, giving the reader a sense that the narrator has personally experienced the presence of the symbolic â€Å"darkness† and â€Å"night†. However, while â€Å"We Grow Accustomed to the Dark† is written in a plural point of view, â€Å"Acquainted with the Night† is written in a singular view, and â€Å"Do Not Go Gentle into that Good Night† is from the speaker point of view. This gives a differing meaning to dark and night between these poems, because although Dickinson’s plural poem encompasses humanity as a whole, showing the dark to be a natural point in life, Frost’s poem depicts the night his character is experiencing as a lonely, solitary happening, and Thomas’ poem shows loneliness and wanting for companionship. The differences in these poems help to show night as a more unnatural and depressing experience than the dark that happens to everyone. __________________________________________________________________________ Evaluation Your teacher will use these rubrics to evaluate the completeness of your work as well as the clarity of thinking you exhibit. Provides a complete and accurate analysis of each poem Exhaustively lists instances of figurative language and use of imagery Provides a concise but compelling description of the mood and theme of each poem Provides a complete and largely correct analysis of each poem Lists most instances of figurative language and use of imagery Provides an effective description of the mood and theme of each poem Provides a complete analysis of the poems with some inaccuracies Lists some instances of figurative language and use of imagery Provides a passable description of the mood and theme of each poem Provides an incomplete analysis of the poems with some inaccuracies Lists only a few instances of figurative language and use of imagery Attempts to describe the mood and theme of the poems Thoroughly addresses all the points mentioned Effectively compares how the subject has been woven into the central idea in the three poems Thoroughly evaluates and compares the effect of figurative language and imagery in the poems Insightfully compares the style and impact of the poems Provides strong textual evidence to support opinions Structures the essay exceptionally well, has a compelling introduction and conclusion, and uses transitions to enhance the organization of ideas Consistently uses correct grammar, spelling, and punctuation throughout Adequately addresses most of the points mentioned Effectively compares how the subject has been woven into the central idea in the three poems Adequately evaluates and compares the effect of figurative language and imagery in the poems Effectively compares the style and impact of the poems Provides adequate textual evidence to support opinions Structures the essay well, has a meaningful introduction and conclusion, and uses transitions effectively Largely uses correct grammar, spelling, and punctuation Adequately addresses some of the points mentioned Compares how the subject has been woven into the central idea in the three poems Evaluates and compares the effect of figurative language and imagery in the poems to some extent Compares the style and impact of the poems Provides some textual evidence to support opinions Structures the essay into paragraphs, has an introduction and a conclusion, and uses transition words Makes a few mistakes in grammar, spelling, and punctuation Marginally addresses some of the points mentioned and omits others Attempts to compare how the subject has been woven into the central idea in the three poems Inadequately describes the effect of figurative language and imagery in the poems Attempts to compare the style and impact of the poems Does not provide textual evidence to support opinions Does not structure the essay well and does not use transitions effectively Makes several mistakes in grammar, spelling, and punctuation Analysis of Poetry. 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Specialty Courts Essay Example | Topics and Well Written Essays - 2000 words

Specialty Courts - Essay Example Specialty courts have different goals depending on the category of specialty courts they are. There are therapeutic courts and nontherapeutic courts. The aim of therapeutic courts is the improvement of personal health in various areas such as treatment of mental health and substance problems. The courts also seek to try to increase court efficiency. As for nontherapeutic courts, their main objective is to increase court efficiency. Judges and court staff with special training would make this objective achievable, as they would decrease the time required to solve cases. Efficiency would, in turn, minimize uncertainty, disruptions and even stress associated with cases dragging on for long. The main aim of unified family courts is to have the management of all issues that pertain to a single family in one place. Such issues include divorce, equitable division of property, child custody and juvenile delinquency. The emphasis of these courts is on rehabilitation and safeguarding the inter ests of children. On the other hand, DTCs aim at treating people under criminal charges and who have problems with drugs and alcohol. They aim at reducing the rates of rearrest for offenses related to substance abuse.The authors planned to evaluate the specialty courts in two steps. First, they would assess how the presence of unified family courts and drug treatment courts in a North Carolina influenced the time children stayed under foster care and the placement they got when leaving foster care.