Alene Ureno Essays - Linguistics, Profanity, Censorship,

Alene Ureno AJ 110 AF Dr. Kevin C. Sampson Wednesday 3:30 September 16, 2016 Language of Law 1.According to this article, the word "nigger" is definitely a violation of criminal law. It is seen as a fighting word, which may cause or provoke violence or disorderly response. The law sees the racial epithet in the word "nigger" and is clear to intend shock, rage and even violence and also recognizes its inflammatory nature. 2. When Central Michigan basketball coach Keith Dambrot was fired for using the word "nigger" in the locker room, his defense was that his remarks were in the context of free speech and academic freedom. He said that he was using the epithet in a positive way. What he said in the locker room was, "play like niggers on the court"- meaning in tough, aggressive basketball but try to be less aggressive and more subdued otherwise, "not like niggers in a classroom." The courts concluded that the racial epithets were overboard and if he had used them in the wrong context, the epithets could be a violation of the First Amendment and could cause fights and anger. 3. The case of 1942 Supreme Court decision which upheld the disorderly conduct conviction of a protester who used offensive words towards a police officer is Chaplinksy v. State of New classified as inflammatory words. 4. The U.S. Supreme Court decided in the case Lewis vs. The City of New Orleans, that it was decided upon the epithet slurs that were thrown at the police officer. The police officers are trained to have a higher restraint than the less average citizen and is less likely to be provoked. 5. After reading this article, I've come to realize that our constitutional right to free speech should be specific as to what exactly you could say and where. Having the right to free speech is very broad and many people think they could just say anything to whom ever, but having the use of free speech will only be protected so much. The use of speech is protected when it comes to police encounters and to yourself. Speech will become a crime when there is threats, promotes violence, and hate speech.

Chemical Warfare Essays - Nerve Agents, Free Essays, Term Papers

Chemical Warfare Essays - Nerve Agents, Free Essays, Term Papers Chemical Warfare Chemical Warfare In this report I will be giving a history of chemical warfare. I will also be showing a chart that includes the Agent, and many other useful information about nerve gas agents which are the main item for chemical warfare. This report will also include the effects of nerve gas on the human body. Chemical Warfare is an extremely dangerous form of warfare. An inquisitive scientist accidentally stumbled upon the engineering of nerve gas agents in the 30s by the name of Gerhard Schrader. He was working on a solution to the troublesome insects in Germany when he stumbled onto a solution for a larger problemhumans. With World War II less than a decade later the Germans now possessed an extremely efficient killer. The Soman, Tabun, and Sarin that Gerhard had engineered were some of the most toxic substances known to humankind. Fortunately, Adolf Hitler never used these devastating weapons during the war. The reason why he made this decision is still unknown to many people. The most popular explanation for Hitler's decision goes back to the previous World War where toxic gases were used in combat. Hitler had been harmed by these chemical agents and was unwilling to introduce new and more toxic agents. There is also evidence that suggests that Hitler was advised against using the agents and even stopped their production. Hitler's Minister of Production, Albert Speer, said after the war that sensible military leaders turned gas warfare down as being insane, since, America's airforce was the best at the time and probably still is. It would not be long before it would wreak havoc on German cities if Hitler had even considered chemical warfare had be used. After the war, British chemist R. Ghosh (his first name was never mentioned in my research) discovered another more indestructible agent known as VX. It had a more stable structure, which allowed it to live longer in the air and ground, killing more life. Since VXs discovery in 1949 there has only been minor advancements in the nerve gas agents. Most of the more powerful countries began to stockpile their chemical weapons as if saying, We are more powerful than you. There have only been two real incidents where nerve gas agents have been used. One of the events was the Iran and Iraq war that lasted from 1984 to 1988. Iraq used the nerve agent Tabun against Iran. Another incident was when a Japanese Cult known as the Aum Shinrikyo Cult put a Sarin gas bomb in a heavily populated Tokyo subway. This posed an all new problemTerrorists have the most deadly substance known to mankind. The following chart contains the key for the Nerve agents, the route into the human body, the form in which it goes in, the effect and how much is needed to do that damage: AGENT ROUTE FOR EFFECT TYPE DOSAGE Sarin inhalation vapor incapacitation ICt50 35 mg-min/m3 inhalation vapor death LCt50 70 mg-min/m3 percutaneous liquid death LD50 1700 mg/70 kg man ocular vapor meiosis ECt50 *2 mg-min/m3 Soman ocular vapor meiosis ECt50 *2 mg-min/m3 inhalation vapor incapacitation Ict50 35 mg-min/m3 inhalation vapor death LCt50 70 mg-min/m3 percutaneous liquid death LD50 350 mg/70 kg man Tabun percutaneous liquid death LD50 9.3 mg/kg (MONKEY) inhalation vapor death LCt50 187 mg-min/m3 (monkey) inhalation vapor death LCt50 135 mg-min/m3 (MAN) VX ocular vapor meiosis ECt50 *.9 mg-min/m3 inhalation vapor incapacitation ICt50 25 mg-min/m3 inhalation vapor death LCt50 30 mg-min/m3 percutaneous liquid death LD50 10 mg/70 kg man Nerve agents are generally colorless, odorless, and are readily absorbable through the lungs, eyes, skin, and intestinal tract without producing any irritation. They are also extremely potent, so even a brief exposure can be fatal. Death may occur in 1 to 10 minutes, or be delayed for 1 to 2 hours, depending on the concentration to which a victim has been exposed. The symptoms that you would develop and the order that they come in are near to extraordinary. First, your nose would begin to run, then your chest would feel constricted. Your vision would dim as your pupils contracted into pinpoints. You'd begin to drool and sweat excessively. Then would come nausea and vomiting, intestinal cramps and involuntary urination or defecation. You'd twitch, jerk, and stagger as you're overcome with

Curriculum and Diversity Essay Example | Topics and Well Written Essays - 2000 words

Curriculum and Diversity - Essay Example Laudable as these efforts are, they are yet to address the issue of teacher preparation, particularly pre-service training programs, which initially prepare teachers for teaching in primary and secondary schools. Despite the importance of initial teacher preparation in shaping the teachers' attitudes towards teaching and providing the requisite 'tools for the job' in the form of knowledge of subject matter and pedagogical skills, it is surprising that The SEN curriculum of teacher SEN has not received adequate attention from policy makers and development partners. However, the tendency to take the teacher SEN curriculum for granted and the assumption that it is suitable and appropriate to all students' and classroom realities need to be questioned. Questions should be raised with regard to the extent to which The SEN curriculum adequately prepares teachers for the realities and expectations not only of mainstream schools but also of schools for minority students. Pedagogy - the skill and knowledge of schooling and learning - that lets an educator to frequently improve and adjust his/her practice in order to constantly and successfully help student's master content and skills. (Feiman-Nemser, 2000). Diversity- pertains to the amalgamation of students from different cultures/ethnic/religious etc in the same classroom. Diversity is a very common aspect of primary classrooms in UK due to the multi-cultural aspect of UK. Plurality- refers to the majority of children in the classroom from one culture/group or ethnicity. Key stage two (primary) children learning is of strategic importance for both their future and that of the nation. Key stage 2 (primary) teachers must be prepared with the knowledge, skills, values and techniques to interact successfully with children, parents, colleagues, administrators, and others who affect children's lives. They must adapt to the interests, learning styles and needs of individual children in a complex, rapidly changing and culturally diverse society. (Garet, Porter, Desimone, Birman, Yoon, 2001) That's why teaching is a changing process for which key stage 2 (primary) teachers must be prepared. The Core Knowledge Foundation has found that a significant majority of teachers lack basic knowledge and skills needed for effective teaching in even the earliest grades. McRobbie (2000) notes that well over half of teachers get less than a day's worth of professional development annually, in contrast to teachers in other countries who engage in professional development for 10-20 hours a week. Hilliard (2000, p. 29-31), in claiming that a critical problem exists with traditional professional development activities, calls for fundamental change in how such activities are implemented. Research suggests that preserves teachers often resist new knowledge that challenges their experiences with regard to the realities of race, class, gender, sexual orientation, and ability within the classroom and society (Pattnaik & Vold, 2001). Moreover, research highlights that predominantly white preserves teachers are typically unaware of their own racial identity (Powell, 2000). In addition, many preserves teachers tend to cling to and defend discourses that privilege those of