Why Pit bulls should not be banned Essay Example | Topics and Well Written Essays - 750 words

Why Pit bulls should not be banned - Essay Example The controversy surrounding particular breed of pit bulls is hidden from nobody these days. It is believed that the controversial rumors intended to attach a horrendous and notorious reputation to these dogs are specially appreciated by those who do not own one of these themselves. In contrast, the proponents of pit bull bans argue that dog bite epidemic has become a recognized problem in the US lately and it is high time now that weight actions at superior level be made to pin down the reports of pit bulls killing and maiming people. Facts and discussion presented in this essay are meant to illuminate the reality of the claim that â€Å"pit bulls should not be banned rather efforts should be directed at educating the dog owners and people and passing the strictest criminal and dog control laws.† There is an increasing need to acknowledge the fact that on grounds of only a few nasty and sorry incidents, not all pit bulls should be banned because unreasonable aggression is not a part of their nature and they tend to attack only under certain stressful or perilous circumstances. Not just pit bull but any other dog also would feel compelled to attack upon being annoyed by owners or other people who are not properly educated about a certain breed’s specifics which implies that people are to be blamed for the pit bull bite problem and not the entire breed itself. The idea of banning pit bulls should be condemned by everyone as one argument against implementation of breed specific laws reasonably suggests that â€Å"banning a breed is like human racial discrimination† (Phillips). ... roponents of pit bull bans claim that not only pit bulls but all closely related breeds should be banned which reflects a severe violation of animal rights because if it is really desired to put an end to the dog bite issues in the US, then those criminal minded dog owners should be apprehended and interrogated who subject the pit bulls to insanely hard to believe cruel and atrocious treatment as a way of making them violently dangerous. Why pit bulls are judged in such a negative and biased manner and arguments are made to ban them when they are not the culprits in the first place but innocent victims of severe abuse and cruelty? The proponents of pit bull bans should actually question their own flawed argument to â€Å"ban pit bulls and their closely related breeds† (Phillips). Another popular argument enthusiastically spread by the proponents of pit bull bans is related to the extreme danger associated with pit bulls because apparently this danger is so well established tha t these dogs are held responsible for about â€Å"75% of all reported canine-inflicted human deaths in the past two decades† (Phillips). What is sad is that the large group of advocates openly supporting the breed bans also includes some respected figures like Ingrid Newkirk whose opinions are trusted and considered valid. But the important thing is not to blindly believe someone else’s beliefs but to responsibly take up an issue to explore it in an impartial manner and reach decisions as objectively as possible. Considering the long history of cruel treatment of pit bulls at hands of the inhuman owners, the banning argument loses its validity along with the claim that pit bulls and other closely related breeds account for majority of all canine-inflicted deaths reported in the US. This is because

Education in Pakistan Essay Example for Free

Education in Pakistan Essay President Asif Ali Zardari signed ‘The Right to Free and Compulsory Education Bill 2012’ into law. The bill, which sought to ensure all children between five to 1 6 years of age are provided free education. He urged provincial governments to promulgate similar legislations in their respective assemblies as well. He said the responsibility for providing free education rests with both federal and provincial governments, referring to article 25-A of the Constitution. The article 25-A of Constitution of Pakistan obligates the state to provide free and compulsory quality education to children of the age group 5 to 16 years. The federal government will now provide free textbooks and uniform s to children and ensure schools have qualified teachers. Free pre-school education, early childhood care and free medical and dental inspection will also be provided to all citizens and no child will be subjected to corporal punishment â€Å"Under the law, private schools will be required to provide free education to disadvantaged students, who will comprise 10% of each class,† Zardari said, adding that school management committees will be established to persuade parents into sending their children to schools. â€Å"We will honor our international commitments and achieve the targets set by the Education for All and Millennium Development Goals initiatives. National Educational Policy 2009 Under the 18th constitutional amendment control and management of the education sector has been devolved to the provinces. They are now responsible for the key areas of the education sector i.e. curriculum and syllabus, centers of excellence, standards of education up to intermediate level (Grade 12) and Islamic education. Planning and policy and standards of education beyond Grade 12 are covered under Federal Legislative List. All the provinces have shown their commitment to the National Education Policy 2009. The National Educational Policy (NEP) 2009 is a milestone which aims to address a number of issues including: * Quality and quantity in schools and college education * Universal primary education * Improved Early Children Education (ECE) * Improved facilities in primary schools * Converting primary schools to elementary schools * Detaching classes XI-XII from college education * Adopting a comprehensive definition of ‘free ‘education * Achieving regional and gender parity especially at elementary level the share of resources for education in both public and private sectors Accordingto the latest Pakistan Social and Living StandardsMeasurement (PSLM) Survey 2010-11, the literacyrate for the population (10 years and above) is 58percent during 2010-11,

Hurrican Katrina :: Natural Disasters

Hurricane Katrina is one of the most powerful storms ever to threaten the United States for the past 100 years. It is the third most powerful hurricane to make landfall in the United States. The duration of the storm was from August 23 through August 31, 2005. The storm had a short period of time but its damages were so tragic that left long term damages (Figure 1). As shown in figure 2 you can see that on August 23rd Hurricane Katrina at first seems to be just a tropical depression in southeastern Bahamas. Then the tropical depression turned into a tropical storm on August 24th. During the afternoon it made landfall in south Florida with stronger winds and it turned into a category 1 (wind speeds of 75mph or greater) hurricane on August 25th. Hurricane Katrina strengthened and the worst was about to begin. (NOAA's National Climatic Data Center, 2005) On August 26th atmospheric and sea-surface conditions were contributing to cyclone's rapid growth that lead to Katrina attaining major hurricane status (Figure 3 and 4). Katrina continues to strengthen and move northwards. Katrina had sustained winds of 175 mph (280 km/h) in which the storm was labeled as a category 5 (Figure 5) hurricane. A category 5 hurricane is the most intense type of hurricane. As a category 5 hurricane Katrina continue to cause damages to many states for five days. (NOAA's National Climatic Data Center, 2005) Hurricane Katrina caused extensive damages along the central Gulf Coast states of the U.S. It affected cities such as New Orleans, Bahamas, South Florida, Louisiana, Mississippi, and Alabama. Hurricane Katrina caused damages of about $100+ billion and this is the most costly tropical cyclone of all time. It killed about 1,383 people and it can potentially be more. The Hurricane also left millions of people homeless and without anything to look forward to. Many people lost their homes, some their family and friends, and everything they own. The impact of Katrina's force will need weeks and months of recovery efforts to restore normality. We hope that the U.S does not have to face another hurricane like Katrina in a very long time. (Wikipedia, 2005) The rising sea and violent winds thrashing through the coast of Louisiana, Mississippi and Alabama was not the only thing responsible for the damages that the Hurricane Katrina left behind. The area's natural environment had human-made changes that increased the effects of the storm; giving it the opportunity to become one of the largest natural disasters in the nation's history.

Literacy Case Study

Literature serves as a repository of human experience. The possibility of such is evident in the personal and political character evident in the creation of a literary work. Such a character is present in the process of creating a literary work. The literary work may be depicted as an artist’s compilation of thoughts and ideas formulated into a coherent whole. The process of formulating such is spearheaded by the artist’s acquisition of language through the socialization process. Socialization occurs at the formal and informal level. The formal level is generally characterized by the acquisition of the syntactical and semantical rules of a language. Such a process occurs during a child’s education. The acquisition of language, as well as the development of the interest for a particular language may occur during the early part of a child’s socialization process with the family. The family serves as the main element for a child’s acquisition of interest for particular styles or one may even state for particular literary genres. Hence, a child who has been introduced at an early age to fairly tales may have a taste for the fantastic and the supernatural. At the same time, a child introduced to personal narratives may develop an interest for personal narrations. In lieu of this, what follows is the result of literacy case study conducted with a peer/classmate. The study opts to present an analysis of a peer’s literacy level though the analysis of his/her reading and writing skills. Such an analysis involves the assessment of the individual’s personal views to the reading and writing process and the relation of these views to the individual’s assessment of his literacy level. Method The methodology employed for this case study involves a one on one interview with a particular peer/classmate. The methodology used enables the interviewer to assess the literacy level of the interviewee in terms of conversational language. Such an assessment enables the interviewer to consider the interviewee’s communication skills, which mirrors the interviewee’s self-perceived competency of his literacy level. Evaluation This case study was conducted with a classmate [Ali]. Several questions were posed which considered Ali’s socialization experience in terms of language acquisition. The study shows that an individual’s literacy level increasingly develops throughout the life span because of the continuous stimulation of various stimuli that necessitates the individual’s continuous use of his reading and writing skills. In Ali’s case, this is evident, as he perceives literature as the focal point, which enabled him to develop an interest for the other subjects during his junior year. In relation to this, his later years of development [specifically that which is situated within the University] mirrors his literacy development. Ali’s development has shifted towards a highly personal consideration of the role of these aforementioned skills in the development of his own voice and hence his own identity. Summary and Recommendations Based upon the interview, I perceive Ali’s utilization of the personal value that literature serves for the individual. Personal here ought to be understood as private. Literature for Ali thereby serves as an ensemble of various accounts that serve to reject the discursive unity that constructs subjectivity as simultaneously individualized and totalized since literature as Ali perceives it or utilizes it in his life takes the form or style of several generic discourses. The acts correlated with literature [reading and writing] thereby stand for Ali as acts that enable the discovery of the self through the daily recording of events that allows the creation of his singular account of the transactions and movements of his life. As I reckon, Ali’s interest lies in the creation of self-narratives in the form of daily records of his daily transactions. Such an act may be seen as an exercise of selfhood wherein Ali portrays his perception of his intimate self while recognizing that it is his mere perception of his self. Ali thereby allows the subversion of the act of turning â€Å"real lives into writing† as he allows the existence of conflicts and confusions in the formation of his identity [as depicted in his writings]. Ali himself notes that literature enables him to perceive the mistakes the he continuously commits in the act of delving within and understanding a literary work. Literature, in this sense, presents Ali with the form in which he may be able to continuously exercise the act of self-formation and hence self-creation. The possibility of such is evident if one considers that Ali takes the act of understanding a literary work as an internal act, which necessitates the reader’s complete understanding of the content of literary work. Such an understanding, although enabled and nurtured within a group through the introduction of various diverse views is only possible when one isolates one’s self in order to reassess one’s thoughts in connection to the simultaneous views presented within a group. To understand a literary work thereby serves as a process of reconsidering the self in order to attain a form of consensus within one’s self that enables the self’s creation and hence specification of its view. Literature, for Ali, thereby serves as a medium for self discovery and self creation wherein the acts of both reading and writing serve as the facilitators for the initial creation and finally in the end Ali’s own medium for the specification and exposition of his self as represented through his own creative work.      

Eli Liily

1. Discuss Eli Lilly’s practices from the perspectives of utilitarianism and rights. The utilitarian principle affirms that, â€Å"an action is right from an ethical point of view if and only if the sum total of utilities produced by that act is greater than the sum total of utilities produced by any other act the agent could have performed in its place.† (Velasquez, 61) When Lilly began using homeless alcoholic subjects for phase 1 testing, they met the requirements set forth by Congress and the FDA. These subjects came forward, regardless of their personal motivation, to perform a service that would benefit the greater good. This act exemplifies utilitarianism. (Utilitarianism Principle, 63) To oppose this principle we would argue the two moral issues of rights and justice simultaneously. Some actions are morally right even if they are unjust (Utilitarianism Principle). An example of this would be a decision to steal food for your family or to let them go hungry. A person would need to decide between â€Å"legal good† versus â€Å"greater good† of feeding your family. The basic notion that separates justice from morality and suggests that one need only consider morality. (Rule-utilitarianism, 69) 2. In your judgment, is the policy of using homeless alcoholics for the test subjects morally appropriate? Why or Why not?  I believe that it is morally appropriate to use homeless alcoholics for test subjects if you consider this, an action is morally right if carrying out the action the agent exercises, exhibits or develops a morally virtuous character, and is morally wrong to the extent that by carrying out the action the agent exercises, exhibits, or develops a morally vicious character. (Virtue theory, 112) To oppose this principle we would argue the two moral issues of rights and justice simultaneously. Some actions are morally right even if they are unjust (Utilitarianism Principle). An example of this would be a decision to steal food for your family or to let them go hungry. A person would need to decide between â€Å"legal good† versus â€Å"greater good† of feeding your family. The basic notion that separates justice from morality and suggests that one need only consider morality. (Rule-utilitarianism, 69) The sacrifices these men are making are for the ultimate good of society. (Utilitarianism theory)

Timeline of the Persian Wars 492-449

Timeline of the Persian Wars 492-449 The Persian Wars (sometimes known as the Greco-Persian Wars) were a series of conflicts between Greek city-states and the Persian Empire, beginning in 502 BCE and running some 50 years, until 449 BCE. The seeds for the wars was planted in 547 BCE when the Persian emperor, Cyrus the Great, conquered  Greek Ionia. Before this, the Greek city-states and the Persian Empire,  centered in what is now modern-day Iran, had maintained an uneasy coexistence, but this expansion by the Persians would eventually lead to war.   Timeline and Summary of the Persian Wars 502 BCE,  Naxos: An unsuccessful attack by the Persians on the large island of Naxos, midway between Crete and the current Greek mainland,  paved the way to revolts by Ionian settlements occupied by the Persians in Asia Minor. The Persian Empire had gradually expanded to occupy Greek settlements in Asia Minor, and the success of Naxos at repelling the Persians encouraged the Greek settlements to consider rebellion.  c. 500 BCE, Asia Minor: The first revolts by Green Ionian regions of Asia Minor began, in reaction to oppressive tyrants appointed by the Persians to oversee the territories.  498 BCE, Sardis:  Ã‚  Persians, led by Aristagoras with Athenian and Eritrean allies, occupied Sardis, located along what is now the western coast of Turkey. The city was burned, and the Greeks met and were defeated by a Persian force. This was the end of the Athenian involvement in the Ionian  revolts.492 BCE, Naxos: When the Persians invaded, the inhabitants of the island fled. The Per sians burned settlements, but the nearby island of Delos was spared. This marked the first invasion of Greece by the Persians, led by Mardonius. 490 BCE, Marathon: The first Persian invasion of Greece ended with Athens decisive victory over the Persians at Marathon, in the Attica region, north of Athens.  480 BCE, Thermopylae, Salamis: Led by Xerxes, the Persians in their second invasion of Greece defeated the combined Greek forces at the Battle of Thermopylae. Athens soon falls, and the Persians overrun most of Greece. However, at the Battle of Salamis, a large island west of Athens, the combined Greek navy decisively beat the Persians. Xerxes retreated to Asia.  479 BCE, Plataea:  Persians retreating from their loss at Salamis encamped at Plataea, a small town northwest of Athens, where combined Greek forces badly defeated the Persian army, led by Mardonius. This defeat effectively ended the second Persian invasion. Later that year, combined Greek forces went on the offensive to expel Persian forces from Ionian settlements in Sestos and Byzantium.  478 BCE, Delian League: A joint effort of Greek city-states, the Del ian League formed to combine efforts against the Persians. When Spartas actions alienated many of the Greek city-states, they united under the leadership of Athens, thereby beginning what many historians view as the start of the Athenian Empire. Systematic expulsion of the Persians from settlements in Asia now began, continuing for 20 years.   476 to 475 BCE, Eion: Athenian general Cimon captured this important Persian stronghold, where Persian armies stored huge stores of supplies. Eion was located west of the island of Thasos and south of what is now the border of Bulgaria, at the mouth of the Strymon River.  468 BCE, Caria: General Cimon freed the coastal towns of Caria from the Persians in a series of land and sea battles. Southern Aisa Minor from Cari to Pamphylia (the region of what is now Turkey between the Black Sea and the Mediterranean) soon became part of the Athenian Federation.  456 BCE, Prosopitis: To support a local Egyptian rebellion in the Nile River Delta, Greek forces were besieged by remaining Persian forces and were badly defeated. This marked the beginning of the end of Delian League expansionism under Athenian leadership  449 BCE, Peace of Callias: Persia and Athens signed a peace treaty, although, to all intents and purposes, hostilities had ended several years earlier. Soon, Athens would find itself in the middle of the Peloponnesian Wars as Sparta, and other city-states rebelled against Athenian supremacy.

Hemingway in Seney Essay

Hemingway in Seney Essay Hemingway in Seney Essay Hemingway in Seney The hot August sun hovered directly overhead as twenty-year-old Ernest Miller Hemingway stepped carefully down from the train at Seney, Michigan. It was 1919. He walked slowly, favoring his right leg, towards the small wooden depot on the south side of the tracks. While his leg hurt each time he put weight on it, he was proud of his wounds and he could handle it. After all, he was one of the first Americans wounded in Italy during the Great War and he enjoyed talking about the Austrian mortar shell that had put him in a Milan, Italy, hospital for several months. Still, the pride would come more easily if he was wearing his fancy Italian officer’s uniform. He cringed as he recalled the brakeman’s cruel remark: â€Å"Hold her up,† the man yelled to the engineer. â€Å"There’s a cripple and he needs time to get his stuff down.† The trip from the Hemingway summer home on Walloon Lake had been long but enjoyable. From the moment they stepped aboard the Grand Rapids and Indiana Railroad (GR & I) train in Petoskey early that day, Hemingway and his two friends- Jack Pentecost, his high school classmate from Illinois, and Al Walker- had looked forward to visiting Seney. This excursion was to be the last great fishing trip of the summer. The short trip to Mackinaw City had been enjoyable enough, but the boys watched with greater interest when they reached the straits. Their train car was loaded onto the Chief Wawatam for the hour-long ferry ride across the straits. The engine remained behind as the ferry took the train cars across the five miles to St. Ignace, where they hooked up to a Duluth, South Shore and Atlantic (DSS & A) engine for the remainder of the trip to Seney. The train stopped often that late August morning as it steamed through the swamp and cutover country of the eastern Upper Peninsula. They passed a number of locations, some with accompanying towns, some merely loading docks. But the names were interesting. Allenville, Moran, Ozark, Trout Lake and Hendrik. At Soo Junction, the tracks split for those travelers going northeast to the Soo and Canada. The boys’ train turned west, and they soon passed through Newberry, Dollarville and McMillan before reaching Seney. This trip was nothing more than a fishing excursion for three young men, but the visit would also make Seney famous once again- from this experience Ernest Hemingway wrote one of his most well-known short stories, â€Å"Big Two-Hearted River.† While the exploits of this tiny village disappeared into dusty history books, Hemingway’s story continued in countless editions of the author’s short stories, attracting visitors to the little town to ask about the famous author. Seney first gained fame in the 1880s, when it was called as â€Å"tough, [and] two-fisted a town as any on earth.† A major part of the population were poor lumberjacks, paid only $1.75 a day. When they had money in their pockets, they were anxious to spend it on anything to blot out their exhausting, dangerous and frustratingly celibate life in bleak camps and lonely pine woods. They found what they wanted in Seney. One chronicler was probably correct when he wrote that no one could truthfully â€Å"see how any place in the pineries could have come closer to hell than Seney.† In 1882, the Alger Smith company began logging the virgin pines that flourished in the sandy soil of the eastern Upper Peninsula. The lumber industry- like any other industry- depended on transportation for moving products and personnel, and Seney secured its place in history through the railroad. No major highways existed into the area, not even when Hemingway visited. The town’s name thus seems appropriate: it came from one of the major investors in the railroad, George Ingraham Seney, a New York banker who invested his own money and that of his bank in this venture. Seney’s investment went sour. Although the railroad survived- after being bought out by the DSS