Tennessee v. Garner 1985 Essay - 802 Words

Name: Tennessee v. Garner Citation: No. 83-1035, 83-1070 (1985) Facts: On October 3, 1974, Memphis Police Officers Hymon and Wright were dispatched to answer a â€Å"prowler inside call.† When the police arrived at the scene, a neighbor gestured to the house where she had heard glass breaking and that someone was breaking into the house. While one of the officer radioed that they were on the scene, the other officer went to the rear of the house hearing a door slam and saw someone run across the backyard. The suspect, Edward Garner stopped at a 6-feet-high fence at the edge of the yard and proceeded to climb the fence as the police officer called out â€Å"police, halt.† The police officer figured that if Garner made it over†¦show more content†¦Procedure: Garner’s father brought the action the police officer took in the Federal District Court for the Western District of Tennessee, looking for violations that were made of Garner’s constitutional rights. The complaint was alleged that the shooting of Garner violated the Fourth, Fifth, Sixth, Eighth, and Fourteenth Amendments of the United States Constitution. After a three day trial, the District Court entered judgement for all defendants. It dismissed the claims against the defendants as being the mayor and Officer Hymon and the Police Department as being the director for lack of evidence. Hymon’s actions were then concluded to being constitutional by being under the Tennessee statute. The Court of Appeals affirmed with regard to Hymon, finding that he had acted accordingly to the Tennessee statute. The Court of Appeals then reversed and remanded. It reasoned that the killing of a fleeing suspect is â€Å"seizure† under the Fourth Amendment, and is therefore constitutional only if actions are reasonable. In this case the actions were found not to be reasonable. Officers cannot use deadly force unless they have probable cause that the suspect poses a serious threat to the officer or has committed a felony. Issue: Garner, the suspect’s father brought forth that his unarmed son was wrongfully shot by a police officer as his son was fleeing from the burglary of an unoccupied house. He proposed aShow MoreRelatedTennessee V. Garner 1985908 Words   |  4 PagesTennessee v. Garner 1985 was a case that was the deciding factor that made it no longer acceptable for a police officer to use deadly force to inhibit a criminal from fleeing the scene. The only way that an officer would be able to do this is if the criminal was showing that they were going to be a greater threat if they were not dealt with immediately than they would be if they were just to continue pursuit of the person. This was a change to the old common law that if a criminal was trying to escapeRead MoreTennessee V. Garner Case1303 Words   |  6 PagesSupreme Court case in 1914 called Weeks v. United States, this amendment began to have more value for criminal defendants and their families (The Fourth Amendmen t and the â€Å"Exclusionary Rule†). For instance, one Supreme Court case known as Tennessee v. Garner that was argue on October 30, 1984 and decided upon on March 27, 1985, (Tennessee v. Garner) caused a large amount of controversy because it involved several different aspects such as, following Tennessee laws, the Fourth Amendment, and the statutoryRead MoreThe Death Of Tennessee V Garner1400 Words   |  6 PagesSidney Hildebrandt Tennessee V Garner On the night of October 3rd, 1974 at approximately 10:45 p.m. Edward Garner was shot by Officer Hymon in an attempt to stop him from escaping a crime scene. Garner died on the operating table due to the gunshot wound on the back of his head. His crime was burglary and he was found with a mere ten dollars and a purse. The case was argued on October 30th, 1984 and a decision was made on March 27th, 1985. The father of Edward Garner believed his son’s constitutionalRead MoreTennessee V. Garner Essay813 Words   |  4 PagesName: Tennessee v. Garner Citation: No. 83-1035, 83-1070 (1985) Facts: On October 3, 1974, Memphis Police Officers Hymon and Wright were dispatched to answer a prowler inside call. When the police arrived at the scene, a neighbor gestured to the house where she had heard glass breaking and that someone was breaking into the house. While one of the officer radioed that they were on the scene, the other officer went to the rear of the house hearing a door slam and saw someone run across theRead MoreThe Amendment Of The United States Constitution1767 Words   |  8 Pagesconsidered constitutional or unconstitutional. For example in the 1984 Supreme Court case of Tennessee v. Garner, 471 U.S. 1 (1985) where a Tennessee officer shot and killed a fleeing un armed black man. Here is the Supreme Court’s ruling on the case it reasoned that the killing of a fleeing suspect is a seizure under the Fourth Amendment, and is therefore constitutional only if reasonable. The Tennessee statute failed as applied to this case because it did not adequately limit the use of deadlyRead MorePolice Profiling And The Media1325 Words   |  6 Pagespast year regarding black suspects being shot and killed by white police officers. One case happened in South Carolina and the other in Illinois. After investigating and finding facts I will then compare both cases to the Supreme Court case: Tennessee v. Garner 1985, and determine what case is the most alike to it and why. Walter Scott Case and Outcome On April 4, 2015 in North Charleston, South Carolina, 50-year-old Walter Scott was shot and killed by Michael Slager, an officer of the North CharlestonRead MoreThe Reasonableness Of A Deadly Force Seizure811 Words   |  4 PagesIn 1985 the U.S. Supreme Court ruling in Tennessee v. Garner severely restricted the circumstances under which law enforcement officers may use deadly force to arrest a suspect. In assessing the reasonableness of a deadly force seizure per the fourth amendment, the Court ruled that the need for a police intrusion had to be weighed against its risks, and determined that common law any-fleeing-felon statutes were unconstitutional. In a narrative give the facts, issues, and court holdings. (ncjrs.govRead MoreCj 499-01 Unit 3 Crime Scenario Analysis1733 Words   |  7 Pagesgovernmental interest at stake. The Supreme Court has stated that this involves the inception (How it all started in the first place), the manner of force used (what did the officer do), and the duration (how long was the action) (Graham v Connor, 1989; Tennessee v Garner, 1985). In analyzing the above listed scenario, the information provided by the alleged victim to the officer includes three alleged crimes. These alleged crimes include First Degree Robbery RCW 9A.56.200, Assault II with a Weapon RCWRead MoreEssay on Use of Force in Law Enforcement2254 Words   |  10 Pages2010, p. 123). Graham v. Connor 1989 The appropriate use of force will vary from officer to officer because the courts do not look at every officer the same way, â€Å"The reasonableness of a particular use of force must be judged from the perspective of a reasonable officer on the scene, and its calculus must embody an allowance for the fact that police officers are often forced to make split-second decisions about the amount of force necessary in a particular situation† (Graham v. Connor 1989). ThisRead MoreA Unified Accountability System Of Law Enforcement Essay1736 Words   |  7 Pagesenforcement agencies do a minuscule job in police officer accountability. Furthermore, nearly 35 percent of the white community believes that accountability for police is lacking (Kindy Merle, 2016). Tennessee v. Garner In 1985, there was a court ruling made by the Supreme Court in the case, Tennessee vs. Garner. Furthermore, the officers reacted based on an older common law that allows the use of deadly force for fleeing felons. Consequently, the officers involved shot an unarmed suspected felon. The family

Information Systems Management The Term Hacking

Questions: Discuss the following points..1. Online security and hacking2. Techniques used by hackers3. Hackers and their activities4. Reasons for hacking5. Preventive measures taken by companies Answers: Introduction: The term hacking is often misinterpreted. Sverdlove (2014) stated that the incident of using a system in unpredictable or unintended way can be considered as hacking. Bodhani, (2012) suggested that use of hacking is effective for finding the shortcomings of a system. Although hacking can be used for assessing a system, the term mainly stands for breach of security in a system. However, recently use of hacking is increasing for accessing a system without authorization. Bradbury (2014) opined that gaining unauthorized access to a system can be considered as cracking. As the use of internet increased in past few years , incidents of hacking also increased. Currently users of internet services face severe challenges for protecting their information from hackers. Although the traditional hacking techniques are changed significantly, incidents regarding security loss due to use of conventional hacking methods has not been reduced. However evolution in hacking techniques makes the process o f protecting information more difficult. In this essay, both the traditional and modern hacking techniques are discussed. The essay also contains analysis on hacking purposes and preventive measures of hacking. 1. Online security and hacking: Figure 1: Hacking process (Source: Broad and Bindner, 2014,pp. 67) With the increase in internet services, incidents of hacking are also increasing. The hackers at the first stage scan the computers which are connected using internet. Hackers use several methods such as using credentials for getting access to a computer. Once the hackers get access to the computer they modify the data. Analysis on the hacking process indicates that the chances of being hacked are more for the computers which are connected using internet. 2. Techniques used by hackers: Viruses: Hacking attacks using viruses affect the functionality of a system. Finkbeiner, (2013) stated that that viruses are special programs which can replicate themselves. According to Broad and Bindner (2014) viruses have abilities to attach themselves with other programs or machine. Whenever the infected program or machine runs, virus is replicated and attached with new programs. Sverdlove (2014) opined that use of virus in hacking cause flow of unwanted traffic into a system. However the viruses can be classified according to their effect on system. Resident viruses: The viruses which reside into the memory of computer can interrupt the process of running a program. The effects of using resident viruses for hacking purpose are seen while executing programs. The viruses residing into RAM also impacts on the process of opening or reading files. File infectors: Hercheui (2012)stated that the operations of files are not only affected due to presence of memory resident viruses, but use of file infectors also restrict an user from accessing required files. Kizza, (2013) found that most of the viruses which are used for hacking falls in to the category of file infectors. Use of file infector enables a hacker to damage the functionality of any program while executing it. Direct action viruses: Direct action viruses have the ability of replicating themselves while being executed. Joe and Ramakrishan (2014) suggest that these viruses affect the files which are residing into the main directory of a computer. It observed that direct action viruses become operative during booting process. Boot viruses: Kizza, (2013) stated that use of boot viruses in hacking enables a hacker to damage the booting ability of a system. However Sverdlove (2014)opined that boot viruses can infect a system if it starts using an unknown disk drive. Overwrite viruses: Hacking techniques are not only used for stealing secret information it may be used for resulting information loss. Hackers can delete information contained in a file by using overwrite viruses. These viruses continue operating until the infected file is deleted. Macro viruses: Analysis on the current hacking trends indicates that the use of macro viruses is increasing. Use of macro virus impacts on the internet activities which are being conducted using the infected system. Joe and Ramakrishan (2014) state that use of macro virus results automatic execution of some processes. Use of macro viruses for hacking changes the browser settings or search settings of the infected system. Kizza, (2013) opines that the original search setting is impossible to be retrieved of a system is infected due to use of macro virus. However, Hercheui (2012) suggests that the chances of being affected by macro virus increase while downloading free programs such as computer games or free wall papers. Key Logging: Password stealing is one of the most common ways for gaining unauthorized access to a system .In case of business organizations user id or password loss can lead to loss of important data. Use of key logging techniques enables hackers for accessing information about the password. Hackers can use both software and hardware key logging systems for staking information regarding the password. However, (AS) states that use of software key loggers provides the hackers with more flexibility for installing and controlling the system. The hackers using software key logger get information on each stroke on the key board. Kizza, (2013) opined that the key logger software is able to identify the activities on key board and stores the information into software log. According to Sverdlove (2014), it is difficult to determine whether key logger software is present in a system is difficult as these programs execute at the backend. Hackers also prefer to use key logging software as it no t only can be installed quickly into a system, it does not reveal the identity of hacker also. Although the software key logger systems are used more, chance for losing secret information is high due to use of hardware key loggers also. Although the hardware key loggers can be installed using the USB port of system within negligible time, the hackers require accessing a computer physically for installing the device. Kramer (2012) opined that need of getting physical access to a software reduces the use of hardware key logger for hacking. Sniffing and spoofing: As the use of internet is increasing rapidly, the traditional hacking techniques are also changing. Although the use of online hacking methods such as spoofing and sniffing are comparatively new, the number of victims due to use of these hacking techniques are increasing. Use of sniffing provides the hacker with opportunity of accessing data which is being transmitted over a network. Kramer (2012) stated that snuffing can be used for monitoring important data over a network. However, sniffing can lead to loss of security if it is used by hackers. Kizza, (2013) suggested that the chance of being attacked by spoofing techniques is more among e-mail users. Hackers who are using spoofing methods send emails to internet users. In most of the cases receivers of these emails fail to distinguish between emails coming from authentic users and emails sent by hackers. If the emails sent for spoofing purposes are read, hackers can access control over the users system. Denial of service (DoS) attacks: Sverdlove (2014) stated that denial of service attacks are used for terminating functionality of a system by generating high traffic within it. Use of DoS attacks enables hackers for sending huge amount of data to the target machine from different computers. As huge amount of traffic is directed to a system by using denial of service attacks, it stops its required functions. Instead of executing intended operations, the infected system deals with the unnecessary data flow within it. According to Joe and Ramakrishan, (2014) DoS methods are also one of the emerging trends of hacking. Kizza, (2013) stated that use of DoS attacks can affect the functionality of a system for long term by terminating the internet services. Social engineering: Social engineering techniques can be implemented by using either manual efforts or computer based techniques (Jacobson, 2013). As stated by Hercheui (2012) machine based social engineering techniques include phishing, online scams and baiting. Chances of being victim of baiting are high among those users who use internet for downloading games of movies. Hackers use e-mail services for implementing phishing techniques (Joe and Ramakrishan, 2014). According to Kramer, (2012) the number of victims of online scam is increasing due to lack of awareness on safe practices of e-mail handling among users. 3. Hackers and their activities: Hackers can be classified as white hat hacker, grey hat hacker and black hat hackers on basis of their activities (Jacobson, 2013). Although the term hacking is used for indicating incidents on accessing a system without authorization, hackers also aim at finding bugs into a system (Joe and Ramakrishan, 2014). White hat hackers: As stated by Hercheui, (2012) hackers have the ability to modify computer systems. Although the functioning of white hat hackers is almost same with that of other hackers, white hat hackers aim at improving a system. White hat hackers access a system for finding its short comings (Zdziarski, 2012). Black hat hackers: Black hat hackers use their abilities of accessing computer systems for conducting criminal activities. Grey hat hackers: Grey hat hackers can use their abilities for either conducting criminal activities or examining a system. The hackers who do not use their abilities for personal profit can be referred as grey hat hackers (Sverdlove, 2014). 4. Reasons for hacking: Analysis on the recent trends of hacking activities indicates that most of the hacking activities are conducted for accessing secret information without authorization (Stallings, 2013). Often hackers aim at degrading the performance of a system instead of only accessing information. Hacking can also be used for assessing strength of a system (Michael, 2012). 5. Preventive measures taken by companies: Analysis on the hacking techniques which are being used currently indicates that the threat of losing confidential data is increasing due to evolution of traditional hacking techniques. Sverdlove (2014) stated that the incidents of important data loss can be prevented by increasing security of the system. Loss of confidential data not only causes huge financial loss for a business, it also impacts on the future activities of the organization in market. However the organizations can use protective measures such as antivirus and firewalls for preventing unauthorized users from accessing a system. Bradbury (2014) states that use of tools only does not makes the systems secured, users also require developing safe internet practices for avoiding private data loss. Use of firewalls: Use of internet is increasing for executing the tasks related with business. As a result, the organizations are facing difficulties for protecting data from unauthorized users. Use of firewall can enable the organizations to increase network securities. According to Hercheui, (2012) firewalls scan both the incoming as well as outgoing data while two networks are communicating. On basis of the scanning process, suspected actions are prevented. Sverdlove (2014) stated that firewalls follow some rules for controlling traffic in a network. As these rules can be set by network administrators, use of firewalls can enable organizations to prevent unwanted communications among networks. However, use of firewalls does not ensure that the system is completely protected. As the firewalls scans both incoming and outgoing traffic, it can prevent a system from communicating with other networks. Apart from this security of system also varies according to the nature of firewall. Ap plication firewalls check the content of each incoming and outgoing packets. Then these firewalls take decision whether a particular packet will be allowed to communicate with other networks or not. Although use of application firewall provides better security than using packet firewalls, often these firewalls restrict some specific sources from communicating. Apart from this, high cost of implementing firewalls also reduces its effectiveness. Use of antivirus: Although the incidents of online scams are increasing, hackers can access data due to presence of virus and worm into a computer. Presence of virus not only increase the chances of hacking but it also prevents the machines from executing normal functions. Use of antivirus not only increases security of the system but also makes it more efficient. However the antivirus requires being updated regularly for protecting new hacking methods. Often computers contain spyware or adware software. Although presence of such software does not increase security threats directly, presence of such programs can create pop-ups while a user is using internet. Kramer, (2012) states that speed of a computer reduces significantly due to presence of adware or spyware programs. According to Kizza (2013) strength of a system is an important factor for reducing the number of hacking attacks. It also indicates that presence of spyware or cookies reduces strength of a system and thus number of hacking attacks into such systems increases. Hercheui, (2012) opines that installation of anti-adware or anti-spyware programs in a computer reduces the number of unwanted software. Thus the strength of system increases and the process of protecting system from unauthorized access become easier. Hackers implement innovation in their existing techniques and thus the task of avoiding such activities become more difficult. It indicates that this anti- spyw are software require being updated regularly so that these programs can execute their tasks effectively. Using strong passwords: Use of strong passwords reduces the chance of hacking. Use of longer and complex passwords increases the number of possible combinations and thus it increases difficulty for guessing passwords. However the organizations also can implement two stage authentication policies to make their systems secure. Regularly updating OS and software: Most of the operating systems provide users with opportunities for implementing security techniques. As the natures of hacking techniques are being changed continuously, software manufacturers are also updating their products to reduce the number of bugs. Use of updated software strengthens the system and thus the system becomes more secured. According to Sverdlove (2014) use of updated operating system reduces the chance of being hacked by fixing potential security issues. Implementing safe internet practices: Although the availability of tools for preventing hacking attacks increased, the importance of using safe internet practices is also increasing. The organizations which require using internet services extensively, provides employees with guidelines for using internet safely. As the number of phishing attacks is increasing rapidly, employees are also provided with guidelines for safe e-mail handling practices (Kramer, 2012). The current trends of hacking activities indicate that often the hackers aim at deleting data instead of accessing it. Organizations require protecting their data by creating back up files. Creation of back up file reduces the chances of data loss even if a system is infected. Conclusion: Analysis on the hacking trends indicates that the hackers are using new techniques for accessing secured systems. Although the use of new techniques is increasing, risks caused by old hacking techniques are not reduced. Hacking attacks not only causes data loss for a system but also affect long term activities. However hacking attacks can be prevented by using firewall and antivirus programs. Awareness among users regarding safe practices for internet using can also reduce hacking attacks. References Bodhani, A. (2012). Bad... in a good way [ethical hacking]. Engineering Technology, 7(12), pp.64-68. Bradbury, D. (2014). Unveiling the dark web. Network Security, 2014(4), pp.14-17. Broad, J. and Bindner, A. (2014). Hacking with Kali. Waltham, MA: Elsevier Science. Finkbeiner, A. (2013). Researchers split over NSA hacking. Nature, 502(7470), pp.152-152. Hercheui, M. (2012). ICT critical infrastructures and society. Berlin: Springer. Jacobson, M. (2013). Applied cryptography and network security. Berlin: Springer. Joe, M. and Ramakrishan, B. (2014). Enhancing Security Module to Prevent Data Hacking in Online Social Networks. Journal of Emerging Technologies in Web Intelligence, 6(2). Kizza, J. (2013). Guide to computer network security. London: Springer. Kramer, J. (2012). Hacking the Kinect. [New York]: Apress. Lopez, J., Huang, X. and Sandhu, R. (2013). Network and system security. Berlin: Springer. Michael, K. (2012). Hacking: The Next Generation. Computers Security, 31(6), p.799. Stallings, W. (2013). Cryptography and network security. Upper Saddle River, N.J.: Prentice Hall. Sverdlove, H. (2014). The Java vulnerability landscape. Network Security, 2014(4), pp.9-14. Zdziarski, J. (2012). Hacking and securing iOS applications. Sebastopol: O'Reilly Media. Often computers contain spyware or adware software. Altho

Video Reflection African Americans in Sports free essay sample

After watching this video I feel very enlightened and that I have learned a lot about African American struggles through sports. I never realized the amount of discrimination and prejudice they faced, nor did I realize the diversity challenges they faced. From Jack Johnson all the way through to Hank Aaron the discrimination and threats that African American athletes faced was disheartening to say the least.Before watching this video I never realized that Jack Johnson faced the threats or that his fights caused many of his own race to be mobbed and doted as a result. Even when he beat the all American Jiffies he had no respect, despite being one of the greatest boxers of all time African American or not. The lack of support from white America was surprising and personally, always thought that they would just cheer on the best athlete regardless. Fast foreword to Jesse Owens in the Berlin Olympics and you wouldnt know that African American athletes were not well supported. We will write a custom essay sample on Video Reflection: African Americans in Sports or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Jesse Owens seemingly had the entire nation backing him yet when he got back the beliefs still lingered and almost destroyed him. Moving to baseball, without Jackie Robinson baseball wouldnt be the same as it is today, yet he faced death threats and had things thrown at him on a daily basis. Given all of their struggles with discrimination its hard to imagine sports being the same had America not eventually accepted the best athlete regardless of color.While the discrimination was rough the hardest thing to overcome was the prejudice they faced being less talented and not as good as White Athletes. The biggest obstacle for African Americans to overcome was without a doubt the prejudice. America had a set of beliefs based around the white man being superior in all things. Jack Johnson beat every man they put in front of him, yet his attitude was widely viewed as unacceptable. Even when he beat Americas Champion nothing changed. Hardheadedness of America wouldnt let them accept anything else even when it was proven.Jack Johnson out-boxed, Jesse Owens out ran, Jackie Robinson, Satchel Page, and Hank Aaron outplayed, yet the white athlete was still superior. It was widely based on the prejudice that African American athletes were incapable of handling themselves in a respectful manner. Even though Joe Lewis proved that theory to be false. The prejudice wouldnt break and the struggle would continue. In this video I personally thought one of the most important moments occurred in the chase for the home run king.Many people believed Hank Aaron was after the record for his own personal gloating, and I wouldve been on board with that theory. However, when Hank Aaron was asked about it he said Im dont want them to forget Babe Ruth, I just want them to remember me. This quote to me was special and significant in that it showed African Americans wanted to have their own legacy. Despite being different in every physical characteristic, they just wanted to play like everyone else. That ideal in the ND I believe is what conquered all of the hate.Despite being exciting to watch and bringing a new skill level to the games they didnt think they were superior, they just wanted to be able to prove they could play. Before I watched this video Ill admit, I didnt know how hard it was for African American athletes. Given every sport today is mostly populated by African Americans, its difficult and near impossible to imagine sports without them. Overall would say, even though pro sports are flooded with African Americans today; I learned how hard they had to work for the right to not only compete, but to be accepted as equals.

Origins of the Vietnam War From 1945â€1954

Origins of the Vietnam War From 1945–1954 The causes of the Vietnam War trace their roots back to the end of World War II. A French colony, Indochina (Vietnam, Laos, and Cambodia) had been occupied by the Japanese during the war. In 1941, a Vietnamese nationalist movement, the Viet Minh, was formed by Ho Chi Minh to resist the occupiers. A communist, Ho Chi Minh waged a guerrilla war against the Japanese with the support of the United States. Near the end of the war, the Japanese began to promote Vietnamese nationalism and ultimately granted the country nominal independence. On August 14, 1945, Ho Chi Minh launched the August Revolution, which effectively saw the Viet Minh take control of the country. The French Return Following the Japanese defeat, the Allied Powers decided that the region should remain under French control. As France lacked the troops to retake the area, Nationalist Chinese forces occupied the north while the British landed in the south. Disarming the Japanese, the British used the surrendered weapons to rearm French forces that had been interned during the war. Under pressure from the Soviet Union, Ho Chi Minh sought to negotiate with the French, who desired to retake possession of their colony. Their entrance into Vietnam was only permitted by the Viet Minh after assurances had been given that the country would gain independence as part of the French Union. First Indochina War Discussions soon broke down between the two parties and in December 1946, the French shelled the city of Haiphong and forcibly reentered the capital, Hanoi. These actions began a conflict between the French and the Viet Minh, known as the First Indochina War. Fought mainly in North Vietnam, this conflict began as a low level, rural guerrilla war, as Viet Minh forces conducted hit and run attacks on the French. In 1949, fighting escalated as Chinese communist forces reached the northern border of Vietnam and opened a pipeline of military supplies to the Viet Minh.   French paratroopers taking part in Operation Castor, a parachute drop on Dien Bien Phu in the Thai district during the Indo-China war. Hulton Archive/Stringer/Getty Images  Ã‚   Increasingly well-equipped, the Viet Minh began more direct engagement against the enemy and the conflict ended when the French were decisively defeated at Dien Bien Phu in 1954. The war was ultimately settled by the Geneva Accords of 1954, which temporarily partitioned the country at the 17th parallel, with the Viet Minh in control of the north and a non-communist state to be formed in the south under Prime Minister Ngo Dinh Diem. This division was to last until 1956, when national elections would be held to decide the future of the nation. The Politics of American Involvement Initially, the United States had little interest in Vietnam and Southeast Asia, however, as it became clear that the post-World War II world would be dominated by the US and its allies and the Soviet Union and theirs, isolating communist movements took an increased importance. These concerns were ultimately formed into the doctrine of containment and domino theory. First spelled out 1947, containment identified that the goal of Communism was to spread to capitalist states and that the only way to stop it was to â€Å"contain† it within its present borders. Springing from containment was the concept of domino theory, which stated that if one state in a region were to fall to Communism, then the surrounding states would inevitably fall as well. These concepts were to dominate and guide US foreign policy for much of the Cold War. In 1950, to combat the spread of Communism, the United States began supplying the French military in Vietnam with advisors and funding its efforts against the â€Å"red† Viet Minh. This aid nearly extended to direct intervention in 1954, when the use of American forces to relieve Dien Bien Phu was discussed at length. Indirect efforts continued in 1956, when advisors were provided to train the army of the new Republic of Vietnam (South Vietnam) with the goal of creating a force capable of resisting Communist aggression. Despite their best efforts, the quality of the Army of the Republic of Vietnam (ARVN) was to remain consistently poor throughout its existence. The Diem Regime South Vietnam President Ngo Dinh Diem (1901 - 1963) watching an agricultural show just minutes after an assassination attempt had been made on his life. Keystone/Stringer/Getty Images  Ã‚   A year after the Geneva Accords, Prime Minister Diem commenced a â€Å"Denounce the Communists† campaign in the south. Throughout the summer of 1955, Communists and other opposition members were jailed and executed. In addition to attacking the communists, the Roman Catholic Diem assaulted Buddhist sects and organized crime, which further alienated the largely Buddhist Vietnamese people and eroded his support. In the course of his purges, it is estimated that Diem had up to 12,000 opponents executed and as many as 40,000 jailed.  To further cement his power, Diem rigged a referendum on the future of the country in October 1955 and declared the formation of the Republic of Vietnam, with its capital at Saigon. Despite this, the US actively supported the Diem regime as a buttress against Ho Chi Minh’s communist forces in the north. In 1957, a low-level guerrilla movement began to emerge in the south, conducted by Viet Minh units that had not returned north after the accords. Two years later, these groups successfully pressured Ho’s government into issuing a secret resolution calling for an armed struggle in the south. Military supplies began to flow into the south along the Ho Chi Minh Trail, and the following year the National Front for the Liberation of South Vietnam (Viet Cong) was formed to carry out the fight. Failure and Deposing Diem The situation in South Vietnam continued to deteriorate, with corruption rife throughout the Diem government and the ARVN unable to effectively combat the Viet Cong. In 1961, the newly elected Kennedy Administration promised more aid and additional money, weapons, and supplies were sent with little effect. Discussions then began in Washington regarding the need to force a regime change in Saigon. This was accomplished on November 2, 1963, when the CIA aided a group of ARVN officers to overthrow and kill Diem. His death led to a  period of political instability that saw the rise and fall of a succession of military governments. To help deal with the post-coup chaos, Kennedy increased the number of US advisors in South Vietnam to 16,000. With Kennedys death later that same month, Vice President Lyndon B. Johnson ascended to the presidency and reiterated the US commitment to fighting communism in the region.

Specialty Hospitals and Community Hospitals Essay

Specialty Hospitals and Community Hospitals - Essay Example For instance, some cardiac hospitals had a tendency of treating cases that were more profitable as compared to the cases that community hospitals dealt with, whilst there was no conclusive determination as regards specialty hospitals dealing with surgical cases. Another realization of this analysis was the higher satisfaction from patients who received their treatment from specialty hospitals compared to other hospitals (Li & Wang, 2008). The conclusion drawn from this study was that specialty hospitals delivered care that was less uncompensated. However, the compensation of these costs came from payments done to corporate and property income taxes. Another mode of compensation was the failure to receive a disproportion share of hospital payments. On the other hand, the department of health concluded that some physicians usually referred patients to their private hospitals whilst still taking emergency calls from their departments in order to maintain their bases for referrals. These studied failed to identify a significant impact differential on both utilization and quality, and as such, recommended a modification on the prices of DRG in order to reflect costs much closely, as well as, eliminating any incentives provided. According to the studies and reports, it was impossible for MedPAC and the department of health to come up with a conclusive decision about the performance and activities of specialty hospitals. However, it was necessary to come up with a solid decision in order to determine the right position of specialty hospitals within the community. For instance, the CMS came up with certain decisions at the end of August 2006. It decided to follow up the recommendations made by the MedPAC in order to revise payments made to DRG for them to be much closer to other hospital costs as compared to hospital charges. In addition, it also seconded the proposed rule whereby specialty hospitals were to accept transfers of patients

RESEARCH PAPER Example | Topics and Well Written Essays - 1000 words

Research Paper Example Hence, it would be apt to apply a Marxist critical approach to any of the works of Shakespeare, and more so to Hamlet. The more traditional approaches towards literary criticism do coax and cajole the text to yield the innate meanings inherent in it. However, a Marxist approach towards the understanding of Hamlet, rather than delving on bringing out the hidden meanings, will rather try to approach the text as a material creation that needs to be understood in a historical context. To be able to interpret Hamlet in a Marxist context, the readers need to approach the theory wearing a Marxist lens that places a more than regular stress on as to how the characters affiliated to varied classes tend to interact with each other, particularly in the backdrop of the class oppression and the involving socio-economic inequity, and especially considering those words and dialogues emanating from any character that propose or are indicative of the rebellion against the upper classes. This is becau se form a Marxist perspective, the main element of interest will tend to be a determining base and then the determined superstructure imminent on it. In that context in the play Hamlet, the mannerisms inherent in the interactions between varied social classes, and the way the society is structured in the play indeed happens to be a strong driving force in the play (Joughin 57). In Hamlet one could indeed trace a strict representation of the avowed Marxist social classes that are the Aristocracy, represented by the royal family and the people of the court, which constitute the ruling class and make the pivotal socio-economic decisions in the play, the Bourgeoisie that are the characters that stand just below the aristocracy and earn a living by trading in the resources required by the other classes, and then the lowest class that are the Proletariat or the working class or the serfs that eke out a living by selling their labor and skills. There is no denying the fact that without muc h elaborating on the characters akin to each of the respective social class, it is amply evident in Hamlet that every character in it could be placed in one of the three Marxian social classes. The very first scene in Act I in Hamlet is replete with the indications of class struggle and thereby constitutes an ideal subject for a Marxian dissection. The scene begins by showing one of the guards on the palace walls relieving his colleague of the night duty. Now, in the times of Shakespeare, night watch was a work that was never assigned to the members of the upper class, and hence it could be concluded that the two guards, though being officers, hailed from the lower social strata. Irrespective of their mutual greeting of â€Å"Long Live the King!† which seems to evince their loyalty for the aristocracy, this loyalty seems to smack of falsehood and despair as no good member of the lower class made to perform the watch duty on a cold night will prefer to be so supportive of the upper classes who made one undergo such an ordeal. Hence, the truth that leaps forward is that perhaps Shakespeare happened to be an opportunist who simply could not help supporting and sustaining the socio-economic status quo of which he was a part of, that is, the monarchy,

Oral Reading Essay Example for Free

Oral Reading Essay Reading is a complex activity. It sends our brains into a frenzy of electrical impulses that zig and zag through matter in ways we still do not totally understand. It organizes sights and sounds in designs that ultimately connect us to the broad vistas of lifes many landscapes. Reading gives us the opportunity to appreciate those landscapes in all their variety. It is remarkable that, whatever approach, method, or ideology is used to teach reading, most students become proficient at it. For many students, successful reading is assimilated into their experience quickly and with seeming smoothness. For perhaps as many as 20% of students however, reading is not an automatic skill. Patterns of understanding have to be systematically instilled so that the reading has the opportunity to crack the alphabetic code. More and more, what we have learned is that connecting these alphabetic symbols to specific sounds in order to create meaningful words. There is considerable longitudinal research to support that we should employ literacy skills every time we read. Without this connection between the basic unit of sound and the alphabetic symbol, reading does not occur for any of us. Accurate identification of children who experience delays in attaining critical early literacy skills is needed to prevent reading problems. Studies have demonstrated that reading problems become increasingly more resistant to intervention and treatment after the 3rd grade. This study will focus on early core literacy skills. These needed core skills for young children are phonological awareness (ability to identify and manipulate sounds), alphabet knowledge (awareness of individual letters and letter names), and grapheme–phoneme correspondence (ability to identify correspondence between letters and sounds). Children’s abilities across these four core skills serve as important predictors of subsequent reading achievement. A screening instrument that does not comprehensively examine all core skills may be ineffective for identifying children who display limitations in a particular area of early literacy. However, failing to identify young children exhibiting delays in early literacy acquisition or lacking core literacy skills is a risky venture and this is a challenge that we will face in this study. Historical Background Name: Alyza Zofia Z. RenonAge: 5 Sex: FemaleDate of birth: March 10, 2006 Identification: Alyza is a normal, outgoing 5 year-old kindergarten girl. Since her mother is a pre-elementary teacher, she teaches her everything when they are at home. She enjoys dancing and playing games. She loves to listen about science-related topics whenever possible. She is talkative and loves to answer questions. She can only read alphabet and one or two syllable words with pictures. Affective Factors Alyzass motivational level apparently varies with the topic. According to her mother, if the topic is interesting to her like books with colorful pictures, she is highly motivated. However, if the topic does not appeal to her, she keeps silent or finds something to play with. Physical Factors Alyza has a very good eyesight, in terms of auditory acuity, Alyza showed no indications of difficulties. Alyza didnt show any other physical limitation; she appears to be physically healthy. This means, there are no obvious health-related reasons for her reading difficulties. Objectives: This research will aim to determine or identify student who is at risk or not at risk for reading problems. This study will also seek to answer the following questions: 1. How do the 3 literacy skills affect the reading of the child? 2. How does the students background affect her reading ability? 3. What are the strengths and weaknesses of the child in reading? Significance of the study The researchers hope that the study will be beneficial to the following: To the student, who will learn and improve her reading skills. Likewise, to the teachers of kindergarten, for they will focus more on the three literacy skills. Furthermore, to the researchers, to understand the factors that affect the poor reading ability of the child. Lastly, to the school administration, this study will provide basis to improve their curriculum and to focus more on literacy skills in pre-elementary department. Scope and Delimitation of the study This study will be conducted to determine the literacy skills of a kindergarten child. It will deal on how the child identify and manipulate sounds, her awareness of letter names and ability to identify correspondence between letters and sounds. It will discuss the certain measures, steps and ways on how to develop the literacy skills of the child in reading but it does not deal on the ways on how to pronounce the words correctly nor steps on how to syllabicate the words properly. The respondent of the study will be limited to kindergarten student only. Research Paradigm Chapter 2 Review of related literature Local According to Unicef Philippines, there are only 63% of the children who enroll in school complete primary school, this means that the quality of education remains poor in many areas of the country. A childs literacy skills are important to their success in school and work. Children who learn to read from an early age are generally more successful in academic areas. (Unicef Philippines) There were a research in 2008 conducted by by Bananal, a faculty member of arts and letters in U. S. T on how to measure the reading ability of grades 1 and 2 students. She stated that there were 3 levels in reading: Independent reading level pupil can read with ease without the help or guidance of a teacher. The student can also read with rhythm, with a conversational tone and can interpret punctuation correctly. Instructional reading level pupil can profit from instruction. Frustrated reading level pupils show symptoms or behavior of withdrawing from reading situation and commit multiple type of error in informal reading. Reading levels of children Grade 1 Frustrated reader 64. 41% Instructional reader 20. 17% Independent reader 15. 42% Grade 2 Frustrated reader 49. 98% Instructional reader 31. 40% Independent reader 19. 07% The result showed that there many students who encountered difficulties in oral reading. This means that children did not master the three literacy skills when they were in the primary level. The use of accurate, valid, reliable screening tools several times throughout the early years can help in the identification of those in need of monitoring further intervention or remediation. Information obtained from early reading screenings is likely to lead to positive changes in childrens reading trajectories because prevention strategies and interventions provided have a better chances of success when started sooner rather than later (Bananal, 2008). Foreign The negative effects of reading problems are well documented (Harris Sipay, 1990). There is evidence that reading disability is associated with social, economic, and psychological problems. There is little evidence, however, that efforts to correct reading problems through remedial reading programs or through special education placement have been very successful (Allington McGill-Franzen, 1989; Hiebert Taylor, 1994; Johnston Allington, 1991; Karweit, Slavain, Wasik, 1992-93; Kennedy, Birman, Demaline, 1986; Rowan Guthrie, 1989). Instead, there is evidence to suggest that children who encounter difficulty in learning to read fall further and further behind their achieving peers (Stanovich, 1986). Traditional approaches to dealing with reading problems, such as tracking and grade retention, do not help; indeed, they often appear to be detrimental to eventual student achievement (Shepard Smith, 1989; McGill-Franzen Allington, 1993). In contrast, a growing body of evidence suggests that reading problems are preventable for the vast majority of students who encounter difficulty in learning to read, if these students receive extra support in the form of an early intervention program (Goldenberg, 1994; Hiebert Taylor, 1994; Reynolds, 1991). In this paper, the term early intervention refers to early school intervention programs that are designed to prevent problems in literacy from developing rather than trying to correct a problem after it is established. For the most part, such programs have been used in first and second grades. Several of these programs have proven very effective when compared to conventional compensatory reading programs. For example, Hiebert, Colt, Catto, and Gury (1992) report that while 77 percent of the students in their early intervention project were reading at a primer level at the end of first grade, only 18 percent of a comparison group who participated in a traditional Title I program achieved that level of reading proficiency. While almost half (47 percent) of the students in the conventional Title I program remained nonreaders at the end of first grade, only 7 percent of the early intervention students were nonreaders. Thus, a growing body of evidence suggests that almost all reading problems are preventable. A review of the research literature indicates that there are at least five early reading intervention programs that have documented effectiveness. This paper will only very briefly describe the individual programs and then will concentrate on the factors that seem characteristic of all or at least most of these successful intervention programs. Two of the five programs, Success for All (Madden, Slavin, Karweit, Dolan, Wasik, 1991; Slavin, Madden, Karweit, Livermon, Dolan, 1990; Slavin, Madden, Karweit, Dolan, Wasik, 1992), and the Winston-Salem Project (Cunningham, Hall, Defee, 1991; Hall, Prevatte, Cunningham, 1993), involve comprehensive reorganization of the entire classroom routine; all students in the grades in which the program is implemented are affected. In the Winston-Salem Project all first and second grade reading/language arts instruction was reorganized around four major, thirty-minute blocks of activities: teacher-directed group reading activities, word learning activities, writing, and self-selected reading. In addition, in the school that served a very high proportion of at-risk students, an additional 45-minute block of time for very small-group instruction was included. During this small-group instruction time, students had additional opportunities to practice reading, writing, and word learning activities. Though it has now been implemented in more than 85 schools, Success for All was first implemented in schools in major metropolitan areas that served, almost exclusively, children from low socioeconomic backgrounds who had few experiences with literacy. Major features of this schoolwide program included heterogeneous grouping for most of the day, cross-grade grouping according to reading level for 90 minutes of smaller group (15 to 20 students) reading instruction, and one-to-one tutoring for those students  who needed extra support. The Boulder Program (Hiebert, Colt, Catto, Gury, 1992) and Reading Recovery (Clay, 1985; Clay, 1993; Clay, 1993a; Pinnell, 1989; Pinnell, Fried, Eustice, 1990) are add-on, pull-out programs; they are added to whatever approach to language arts instruction is being used in a school. The Reading Recovery Program, which originated in New Zealand, has been widely implemented in the United States and in several other countries as well. It is exclusively a first grade, one-to-one tutoring program. Reading Recovery is also recognized for the extensiveness of its teacher training program, which is conducted over the course of a year with fully certified teachers. The Boulder Program operated exclusively with the resources of a Title I program. The program worked originally with a pupil-teacher ratio of six students for each teacher. Through the use of carefully trained, supervised paraprofessionals who worked closely with certified, trained teachers, the ratio was reduced to three students for each teacher. Instruction was daily for twenty minutes. The Early Intervention in Reading Program (EIR) (Taylor, Frye, Short, Shearer, 1992; Taylor, Strait, Medo, 1994) takes yet another approach. Regular first and second grade classroom teachers work for an extra twenty minutes with the five or six students who are encountering the greatest amount of difficulty in learning to read. Provision is also made for these students to practice their reading for an additional five or ten minutes each day by reading individually or in pairs to the teacher, a teachers aide, a volunteer, etc. All five programs clearly acknowledge that the small-group or individual early intervention instruction that students receive is an addition to, not a substitute for, the instruction they receive as part of the regular classroom program. In the case of two of the programs (Success for All and the Winston-Salem Project), regular classroom reading instruction has been redesigned to ensure that appropriate instructional routines and materials are used. However, even when early intervention instruction is added to an effective existing reading program, there is also the anticipation that the sound practices that are part of the early intervention program will become infused into regular classroom instruction if they are not already part of it. For example, Reading Recovery teachers almost always spend part of their day as regular classroom teachers, reading consultants, language arts coordinators, etc. ; through these roles they attempt to introduce  instructional principles and practices that are part of Reading Recovery into the ongoing regular classroom. All of the programs reflect a model of reading as an active, meaningful, constructive process. Before-reading activities are used to build or activate relevant background knowledge, concepts, and vocabulary. Students are taught to monitor their reading to ensure that what they are reading makes sense. They are taught strategies for correcting word recognition errors that detract from meaning, and they are given opportunities for reacting and responding to selections they have read. The texts they are asked to read are read for enjoyment and for information. Other activities are developed within a framework of reading for meaning. Because reading for meaning is the constant point of reference and because students in these programs need substantial help in building word identification skills, the amount of time spent in discussing selections and in teacher questioning about the selection is kept to a minimum.