Views on Abortion essays

Views on Abortion essays All throughout American abortion remains one of the most debatable subjects of the current age. However, in this essay the issue in question is not primarily that of abortion. The main issue lies in when the fetus can be considered a person. An unwanted child is a sad thing, and the social problems which come with this child have no easy solutions. Single motherhood, financial destitution, child neglect, and urban overcrowding are some outcomes of an unwanted child. Several areas of this topic include history, medical, law, and Bible. From the history aspect, information will be brought forth as to church history and when certain groups saw a fetus as an individual. On the other hand, the medical perspective will show doctors opinions to when a fetus (by medical standards) is officially able to be considered a living individual. The law area of the subject covers when, where and on what grounds abortion was legalized. The final branch consists of Biblical interpretation and views on abortion from both pro-choice and pro-life views. The goal of these pages is to examine the intense subject of abortion from several perspectives, with the main focus centered around the question of when the fetus life as a person begins. Both pro-choice and pro-life supporters disagree on the subject. However, there is also agreement. A majority on both sides tend to agree that the life of a child is priceless and should be guarded under the full protection of the law. There is also a high number in agreement with the idea that a has the right to make decisions about her own body. The disagreement lies in when the fetus is considered a person, and thus is protected by the law. If one believes that the fetus is not a person, than the fetus is simply a part of the womans body, and contingent to her control. And with this opinion, any effort to take away from this control is a ...

The Value of Academic Debate

The Value of Academic Debate Decision-making (i.e parliamentary, presidential, etc.) and competitive debate (i.e. academic) are two major types of debate. In the United States, the major forms of competitive debate in high school include Policy Debate, Lincoln-Douglas Debate, and Public Forum Debate. The outcome of Policy Debate according to literature is either a resolution of fact (ex. â€Å"Resolved: O.J. Simpson murdered his wife Nicole†), value (ex. â€Å"Resolved: Civil disobedience is justified in a democracy†), or policy (â€Å"Resolved: The United States should change its foreign policy toward China†) while the Lincoln-Douglas Debate yield resolution of value. The outcome of the Public Forum Debate, on the other hand, is mostly resolution of policy. High school competitive debates appear addressing social issues, reuniting its division, and establishing a moral order within the particular academic level. This type of debate is exclusive to high school and college and mainly participated by gifted adolescents engaging in brutal arguments, making claims, and depending conflicting ideas for social good. Moreover, competitive debate in this academic level is a reflection of American values, politics, and law. The long tradition of Academic Debate started in about 481 to 411 B.C. and persisted in American schools as an educational method in college and characterized by the debate tournament. A form of informal debate, academic debate merely allows students to systematically express their opinion and support their arguments with facts or evidence. They are designed to facilitate the development of advanced  speaking skills, improve critical thinking, and increase students’ confidence about participating in academic community discussions and dialogue. Get more information here: Unacceptable Words in Academic World The Importance of the Transitional Words and Phrases Service-Profit Value Chain Learning Moral Values in College Movies Human Dignity: How Is It Valued? The Value of Academic Debate Academic debate is simply defined as a debate conducted under the auspices of an educational institution aimed at providing educational opportunities for its students. The purpose of an academic debate is to allow evenly matched opponents to present balanced arguments and evidence about critical issues. Some of the benefits students gained from their debate experience include awareness and knowledge of social issues,  development of critical thinking and communication ability, appreciation of change, and respect for academic research. The philosophy of college debate, for example, is â€Å" to learn not to win† because the most important thing is to be able to present both sides of the issue and make a critical decision on matters concerning public interest. The debate in a college environment provides students opportunities to apply their knowledge of debate principles, develop proper attitudes and skills, and experience almost real-life debates. More importantly, debating is to keep political and public issues alive in the hearts and minds of the academic community. The value of academic debate for some critics is limited to discussing social issues and developing students’ attitudes and abilities. Others see it as a structured academic game with self-actualization and enjoyment as goals. In practice, however, academic debate influenced some of the most critical issues in society. For example, the goals and rationales of criminal punishment according to literature were not the only outcome of evolving criminal procedures and customs but painstaking academic debate. Another is a  strong influence of academic debate on public attitude and government policy towards the harmful effect of some media content such portrayal of sex and violence, food consumption and eating disorders, and direct behavioral effect of television advertising on children.

Millennial Management Style in today's generation Essay

Millennial Management Style in today's generation - Essay Example Growing companies need this millennial generation who have innovative ideas that can help them improve performance. Deciding new millennial management style is extremely crucial for maximizing generation-Y potential in the companies. Therefore, the growing companies can win the generation game because with the millennial management style they can lead their managers and employees to help them perform better in the business world. Millennial management style is different from the conventional management style that is adopted by generation-X. The purpose of millennial management style is to satisfy generation-Y expectation in working force so that the millennial generation can perform at their best. This implementation positively impacts the future of growing company because of the rising number of generation-Y workers. The millennial generation expects active, involved leadership, income, personal enrichment, teamwork, and most importantly flexibility. Therefore, the growing companies must focus on following aspects to integrate the new millennial management style: Millennial management style applies flat management structure or teamwork based roles. The old tradition of a companys hierarchy structure doesnt work effectively in millennial management as in Generation-X Company. In millennial management, everyone has the same right to express his or her aspiration and his or her need for high interaction with his or her team. Set clear expectation with relationship-style focus appeals to millennial employees. When the company assigns a job or project to millennial employees, they should address the expectation with clear guidelines, priority, and intention that the millennial needs to follow. A clear expectation is very useful in millennial management system; this is because a companys management can set up a deadline that the millennial employees will fulfill when they submit the project. Autocracy leadership style doesnt work effectively in

My Trip to the Grocery Store Essay Example | Topics and Well Written Essays - 750 words

My Trip to the Grocery Store - Essay Example On a hot summer’s day with the sun beating down on us, I was taken out to do some shopping with my mom. â€Å"Yes,† I responded, as my mother broke the news to me that we would be going to the most popular grocery store in Ahmadi City: the Sultan Center. This was located in Alshuwaikh and was some way out of the city. Although it took a long time to get there, this was quite a regular trip for me because I always enjoyed helping choose the food that would tie us over for the next week. As I had no concept of money at that stage in my life, I would pick up anything that took my fancy and places it in the shopping cart as fast as I could. To try and hide this from my mom, I would strategically place something else on top of it so that she would not notice anything suspicious. On this occasion, I wanted to find some chocolate. I loved chocolate! However, chocolate was not in its usual place. This was very confusing for me because it had always been in that one particular p lace without fail. Without giving it any thought at all, I was determined to set upon a mission to track down my beloved chocolate. I waited until the opportune moment—when my mother wasn’t looking—so that I could creep away as a spy would.   Very soon I had stumbled upon the candy aisle and began scanning the shelves for my beloved chocolate. After spending a couple of minutes looking, I was surprised to not be able to find what I was looking for. This had me really puzzled. Where could it be if not the candy aisle? I decided that the store must have been hiding it from me and so I continued my search for my prize. By this time, I realized that I had completely forgotten about my mom—she must have been worried sick. It was at this thought that a loud siren rang out over the intercom; although I could not comprehend what was being said. By now I had covered most of the store and could still not find the chocolate that I was looking for. My little legs were so tired from all the walking and crawling all over the store, so I sat down right where I was. All of the sudden the thought occurred to me that I had done a terrible thing—would I ever find my way back to my mom? I didn’t know what to do, so I be gan bawling my eyes out. It didn’t take long for a staff attendant to come over to me to see what the problem was. â€Å"What seems to be the matter,† they remarked. I communicated that I was lost and could not find my way back to my mother. The tall, blonde woman took the biscuits out of my hand and grabbed my hand. She reassured me that she would be taking me to a safe place where my mother would be able to find me. I climbed up the stairs and was placed on a chair in an office. This brought back memories of my trip to the dentist. At the thought of this, my tear started to flow. This was like my worst nightmare!

Personal Statement For University Essay Example for Free

Personal Statement For University Essay My intended major is Economics. My main interest in Economics lies in the field of macroeconomics and the principles that are involved. Macroeconomics has a way of showing how different policies are intertwined; such has policies in Healthcare regarding retirement benefits to how the world’s interest rate plays a role in our daily banking activities. When I graduated from kindergarten, I lived in Shanghai for a while because of my father’s job. At that time, of course I could not speak Chinese so I faced language barrier. However, I had such as experience so I have been interested in Chinese and other countries’ culture from my parents’ influence. I started to learn English, French (when I was junior high school student) and Chinese (when I was high school student) and I went to classroom which is for studying Japanese for foreigner country children to assist. To be interested in learning foreign languages lead me to be interested in foreign countries’ culture and also I felt strongly interested in economics such as what my country economy is, how economic growth is going on in the world, if America economics situation changed, how it influenced to the world and so on with age. From that I started to be interested in activities of international authorization and it led me to be interested in the United Nations. On 12 May, 2008 Sichuan earthquake made me focus on world economics more than before. The earthquake killed many children. I had strong impact when I watched on TV. Some parents said â€Å"My child died because of school building is an old! Children who are rich could go good quality building school so they could survive! This is not a Natural disaster! This is Man-made disaster! †. Some of children â€Å"I want to say thank you to my school to save my life†. It told the gap between rich people and poor people. I had very big mistake thinking that in China’s economy is growing up very much so I thought the gap between rich and poor is going to disappear. I want to remove this gap so I want to study about world economics and I want to work for United Nation. I am not a greedy or selfish person. I am driven, straightforward and ambitious. I know what I want to be in life and I know how to get what I want. I too have come to love consumerist America and all the creature comforts that it promises to those who can afford them. While I have no intention of becoming a Donald Trump, I do wish for a comfortable life for myself and my family. To be able to provide for my family and to ensure that my children will also have the same opportunities to succeed in life as I have by getting a good education at not only the college level but a Masters degree as well in their chosen professions.

Importance of Debate in John Milton’s Paradise Lost :: Milton Paradise Lost Essays

Importance of Debate in John Milton’s Paradise Lost Paradise Lost Is an epic novel depicting the creation of the world and Man's fall from grace. It also shows the fall of Lucifer and his entrapment in Hell with other arch demons. Though Lucifer was one of the most beautiful angels, he became the most hideous of creatures in hell as Satan, the most powerful demigod-god. Satan resents God for the punishment that he has received and seeks revenge on Him. Satan knows, however, that he and his forces are no match for the might of Heaven, so he calls for a debate among his devilish council to work through their options. John Milton portrays the arch-demons of hell like members of the Senate, toiling over how to get back at God. The arguments are similar only in that they all believe that some course of action must be taken, but in most ways they are vastly different. Each debate builds on the last until the best compromise is met. Satan begins the debate with his opening remarks. He sounds hopeful, even though he knows that Hell is no match for God. Satan then yields the floor to Moloch, who argues the most extreme course of action. He believes that a full out war on Heaven is the only way to seek revenge on God. Moloch's speech was the first argument so the other demons were the most open minded about his ideas. Belial then took the stand, though he had a far different view than Moloch's. Belial can see that they are no match for the power of God, and therefore denizens of Hell should be benign and hope that God pities them. In other words, Belial is ready to give up because he recognizes that their hands are tied. He is hoping that God wants them to realize this and will allow them back into heaven for admitting that He is superior. Belial's argument is the complete opposite of Moloch's in that he believes in repentance, not revenge. Mammon disagrees totally with Belial's argument. He thinks that because they have been banished from heaven and become so obviously hideous, there is no longer any place for them there. He believes that they are forever banished to Hell and they should make the most of their situation. Repentance is not an option in his mind. According to Mammon, the arch-demons should make the most of a bad situation.

Prose Text Assignment Of Mice and Men Essay

‘Of Mice and Men’ is about two basic needs – the need for companionship and the need to have something to look forward to. I agree the above statement, all of the characters in the story all experience some form of loneliness. Every one of the characters has a different dream in each one is trying to fulfil it in a different way. The story of Of Mice and Men was set in the period of American history called the ‘Depression’. This period of history lasted from roughly from 1930 to the start of World War 2 (1939). In this period nearly all the companies and banks went bust the stock market crashed and peoples savings disappeared when the banks closed. People very suddenly where very poor. Most people where unemployed, and with unemployment came poverty, hunger and homelessness. It was very difficult to buy food or pay the rent. In America during the ‘Depression’ men travelled in order to find work. Few travelling men could form lasting friendships because they had to keep moving on. A man travelling alone was more vulnerable to being attacked imprisoned or just very lonely. Of Mice and Men is a story based on two men who travel America together looking for work. George travels with his mentally handicapped friend called Lennie. The pair of them has nothing of their own, only the clothes they stand in and each other. Together they share a dream, that one day they will own some land of their own. They find work in a ranch in Satinas Valley, California. They meet of few people on the ranch but find it hard to make new friends. Their dream is soon ruined as Lennie misunderstands the difference between love and cruelty and becomes a victim of his own strength and power. He becomes friends with the only women on the ranch and forms a good friendship with Curley’s Wife. Their friendship soon turns to love and they start to develop a physical relationship, Lennie doesn’t know his own strength and grabs hold of her to hard and strangles her. Everyone finds out and Lennie is threatened with the prospect of being locked up in a mental institution or being executed by the government, so George saves him from this by shooting him. Crookes works as the sable buck hand on the ranch. He first appears in the story on pages 66-82. He is a crippled old man who gets his name from the way his spines bends (crooked). He has deep eyes and looks intense with his face, which is lean and wrinkled. On the ranch he is of a minority as he is the only black person on the ranch, which means he suffers a lot of prejudice remarks from other people. He is a very lonely man, and can often be bitter towards people he doesn’t trust. Particularly white people, as he’s not sure he can trust them. Crookes has is own room on the ranch, as none of the other men want him to stop in the bunkhouse. The only person Crookes can talk to is Lennie, although Lennie doesn’t understand what he is saying as he is mentally handicapped. Crookes seems to like tormenting Lennie and sometimes says some very nasty things to him. Crookes however has more possessions than the other men has he has been on the ranch nearly all his life. He has little money but still has managed to gather some things of his own e.g. books and a dictionary. He is a very proud man and doesn’t like to ask anyone for anything, even though he is crippled he still manages to keep his room neatly swept and is quite ‘aloof’. Crookes suffers from a lot of loneliness, as he is the only black person on the ranch. However he often has the chance to avoid loneliness but rejects it, Lennie tries to speak to him and befriend him but instead of trying to make friends he wallows in self-pity. He is very critical of other people an their dreams and hopes. He tells Candy he will help him fulfil his dreams, but afterwards when he has built his hopes up he tells him he was messing around and won’t help him at all. He has probably spent all of his life on the ranch and thinks there is no way for him to leave, so he has given up hope and lost ambition. George along with Lennie is the main character in the story. He is a short man but is very quick. He is ‘dark of the face’ and has eyes, which appear very restless. He is described as sharp and strong with body parts that are small and strong. His arms are slender and strong and he has a thin boney nose. George wears the same clothes as his companion Lennie; black hats, denim trousers and coat, and carries a blanket over his shoulder. George is rather a unsung hero of the story, he certainly lacks no courage. He has looked after Lennie for a long time, and spares his friend from loneliness. He stops Lennie from being locked up in a mental institution or being executed by the state government. He shoots Lennie but for his own good. Some people may think he did it for selfish reasons as h has looked after Lennie for a long time and is fed up of him. He did it because he cares about Lennie and didn’t want him to suffer loneliness and depression. He cares about Lennie and saved him from what he knows would be worse than death. George would have probably been able to make a good life for himself if it wasn’t for Lennie. George is an intelligent good thinking man, who is very sensible and used to taking charge. He cares a lot about Lennie and is always looking out for him, he is very cautious and warns Lennie about drinking the dirty pond water and tells him to be careful of the bedding at the bunkhouse in case he catches lice. George accepted the burden of looking after Lennie when Lennie Aunt Clara asked him. Without Lennie George would be very lonely, he and Lennie share a big brother-little brother kind of relationship. George has loyally stuck by Lennie throughout everything and having someone to look after and that depends on him makes George feel a better person. Georges longs for independence and would love to be his own boss. George is a kind hearted and compassionate person he sometimes gets frustrated but doesn’t have a bad temper. He is very careful on who he trusts and is very careful when he meets people. He has to be a good judge of character and know who to trust and who not to, because of his and Lennie’s past. George is kind to everyone but he hates Curley he knows that he is nothing more than a bully. He tells Lennie to keep away from him as they cant afford to loose their jobs. However he encourages Lennie to stand up for himself against him. The only thing in life holding him back is Lennie. Lennie is a big man; he has a shapeless face and big pale eyes. He walks slowly but heavily, emphasising how slow his mind is. He has very strong instincts and has bad feeling about staying at the ranch and pleads with George for them to leave. He shows a cunning side and often uses it in getting his own way with George. In the first part of the story Lennie shows us this by using emotional blackmail. George looses his temper so Lennie tells him he is going to live in the woods alone, so George feels sorry for him so he tells him to come back. Lennie has a lot of animal-like qualities, which shows us his strength. He looks up to George like a father or big brother and often copies his ways. As Lennie is mentally handicapped he is unaware of the he is a victim of prejudice remarks and is unable to elate to many people, this often makes his behaviour childlike. Lennie would rather have the company of animals. However is his made to be a likeable character, Candy likes him and even Crookes warms to him. Lennie doesn’t understand he needs to be careful with fragile things and is very heavy handed and doesn’t learn from his mistakes. He reacts very much like a child and often panics. Lennie’s major problem is that he doesn’t know the consequences of his own strength. Lennie doesn’t understand loneliness but if he knew what it meant then he would probably be very lonely but because he is mentally handicapped he has no understanding of this feeling. He understands the need to have something important to look forward to. Lennie’s dream is very important to him; he nearly knows it all his self. He his always-getting George to tell it him over and over again like a child who loves to be told a bedtime story. At the end of the story Lennie has two hallucinations, one with his Aunt Clara in and the other with a giant rabbit in. This could be the author’s way of outlining the abuse Lennie has suffered through his life. Or it could be Lennie conscience telling him that he has done wrong, even though he doesn’t understand how it was wrong. Curley’s wife is an important character in the story, but the author is showing ho little the men think of her by giving her no name. She is seen to be nothing more than one of Curley’s possessions. When we are first introduced she is dressed up as if she is going out somewhere important when in fact all she is doing is staying on the ranch. She has large lips which are emphasised by the red lipstick she wears, she wears lots of make-up, red nail varnish, red shoes, red ostrich feathers and has her hair fastened back in curls. She wears a lot of the colour red, which shows a lot about her. Red is a colour, which is associated with lots of different things, mainly blood that is a clue, her death is near. It is also associated with danger, which is telling you do not get involved with this person she is bad news. Red is commonly regarded as a sexy colour, she is probably trying to show her self to the men as in the story she is displayed as a Scarlet Women. Often she pretends to be looking for her husband but the men know that she is just looking for an excuse, as she is looking for company, as she is lonely, although the men see it as she is just flirting with them. She is the only woman on the ranch, which is a disadvantage, and often gets little attention from anyone including her husband. Many people may think she has it all a husband and a house, but she is just as lonely if not more than any worker on the ranch. She doesn’t think a lot of her husband, which probably means she just married him for the sake of it, the only things they have in common is that their both very selfish. Slim is one of the only people to be kind to her, George feels sorry for her but is worried on the effect she has on Lennie. However her and Lennie get on well and start to develop a physical relationship. Lennie who doesn’t know how to be careful with fragile things takes things to far and ends up strangling her. Candy is the first person George and Lennie meet when they arrive at the ranch. He is the swamper, which is like a cleaner, the lowliest job on the ranch. His name is even belittles him, it’s a girls name. He is a tall man who only has one hand. He is a victim also of prejudice remarks because of his age and disability. He is careful of everyone because he doesn’t want people to tease him. He never sticks up for himself, the only time he did was with Curley’s wife. He has a lot of dignity, which shows the kind of person he once was. Candy has lots of gossip on everyone, which could be seen as getting is own back on people who has upset him by making comments about people behind their back. He always tells the newcomers the gossip on everyone. He is a lonely person and the only companion he has is an old dog. The animal is old and probably needs to be out down but means a lot to candy as he is so lonely. Candy would love to leave the ranch and when he finds out about George and Lennie’s plan he wants to help, and offer to give them his savings, which would easily cover the cost of over half the farm. George, Lennie and Candy thought that in only a couple of weeks their dream to leave the ranch and own a farm would come true. All of the characters in this story are lonely the person I think is the most lonely is George. He has no real friends the only person he has to talk to is Lennie but he doesn’t fully understand what he is saying.

Explain the Formation of Stereotypes and Their Effect on Behavior (Guideline)

Explain the formation of stereotypes and their effect on behavior (guideline) Introduction †¢What is a Stereotype? A stereotype is a widely held mental picture that represents an oversimplified, prejudiced, or uncritical judgment, which can be either a positive or negative generalization. †¢The explanation of stereotypes lies in the behaviors of socio-cultural groups and/or individuals, where they determine a certain ‘image’ of particular group. Many studies have been carried out to explain the formations of stereotypes, which include: Social-Cognitive Theory, Group Theory, and Social Representation Theory (Moscovici, 1973). However, I will be using Social-Cognitive Theory and studies done by Steele & Aronson (1995) and Hamilton & Gifford (1976) to support my explanation of the formation of stereotypes and their effects on behaviors. 1 Paragraph Social-Cognitive Theory suggests that, stereotype formation are based on the following reasoning: oOur social world i s very complex and presents us with an overabundance of information oSince our capacity to process information is limited there is a need to simplify our social world oOne of the ways in which we avoid information overload is social categorization oThe categories used in social categorization are stereotypes. †¢One source of stereotype is illusory correlations, which was claimed by Hamilton and Gifford (1976). Illusory correlation is when individuals assume a relationship between two variables, they tend to overestimate the degree of correlation – or see a correlation where none exists. †¢For example, â€Å"women† and â€Å"the ability to drive well†. It is believed that when we see these two variables we will conclude that â€Å"women cannot drive well†. Once the illusory correlation is made, the individuals tend to seek, notice and remember the information that supports the belief, which brings us to our second source of stereotypes, confirmation bias. Confirmation Bias is the tendency to search for new information that confirms our ideas and overlook information that contradicts what we think. †¢By using confirmation bias we gather more evidence to support our illusory correlation. For example, when we have the illusory correlation that â€Å"women cannot drive well† then we will tend to find more bad female drivers while ignoring good female drivers (e. g. female race drivers). 2 paragraphs After, stereotypes are formed has a major effect on the behavior of the subject of the stereotype, which is called the stereotype threat. †¢Stereotype threat refers to the performance impairment that results when individuals asked to carry out some task and made aware of a negative stereotype held against them regarding their groups’ ability to perform well in a task. †¢Stereotype threat is cued by the mere recognition that a negative group stereotype could apply to you in the given situation. And even if the person may not believe the stereotype, he or she may experience a threat. †¢Steele, who is the person who first came up with the idea of stereotype, created an experiment with Aronson to demonstrate that stereotype threat can undermine intellectual performance. †¢Steele & Aronson (1995) used common stereotype that Black Americans are unintelligent and academically untalented to create the experiment and gave a test under two conditions. The test was said to be highly related to academic ability and that it was just a laboratory exercise. The findings were astonishing. When the task was described as ‘unimportant or when participants were not asked to record their ‘race’, the black and white students did equally well. However, when the test was said to be for ‘academic ability’ or when ‘race’ was recorded, clack students did less well. †¢Using his findings, Steele (1997) was able to conclude that spotlight anxi ety is responsible for stereotype threats because the emotional distress and pressure can undermine performance. 3 paragraphs Although many of the psychologists have confidence in their theories I can evaluate that investigating stereotypes is difficult because of the social desirability effect. Moreover, researchers are instead using implicit measures of prejudice such as the IAT (Implicit Association Test) which has its own array of problems. Conclusion †¢In conclusion stereotypes are formed by social categorization, which leads to the social-cognitive theory, whereas their effects of behaviors are affected by believing certain traits (illusionary correlation) and confirmation bias demonstrates that we can percept the traits to influence our behavior.

Press and Politics essays

Press and Politics essays Attitudes of different press to the withdrawal of the anti-subversion bill In this project, we are going to look into different attitudes of a number of newspapers in HK to the controversy issue C withdrawal of the anti-subversion bill, which sparked massive street protests and triggered the territory's worst political crisis since 1997. To make it clearer, it is a postponement of the legislation procedure of the national security bill only, but not a cancellation of the Article 23. First, we can take a look on the editorial of MingPao (see reference article no.1) on 2003-09-06. Actually, we can see the general attitude of newspapers in Hong Kong hold attitudes more or less similar.  ¡Ã‚ °Ã‚ ¡Ã‚ ­ÃƒÅ½Ãƒâ€™Ã†â€™Ãƒâ„¢" ³Ãƒâ€°  Ã‚ ¡Ãƒ ¹Ã‚ ¾Ã‚ ¡23-l ¡Ã‚ ­Ã‚ ¡  ¡Ã‚ °Ã‚ ¡Ã‚ ­ We support the legislation of the Article 23 in the Basic Law  ¡Ã‚ ­Ã‚ ¡ MingPao support the legislation, but more consultation and consideration is needed before the implementation.  ¡Ã‚ °Ã‚ ¡Ã‚ ­Ã‚ ³ÃƒËœÃ¢â‚¬ ¡Ãƒ ¸Ã‚ °Ã‚ ²Ã‚ ²Ãƒ Ã‚ °Ã‚ ¸Ã‚ ¡Ã‚ ­ÃƒÅ Ãƒâ€¡ÃƒÆ'à ·Ãƒâ€"Ç µÃƒâ€žÃƒ »Ãƒ Ãƒâ€¡Ã‚ °Ã‚ ¸Ãƒâ€ºÃƒË†Ãƒâ€¹Ã‚ µÃƒâ€žÃƒâ€™iÃ…  Ã‚ ¡Ã‚ ¡  ¡Ã‚ °Ã‚ ¡Ã‚ ­ the withdrawal of the national security bill  ¡Ã‚ ­ is wise, it meets the will of Hong Kong People ¡ So, the postponement of the bill is welcomed, and they generally think it can do goods to the economy.  ¡Ã‚ °Ã‚ ¡Ã‚ ­ÃƒÅ½Ãƒâ€™Ã†â€™Ãƒâ€¢JÃ… ¾ÃƒÅ'Ø...^Õà ¾Ã‚ ¸ÃƒË†Ã‚ ²Ãƒâ€°iÇà ÃƒÅ Ã‚ ¡23-lß^ ³ÃƒÅ'Ëà ¹Ã‚ ¸Ã‚ µÃƒâ€žeÕ` ÃƒËœÃ‚ µÃƒâ€" ¸Ãƒâ€žÃƒâ€"ƒÆÆ ÇÓÑ ¼Ã‚ ³Ã‚ ¡ ÄÒÃÆ' µÃƒâ€žÃƒâ€"à ·iLi Ãƒâ€¹Ãƒâ€ Ã‚ µÃƒâ€žÃƒâ€¢Ãƒ ¾Ãƒâ€"ÃŽÅ ¾Ãƒâ€žyßà ¾^m ³F ¡  ¡Ã‚ °Ã‚ ¡Ã‚ ­ if the government does not change its working style of  ¡listening to the supporters voice only ¡Ã‚ ¯,  ¡making everyone either frie...

World War I Flying Ace Rene Fonck

World War I Flying Ace Rene Fonck Colonel Rene Fonck was the top-scoring Allied fighter ace of World War I. Scoring his first victory in August 1916, he went on to down 75 German aircraft during the course of the conflict. After World War I, Fonck later returned to the military and served until 1939. Dates:  March 27, 1894 –  June 18, 1953   Early Life Born on March 27, 1894, Renà © Fonck was raised in the village of Saulcy-sur-Meurthe in the mountainous Vosges region of France. Educated locally, he had an interest in aviation as a youngster. With the outbreak of World War I in 1914, Fonck received conscription papers on August 22. Despite his earlier fascination with aircraft, he elected not to take an assignment in the air service and, instead, joined the combat engineers. Operating along the Western Front, Fonck constructed fortifications and repaired infrastructure. Though a skilled engineer, he reconsidered in early 1915 and volunteered for flight training. Learning to Fly Ordered to Saint-Cyr, Fonck commenced basic flight instruction before moving to more advanced training at Le Crotoy. Progressing through the program, he earned his wings in May 1915 and was assigned to Escadrille C 47 at Corcieux. Serving as an observation pilot, Fonck initially flew the ungainly Caudron G III. In this role, he performed well and was mentioned in dispatches twice. Flying in July 1916, Fonck downed his first German aircraft. Despite this triumph, he did not receive credit as the kill went unconfirmed. The following month, on August 6, Fonck achieved his first credited kill when he used a series of maneuvers to force a German Rumpler C.III to land behind French lines. Becoming a Fighter Pilot For Foncks actions on August 6, he received the Medaille Militaire the following year. Continuing observation duties, Fonck scored another kill on March 17, 1917. A highly veteran pilot, Fonck was asked to join the elite Escadrille les Cigognes (The Storks) on April 15. Accepting, he commenced fighter training and learned to fly the SPAD S.VII. Flying with les Cigognes Escadrille S.103, Fonck soon proved to be a lethal pilot and achieved ace status in May. As the summer progressed, his score continued to increase despite taking leave in July. Having learned from his earlier experiences, Fonck was always concerned about proving his kill claims. On September 14, he went to the extreme of retrieving the barograph of an observation aircraft he downed to prove his version of events. A ruthless hunter in the air, Fonck preferred to avoid dogfighting and stalked his prey for prolonged periods before striking quickly. A gifted marksman, he often downed German aircraft with extremely short bursts of machine gun fire. Understanding the value of enemy observation aircraft and their role as artillery spotters, Fonck focused his attention on hunting and eliminating them from the skies. Allied Ace of Aces During this period, Fonck, like Frances leading ace, Captain Georges Guynemer, began flying the limited production SPAD S.XII. Largely similar to the SPAD S.VII, this aircraft featured a hand-loaded 37mm Puteaux cannon firing through the propeller boss. Though an unwieldy weapon, Fonck claimed 11 kills with the cannon. He continued with this aircraft until transitioning to the more powerful SPAD S.XIII. Following Guynemers death on September 11, 1917, the Germans claimed that the French ace had been shot down by Lieutenant Kurt Wisseman. On the 30th, Fonck downed a German aircraft which was found to have been flown by a Kurt Wisseman. Learning this, he boasted that he had become the tool of retribution. Subsequent research has shown the aircraft downed by Fonck was most likely flown by a different Wisseman. Despite poor weather in October, Fonck claimed 10 kills (4 confirmed) in only 13 hours of flying time. Taking leave in December to be married, his total stood at 19 and he received the Là ©gion dhonneur. Resuming flying on January 19, Fonck scored two confirmed kills. Adding another 15 to his tally through April, he then embarked on a remarkable May. Goaded by a bet with squadron mates Frank Baylies and Edwin C. Parsons, Fonck downed six German aircraft in a three-hour span on May 9. The next several weeks saw the Frenchmen rapidly build his total and, by July 18, he had tied Guynemers record of 53. Passing his fallen comrade the next day, Fonck reached 60 by the end of August. Continuing to have success in September, he repeated his feat of downing six in one day, including two Fokker D.VII fighters, on the 26th. The final weeks of the conflict saw Fonck overtake leading Allied ace Major William Bishop. Scoring his final victory on November 1, his total finished at 75 confirmed kills (he submitted claims for 142) making him the Allied Ace of Aces. Despite his stunning success in the air, Fonck was never embraced by the public in the same way as Guynemer. Possessing a withdrawn personality, he seldom socialized with other pilots and instead preferred to focus on improving his aircraft and planning tactics. When Fonck did socialize, he proved to be an arrogant egotist. His friend Lieutenant Marcel Haegelen stated that though a slashing rapier in the sky, on the ground Fonck was a tiresome braggart, and even a bore. Postwar Leaving the service after the war, Fonck took time to write his memoirs. Published in 1920, they were prefaced by Marshal Ferdinand Foch. He also was elected to the Chamber of Deputies in 1919. He remained in this position until 1924 as a representative for Vosges. Continuing to fly, he performed as a racing and demonstration pilot. During the 1920s, Fonck worked with Igor Sikorsky in an attempt to win the Orteig Prize for the first nonstop flight between New York and Paris. On September 21, 1926, he attempted the flight in a modified Sikorsky S-35 but crashed on takeoff after one of the landing gears collapsed. The prize was won the following year by Charles Lindbergh. As the interwar years passed, Foncks popularity fell as his abrasive personality soured his relationship with the media. Returning to the military in 1936, Fonck received the rank of lieutenant colonel and later served as Inspector of Pursuit Aviation. Retiring in 1939, he was later drawn into the Vichy government by Marshal Philippe Petain during World War II. This was largely due to Petains desire to utilize Foncks aviation connections to Luftwaffe leaders Hermann Gà ¶ring and Ernst Udet. The aces reputation was damaged in August 1940, when a spurious report was issued stating that he had recruited 200 French pilots for the Luftwaffe. Eventually escaping Vichy service, Fonck returned to Paris where he was arrested by the Gestapo and held at the Drancy internment camp. With the end of World War II, an inquiry cleared Fonck of any charges pertaining to collaboration with the Nazis and he was later awarded the Certificate of Resistance. Remaining in Paris, Fonck died suddenly on June 18, 1953. His remains were buried in his native village of Saulcy-sur-Meurthe. Selected Sources First World War: Rene FonckAce Pilots: Rene FonckThe Aerodrome: Rene Fonck

The Components of the Multi-Media Employment Market Essay

The Components of the Multi-Media Employment Market - Essay Example The researcher states that many people today believe, that multi-media will fundamentally change the way people learn, communicate and entertain themselves. This can be done because people can now choose and customise how and what information they receive and when it is received. Unlike linear media like film and video multi-media users can interact and direct the sequence, speed and other aspects of the presentation†. For this especially skilled professionals have specific knowledge and skills. This essay aims to explore what actually multi-media is in the context of being an avenue of employment for millions on a global scale. It reports the characteristics of the employment market in this fast-growing sector of the global economy. It states the types of jobs that are universally accepted as being a part of the multi-media ambit and the professional and personal skills and requirements that are necessary to compete successfully. The researcher of this essay also explores the kinds of work that have to be successfully undertaken by incumbents in the various job profiles within multi-media. It is also mentioned that multi-media is being increasingly used in other devices today, such as mobile phones and kiosks. It is also being used pervasively in advertising products through electronic media. In conclusion, the researcher states that the scope for employment in multi-media is thus increasing at a pace, which is more than in many other innovative sector of industry worldwide.