Gays in the Military - 1427 Words

Gays in the Military, is it right? For nearly 50 years, it has been the U.S. militarys official policy to exclude homosexuals from service. In November 1992, President - elect Clinton told Americans that he planned to lift the militarys long - standing ban on gays and lesbians. Homosexual men and women, he said, should not be prevented from serving their country based on their sexual orientation. Soon after taking office in 1993, Clinton faced powerful military and congressional opposition to lifting the ban. General Colin Powell, then - chairman of the Joint Chiefs of Staff, and Senator Sam Nunn, who was chairman of the Senate Armed Forces Committee between 1987 an 1994 and left Congress in 1996, announced that they would seek to†¦show more content†¦Throughout the 1980s, concerns about the spread of AIDS further solidified some military leaders opposition to allowing gay people to serve. The directive remained in place until 1994, when it was supersede by the dont ask, dont tell policy. Between 1980 and 1 990, the armed forces discharged an average of 1,500 service members annually because of their homosexuality. Defenders of the dont ask, dont tell policy argue that the military must do what it needs to maintain the strongest possible fighting force. In order to carry out that obligation, they say, military leaders must have the authority and discretion to set rules as they see fit to keep up morale and maintain order. On the issue of gay peoples service, they say, if military commanders maintain that allowing gays and lesbians to serve openly would be detrimental to morale and discipline, then courts and public should respect that decision. Defenders of the ban and of the militarys current policy dispute the notion that military personnel should be afforded the same constitutional protections as civilians. Policy supporters maintain that the military is a unique institution with its own set of rules. Opponents of the current policy believe that while the military may have aShow M oreRelatedGays in the Military 966 Words   |  4 PagesThe United States military isn’t shy when it comes to the issue of gays in the military. When people think of gays in the military they usually compare them to blacks in the military. Most people use this analogy because blacks â€Å"have been oppressed and excluded from the main stream† (John Sibley). During this time period not only were black, and gay excluded from the military but women were also seen as people who didn’t belong in the arm forces. Even thought blacks in the military had to go thru differentRead MoreGays in the Military2022 Words   |  9 PagesGays In the Military Very often political institutions reflect the will of society and set the precedent for norms that will be expected of its members. The United States Military is still enforcing archaic policies which threaten to harm the principles our nation was founded upon. The principles of freedom and equality are those that every American holds closest to their heart, that is unless you are in the military and are gay. The issue of gays in the military has developed into a caseRead MoreGay s On The Military1171 Words   |  5 PagesGay’s in the military The argument about gays in the military is a very popular one today with the media and politicians alike. Both sides have valid points in this argument we will look at both points of view and try to make an informed decision based on both points of view. Military Historical Policy The Articles of War of 1916 covered the issue of homosexual behavior for the first time, although exclusion was limited to assault with the intent to commit sodomy. A revision of these regulationsRead MoreGays in the Military Essay899 Words   |  4 Pages The subject of Gays in the military has been debated over many times by many people. When dealing with whether or not gays should be allowed in the military the simple question of, Do they want to be in the military?, must be answered. After this question is answered you can begin analyzing the problem. The answer to the question, Do gays want to be in the military?, is an unquestioned yes. Gays would be proud and determined to protect this beautiful country in which we live. I personally am confusedRead More Gays in the Military Essay1362 Words   |  6 Pageshomosexuals from service. In November 1992, President - elect Clinton told Americans that he planned to lift the militarys long - standing ban on gays and lesbians. Homose xual men and women, he said, should not be prevented from serving their country based on their sexual orientation. Soon after taking office in 1993, Clinton faced powerful military and congressional opposition to lifting the ban. General Colin Powell, then - chairman of the Joint Chiefs of Staff, and Senator Sam Nunn, who was chairmanRead MoreGays in the Military Essay1761 Words   |  8 Pagestell† policy that was put in place in 1993 by congress under President Clinton, in which gays are allowed to serve in the military as long as they do not disclose their sexual orientation. Recently, Obama has made good on his promise of â€Å"change†, and brought the debate on whether or not to repeal the DADT policy to congress and it is currently under review. If the policy is repealed, it would allow for gays to serve openly in the armed forces; which means that not only could they freely discloseRead MoreEssay about Gays in the Military778 Words   |  4 Pages The question of whether or not gays should be alowed in the military is a hotly debated event in curnent politics and their are many arguments for and aginst it. these very arguments give us some insight about where our society is going and how willing we really are to accept others. So now we have two citizens both wanting to join the military and both identical in everyway save the fact that one in straight and one is gay. They both pass all tests with the same score yet one is let in andRead MoreGays in the Military: An Overview of the Issue746 Words   |  3 PagesGays in the military: An overview of the issue One of the most divisive civil rights issues of recent memory revolves around the question of whether gay Americans can serve in the military and be open about their sexual orientation. Until the Clinton Administrations Dont Ask, Dont Tell (DADT) policy, evidence of homosexuality could get a soldier discharged. In fact, there were many jokes during the draft era, particularly during the Vietnam War, of unwilling straight recruits pretendingRead MoreEssay about Sexual Tolerance of Gays in the Military1252 Words   |  6 PagesTolerance of Gays in the Military In 1999, more than 1,000 men and women were discharged from military service due to their sexuality. That number has actually decreased compared to recent years. (Suro NP) Homosexuals were purged from federal employment in 1950, with Bill Clinton updating that policy in 1993 by adding the â€Å"Don’t Ask, Don’t Tell, Don’t Pursue† policy. (Deicher 176) This policy doesn’t work and needs to either be updated again or the ban against homosexuals lifted. Gays should beRead MoreWhy Gays Shouldn’t Serve by David Horowitz Essay1054 Words   |  5 PagesIn the essay â€Å"Why gays shouldn’t serve† by David Horowitz he states that â€Å"Don’t ask, Don’t Tell policy is a way of containing the destructive force of sex on a combat capability called Unit Cohesion. (354)† This controversial topic has surfaced more and more recently because Barack Obama wanted to let all people serve in the military, regardless of their sexual orientation. â€Å"More than 1,000 retired flag and general officers have joined us in signing an open letter to President Obama and Congress

Writing Sentences and Paragraphs Free Essays

The Journey to Medicine I want to be a Medical Administrative Assistant at Vanderbilt hospital to honor my late sister and my parents. When I was 18 years old my sister Debbie died from cancer. The majority of my childhood and teenage years were spent in hospitals and the majority of my parent’s money went to paying the doctors. We will write a custom essay sample on Writing Sentences and Paragraphs or any similar topic only for you Order Now During this period of my life I thought medicine was doing more harm than good. Because I was older at the time of Debbie’s death my perception about medicine changed and I became motivated to find out why medicine costs so much and why some procedures cost more than others? So I studied hard, became Valedictorian of my class, earning a full scholarship to Vanderbilt University and now I’m ready to become a member of the Vanderbilt hospital community. It would be a great honor to secure one of the three Medical Administrative Assistants positions. The Perfect Fit. Megan you are an excellent organizer, you can flexible in your assignments, you work well with other people and you always find creative ways to get the work done. Mr. Braxton, the boss of PhreeRide, is looking for an assistant and you would be perfect. The company employees several hundred writers of all types and it also distributes magazines like Kaptur, the one you like so much. The boss is a work oriented gentleman but he will allow for creative solutions as long as the projects are completed on time. He would love to know about your multitasking abilities with Late Eats and how you always treated customers with respect when you worked at Diamonds. Megan, I will mention you to my boss and when you apply for the position don’t be afraid to tell the interviewer that I recommended you. How to cite Writing Sentences and Paragraphs, Essay examples

The History Of Special Education In The Twentith Century Essays

The History Of Special Education In The Twentith Century During the twentieth century, drastic changes were made to vastly improve the special education system to ensure that all students, regardless of their ability, were given equal rights according to the Constitution of the United States. During early colonial America, schooling was not mandatory and it was primarily given to the wealthy Anglo-Saxon children (Carlson, p230). Children were mainly taught in the home or in a single room schoolhouse. Therefore, children of limited mental capability were not likely to be schooled. Also, in a non-graded schoolhouse, children of differing abilities did not pose problems. With the beginning of mandatory education in 1852 and the influx of large numbers of immigrants with their children (Reddy, p5), America was faced for the first time with educating a heterogeneous group of students. These children had diverse social and cultural backgrounds, as well as something the educators of the previous, homogenous schools had not been forced to deal with. Many of these children showed signs of various learning, developmental, physical, and emotional/behavioral problems. During the 1920s, separate schools were established for the blind, deaf, and more severely retarded (Reddy, p5). However, students that were considered mildly disabled were educated in regular schools, just thought to be slow learners. Soon educators started to develop separate classes for disabled students. The reasoning for taking them out of the normal classroom (exclusion) has not changed in the last eighty years. People today, who are still in favor of exclusion, have the same justification for their belief. It was thought that students with special needs required separate classrooms, where they would receive individualized attention and instruction. In these special classrooms, a specially trained teacher would provide the instruction. As ideal as this might sound, it is hardly what did occur. The optimism of the educators to successfully teach the disabled students faded during the 1930s and the 1940s. Special education classes were held under horrible conditions. The rooms were insufficient, with limited resources, the teachers were poorly trained and the curriculum was inadequate. Schools also often classified students as having disabilities when they did not. Additionally, students were often labeled with one type disability when they had another. This practice (misclassification) (Turnbull et al p16) was a common discrimination in American schools. One might wonder why the conditions were so deplorable. Why were the teachers so terribly unqualified? It appears that the common perception of the disabled students was like that of Quasimodo, in Victor Hugos The Hunchback of Notre Dame. They were misunderstood, and considered to be monstrous--something to be hidden away, shunned and rejected by normal people. The publics attitude with disabled children was one of fear, as if the disability was somehow contagious. They were looked upon as crazy people. This general outlook set the standard for educating students with special needs. They were classified as inferior, so why should the school system bother to work with the retards? The mind-set was that these students were untrainable (Koch, p907) so they were not of worthy satisfactory conditions and competent teachers. In the course of the 1950s, parents started to become vocal about the outrageous conditions of the special education classes. Then, greatly encouraged by the Civil Rights movement, advocates for students with disabilities began to sue state and local officials. Their main argument was that exclusion and misclassification violated the students rights to an equal educational opportunity under the United States Constitution. In Brown v. Board of Education (1954), the Supreme Court decided that schools are not allowed to segregate their students by race. In view of that, the advocates argued, schools may also not segregate students by their ability. After all, students are students, regardless of their race or ability. The advocates for equal right in education, proved to be successful in pleading their case. On October 7th, 1971, a federal court ordered Pennsylvania to provide a free public education to all retarded children (PARV v. Commonwealth of Pennsylvania). The next year (August, 1972), a federal judge ordered Washington, D.C. to offer educational facilities to all handicapped and emotionally disturbed children (Mills v. Washington, D.C.). These legislations served three main purposes. The first was to provide a free and appropriate education to all students

Use Google Translate for Teaching English

Use Google Translate for Teaching English Imagine this: You are teaching English to a group of Spanish speakers, but you dont speak Spanish. The group is having difficulty understanding the present perfect tense. What can you do? Well, traditionally most of us have done our best to explain things in simple English and provide numerous examples. Theres nothing wrong with this approach. However, as many Spanish-speaking English teachers probably know, it can be helpful to quickly explain the concept in Spanish. Then the lesson can turn back to English. Instead of spending fifteen minutes trying to explain the present perfect in English, a one-minute explanation has done the trick. Still, if you dont speak Spanish - or any other language that your students speak - whats a teacher to do? Enter Google Translate. Google Translate offers the most powerful, free online translation tools available. This English teaching article focuses on using Google Translate to help out in difficult situations, as well as provide ideas on how to u se Google Translate in class in lesson plans. What does Google Translate Offer? Google Translate offers four main tool areas: TranslationTranslated SearchTranslator ToolkitTools and Resources In this article, Ill discuss how to use the first two: ​Google Translate - Translation, and Google Translate - Translated Search in class. Google Translate: Translation This is the most traditional tool. Enter text or any URL and Google Translate will provide a translation from English to your target language. Google Translate provides translation in 52 languages, so youll probably find what you need. Google Translate translations are not perfect, but they are getting better all the time (more about this later). Ways to Use Google Translate - Translation in Class Have students write short texts in English, and translate them into their original language. Using Google Translate for translation can help students catch grammatical errors by spotting these errors in the translations.Use authentic resources, but provide the URL and have students translate the original into their target language. This will help out when it comes to difficult vocabulary. Make sure that students use Google Translate only after they have first read the article in English.For beginners, ask students to first write short texts in their mother tongue. Have them translate into English and ask them to tweak the translation.Provide your own short text and let Google Translate into the class target language(s). Ask students to read the translation and then try to come up with the English original text.If all else fails, use Google Translate as a bilingual dictionary. Translated Search Google Translate also provides a translated search function. This tool is extremely powerful for finding accompanying content to help students take advantage of authentic materials in English. Google Translate provides this translated search as a way to find pages written in another language that focus on the search term you provided in English. In other words, if were working on business presentation styles, using Google Translate translated search I can provide some background materials in Spanish or any other language. Translated Search in Class When stuck on a grammar point, search on the grammar term to provide explanations in learners mother tongue(s).Use as a means to provide the context in learners mother tongue(s). This is especially useful if students arent familiar with the topic area. They can become familiar with some of the ideas in their own language as well as in English to help strengthen the learning experience.Use translated search to find pages on a particular topic. Cut and paste a few paragraphs out, have students then translate the text into English.Google Translate translated search is fantastic for group projects. Often youll find students dont have ideas, or are not sure where to begin. Sometimes, this is due to the fact that they arent too familiar with the subject in English. Let them use translated search to get them started.

Platybelodon - Facts and Figures

Platybelodon - Facts and Figures Name: Platybelodon (Greek for flat tusk); pronounced PLAT-ee-BELL-oh-don Habitat: Swamps, lakes and rivers of Africa and Eurasia Historical Epoch: Late Miocene (10 million years ago) Size and Weight: About 10 feet long and 2-3 tons Diet: Plants Distinguishing Characteristics: Flat, shovel-shaped, joined tusks on lower jaw; possible prehensile trunk About Platybelodon As you may have guessed from its name, Platybelodon (Greek for flat tusk) was a close relative of Amebelodon (shovel-tusk): both of these prehistoric elephants presumably used their flattened lower tusks to dig up the moist vegetation along the flooded plains, lakebeds and riverbanks of late Miocene Africa and Eurasia, about 10 million years ago. The main difference between the two was that Platybelodons fused silverware was much more advanced than Amebelodons, with a broad, concave, serrated surface that bore an uncanny resemblance to a modern spork; measuring about two or three feet long and a foot wide, it certainly gave this prehistoric proboscid a pronounced underbite. Recent scholarship has challenged the claim that Platybelodon wielded its lower tusk like a spork, digging this appendage deep into the muck and dredging up hundreds of pounds of vegetation. It turns out that Platybelodons double lower tusk was much more densely and robustly built than would have been required for this simple task; an alternative theory is that this elephant grasped the branches of trees with its trunk, then swung its massive head back and forth to scythe down the tough plants underneath, or eve strip and eat bark. (You can thank Henry Fairfield Osborn, the one-time director of the American Museum of Natural History, for the trunkless dredging scenario, which he popularized in the 1930s.)

Survey Research and Sampling Assignment Example | Topics and Well Written Essays - 1000 words

Survey Research and Sampling - Assignment Example This method of research is an important measurement area applied in social research within fields such as psychology, sociology, politics and market research (Creswell 2002, p.57). The approach often adopts interviews or questionnaire administration as the data collection modes. The survey method was introduced in the 1930s by a popular sociologist known as Paul Lazarsfeld (Sarah 2012b). Surveys are commonly classified according to instrumentation (questionnaires or interviews) and according to the time-frame of the study (longitudinal or cross-sectional) (Marczyk, DeMatteo&Festinger, 2010, p. 27). Surveys find wide application, but they are best suited for gathering information currently not available from other sources (Sarah 2012c). They therefore, could act as precursors to further and specific research in a quantitative, experimental approach. Surveys conducted in qualitative perspective can lay ground for the development of clearly defined and deeper studies in a quantitative a pproach (Sarah 2012c). This happens after research questions and variables get clearly defined in the preliminary qualitative surveys. Surveys are also important research instruments whose application is favored by various advantages that are inherent to the approach. For example, surveys offer a low cost approach to conducting efficient studies, especially when questionnaires are used. Unlike other approaches to research, surveys could also be tailored to take less time, and therefore, enhancing time efficiency and cost effectiveness (Sarah 2012a). Apart from cost and time effectiveness, surveys also provide high levels of representativeness (Sarah 2012a). This is important in enhancing validity of inferences made and generalization of findings to wider populations. Surveys are also important because they offer convenience in data collection, which could adopt various models such as interviews (face-to-face or telephone) and questionnaires (via mail, e-mail or hand delivery) (Sarah 2012a). This convenience could even allow globalized scale of data collection. Survey approaches are also important and appropriate when numerous variables are involved (Fink 2002, p. 71). Precision and standardization of surveys is also an important element that results from the clear definition and standardization of questions that equally assess participants. Criteria of a good sample in surveys Survey sampling entails the careful selection of survey participants by defining the inclusion and exclusion criteria as well as sample size (Sarah 2012c). Sampling is a critical phase in surveys because it determines the validity and reliability of the overall study. In order to be confident that the survey findings are truly representative of the target population, it is critical to ensure that the sample size is large enough and its components undergo random selection. In order to obtain a good sample a clearly defined criterion for the participants should be set so as to acquire a sa mple from which participants can offer reliable information for the assessment of the phenomenon of interest (Sarah 2012a). For example, in order to assess satisfaction in healthcare delivery, it would be appropriate to sample from the patient population rather than the medical practitioners’ population. Sampling the appropriate target population ensures the sample obtained is good for research. Randomness should also be enhanced so as to improve representativeness, which ensures the sample

A Journey to the Mountain Peak Personal Statement

A Journey to the Mountain Peak - Personal Statement Example As a two-year-old, I did not understand the implication of the death of my father. Having lived a poverty-stricken life, my father suffered some physical ailments-year-old was not even aware of. He did not have the ability to bring himself to the hospital so that no one even knew what he was suffering from. For lack of resources, my mother had to attend to my father’s needs only to ease his pains before his death. As a child, I saw my mother’s sufferings, crying as she spoke to my father, pleading to him to get well very soon. For me, those were nothing. I cried with my mother simply because she was crying but I never understood that behind the sufferings and impending death of my father, my mother was thinking about how she was to raise three young children. When my father finally died, my mother howled. I can still vaguely remember my mother weeping beside my father’s cadaver. She was inconsolable. My uncles and aunts tried to comfort her but their efforts were all in vain. I guess my mother only stopped when she finally got tired and had no more energy to weep for her beloved husband. I guess I could say that one of the biggest mountains that I have been through is the death of my father. As I mentioned earlier, I did not understand very well the things that were happening then however, I have suffered the consequences with my family. We have always been in want. My mother tried some menial jobs and the food was not always enough. Also, my education together with my siblings’, were always at risk because the mother was almost always ready to give up on us when times get really tough. As I grew older and as I begun to understand the death of my father and our the suffering, I came to appreciate my mother and decide to do everything in my power to help my mother out of the poverty we have been bound to. Thankfully, I have an uncle who made it his personal goal to help my mother raise her children. He was a kind person, working more hours and managing his resources well in order for him to be able to help us not only financially but also with his kind words, encouragement and quality time with us. My uncle believed in our capabilities. He always mentioned our poverty not to make us feel bad but to challenge us. He always found time to support me and my siblings to study well despite our situation because he claimed it is the only key available to us to open doors for better opportunities. I still remember him saying that we have so many things which can make us succeed which are not even present among rich and famous people. I learned from my uncle that at such trying times, the inner characteristics of a man are put to a test and the fiery trials are what brings out the best in him. I looked up to my uncle as a wise counselor and a model. Looking back, I think I did well in trusting him because, in times of great challenges, his words often rang in my head and my heart.