Same sex marriage in the military Coursework Example | Topics and Well Written Essays - 750 words

Same sex marriage in the military - Coursework Example Simply put, there is no right to same-sex marriage, thus, homosexuals are not being denied their right. In fact, if one looks at the right of a child to be raised by both biological parents, the right of a man to be ensured of paternity, and the right of a woman to be with her child (Stacey 27) one sees that, not legalizing same-sex marriage protects many natural rights. Those who argue that same-sex marriages should be considered a civil right and should be treated just like any heterosexual monogamous marriage are doing so based on the principle of the Equal Protection Clause. This is, however, a flawed argument. It is absolutely wrong to consider that one’s constitutional rights ensure equal treatment in the area of marriage. One must understand with regard to equal treatment, the Constitution does not make reference to social relationships such as families, marriages, friendships, and the like (McVeigh and Maria-Elena 899). Two friends, who decide to consider their relatio nship a marriage, cannot go to the courts and demand equal protection rights just because they decided to consider their friendship a marriage. To do so is tantamount to saying that just because some people at a certain sports event pray together before the start of the event; courts are required under the equal protection law to allow these sports event goers to redefine the event as a religious ceremony. The government, as an example, recognizes a relationship between two contracting parties, one of whom agrees to mow the other’s lawn. However, the law governing the contracts does not define beforehand what kinds of contracts can be drawn. The law, instead, merely makes clear how binding a consensual contract is, and what legal obligations both agreeing parties have in fulfilling the contract. The law also clarifies the consequences should one or both parties breach stipulations in the contract (Bily 33). The role of the law is limited only to overseeing the relationship. I t does not create the relationship. If applied in the argument of same-sex marriage, this means that, for several centuries already, marriage laws have considered marriage under the classification of a bond between a man and a woman that normally leads to procreation (Bily 48). Same-sex relationships simply cannot fall under this category. The meaning of marriage gets completely redefined when two men marry each other and the same has become an issue that has come to the limelight. Gay marriage is a serious threat and it challenges the nature too and this is because two men can never reproduce and take their generation forward. They can adopt a child but they can never fulfill the gap left, that gap can only be fulfilled by a mother. The divorce rates are extremely high when two men or women marry each other and research goes to prove it. Heterosexual divorces are much less than homosexual divorces and this is another reason why people oppose gay marriages. Gay marriages have also c ome under intense scrutiny with regard to the tradition that the world has been following for many years. When it comes to mental health, it has been found that Gays are much less healthier than normal people and this is because of their genetic makeup, their way of walking, the way they talk differs from normal people and they are different from normal people. It can therefore be concluded that same-sex relationsh

Supreme court cases Essay Example | Topics and Well Written Essays - 1250 words

Supreme court cases - Essay Example A similar fact to the present case can be found in the case of Bowers v. Hardwick (1986). Hardwick was charged violating Georgia statute criminalizing sodomy by committing an act with another male in the bedroom. The court in Bowers v. Hardwick (1986) reversed the Court of Appeals decision and stated that the case does not require a judgment on whether laws against sodomy between consenting adults in general, or between homosexuals in particular, are wise or desirable. The issue presented in Bowers v. Hardwick (1986) is whether the Federal Constitution confers a fundamental right upon homosexuals to engage in sodomy and hence invalidates the laws of the many States that still make such conduct illegal and have done so for a very long time. In this case of Bower v. Hardwick (1986), the court declared their disagreement with the Court of Appeals and with respondent that the Court’s prior cases has construed the Constitution to confer a right of privacy that extends to homosexual sodomy and for all intents and purposes have decided this case. Bower v. Hardwick (1986) presented the reach of this line of cases was sketched in Carey v. Population Services International (1977). Pierce v. Society of Sisters (1925), and Meyer v. Nebraska (1923), were described as dealing with child rearing and education; Prince v. Massachusetts (1944), with family relationships; Skinner v. Oklahoma ex rel. Williamson (1942), with procreation; Loving v. Virginia (1967), with marriage; Griswold v. Connecticut, supra, and Eisenstadt v. Baird, supra, with contraception; and Roe v. Wade (1973), with abortion. The rulings in Bowers v. Hardwick (1986) settled that there is no connection between family, marriage, or procreation on the one hand and homosexual activity on the other has been demonstrated, either by the Court of Appeals or by respondent. However, I dissent in the decision stated above. I agree with Judge Blackmun (Bowers v. Hardwick, 1986) that this case is no more about "a fundamental right to engage in homosexual sodomy," as the Court purports to declare, ante, at 191, than Stanley v. Georgia (1969), was about a fundamental right to watch obscene movies, or Katz v. United States (1967), was about a fundamental right to place interstate bets from a telephone booth. Judge Blackmun said that this case is about "the most comprehensive of rights and the right most valued by civilized men," namely, "the right to be let alone" Olmstead v. United States (1928) (Brandeis, J., dissenting). It is very sad to know that we based our decisions to the rule of law laid down in ancient times. Justice Holmes, believed that "it is revolting to have no better reason for a rule of law than that so it was laid down in the time of Henry IV. It is still more revolting if the grounds upon which it was laid down have vanished long since, and the rule simply persists from blind imitation of the past." Thus it is very important when deciding the case to pay attention to the pre sent condition of the state. We may have laid down rules from the past centuries, but these rules were based on the condition of the state during those times. There are differences on how the people act, think, and decide before and on how they do at this present time. There are acts which were morally wrong before, that maybe right and acceptable today. As for the present case of Susan and Mary, it is

Inclusion Equal Opportunities And Diversity Education Essay

Inclusion Equal Opportunities And Diversity Education Essay Introduction In 21st century classrooms, there are more and more children coming from much more diverse backgrounds. Teachers need to teach these children with effective teaching methods and must therefore have pedagogical approaches that deepen their cultural understanding. Many of these children have a range of ability in language, abilities and culture. Centre for Studies on Inclusive Education (CSIE) stated that teachers must employ not only theoretically sounds but also culturally responsive pedagogy. Teachers must create a classroom culture where all children, regardless of their cultural or linguistic backgrounds are welcomed and supported and provided with the best learning opportunity. What is inclusion? Inclusive education is concerning equality and human rights. Inclusion is more than an understanding and a policy requirement. It is on the subject of respect and values which welcomes diversity in the classroom and a wider part of society. The inclusion statement n the National Curriculum (DfEE/QCA 1999) stated that differentiation from a wide variety of needs and the planning of lessons to ensure access and participation was part of normal teaching. This point was further emphasised by Overall Sangster (2007) saying that it is about meeting the different needs of as many children as possible in mainstream schooling. What are equal opportunities? Equal opportunities are about being inclusive and fair in the way you deal with all children. Treating all children the same is not enough. Overall Sangster (2007) define fair to be when the teacher meets the needs of every child as far as they can. What is diversity? Diversity is something that is becoming more and more popular in the classroom. In simple terms, diversity just means that are is a variety of different types of children in the classroom. Not only is it a professional standard to develop an understanding of the cultural diversity in their class but it is also a legal requirement (Children Act, 1989, 2004), but are these legal requirements being met? Are these evident in schools? Figures from the Department for Children, Schools and Families show that last year saw the biggest year-on-year increase in pupils from ethnic minorities. Across the country, they accounted for almost 22% in 2007 compared to 20.6% in 2006. From these figures it is clear to see that inclusion, equal opportunities and diversity are part of the norm classroom and need to be therefore addressed appropriately. I will now discuss what it means for a school to be inclusive and if a school is effective does it mean that it has to be inclusive as well? I will also look at barriers to learning and how they are overcome. School Inclusion It is important for schools to be inclusive. Hayes (2004) believes that inclusion is best understood as an aim, aspiration or even a philosophy, rather than as a set of techniques that can be applied to a situation. It is important for a school to aim to be inclusive to everyone in the school, whether this is towards children, teachers or other members of staff. Inclusion tends to be regarded as the right thing to do and it is this moral imperative than often makes teachers feel guilty about saying anything negative about inclusive policies and practices. It is important to remember that a positive attitude to inclusion has an impact on the process of developing inclusive teaching strategies (Halliwell, 2003). As a trainee teacher, it is important for me to understand that inclusion is a process that is influenced by a number of different factors and has a different meaning for everyone involved. From experience, I have seen inclusion being carried out. This occurred during assembly when the whole school came together for their Friday celebration assembly. During this assembly, birthdays were announced and the children came to the front. All teachers and children joined in with singing happy birthday while as the same time signing it. This was a lovely experience to observe. The school as a whole were including everyone. Although there are many different indicators of inclusion to reflect on such as policies, practises and experiences of individuals learning, it is also my aim to carry these out. Such policies include Inclusive Schooling (DfES 2001b). This document provides practical advice to schools and LEAs on the inclusion framework and sets out seven principles of an inclusive education service. The Every Child Matters Policy (DfES 2003, 2004a, 2004b) has according to Arthur, Grainger and Wray (2006) served to set educational inclusion within the broader context of radical change in the whole system of childrens services including explicitly shifting from intervention to prevention with services working together more effectively. The overall aim of Every Child Matters is to reduce the number of children who experience educational failure, engage in offending or antisocial behaviour, suffer from ill health or become teenage parents (DfES 2003). The Every Child Matters aims are said to be at the heart of Children Act 2004 (Arthur, Grainger and Wray 2006). Finally, according to Overall and Sangster (2007) the idea of an inclusive school is one that will meet the needs of many pupils in a variety of ways; within special classes, through support for individuals, differentiation in the curriculum and carefully thought through teaching, is an exciting idea. This is something that I should really develop as part of my philosophy of inclusive education. Barriers Inclusion is about looking for ways of reducing the barriers to learning that may exist for children who present more challenging circumstances. Prejudice and stereotyping are often significant in creating and maintaining these barriers (Overall and Sangster 2007). Within The National Curriculum (DfEE/QCA 1999) three principles were set out to develop a more inclusive education. Within these principles, the third is to overcome potential barriers to learning and assessment for individuals and group of pupils. These groups of pupils can range from SEN to EAL to Gifted and Talented. Overcoming barriers is further emphasised in Inclusive Schooling (DfES 2001b) with one of the principles stating schools, local education authorities and others should actively seek to remove barriers to learning and participation. Overcoming potential barriers to learning and assessment is relevant to all children who have already been identified to have an emotional, mental or physical need. Teachers must plan to meet these needs and also the needs of the rest of the class at the same time. One method of doing this is to pair a pupil with EAL with a pupil who is good at English. Peer encouragement is a great way of encouraging talk. I witnessed an example with an emotionally vulnerable child. This particular child was getting frustrated and upset when they couldnt do their times tables because other pupils around the table were counting aloud and therefore interfering with this pupils train of thought. To resolve this problem, the pupil was sent into a quieter room where there was full concentration of the subject. As a trainee teacher, I need to plan my lessons which overcome barriers which I may face in delivering a lesson or scheme of work. Conclusion Schools should all have an inclusion, equal opportunities and diversity policy in place and one that is being actively carried out by all pupils and members of staff. It is important that I am positive about the right for all children to be valued and to receive the best education available for them. This can be helped by implementing and receiving guidance from local education authorities or attending extra training days. From reading I have learnt to develop my own pedagogy with regard to inclusion, equal opportunities and diversity. As a training professional I have a unique opportunity to contribute to developing my own personal practice and help with developing policies with other colleagues. My aim now is to need all the needs of the children who I will be teaching both on placement now and in the future with my own class of children.

A Mother Critical Analysis Essay -- essays research papers fc

A Mother’ ‘A Mother’ is one of the short stories that is part of James Joyce’s literary masterpiece Dubliners. The themes that run through this short story, and indeed the book itself, are: Simony, Gnomon and Paralysis. ‘A Mother’ is written in third person omniscient narration and focuses mainly on the point of view of Mrs Kearney. Who is, as I will try to justify further on, a serial simoniac and a victim of social convention. The first example of Mrs Kearney’s simony is her marriage to Mr Kearney, a bootmaker, who is far older than her. She married, not for love, but in order to keep her status in society respectable: â€Å"her friends began to loosen their tongues about her she silenced them by marrying† (pg 153) Another example of Mrs Kearney’s simony is when she manipulates Mr Holohan into signing into a contract with her daughter. She plies him with alcohol and lends a friendly hand in drawing up the terms of the contract. I believe that when Mrs Kearney is being said to have â€Å"slipped the doubtful items in between the old favourites† (pg 155) as she and Mr Holohan are placing the performers in order for the concert, that Joyce is also hinting that this is what Mrs Kearney had done with the contract. She has confused Holohan with drink so that she can secure a high price for her daughter’s part in the concert. This story is full of the theme of the gnomon also. In the beginning we learn that Mr and Mrs Kearney have two daughters, yet we never learn the younger daughter’...

Why Not to Use Plastic Bags

As everyone knows, the humble plastic bag has become an integral part of our lives†¦ In fact.. the plastic bag has become so common that we hardly notice their presence. Yet if you look around you.. you will notice that we are all in a swamp†¦. of plastic bags. They are everywhere. We use them to pack clothes, shoes, pens, tools, video games.. even fruits and vegetables. They are light weight, high strength, very flexible and come at a relatively low cost. Well All of this might sound wonderful. The plastic bag is an agent of air pollution, cancer and even some skin diseases. People who use these bags†¦ have made it into an environmental menace†¦ which has made many of our world's clean and glimmering metropolises into a†¦ pile of garbage. Did you know†¦ they are a slow poison in our daily life? When you use plastic bag do you know how they are made? If you don't lend me your ears†¦ Many of the plastic bags at the super market are made through recycled plastic; this means the old plastic is burnt at high temperatures and melted down. For this process †¦ a large number of hazardous chemicals are used.. which makes them a severe health hazard. When you use a plastic bag you could be responsible for giving your family members cancer, now your all wondering how this has come to be. When plastic bags and other plastic materials are burnt below 7,000 degrees they produce gasses which can lead to skin disease and some forms of cancer. Also when you bring your family products wrapped in polythene like fish, meat and vegetables they get can get infected by anaerobic bacteria, which is a germ responsible for skin cancer. Before you go ahead and throw away a plastic bag consider these true facts. Plastic bags end up in landfill. The bags are made of polymers and they are non- bio degradable (this means they cannot be broken down by the earth). Now you will ask why can't we just remove the polymers from the bag well the simple answer is.. Polymers are the same substance that makes the plastic bag a â€Å"performance material† get rid of them and your plastic bag will be as flimsy as a piece of paper†¦ Next time you go shopping and wonder why the prices of many fruits and vegetables have become more expensive†¦ consider this fact. The Plastic bags that are embedded in soil do not allow water to go into the earth. This becomes a huge problem for farmers and their crops. If their crops don't get enough water†¦ their crops will die and this is one of the factors that cause inflation in the cost of many fruits and vegetables. If you are one of the people who cares about animals.. you would like to know that humble plastic bag is also a health hazard to animals, especially in large cities where animals meet their end after eating.. a plastic bag. Even in places like zoos where animals are meant to be protected, many zoo keepers have found their animals munching away on plastic material that visitors and people like you have thrown away. Plastic bags that end up in our oceans and lakes†¦ have become a huge problem for the native wildlife. Many researchers have found the population size of animals such as the sea lion.. have de crease because of the plastic bags. These gentle creatures run into the plastic bag and it gets wrapped around their neck causing them to suffocate. The majestic sea turtle, which has been around from many millions of years are having their life drastically cut short by the plastic bags. When a sea turtle see's a plastic bag floating right past it, it mistakes the bags shape and colour for that of a jellyfish. The jelly fish is the sea turtles main source of food. So when it eats the plastic bag it also suffocates. So please†¦ don't be one of the people who are responsible for the extinction of the sea turtle! If you're a bird lover.. ou should know that even our flying friends are affected by the bag. Birds sometimes mistake the plastic bags for food but when they go to eat it the bag gets lodged in their beaks causing them to starve to death. The latest figures ravel that over 10million plastic bags are being used every day. All of this can be prevented†¦ by one simple solution. Next time you go to the super market look for an alterative to the plastic bag; this could either be a paper bag or a cloth bag. If you love your world.. and if you want to live in a cleaner environment†¦

Reason My Grandparents Immigrate to Malaysia

Topic: The reasons my grandparents immigrated to Malaysia Nowadays, there are millions of Chinese living overseas. For me, I am the third generation of overseas Chinese in Malaysia. My grandparents came from a small village in Chaozhou Prefecture of Guangdong Province, China. They immigrated to Malaysia after World War II for several political, economic and societal reasons. In 1930’s, China was in a state of disorder due to the incessant fighting between warlords. People lived in deep distress. Unfortunately, the war of resistance against Japan broke out in 1937.The Japanese Imperial Army suddenly occupied a large area of China. My grandparents’ hometown was not invaded by the Japanese Army since it was only a small village. However, it faced scarcity of food. Many residents died of starvation, including my great-grandmother. My grandparents followed other villagers and fled to Fujian province. After that, they had been working in a rich family to earn a living for the following 8 years. Finally, in 1945, Japan surrendered. For U. S. A, Britain, Russia and for Japan itself, it symbolized the arrival of peace.Yet, for China, it just marked the resumption of the civil war between Nationalist Party and Chinese Communist Party. Both of the two parties wanted to control China. Nobody knew when another war would break out. The potential war would undoubtedly plunge Chinese people into misery and suffering again. Besides, people only saw a scene of devastation everywhere in China. The economic environment was worse than before. My grandparents found it harder to live in China after the war than before it.Millions of Chinese from Fujian and Guangdong province fled to South-east Asia, the so-called â€Å"Nanyang†, to seek a better life. Many of them chose Malaya (the predecessor of Malaysia) to start their new life. In Malaya, the political environment was much stable then. Before the war, the peninsula was occupied by Britain. The British colonist spared no effort in maintaining the stability of Malaya as they didn’t want any instability to interrupt their plundering of wealth in the colony. My grandparents thought that they could get an easy life in Malaya.They would at least not be destitute and homeless there. Since 19th century, thousands of Chinese flowed to Malaya because of the opportunities for employment in the mining, plantations and businesses. The peninsula has an abundance of natural resources. British colonists were rapidly developing the tin mining industry, rubber, and palm oil farming on the land. There was a high demand of manpower in the peninsula. Consequently, British colonist had been importing a large number of Chinese laborers into Malaya.Apart from that, the success stories of Chinese businessmen like Tan Tock Seng, Tan Kah Kee and Lee Kong Chian kept inspiring my grandfather and other Chinese. Therefore, they didn’t mind travelling thousands of miles to Nanyang. They believed that it w as a land where they could survive and become rich. According to the World Population Years’ report, there were about 1. 8 million Chinese living in Peninsular Malaya in 1947. Overseas Chinese had already formed a big community in Malaya. People who came from same the province and spoke the same dialect lived and worked together.Therefore, it was not a problem for my grandparents to adapt themselves in this new community. All these factors caused my grandparents to make this tough decision. It’s really hard for them to leave their homeland and become a citizen of another country. However, they might have been killed in another war if they had stayed in China. The day-to-day struggle of survival overrode all other things such as the unwillingness to leave the place where they had grown up. They were forced to immigrate. (605 words) It's my essay for English course in University. So embarrassing†¦Ã¢â‚¬ ¦

Douglas SBD Dauntless Divebomber in World War II

Douglas SBD Dauntless Divebomber in World War II The Douglas SBD Dauntless was the mainstay of the US Navys dive bomber fleet for much of World War II (1939-1945). Produced between 1940 and 1944, the aircraft was adored by its flight crews which praised its ruggedness, dive performance, maneuverability, and heavy armament. Flown from both carriers and land bases, the Slow but Deadly Dauntless played key roles at the decisive Battle of Midway and during the campaign to capture Guadalcanal. Also an excellent scout aircraft, the Dauntless remained in frontline use until 1944 when most US Navy squadrons began transitioning to the more powerful, but less popular Curtiss SB2C Helldiver.      Design Development: Following the US Navys introduction of the Northrop BT-1 dive bomber in 1938, designers at Douglas began working on an improved version of the aircraft. Using the BT-1 as a template, the Douglas team, led by designer Ed Heinemann, produced a prototype which was dubbed the XBT-2. Centered on the 1,000 hp Wright Cyclone engine, the new aircraft featured a 2,250 lb. bomb load and a speed of 255 mph. Two forward firing .30 cal. machine guns and one rear-facing .30 cal. were provided for defense.   Featuring all metal construction (except for fabric covered control surfaces), the XBT-2 utilized a low-wing cantilever configuration and included  hydraulically actuated, perforated split dive-brakes. Another change from the BT-1 saw the landing gear shift from retracting backwards to closing laterally into recessed wheel wells in the wing. Re-designated the SBD (Scout Bomber Douglas) following Douglas purchase of Northrop, the Dauntless was selected by the US Navy and Marine Corps to replace their existing dive bomber fleets. Production and Variants: In April 1939, the first orders were placed with the USMC opting for the SBD-1 and the Navy selecting the SBD-2. While similar, the SBD-2 possessed a greater fuel capacity and a slightly different armament. The first generation of Dauntlesses reached operational units in late 1940 and early 1941. As the sea services were transitioning to the SBD, the US Army placed an order for the aircraft in 1941, designating it the A-24 Banshee. In March 1941, the Navy took possession of the improved SBD-3 which featured self-sealing fuel tanks, enhanced armor protection, and an expanded array of weapons including an upgrade to two forward-firing .50 cal. machine guns in the cowling and twin .30 cal. machine guns on a flexible mount for the rear gunner. The SBD-3 also saw a switch to the more powerful Wright R-1820-52 engine. Subsequent variants included the SBD-4, with an enhanced 24-volt electrical system, and the definitive SBD-5. The most produced of all SBD types, the SBD-5 was powered by a 1,200 hp R-1820-60 engine and had a larger ammunition capacity than its predecessors. Over 2,900 SBD-5s were built, mostly at Douglas Tulsa, OK plant. A SBD-6 was designed, but it was not produced in large numbers (450 total) as Dauntless production was ended in 1944, in favor of the new Curtiss SB2C Helldiver. A total of 5,936 SBDs were built during its production run. Specifications (SBD-5) General Length: 33 ft. 1 in.Wingspan: 41 ft. 6 in.Height: 13 ft. 7 in.Wing Area: 325 sq. ft.Empty Weight: 6,404 lbs.Loaded Weight: 10,676 lbs.Crew: 2 Performance Power Plant: 1 Ãâ€" Wright R-1820-60 radial engine, 1,200 hpRange: 773 milesMax Speed: 255 mphCeiling: 25,530 ft. Armament Guns: 2 x .50 cal. machine guns (mounted in cowling), 1 x (later 2 x) flexible-mounted .30 cal. machine gun(s) in rearBombs/Rockets: 2,250 lbs. of bombs Operational History The backbone of the US Navys dive bomber fleet at the outbreak of World War II, the SBD Dauntless saw immediate action around the Pacific. Flying from American carriers, SBDs aided in sinking the Japanese carrier Shoho at the Battle of the Coral Sea (May 4-8, 1942). A month later, the Dauntless proved vital in turning the tide of the war at the Battle of Midway (June 4-7, 1942). Launching from the carriers USS Yorktown (CV-5), USS Enterprise (CV-6), and USS Hornet (CV-8), SBDs successfully attacked and sank four Japanese carriers. The aircraft next saw service during the battles for Guadalcanal. Flying from carriers and Guadalcanals Henderson Field, SBDs provided support for the Marines on the island as well as flew strike missions against the Imperial Japanese Navy.  Though slow by the standards of the day, the SBD proved a rugged aircraft and was beloved by its pilots. Due to its relatively heavy armament for a dive bomber (2 forward .50 cal. machine guns, 1-2 flex-mounted, rear-facing .30 cal. machine guns) the SBD proved surprisingly effective in dealing with Japanese fighters such as the A6M Zero. Some authors have even argued that the SBD finished the conflict with a plus score against enemy aircraft. The Dauntless last major action came in June 1944, at the Battle of Philippine Sea (June 19-20, 1944). Following the battle, most SBD squadrons were transitioned to the new SB2C Helldiver, though several US Marine Corps units continued to fly the Dauntless for the remainder of the war. Many SBD flight crews made the transition to the new SB2C Helldiver with great reluctance. Though bigger and faster than the SBD, the Helldiver was plagued by production and electrical problems that made it unpopular with its crews. Many reflected that they wanted to continue flying the Slow but Deadly Dauntless rather than the new Son of a Bitch 2nd Class Helldiver. The SBD was fully retired at the end of the war. A-24 Banshee in Army Service While the aircraft proved highly effective for the US Navy, it was less so for the US Army Air Forces. Though it saw combat over Bali, Java, and New Guinea during the early days of the war, it was not well received and squadrons suffered heavy casualties. Relegated to non-combat missions, the aircraft did not see action again until an improved version, the A-24B, entered service later in the war. The USAAFs complaints about the aircraft tended to cite its short range (by their standards) and slow speed.