Aol Time WarnerS Essays - Time Warner, Turner Broadcasting System

Aol Time WarnerS Essays - Time Warner, Turner Broadcasting System Aol Time WarnerS NEW YORKAmerica Online, Inc. (NYSE: AOL) and Time Warner Inc. (NYSE: TWX) announced today the management team and structure for AOL Time Warners finance organization, which will take effect upon completion of the merger of the two companies. In making the announcement, J. Michael Kelly, currently AOLs chief financial officer and senior vice president, who will become chief financial officer and executive vice president of AOL Time Warner, said: We have assembled an extraordinarily talented group of finance executives from throughout AOL and Time Warner, drawing on the strengths of both companies. This is the first step in building the foundation for a world-class finance function. We have the right team, with the right combination of skills and experience, to support the financial and strategic goals of the company and to help us realize the tremendous potential of our merger. Gerald M. Levin, chairman and CEO of Time Warner, who will become CEO of AOL Time Warner, said: Today's executive appointments will provide AOL Time Warner with an experienced, top-flight, hard-driving financial organization which can establish the operating metrics to support the growth opportunities that will help drive our continually accelerating performance. The following executives were named to key finance positions at AOL Time Warner: John LaBarca, senior vice president, financial operations. LaBarcas responsibilities will include merger integration tracking, internal audit and purchasing. He is currently senior vice president, financial operations at Time Warner Inc. He joined Time Warner in 1993. Frederick Yeager, senior vice president, finance. Yeagers responsibilities will include advising corporate senior management on key financial issues and representing the CFO on other matters. Yeager is currently vice president, finance and development at Time Warner Inc. He joined Time Warner in 1995. James Barge, vice president, controller. Barge will be responsible for corporate-wide reporting of internal and external financial results, accounting policy and procedures, corporate accounting as well as all SEC-related issues. He is currently vice president and controller at Time Warner Inc. He joined Time Warner in 1995. Warren Christie, vice president, tax. Christies responsibilities will include tax planning and tax compliance. He is currently vice president, tax at Time Warner Inc. He joined Time Warner in 1982. Landel Hobbs, vice president, financial analysis and operations support. Hobbss responsibilities will include budgets and financial and operational analysis of the results of the companys business units. He is currently senior vice president, controller and chief accounting officer for Turner Broadcasting System, Inc. He joined Turner Broadcasting in 1993. Melinda Mount, vice president, finance and acquisitions. Mounts responsibilities will include financial strategies, business planning, mergers and acquisitions, and competitive analysis. She is currently vice president, corporate strategy and development at Time Warner Inc. She joined Time Warner in 1995. Raymond Murphy, vice president, treasurer. Murphys responsibilities will include worldwide treasury activities, including capital markets, cash management, project finance, real estate and risk management. He is currently senior vice president and treasurer at America Online, Inc. He joined AOL in 1999. Founded in 1985, America Online, Inc. (NYSE: AOL) is the worlds leader in interactive services, Web brands, Internet technologies and e-commerce services. Time Warner Inc. (NYSE: TWX, www.timewarner.com) is the worlds leading media company. Its businesses include cable networks, publishing, music, filmed entertainment, cable and digital media. 2 DULLES, VA and NEW YORK, NY America Online, Inc. [NYSE:AOL] and Time Warner Inc. [NYSE: TWX] released the following joint statement in response to today's decision by the European Commission to approve their merger: We are very pleased with today's approval of our merger by the European Commission, another important step forward in the approval process. In addition to today's action by the EC, AOL and Time Warner received shareholder approval of their merger on June 23 and by last month had the necessary Time Warner Cable franchise approvals. The companies' discussions with U.S. regulators are proceeding well and the companies are confident they will conclude successfully. AOL and Time Warner said they are on track to close their merger this fall 3. DULLES, VA and NEW YORK, NY America Online, Inc. (NYSE:AOL) and Time Warner Inc. (NYSE:TWX) today announced that their shareholders have voted to approve the proposed merger of the two companies at special shareholders meetings held respectively

French Expressions and Words - Idiomatic Expressions

French Expressions and Words - Idiomatic Expressions There are dozens of expressions in English which contain the word French, but are these things actually French? Take a look at this list with the French equivalents and the literal translations - you might be surprised.Where possible, definitions for these terms have been provided. To french1. (cooking) to cut into thin strips, to trim fat (unknown translation)2. (kissing) see French kiss, below   French bean: le haricot vert green bean French bed: le lit en portefeuille bed that is wider than a twin bed but narrower than a double bed French blue: bleu franà §ais dark azure color French boxing: la boxe franà §aise French braid: la tresse franà §aise (hair style) French plait in UK French bread: la baguette French bulldog: le bouledogue franà §ais French cap: la bague chapeau single spindle wood molding machine French casement: la fenà ªtre deux battants French chalk: la craie de tailleur literally, tailors chalk French chop (cuisine) chop with the meat and fat trimmed from the end (unknown translation(juggling) tomahawk jetà © de lautre cà ´tà © de la tà ªte French cleaners: le nettoyage sec literally, dry cleaning French clock: (unknown translation) elaborately decorated French clock from the 18th century French cricket: (unknown translation) informal type of cricket without stumps in which the batsman is out if the ball hits his/her legs French cuff: le poignet mousquetaire literally, musketeers cuff French curtain: le rideau la franà §aise French curve: le pistolet literally, pistol French custard ice cream: la glace aux Å“ufs French cut underwear: sous-và ªtements la franà §aise (lingerie) high-waisted styleFrench dip sandwich: un sandwich  « French dip  » beef sandwich dipped into beef juice (called au jus) French disease: la maladie anglaise literally, English disease. An old-fashioned term in both languages to refer to syphilis. French door: la porte-fenà ªtreliterally, window-door French drain: la pierrà ©e, le drain de pierres sà ¨ches French dressing: la vinaigrette Only in England does French dressing mean vinaigrette. In the US, French dressing refers to a sweet, tomato-based salad dressing that does not, as far as I know, exist in France. French endive: la chicorà ©e de Bruxelles, chicorà ©e witloof French eye needle - une aiguille double chas French fly: une braguette bouton de rappel hidden button inside fly of mens pants French fry: la (pomme de terre) frite literally, fried potato. Note that French fries are actually Belgian To French-fry: frire la friteuse literally, to fry in the fryer French harp: un harmonica This term is used in the southern US to refer to an instrument made of metal or glass strips attached to a frame and struck with a hammer.French heel: le talon franà §ais (womens shoes) a curved, high heel French hen (unknown translation) In the song 12 Days of Christmas French horn: le cor dharmonie literally, horn of harmonie French ice cream: see French custard ice cream, above French kiss:noun: un baiser avec la langue, un baiser profond, un baiser torrideverb: galocher, embrasser avec la langue French knickers: la culotte-caleà §on French knitting: le tricotin also called spool knitting French knot: le point de nÅ“ud literally, knot point French lavender: la lavande toupet To take French leave: filer langlaise (informal) literally, to split/take off the English way French lentils: les lentilles du Puy literally, lentils from (the French town of) Puy French letter: la capote anglaise (informal) literally, English condomFrench maid: la femme de chambre chambermaid French manicure: le French manucure American-invented style of manicure, with light pink polish on the nail and white polish underneath French marigold: un Å“illet dInde literally, Indian carnation French mustard: la moutarde douce literally, sweet mustard French onion dip (unknown translation) vegetable dip made from sour cream, onion, and herbs French onion rings: rondelles doignon French onion soup: la soupe loignon onion soup (topped with cheese and broiled)French pancake: une crà ªpe In English, this is also sometimes known as a crepe. ï » ¿French pastry: la pà ¢tisserie pastry French pleat: le pli pincà © a pleat at the top of a curtain consisting of three smaller pleats French polish: le vernis au tampon shellac diluted with alcohol and used to produce a high gloss on wood French poodle: un caniche literally, poodle French press: une cafetià ¨re literally, coffee maker French provincial (unknown translation) (architecture, furniture) style characteristic of the French provinces in the 17th and 18th centuries French roast coffee: le cafà © mà ©lange franà §ais literally, French blend coffee French roll: un chignon banane literally, banana bun French roof: un toit la mansarde literally, Mansard roof French saddle: une selle franà §aise breed of horse French seam: la couture anglaise literally, English sewing French silk pie (unknown translation) pie with a chocolate mousse or pudding filling and whipped cream topping French skipping (unknown translation) also known as Chinese skipping, Chinese jump rope, and elastics. French stick: une baguette French telephone: un appareil combinà © telephone with the receiver and transmitter as a single piece French toast: le pain perdu literally, lost bread French trotter: un trotteur franà §ais breed of horse French twist: le chignon bun French vanilla: la vanille bourbonliterally, (the French town of) Bourbon vanillaFrench vermouth: le vermouthdry vermouthFrench window: la porte-fenà ªtre literally, window-doorPardon my French: Passez-moi lexpression. ï » ¿Allow me the expression.

Detail explanation on the F grade on the math 1A and the D grade on Essay

Detail explanation on the F grade on the math 1A and the D grade on HUMA 10 - Essay Example fever, I was unable to take the final exam in Math 1A and this caused my overall grade to suffer an F-mark for the course when I failed to notify my instructor properly of the unfortunate health situation. The same fate went with Human Development 10 on which I obtained a D, having had unlikely chances of catching up and improving performance made by my sickness and frequent absenteeism thereof. My family preferred to look after me at the time so I mostly underwent medications at home rather than in the hospital. In that span, I managed to reflect deeply on my physical well-being and the measures I ought to account for seriously to guard my health and thereby prevent any sort of illness to interfere in my future studies. Now, I am once again ready to confront the challenges of education and I believe that my admission to UC is something that would further enrich my personal growth in several aspects other than scholastic endeavour through the school’s up-to-date curricular design and fully equipped facilities of

The problem of dumping in world trade and measures that are taken to Dissertation

The problem of dumping in world trade and measures that are taken to stop it - Dissertation Example Measures that have been taken to stop dumping have always been and are still used as most significant devices by countries as a protection against imports. Measures to stop dumping tend to be supported over other trade remedies because unlike safeguard measures, they provide the opportunity for a selective approach. According to, the process used in anti-dumping legislations can give rise to increased dumping margins and actions unrelated to the actual market condition. This paper explains the concept of export dumping as well as the various forms it takes in the global trade. The paper details how Anti- Dumping (AD) legislations come into been and their relationship to article VI of the General Agreement on Tariffs and Trade (GATT). The paper will further discuss WTO anti-dumping measures together with the procedural issues in anti-dumping cases. Additionally, it will elucidate the reason behind the practices of export dumping. Moreover, the paper gives the reasons why civilized and uncivilized nations have special interests in the AD processes especially in the global trade. Finally, the paper will provide an explanation as to why AD legislation is perceived as a problem in the global trade. Introduction Definition of dumping In the global market arena export dumping can be regarded as selling of products/goods at price which is less than the domestic price normally as exports in the world trade.2 Similarly, the practice of selling at value below cost used to produce them is also referred to as dumping. Usually, primary reason behind export dumping is to drive out competitors from the market. Additionally, 3purports that dumping is also done to get rid of the surplus of local trade. Some traders also resort to dumping when their products are unacceptable for the local market. In economic perspective, dumping is viewed as a form of predatory pricing whereby the term is frequently used in the context of global trade legislations.4 Under this backdrop, dumping i s regarded as an act whereby a manufacturer in a given country exports goods to an overseas country or countries at price below the one charges at its domestic market for similar product/s. Dumping huge amount of goods or products into a market will significantly reduce price of goods that are priced at the market place as it introduces goods priced below the market price. Supporters of free market implicate it negatively as they perceive it as a form of protectionism. Overall, dumping has various definitions from various contexts but it is widely defined as selling of products in a foreign market at a price below the one a given country charges for the same products in the home market.5 In other words, it is the selling at lower than fair value. According to,6 WTO and the GATT condemn the practice of export dumping at situations where it effects injures the economy of a country into which the goods are dumped although it does not prohibit it. Some countries take control of specific technology or method of production in the world trade. As a consequence, these countries monopolize these products or technologies. Such kinds of monopolies are also referred to as international dumping. In order to capture foreign markets for their goods or technologies, such countries sell their goods at foreign markets at a price below the one they charge in their domestic market. This act is normally adopted by producers who have monopolies in their local markets whereby the need for their goods is less elastic than in world trade.7 Types of Dumping In the world trade, there are generally three forms of dumping

Biology lesson 4 Exam Essay Example for Free

Biology lesson 4 Exam Essay Question 1 2 points Save Plant seed coats, mycorrhizae, and cuticles are examples of ways plants have adapted to life on land. evolutionary adaptations to limit water absorption. mechanisms to enhance carbon dioxide release. both b and c. (page 502) Question 2 2 points Save The advantages of vascular tissue over nonvascular tissue are evident in whether organisms have alternation of generations. an organisms size and complexity. (page 504) the number of individual offspring produced by each organism. all of the above. Question 3 2 points Save The typical vascular plant sporophyte  includes the developing embryo. has roots, shoots, and meristems. has specialized tissues that develop into conducting vessels. both b and c. (page 507) Question 4 2 points Save Fruits and vegetables provide ____________ and are important sources of _____________ . nutrients; carbohydrates dietary fiber; protein protein; vitamins and minerals dietary fiber; vitamins and minerals (page 516) Question 5 2 points Save More than 70 percent of the worlds cultivated farmland is used for growing _________ rich in ____________. fruits; carbohydrates and fiber roots; starch  grains; carbohydrates and fiber (page 518) legumes; Protein Question 6 2 points Save Several nonfood uses of plants include paper, synthetic clothing, and building material. medicines, rayon, and lumber. (pages 520-523) ceramics, cabinets, and rope. violins, ivory, and rubber. Question 7 2 points Save Salicin, derived from the bark of willow trees, is the starting compound used to make paper. clothes. rubber. aspirin. (page 522) Question 8 2 points Save Medicinal uses of plants include all of the following EXCEPT cancer treatment. treatment of cardiac disorders. decongestant. Albinism treatment. (page 521) Question 9 2 points Save Two plants that are used to make BOTH paper and cloth are bamboo and flax. flax and cotton. (page 522) sisal and bamboo. rice and cotton. Question 10 2 points Save Refer to the illustration below it shows the stem of a coleus plant. The tissue labeled A, which gives support to the vascular structures in the plant stem, is called vascular tissue. dermal tissue. epidermis. ground tissue. (pages 552-553) Question 11 2 points Save Protection, water and mineral absorption, and gas exchange are all functions of dermal tissue. (page 553)  vascular bundles. mesophyll cells. heartwood. Question 12 2 points Save The plumbing system that transports water and nutrients throughout a plant is called epidermis. vascular tissue. (page 554) pith. transpiration. Question 13 2 points Save The movement of water through a plant is caused, in part, by the attraction of water molecules for each other. osmosis. transpiration. (page 560) all of the above. Question 14 2 points Save The stomata are responsible for translocation. leaf growth. regulating water loss. (page 560) the transport of minerals. Question 15 2 points Save. The guard cells that surround a stoma have no walls. swell with water, causing the stoma to open. (page 561) shrivel up when opening the stoma. are responsible for translocation. Question 16 2 points Save Seed germination in a bean sprout uses a hooked shoot to protect the sprout tip from damage. (page 572) occurs after the seed coat has been damaged. is aided by a protective sheath which covers the shoot tip. only occurs after the soil has warmed to 17oC. Question 17 2 points Save Corn plants are perennial plants, storing nutrients in their roots for the next year. Must have their seeds exposed to fire before they germinate. have secondary growth that makes the stems resistant to damage. have sheaths that cover the growing shoot during germination. (page 572) Question 18 2 points Save Growth by cell division that makes both ends of a plant longer but not wider is called secondary growth. annual ring growth. vascular growth. primary growth. (page 574) Question 19 2 points Save The secondary xylem and phloem form from cork cambium. vascular cambium. apical meristems. bark. (page 574) Question 20 2 points Save. One difference between a gastrovascular cavity and a one-way digestive system is the presence or absence of cell specialization. (page 605) digestive enzymes. digestion within body cells. a moist membrane for nutrient diffusion. Question 21 2 points Save In an open circulatory system, water is drawn into the mantle cavity to provide oxygen to body tissues. lungs branch into small tubules to provide oxygen to tissues. wastes are eliminated directly to the environment from tissues. body tissues are bathed directly in fluid containing oxygen. (page 606) Question 22 2 points Save. The system that does not allow for direct contact between oxygen-carrying cells and tissues is called a one-way digestive system. the excretory system. a closed circulatory system. (page 606) an open respiratory system. Question 23 7 points Save Match the animal systems in Column I with their functions in Column II. digestive E. break down food excretory B. removal of waste products skeletal C. body support and movement circulatory D. transport nutrients and oxygen nervous – A. coordinate body activities respiratory F. perform cellular metabolism reproductive G. carry on the species.

Computers and Health :: Medicine Biology Technology Essays

Computers and Health Computers can be responsible for a number of diseases, such as: eye strains, wrist injuries, back problems, stomach ulcers or mental collapse. Not so long ago was it thought that computers, which could perform calculations and process data with high speed and complete accuracy, would free up humans to only work 3-4 hours a day. But now, humans are working harder than ever. Stress Stress is often a major sector of work related illness. Simply the though of computers can cause stress in some people. It is also stressful: * To be asked to complete a task, which is new to you and you are not sure that you will be able to cope with it; * To know you have more work to do, than you can finish, in the available time; * To have too little work to do and to be bored all day. The introduction of computers into the workplace can have harmful effects on the well beings of information workers at many different levels in an organisation. For example: * Some companies monitor their employees output. This can often increase stress levels. Symptoms include headaches, sleeplessness and stomach ulcers.) * Many peoples fare afraid of computers and fear that the will not learn new skills, or that their position of seniority will be undermined by computer 'whizz-kids'. * It can be almost impossible for people to get away from office work due to mobile, pagers laptop computers and modems. * 'Information overload' means that managers are often bombarded with more information than they can actually take-in. Repetitive Strain Injury (RSI) These are the disorders affecting the neck, shoulders and upper limbs. It can result in numbness or tingling in the arms and hands, aching and stiffness in the arm, neck and shoulders, and an inability to lift objects. Some sufferers cannot even pour a cup of tea with out experiencing extreme pain. Eyestrain Computer users are prone to eyestrain due to long hours in front of a screen. There is no evidence that a computer can cause permanent damage to eyes, but glare, improper lighting, improper corrected vision and poor work practices all contribute to temporary eyestrain. Extremely Low Frequency (ELF) Radiation In normal day life we are exposed to ELF from sources such as, electricity from the mains, sunshine, fire, earths own magnetic field and computers. Studies have been carried out to investigate if there is a distinct link between miscarriages and ELF emitted by computers. Studies have vaguely showed that long hours spent at a VDU in the first trimester of pregnancy, has played a part in the leading to miscarriages. Computers, Health and the Law 'The Health and Safety Regulations of 1992' reads as follows:

Churchill Was A Great War Leader Essay

In the fateful spring and early summer of 1940 the people of Britain clustered around their wireless sets to hear a defiant and uplifting speech from their new Prime Minister, Winston Churchill. On May 13th, having just assumed the burden of power from a, â€Å"weak and cowardly† Neville Chamberlain, Churchill promised a regime of â€Å"blood, toil, tears and sweat.† On June 4th After the evacuation of the defeated British Army from Dunkirk, he pledged, â€Å"We shall fight on the beaches.† On June 18th he proclaimed that even if the British Empire were to last for a thousand years, this would be remembered as its â€Å"finest hour.† Over the course of the ensuing months Britain alone defied the vast conquering appetites of Hitlerism and, though greatly outclassed in the air, repelled the Luftwaffe’s assault with a handful of gallant fighter pilots. This chilling engagement-â€Å"The Battle of Britain†-thwarted Nazi schemes for an invasion of the island fortress and was thus a hinge event in the great global conflict we now call World War II. Before the start of World War II Winston Churchill had already completed many great achievements, which some people could not complete if they were allowed to live twice. When Winston Churchill was born in 1874 his parents did not have any time for him and he spent most of his time with his nanny. In school he rebelled and had no time for Maths, Latin or Greek, the school he attended was Harrow on the outskirts of London. He did not get on well with the other students and he recalls how he once had to hide behind a tree while fellow students threw cricket balls at him. After this he vowed to be strong, as strong as anyone could be. He later entered the Royal Military School at Sandhurst and passed with honours. When he was eighteen Churchill jumped off a bridge and fell 29 feet whilst being chased by his brother and cousin, thus showing his strength and determination. While doing this he ruptured a kidney and was unconscious for three days and could not work for two months. Then when Churchill turned twenty, his father died and shortly after Churchill was appointed as second lieutenant in the 4th Queens Own Hussars, a regiment of the British Army. As he turned twenty-one Churchill reported on military happenings throughout the world in countries such as Cuba where he travelled with the Spanish Army. In 1896 when his regiment was sent to India, he secured a temporary transfer to the turbulent North West Frontier where a tribal insurrection was under way. When the Boer War (1899-1902) broke out in South Africa he went as a journalist, was captured by the Boers while defending an ambushed train and imprisoned in a military prison. His subsequent escape made him a national hero. In 1900 he was elected to Parliament as a member of the Conservative Party. Churchill’s support of free trade against Joseph Chamberlain’s tariff proposals led to his defection in 1904 to the Liberal Party. Through out these years he wrote and published five books, which were all based on his accounts and newspaper articles, they were very successful and echoed his oratorical skills, which later proved a great success. When war broke out in 1914 Churchill was First Lord of the Admiralty and already a major national figurehead. As Europe was thrown into stalemate Churchill strongly suggested a huge flanking attack of Turkey through the Dardanelle’s. But his attempt to force the straits using only ships floundered, leading to the awful Gallipolli landings and costing Churchill his job. Instead of laying low Churchill pulled himself together and joined the Western Front. In January 1916 he was appointed Lieutenant Colonel commanding the 6th Battalion Royal Scots Fusiliers. Between 1922 and 1924 Churchill left the Liberal Party and rejoined the Conservative Party. To his surprise he was appointed Chancellor of the Exchequer in Stanley Baldwin’s government, a position he held until the Tory defeat in 1929. During the 1930’s Churchill fell out with Baldwin over India’s greater self-government and was yet again more isolated in politics. His dire warnings about Hitler and the dangers of the appeasement policy fell on deaf ears. Churchill had been out of the government for nearly ten years by the time war broke out in September 1939. Chamberlain was furious at the fact that Churchill’s theory had been proved correct. The mood of the people and Parliament changed so Chamberlain reluctantly made Churchill First Lord of the Admiralty. Winston Churchill possessed such impressive oratorical skills that historian Arnold Toynbee believed his wartime speeches were absolutely essential to the Allied victory in WWII. During the darkest days of the war, Churchill’s words, so expertly crafted, so superbly delivered, buoyed the spirits, and restored the resilience of the beleaguered English people. When the U.S. Congress voted to confer honorary American citizenship on Churchill in 1963, President Kennedy said, â€Å"He mobilized the English language and sent it into battle.† There is no doubt that some of Winston Churchill’s ideas were impractical and extremist, but on the other hand some of them were very well thought out and took a lot of planning and preparation. He was surely right; that the generals were slow and tried to plan their attacks to solidly. Without Churchill’s eagerness Britain would have fallen back into an even more defensive state. Had the war ended in 1940 (as some people hoped it would, even though this would of meant sacrificing Poland in the light of Czechoslovakia) we would have never known Churchill as he is known today, he would have been an average First Lord with part responsibility for the embarrassing failures of the Norwegian campaign. By a strange turn of events, this increased failure made Neville Chamberlain extremely unpopular and gave Winston Churchill the perfect opportunity to stake his claim. On the 8th of May 1940 the Commons met for a meeting over the poor performance of the Government’s campaign. After a powerful speech from Lloyd George, Chamberlain resigned. On May the 10th the phoney war ended when Germany invaded France and the lower countries, Churchill was announced as the new Prime Minister. Churchill’s reign begins. Churchill was chosen for the job of Prime Minister not for his appeasement, but for his all round knowledge and past experience making him perfect for the job. An example of this is his days in Cuba where he miraculously escaped from the group holding him and was pronounced a national hero. His survival and leadership in WW I made him an asset to the British Government. He was brave, had no fear of Hitler, and was determined from the start to bring him down. His training at the Military School and his past education gave him more than enough qualifications for this situation. He was the man they had been waiting for. C.V. for Winston Churchill’s War Experience: 1874 – Born 1888-92 – Harrow School (a public school) 1893-95 – Sandhurst Military Academy 1895-99 – Soldier 1899 – Journalist in South Africa 1900 – Elected Conservative MP 1904 – Joined the Liberal Party 1905-08 – Junior Minister 1908-15 – Cabinet Minister (held 4 different posts) 1917-22 – Cabinet Minister (held 3 different posts) 1922-24 – Fails to be elected MP 1924 – Returns to the Conservative Party and elected MP 1924-29-Cabinet Minister (Chancellor of the Exchequer) 1929-39 – MP on backbenches 1939-40 – Cabinet Minister 1940-45 – Prime Minister 1945-51 – Leader of the Opposition 1955-65 – Prime Minister 1955-65 – Retirement until death The people needed a leader and if they were going to be put through the britches of war then they needed someone powerful and determined, that person was Churchill. The people trusted Churchill due to his past experience and history of wartime situations. His repertoire of good deeds included the Battle Of Dunkirk, where he also visited bombed areas and offered people his sympathy. He also had strong relationships with other countries, which later came to his advantage. Strong alliance with Russia made him a partner in war duties. All of this would be enough, but Churchill also gave the public faith with his magnificent oratorical skills, which boosted British hopes and led them more determined into the bloody war. The Newspapers were also very unbiased towards Churchill and supported him as their leader; a good example of this is Source 7 where the title is ‘This Is The Man’ with a picture of Churchill by its side. Posters were also used to give Churchill a strong image, they used pictures of him as a bulldog and as a cowboy (Sources 9 & 11) to present Churchill with the image of a strong and fearless man, and this again was used to boost their faith in him. These all helped boost his image and made people respect and trust in him. Three men in this booklet have put down Churchill and they are Charmley, David Irving, and Clive Ponting. These men are mere historians working off the basis of facts and articles from the time; this means that what they say, their opinions are not totally accurate making them unreliable sources. I will start off with the information presented by Charmley, he has mixed views on Churchill, although he recognises Churchill’s achievements, he always finds away to put him down, here he says, â€Å"Lord Selbourne . . . had been impressed with his vision and power of drive and thought courage was his great asset but the motive power is always self and I don’t think he has any principles. He was clever but quite devoid of judgement.† Also, â€Å"For Churchill to castigate the Admirals for their lethagy and complete absence of positive effort in failing to come up with a workable plan is a fatal inability to distinguish what was practical and what was not . . .† The first quote shows how Churchill had impressed Lord Selbourne, but Charmley doubts his decision and questions Churchill’s principals and says he is void of judgement. This is not true as in World War II Churchill must have had to make many a judgement to stay on top of the enemy; judgment is an act which requires great skill and the art of knowing what your opponent may be thinking. One example of Churchill’s judgement skills is a time before the war when he told Neville Chamberlain that Hitler was not to be trusted, but Chamberlain ignored him thinking peace could be achieved, later Churchill’s judgement was proved correct. Quote two tells us how Churchill criticises the Admirals for their complete lack of effort and ideas being produced, and that the ones being produced are not good enough. He then goes on to say that it is Churchill’s fault for not being able to distinguish the difference between a practical, well thought out idea, to an idea that was completely imperceptive. This is suggesting he cannot distinguish the difference between a good or bad idea, which once again is incorrect and is used to make him appear a man who leaves everything to his Generals. Charmley always tried to create an image of Churchill as a man who had no idea of what he was doing, which is untrue as he alone inspired and led millions of men not only to death, but also to victory, something Chamberlain or other political leaders could not have done. Chamberlain had the ideal idea of peace and love where Churchill knew war was the only way forward, showing his vast experience over Chamberlain and Charmley’s ridiculous comments. Charmley although criticizing makes a few good points against Churchill’s ideas and plans, â€Å"At this stage of the war Churchill grossly overestimated what could be achieved by sea power. It was Churchill who fixed upon the Narvik as the object of the Allied campaign. The Norwegian campaign was flawed in concept and muddled in execution. The command structures might have been designed to result in chaos.† Charmley here outlines the flaws in Churchill’s plan, he tells us that the plan was overestimated and badly structured and that Churchill’s campaign had flaws in it from the beginning, showing that Churchill’s ideas were not all good ones and he was not always the great leader people said he was. Charmley then describes the ‘End Of Glory’ celebrations, â€Å"Pursuing the slogan ‘Victory at all costs’, Churchill was casually indifferent to what the costs might be.† â€Å"Churchill stood for the British empire, for British independence and for an anti-socialist vision of Britain. By July 1945 the first of these was on the skids, the second was dependent solely on America and the third had just vanished in a Labour victory.† Charmley at this point tells us that Churchill was celebrating his victory but the costs could have been very different. What Churchill stood for in 1945 was then either on a down, relying on America or vanished in the Labour victory. So everything Churchill once stood for was now gone. For Charmley this is was a good point about Churchill as it reflected the victory and joy that was in the country. Charmley then obtains a source from another interpreter such as himself and analyses it into what he thinks the truth is, â€Å"Whatever Churchill may or may not have done wrong, he had won the war, obtained the American alliance and helped save us all from the Soviets.† Charmley interprets it as, â€Å"Churchill did not win the war; the Russians did with help from the Americans. Churchill did not bring the Americans into the war, the Japanese and Germans did. Indeed, Churchill’s first ally was the Soviet Union, an unlooked-for-one who provided the western allies with a real problem when it came to claiming their war was a sort of crusade against totalitarianism.† This sums up Charmley’s image of Churchill, he always found faults in his plans and ideas. He outlines how the war formed itself around Churchill and that he did not win it single-handed as people seemed to think, Charmley shows that it had little to do with him. It all happened by the incidents around him, he just amplified them as his own achievements so he could mould the perfect image for later generations to come to know him by, as proved by Clive Ponting who is my next historian. Clive Ponting shows Churchill’s good and bad side, but he tends to favour against leaders and has an anti-establishment view. His two bad sources come of the Naval war ships, â€Å"In dealing with the U-boat threat Churchill continued with the sanguine opinion formed before the war that there was no longer a menace, he therefore opposed the convey system, wanting instead to reduce the number of escorts, and concentrate on what he optimistically described as â€Å"hunting packs† of destroyers to attack the U-boats while in transit. The results were almost a complete failure, although the merchant ships sinkings were, at about 10,000 tons a month.† â€Å"The Royal Navy tactics which rarely detected a U-boat and their attacks when they happened were largely ineffective, about a 5% success rate.† â€Å"The Americans gave 50 not 96 ships and they were explicitly given in return for bases. The bases were in seven colonies not three and were not commercial facilities but military bases on very long leases (99 years). And they had obtained an explicit assurance that, in the worst circumstances, the fleet would sail to North America, the one commitment Churchill had rejected ever since he became Prime Minister.† † In practice the US destroyers turned out to be of little immediate value. Only 9 out of the 50 were in service by the end of 1940 and only 30 by May 1941.† These sources are very lengthy but go into great depth on the situation of the warships and trading. It shows how Churchill’s plans were a complete failure and how the success rate was minimal for the Naval fleet. He wasted bases and money on warships, none very effective, when overall the British Navy was meant to be one of the strongest in the world. Churchill also shows disregard towards other people’s opinions. He shows this when he says, † Stop grinning at me you bloody ape!† To Captain Talbot when he dares to contradict him, Talbot was dismissed at 10 minutes notice, although this cannot be verified, as Ponting was not there at the time. Ponting then describes Churchill’s story of leadership in a good and bad way showing his mixed views of Churchill. â€Å"After May 1940 he had come to symbolise the nation’s resistance and had been readily endorsed as a wartime leader. In 1945 Churchill remained true to his limited view of politics.† The change in years still showed how Churchill’s ways of tackling the problem at hand and his views of people’s ideas had not changed and that he had stuck to the same attitude throughout the war. Ponting thought this showed Churchill as a powerful leader who would not yield on the work he was doing, but saw it through until it was finished. Ponting then says, â€Å"His inability to provide an inspiring message to the nation in the last years of the war demonstrated by his lack of broadcasts only increased popular perceptions that he was not the man to win the peace.† When I first started to read this it appeared to me it was criticizing Churchill as it starts off negatively, but as you read towards the end you see how this was to Churchill’s advantage as it won him respect and people thought of him as the man that was tough and not afraid to fight. This was well written by Ponting as it reflected Churchill’s image. This next section could be called Churchill’s image, â€Å"Churchill certainly saw his biographers coming and was determined to mould the view that later generations would have of his life.† This and various other quotes from the paragraph, show that Churchill would not let his hard work and devotion to the war go unnoticed and wanted to make sure people heard about his accomplishments for many years to come. Churchill with his oratorical skills virtually wrote the biographies for the publisher. Clive Ponting is a good historian as he uses the facts and evidence of the events; he discusses and does not have a one-sided view, he uses multiple views, good and bad, giving reason and evidence. Unlike Charmley who has a very anti-establishment view of Churchill and leaders in general. We now come to our last historian David Irving. There is only one source in this book from David Irving but I felt it relevant to include him as it contained pertinent arguments and claims, â€Å"Churchill thought he was somehow above international law. The situation he argued gave Britain the right and duty to abrogate the very laws she sought to reaffirm by attacking German ships in Norwegian waters; forcing the French to transfer German POWs to Britain; attacking the French fleet and recommending the use of dum dum bullets and poison gas. Irving points out Churchill’s defiance in obeying the rules they were trying to re-establish. Fair play was not an option to Churchill; it shows how he went into international waters without permission and threatened his allies into giving him what he wanted, he liked to be in control of what was happening. Having the prisoners of war also gave Britain a cautious edge in case France was taken over; Britain still had a bargaining option. This gave Churchill the image of being a bully and ruthless leader, one who took tremendous risks. Irving through only one source manages to show the ruthless and deceitful side of Churchill, showing it was not all just fighting that helped Britain to victory but also his cunning plans. Irving is quite reliable as a source as he uses actual events and does not back these up by people’s comments, meaning it is purely his feelings on the matter. The other sources in the booklet are just different views of many people who all have their own interpretations, I chose these three as I found them to be the most intriguing and interesting to explain. There are some actual comments from Churchill himself and his colleagues but there are not many of them. Newspapers and posters just convey a tough image of Churchill, e.g. Churchill as a British Bulldog and a Sheriff. In conclusion I think no matter how you look at Churchill, he will always be considered a great man due to his commitment and encouragement to the armies which gave them hope and determination. He also drove the country through the war, something Chamberlain could not have done. Many of Churchill’s contemporaries and advisors tried to tell him what to do. He pushed all of these people aside and they did not respect him for it, they felt he was over ambitious. The people thought this was the image of a good leader, a strong man who made his own decisions. After the war was over everyone including world leaders, respected him and his decisions however far fetched they seemed at the time. He had got them through this most dangerous and trying time, he was a hero. The Historians I reviewed were correct in some of the things they said, for instance, when they give the good and bad points of Churchill and not just a one-sided view. Some of the quotes Charmley’s used were very biased against Churchill and seemed only to focus on the bad points of his career to make him seem a lesser individual. Irvine and Ponting both displayed good reliable points, showing his weaknesses and strengths. I can not call the contemporaries wrong because they do give crucial points, but also none of them actually say whether he was a good or bad leader, leaving the answer open for you to decide, but they do try and influence the way in which you answer. I would say the contemporaries were right in their opinions but everybody including the Historians had different views. Historians are more likely to be critical of Churchill than the people at that time as they were just happy to have won the war and read of his exploits in the newspapers. He to them saved their lives and they considered they owed him a great debt. Historians were not there and did not know the pressures he was under. They criticize him because people say he was a great leader and they try to put him down and show his flaws not just the good points. They show the public the truth about what happened, and what people of the time blanked out, due to victory and patriotism. Here are advantages and disadvantages of Churchill’s contemporaries and Historians: Advantages – Censorship, morale, newspapers, and victories. The need to believe in their leader. Disadvantages- Narvik campaign, ignored advisors, unworkable ideas, knew about bombings of places such as Coventry, USA took advantage of GB in lend lease agreement. If you notice the advantages are from or to people at the time. Disadvantages are from the historians. I think if you look closely enough into Churchill’s campaign you will find flaws, but nobody is perfect both the Contemporaries and the Historians have every right to question this but never should they say he was a bad leader, as he got them through and helped win the war, something no one else dared do.

Emergency preparedness and Vulnerability assessment Essay

Emergency preparedness and Vulnerability assessment Introduction            The residents were given warning in advance that would have enabled to evacuate from the path of the storm in advance. The national hurricane centre and the mayor of the New Orleans had communicated about the evacuation of the people in the city more than 24 hours ahead. This meant that the people would be able to clear the way by the end of 24 hours and not many that would be affected as experienced. The warnings were not too rate since the Orleans exit can be able to handle 2/3rds of the population within every 12 hours and therefore, all the people would have managed to leave before Monday when the storm reached the place. Although the residents were used to weathering storms in the past, the mayor and the hurricane centre had already warned that the storm was different from what they experienced and was travelling at a high speed of more than 170 miles per hour and of the category of 5 storms (Fradin, & Fradin, 2010). Despite the people’s willingness to evacuate from the city, there were some people that were careless and they thought that it was just the same storm causing them to succumb to waters. However, more than 80% were able to escape while 20% were still in the city since they lacked the means to leave the place due to lack of money for gas and transport (Clark Hakim & Ostfeld, 2011). New York: Springer.). Moreover, the authorities failed as they delayed their evacuation process until when the storm had already hit the New Orleans. The attitude from the responsible authorities such as soldiers and other rescue people led increased damages losses, and death of people as they delayed evacuation and rescue process until Tuesday when many people were already affected. If the people had an attitude that the storm would not be the same, all the measures would have between taken to ensures that all the people were evacuated from the city. Moreover, the New Orleans would have made initiatives to clear the city in advance. Therefor e, an attitude that the storm would be the same led to a number of people remaining in the city resulting to mass deaths and damages of properties. Hence, people’s attitude contributed greatly to the intensity of disaster that caused more than 1,800 deaths and many other missing.            Is the threat of a radiological â€Å"dirty bomb† large enough for the United States to need to train extensively for such an event? How can first responders train for such an event? How would the training be different in regards to whether the event was a terrorist attack or whether it was an accident or would the training be the same?            The threat of radiological ‘dirty bomb’ is large and US is required to provide extensive training to its emergency and other disaster rescue team to ensure that any event that may happen will be fully addressed. This is because a radiological bomb can cause enormous harm to people in the scene and those living to the environs of the events (Bennett, 2007). Training would ensure that the victims are carefully handled t avoid spreading of the radioactive materials to other places as it may affect other people. Moreover, detonation and decontamination process require skilled people to prevent them from contacting the radio actives. The training for the first responder should entail decontamination and detonation of the victims to ensure that the radioactive material is not transferred from scene of the event. First responders should also be trained how to secure and label the scenes to prevent further contaminations of other people.            Training for various emergency responders should be different based on the type of the event whether terrorism of accidental spilling of radioactive materials. More advance training should be carried out responders of terrorists’ attacks. This is because terrorists’ attacks may have modified radioactive materials to enhance quick spread of the material, which may cause mass damage. Moreover, different radioactive materials may be used and thus improved training is important to address all the issues that may result. However, accidental leakage of radioactive material can be handled easily since the radioactive material is also known. Moreover, only a definite location can be affected, which would be much easier to deal with the attack.            How can we prevent terrorists from acquiring radiological material within the United States? How can we prevent terrorist from bringing radiological material into the United States? Are our current safeguards adequate enough?            United States can prevent terrorists from acquiring radiological material through enacting laws through congress. The laws will prohibit any possession of radiological materials and put punitive measures for those found in possession. Moreover, the laws should also prohibit people working on radiological areas from handling the materials inside the premise. In addition, the laws should prohibit any transportation of such materials without licence or permit. Moreover, the congress can enact acts that put in place a special committee in charge of all radiological materials and regulation to prevent general public from acquiring them. In addition, any accidental scene that may expose radiological materials can be guarded to prevent terrorists from accessing radiological materials.            All importation and entry of materials from other countries should be screened from radiological materials to prevent terrorists from transporting materials to the country. The united states have various regulatory bodies such as nuclear regulatory commission, (NRC) and environmental protection agency, (EPA) that are mandated with regulation of radiological materials (Kapur & Smith, 2011). However, the current safety of United States on radiological materials is not adequate because federal government only exercises regulation of radiological materials to only countries that they do not have trade agreement. This poses a risk of importation of radiological materials from the countries on agreement thus resulting to access of the materials by terrorists that may harm the citizens.            Moreover, the transportation of radioactive wastes from hospitals and other area to disposal areas is not secure, which poses the risk of terrorists acquiring the materials during transit.            How could first responders even know that an explosion was associated with a radiological attack? Once first responders know that an incident involves radiological material, are there any sorts of special equipment or personal protective gear that they would need to wear into the affected site            The first responders can identify an explosion through devices such as Geiger counters, which are detect the dose rate of an attack in addition to other equipments that can measure the intensity and harm of the material (Issues in critical and emergency medicine, 2012). The equipments will help the first responders to identify the form, attack so that he or she may be able to take the appropriate measures to safeguard his health and life and that of other people. Moreover, in case of accidental spill-out, the first responders should investigate the cause of the accident before starting the rescue process so as to identify the cause. Most likely hood is that, an explosion in a radioactive company or hospital that are major sources of radioactive materials may have high probability of radioactive materials compared to those that may happen in other areas. Therefore, it is important to identify the area where the explosion has happened as a way of identifying the type of explosion. Since radioactive materials spread very easily in the environment, it is important that first responder should wear protective equipments such as respiratory protection from radiological hazards to prevent any inhalations and standard protective clothes that prevents one from direct contact with radiological materials. This will ensure that first responders are safe from radioactive materials and are able to use the right measures to attend the victims.            How would first responders decontaminate suspected contaminated individuals leaving the area? Could this slow emergency medical response or the transport of the injured to neighbouring hospitals.            The first responder should ensure victims remove all their clothes and leave them in the scene of a decontamination centre that may be established at close to the scene of hazard. Victims should flush their eyes with plenty of water and other body parts are decontaminated before leaving the scenes. Moreover, the contaminated individuals should be screened for any radiological material before leaving the scene to prevent further contamination to other areas. People who are not contaminated should be separated from those who are contaminated although through a screening confirmation. The process will prevent further spread of the radiological materials to other people thus reducing the effects of the occurrence. The process can slow emergency response and transport of the victims for medical services and emergency services should be referred to medical facilities without decontamination although handled with care to prevent further effects in case of inhalations. Thi s is because, the processes of decontamination involve phases and in cases of mass victims, attending individual victims could delay the process as steps have to be followed. Therefore, although the process of decontamination should be the first step for emergency responders, it may not be good for ambulatory victims.            What would be some of the long-term consequences of a huge radiological incident such as a radiological â€Å"dirty bomb† attack or nuclear power plant meltdown? Would there likely be lingering health problems with the victims of such an incident? How could the affected areas be recovered and brought back to normal? Provide a 1/2 to 1 page, single spaced response.            Huge radiological incidents may affect the scenes in that the place may be alienated and people may be displaced or economic productivity of the place lost. The huge radiological attacks are associated with many health problems (Kapur & Smith, 2011). The inhalations of radio-active materials can result in respiratory health problems that may affects lungs. Moreover, it can result in lungs cancer. Gamma contacts on skin may result in skin cancer to the victims. In addition, radioactive contact has been associated with increased levels of infertility in both men and women in long term. Defectives births can also be experienced by these victims to exposure of embryo or foetus to radiological materials during an attack. Other health problems that may arise due to radiological attacks include cataracts, skin deformities, and may also cause early deaths. One of the major complications with huge radiological attack as the one experienced in Chernobyl nuclear plant in1986 with fire-fighters was an acute radiation syndrome, (ARS). The syndrome was characterised by nausea, diarrhoea, and vomiting in addition to weight loss, infections, depletion of bone marrow, and bleeding (Kapur & Smith, 2011).            The affected area could be recovered through decontamination process that may involve collecting of all the materials in the scenes either decontaminated on the scene or transported to a more secure place where they may be decontaminated. In addition, the place itself may be decontaminated through the use of commercial decontaminants such as Alcon ox or Sparkleen. Screening can then be done to ensure that the area is free from radiological materials before people can resume their duties in the place. After, the area is free from all radiological materials, people can resume their work or if it was a residential area, people can start a fresh without any risk. References Bennett, B. T. (2007). Understanding, assessing, and responding to terrorism: Protecting critical infrastructure and personnel. Hoboken, N.J: Wiley-Interscience. Clark, R. M., Hakim, S., & Ostfeld, A. (2011). Handbook of water and wastewater systems protection. New York: Springer. Ensor, M. O. (2009). The legacy of Hurricane Mitch: Lessons from post-disaster reconstruction in Honduras. Tucson: University of Arizona Press. Fradin, J. B., & Fradin, D. B. (2010). Hurricane Katrina. New York: Marshall Cavendish Benchmark. Guha-Sapir, D., Vos, F., Below V., & Ponserre, S. (2012). Annual Disaster Statistical Review 2011: The Numbers and Trends. Centre for Research on the Epidemiology of Disasters Huber, C. (2014). Five of the worst natural disasters in 2013. New York: WorldVisionIssues in critical and emergency medicine. (2012). S.l.: Scholarly Editions. Kapur, G. B., & Smith, J. P. (2011). Emergency public health: Preparedness and response. Sudbury, MA: Jones & Bartlett Learning. Ramroth, W. G. (2007). Planning for disaster: How natural and manmade disasters shape the built environment. Chicago: Kaplan. United States $ Federal Emergency Management Agency, FEMA (2007). FEMA Flood and Wind Publications, and Training Courses. New York: FEMA Source document

2014s Best and Worst Words to put on Your Resume

2014s Best and Worst Words to put on Your Resume Last week, as reported by Forbes in The Best and Worst Words To Use On Your Resume, CareerBuilder came out with a list of both recommended and ill-advised resume words and phrases for 2014. The list was generated through interviews with 2,200 hiring managers and human resources staffers. One surprising result from this survey, says Forbes, is a possible change in the length of time hiring managers spend looking at a resume: 17% said they spend 30 seconds or less, but 68% said they can read for up to two full minutes before moving on! That’s fairly good news for any job seeker – but it means you need to avoid turning off the reader with distasteful words and phrases so that they will be more likely to read further. I believe an even bigger trick would be to leave out these â€Å"worst† words while also including the keywords from the job description your resume is targeting. No problem right? For instance, one of the no-nos on the list is â€Å"self-motivated.† But what if the job description asks for someone who is self-motivated and you know your resume will be going through an ATS (Applicant Tracking System) for screening? What if, by some stroke of misfortune, the job description contains the words â€Å"results-driven,† â€Å"team player† or â€Å"detail-oriented† – phrases I have banished from my resumes since day 1? I think that would be my worst nightmare. My point is: Do avoid these words, but do not do so at all costs. Sometimes exceptions need to be made. By the same token, just because a word is on the â€Å"best resume words† list doesn’t mean you should overuse it. Of course hiring managers want to see words like â€Å"improved† and â€Å"increased/decreased.† But these words can get very old very fast. Repeated usage of the same verbs can put your readers to sleep; so consider varying your language to keep them on their toes! Consider synonyms like â€Å"heightened,† â€Å"boosted,† â€Å"multiplied,† â€Å"accelerated,† â€Å"cut,† â€Å"shrank,† and other power verbs. I for one will use more colorful words until a report comes out with those words on the â€Å"worst† list. For a robust list of power resume verbs, check out my e-books, How to Write a WINNING Resume and How to Write a STELLAR Executive Resume. OK I won’t keep you in suspense any longer. Here’s CareerBuilder’s list of the worst words to use on your resume: Best of breed Go-getter Think outside of the box Synergy Go-to person Thought leadership Value add Results-driven Team player Bottom-line Hard worker Strategic thinker Dynamic Self-motivate Detail-oriented Proactively Track record And the words hiring managers want to see: Achieved Improved Trained/mentored Managed Created Resolved Volunteered Influenced Increased/decreased Ideas Negotiated Launched Revenue/profits Under budget Won The real lesson here is that hiring managers want to see results, not descriptions of your greatest characteristics, nor broad claims of greatness. The more you can convey the facts and numbers of your achievements, the better. Now do this: Check your resume. How many of the â€Å"worst resume words† are on it? Can you transform your resume into one that will keep a hiring manager reading for an entire †¦ two †¦ minutes? If so, you might be able to list â€Å"Won resume game† as one of your most impressive credentials. Category:Resume TipsBy Brenda BernsteinMarch 24, 2014 1 Comment Susan Gainen says: March 25, 2014 at 11:39 am Thank you for sharing this. Log in to Reply

Using Multiple Main Classes in Java

Using Multiple Main Classes in Java Normally at the outset of learning the Java programming language, there will be a number of code examples that are useful to compile and run to fully understand them. When using an IDE like NetBeans its easy to fall into the trap of creating a new project every time for each new piece of code. However, it can all happen in one project. Creating a Code Example Project A NetBeans project contains the classes needed to build a Java application. The application uses the main class as the starting point for the execution of the Java code. In fact, in a new Java application project created by NetBeans only one class included - the main class contained within the Main.java file. Go ahead and make a new project in NetBeans and called it CodeExamples. Lets say I want to try programming some Java code to output the result of adding 2 2. Put the following code into the main method: public static void main(String[] args) {int result 2 2;System.out.println(result);} When the application is compiled and executed the output printed is 4. Now, if I want to try out another piece of Java code I have two choices, I can either overwrite the code in the main class or I can put it in another main class. Multiple Main Classes NetBeans projects can have more than one main class and its easy to specify the main class an application should run. This allows a programmer to switch between any number of main classes within the same application. Only the code in one of the main classes will be executed, effectively making each class independent of each other. Note: This is not usual in a standard Java application. All it needs is one main class as a starting point for the execution of the code. Remember this is a tip for running multiple code examples within one project. Lets add a new main class to the CodeSnippets project. From the File menu choose New File. In the New File wizard pick the Java Main Class file type (its in the Java category). Click Next. Name the file example1 and click Finish. In the example1 class add the following code to the main method: public static void main(String[] args) {System.out.println(Four);} Now, compile and run the application. The output will still be 4. This is because the project is still set up to use the Main class as its main class. To change the main class being used, go to the File menu and choose Project Properties. This dialog gives all the options that can be changed in a NetBeans project. Click on the Run category. On this page, there is a Main-Class option. Currently, it is set to codeexamples.Main (i.e., the Main.java class). By clicking the Browse button to the right, a pop-up window will appear with all the main classes that are in the CodeExamples project. Choose codeexamples.example1 and click Select Main Class. Click OK on the Project Properties dialog. Compile and run the application again. The output will now be four because the main class being used is now example1.java. Using this approach its easy to try out lots of different Java code examples and keep them all in one NetBeans project. but still be able to compile and run them independent of each other.

Justice Antonin Scalia and the Doctrine of Original Intent Research Paper

Justice Antonin Scalia and the Doctrine of Original Intent - Research Paper Example What originalism is and the advantages of originalism as compared to other methods of constitution and statutes interpretation. He has also given reasons as to why he chooses to use the method of originalism over other methods which still prove to be efficient. Original intent is used in law as a theory that defines how the constitution and statutes should be interpreted. Original intent implies that when interpreting any text, the authors intent on that particular text, should first be determined so as to accomplish the purpose of that statute. Original intent assumes that a particular text has only one intended meaning (Scalia 23). Theoretical debates on the adjudication of the constitution have been there for a long time. There are all types of advocates who give different methods of interpreting statutes as well as the constitution and how the courts ought to do and what they ought not to do. Originalism is a method that has proved quite dominant in America (Levy 342). This metho d has been well embraced by Justice Antonin Scalia. Who is seen to fully embrace this method and further gives long justifications to help support the originalism belief. Justice Scalia Antonin insists that Original intent determines the meaning of the constitution. ... Scalia advocates for textualism with exceptional rigidity. Textualism refers to having statutes interpreted based on its normal meaning. Other critics say that textualism is more of political. All the same Justice Scalia Antonin appears to be more conservative as is evident in his service at the Supreme Court. Scalia agrees that text that is statutory is not necessarily inherent liberally neither inherently conservative as that depends on who wrote it. Originalists say that reading strictly of any text can only be found by giving an interpretation of the constitution by using the original intent of that particular constitution. Justice Scalia opts to use an originalism theory that is softer, that is to say, interpretation should be made based on the time of constitution adaptation. Scalia feels this is much stricter as compared to allowing attempts by Justices to decipher author’s intent. Textualism is what Justice Scalia advocates for since he believes that Intent ruling is a s ambiguous as a living constitution. He believes this allows greater discretion as compare to other methods of interpretation. According to the conservative originalists, rights are those made via the democratic process and written constitutionally together with its amendments. Justice Antonin Scalia does not quite agree with the living constitution idea or even agree to give power to the judiciary to even modify the constitutional. This means that Scalia’s originalist method is more of statutory interpretation of the text than the living interpretation of the constitution. Believing that the normal meaning of the statute should facilitate for