A Look At Mein Kampf essays

A Look At Mein Kampf essays I. INTRODUCTION.......................................................... 4 V. CONCLUSION.............................................................11 Throughout written history there have been a select few that through works, circumstance, or a combination of both, will remain on the minds and hearts of people for centuries to come. Incredibly this honor is not reserved only for those who symbolize love, kindness, and everything we should strive to be. We also have a morbid fascination with those who represent everything in our nature that is dark and cold. The only parallel that can be drawn between the two, is the uncanny familiarity with and utilization of certain human emotions, like a farmer harvesting only a few seeds, leaving the rest of the crop stunted or withered. For example, Jesus Christ harvested only love and compassion, leaving hates and fear stunted. Others were driven only by fear and hate. One such person is the subject of this paper; the subject is Adolph Hitler. It is my belief that what a person is willing to share publicly is a restrained expression of the depth of their emotions on a subject. At leas t that is the case with politicians like Hitler. Hitlers book Mein Kampf offers incredible insight into his beliefs and aspirations. I would like to share what I have taken form she study of this book, from both what is read and what is inferred. Adloph Hitler was born in the small town of Braunau-on-the Inn in the country of Austria. His father was a civil servant, and his mother a housewife. It seems obvious from the title of the first chapter of Mein Kampf In The Home Of My Parents, that Hitler is trying to belittle the fact that his birthplace is not Germany. And seemingly for those who may frown upon this, in several chapters he attests that Austria is synonymous with Germany and should be seen as such. Hitler also speaks about his earily fascination with ecclesiastic...

Exceptional Things That Great Teachers Do

Exceptional Things That Great Teachers Do All teachers are not created equal. Some are frankly better than others. It is a privilege and special opportunity when we have a great one. Great teachers go above and beyond to ensure that each child is successful. Many of us have had that one teacher that inspired us more than any other. Great teachers are able to bring the best out of every student. They are often energetic, fun, and seemingly always at the top of their game. Their students look forward to coming to their class each day. When students are promoted to the next grade, they are sad that they are leaving but armed with the skills necessary to be successful. Great teachers are rare. Many teachers are capable, but there are a select few who are willing to spend the time necessary to hone their skills enough to become great. They are innovators, communicators, and educators. They are compassionate, endearing, charming, and funny. They are creative, smart, and ambitious. They are passionate, personable, and proactive. They are dedicated, continuous learners who are gifted in their craft. They are in a sense the total teaching package. So what makes someone a great teacher? There is not a single answer. Instead, there are several exceptional things that great teachers do. Many teachers do a few of these things, but the great teachers consistently do them all. A Great Teacher Is Prepared:  Preparation takes a lot of time. Great teachers spend a lot of time outside of the school day preparing for each day. This often includes weekends. They also spend countless hours during the summer working to improve their craft. They prepare detailed lessons, activities, and centers each designed to maximize student learning opportunities. They create detailed lesson plans and often plan for more in a day than they typically can complete.Organized:  Being organized leads to efficiency. This allows great teachers minimal distractions and maximizes instructional time. Increasing instructional time will lead to an increase in academic success for students. Organization is about creating an efficient system to find resources and other materials quickly which a teacher needs. There are many different organizational styles. A great teacher finds the system that works for them and makes it better.A Continuous Learner:  They continuously read and apply the newest research i n their classroom. They are never satisfied whether they have taught for one year or twenty. They seek out professional development opportunities, research ideas online and subscribe to multiple teaching related newsletters. Great teachers are not afraid to ask other teachers what they are doing in their classrooms. They often take these ideas and experiment with them in their classroom. Adaptable: They recognize that each school day and each school year is different. What works for one student or one class may not work for the next. They continuously change things up to take advantage of individual strengths and weaknesses within a classroom. Great teachers are not afraid to scrap entire lessons and start back over with a new approach. They recognize when something is working and stick to it. When an approach is ineffective, they make the necessary changes.Constantly changing and never become stale: As trends change, they change with them. They grow each year they teach always improving across multiple areas. They are not the same teacher from year to year. Great teachers learn from their mistakes. They look to improve upon what has been successful and find something new to replace what has been not worked. They are not afraid to learn new strategies, technologies, or implement new curricula.Proactive:  Being proactive can stave off a lot of potential problems inc luding academic, discipline, or any other issue. It can prevent a small concern from turning into an enormous problem. Great teachers recognize potential problems immediately and work to fix them quickly. They understand that the time put into correcting a small problem is considerably less than it would be if it ballooned into something bigger. Once it becomes a large issue, it will almost always take away from valuable class time. Communicates:  Communication is a critical component of a successful teacher. They must be adept at communicating with several subgroups including students, parents, administrators, support personnel, and other teachers. Each of these subgroups must be communicated with differently, and great teachers are terrific at communicating with everyone. They are able to communicate so that every person understands the message they are trying to convey. Great teachers keep people informed. They explain concepts well and make people feel comfortable around them.Networks:  Networking has become a critical component of being a great teacher. It has also become easier. Social networks such as Google, Twitter, Facebook, and Pinterest allow teachers from all over the world to share ideas and provide best practices quickly. They also allow teachers to seek input and advice from other teachers. Networking provides a natural support system with those who share a similar passion. It provides great teachers with another means of learning and honing their craft. Inspires:  They are able to pull the best out of every student they teach. They inspire them to become better students, to maximize their time in the classroom, and to look towards the future. A great teacher takes an interest a student has and helps turn it into a passion making educational connections that will potentially last a lifetime. They understand that each student is different, and they embrace those differences. They teach their students that it is those differences that often make them exceptional.Compassionate:  They hurt when their students hurt and rejoice when their students rejoice. They understand that life happens and that the kids they teach do not control their home lives. Great teachers believe in second chances, but use mistakes to teach life lessons. They offer advice, counseling, and mentoring when necessary. Great teachers understand that school is sometimes the safest place a kid can be.Respected: Respect is earned over time. It does not come easy. Res pected teachers are able to maximize learning because they do not typically have classroom management issues. When they have an issue, they are dealt with quickly and in a respectable manner. They do not embarrass or berate the student. Great teachers understand you have to give respect before you earn respect. They are considerable and thoughtful to everyone but understand that there are occasions where they must stand their ground. Able to Make Learning Fun: They are unpredictable. They jump into character when reading a story, teach lessons with enthusiasm, take advantage of teachable moments, and provide dynamic, hands-on activities that students will remember. They tell stories to make real life connections. Great teachers incorporate student interests into their lessons. They are not afraid to do crazy things that motivate their students to learn.Going Above and Beyond:  They volunteer their own time to tutor a struggling student after school or on weekends. They help out in other areas around school when they are needed. A great teacher is the first to help a family of a student in need in any way they can. They advocate for the students when necessary. They look out for each student’s best interest. They do what it takes to ensure that each student is safe, healthy, clothed, and fed.Loving  What They Do:  They are passionate about their job. They enjoy getting up each morning and going to the ir classroom. They are excited about the opportunities they have. They like the challenges that each day presents. Great teachers always have a smile on their face. They rarely let their students know when something is bothering them because they worry it will affect them negatively. They are natural educators because they were born to be a teacher. Educating:  They not only teach students the required curriculum, but they also teach them life skills. They are in a constant state of teaching, taking advantage of impromptu opportunities that may captivate and inspire a particular student. They do not rely on a mainstream or boxed in approach to educate. They are able to take a variety of styles and mold them into their own unique style to meet the needs of the students that they have at any given time.

Insurance Fraud and its Perpetration Essay Example | Topics and Well Written Essays - 1750 words

Insurance Fraud and its Perpetration - Essay Example The individuals who are mostly found engaging in hard fraud include company executives, as well as employees. A corporate worker who engages in fraud will typically choose to defraud the insurance firm by taking bribes from physicians to validate false claims. Insurance agents could also participate in defrauding an insurance firm by not forwarding policyholder premiums to it, and instead of pocketing them while hoping that a claim is not filed by the policyholder. Hard fraud could also be perpetrated by con artists who create fake insurance firms and then proceed to collect premiums from gullible consumers. Such con-artists almost never pay claims. Once the numbers of claims being filed by policyholders reach a certain number, the defrauders will vanish with the company assets. Soft fraud is also referred to as opportunity fraud and takes place when a claimant overstates a genuine claim. For instance, a car owner who is involved in a minor incident where there is a ‘fender bender’ problem can exaggerate the claim (Karamouzis and Hallawell 2005). Soft fraud can also take place in the course of the underwriting process when consumers are invited to renew their coverage. In such an instance, the claimants could offer false information for the purpose of lowering the insurance premiums; thus increasing the possibility of their applications being accepted (Pontell 2005b). For instance, they could provide false information on the car’s mileage, provide a false garage location, or even add to the number of items that may have been stolen, in incidences of theft. The UK Fraud Act of 2006 actually strengthened the existing law on insurance fraud. It included the notion that people would be charged with fraud if they used fake representations, or even refrained from disclosing important information (Hoyer, Zakhariya, Sandner, and Breitner 2012).

Organizations relationsip in economics Research Paper

Organizations relationsip in economics - Research Paper Example The government achieves this by creating the conditions necessary for economic growth, which includes creating laws that encourage smooth business transactions and foster communication among various institutions, acting as a mediator between antagonistic parties, as the government does in labor disputes among other areas, and unifying various institutions for a common cause, which is the advancement of a particular group, i.e. "Australia" or "The United States." Organizations and the government's under which they are structured often have an adversarial relationship. According to Dowling and Schaefer, business and government are diametrically opposed, competing with each other for the same social capital. That is, they are the competing social structures upon which all modern societies are based.1 They write, The ideological essence of business is represented in the values of private property, societally diffuse decision making and market accountability; that of government, by contrast, is characterized by values of communal property, societally centralized decision making and political accountability. Societies structured on either of these ideologies reflect these values and characteristics. The conflict between business and government can be seen as a competitive institutional struggle as to the role each is to play within society. What domain each should have is a question that has dominated both theories of political economy and much pragmatic political activity. Socialism versus private or free enterprise, nationalization versus privatization, regulation versus deregulation and the relationship of public to private sectors are examples of the struggle.2 North writes in Institutions, Institutional Change and Economic Performance that the success of the Western economy is dependent upon cooperation, indeed, that it was the cooperation among institutions in the Western world that allowed it to become so dominant in the world economy.3 According to North, this wealth-maximizing behavior came about because the conditions were perfect for it. However, as social conditions change, institutions become less likely to cooperate with each other. He writes; We usually observe cooperative behavior when individuals repeatedly interact, when they have a great deal of information about each other, and when small numbers characterize the group. But at the other extreme, realizing the economic potential of the gains from trade in a high technology world of enormous specialization and division of labor characterized by impersonal exchange is extremely rare, because one does not necessarily have repeated dealings, not know the other party, nor deal with a small number of other people. In fact, the essence of impersonal exchange is the antithesis of the condition for game theoretic cooperation.4 North writes that solving this apparent paradox is the key to understanding how the Western economy fulfilled all of its potential. Indeed, it is clear that despite an antagonistic relationship, business needs government to keep up institutional cooperation as much as government needs business to maintain a place at the forefront of world civilization and maintain power on the international political stage. Cooperative behavior among the various institutions is necessary for successful economic growth, and one of the ways in

Decorating Appropriately Essay Example for Free

Decorating Appropriately Essay Ornament, is generally defined as a decoration used to embellish parts of a building, has also been a controversial debating topic when architecture was introduced to the Modernism period. Throughout the 1920s and 1930s, absence of ornaments became a hallmark of Modern architecture and equated the moral virtues of honesty, simplicity and purity. Le Corbusier, one of the prominent modernist figures, had always supported the ideals of simplistic and honest design. He blamed the deceit in ornamentations as it disguised the flaws in manufacture. However by the mid-1950s, he broke his own rules by producing several highly expressive, sculptural concrete works due to his realization of ornaments could equally serve practical purposes in architecture. In the essay Decorating Appropriately, French architect and theorist Eugene-Emmanuel Viollet-le-Duc unfolded numerous clear ideas about how and in what circumstances ornament should be employed by looking at different approaches to ornamentation in the cultures of Egypt, Greece and the Middle Ages. The first and perhaps the oldest approach is the natural ornament adopted by the ancient Egyptian culture. Ornaments were inherent in the building’s material and they took the forms from the natural world and decorated with the images of it. The second approach of ornamentation is the result of ancient Greek civilization. Many new forms of ornaments were created at that time and they served to articulate the building visually, organizing it into a series of coordinated visual units that could be comprehended as a whole. Viollet-le-Duc believed this approach is the most rational because its fitness and clearness have unified the entire structure. Aside from the Parthenon mentioned in the essay, the Temple of Hephaestus is another example that belongs to the second approach of ornamentation. Only 18 of 68 metopes of the temple were sculptured and they were mostly located on the east side of the structure, the rest of the metopes were painted. The third ornamentation system appeared in the Middle Ages, it was a system derived from the Egyptian and the Greek approaches yet developed differently regarding to the composition. Although colossal sculpture and bas-relief were not allowed, figures are grouped and concentrated to create a scenic effect and dynamic contrast between the rich and plain parts. Viollet-le-Duc appreciated this system remarkably in his essay as it provided the greatest variety of expression that can be achieved. In conclusion ornamentation functions beyond a decoration but equally a cultural reference, a symbolic communication, a suggestion of individuality, as well as design tactics for establishing scales, signaling entries and aiding direction finding. The notions suggested by Viollet-le-Duc on the application of ornaments should be considered as very valid and still applicable to architectures today. Ornamentation should always engage in the building structure as a whole to create sympathy between ornament and structure so that each enhancing the value of the other. From the ancient Egyptian time to the current technology-dominated era, ornament continuously evolves to have a broader meaning and different definition. Historically the surface behind the ornaments has been seen as a background wanted to be wore. The technology and software at our disposal now gives us enormous control over the form and therefore ornaments and structure are no longer an individual unit. One of the greatest examples would be the residential tower in Dubai designed by Zaha Hadid, which the skin is perforated with hundreds of geometric openings in an amazingly complex arrangement producing a graphically elegant facade treatment. As the tower rises, the frequency of openings becomes greater so that the cladding becomes lighter as it reaches up toward the sky. Today ornamentation has been integrated into architecture structurally and conceptually. Whether we are about to enter a digital age with the intellectual ornament that has been substantially altered, a century after Viollet-le-Duc’s great polemic, his considerations are still truly applicable to the architecture in the present days.

Rasputin Essay -- essays research papers

Gregory Efimovich Rasputin is one of the most debated characters of the 20th Century. Thousands have discussed whether Rasputin was a holy man who came to the aide of the royal family or more simply, a cheat who thrived in womanising and in truth, a man who had a debauched sexual appetite. After all the word "Rasputin" in Russian mean "the debauched one". But in the following pages, I will try to explore a better side of Rasputin; I will attempt to give an accurate analysis of Rasputin and let the facts prove who Rasputin was. On 10 January 1869, in the midst of a harsh winter, Gregory Efimovich Rasputin was born in the Siberian village of Pokrovskoye. Little is known of his background. His father, Efimy, was a farmer of moderate success, married to a wife, Anna, who had already provided him with an older son, Dimitri. Although later enemies were to allege that Rasputin's surname was in fact an insult meaning "debauched" in Russian, it had been the family name for years, derived from the word for a fork in the road. Pokrovskoye perched on the banks of the Tura River in Tobolsk Province; Pokrovskoye was a typical Russian peasant village where few if any were educated and town’s people were religious, narrow minded and fearful. When Rasputin was eight years old, he suffered his first tragedy. He was playing with his older brother along the banks of the Tura when Dimitri fell and was drowned. Shortly thereafter, Rasputin began to startle his fellow-villagers by making amazing predictions. In one incident, Rasputin correctly identified a horse thief. As a teenager, Rasputin paid a visit to the local Verkhoturye Monastery. Here he encountered not only the Orthodox Church he had known from his childhood but also a number of heretical sects. Principals among these were the Khlysty and the Skopsty. The first group held that only through sin could one truly repent and receive God's grace, while the second believed that if a penitent studied long enough, it was possible to attain a semi-divine nature and escape earthly judgment. When Rasputin returned to Pokrovskoye, he was a changed man: he impressed his fellow villagers with his impressive religious exhortations, spiced up with half-understood bits of doctrine he had picked up at Verkhoturye. Contrary to common belief, the "monk" Rasputin was in... ...holas had set a path to glory for Nicholas, who himself is man of poor intellect. Tsarevich Nicholas Alexandrovich. At the time of his father's death in late 1894, Nicholas was an inexperienced youth wholly unprepared for the great task destiny had placed on his shoulders. Nicholas II was barely twenty-six years old at the time of his accession. During his son's golden youth, Alexander III did not allow his son Nicholas much participation in affairs of government. It is likely that Alexander III feared that his eldest son was not intellectually capable of handling the inheritance that was rightfully his. Therefore, the father kept postponing the son's introduction in to the daily running of Russia. Not one person, most of all Alexander III, ever imagined that this young and inexperienced Romanov would ascend the throne as early in life as he did. Czar Nicholas II’s mother Czarina Maria-Feodorovna was nortorouis as a mother who did not allow her children to grow. Therefor a ltering the young Czar’s behaviour to that all would regret. As Leon Trotsky once said: "His ancestors did not bequeath him one quality which would have made him capable of governing an empire"

A Review on Lifeboat Ethics Essay

Lifeboat ethics: the case against helping the poor is a famous essay written by Garret Hardin, a human ecologist in 1974. This article aims to re examine the lifeboat ethics which was developed by the author to support his controversial proposal. In the theory, the world is compared to a lifeboat with a carrying capacity of 60. There are totally 50 people on board, representing comparatively rich nations, while the 100 others swimming in the ocean outside the lifeboat stands for the poor nations. To solve the dilemma of whether the swimmers should be allowed to climb aboard at the risk of lifeboat’s safety, Hardin suggested that no admission should be granted to boat, or to interpret it in a straight way, no humanitarian aids should be offered to the poor countries. Regardless of the additional factors which the author took into consideration from the real world in the essay, in my opinion, the basic metaphor itself is questionable. Firstly, the status of the lifeboat is not an accurate reflection of reality. Arguably, natural resources of the earth are finite, however, this does not equal to the scarcity of resources in the control of the rich nations. On the contrary, nowadays in the developed countries, what the rich have used is out of proportion to their actual needs, which not only leads to colossal waste each year but also creates disposal problems. A familiar example is the popularity of losing weight among the western world, which is not solely a way of pursing beauty but also a clear indication of the growing number of obese people who consume food excessively. In contrast, in the third world especially poverty-stricken nations like Ethiopia, millions of people are filled with untold suffering. They drag themselves on the street from day to day, begging for only a slice of stale bread. Due to the unfair distribution of resources caused by the affluent people’s favorable political position, most rich nations currently obtain more than enough resources and they are still casting their greedy eyes on the untapped poor regions. In the light of the facts above, in the lifeboat metaphor people on board actually occupy  more room than normal and the real carrying capacity of a lifeboat is more than 60. With no admission given to those swimmers who are in need, the room is not allocated â€Å"to each according to his needs†, a principle the author cited in explanation of the rationale behind the lifeboat ethics. The second doubtful point is related to Hardin’s computation of conscience. In defense of the survivors’ guilt arising from not helping the poor, he claimed that â€Å"the net result of conscience-stricken people giving up their unjustly held seats is the elimination of that sort of conscience from the lifeboat†. He defined guilty about one’s good luck as a type of conscience and the newcomer’s lack of guilt about the rich people’s loss as conscience drain; but the author deliberately omitted the morality of rich people’s indifference to the poor asking for help. Counting the negative effects on total conscience in the lifeboat if no rescue is attempted, the final solution to the lifeboat dilemma might be changed. Essentially, the author’s negligence of social injustice against impoverished people and the ethical issue indifference is just a result of his bias for the rich countries. To improve the general population quality, the author repeatedly emphasized the necessity of reproduction control in poor nations and increasing the proportion of rich nation’s population. This suggestion in fact is based on the assumption that the people in rich nations are innately superior to their counterparts in poor countries, which is an apparent violation of the creed that everyone is born equal. In conclusion, the poor people should not be the sacrifice of the population growth in the developed regions. Logic and rigorous as the essay Lifeboat ethics: the case against helping the poor may appear to be, the author wrote more on behalf of the countries on board, group of which he belonged to. The author urged people to get rid of sentiment and make rational decisions, but ironically he himself deceived his mind with prejudice and sense of superiority.

Quality management Essay

Dialogue 2: Identify two (2) thought leaders relative to quality management. Research each to determine their core ideas and contributions. Synthesize your thoughts about each into a one paragraph (per leader) that contains important and meaningful statements about each thought leader, their contributions, and the relevance of the contribution today regarding the work of project managers. Joseph M. Juran Dr. Juran devoted 70 years to his books, thoughts, and life work revolutionizing the philosophy of total quality management. His developed quality management ideas work around the quality trilogy of Quality Planning, Quality Improvement, and Quality Control. Through the Juran Institute, Dr. Juran has maintained the capability to continually broaden the experiential learning of economist, scientist, and engineers around his work. Dr. Juran’s teachings and guidance focus efforts on the customer and their needs, optimizes the product for those individuals, optimizes the processes involved, and ensures that the process will actually produce the product. Dr. Juran understood that the human component (the customer, the manager, the scientist, the engineer) was an integral piece of the quality process. His lessons contributed to the rise of the Japanese economy after his hands on workings with the Union of Japanese Scientist and Engineers. The push of information today has allowed th ese theories to flourish. Customer satisfaction is an ever pressing position for large and small businesses. Today’s managers would be hard pressed to understand the human factor, if individuals like Dr. Juran did not lay the ground work to focus efforts on the human factors. Genichi Taguchi Taguchi was a Japanese Textile Engineer that understood the processes and influences of small and large businesses. He realized there were variables within management’s control and others that we not. His major contributions/theories were the following: The Loss Function- an equation to quantify the decline of a customer’s perceived value of a product, as the quality declines; Orthogonal Arrays and Linear Graphs- tools to identify and isolate the items concerned when dealing with effective costs and time; Robustness- the identified course of developing products and processes that perform uniformly regardless of the uncontrollable forces.

Gone With The Wind essays

Gone With The Wind essays I read a lot and I have many books that I like, but one of my favorites is Gone With The Wind. It is written by Margaret Mitchell. Book tells a story about a woman called Katie Scarlett OHara and there are also two films based on the book. Main characters are Katie Scarlett OHara, the eldest of three O'Hara daughters, her sister Susan Eleanor (Suellen) and Caroline Irene (Carreen), their parents Gerald and Ellen, Melanie, Ashley Wilkes, Charles Hamilton, Frank Kennedy and last but not least Rhett Butler. At the beginning Scarlett lived with her parents, she was most popular girl at neighbourhood and her biggest problem was how to dress up next day. But the war started and all men went to enlist. Scarlett married to Charles Hamilton, but after two month Charles died of pneumonia. After two years in Atlanta, Scarlett came back to home, Tara was dirty and damaged, but standing, because it was used as a Yankee headquarters. Scarlett finds out that her mother died, and so she was the only one that the family can depend on, because his father Gerald wasnt himself anymore: he thaught that Ellen is alive. Then she vows her famous line, "As God as my witness I will never be hungry again." In 1865 the war is finally over, but Scarlett needed 300$ for taxes of Tara and she had to marry to Frank Kennedy. But their marriage was quite short, because Frank was killed. After it, Scarlett married to Rhett Butler. Rhett was the only one, who really loved Scarlett the way she was. As Melanie died, Scarlett realized, that her love for Ashley never existed, and that she really loves Rhett. She rushed home to tell him, but it was too late. The book told that land is the only thing that lasts and the only thing worth fighting for. It told also about relationships, civil war in America and civilization gone with the wind. ...

Free sample - P3 DB. translation missing

P3 DB. P3 DBThe incorporation of the bill of rights refers to the process by which the supreme court has applied sections of the Bill of Rights of U.S. to the states (Breyer, 2005). Before this incorporation, the bill of rights applied only to the federal government. The incorporation was to the effect that the states and local authorities now obey the incorporated protections and prohibitions. This is courtesy of the due process clause of the fourteenth amendment (Breyer, 2005). Some protections available to criminal offenders through the bill of rights have not been incorporated so states are not required to follow them. These include the right to indictment by a grand jury (Madison, 2008). This is quite evident since the constitutions of many states provide for indictment by grand jury contrary to the bill of rights. This especially happens when the case involved is a serious crime (Madison, 2008). The right to jury trial in civil cases has also not been incorporated. This is a right that allows juries to search for facts concerning the case while the determination of the case is left to be done by the judge (Madison, 2008). The jury basically listens to the case, evaluates the evidence presented before it to find facts and then makes a decision following the rules governing them as well as the law. Lastly, provisions for protections against â€Å"excessive† bail and â€Å"excessive† fines have not been incorporated and therefore not observed by the states (Madison, 2008). Substantive law focuses on the substance of the matter. Essentially, it defines how facts in the case are supposed to be handled and how the crime is to be charged (Kelvin, 2004). Substantive protections seek to reserve the individual’s authority to possess particular things even though the intention of the government may be to the contrary. Substantive due process requires that the police should make criminal defendants aware of their rights before any interrogation is made (Kelvin, 2004). For instance, the defendant should be informed of his/her right to remain silent as any information given would be used as evidence against him/her. This right is provided for in the fourth amendment (Kelvin, 2004). Procedural law on the other hand focuses on the process that the case will follow. It focuses on how proceedings as far as the enforcement of substantive law will take place (White, 2000). This process ensures fair administration of the law in order to eliminate arbitrary as well as unreasonable decisions. Procedural rights emphasize on fairness hence the government can lawfully take away freedom , life or property of an individual if the law says so be done (White, 2000). Procedural protection therefore gives defendants the right to be informed adequately of the particular charges or proceedings, the right to be heard as these proceedings are carried out, and the right to an impartial judgment from however is handling the case (White, 2000). In a nut shell therefore, substantive law is concerned with the creation, definitions and the regulation of rights while procedural law is concerned with the enforcement of these rights as well as redress in the event that the rights are violated (Kelvin, 2004). Protections which are substantive include: freedom of speech, and right to privacy while procedural protections include: the right to adequate notice of a law suit, the right to be present as testimony is given, as well as the right to have an attorney (Kelvin, 2004). References Breyer, S. (2005). Active Liberty: Interpreting Our Democratic Constitution. New York: Knopf. Kelvin, R. (2004). Scalia Dissents: Writings of the Supreme Court's Wittiest, Most Outspoken Justice. Washington: Regnery Madison, A. (2008). A Dummies Guide to Understanding the Fourteenth Amendment . New York: Routledge. White, G. (2000). The Constitution and the New Deal. Cambridge: Harvard University Press.

Container Store Essay Example | Topics and Well Written Essays - 250 words

Container Store - Essay Example The analysis of the container store shows that they do not follow a single motivation theory; rather they shape these theories as per the needs of their organization. Container store not only has great employees but also has great leaders who have not only self actualized but also know how to get maximum output from others. Moreover, these leaders have created a highly rewarding and motivating environment for the employees. Also, it is the open communication at the container store which makes it one of the top 50 companies to work for. The container store fulfils all of Maslow’s hierarchy of needs. The physiological needs are fulfilled by high wages. Safety needs are fulfilled with the help of an environment where proper values are instilled. Moreover, Social needs are fulfilled because of the love and appreciation they get in the friendly and family like atmosphere. Recognition given to the employees for their small or large endeavors fulfills their esteem needs. Furthermore, employees work on self actualization because they are motivated to use their full potential. This can be proved by the number of part time employees who have turned into full time employees because of the satisfaction and motivation they got at the container store.