Columbine Massacre Speech Essays

Columbine Massacre Speech Essays Columbine Massacre Speech Essay Columbine Massacre Speech Essay â€Å"Fun† in Littleton Specific Purpose: To inform my audience about the horrible tragedy of the Columbine Massacre. Introduction: It was Tuesday, April 20, 1999. It was an exciting day for me in the fourth grade when I turned 9 years old. However, the people of Littleton, Colorado remember that day as something more and definitely less exciting than my birthday was. On April 20, 1999 Littleton Colorado experienced what we now know as the Columbine Massacre. Two seniors at Columbine High School, Eric Harris and Dylan Klebold completed this act killing 12 students, 1 teacher, and injured 21 others before committing suicide. Why would anyone want to commit such a horrific crime? Today I am going to talk to you about the boys and their preparations, the massacre itself, and the aftermath. Transition: I will begin by describing the yearlong preparation that Eric and Dylan completed. In January of 1998, the boys were caught stealing a car. While they were completing volunteer hours, seeing counselors and convincing everyone that they were sincere; they were actually also making elaborate plans for a massacre at their high school. According to About. om, a year before the shooting, Eric and Dylan wrote about killing and retaliation in each other’s yearbooks. Within that year, the boys purchased many types of firearms and searched the internet finding ways to make advanced bombs. They planned to set the bombs for 11:17am in the cafeteria where over 500 students would be. They wanted to kill as many people as possible. After the massacre, the FBI found journals filled with Dylan and Eric’s detailed plans. There were illustrations of people in trenchcoats including where everything would be carried from knives to bullets. Also, from www. columbinesite. com, they show a page from Dylan’s journal including the schedule of events to occur. Even though the massacre wasn’t as large as intended, the boys spent a lot of time preparing for the attack at Columbine high school. Transition: Now that I have discussed the intense preparation involved with the event, I will continue to put in plain words the details involved with the actual massacre. Dylan and Eric arrived at their high school at 11:10am on April 20th, 1999. They proceeded to enter the school with two duffel bags full of two 20-pound bombs and put them in the cafeteria. No one noticed the bags because they blended in with everyone else’s backpacks. The boys left the school and waited for the explosion. Time passed and nothing happened. After warning a classmate in the parking lot to go home, they decided to go into the school. Within a few yards of the school, they made their first few shots at Rachel Scott and Richard Castaldo. Rachel was killed instantly and Richard survived but was severely injured. Dylan and Eric advanced into the school where their second encounter was with three boys leaving the cafeteria. They shot them all eventually killing one. A teacher heard the commotion and assuming it was some sort of senior prank, she told them to knock it off. She and another student were shot and injured. The teacher ran down the hall and ran into the library to warn students to take cover. Eric soon after had an encounter with a police officer and the police officer realized he needed to call for help. The boys continued to fire down the hall-ways and in the cafeteria injuring many other students including teacher, Dave Sanders. Dave made it into a science classroom where they attempted to assist him and put a sign in the window reading, â€Å"1 bleeding to death. Because of the excessive bleeding and lack of medical attention for a long period of time, Dave died. Moments later, Eric and Dylan advanced to the library where they would murder many more. One of the most memorable instances was with Cassie Bernall. She was hiding under a table when according to www. about. com, Eric banged on the table looked underneath saying,  "peek-a-boo† before shooting Cassie in the head and killing her. It was also debated whether or not Cassie was asked if she believed in god before being shot. The boys also managed to injure many others in the library, killing 9 of them. They wandered around the school for about 20 minutes doing foolish things before returning to the library. After shooting out the windows, the two shot themselves around 12:08. However, because no-one saw them commit suicide, it took quite some time for police to clear the building. Transition: You have now heard some of the basic details about the massacre, and I will continue on with the after-math of the horrible tragedy. Some may believe that Eric and Dylan targeted certain people. However, no matter their intentions, they killed a diverse group of people. Some were nerds, actors, jocks, freshmen, and seniors. Because of this, no one knows why the two would commit such a horrific crime. According to the article, â€Å"In sorrow and disbelief,† the students planted crosses nearby for the memorials of students killed. There are four pink crosses for the girls, nine blue crosses for the boys, and two black crosses farther away, for the killers. This led to controversy because some people did not think they should have memorials for the killers. Eventually, the two black crosses were removed. In response to columbine, new gun control laws were passed, and school security around the country was improved. I have now told you about the preparations, the massacre itself and the aftermath of the horrible tragedy in Littleton, Colorado. Columbine high school was a nice high school in a fun city, probably similar to a high school in Overland Park. The massacre should open our eyes and realize that it does not have to be a low-class high school for terrible things like this to happen. It is important to recognize the acts of potential shooters so that situations like this do not continue to happen. Columbine massacre was a serious and life-changing event that people will forever remember.

The American Experience Discussion Questions Essay

The American Experience Discussion Questions - Essay Example This legitimacy has been questioned over the years by various leaders such as Nelson Mandela who was quoted as saying "if there is a country that has committed unspeakable atrocities in the world, it is the United States of America (Nagasaki and Hiroshima)"(Daily News, NY). The view of the role the U.S. has taken on has changed from positive to negative. The United States recently has taken on the role of hated and despised despite the fact that the U.S. has contributed billions in aid to other countries and sent in troops to support emerging democracies (Afghanistan and Iraq). There were many scientific advances made during World War II that affected the outcome of the war. By far medical care for wounded soldiers made tremendous leaps during the war. Medical care was designed to "conserve the strength and efficiency of the fighting forces so as to keep as many men at as many guns for as many days possible."(World War II Encyclopedia). Scientists created a better blood substitute called serum albumin and eventually science brought whole blood to the field or field hospitals to be given to wounded servicemen. With this advance more servicemen made it from the battlefield to the field hospitals and hospital ships for further life-saving care. Other advances such as treatments and preventives (DDT and Quinine) for malaria were developed.

Forensic case portfolio Study Example | Topics and Well Written Essays - 2750 words

Forensic portfolio - Case Study Example The field of digital forensic analysis has various techniques that are critical in the identification, preservation, extraction, and documentation of digital evidence. The process of digital forensic is useful in solving criminal activities that touch on the use of computers (Casey, 2011). As a computer forensic, handling criminal involving computers is process of applying various procedures and practices that constitute best practices in digital forensics. This paper outlines the process of collecting digital evidence from the crime scene after the police called the digital forensic investigators. The paper outlines the digital forensic process applied on the photo show appendix A. the photo represents the area where the police officers believe a suspect took part in viewing and distribution of child pornography. On 10 December 2012, our computer forensic department received a request for computer forensic analysis. The local district police had sent the request to the head of the d epartment after they had a suspect in custody. The suspect was behind the bars after the police received two complains from the suspect neighborhood that the suspect, Lee Oswald Havey, took part in distribution of child pornography. The request from the police was usual since the police also rely on the work of digital forensic analyst to collect digital evidence that is admissible before the courts of law. While computer forensic is of great value to investigators dealing with digital crime, such as seen in appendix A, there are many legal issues that are critical in any crime scene. Before working on the request, the department had to verify that the police had filled the appropriate forms requesting for the service. In addition, the department requested the police to furnish a copy of the warrant allowing for the seizure of computer hardware and other evidence that could link the Havey to the crime. The role of the warrant was critical since the Fourth Amendments protect all Amer ican citizens’ seizure or search unless police officers have probable cause of committing crime. As per the request, the request was in order and the investigators proceeded to carry the investigation at the crime scene. The investigators arrived at the home of the suspect the police showed them the room they suspected Havey to have used in watching and distributing child pornography. The room was dark with lights that were dim, but the investigators could still see the room. The room had two tables on the right and both had computer and other material. The first table had two computers under the desk with one being a Dell Vostro and another generic computer. The system units of these two computers were under the desk, but the user had switched them off. On the left desk were two sony 17’’ TFT screen. Both screens were connecting to the computer, but switched off. The same table also had a keyboard and a mouse. Beside the mouse were a USB thumb drive, mouse, and a notebook with a pen beside the book. Just beside the Sony TFT screen was some pieces of paper with some writings. There was a digital disk on the table, which appeared to have been in use. In addition, one of the screens had a sticky note attached to it with the note having some writings. The other screen also had some cables placed besides the base of the screen. The cables were the ends a microphone that was hanging off the table (the picture does not show the microphone hanging from the table). The second table had several items, as well. The

Police Misconduct Essay Example for Free

Police Misconduct Essay Police brutality is the use of excessive force by a police officer. â€Å"Police brutality is a civil rights violation that occurs when a police officer acts with excessive force by using an amount of force with regards to a civilian that is more than necessary† (Police Brutality, 2013). Police corruption is the misuse of authority by a police officer, including a range of actions encompassing an officer’s misuse of his or her authority for personal gain. Police corruption is one kind of police misconduct; however, police misconduct includes any deviant behavior by a police officer including the taking of bribes, and participating in illegal activities such as gambling and prostitution (Grant Terry, Chapter 11, 2008). Some aspects of police brutality, police corruption, and police misconduct go hand-in-hand; for example, police corruption and police brutality are both forms of police misconduct. Some recommendations that I would make to decrease police brutality, police corruption, and police misconduct would include developing clearly written anticorruption and misconduct department policies and procedures and following through with disciplinary actions when those policies are violated; I would also recommend the developing or expanding of department’s internal affairs divisions with a focus on internal corruption and misconduct investigations, as well as increasing the responsibility and authority of non-internal affairs supervisor to take action against corruption and misconduct. References Police Brutality. (2013). In US Legal. Retrieved from http://definitions.uslegal.com/p/police-brutality/ Grant, H.B., Terry, K.J. (2008). Law Enforcement in the 21st Century (2nd ed.). Retrieved from The University of Phoenix eBook Collection database.

Essay --

First Aid has a history that dates only 120 years ago, in 1837 the skills of first aid was first introduced to civilians by Woolwich ,London, and Colonel Frances Duncan. (Pearn, 1994 ). First aid was commonly used during the world wars. Today it is used nationwide and there are many different types of first aid treatment. Some different types of first aid treatments are animal bites, burns, cuts, shock, poisoning and insect bite and sting. (Chennai, 2014 ). Animal Bite First Aid Animal’s bites can come from not only dogs but from wild animals also like rabbits, squirrels and skunks. When you are treating these type of bites you want to consider how minor or major the bite is. How to classify a bite as a minor bite you want to look at the bite and determine if the bite barley breaks the skin. (Noseworthy, 1998-2014 ). If you don’t have any sign of rabies it is consider a minor bite. The way you would want to treat a minor animal bite is to wash the biting area thoroughly with soap and water. You also want to apply an antibiotic cream to prevent any infection and cover the bite with a clean bandage. (Noseworthy, 1998-2014 ) If a bite is considered a deep wound it means that the animal bite created a deep puncture of skin or the skin is badly torn and bleeding. The way you would treat these would be to apply pressure with a clean, dry cloth to stop the bleeding you should also see your doctor if bleeding gets worse. (Noseworthy, 1998-2014 ). If you notice signs of infection such as swelling, redness, and increased pain or oozing you are not to treat it but go immediately to your doctor. However if you suspect the animal that bit you has rabies you shouldn’t try to treat it yourself you should see your doctor immediately to treat it.... ... to direct someone to call 9-1-1 and get the AED. Once this is done you begin your chest compression this time you are to use the thumb circulating method in the same place you would if you were doing an adult CPR. (Nina Beaman, 2013).This time with child and infant the compression are five cycles of fifteen and one and one half deep and four centimeters and one hundred a minute. The breaths are still two but u want to give the child or infant enough breaths so that it fills the chest cavity just enough. Remember to count out loud so if help come they can know how many breaths and compressions you already made. (Nina Beaman, 2013). In conclusion knowing first aid and CPR and knowing the procedures could help save a life one day. It can you on the other side of the first aid or CPR to treat the patient that is suffering with the same way you would want to be treated.

Class conflict in A Streetcar Named Desire Essay

Class conflict is represented throughout the play, A Streetcar Named Desire in various ways through characters, symbols, ideas and language. Characters such as Blanche, Stella, Mitch and Stanley are used throughout the text to represent the upper and lower classes, as well as the conflict between the two classes. Symbols, ideas and language help to define the different classes as well as helping to represent the conflict between classes. The language (dialogue) of the characters, symbolic use of names, animal imagery and colour (clothes) and the ideas of cultural capital help to define what the lower and upper classes are. A Streetcar Named Desire by Tennessee Williams was written in 1947. The story takes place in New Orleans, and can be read as being during any year between May and September. The story revolves around Blanche Dubois and her conflict with Stanley Kowalski. Blanche’s character represents the old aristocratic south and the upper class of the play through her manner and cultural capital (her education and sophisticated dialogue). She’s cultivated and bound by heritage (Belle Reve) and tradition. The upper class is associated with intellectual strength. Stanley represents the new industrial south and the lower class of the play through his job at the steel mill, use of slang and his ignorance. His society is based on force and ingenuity. The lower class is associated with physical strength. From the beginning, the conflict between the two classes is prominent. The working class is predatory and survives and triumphs with two elements, which the upper class lacks, vitality and strength. The conflict of class is evident and we see how Blanche and the old south are fragile, and it’s only a matter of time before Stanley, the new south crushes it’s opposition. Class conflict is effectively represented through clothes and the symbolic use of colour and animal imagery. The conflict becomes evident during the first scene when we first meet Blanche and Stanley. Blanche is dressed in her white proper clothing (â€Å"†¦She is daintily dressed in a white suit with a fluffy bodice, necklace and ear-rings of pearl, white gloves and hat†¦Ã¢â‚¬  Scene One), whilst Stanley is dressed in dirty denim work clothes (â€Å"†¦roughly dressed in blue denim work clothes†¦ carries his bowling jacket†¦Ã¢â‚¬  Scene One). Blanche is often dressed in white, pale, timid  colours, whereas Stanley is dressed in bright bold colours. Stanley’s bright colours overpowers Blanche’s pale colours. Blanche is symbolised as the aristocratic moth and Stanley the common cave man. The symbol of colour helps the reader construct the inevitable doom of the fragile upper class (Blanche) by the strong lower class (Stanley). These symbols of colour and animal imagery related to each character, helps reinforce the conflict between the Old South (upper class) and the New South (lower class). The language (dialogue) of each character and symbolic use of names help in constructing ideas of class conflict in this play. Blanche speaks in a quiet, refined voice and uses sophisticated language (â€Å"†¦- Only Poe! Only Mr Edgar Allan Poe! – could do it justice!† Scene One, Blanche). This constructs Blanche to be fragile and vulnerable, with the cultural capital of sophistication. Blanche uses her speech on a high level, searching for values and reflecting education in her manner. Stanley yells and hollers and uses unsophisticated language. (â€Å"[Bellowing]: Hey, there! Stella, Baby!† Scene One, Stanley) Stanley’s speech is often dotted with exclamations and short, to the point sentences. Stanley uses his speech to express his wants, likes and dislikes. This further constructs Stanley as loud and strong. Blanche is shown to be singing throughout the text, which in turn aggravates Stanley. This further shows the conflict between the two charact ers through language (dialogue). The use of names in this play helps in constructing the separate classes. The names Blanche Dubois and Stanley Kowalski help construct different representations of class. The name Blanche means white and creates the irony of Blanche not being as white and pure as her name represents. In contrast the name Stanley offers no specific meaning in relation to meaning in the play. Secondly the name Dubois sounds aristocratic, with a possible proud heritage, whereas the name Kowalski sounds more modern. A Dubois speaks softly and flittingly, as the name is pronounced, whereas a Kowalski speaks loudly and brutally as the name is said. Kowalski’s enjoy loud, rowdy poker parties, whilst Dubois’s wince and prefer teas, cocktail parties and luncheons. The names of these two characters help in constructing the conflict between the two classes. The dialogue of Blanche and Stanley and the symbolic use of names help to construct class conflict in the play, A Streetcar Named Desire. Stella represents the old south being converted by the new south. Blanche fights for Stella to come back and be part of the old south again, accusing Stella of being blinded by desire for Stanley (â€Å"What you are talking about is brutal desire – just – Desire!† Scene Four, Blanche). Elysian fields is described as having an atmosphere of decay. This scenery is contrasted to the image of white pillars at Belle Reve. This contrast is to highlight the difference in the world Stella has chosen (lower class lifestyle), and the world she was brought up in (upper class lifestyle). Colour is used by Stanley to keep Stella part of the new south. (â€Å"†¦You showed me the snapshot of the place with the columns. I pulled you down of them columns and how you loved it, having them coloured lights going!† Scene Eight, Stanley). The class conflict between Blanche and Stanley is evident, through them trying to convert Stella. The idea of cultural capital is important when discussing class in the text. Blanche, Stella and Mitch possess an aspect of cultural capital. Blanche and Stella have cultural capital through their education, manner and heritage. Mitch is seen to be in between the old and new south. He holds his own cultural capital, enjoying the finer things of life, like poetry and music. We see how Mitch feels at ease when he is with Blanche, because of his love for the arts. Blanche, Stella and Mitch are also quite polite and have that air of gentility. Alternately Stanley is the only ‘main’ character to be without cultural capital. He has no manners and is rough and tough (â€Å"Mr Kowalski is too busy making a pig of himself†¦Ã¢â‚¬  Scene eight, Stella). He doesn’t value tradition or gentility. He values alcohol, violence and desire. Through cultural capital we see the conflict between the classes and their values. The use of language in the play works effectively to define between the two classes. The lower class is associated with slang, whilst the upper class is associated with sophisticated language. The symbolic use of names, animal imagery and colour are important in also contrasting between the two classes. Finally the idea of cultural capital works in highlighting the class conflicts between the upper class or old south and the lower class or  new south. In A Streetcar Named Desire the conflict of class is evident and we see how Blanche, the aristocratic south is fragile, and it’s only a matter of time before Stanley, the industrial south destroys every shred of Blanche, the old south.

The Difference Between an Embassy and a Consulate

Due to the high level of interaction between countries in our interconnected world of today, diplomatic offices, such as embassies and consulates, are needed in each country to aid in and allow such interactions to occur. Ambassadors are their countrys government representatives abroad in matters between the two countries. These offices also provide services for potential emigrants and international travelers. Although the terms embassy and consulate are often used interchangeably, the two are different. Definition of an Embassy An embassy is larger and more important than a consulate and is described as a permanent diplomatic mission, which is generally located in a countrys capital city. For example, the United States Embassy in Canada is located in Ottawa, Ontario. Capital cities such as Ottawa, Washington, D.C., and London are home to nearly 200 embassies each. An embassy is responsible for representing the home country, for handling major diplomatic issues (such as negotiations), and for preserving the rights of its citizens abroad. The ambassador is the highest official in the embassy and acts as the chief diplomat and spokesperson for the home government. Ambassadors are typically appointed by the highest level of the home government. In the United States, ambassadors are appointed by the president and confirmed by the Senate. Usually, if a country recognizes another as being sovereign, an embassy is established to maintain foreign relations and provide assistance to traveling citizens. Embassy vs Consulate By contrast, a consulate is a smaller version of an embassy and is generally located in the larger tourist cities of a country, but not the capital. In Germany, for instance, the U.S. consulates are in cities such as Frankfurt, Hamburg, and Munich, but not in the capital city of Berlin. The embassy is located in Berlin. Consulates (and their chief diplomat, the consul) handle minor diplomatic issues such as issuing visas, aiding in trade relationships, and taking care of migrants, tourists, and expatriates. In addition, the United States has Virtual Presence Posts (VPPs) to assist people around the world in learning about the United States and the areas in which the VPP is focused. These were created so that the United States could have a presence in important areas without physically being there. The areas with the VPPs do not have permanent offices and staff and are run from other embassies. Some examples of VPPs include the VPP Santa Cruz in Bolivia, the VPP Nunavut in Canada, and the VPP Chelyabinsk in Russia. There are about 50 VPPs worldwide. Special Cases Though it might sound simple that consulates are in larger tourist cities and embassies are in capital cities, this is not the case with every instance in the world. Jerusalem One such unique case is Jerusalem. Though it is the capital and largest city in Israel, no country had its embassy there until President Donald Trump decided to move the U.S. Embassy there in 2018. Instead, most of Israels embassies are in Tel Aviv because most of the international community does not recognize Jerusalem as the capital. Tel Aviv is identified as the capital because it was the temporary capital of Israel during the Arab blockade of Jerusalem in 1948. Jerusalem remains home to many consulates. Taiwan Few countries have an official embassy in Taiwan to establish representation due to the uncertainty of Taiwans political status with regard to mainland China, the Peoples Republic of China. As such, the United States, the United Kingdom, and many other countries do not recognize Taiwan as independent because it is claimed by the PRC. Instead, the United States and the United Kingdom have unofficial representative offices in Taipei that can handle matters such as issuing visas and passports, providing assistance to foreign citizens, trade, and maintaining cultural and economic relationships. The American Institute in Taiwan is the private organization representing the United States in Taiwan, and the British Trade and Cultural Office fulfills the same mission for the United Kingdom there. Kosovo Not every foreign country recognizes Kosovo as independent (as of late 2017, 114 do), and just 22 have established embassies in its capital of Pristina. There are several other consulates and other diplomatic posts in the country as well. It has 26 embassies abroad and 14 consulates. Former British Empire The member countries of the Commonwealth of Nations (mostly former British territories) do not exchange ambassadors but instead, use the office of high commissioner between member countries. Mexican Consulates Mexico is distinct in that its consulates are not all confined to large tourist cities, as is the case with the consulates of many other countries. For example, although there are consulates in the small border towns of Douglas and Nogales, Arizona, and Calexico, California, there are also many consulates in cities farther from the border, such as Omaha, Nebraska. In the United States and Canada, there are currently 57 Mexican consulates. The Mexican Embassies are located in Washington, D.C., and Ottawa. Countries Without U.S. Diplomatic Relations Though the United States has strong diplomatic ties to many foreign nations, there are four with which it does not currently work. These are Bhutan, Iran, Syria, and North Korea. For Bhutan, the two countries never established formal relations, and Syrian relations were suspended in 2012 after the war started there. However, the U.S. is able to maintain varying levels of informal contact with each of these nations by using its own embassies in nearby countries or through representation by other foreign governments. However foreign representation or diplomatic relationships occur, they are important in world politics for traveling citizens, as well as for the economic and cultural matters that result when two nations have such interactions.