Missing Movement free essay sample

Any person subject to this chapter who through neglect or design misses the movement of a ship, aircraft, or unit with which he is required in the course of duty to move shall be punished as a court-martial may direct. † Elements. (1) That the accused was required in the course of duty to move with a ship, aircraft or unit; (2) That the accused knew of the prospective movement of the ship, aircraft or unit; (3) That the accused missed the movement of the ship, aircraft or unit; and (4) That the accused missed the movement through design or neglect. Explanation. (1)  Movement. â€Å"Movement† as used in Article 87 includes a move, transfer, or shift of a ship, aircraft, or unit involving a substantial distance and period of time. Whether a particular movement is substantial is a question to be determined by the court-martial considering all the circumstances. Changes which do not constitute a â€Å"movement† include practice marches of a short duration with a return to the point of departure, and minor changes in location of ships, aircraft, or units, as when a ship is shifted from one berth to another in the same shipyard or harbor or when a unit is moved from one barracks to another on the same post. We will write a custom essay sample on Missing Movement or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Mode of movement. (a)  Unit. If a person is required in the course of duty to move with a unit, the mode of travel is not important, whether it be military or commercial, and includes travel by ship, train, aircraft, truck, bus, or walking. The word â€Å"unit† is not limited to any specific technical category such as those listed in a table of organization and equipment, but also includes units which are created before the movement with the intention that they have organizational continuity upon arrival at their destination regardless of their technical designation, and units intended to be disbanded upon arrival at their destination. Ship, aircraft. If a person is assigned as a crew member or is ordered to move as a passenger aboard a particular ship or aircraft, military or chartered, then missing the particular sailing or flight is essential to establish the offense of missing movement. (3)  Design. â€Å"Design† means on purpose, intentionally, or according to plan and requires specific intent to miss the movement. (4)  Neglect. â€Å"Neglect†Ã‚  means the omission to take such measures as are appropriate under the circumstances to assure presence with a ship, aircraft, or unit at the time of a scheduled movement, or doing some act without giving attention to its probable consequences in connection with the prospective movement, such as a departure from the vicinity of the prospective movement to such a distance as would make it likely that one could not return in time for the movement. (5)  Actual knowledge. In order to be guilty of the offense, the accused must have actually known of the prospective movement that was missed. Knowledge of the exact hour or even of the exact date of the scheduled movement is not required. It is sufficient if the approximate date was known by the accused as long as there is a causal connection be-tween the conduct of the accused and the missing of the scheduled movement. Knowledge may be proved by circumstantial evidence. (6)  Proof of absence. That the accused actually missed the movement may be proved by documentary evidence, as by a proper entry in a log or a morning report. This fact may also be proved by the testimony of personnel of the ship, aircraft, or unit (or by other evidence) that the movement occurred at a certain time, together with evidence that the accused was physically elsewhere at that time. Lesser included offenses. (1)  Design. (a) Article 87—missing movement through neglect.

Example Sentences of the Verb Forget

Example Sentences of the Verb Forget As a new English learner, it can be easy to forget the proper tense for irregular verbs. This page provides example sentences of the verb Forget in all tenses including active and passive forms, as well as conditional and modal forms.   Every Tense of Forget Base Form forget / Past Simple forgot / Past Participle forgotten / Gerund forgetting Present Simple He often forgets to do his homework. Present Simple Passive The homework is often forgotten by some of the students. Present Continuous I am forgetting my appointment! Present Continuous Passive The appointment is being forgotten, isnt it? Present Perfect Have you ever forgotten an appointment? Present Perfect Passive Has an appointment ever been forgotten? Present Perfect Continuous I have been forgetting to apply conditioner and now my dandruff has come back Past Simple He forgot to come to the meeting. Past Simple Passive The meeting was forgotten by John. Past Continuous They were forgetting about everything when I reminded them of their duties. Past Continuous Passive Everything was being forgotten when I reminded them of their duties. Past Perfect He had forgotten to mention the new employee when I introduced him. Past Perfect Passive The new employee had been forgotten by management when I introduced him. Past Perfect Continuous I had been forgetting to apply conditioner when my hair fell out. Future (will) She will forget it. Im sure! Future (will) Passive It will be forgotten, wont it? Future (going to) She isnt going to forget the appointment. Future (going to) Passive The appointment isnt going to be forgotten. Future Continuous None Future Perfect She will have forgotten everything by the end of next week. Future Possibility She might forget the appointment. Real Conditional If she forgets, I will give her a call. Unreal Conditional If she forgot, I would give her a call. Past Unreal Conditional If she had forgotten, I would have given her a call. Present Modal She should forget about it. Past Modal She must have forgotten about the appointment. Quiz: Conjugate With Forget Use the verb to forget to conjugate the following sentences. Quiz answers are below. In some cases, more than one answer may be correct. _____ you ever _____ an appointment?She _____ it. Im sure!_____ an appointment ever _____?The homework _____ often _____ by some of the students.She _____ everything by the end of next week.If she _____, I would have given her a call.He _____ to come to the meeting last week.The new employee _____ by management when I introduced him.She will _____ it. Im sure!The appointment _____ (not). I promise. Quiz Answers Have forgottenwill forgetHas been forgottenis forgottenwill have forgottenhad forgottenforgothad been forgottenwill forgetisnt going to be forgotten

Leading in a changing world Essay Example | Topics and Well Written Essays - 750 words

Leading in a changing world - Essay Example This paper tends to discuss the importance of ethical leadership in business, with focus on fashion industry, and how unethical leadership leads to business failure. Ethical leadership means â€Å"ethically motivating others in ethical directions† consisting of both â€Å"procedural† and â€Å"substantive† (character-based) aspects (Chumir 1992). The procedural dimension of ethical leadership includes problem-solving and decision-making techniques within the circle of ethics. The substantive aspect of ethical leadership includes knowledge, strong standards and courage to follow ethical directions despite strong opposition. Dr. Bill Grace (2007), the founder of the Center of Ethical Leadership, has put forth a â€Å"4-V Model of Ethical Leadership† that correlates the substantive (inner values, principles and standards) with the procedural (words, actions and deeds) dimensions of ethical leadership so that effective decision-making can be done. The substantive virtues include values, voice, vision, virtue; and, procedural virtues include framing actions according to ethics, task scheduling, problem solving, and decisio n making. Ethical behavior of leaders is just as important in the fashion industry as in any other field (Paulins and Hillery 2009). Fashion industry is based on fashion marketing and fashion buying- processes which must be based on ethics to get the fashion reach the hands of common people. Ethical procedures in fashion merchandising retail are necessary to make the product reach the department stores and hi-fi boutiques. Fashion industry is such a high-end business where unethical behavior proves to be fatal for the company. High-end profits in fashion industry make it very tempting for company owners and business to get involved in unethical behavior (Xaxx 2013). There are many brands in the market which use sweatshops and

'Military interventions by Western states, in response to humanitarian Essay

'Military interventions by Western states, in response to humanitarian crisis since the end of the Cold War, have been motivat - Essay Example However, the legality of military interventions where there are humanitarian crisis is always in question. This is so since, there are no legal platforms that allow foreign country’s military forces to occupy or use force in another country without the consent of the invaded country’s government. Thus, this paper will examine how humanitarian interventions have been motivated by moral values rather than legal actions by carefully examining the major humanitarian intervention that western countries have undertaken since the end of the cold war and the ethical and moral theories that are considered when undertaking such interventions. On examining such interventions, it is possible for to determine whether morality is the factor behind humanitarian interventions by western countries. Body (for) Indeed military interventions due to humanitarian crisis have been motivated by moral values and not political or economic interests since there have been various military interven tions around the world where there is no political or economic gain in question. ... This turned into a civil war where the then government ordered the massacre of innocent civilians. The United Nation tried imposing economic sanctions but the atrocities did not end. Were it not for the actions of the United Nation to mandate a military intervention then the violation of human rights by the then Libyan government could not have come to an end. Kosovo is another good example of how military intervention motivated by moral values resulted in positive results. More than 230,000 people had been internally displaced due to the civil war in Kosovo and thousands of innocent civilians had been killed. The western countries could not sit and watch while crimes against humanity were being committed in Kosovo. As a result of their moral obligation in 1998 both the United Nations and NATO agreed and military intervention by western countries took place in Kosovo resulting in the end of the Humanitarian crisis in the country. The situations in the two counties clearly show that m ilitary intervention by western countries is morally right because it resulted in the saving of lives in the respective countries. Body (against) International politics are dominated by western countries that try to impose western ideologies o the other countries raising the question whether moral values or political interests motivate these interventions. This is because, western countries tend to warrant military intervention claiming their moral obligation whereas the truth of the matter is that some military intervention are actually carried out as a result of either economic or political gain. In fact Marxists cite the notion that former United States of America president Nixon comment that the USA offers aid to other countries in order to help themselves to prove that military

Trends of Economic Thinking

Trends of Economic Thinking The position of the economist in the intellectual life of our time is unlike that of the practitioners of any other branch of knowledge. Questions for whose solution his special knowledge is relevant are probably more frequently encountered than questions related to another science. Yet, in large measure, this knowledge is disregarded and in many respects public opinion even seems to move in a contrary direction. Thus the economist appears to be hopelessly out of tune with his time, giving unpractical advice to which his public is not disposed to listen and having no influence upon contemporary events. Why is this? The situation is not without precedent in the history of economic thought; but it cannot be considered as normal, and there is strong reason to believe that it must be the result of a particular historical situation. For the views at present held by the public can clearly be traced to the economists of a generation or so ago. So that the fact is, not that the teaching of the economist has no influence at all; on the contrary, it may be very powerful. But it takes a long time to make its influence felt, so that, if there is change, the new ideas tend to be swamped by the domination of ideas which, in fact, have become obsolete. Hence the recurring intellectual isolation of the economist. The problem of the relation between the economist and public opinion today resolves itself, therefore, into a question of the causes of the intellectual changes which have conspired to bring about this cleavage. It is this subject which I have chosen as the main theme of this lectureThe subject is a vast one, but the aspect which I wish chiefly to emphasise is that which the economist must, naturally, be most anxious to make clear to the public for example the role played by purely scientific Progress the growth of our insight into the interdependence of economic phenomena in bringing about these changes in his attitude to practical problems. At first sight there seem to be only two reasons why economistsshould change their attitude towards questions of economic policy either they may find that their knowledge has been inadequate, or their views on the fundamental ethical postulates (upon which, of course, every practical conclusion is based) may undergo a change. In either case the role played by science would be clear. But, in fact, the cause of the great historical changes which I am discussing seems to me to be of a more subtle kind. It consists neither of a change in the underlying ethical valuations nor of a refutation of the validity of certain analytical propositions, but rather in a change of view regarding the relevance of that knowledge for practical problems. It was not a change of ideals nor a change of reasoning but a change of view with regard to the applicability of such reasoning which was responsible for the characteristic features of the popular economics of today. How did this come about? It is a common belief that, about the middle of last century, perhaps under the influence of socialistic ideas, the social conscience was aroused by the existence of human misery which had previously escaped recognition, and it was decided no longer to tolerate it. Hence the decline of ‘the old political economy’ which had been blind to these considerations. But, in fact, nothing could be farther from the truth. No serious attempt has ever been made to show that the great liberal economists were any less concerned with the welfare of the poorerclasses of society than were their successors. And I do not think that any such attempt could possibly be successful. The causes of the change must be sought elsewhere. It is probably true that economic analysis has never been the product of detached intellectual curiosity about the why of social phenomena, but of an intense urge to reconstruct a world which gives rise to profound dissatisfaction. This is as true of the phylogenesis of economics as of the ontogenesis of probably every economist. As Professor Pigou2 has aptly remarked: â€Å"It is not wonder, but the social enthusiasm which revolts from the sordidness of mean streets and the joylessness of withered lives, that is the beginning of economic science.† The mere existence of an extremely complicated mechanism which led to some kind of coordination of the independent action of individuals was not sufficient to arouse the scientific curiosity of men. While the movement of the heavenly bodies or the changes in our material surroundings excited our wonder because they were evidently directed by forces which we did not know, mankind remained—and the majority of men still remain—under the erroneous impression that, since all social phenomena are the product of our own actions, all that depends upon them is their deliberate object. It was only when, because the economic system did not accomplish all we wanted, we prevented it from doing what it had been accomplishing, in an attempt to make it obey us in an arbitrary way, that we realized that there was anything to be understood. It was only incidentally, as a by product of the study of such isolated phenomena, that it was gradually realized that many things which had been tak en for granted were, in fact, the product of a highly complicated organism which we could only hope to understand by the intense mental effort of systematic inquiry. Indeed, it is probably no exaggeration to say that economics developed mainly as the outcome of the investigation and refutation of successive Utopian proposals if by utopian we mean proposals for the improvement of undesirable effects of the existing system, based upon a complete disregard of those forces which actually enabled it to work. Now, since economic analysis originated in this way, it was only natural that economists should immediately proceed from the investigation of causal interrelationships to the drawing of practical conclusions. In criticising proposals for improvement, they accepted the ethical postulates on which such proposals were based and tried to demonstrate that these were not conducive to the desired end and that, very often, policies of a radically different nature would bring about the desired result. Such a procedure does not in any way violate the rule, which Professor Robbins4 has so effectively impressed upon us, that science by itself can never prove what ought to be done. But if there is agreement on ultimate aims, it is clearly scientific knowledge which decides the best policy for bringing them about. No doubt the economist should always be conscious of this distinction; but it would certainly have been nothing but intolerable pedantry if, in discussing practical problems, the economist had always insisted that science by itself proves nothing, when in fact it was only the newly gained knowledge which was decisive in bringing about the change in their attitude towards practical affairs. The attitude of the classical economists to questions of economic policy was the outcome of their scientific conclusions. The presumption against government interference sprang from a wide range of demonstrations that isolated acts of interference definitely frustrated the attainment of those ends which all accepted as desirable. But the position of the young science which led to conclusions so much in conflict with the result of more primitive reflections was bound to become difficult as soon as—following its first triumphant success it became more conscious of its remaining defects. And those who disliked its conclusions were not slow in making the most of all the defects they could find. It was not the practical preoccupations of the economist which were responsible for this result. It is by no means certain that economics would have been less disliked if economists had been more careful to distinguish the pure theory from the more applied parts of their conclusions. It is true that economics was contemptuously dubbed’ a mere utilitarian science because it did not pursue knowledge for i ts own sake. But nothing would have aroused more resentment than if economists had tried to do so. Even today it is regarded almost as assign of moral depravity if the economist finds anything to marvel at in his science; i.e., if he finds an unsuspected order in things which arouses his wonder. And he is bitterly reproached if he does not emphasise, at every stage of his analysis, how much he regrets that his insight into the order of things makes it less easy to change them whenever we please. The attack on economics sprang rather from a dislike of the application of scientific methods to the investigation of social problems. The existence of a body of reasoning which prevented people from following their first impulsive reactions, and which compelled them to balance indirect effects, which could be seen only by exercising the intellect, against intense feeling caused by the direct observation of concrete suffering, then as now, occasioned intense resentment. It was against the validity of such reasoning in general that the emotional revolt was directed. Thus, temporarily, social enthusiasm succeeded in destroying an instrument created to serve it because it had been made impatient by the frequent disappointments which it had occasioned. It is not to be denied that, at this early stage, economists had not yet become quite conscious of the precise nature of their generalisations. Nor can it be questioned that on some points, such as the theory of value, they proceeded on very unsatisfactory general assumptions. To what extent the actual foundations of the classical system were influenced by the fashionable philosophy of the day has been made clear by the distinguished author of Philosophy and Politi cal Economy. It is clear that anything which justified the treatment of practical problems as something unique, determined only by their own historical development, was bound to be greeted as a welcome relief from the necessity of controlling e motions by difficult reasoning. It was just this advantage which the historical method afforded. Refusing to believe in general laws, the Historical School had the special attraction that its method was constitutionally unable to refute even the wildest of utopias, and was, therefore, not likely to bring the disappointment associated with theoretical analysis. Its emphasis on the unsatisfactory aspects of economic life, rather than upon what was owed to the working of the existing system, and what would be the consequences if we tried directly to control some of the recognised evils, strongly recommended it to all those who had become impatient. For a considerable time, mainly during the last third of the nineteenth century, the two schools which now existed not only employed different methods, but also turned their attention to different problems. The more theoretically minded had to concentrate rather on the revision of the fundamental principles which had been damaged by decades of attack, and had to leave the more applied parts to others who were coming more and more under the influ ence of the historical method. So long, however, as this part of the task was left to men who had previously become acquainted with the general principles of analysis—and who were, therefore, immune from the more popular fallacies the fulleffect of this change did not become apparent. The distinguished economist to whose memory this chair8 is dedicated, and with whose long and fruitful career Professor Gregory has made us familiar,9 offers a conspicuous example of the nature of this change. Thomas Tooke could never have become one of t he leaders of the free-trade movement in his early years, and remained its lifelong advocate, if he had applied to the problems of international trade the same purely inductive methods which, in his later years, he considered as exclusively decisive in the discussion of monetary problems. As so frequently happens, it was only in the second generation of the new school that the lack of the tools necessary for the interpretation of the intricate phenomena they were busy describing made itself felt. And so it came about that, just at the time when the theorists were most successful in constructing a sounder analytical basis for their science, the superstructure of more concrete applications which had been left in the hands of the more practical-minded men fell gradually, more discredited than disproved, into oblivion. And, in consequence, many of the palliatives and quack remedies which, in the past, had been rejected because, even judged by the analysis of the classical system, their indirect effects were seen to be obviously more objectionable than their immediate benefits, were introduced by the new generation of historical economists, until the reaction was carried to a point at which the futile attempts to redress special grievances by short-sighted State action cou ld hardly have been more numerous if an analytical science of economics had never existed. It is no accident that the return of protectionism which followed the free-trade era of the nineteenth century was the work of men under the influence of this school. It takes a long time to rebuild the structure of a science if one starts by revising the fundamental concepts. And the modern revision of theoretical economics has occupied sufficient time to allow what was at first the heretical view of a number of radical economists. who had tofight what was then the conservatism of the practical men who were still under the influence of economic liberalism—to pervade the thought of the public and to establish itself as the dominating doctrine, not only among advanced social reformers, but even among the most conservative businessmen.

Dehumanization in The Women Who Clean Fish Essay -- Women Who Clean Fi

Dehumanization in The Women Who Clean Fish Erica Funkhouser's women who clean fish can hardly be categorized as women at all. Yet they supposedly are all named Rose or Grace forming a vast contradiction in itself. They are introduced as individuals giving the illusion that they are of some importance but very soon they are seen as nothing more than laborers. They become an unidentifiable mass, each as common as the next. However, they do not remain unidentifiable forever and by the end of the poem the women become entirely fishlike. "The Women Who Clean Fish" illustrates this dehumanizing transformation into fish. The names Rose and Grace do not fit into this poem because of the context in which they are used. When the word "rose" is seen or heard it is the illustration of an elegant flower at the end of a long slender stem, adorned with delicate petals that is clearly visible and an instant picture of beauty comes to mind. By definition, grace means "a virtue that comes from God." Immediately an angelic, classy woman by the name of Grace is pict...

Natural Disaster and Possible Harms Drugs

Reaction paper: Last July 23, 2011, an orientation on disaster preparedness and prohibited dangerous drugs was held at the CE building during our NSTP. The speaker wanted to make us prepared at all times in case of natural disasters or calamities either natural or man-made. He also enlightened our minds of the possible harms drugs can do to an individual. When we say disaster or calamity, it is a great or sudden misfortune or catastrophe, an adverse or unfortunate event, or an occurrence that causes great distress or destruction. While preparedness means, the  state  of  having  been  made  ready  or  prepared  for  use  or action. So disaster preparedness is in a state of  readiness to contain the  effects  of a forecasted  disastrous event  to minimize  loss  of  life,  injury, and  damage  to  property, it can provide rescue, relief, rehabilitation, and other  services in the  aftermath  of the  disaster. There are two types of disaster, natural and man-made. Natural disaster is the effect of a  natural hazard which leads to financial, environmental or human losses. Disasters occur when hazards meet  vulnerability. Natural disasters are also categorized. Examples: geological disasters – avalanche, earthquake, volcanic eruptions; hydrological disasters – floods, limnic eruptions, tsunamis and meteorological disasters: blizzards, cyclonic storms, droughts, hailstorms, heat waves, tornadoes and fires. While man-made disaster is a  disastrous event  caused  directly  and mainly by one or more individual on purpose also called  human-made disaster. On his lecture on disaster preparedness, he told us that we must always remember the word safety. If you have the right skills that can make you safe, then that’s better. In everything that you do, your attitude counts. Being flexible at all times makes it feasible for us to overcome whatever may happen. And yes, education is very crucial; having the right knowledge could help a lot. Having trainings can develop your skills and it all depends with you. If you put it all together; skill, attitude, flexibility, education, training and you, SAFETY follows. While it may be impossible to prepare for every possible scenario, the important point to remember here is to start somewhere with your own personal preparedness plan. Good preparation will lessen the impact of a disaster on our physical, mental, psychological, emotional and other spect of our human lives and love ones. He also explained to us the effects of dangerous drugs to us and that we should avoid taking such. Take note of the acronym DRUG – danger, route, unto, grave. A drug may be helpful or harmful. The effects of drugs can vary depending upon the kind of drug taken, how much is taken, how often it is used, how quickly it gets to the brain, and what other drugs, food, or substances are taken at the same time. Effects can also vary based on the differences in body size, shape, and chemistry. Some teens believe drugs will help them think better, be more popular, stay more active, or become better athletes. Others are simply curious and figure one try won't hurt. Others want to fit in. A few use drugs to gain attention from their parents. Many teens use drugs because they're  depressed  or think drugs will help them escape their problems. The truth is, drugs don't solve problems — they simply hide feelings and problems. When a drug wears off, the feelings and problems remain, or become worse. Drugs can ruin every aspect of a person's life. This orientation indeed has given us knowledge which may help not only us, but also other people in the future.