...Abstract This paper critically analyzes gun rights in the United States and the economics of gun centralization. The phrase, “gun rights” refers to the second amendment in which it states that the right of the people to keep and bear arms shall not be infringed. The term, “gun centralization” is what is most commonly referred to as “gun control,” which is refusing citizens the right to keep certain or all firearms and keeping them solely in the hands of government. There are many different points of view on the issue of gun rights, coming from all political and religious views. It is near impossible to find the truth on the issue while wading through an ocean of loud, boisterous opinions on the extent of gun rights and whether people need guns at all. This paper critically assesses the Republican and Democrat points of views on the two issues, and draws a conclusion to the legitimacy of gun centralization, better known as gun control. Ethical Dilemma Research Paper Gun Rights and the Legitimacy of Gun Centralization Gun control has been the highlight of the news lately. Politicians and caring people all across the United States have seen the tragic events, such as the Sandy Hook shooting, and are now demanding a government takeover of firearms. The dilemma occurs within the right-left political paradigm, two differing ideologies, where the labeled “left” are strongly for gun control, and the labeled “right” are strongly...
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...The Right to Keep and Bear Arms: A Right to Self-Defense Against Criminals and Despots by Robert Dowlut[*] If men were angels, no government would be necessary. If angels were to govern men, neither external nor internal controls on government would be necessary. -- James Madison[1] INTRODUCTION A written constitution is a reminder that governments can be unreasonable and unjust. By guaranteeing that "[a] well regulated militia, being necessary to the security of a free State, the right of the people to keep and bear arms, shall not be infringed," the Second Amendment to the United States Constitution provides the citizens a means of protection against the unjust excesses of government.[2] The Framers placed this guarantee in the Bill of Rights because they considered the right to keep and bear arms peculiarly important and also uniquely vulnerable to infringement. The Amendment's command protects individuals against even popular conceptions of the public good. In addition to this protection within the United States Constitution,[3] the constitutions of forty-three states guarantee the right to keep and bear arms.[4] Despite the constitutional authority for this right, legislators and judges have consistently attempted to devalue it. Methods such as giving misleading labels to select firearms like "assault weapons"[5] or "Saturday Night Specials"[6] have been used to justify incremental disarmament.[7] American jurisprudence has deliberately devalued the right...
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...PROTECT CHILDREN NOT GUNS 2012 THIS REPORT IS DEDICATED TO THE MEMORY OF TRAYVON MARTIN AND THE THOUSANDS OF CHILDREN AND TEENAGERS KILLED BY GUNS EACH YEAR IN AMERICA. Children’s Defense Fund Mission Statement T he Children’s Defense Fund Leave No Child Behind® mission is to ensure every child a Healthy Start, a Head Start, a Fair Start, a Safe Start and a Moral Start in life and successful passage to adulthood with the help of caring families and communities. CDF provides a strong, effective and independent voice for all the children of America who cannot vote, lobby or speak for themselves. We pay particular attention to the needs of poor and minority children and those with disabilities. CDF educates the nation about the needs of children and encourages preventive investments before they get sick, drop out of school, get into trouble or suffer family breakdown. CDF began in 1973 and is a private, nonprofit public charity supported by foundation and corporate grants and individual donations. © 2012 Children’s Defense Fund. All rights reserved. Table of Contents Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Stand Up and Take Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Child and Teen Gun Deaths . . . . . . . . . ....
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...general subject areas: metaethics, normative ethics, and applied ethics. Metaethics investigates where our ethical principles come from, and what they mean. Are they merely social inventions? Do they involve more than expressions of our individual emotions? Metaethical answers to these questions focus on the issues of universal truths, the will of God, the role of reason in ethical judgments, and the meaning of ethical terms themselves. Normative ethics takes on a more practical task, which is to arrive at moral standards that regulate right and wrong conduct. This may involve articulating the good habits that we should acquire, the duties that we should follow, or the consequences of our behavior on others. Finally, applied ethics involves examining specific controversial issues, such as abortion, infanticide, animal rights, environmental concerns, homosexuality, capital punishment, or nuclear war. By using the conceptual tools of metaethics and normative ethics, discussions in applied ethics try to resolve these controversial issues. The lines of distinction between metaethics, normative ethics, and applied ethics are often blurry. For example, the issue of abortion is an applied ethical topic since it involves a specific type of controversial behavior. But it also depends on more general normative principles, such as the right of self-rule and the right to life, which are litmus tests for determining the morality of that procedure. The issue also rests on metaethical issues such...
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...your grammar is perfect, you will not get a high IELTS score if you do not know what to write. This book is for students who want to go into the writing exam feeling confident that they have excellent ideas, opinions and vocabulary for as many topics as possible How do you get an IELTS score of 7 or higher? The key to a high score is not grammar, it is not your use of words like “moreover” or “in addition”, and it is not your use of phrases like “this is controversial issue nowadays”. To get a high score you need to use good “topic language” (words and phrases that are related to the question topic). You need good ideas in order to answer the question well. How should you prepare for IELTS writing task 2? There is an enormous amount of advice on my website ielts-simon.com. Here is a summary of what I suggest: Spend more time preparing than testing When you test yourself, you find out what your level is, but you do not learn anything new. You will not improve if you only write test essays. Before writing an essay, study the topic and prepare your ideas, opinions and vocabulary. Steal my ideas If you only use the vocabulary that you already know, you will not learn anything new, and you will not improve. Practise linking my topic ideas together to write “perfect essays”. See the website for examples of how to do this. Use this book together with the website The website ielts-simon.com contains lessons and videos that show you how to use the ideas from this book. You can...
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...Criminal Law Exam Notes Contents EXTENDING CRIMINAL LIABILTY PARTICIPATION & ATTEMPT 11 Complicity 11 Accessory after the act (s347) 12 Joint Criminal Enterprise (acting in concert) 12 Doctrine of Innocent Agency 13 Accessories Before the Fact & Principals of the Second Degree 14 Actus Reus 14 Mens Rea 16 Doctrine of Common Purpose 16 ATTEMPT 20 Mens Rea (Heavily dependent on MR). 21 Actus Reus 21 LARCENY 24 Actus Reus 24 a. Taking & Carrying Away 24 b. Property Capable of Being Stolen 24 c. Property in Someone Else’s Possession 25 Abandoned by owner 26 d. Without Consent of the Person in Possession 26 Mens Rea 28 1. Intent to Deprive Permanently 28 2. Without a Claim of Right Made in Good Faith (bona fide) 30 3. Fraudulently 31 Temporal Coincidence 33 Larceny by Finding 33 Larceny by Trick 34 Larceny as a Bailee 38 ASSAULT 41 Degree of Injury 41 Common Assault 42 a. Psychic Assault 42 b. Battery 44 Mens Rea 47 Intentional Assault 47 Reckless Assault 47 Negligence 48 Aggravated Assault 48 a. Assault Occasioning Actual Bodily Harm (ABH) (section 59) 49 b. Reckless GBH or Wounding (section 35) 50 c. Maliciously Wounding/GBH with Intention to Inflict GBH (section 33) 51 SEXUAL ASSAULT 54 Actus Reus 54 a. Sexual Intercourse 54 b. Absence of Consent 55 Common law Rules 57 o Doctrine of marital immunity abolished at common law (L 1991) and under statute (s61T(a) NSW)...
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...is perfect, you will not get a high IELTS score if you do not know what to write. This book is for students who want to go into the writing exam feeling confident that they have excellent ideas, opinions and vocabulary for as many topics as possible How do you get an IELTS score of 7 or higher? The key to a high score is not grammar, it is not your use of words like “moreover” or “in addition”, and it is not your use of phrases like “this is controversial issue nowadays”. To get a high score you need to use good “topic language” (words and phrases that are related to the question topic). You need good ideas in order to answer the question well. How should you prepare for IELTS writing task 2? There is an enormous amount of advice on my website ielts-simon.com. Here is a summary of what I suggest: - Spend more time preparing than testing When you test yourself, you find out what your level is, but you do not learn anything new. You will not improve if you only write test essays. Before writing an essay, study the topic and prepare your ideas, opinions and vocabulary. - Steal my ideas If you only use the vocabulary that you already know, you will not learn anything new, and you will not improve. Practise linking my topic ideas together to write “perfect essays”. See the website for examples of how to do this. - Use this book together with the website The website ielts-simon.com contains lessons and videos that show you how to use the ideas from ...
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...perfect, you will not get a high IELTS score if you do not know what to write. This book is for students who want to go into the writing exam feeling confident that they have excellent ideas, opinions and vocabulary for as many topics as possible How do you get an IELTS score of 7 or higher? The key to a high score is not grammar, it is not your use of words like “moreover” or “in addition”, and it is not your use of phrases like “this is controversial issue nowadays”. To get a high score you need to use good “topic language” (words and phrases that are related to the question topic). You need good ideas in order to answer the question well. How should you prepare for IELTS writing task 2? There is an enormous amount of advice on my website ielts-simon.com. Here is a summary of what I suggest: - Spend more time preparing than testing When you test yourself, you find out what your level is, but you do not learn anything new. You will not improve if you only write test essays. Before writing an essay, study the topic and prepare your ideas, opinions and vocabulary. - Steal my ideas If you only use the vocabulary that you already know, you will not learn anything new, and you will not improve. Practise linking my topic ideas together to write “perfect essays”. See the website for examples of how to do this. - Use this book together with the website The website ielts-simon.com contains lessons and videos that show you how to use...
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...SEVERFIELD-REEVE STRUCTURES [pic] Developing Total Ownership A Strategy to Improve Health and Safety Developing a positive Health and Safety Culture Written by Dave Atkinson Contents Page: Section Title Page: 1 Contents Page Page: 2 1: Executive Summary Page: 3 2: Introduction 2a: Business organisation Page: 9 3: Assessment of existing culture 3a: Report of Indicators 3b: Report of methodology and conduct of survey 3c: Report of findings with interpretation 3d: Conclusion Page: 35 4: Strategy for Improving the Health and Safety Culture 4a: Aims and objectives 4b: Priorities for action 4c: Resources and constraints 4d: Implementation plan 4e: Methodology for monitoring success Page: 61 5: Business Case 5a: Requirements for resources 5b: Cost benefit analysis 5c: Reference to legislation 5d: Case Page: 72 6: Bibliography Page: 73 7: Appendices Section 1 Executive Summary Following an assessment of the current Health and Safety culture and climate within the business, areas of weakness have been identified that are holding back the progression towards the ultimate aim and objective in Health and Safety – Employee participation creating “Total Ownership". The assessment of the Health and Safety Culture covered such areas as an analysis of the 2009 employee Health and Safety questionnaire, a review of audits carried out, a check on the progress against 2009...
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...3D Printing: Manufacturing Randall Ballard, Jerry Boggs, Bol Bol, and Jiro Newton DeVry University LAS 432 Professor Lynn Wallace April 19, 2014 Table of Contents I. 3D Printing: Manufacturing – Randall, Jerry, Bol, and Jiro 4 II. How 3D Printing Works – Randall 4 a. 3D Printing or Additive Manufacturing? 5 b. Commercial Manufacturing 5 III. The Historical Development and Context of the Technology – Randall 6 c. Chuck Hall 6 i. Time line. 7 d. A 3D Printer in Every Home 7 IV. How New is the Technology? – Jerry 8 e. Is it Really Printing? 8 V. The Technology’s Potential to Disrupt Industries – Jerry 9 VI. Communicating With the 3D Printer – Jerry 9 f. The Process 10 ii. The 8-step process. 10 g. Reducing the Development Time 11 VII. Economic Considerations – Jerry 11 h. Rapid Prototyping 12 i. What Is the ROI? 12 j. Manufacturing Processes 13 iii. Economies of scale. 13 k. The Level of Interest 14 iv. Digitizing creative content. 14 v. Is it your creation? 15 l. Localization vs. Outsourcing 15 VIII. The Psychological Perspective & Social Effect – Jerry 16 m. A Paradigm Shift...
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...Ecole des Hautes Etudes en Sciences Sociales Ann´e 2007 e Num´ro attribu´ par la biblioth`que e e e ———————————— Essais en Finance d’Entreprise THESE POUR LE DOCTORAT EN SCIENCES ECONOMIQUES DE L’ECOLE DES HAUTES ETUDES EN SCIENCES SOCIALES Pr´sent´e et soutenue publiquement par e e David SRAER le 29 Juin 2007 Directeur de th`se e M. Jean Tirole Directeur d’Etudes ` l’E.H.E.S.S. a JURY M. Denis Gromb, Mme. Ulrike Malmendier , M. Brunos Biais, M. Jacques Cr´mer, e Professeur, London Business School (Rapporteur) Assistant Professeur, Universit´ de Californie, Berkeley (Rapporteur) e Directeur de Recherche au C.N.R.S., Universit´ de Toulouse 1 e Directeur de Recherche au C.N.R.S., Universit´ de Toulouse 1 e Remerciements J’ai ` l’´gard de Jean Tirole un dette incommensurable : pour l’accueil chaleureux dont il m’a fait b´n´ficier ` a e e e a chacune de mes venues ` Toulouse, pour l’incroyable richesse des discussions que nous avons pu avoir tout au long a du d´veloppement de cette th`se, pour le soutien qu’il m’a toujours apport´ et pour l’extraordinaire qualit´ de ses e e e e conseils scientifiques, je luis suis infiniment gr´. e David Thesmar m’a fait d´couvrir ce qu’´tait r´ellement la recherche en ´conomie et surtout, a su m’ouvrir les e e e e yeux sur ce qu’´tait la bonne recherche en ´conomie. Sans lui, et ` de tr`s nombreux ´gards, cette th`se n’existerait e e a e e e pas. Sa cr´ativit´, son enthousiasme, sa curiosit´ tout comme son amiti´ ont ´t´...
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...A. Overview of Intellectual Property (Book 24-30) 1. TRADE SECRETS (Outline pgs 3-11) ▪ Trade secret laws are State law doctrines that protect against the misappropriation of certain confidential information. o There is no federal statute ▪ A form of private IP law under which creators establish contractual limitation or build legal fences that afford protection from misappropriation. ELEMENTS: a. The information must be Secret. a. Relative, not absolute, secrecy is required. b. The owner must take Reasonable step to maintain secrecy. a. Once a trade secret is disclosed, protection is lost. c. There is some economic or competitive advantage to the owner. i. Misappropriation of Trade Secret: 1) Where the secrets were obtained by theft or other improper means. 2) Where they were used or disclosed by the D in violation of a confidential relationship. ▪ Trade secret does not prevent competitors from “reverse engineering” which is permitted. 2. PATENTS (Outline pgs 12- 31) a. 5 Requirements: 1) patentable subject matter (g.15) 2) utility (pg.16) 3) Description & Enablement (pg.17) 4) novelty & Statutory bar (pg.19) 5) non-obviousness...
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...TABLE OF CONTENTS TO CRIM LAW (Levine) I. Overview of CJS A. Theories of Punishment 1. Utilitarian 2. Retributive B. Who should be punished? 1. Excuse (Because of personal condition X I shouldn’t be punished) 2. Justification (I acted in the right way and don’t deserve to be punished) C. Principles that Limit Punishment 1. Legality, Vagueness Lenity II. Components of a Crime A. Actus Reus 1. Conduct 2. Attendant Circumstances 3. Social Harm 4. Causation a. Actual Causation b. Proximate Cause i. Common law: Intervening Cause? ii. MPC: Built into culpability standards 5. Concurrence of Elements B. Mens Rea 1. Common Law Standard 2. MPC Culpability Standard 3. Specific Intent 4. Transferred Intent 5. Strict Liability Crimes 6. Role of Mistake a. Mistake of Fact b. Mistake of Law C. Concurrence of Elements III. Homicide A. Common Law 1. Murder a. 1st Degree Murder b. 2nd Degree Murder 2. Manslaughter a. Adequate Provocation b. Criminal Negligence c. Misdemeanor-Mansalguther B. MPC 1. Murder 2. Manslaughter 3. Criminal Negligence C. Felony Murder Rule 1. Limitations a. Inherently...
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...000 U.S. public schools has been estimated at around 3 million” (Volokh & Snell, 1998). Our educational system is evolving all the time, and one factor that is constantly changing is the aggressiveness within our schools. In 1940, a survey of teachers revealed that the biggest behavioral problems they had from students were “talking out of turn, chewing gum, making noise, running in the halls, cutting in line, [violating] the dress code, [and] littering” (Volokh & Snell, 1998). In 1990, the toprated problems were “drug abuse, alcohol abuse, pregnancy, suicide, rape, robbery, [and] assault” (Volokh & Snell, 1998). In 1940, we had little need for surveillance beyond a teacher’s observation and intervention. Today, however, we live in a much more diverse society with troubled youth and adults who have easy access to weapons, drugs, pornography, etc., which have enabled students and staff to bring their violent and/or inappropriate tendencies into the naïve schools. What worked in 1940 (teacher-student confrontation) is not as realistic in http://students.ed.uiuc.edu/jkelsey/surveillance/index.htm (1 of 3) [3/13/2007 4:24:46 PM] Surveillance contemporary schools, where teachers are hesitant to confront misbehaving students due to fear of violent retribution (Volokh & Snell, 1998) and where teachers are sometimes involved in inappropriate activity themselves during school hours. Over the past few years, though,...
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...TRUCT ACADEMY SUCCESS IN BUSINESS LAW FOR C.I.S, Z.I.M CERT., ZAAT, IAC, I.C.M M. MAVHUNGA LLB (S) (UZ) 3RD EDITION 2000 1 ACKNOWLEDGEMENTS` I would like to thank the Director of Trust Academy, Mr Mataka, The Principal, Mr Sauti and the Registrar Mr Kucherera whom without their support this study pack would not have been a success. To them I say keep the god spirits for enhancing the college and making it a force top reckon with according to international standards. Would also like to thank the Trust Academy Secretaries and Typists of this book, particularly, SHELTER MAVHUNGA, MISI MAKUZWA, AMANDA MANDA and JESCA KAMUNGA for their commitment to duty. Again their handwork in the production of this copy is highly appreciated. Anyone who directly contributed to the success of this module I say, God bless you. However none of the above will be accountable for any errors of omission or commission which might appear in this study pack. M. MAVHUNGA 2 Dedication This study pack is dedicated to the targeted students who commit themselves to passing the interesting course of business law. Foreword Business Law is a very broad course and covers many aspects. It is a challenging course a proper approach is not advised to new students but an interesting and very simple course once one grasps the concepts. The objective of this module is to simplify Business Law to be understood by Ordinary Advanced Level students who may be taking any of the above courses. The field has...
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