Supreme Court case that focuses on Criminal Law Research Paper

Preeminent Court case that centers around Criminal Law - Research Paper Example On October 31, 2001, the District Court turned around its’ choice and allowed him the writ of habeas corpus, in the wake of verifying that his thinking for mentioning it was that his sentence of death was unlawful. Martin Horn, Commissioner of the Pennsylvania Department of Corrections contended that the â€Å"Supreme Court point of reference didn't require a result in opposition to that came to by the state courts (536 U. S. ____ (2002). In any case, a few other investigative and circuit courts discovered disparities in the manner by which the case was dealt with and that it damaged a few Constitutional Amendments. One of the significant focuses brought up in endeavors to annul capital punishment was a case including Teague v. Path. The explanation behind expressing Teague was to pronounce its motivation with respect to the state’s administering on criminal feelings relying on the protected principles at the hour of the genuine procedures. Revisions were made to the Teague deciding expressing that these protectionist objectives ought to be applied retroactively. The Supreme Court discovered that bureaucratic courts must address the Teague question when it is appropriately contended by the legislature. The Court at that point proposed the matter of Caspari v. Bohlen, that Teagues nonretroactivity rule keeps a government court from giving habeas corpus help to a state detainee dependent on another standard, and in this way that if the State ... argue[s] that the litigant looks to support another standard of protected law, the court must apply Teague before thinking about the benefits of th e case. The Supreme Court at that point concluded that it was important for them to reevaluate Banks’ sentence as per the Teague case and that the instance of Mills v. Maryland was increasingly significant (Justia US Law 2003). The last assurance anyway was that it was superfluous to lead retroactively paying little mind to the conditions that may have made it a doubtful point. The Supreme Court decided that

Colleg free essay sample

The perfect school way of life scatters rapidly once the fact of the matter Is reached. Numerous youthful grown-ups envision clear pictures of what school may be likefor them. Be that as it may, when these youthful grown-ups develop into independentmen and ladies, and go into the school of their decision, they soonrealize the truth of the school way of life. They should figure out how to adjust totheir new environmental factors as fast as conceivable to achieve the soughtatter degrees. understudies go to the acknowledgment that light Is not as simple sthey may seek after. Numerous youthful grown-ups appear to accept that school lifes loaded up with parties and normally a laid-back way of life. These studentsbelieve that, much like secondary school, classes will be taken during the dayand loaded up with every one of their companions. They envision a way of life with no otherworries other than an infrequent paper or lab. It is frequently said that school isthe most prominent time of ongs life; numerous secondary school understudies accept thisand anticipate it. We will compose a custom exposition test on Colleg or then again any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Some appreciate the thought Bibliographynone. Tutorlngand bunch help meetings are generally a need when attempting to malntalnan A normal. Not exclusively Is the Idea of picking which class one wishes to goto bogus, It can prompt an understudy being dropped from a class without arefund. There are many moderately aged grown-ups returning to school to gettheir degree simultaneously the 18-year-old understudy is going tostart their degree. Playing hooky and taking ake-up tests is nolonger a choice as it would have been in past secondary school encounters. Adaptlng to the truth ot school Is not a simple assignment. The Inexperiencedrnlnd of a youthful grown-up can regularly pull pranks on that individual. In spite of the fact that theaverage school age may be almost 20 years of age, t can go from 18 t040 years old or more seasoned. of having the option to come to class late, leave whenthey need, and basically have say-so of their own lives now that theirparents are good and gone.

Remembrance

Remembrance On September 11, 2001, I had just begun my junior year. I was running late for my work-study bookbinding job, but managed to get there a little after 9. My hi to my coworkers died on my lips as I looked at their faces, drained of their usual cheer, widened by shock. A plane crashed into the World Trade Center, Brian quietly informed me. Only then did I realize that the news was playing on the radio. We pulled up a news site on the office computer and watched the replay of the crash. I started to feel sick, and a need to be normal somehow. I pulled out my supplies and started working as we listened to the news, now live-streaming from the blue iMac in the center of the room. We watched as a second plane flew into the second tower. The most personal part of the day for me was what we heard next. Were now receiving reports of an explosion at the Pentagon. My hand stilled over the book I was repairing as the words registered. An image of walking through the Pentagon smiling up at my dad as we walked to his office flashed through my brain. My dad is there. A third plane crash was confirmed at the Pentagon, and my coworkers and I watched as the towers fell on screen. For some reason, this jolted me into action, and I left the office to find cell reception to call my dad. Nothing. I called my stepmother repeatedly, and I reached her on the third try. Wheres dad? He went in to work this morning. I havent been able to reach him either. We hung up so she could keep trying. That was the only connection I made with her until late that night. When I returned, my coworkers looked at me expectantly, but I shook my head. Eric, my boss, told me I could go home. And wait alone? I discarded the idea for the methodical work before me. Cut, glue, press, sew, listen.  We heard about Flight 93. I was pretty catatonic the rest of the day, sitting quietly and listening to the loop of news. At some point, I remember hearing that it was so hard to reach my stepmom because everyone was trying to reach someone. I remember hearing about the west side collapsing, and realizing it was almost opposite my dads area. My phone finally rang. Tasha? Dad! Are you okay? Im fine. I walked out to my car to get something. When I turned around to return to the building, I saw the plane hit. I dont remember the rest of the conversation. But I remember today for the people who didnt get to have a phone call like mine, or had a phone call cut off because their loved one died shortly after talking to them. My heart goes out to you.

The Hidden Truth Behind Violence in Modern Society

The Hidden Truth Chris Hedges once said â€Å"Violence is a disease, a disease that corrupts all who use it regardless of the cause.† Violence, behavior involving physical force intended to injure, harm, or kill someone or something, as well as aggression, hostile or violent behavior or attitudes toward another, is spreading throughout the globe like a disease, corrupting our modern society. The drastic increase in violent and aggressive behavior in modern society can be attributed directly to the prevalence of drug and alcohol abuse, easy availability of deadly weapons and the limitless exposure to mass media that celebrates these behaviors. Within modern society, one of the primary causes of violence and aggression is the proliferate abuse†¦show more content†¦The Washington Post stated, â€Å"Of the 11 deadliest shootings in the U.S., five happened from 2007 onward...†(Klein 1). This fact verifies the increased amount of violent attacks caused by the use of weapons in the past decade. For example, in December of 2012, 26 innocent people became victims of a terrible shooting which took place in Sandy Hook Elementary school in Newtown, Connecticut. Of those 26 people, 20 were innocent first grade children and the other six were regular people working another ordinary day at the school. Adam Lanza, the 20 year old shooter, begun his sinister plan by first murdering his own mother. Later on that afternoon he arrives to Sandy Hook Elementary and ends the lives of 26 people as well as his own. Similar to this attack was an attack that occurred on July 20, 2012 in Aurora Colorado at the hands of James Eagan Holmes. During the midnight premià ¨re of â€Å"The Dark Knight†, Mr. Holmes enters the dark theater where he has begun to throw gas grenades. He then began to shoot at everyone with not only one firearm but two. He ended up killing 12 people and injured 70 others. Consequently, the easy availability of deadly weapons is what allow ed both Mr. Lanza and Mr. Holmes the freedom to obtain the weapons used to commit these atrocious attacks. While weapons present a impactful increase to violence in society, the limitless exposure to mass media which celebrates violent behaviors is yet another primaryShow MoreRelatedReligion And The Islamic State Of Iraq And Syria1729 Words   |  7 Pagesin our society, terrorism has been relevant and obvious in everyday life. It floods through the media, splashing headlines, and is a common topic being debated. There is much debate on whether religion is the cause of the wars we are fighting in this modern day. The most current terrorist group today is ISIS or The Islamic State of Iraq and Syria. They are oppressing and destroying their fellow Syrian’s and Iraqi’s and they are spreading alarm and panic across the world with their violence and destructionRead MoreCorruption in Raymond Chandler’s The Big Sleep825 Words   |  3 Pagesface to face with criminal s of every variety, and each corresponds to a piece on the chessboard that appears repeatedly in the story. Marlowe’s symbolic identity is the well-intentioned knight, who represents the shred of chivalry that remains in a society of pawns and crooked kings, and the chess game is his combat against crime in a period of national despondency. In the heart of the Great Depression, America as a whole is in serious financial turmoil and people have become pessimistic about theRead MoreSummary Of A Memoir Of Survival 1352 Words   |  6 Pagescontinues through even after Rani divorces the maniac who had kidnapped her children and turned them against her. Just as Memoir speaks to any person trying to make sense of horrendous acts, Masquerade show women that there can be hope to escape violence. Wild: From Lost to Found on the Pacific Crest Trail by Cheryl Strayed (Viking, 2013) tells of Strayed desperate act of courage when her life tumbled out of control and how she hiked her way back to sanity. Like Ms. Strayed, Rani has writtenRead MoreThe Pure Products Of America1395 Words   |  6 PagesAmerican Dream? In the poem, To Elsie, William Carlos Williams asks us the many questions lurking beneath the pavement of our perception behind the American dream: what are the ‘pure products of America’ and what is the reality of this imagined concept? Through the use of texture and form, Williams perfectly depicts with cynical aptitude the recycled degradation of society. In To Elsie, a depraved America is personified through the history and conception of a woman named Elsie. The poem begins in the muckRead MoreThe Deceptive Language Game Played by Politics and Government692 Words   |  3 PagesOrwell’s quote from his book: â€Å"Politics and the English Language†, points now more than ever, of what has become a serious dilemma within our society: the corruption of honesty, and the curbing of clear thinking which is achieved through the use of subliminal images and deceptive language in order to support the agendas of multi-billion dollar corporations own hidden agendas. Running the news is not an old game in any part of the world, but things are becoming uncontrollable and are getting out of handRead MoreThe Lottery By Shirley Jackson972 Words   |  4 Pagesto a reader s mind when they think of the lottery; a big amount of money . The reader sees both literal and metaphorical meaning of the Shirley Jackson’s short story becau se for one it shows for face value what the entire story is about, and hidden behind it is the notion of the target being picked like a lottery number. Shirley Jackson narrates the story in a twisted manner. She writes the story in such a way that the reader feels involved and active in the beginning but the climax is when theRead MoreCrime And Its Measurement Of Crime1675 Words   |  7 PagesThis question focuses on crime and its measurement which is one of the most controversial topics in modern times. There has been a lot of debates by politicians, the media and the general public whether crime is falling or rising. We shall attempt a definition of what is crime, what are crime statistics, what is known and not known about crime in England and Wales, the techniques used in measuring crime, and the evaluation of the strength and weaknesses of the different ways of measuring crime. OurRead MoreUngs 20501671 Words   |  7 PagesSharia. †¢ The opinion that Islam is limited to ones relation with God, and has nothing to do with the daily affairs of life. †¢ To disapprove of the application of the hudud (legal punishments decreed by God) that they are incompatible in the modern age. †¢ And whoever allows what God has prohibited is a kafir. In the words of Tariq al-Bishri, secularism and Islam cannot agree except by means of talfiq or by each turning away from its true meaning. Islamic ethics defined as good characterRead MoreJail Cells Are Formally The New Classrooms1399 Words   |  6 Pagesthe heinous crimes they committed, the unfairness to the victim’s family, and their potential danger to the society once they return. Initially, young people who commit violent crimes should be sentenced as adults. The question here is fairly simple: when a child kills, can this very same child, at the same time, be considered as an adult for his/her own action? Children in modern society are more sophisticated at a younger age, encouraged by their parents and teachers to work as functional adultsRead MorePoverty And Its Effects On Society1557 Words   |  7 Pagesthat construe the modern world. A girl born in California will most certainly live to old age; However if she is born in West Africa, she has a one in four chance of dying before her 5th birthday. These discouraging truths envelope our everyday realities, and the single most poignant factor is poverty; which is arguably the most far-reaching, long-standing cause of chronic suffering there is. Poverty is a severely embedded wound that infiltrates every aspect of culture and society. It may include a

Plot, Setting, Point of View, and Tone in Bartleby the...

In the short story, Bartleby the Scrivener, Herman Melville employs the use of plot, setting, point of view, characterization, and tone to reveal the theme. Different critics have widely varying ideas of what exactly the main theme of Bartleby is, but one theme that is agreed upon by numerous critics is the theme surrounding the lawyer, Bartleby, and humanity. The theme in Bartleby the Scrivener revolves around three main developments: Bartlebys existentialistic point of view, the lawyers portrayal of egotism and materialism, and the humanity they both possess. The three developments present the lawyers and Bartlebys alienation from the world into a safe world of their own design. The lawyer, although an active member of†¦show more content†¦Melvilles choice to employ a simple plot to reveal complex characterizations of humanity shows the authors plan to make the reader interpret the theme for himself or herself. Without a complex plot, the author must use other elements of fiction to uncover variations in the lawyers and Bartlebys outlook on society. The walls of Bartleby conflict with the lawyers walls, but both are designed to keep both the lawyer and Bartleby safe from the outside world. The lawyers safe haven is where his office is: Wall Street. On Wall Street, the lawyer knows exactly what society expects of him. He is content with himself and his sense of conventionality and considers himself a representative human being. The lawyer considers Bartleby to be representative of humanity. The lawyer states, For both I and Bartleby were sons of Adam (Melville 143). The lawyer originally places himself and Bartleby in the same context of society. However, the lawyer seems to recognize, at the conclusion of the story, the universality of Bartlebys plight. Leon F. Seltzer indicates, Not simply Bartleby but everybody is essentially isolated in the prison of self and can break out of it only through illusions, whose fragility constantly subjects them to destruction (119). Bartlebys safe haven is also within the lawyers office on Wall Street. Bartleby haunts the law office and is described as a ghost. By referring to Bartleby as an apparition, Melville

Teaching Computer Architecture How to Introduce the Class Free Essays

Introduction: How to Teaching is simple. It does not always require creativity to do it right. It is the art of using the right teaching method for the right student personality in the right environment. We will write a custom essay sample on Teaching Computer Architecture: How to Introduce the Class or any similar topic only for you Order Now How much a particular student learns in a course is actually governed partially by that learner’s native ability and preceding preparation but also by the consistency of his learning style and the teacher’s teaching style. Teachers’ teaching plans can exceed the learning process for the students and can improve their learning quality as well if it is well-matched the students’ learning styles. The concept of learning styles – which states that different learners have different needs, ways of processing and adapting information, and therefore need to be taught differently so that their learning and achievement are more effective – has been a significant area of investigation in learning theories for over thirty years. In this paper I am designing a teaching plan driven by students learning styles and compatible with the basic two types of learning styles: visual and verbal learning styles. Teaching computer architecture has been examined in many ways like prototyping [1], learning through experience [2] [3] but it hasn’t addressed by matching the teaching style with the students learning styles. I chose the first lesson of the computer architecture â€Å"introducing computer architecture course to the students† as an example to prove the enhancement of this approach in teaching computer architecture. The paper is divided to some sections. The first one is setting the base knowledge of the terms that will be used through this paper starting from explaining learning styles then going to clarifying the visual and auditory learning styles. After that, I am going to implement the introduced background in computer architecture context to computer architecture course (ACCESS) at University of Colorado at Colorado Springs. Finally, I will suggest how to evaluate the applicability and the enhancement of this proposed plan followed by a brief dissection. Page 1 Motivation: First, I was motivated by the importance of computer architecture course. Second, my motivation was also the challenges that I faced in this course thus I didn’t satisfactorily understand its concepts. My reason of not fully getting the content was personal; my background knowledge that was required to this course wasn’t adequate. Then I asked myself how much have the other students, who have fulfilled the prerequisite, learned? Did they get the essentials of the course? And these questions have formulated my effort presented in this paper here in order to both facilitate their learning and improve their learning quality of this substantial course. Background: A. Learning styles: Learning in an organized educational situation may be thought of as a two-step process encompassing the reception and processing of information. Learning styles can be defined as the preferences of an individual in a particular learning situation 4]. It refers to the preferred way of a learner to receive information. Individuals are dissimilar in how they learn. In [5], Richard M. Folder had proposed a model of learning and teaching styles in engineering education that consists of five learning styles dimensions: sensory and intuitive, visual and verbal, inductive and deductive, active and reflective, and finally sequential and global. To match the teaching method with a category of the students learning styles, it changes the way to present information or the way to organize it and sometimes both. B. Visual and Verbal Learners In his model, he had considered the visual and verbal learning styles and had categorized them in the input dimension that deals with the component of the learning process in which information is observed. People receive information in many ways. These ways may be divided into three categories, sometimes mentioned to as modalities: visual ways that refers to sights, pictures, diagrams, symbols; auditory ways that use sounds, words; kinesthesia ways such as taste, touch, and smell. Thus, there are visual, verbal, and kinesthesia learners. Visual learners have a reference of seeing: pictures, diagrams, flow charts, time lines, films, or demonstrations and they remember best what they see. They usually like to see the teacher’s body language and expressions to better understand the content of lessons, highlight the important points of the lesson with pretty colors, and they Page 2 illustrate the concepts to fully understand and memorize it. If information is simply said to them, they will forget it easily. Auditory learners remember best what they listen to. They acquire a lot out of discussion, learn efficiently by explaining things to ACH other, take the underlying meanings of speech through focusing their listening to tone of voice, read the written materials out loud to absorb and memorize them well, and they prefer verbal clarification to optical demonstration. According to Richard M. Folder, â€Å"most people of college age and older are visual while most college teaching is verbal?the information presented is predominantly auditory (lecturing) or a visual representation of auditory information (words and mathematical symbols written in texts and handouts, on transparencies, or on a chalkboard)†. This present a problem to many learners. C. How we learn? How People Learn: Brain Mind, Experience, and School book [6] has concluded seven primary points of how people learn: 1. Leaning is facilitated when knowledge is structured around major concepts and principles. 2. A learner’s prior knowledge is the starting point of effective learning. 3. Awareness and self-monitoring of learning (â€Å"meta-cognition†) are important for acquiring proficiency. 4. Learners’ belief about their ability to learn affects their success. 5. Recognizing and accommodating differences in the ways people learn are essential. 6. Learning is shaped by the context in which it occurs. . Learning can be strengthened through collaboration. These points also were the foundations of the vision for the future science and engineering learning environment that was anticipated in the new electrical and computer engineering curriculum in 2013 and beyond [7]. In my paper, I am suggesting a plan that is in line with both points number 1 and 5. Implementation: To implement a teaching plan that focuses on visual and verbal learning styles in the computer architecture context, I will be using visual and aural tools to present the content and I will mix using them while I am explaining each concept. The aural tools will be spoken words or written presented text. On the other hand, the visual tools will Page 3 vary between pictures, diagrams and charts. This teaching plan is intended for introducing computer architecture course ACCESS/5200 at University of Colorado at Colorado Spring. The laconic teaching goals for this lesson are: 0 0 0 0 Student defines computer architecture. Student recognizes the role of the technology trends in computer architecture. Student distinguishes between computer architecture and instruction set architecture. Student lists two types of parallelism. And it will be organized as the following: 1. Prerequisite classes. 2. A foreword. 3. Computer architecture definition. 4. Computer architecture intersection. 5. Computer architecture classifications. 6. Why does it matter? 7. Course content. 8. Conclusion. 1 . Prerequisite classes Dependency or process diagram is going to be utilized to show the computer organization prerequisite classes. Computer organization 2. A foreword. Computers have different ways of how we see them. Computer Architecture Personal Mobile devices Desktop Computing Servers Clusters/ warehouseman computers Embedded computers Each of these unlike computers has its own characteristics, requirement, and computing technologies. However, they all have at least a processor, memory, 1/0 device, and a way to communicate between them. Another way to see computers is this picture. Page 4 Applications System software Hardware SIS SIS in this picture is abbreviation of instruction set architecture, the boundaries between the hardware and the software. 3. Computer architecture definition: So, what is computer architecture? What do the computer architects do? The definition will be driven from the presented pictures above. Computer architects design imputer systems. Hence, it is not equal to designing SIS any more (old definition) SIS is actually a part of computer architecture. The word architecture nowadays covers all three aspects of computer design – instruction set architecture, organization or macrostructure, and hardware [8]. Computer architecture has been defined as designing the organization and hardware of the computer to meet goals and Measurement and Analysis Design Requirements and Castrations functional requirements [8] (figure: 1). 4. Computer architecture intersection: SIS Compiler Logical design Computer architecture is not a stand-alone subject. In order to obtain better computer design, it calls for familiarities with several topics like What do the computer architects do? Figure 1 : compiler, history of computers, and operating systems (figure: 2). A useful suggested tool to visualize the above Computer Architecture prop languages SO Computer history Figure 2: computer architecture interaction http://loving. Host. Sky/attendant/Operating-System-Extended-Machine. HTML Page 5 content would be Venn diagram. 5. Computer architecture classification: The most popular known classification of the computer architecture is Flan’s taxonomy. It insiders only the computer processor of the designed computer system. The memory, interconnections, 1/0 devises aren’t involved in Flan’s taxonomy. The processor receive two kinds of information flow whether data or instruction. According to Flan’s taxonomy, both of the instruction or data streams can be single or multiple. Architecture categories Flan’s Taxonomy SITS SIMD MID MISS Another architecture classification is based on the type of parallelism that is exploited in the designed computer system. Tow type of parallelism at the computer application Parallel architecture Data level parallelism Task level parallelism level: data level parallelism and task level parallelism 6. Why does it matter? Architects design architecture for a given technology. Technology parameters quickly change over time. So, it is important to trace the technology trends and plan for it as architects (figure: 3). Parameter Time Page 6 Figure 3: Technology trends Technology: Integrated circuit technology DRAM, Flash Magnetic disk technology Bandwidth and Latency Transistors and Wires Power and Energy: Thermal Design Power (TIP) Dynamic Energy and Power Static power consumption Cost: DRAM pence Microprocessors price Integrated Circuit Cost 7. Course topics: Computer architecture Quantitative approach [8] is a popular book for teaching computer architecture class in many universities, University of Colorado at Colorado Springs as well. So, I am going to adopt the content of this book to introduce the computer architecture topics. Here is a dependency diagram to present the course topics and the book chapters at the same time in relational manner to give the student a glance of how the topics are structured. Also, it can be extended by building up new dependency relations between the chapters as the instructor start to explain them later on the course. This method is to facilitate the learning according to How People Learn book [6] point number one. Chap: 1 Fundamentals of Quantitative Design and Analysis Chap: 2 Memory hierarchy design Chap: 3 instruction-Level Parallelism Chap: 4 Data-Level Parallelism Appendix B Appendix C Chap: 5 Multiprocessors and Threadlike Parallelism page 7 Chap: 6 The Warehouse-Scale Computer 8. Close the talk by summarizing the information. In conclusion, the computer architecture is to design the organization and the hardware of the computer to meet its functional requirements and intended goals. To do that best, architects asked for taking the technology trends in its consideration to lengthen the life of the designed architects and for taking advantages of parallelism in order to make it scalable and efficient. Measurement and Analysis Indeed, Just one thing needs to change in the teaching plan to engage both visual and verbal learning styles- change the way to present information, provide visual aids in addition to verbal ones. Evaluation: In this section, I am going to suggest an evaluating procedure consist of two parts: satisfaction evaluation and outcome evaluation. First, to assess the satisfaction of this Lana, instructor can look to the learning style for each student in the class using one of the learning styles inventory test that are provided online like: http:// www. Learning-storyline. Com/inventory/questions. PH? Cockiest=y or http:// Then, count the percentage of students that has visual learning style, aural learning style, and other styles. After that, calculate the how much of the students learning styles are covered by this plan design, sum visual and verbal students. Finally, count the parentage of students learning styles that this plan considered to evaluate the degree of satisfaction. Second, in a teaching and learning, the most actual evaluation is that which on the basis of students learning outcomes. So, to measure this plan outcome, instructor can use either way quantitative or qualitative approach like: asking some direct questions to Page 8 students to examine their understanding; print out an assessment examination and give it to each student (figure: 4); asking all the students if they have any questions about the lecture. I recommend the simplest evaluating methodology like the method suggested in [9],†instructors should avoid questions or situations that could make it wizard for students to respond (â€Å"Who is lost? â€Å") or are so generic as to lead to nonresidents (â€Å"Are there any questions? â€Å"). Instead, instructors should pose questions that encourage more specific responses, (e. G. , â€Å"How many of you understand what we are talking about? â€Å"). † Name: ? What is computer architecture? Name: From 1 to 10: How much important is this course? How much you think you can learn this course? As (high – medium – low): How much important is this course? How much you think you can learn this course? Figure 4: example of printed students’ assessment Discussion: In USC computer architecture class, while implementing the presented approach, I notice a further unintended advantage. The main goal for this plan was to match the learning style for the visual and verbal learners. But I discovered that it has advantages even if the learning style doesn’t match the student like the case of international students. Indeed, this plan improves the learning for the verbal learners who are taught by a different language from what they are natively speak. There was almost 15% of the students in the ACCESS at USC are international students. This approach can contribute to solve the learning difficulties that the international students face. Assuming that the international students misunderstand 5% to 35% from the spoken language in the lecture, due to the lack of their English vocabularies and synonyms that they are familiar with, the percentage expected to decrease when the instructor uses visual tools in their teaching. Consequently, the progress is accomplished by reducing the misunderstanding percentage of the international students. Observing the visualization tools in this teaching plan, it was suitable for the context that they have been exploited in. One of the efficient teaching visualization tools to computer architecture course is simulators [10], it hasn’t used in this suggested plan because it had addressed introducing the course but it still can be used later on the lectures. It helps explaining the main concepts in the course such as CPU [1 1], SIS, or cache memory. Page 9 Even if the computer architecture topics expand, this suggested plan will still be applicable and it will not needs significant changes. Conclusion: In conclusion, the main effort in this paper was a contribution to utilize delivering the computer architecture content to the students. I have used a teaching method that focuses on students’ learning style and I have designed a constructible teaching plan. In my suggested designed teaching plan for the first day of computer architecture class, I have chosen two basic learning styles of student, visual and verbal learning styles. Then, I propose a way to evaluate the success of it. In my discussion, I discussed several points; I highlighted a benefit for this approach for international students as well; mentioned visualization tools are useful and recommended additional one that haven’t used but can be used later in the course, simulations is useful for chemotherapeutics. Bibliography [1] E. J. Barbara, H.. B. How to cite Teaching Computer Architecture: How to Introduce the Class, Papers

The United States At The Paris Peace Conference Essay Example For Students

The United States At The Paris Peace Conference Essay The United States at the Paris Peace ConferenceThe First World War had lasting effects on almost every aspect of our society. Empires and monarchies collapsed, democracy began to rise, capitalism was affected, and inflation resulted from the cost of war. It became apparent that an agreement must be reached which would clearly outline the steps necessary to repair the damages done by the war. Even more importantly, a method must be devised which would, in theory, prevent such a horrific war from occurring ever again. The Paris Peace Conference was held in the winter of 1919, predominantly at the infamous Palace of Versailles, and was intended to realize these goals. Twenty-seven nations were present at the Conference, although only four of these countries had a true voice in the matter at hand. These four countries, the Great Powers, were Italy, France, England, and the United States. Represented by Vittorio Orlando, Georges Clemenceau, David Lloyd George, and Woodrow Wilson, respecti vely, these men held the vast majority of power and influence present at the Conference. President Wilson represented the United States at Versailles. He believed that World War I should end in a treaty based on democracy rather than on politics of power, and he was present to see to it that the Treaty of Versailles was written accordingly. Wilson embodied the success of the democratic, liberal, progressive and nationalistic movements of the past century, and represented what society wished for the future. We will write a custom essay on The United States At The Paris Peace Conference specifically for you for only $16.38 $13.9/page Order now His idealistic views and goals for the reparation of society were made evident through his presence at the Conference, as well as Blake 2through the plans that he brought with him. In a talk with newspaperman R.J. Bender of the United Press, Wilson states what is basically his attitude towards the entire conference: ?A statement that I once made that this should be a peace without victory holds more strongly today than ever. The peace that we make must be one in which justice alone is the determining factor.?Wilson demonstrates the visionary approach with which he viewed the Peace Conference precisely in this remark. President Wilsons presence at the conference has been debated from many angles. It was possible, was he not present at the conference, that the Allies would insist on a resolution rooted in force and vengeance between the European countries. Wilson felt that this method would be ineffective in the long run. He believed that only on a peace reached through justice could a stable society be rebuilt. Wilson personally felt that the best way to attain a genuine peace among all countries would be to create a bond of nations that had entered into an agreement to prevent the reoccurrence of such a Great War, although he recognized the likeliness of opposition to his plan. He predicted correctly that there would be a demand for immediate peace terms and a postponement on an association of nations. Because Wilson felt so strongly that his plan was the most sensible and definite way in which to proceed with the Peace Conferences, he felt obligated to be present in Paris. This enabled him to defend his views and thus protect what he felt was in the best interest of the United States. It has been argued that this was not a wise choice for the President. Many say that had he remained in Washington and carried on negotiations through his Commissioners, he would have retained his place as superior and powerful. This would have allowed him to dictate the terms of the treaty as he wished. The fact that he attended the conference resulted in the loss Blake 3of the position of power that he held. This forced Wilson to submit to the wills of the European countries, many of which harbored feelings of hostility towards the conquered countries. While it seems apparent that the most beneficial move the President could have taken was to remain in the United States, his idealistic belief in the promise of the bond of nations led him to disregard advice and sail to France to secure the Treaty of Versailles. Wilson had extremely specific goals in mind when he departed for France. The 14 Points, which he had written the previous year, were what Wilson referred to as ?principles upon which to build peace.? These points included open covenants and agreements, freedom of the seas, removal of economic barriers, reduction of resistance by all Powers, and evacuation of occupied territory. Also included in these goals were colonial claims readjustments, self- determination of nationalities, redrawing of European boundaries along national lines, and lastly, several goals stating what was to happen to each country as far as its boundaries, frontiers and occupation by other countries. Wilsons most important goal was, however, his idea for a League of Nations. He felt that the existence of such a group would be the source of world peace for all time to come. This League was to be an organization in which it would be possible for countries to get together and talk amongst themselves, ideally with the ability to prevent their differences from escalating into war. Wilson felt that this would be more productive than the idea of balance of power, in that it would be a more organized forum for everyone to express their opinions and have equal opportunity to do so. Each country that had a grievance towards another would submit the dispute to arbitration and would be required to respect the decision reached. Should they not Blake 4do so, the other countries would take economic or military measure to enforce order. .u1ce56b753c06897ca94b71cd87e8135f , .u1ce56b753c06897ca94b71cd87e8135f .postImageUrl , .u1ce56b753c06897ca94b71cd87e8135f .centered-text-area { min-height: 80px; position: relative; } .u1ce56b753c06897ca94b71cd87e8135f , .u1ce56b753c06897ca94b71cd87e8135f:hover , .u1ce56b753c06897ca94b71cd87e8135f:visited , .u1ce56b753c06897ca94b71cd87e8135f:active { border:0!important; } .u1ce56b753c06897ca94b71cd87e8135f .clearfix:after { content: ""; display: table; clear: both; } .u1ce56b753c06897ca94b71cd87e8135f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1ce56b753c06897ca94b71cd87e8135f:active , .u1ce56b753c06897ca94b71cd87e8135f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1ce56b753c06897ca94b71cd87e8135f .centered-text-area { width: 100%; position: relative ; } .u1ce56b753c06897ca94b71cd87e8135f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1ce56b753c06897ca94b71cd87e8135f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1ce56b753c06897ca94b71cd87e8135f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1ce56b753c06897ca94b71cd87e8135f:hover .ctaButton { background-color: #34495E!important; } .u1ce56b753c06897ca94b71cd87e8135f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1ce56b753c06897ca94b71cd87e8135f .u1ce56b753c06897ca94b71cd87e8135f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1ce56b753c06897ca94b71cd87e8135f:after { content: ""; display: block; clear: both; } READ: 'The Hold Life Has' and 'In Search of Respect': Book ReviewWilson felt that the only way to ensure even the possibility of world peace was to interweave the ideals of his 14 Points with the concept for a League of Nations. I want to save the whole world from repetitions of such disasters as the world has experienced during the last four years. I know that you men are going the wrong way about it, and I know that I am right, because I know human nature and the processes of war.?Wilson faced much opposition to his plan. Two such instances include France, under Clemenceau, ordering the Germans to pay for the damage they had caused during the war. Also, Britain was opposed to the freedom of the seas, as they had fought so valiantly against Germany to be in command, and thus wished to eliminate that from the 14 Points. And yet, so firmly did Wilson stand behind his belief in the League that his desire to see it realized began to take over the Conference. Various interests were at stake throughout the duration of the peace proceedings. When the question arose of what Germany would pay for war damages, concession was necessary. While France and England proposed to demand Germany pay the total expenses incurred during the war, Wilson was forced to take into consideration the outcome of such a charge. Where else but through German export could Germany produce enough money to pay for total damages? Wilson recognized that this would only further conflict with the Allies own economic interests. In an effort to appease both France and England, however, the treaty required that Germany surrender much of its merchant marine, make coal deliveries, and give up all property privately owned by German citizens abroad. In addition, the ?war guilt? clause was written into the treaty, forcing Germany to formally accept responsibility for the war. Wilson also put what he felt to be the best interest of the United States at heart Blake 5when he made con cessions to Lloyd George, Clemenceau, Orlando, and the Japanese. With these compromises in place, it was agreed that the League of Nations would be included in the treaty. Wilson in exchange conceded to modify his 14 Points from the original ideals that they maintained. Wilson, representing the United States, pushed hard for his League Covenant. This was a modified version of his original League of Nations, and had been revised by the League of Nations Commission, which Wilson himself headed. These modifications discussed religious equality, minority rights, the mandate system, and the organization of a League of Nations to monitor these and other aspects of the covenant. Wilson presented this to a plenary session of the conference. His idea was not greeted with the reception he had expected, however, and many were opposed to the covenant as part of the treaty. Wilson found the same feeling in the United States, and received a letter signed by 1/3 of the senators, saying that they w ould not approve the treaty as it was. To this Wilson responded: ?When the treaty comes back? will find the Covenant not only in it, but so many threads of the treaty tied to the Covenant that you cannot dissect the Covenant from the treaty without destroying the whole vital structure.?While this occurred at home, back overseas a new situation had arisen. With Colonel House acting in Wilsons place, the American delegates had split on the issue of how to treat Germany. Delegates Lansing, Bliss, and White maintained Wilsons original view that Germany ought to be reintegrated into Europe in peace. House, however, took a more punitive approach and favored compromise with the British and French. This Blake 6serves to illustrate the lack of communication that took place between President Wilson and his delegates. Messages were garbled, orders were never specifically set, and too much was open to individual interpretation. This resulted in many problems arising due to simple lack of understanding. Similar problems arose when Colonel House began to agree with the other Allies that a peace settlement was necessary first, and that it would be possible to separate the League Covenant from the peace treaty. This was a dramatic split from the view maintained by Wilson. Because Wilson was in the United States when these proposals were initially discussed, he found himself faced with issues that substantially altered his program. Wilson reacted to this by issuing a statement on March 15 which said that he would not approve the separation of the League of Nations from the peace treaty and he made it absolutely clear to the Allied leaders that he would not consent to a treaty on Houses terms. March 1919 turned out to be the most difficult month of the conference for Wilson, whose power was at its weakest. He faced great opposition from every side, and was regarded by the other Great Power leaders as being egotistic. Clemenceau, of France, stated the following: ?Wilson thought himself another Jesus Christ come upon the earth to reform men. As Wilson neared desperation, the deadlock that had been intact began to break. He conceded to compensations for France, and was persuaded to include pensions in reparations after receiving a letter that described that England would not receive its fair Blake 7share in comparison to the other countries. While it seems simple enough that Wilson should have become more agreeable, many attribute the sudden change to the viral infection that he had come down with. This illness resulted in severe changes in his mind and on both Americas policy and position. These changes eventually reduced the possibility that the peace treaty would bring into effect entirely new international relations. .u73ccd49b408aaea44eaf2483e1b54c9d , .u73ccd49b408aaea44eaf2483e1b54c9d .postImageUrl , .u73ccd49b408aaea44eaf2483e1b54c9d .centered-text-area { min-height: 80px; position: relative; } .u73ccd49b408aaea44eaf2483e1b54c9d , .u73ccd49b408aaea44eaf2483e1b54c9d:hover , .u73ccd49b408aaea44eaf2483e1b54c9d:visited , .u73ccd49b408aaea44eaf2483e1b54c9d:active { border:0!important; } .u73ccd49b408aaea44eaf2483e1b54c9d .clearfix:after { content: ""; display: table; clear: both; } .u73ccd49b408aaea44eaf2483e1b54c9d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u73ccd49b408aaea44eaf2483e1b54c9d:active , .u73ccd49b408aaea44eaf2483e1b54c9d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u73ccd49b408aaea44eaf2483e1b54c9d .centered-text-area { width: 100%; position: relative ; } .u73ccd49b408aaea44eaf2483e1b54c9d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u73ccd49b408aaea44eaf2483e1b54c9d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u73ccd49b408aaea44eaf2483e1b54c9d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u73ccd49b408aaea44eaf2483e1b54c9d:hover .ctaButton { background-color: #34495E!important; } .u73ccd49b408aaea44eaf2483e1b54c9d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u73ccd49b408aaea44eaf2483e1b54c9d .u73ccd49b408aaea44eaf2483e1b54c9d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u73ccd49b408aaea44eaf2483e1b54c9d:after { content: ""; display: block; clear: both; } READ: Corruption in Annawadi EssayWilson continued to emphasize the sacrifice of immediate self-interest for the good of the world. He spoke to the Italian people directly on April 23 after an unresolved conflict with Orlando left him to appeal to the public over the heads of their leaders. He spoke of the need to sacrifice self-interest now to ?the right of the world to peace and to such settlements of interest as shall make peace secure.?His appeal was refused and demonstrated the lack of truth behind his belief that he represented the silent belief of the people. The issue was never resolved, and it is believed that Wilsons illness accounted for a good deal of his actions at this time. In an entirely different manner, Wilson dealt with the demands of the Japanese. They wanted both racial equality and confirmation of their economic interests, although in the end they consented to solely the confirmation of interests. In a total turnaround from his policy during the incident with Italy, Wilson seemed to support the Japanese desire for self- determination. He used the same plea for both countries, however, by trying to appeal directly to the conscience of the people. He stated that the world would Blake 8never achieve peace if nations were always thinking more of their rights than of their duties. Once an agreement had been reached as to the demands of the Japanese, the major issues of the negotiations were settled. On May 7, the Germans received their first look at the treaty. More disagreements arose from the possibility that the Germans would not sign and the question of what the Allies would do in response. Fortunately, this question answered itself, when the German government fell and was replaced by one that would cooperate. On June 27th, German representatives arrived at Versailles Hall of Mirrors to sign the treaty. The crowds gathered outside the palace were so euphoric at the idea of peace that few stopped to consider the ability of the treaty to endure, or the effects that its existence would produce. Although aspects of the Treaty of Versailles were positive, the treaty as a whole was a failure. Many factors contributed to the overall regard of the treaty as such. After years of war, each country felt it was entitled to great compensation, and thus Wilsons vision that each country should sacrifice its own desires for the good of the whole was never realized. His faith in the common man was shattered when his direct appeals resulted in backlash and no positive results. Every country demonstrated extreme national self-interest, and this led to severe differences of opinion at the Conference, and concurrently, in the provisions of the treaty itself. Blake 9Uncertainty of purpose undoubtedly contributed to the failure of the Treaty of Versailles. Wilsons vague description of his 14 Points terminology to his American representatives resulted in unclear principles. With the goals of the Conference so unclear, it is no surprise that they were never attained. How, after all, can one strive for a goal that he is unclear on? ?Democracy?, ?Viability?, and ?Self- Determination? were tossed about with such casualty that a suspicion arose as to the lack of principle that Wilson maintained. This dealt a lasting blow to Wilsons regard, from which he never entirely recovered. Wilson never made pretenses as to his desire for a League of Nations. He wanted one, very badly, and he allowed all other countries to know it. With this as a key bargaining tool, European countries used it to their full advantage. They would agree to include the League of Nations in the treaty if Wilson would understand and support the individual problems that each coun try faced. With several countries using this against him, it was impossible for Wilson to truly back each of their beliefs, as, more often than not, they conflicted with each other. Several other factors contributed to the failure of the Conference. Wilson did irreversible damage to the outcome of the treaty by his insistence on excessive time being spent on the League of Nations concept. This loss of time caused delays in the proceedings and prevented a swift restoration of peace. Wilsons demand that a complete and detailed plan for the League, as well as for the Covenant, be drawn up in Paris left no possibility for a preliminary treaty to be signed. His own perseverance of the League of Nations eventually led to the inability of the League to be of any effectiveness. Wilson Blake 10had, in a sense, murdered his own plan, and had thus also ridded the Conference of any ability to prevent a Second World War. The Treaty of Versailles was, inarguably, not a success for the United States. We had won the war, certainly, but would not ratify the treaty that we ourselves had contributed to making. Wilsons ultimate goal, it has been said, was to get the treaty ratified, and in this he failed. He instead gave orders to have the treaty killed in the Senate, and that was where it died. The treaty was filled with American doubt from the start, and this led the Senate to simply repudiate Wilsons work. While World War One was, in itself, a success for democracy and thus for the United States, the Conference that ensued was clearly a failure from the start. History Essays