U.S. President Example

U.S. President Example U.S. President – Coursework Example U.S. President The constitutional duties of the President of the United s include commander-in-chief, head of and leader of a political party among other roles. The commander-in-chief gives the president direct, as well as, the immediate control of the army and navy of the United States. Article II, Section 2 of the US Constitution gives the president constitutional powers over the military forces (Bardes, Shelley, & Schmidt, 2009). However, the president does not exercise the power to declare war. Kesselman, Krieger, and Joseph (2015) argue that the president has to seek approval of the Congress when the United States plans to wage a war on a particular nation. Nonetheless, the US president has the definitive role for the disposition and direction of the armed forces. The US president heads the state. In this regard, the president leads the government, and is the symbol of all the people. Research shows that children love and remember the US president (Wilson & Dilulio, 2007). Under the US Constitution, the president has the mandate to rule over the government. Arguably, the president serves as powerful person in the United States, and signs the legislation, which the Congress passes. Hence, the president coordinates all the decisions and laws that the Congress makes. It is noteworthy that the president cannot initiate the legislation because such powers are vested in the Congress (Kesselman, Krieger, & Joseph, 2015). Similarly, the US president is a leader of a political party. In effect, the president must be the chief of a political party that controls the executive. In effect, the president dictates the legislative agenda of the party.ReferencesBardes, B. A., Shelley, M. C., & Schmidt, S. W. (2009). American government and politics today: The essentials. Belmont, Calif: Wadsworth.Kesselman, M., Krieger, J., & Joseph, W. (2015). Introduction to Comparative Politics: Political Challenges and Changing Agendas. New York: Cengage Learning.Wilson, J. & Dilulio, J. (2007). American Government: The Essentials. New York: Cengage Learning.

Change Management in the Learning Organization Essay Example for Free

Change Management in the Learning Organization Essay Organization (1318) , Structure (56) In this paper I intend to discuss change management approaches that support the learning organization philosophy. The learning organization is defined as an organization that acquires knowledge and innovates fast enough to survive and thrive in a rapidly changing environment. Learning organizations (1) create a culture that encourages and supports continuous employee learning, critical thinking, and risk taking with new ideas, (2) allow mistakes, and value employee contributions, (3) learn from experience and experiment, and (4) disseminate the new knowledge throughout the organization for incorporation into day-to-day activities. On the other hand we have a process called change management which is defined as minimizing resistance to organizational change through involvement of key players and stakeholders. At my organization these two go hand in hand and it allows for us as a company to experience constant growth and development of our staff. Our employees are more willing to welcome change when we train them in the process. As businesses moves through the 21st century, they are becoming more dependent upon their managers to be change agents. These companies actually seek managers who can bring success to their organizations. Three of the characteristics we look for in our new managers are they must have the ability to stimulate change, excellent planning capabilities, and ethics. Over the years I have spent in management I have learned that success in  becoming a learning organization relies on a commitment to learning on the part of the organizations I have worked for and the willingness of the individuals involved to be receptive to the change process. As a manager, what we usually can change falls into basically three categories; people, structure, or technology. An efficient manager will make alterations in these areas in an attempt to facilitate change. With people the change involves adjusting attitudes, expectations, perceptions, and probably most importantly behavior. Coaching people to adjust in these areas will help employees within the organization to work together more effectively. Changing structure relates to the job design, specialization, hierarchy and any other structural variables. These usually need to be flexible and non-static in order to be adaptable to change. When dealing with technological change we are looking at modifying work processes and methods along with the introduction of new equipment. To me learning organizations support the change process just as much as change management supports the learning organization philosophy. I say that because every change calls for some sort of learning as the more comprehensive the change the more attention we have to place on learning for the individuals involved in the change. By utilizing the learning organizations philosophies companies including the one I work for are able to magnify the potential of its employees which keeps them growing. Learning in action: a guide to putting the learning organization to work/ David A. Garvin Change Management in the Learning Organization. (2016, Aug 06). We have essays on the following topics that may be of interest to you

Transportation Security at U.S. Seaports Research Paper

Transportation Security at U.S. Seaports - Research Paper Example The United States is one of the countries with the largest coastlines across the entire globe. This provides it a number or sea ports and sea shores to use in both transport activities, especially the exports and imports trade, whereby the country brings in new products from other countries while exporting its own products to different other countries. Furthermore, these seaports equally act as entry points for people from different countries who want to visit the United States. As such, it creates a transportation avenue, whereby congestion at the seaports due to transport activities is a common aspect. However, the traffic of people and goods leaving and entering the United States through its ports poses a security threat to the entire country at large. This is especially at the backdrop of the 9/11 terrorist attack carried out on the U.S. soil whereby nearly 3,000 people lost their lives.  As such, the security at these seaports within the United States is of crucial importance to all state actors, especially the innocent and naà ¯ve passengers who use the ports for daily activities, such as fishing and transportation. Currently, the number of seaports within the United States stands at over 300. Each of these ports is different in its own manner and style, as well as the intended purposes and daily activities. As mentioned earlier and going by the statistics of the losses suffered in 2001 after the September 11 terrorist attack, the issue of security is of grave importance to the operations carried out at these sea ports.

Global crime's Research Paper Example | Topics and Well Written Essays - 3750 words

Global crime's - Research Paper Example This paper attempts to present a brief overview of cybercrime, beginning with its varying definitions, how it evolved and became dangerous, its types, and past real-world instances. Cybercrime involves criminal acts that are committed using computer networks such as the internet (Bidgoli, 326). These criminal acts include the disruption of other computer systems using viruses and worms, gaining unauthorized access to confidential files, creating and distributing pornographic films based on children, stealing identity, stalking, and a host of other thefts and frauds. There are many ways in which cybercrime can be defined. This is because cybercrime is not a new â€Å"type of conduct† but an extension of criminal behavior that is already existing (Edelbacher, Kratcoski, and Theil 122). Cybercrime could be defined as â€Å"any crime in which a computer is the agent, facilitator, or target of the crime† (Edelbacher, Kratcoski, and Theil). This definition however is not completely representative of cybercrime. A more extensive definition was given by the Council of Europe’s Budapest Convention on Cyber Crime that defined cybercrime as – Offences against the confidentiality, integrity, and availability of computer data and systems, that is, offenses against computer data and systems, including illegal access to a computer system, such as â€Å"hacking† (Article 2), the illegal interception of the transmission of computer data (Article 3), data interference, that is, the damaging, deletion, deterioration, alteration or suppression of computer data (Article 4), system interference, that is, hindering of the functioning of computer systems (Article 5), including denial of service attacks, the misuse of devices (Article 6) – the production, sale, procurement, or otherwise making available of devices of data (e.g., hacking tools) for purposes of committing the above offences

With reference to Dulce et Decorum Est and Anthem for Doomed Youth by E

With reference to Dulce et Decorum Est and Anthem for Doomed Youth by Wilfred Owen, examine how Wilfred Owen responded to the jingoistic poetryof Jessie Pope. " Who's for the game? The biggest that's played" ================================================ The above quotation is from Jessie Pope's "who's for the game." Wilfred Owen was born in Shropshire on the 18th of March 1893. Owen volunteered for the army in 1914 when the First World War broke out. After training he became an officer and was sent to France at the end of 1916. The following year, Owen took part in the attacks on the German Hindenburg line, where he was suffering from shell shock after a shell burst near him. The horrors of battle quickly transformed Owen and the way he thought about life. The reasons behind Wilfred Owen's poems were to indoctrinate the people of those times. "Dulce et Decorum Est" was to enable Owen to show the true meanings of war and to over right the untruthful poem of Jessie Pope and her propaganda technics. ====================================================================== Jessie Pope's poem " Who's For The Game?" ========================================= There are sporting references such as "Who'll toe the line," "Who'll grip and tackle the job unafraid." Also there are parts of the poem that incur guilt upon the men who hadn't enlisted. "Who wants a turn to himself in the show," "And who wants a seat in the stand?" and "Who thinks he'd rather sit tight?" this technique makes the reader feel responsible and pushes them to join up and be a part of 'the game'. The rhythm of the poem gives an impression of a rhyme, like something you could sing to, this is a strange way to write about the solemn ... ...arison is that of dusk, to the drawing down of blinds in a house in mourning. "And each slow dusk a drawing down of blinds," creating the image that dusk is like a blind that is being lowered. The funeral is over and rhetorical question that Owen asked at the beginning of the first stanza has been answered and the noise has vanished. All is now quiet. The long, heav 'd' sounds really drag the ending on and draw the poem to a deliberate close. In conclusion, I feel that both poets are effective, but they both present such different pictures of war. Owen's poems are excellent examples of poetry portraying the realism of war, whereas Pope's poem is an excellent example of the unfortunate attitude cultivated on the home front. The contrast between the two allows the reader to see the reality of the First World War from two immensely different perspectives.

Character sketch Essay

Michael Finley began walking to his room, very exasperated from the day’s occurrences. Michael was a diminutive adolescent with short black hair and dazzling blue eyes. Michael was wearing what he wore every single day, his decrepit blue jeans, a tangerine shirt and his bulky brown boots. Michael was a quiet and coy youth who had very few friends. Because he had very few friends , Michael became very introspective. Michael meandered aimlessly, cogitating about his fantasy. Michael fantasized about friendship, something that all people want. Michael entered his room and laid his body down on his bed remaining completely still. He started to evaluate his atrocious day. While contemplating, his immense angelic eyes became droopy, and had nearly fallen asleep. A moment passed, and suddenly the doorbell rang. Michael rose up from his bed and as he was opening the door, he heard sounds of laughter and discourse from the exterior. He opened the door and discovered an assemblage of his classmates. The classmates started walking into his house, seeming like they had been friends with Michael since childhood. His classmates sat down on his sofa and started to chat with Michael. Michael had not known what had happened but he didn’t care because his dream was coming true. Michael and his friends talked through the wee hours of the night. At that point Michael felt that he was one of them and didn’t care what happened in the past, he only cared what was happening now. Michael did something that he hadn’t in a long time; smile. In the morning, his friends departed after a night of celebration and companionship, and Michael walked to his room. He once again lay down on his bed and started to contemplate. But this time, Michael didn’t contemplate unhappily but contemplated blissfully. Michael’s dream was accomplished, but there was only one problem; it was just a dream.

The History of Chemical Explosives

An explosion can be defined as the rapid expansion of a material or device that exerts a sudden pressure on its surroundings. It can be caused by one of three things: a chemical reaction that occurs during conversion of elemental compounds, a mechanical or physical impact, or a nuclear reaction on the atomic/subatomic level. Gasoline exploding when ignited is a chemical explosion brought about by the sudden conversion of a hydrocarbon to carbon dioxide and water. The explosion that occurs when meteor strikes the earth is a mechanical explosion. And a nuclear warhead explosion is the result of the nucleus of a radioactive substance, like plutonium, suddenly splitting apart in an uncontrolled fashion. But it is chemical explosives that are the most common form of explosives in human history, used both for creative/commercial and destructive effect. The strength of a given explosive is measured that the rate of expansion it exhibits during detonation. Lets look briefly at some common chemical explosives. Black Powder It is unknown who invented the first explosive black powder. Black powder, also known as gunpowder, is a mixture of saltpeter (potassium nitrate), sulfur, and charcoal (carbon). It originated in China around in the ninth century and was in wide use throughout Asia and Europe by the end of the 13th century. It was commonly used in fireworks and signals, as well as in mining and building operations. Black powder is the oldest form of ballistic propellant and it was used with early muzzle-type firearms and other artillery uses. In 1831, William Bickford an English leather merchant invented the first safety fuse. Using a safety fuse made black powder explosives more practical and safer. But because black powder is messy explosive, by the end of the 18th century it was replaced by high explosives and by cleaner smokeless powder explosives, such as what is currently used in firearm ammunition. Black powder is categorized as a low explosive because it expands and subsonic speeds when it detonates. High explosives, by contract, expand as supersonic speeds, thereby creating much more force. Nitroglycerin Nitroglycerin is a chemical explosive that was discovered by Italian chemist Ascanio Sobrero in 1846. It was the first explosive developed that was more powerful than black powder, Nitroglycerin is a mix of nitric acid, sulphuric acid, and glycerol, and it is highly volatile. Its inventor, Sobrero, warned against its potential dangers, but Alfred Nobel adopted it as a commercial explosive in 1864. Several serious accidents, however, caused pure liquid nitroglycerin to be widely banned, leading to Nobels eventual invention of dynamite. Nitrocellulose In 1846, Chemist Christian Schonbein discovered nitrocellulose, also called guncotton, when he accidentally spilled a mixture of potent nitric acid on a cotton apron and the apron exploded as it dried. Experiments by Schonbein and others quickly established a means of manufacturing guncotton safely, and because it had a clean, explosive power almost six times greater than black powder, it quickly was adopted for use as means for propelling projectiles in weapons.   TNT In 1863, TNT or Trinitrotoluene was invented by German chemist Joseph Wilbrand. Originally formulated as a yellow dye, its explosive properties were not immediately evident. Its stablity was such that it could be safely poured into shell casings, and in the early 20th century it came into standard usage for German and British military munitions. Considered a high explosive, TNT is still in common use by the U.S. military and by construction companies around the world.   Blasting Cap In 1865, Alfred Nobel invented the blasting cap. The blasting cap provided a safer and dependable means of detonating nitroglycerin. Dynamite In 1867, Alfred Nobel patented dynamite, a high explosive that consisted of a mixture of three parts nitroglycerine, one part diatomaceous earth (ground silica rock) as an absorbent, and a small amount of sodium carbonate antacid as a stabilizer. The resultant mixture was considerably safer than pure nitroglycerine, as well as being much more powerful than black powder. Other materials are now used as the absorbent and stabilizing agents, but dynamite remains the premier explosive for use in commercial mining and construction demolition. Smokeless Powders In 1888, Alfred Nobel invented a dense smokeless powder explosive called ballistite. In 1889, Sir James Dewar and Sir Frederick Abel invented another smokeless gunpowder called cordite. Cordite was made of  nitroglycerin, guncotton, and a petroleum substance gelatinized by addition of acetone. Later variations of these smokeless powders form the propellant for most modern firearms and artillery. Modern Explosives Since 1955, a variety of additional high explosives has been developed. Created mostly for military use, they also have commercial applications, such as in deep drilling operations.  Explosives such as nitrate-fuel oil mixtures or ANFO and ammonium nitrate-base water gels now account for seventy percent of the explosives market. These explosives come in various types including: HMXRDXHNIWONC