Vallone v CNA Financial Essay Example for Free

Vallone v CNA Financial Essay In Vallone v. CAN Financial, this lawsuit is a purported class action brought on behalf of individuals who elected early retirement from the Continental Insurance Company in 1992. Plaintiffs allege that health care benefits promised to them as part of the early retirement package were terminated in violation of federal and state law. Along with hundreds of other Continental employees nationwide, plaintiffs elected to accept the package from Continental known as the Voluntary Special Retirement Program (VSRP). The VSRP provided early retirees with special health care benefits that differed from the benefits extended to regular retirees under Continentals Comprehensive Health Care and Dental Plan (the Plan). One such feature involved the Retiree Health Care Allowance, a subsidy from Continental provided to help offset the cost of retiree health care benefits. Under the Plan, employees had to retire at age 62 or older and have 25 years or more of service to qualify for the maximum retiree health care allowance. An employee retiring before the age 62, or with less than 25 years of service, would receive a reduced health care allowance. Early retirees under the VSRP, however, were to receive the maximum health care allowance, regardless of their age or years of service. Features such as this one enticed plaintiffs and hundreds of others to take early retirement. In August 1998, CNA informed all retired Continental employees that, as a result of the merger of health care plans, the retiree health care allowance contributions would end on December 31, 1998. Upset by the termination of the health care allowance, some early retirees under the VSRP decided to challenge CNAs actions. In August and September 1998, plaintiffs Vallone and Heidemann telephoned officials at CNA, arguing that the early retirees were given a lifetime health care allowance and inquiring about whether there would be a review of the termination of benefits. They were informed that CNAs actions were appropriate and final, and that no reconsideration or other remedy was available. Dissatisfied with the responses they received from CNA officials, plaintiffs filed this purported class action lawsuit on behalf of the approximately 500 or more persons nationwide who retired under the VSRP. In their complaint, plaintiffs allege that the termination of the retiree health care allowance violated the Employee Retirement Income and Security Act (ERISA) and state common law. On December 28, 2000, the district court granted CNAs motion for summary judgment on the plaintiffs claims of wrongful denial of benefits under ERISA (Count II), breach of ERISA and common law contract (Count IV) and equitable estoppel (Count V). On March 28, 2003, the district court granted CNAs motion for summary judgment on the plaintiffs one remaining count, their breach of fiduciary duty claim (Count III). The whole of this argument is to show that these individuals â€Å"retired† during the term of the agreement. No matter what new companies when merged or not does in the future you at-least have to fulfill and honor what agreement was in place before that time. Five Star Transportation v. NLRB In early January of 2003, nearing the expiration of the Districts contract with First Student, the District began organizing the bid process for awarding the 2003-2006 bus services contract.   As a part of the bid specifications distributed to potential vendors, the District required that any new vendor give current drivers â€Å"first consideration for employment.†   At the January 16, 2003 â€Å"bid opening† meeting, Five Star submitted the lowest bid. Thereafter, on January 21, Clifford wrote to the District expressing his concern that Five Stars bid was so low-nearly $300,000 lower than the then-current contract-that it was questionable whether it would be able to maintain the drivers wage and benefit levels, and the safe and effective service, then provided by First Student. Because of this a letter was sent out from the school board to Five Star Bus Company, saying that all employees must be paid the union wage and other items with no response. The school board also talked and had them write letters of the former Five Star employees, who were also trying to get back on board with the bus company if they are awarded the contract. After Five Star was awarded the bus services contract, seventeen former First Student drivers who were members of the Union bargaining unit applied for a position at Five Star. Of these, only six were hired. The company admits that the sole reason the other eleven applicants were not hired or even considered was because they had written letters critical of Five Star. On August 14, the Union filed a charge against Five Star with the NLRB alleging that â€Å"by failing to hire former unionized Belchertown bus drivers, the Company had discriminated against them because of their protected and concerted activity.† A three-member panel of the NLRB reviewed the ALJs findings and the parties exceptions and supporting briefs.   It divided the eleven drivers into three categories:  (1) those whose letters had failed to raise common employment-related concerns; (2) those whose letters primarily raised such concerns; and (3) those whose letters primarily disparaged Five Star. The NLRB concluded that Five Star had violated only as to the six drivers belonging to the second group, because only those drivers actions were protected by the Act. It ordered these drivers reinstated and granted back pay with interest. This goes back to over a half century of established National Labor Relations Act both with its hiring and firing practices. Five Star was very in the wrong and should have been better about their hiring and what they used against the employees or hopeful employees to choose for hire. Doing a bit more research on the Five Star bus company and for the contract from 2003-2006, I found that the company had a very bad reputation for poor maintained busses with many break downs. The school was very dissatisfied with the bus company over the three years and did not renew their contract.

The Role Of Missionaries In Colonial African Education History Essay

The Role Of Missionaries In Colonial African Education History Essay The home page of Compassion Canada is that of a stereotypical Northern charity: showing pictures of suffering children alternating with those of post-intervention, happy children. Included on the website is information about the charitys programs, such as their Leadership Development Program in which participants earn a degree in their chosen field of study, and participate in Christian leadership training, enabling them to become a fully developed agent of change in their nation (Compassion Canada 2011). It is interesting to note that this project is not a new concept. As a member of the Church of England, it interests me to see echoes of Christian educational efforts by organizations such as Compassion Canada in the educational efforts of the missionary branch of the Anglican Church, the Church Missionary Society, or CMS. A member of the CMS, Henry Venn, boasted that the mission schools of Nigeria would produce an educated African elite that could form an intelligent and influentia l class of society and become the founders of a Kingdom which shall render incalculable benefits to Africa (Venn cited in Bassey 1991:37). That there are parallels between contemporary Christian organizations efforts and the missionary efforts of the mid-nineteenth to mid- twentieth centuries is a reason for concern, considering the similar impact of missionaries of all Christian denominations on the education of Africans in the British and Italian colonies in Africa. Although it can be said that Christian missionaries benefitted Africans by bringing in the more advanced Western education to the European colonies in Africa, it is believed that the mission schools in fact had a negative impact on the native peoples. Not only did mission education strengthen colonial rule, but it also weakened traditional societies and implemented poor standards of Western education. The missionary impact on education would have far-reaching consequences, as their creation of a weak basis of education would slow down the political and educational development of many former colonies in Africa. While missionaries could sometimes clash with colonial governments, for the most part missions were important tools for colonial governments. As Sir Henry Johnston, a key figure in the Scramble for Africa says, they [the mission stations] strengthen our hold over the country, they spread the use of the English language, they induct natives into the best kind of civilization, and in fact, each mission station is an essay in colonization (Johnston cited in Sheffield 1973:10). One of the missions most important contributions to the colonial regimes was their role in educating the native Africans. Mission schools provided a steady stream of educated Africans capable of filling the lower levels of the colonial administration and operated vocational and agricultural schools (Ayandele 1966: 295; Foster 1965: 90-91; Sheffield 1973: 10-11). The academic education purposely did not train Africans for the higher level positions of colonial administrations, which were mostly reserved for Europea ns (Ayandele 1966:295; Sheffield 1973:42), a practise which created dependency on the colonizers, as without them the colony did not have qualified administrators. In addition, while missionaries did run many academic primary schools, they provided little secondary education, a practice which prevented natives from becoming too educated (Ayandele 1966:286) and potentially subversive. Even if secondary education was provided, it was often reserved for the sons of local chiefs (Oliver 1952:212; Beck 1966: 120), an elite the colonial government could then call upon to help rule the colony, a common practice in colonial Africa. The latter, non-academic form of education provided by the missions has stimulated much interest among scholars, who are particularly interested in the failure of many of these schools and the hypocritical government support for the schools, seeing as the import of cheap goods from the mother countries caused many vocational school graduates, such as seamstresses, to be unemployed (Ayandele 1966:296; Foster 1965:134). However hypocritical, government support for the schools should not be surprising, considering the benefits the colonial governments stood to gain. Even when governments discouraged domestic industries, graduates of vocational schools contributed to the economy of the colonies -and therefore indirectly the mother countrys as well. Instead of needing to import skilled workers such as carpenters, the mission schools provided colonial governments with workers capable of building and maintaining the colonys infrastructure and basic technology, a contribution that kept the c olonies running smoothly. The agricultural schools the missions ran would have been even more advantageous to the colonial governments considering the discouragement of local industries that might have competed with the motherland. Agricultural school graduates did not compete with European industries or European farmers, as they mainly grew crops that could not be grown in European climates. Furthermore, they were skilled farmers that could grow cash crops to be consumed back in the mother country, such as cocoa from Ghana (Foster 1965: 153). Moreover, it was not in the colonial powers interest for the natives to become too educated, as they might become self-reliant and could conceivably demand independence from the colonial power, so encouraging the less intellectual agricultural schools was in the governments interest. The missions agricultural schools were especially beneficial for colonial governments considering that governments believed that manual labour was a means to prevent discontent and unrest i n the tribes (Hansen 1984:232). Thus by training Africans to fill only the lower levels of the colonial administration and providing skilled workers from the vocational and agricultural schools who contributed to the economy and were less likely to question colonial rule than more educated Africans, mission schools helped to strengthen colonial rule. Another negative impact of mission education was that it weakened traditional societies, which in many ways further served the colonial cause. The weakening of traditional societies was not simply a consequence of the efforts of missionaries but one of their main objectives, stemming from their belief in the civilizing mission. Supporters of the civilizing mission believed that European colonial enterprises were justified as the Europeans were imparting their superior Western culture and ideas to the ignorant heathens of Africa, Asia, the Americas and Australasia. For this reason, missionaries believed they were doing their students a favour by discouraging traditional practices and promoting Western ones. One method of discouraging traditional practices was to give students a fully Western education. As a mission school graduate noted, local history was almost totally ignored. We were expected to accept the European language as the superior one, and this was reinforced throughout my school career (Abu cited in Berman 1974:536). Being ignorant of ones history causes one to lose part of ones identity and pride in that identity, and one is therefore more vulnerable to attacks denouncing ones culture as inferior, especially if at the same time one is being taught the noble history of another culture. Furthermore, mission schools discouraged traditional ways of life outside of the classroom. One Liberian student recalls that we were taught to dress properly, to eat properly, to speak properly. Properly meant by Anglo-Saxon standards. In short, it was a very successful mission in making us little black Anglo-Saxon Protestants. Cultural deprivation is what many of us suffer from []. After a time the idea becomes ingrained -it is heathen and unchristian to be an African culturally (Awori cited in Berman 1974:536). Through academic lessons and lessons on Western etiquette and hygiene, mission students were isolated from their traditional cultures, a traumatic experienc e that would continue to trouble many students for the rest of their lives. It is interesting to note that while in many ways missionaries sought to isolate students from their cultures, missionaries often insisted in teaching in the native languages. Some earlier scholarship on mission education has taken this as a positive impact of the missionaries. For instance the scholar E.A. Ayandele (1966:283), writing in the 1960s, says, By their [the missions] efforts the main languages of Nigeria have been preserved as a lasting legacy to the Ibo, Yoruba, Efik, Nupe and Hausa. However, this practice was in fact probably more due to stereotypes of African ignorance than an interest in being culturally respectful: missionaries may have believed that it would take too long to teach a superior European language to the unintelligent natives when the natives souls were in such desperate need of saving. Indeed, once the souls had been saved and since the students must have been considered clever enough, European languages were almost universally the languages of instruct ion in the later primary years and in secondary schools (Beck 1966: 120; Foster 1965: 159; Miran 2002:127). Teaching in the vernacular had an additional use as it further strengthened colonial rule, of which missionaries were often agents, for as the Kikuyu people of Kenya were aware, [the] inability to communicate in English would be a crucial factor in the perpetuation of their subordinate status in the colony (Berman 1974:531). It is much easier to interact on an equal basis or even challenge the authority of another group when one is able to communicate in that groups language, instead of having to rely on an interpreter or non-verbal gestures, which undermine ones ability to show authority or express ones beliefs. In short, the impact of teaching in the vernacular was more negative than positive, as it reinforced colonial rule and no doubt did very little to preserve native cultural identities, seeing as missionaries promoted European languages as superior and only used the ver nacular because conversion and religious instruction were such high priorities. That missionaries used the vernacular illustrates the fact that missionaries were principally evangelists, and that they considered their other roles, including their role as educators, as less important. Given their priorities, it should thus come as little surprise that missions often provided poor education to the African pupils. There were several reasons for this poor education, some intentional and some not. First, missions saw education foremost as a means of conversion (Ayandele 1966: 286; Bassey 1991: 36; Berman 1974:527; Foster 1965:85; Sheffield 1973:11). The missionaries believed that in order to stabilize the faith of converts and to assist in character development, it was necessary that they should be able to read the scriptures or other books of religious instruction, translated by the missions. This involved learning to read in the vernacular (Hadfield cited in Bone 1969:7). Missionaries were no doubt also aware that Africans came to associate European technological a chievement with Western education (Bassey 1991:45) and therefore offered Western education as a means to attract Africans of this belief and then convert them. However, the motivation behind teaching Africans basic literacy and mathematics might not have been a cause for concern if not for the fact that the religious motivation curtailed education. As Ayandele points out (1966:285), the ideal of many of the missions was to make their converts live literally as the unlearned and ignorant apostles of old. This ideal, combined with the fact that many missionaries discovered that Africans with only basic education were best at spreading the Gospel, meant that missionaries were reluctant to provide higher primary or secondary education (Ayandele 1966:286). Seeing as missions in the British and Italian colonies had monopolies on education for the nineteenth to mid-twentieth centuries, this reluctance meant that there were few secondary schools at all (Ayandele 1966:287; Beck 1966: 120). A s long as the Africans could read the Bible, the missionaries were satisfied that they had had enough academic education. A second reason for the poor education of the mission schools was that in many cases the teachers in mission schools were unqualified as teachers, but were instead preachers by training. For instance, in the Salisbury region of Rhodesia, it was reported in 1924 that no male teachers had educational qualifications (Bone 1969:28). Third, rivalry between the various Christian denominations also contributed to the poor standards of education. Edward Berman notes that contemporary critics of the missionaries felt that missionaries were more interested in increasing enrolments in their respective churches than in pooling their resources for the benefit of African education (Berman 1974:533). Because of rivalry, instead of building one common, multi-denominational school in a village that really only needed the one school, missionaries each built a school for their particular denomination and competed for students (Berman 1974:533). Furthermore, each denomination had differing policies on education, so standards in education fluctuated across each colony, depending on what denomination had schools in each area. For instance, in southern Nigeria, the CMS policy was to teach in the vernacular at the primary level, while the Roman Catholic Missions policy was to teach in English (Bassey 1991:42). In addition to contri buting to fluctuating educational standards across the colony, inter-denominational rivalry caused a disparity in access to education. In regions where a denomination felt threatened by another denomination, the denominations were more likely to establish more schools in an attempt to gain more converts than their rival, while in regions such as northern Nigeria, where colonial policy prevented too much rivalry, schools were scarce (Bassey 1991:45). Thus, because of the motive of proselytization, unqualified teachers, and inter-denominational rivalry, missions frequently provided poor education. Indeed, the quality of the education could be so poor that the colonial governments complained, as in the case of the Nigerian government, which complained that the secondary school graduates provided by the missions were illiterate and ignorant and therefore poorly suited to fill the lower levels of the administration (Ayandele 1966:294-5). However, as Jonathan Miran (2002) argues in his work on the roles of missionaries and the Italian state in Eritrean education, missionaries should not be held solely accountable for the poor standards of education. As much as the governments liked to assign blame to the missions, they were also accountable for the poor education through their educational policies. As one Eritrean student remarks, Our sisters [the Italian Sisters] would have undoubtedly taught better and more, but the Italian government in the colony did not permit Eritreans to get good instruction (T.T. cited in Miran 2002:128). The colonial Eritrean government ensured that nativ e Eritreans received poor education by permitting them to only attend school up to the fourth grade (Miran 2002:127). Governments are also not free from blame even if they had a laissez-faire educational policy, as in Ghana, where until 1944 the registration of schools was not required and no attempt was made to exert detailed control even over the activities of grant-aided [by the government] institutions except for a series of minimal registrations (Foster 1965:114). If a government fails to regulate schools at all, they have no right to complain that the education in their colony is poor. Therefore, whether through their rigid educational polices or lack thereof, colonial governments contributed to the poor education, though there is no denying that missionaries also contributed to the quality of education to a great extent. In conclusion, the educational enterprise of the Christian missionaries in the British and Italian colonies of Africa during the mid-nineteenth to mid-twentieth centuries was primarily negative for the African pupils. Both the academic and vocational forms of education the missions provided served to strengthen the rule of the colonial powers, so that the native inhabitants were second-class citizens in their own land. Furthermore, missionaries, believing in the civilizing mission, attempted to disintegrate traditional society through education by choosing academic subjects, such as the histories of the Western colonial powers, that illustrated the superiority of the Western culture, as well as by teaching about the superiority of the West in non-academic matters such as hygiene. These attempts were traumatic for the students and threatened the survival of unique cultures. Last, missionaries provided a very poor education, causing their students to be ill-equipped for social or mater ial success, as they believed education to simply be a means for proselytization, were unqualified teachers, and allowed inter-denominational rivalries to interfere. As negative as all these impacts of the missionaries undoubtedly were for the African pupils, the long-term consequences are arguably as serious. The reservation of high-level positions in the colonial administrations for Europeans and the corresponding mission education that provided education fit only for lower positions meant that the withdrawal of European rule could cause serious political instability in the newly independent colonies. While colonial administration in colonies such as Kenya attempted to some degree to provide training for Kenyans to fill the high-level positions (Sheffield 1973:86), the attempts in many cases fell short, and when the European administration left, Kenya, for instance, had few sufficiently educated replacements (Sheffield 1973:88). Thus missionaries, by imparting education that promo ted dependence on colonial rule, arguably contributed to the political instability that continues in the present day in many former African colonies, such as Kenya and Eritrea. Moreover, mission education formed a poor foundation for future educational conditions in the former colonies. Given the fluctuating standards between schools and regions and the lack of qualified teachers in the mission schools which had monopolies in well into the mid-twentieth century, it should come as little surprise that the quality of education continues to be a concern in many former colonies. For instance, in Nigeria in 2006, approximately only 51.2% of primary school teachers of either gender were trained as teachers, and the enrolment rate in primary education for both genders in 2000 stood at about 62.7%, compared to 99.5% in Canada (UN Data 2010). Therefore, considering that the impact of mission education continues to have serious repercussions today, one must question whether the First World sh ould continue to interfere in African education. Volunteers and donors to organizations such as Compassion Canada believe that they are being humanitarian when they build schools in Africa, volunteer as teachers or help in other ways to improve the quality of education in African nations, yet missionaries and colonial governments were similarly lauded as performing a great work of humanity (Beck 1966:117) and likewise believed that they were helping their African pupils. However the superficial motivations and ideologies have changed, at the most basic level both contemporary Northern charities and nineteenth century missionaries share the belief that the North must come and save the suffering natives, which in the case of the missionaries, has been proven to have inflicted more harm than provided relief. Thus, despite what the images of suffering African children on websites such as that of Compassion Canada might lead one to believe, it is time for Africans to educate their own, w ithout any interference.

The Easter Uprising of 1916 Essay -- Essays Papers

The Easter Uprising of 1916 The Easter Uprising of 1916 was an event that happened at the tail end of a long list of events that would forever change Ireland. The Uprising or Rising, as some call it, took place mostly in Dublin but was felt throughout Ireland. The point was to gain independence from Great Britain who had ruled Ireland for the past couple hundred years. At the turn of the 19th century England believed that Ireland had too much independence and made the Act of Union. â€Å"The result was the Act of Union of 1801: the Irish parliament voted itself out of existence and England, Ireland, Scotland and Wales were formally politically unified for the first time† (Hegarty 2). Around the time of the First World War, Ireland began the fight for the Home Rule to be enacted. But this kind of rule was quickly overturned with the start of the Easter Rising in 1916; two years after World War I broke out in Europe. The pull of the Home Rule Act led to the formation of the Citizen Army which was a major cause of the Easter Rising. James Connolly used the Citizen Army to protect his newspaper â€Å"The Workers’ Republic† to call for an armed revolt (Green 5). The Easter Uprising left 440 British and 75 Irish troops dead in the end. To shows the disapproval of the Rising Britain publicly executed fifteen leaders of the Uprising and 60 others via firing squad. Many more other were sentenced to long prison terms. Of all of the things that could have happened in Ireland, the Easter Uprising was by far the most unpopular thing to do in the eye of the Dublin public. The majority of people in Dublin at the beginning of the 20th century did not want the Uprising to happen, because it would postpone the ability to gain their independ... ...land continues to be one of the quickest growing countries in modern day Europe despite all of the problems it had to put up with to get there. Sources BBC, The. The Executions. 8, February 2004 BBC 1 The Blacks and Tans.8, February 2004 Easter Uprising, The The Easter Uprising of 1916. 8 February 2004 < http://www.geocities.com/rollofhonour32/1916.html> Green, Michael. The Easter Rising in Ireland, 1916. 30 January 2004 Hegarty, N and Harvey-Craig, A. History of Dublin. 25 January 2004 Luby, Damian. Irish Liberation. 25 January 2004

Revolutionary War: The Battles of Lexington and Concord :: American America History

Revolutionary War: The Battles of Lexington and Concord The battles of Lexington and Concord were neccessary battles to the American Revolutionary War because they started the very thing that made our country free. Many people have always wondered how the historic American Revolutionary War got started. Sure, they have heard the stories of Paul Revere and the Midnight Ride: There was even a poem written about his ride, but Paul Revere didn’t start the war. It was a much bigger deal than just that. The Battles of Lexington and Concord were the very first battles of the Revolutionary War. The battle of Lexington was a brief fight that marked the first war-like conflict. It took place on the morning of April 19, 1775, when about 70 colonial minutemen, commanded by Captain John Parker, collided with about 800 British soldiers marching their way to Concord, Massachusetts, to steal some equipment from the colonial militia. The British soldiers were under the command of Lieutenant Colonel Francis Smith (Lexington, Battle of). The first shot fired at this battle was the famous "Shot heard around the world." It was called that because it affected the history of the world greatly. Although when this battle happened, it wasn’t an official battle. It was mainly just like David and Goliath. It wasn’t fair: 800 seasoned soldiers against 70 colonial men. The men who were involved were called "embattled farmers" by the well-known New England poet, Ralph Waldo Emerson. These "embattled farmers" faced many long years of war. When the war ended, however, the 13 colonies would stand as a free country (Davidson). The Battle of Concord was the first serious conflict of the Revolutionary War. It again was fought on the same day as the battle of Lexington, April 19, 1775. The colonists had failed to stop the British, but they got reinforcements. when the British got to Concord, there was no equipment to be taken. It was a decoy and the British had been tricked. When they turned around to head back, they were faced with the Colonial army to fight. The colonial army won and the American Revolutionary War had begun. At the battle of Concord, Captain John Parker said, "Stand your ground; don’t fire unless fired upon, but if they mean to have a war, let it begin here." Many famous people were involved in these battles. Paul Revere was a patriot who is well-known for his famous midnight ride.

Space :: essays research papers

The Presidential Commission on the Space Shuttle Challenger Accident, chaired by former Secretary of State William P. Rogers, investigated the circumstances surrounding the explosion of the Space Shuttle Challenger shortly after liftoff on January 28, 1986. The Commission was established in February, 1986, pursuant to Executive Order 12546, and it issued its final report in June, 1986. William Rogers was at the time a practicing attorney and senior partner in the law firm Rogers & Wells. In 1973, Rogers was awarded the Medal of Freedom. All other members of the Commission have excellent qualifications such as previous spacecraft commander, engineers, director of Space Systems and Command, Control, Communication, astronauts, and physicists. January 28th, 1986, was the coldest day that NASA had ever attempted to launch a manned spacecraft; at 36 degrees Fahrenheit, it was 15 degrees colder than any previous launch temperature. Although lift-off time for the Challenger flight 51-L had been delayed twice that morning, all operations and systems seemed to be under control. An â€Å"ice† team had been sent to the launch pad at 1:30 a.m. and again at 8:45 a.m., and although there was some build-up, ice was cleared as a concern. Other weather conditions were cleared by NASA staff at Cape Canaveral through the use of weather balloons and also at the emergency landing site in Dakar, Senegal, Africa. The seven member crew arrived at the launch pad in the astronauts’ van shortly after 8:00 and were all strapped into their seats by 8:36 a.m. â€Å"Three, two, one†¦Ã¢â‚¬  [stated mission control]. â€Å"Roger. Go with the throttle up,† shuttle commander Dick Scobee radioed. 73 seconds later, millions of p eople across the nation watched the awful explosion spread across their television screens and realized that something had gone wrong before they heard the voice of mission control: â€Å"Obviously†¦a major malfunction.† Rather than delivering the State of the Union address that evening as scheduled, President Ronald Reagan made a brief speech. â€Å"We’ll continue our quest in space,† he promised traumatized Americans. â€Å"There will be more shuttle flights and more shuttle crews and, yes, more volunteers, more civilians, more teachers in space.† There would be no shuttle flights for nearly three years. There would be no teacher in space, and for those left on the ground, for the families of seven deceased astronauts, there would be years of bitterness, grief and anger, and pain before their lives could finally heal.

Dulce Et Decorum Est Analysis Essay

In Owen’s â€Å"Dulce Et Decorum Est,† Owen provides the reader with many examples of imagery conveyed through various literary devices. In English, Dulce Et Decorum Est, translates to â€Å"it is sweet and fitting, to die for your native land. † The images of excitement, death, and sadness that are painted by Owen are the most well conveyed and therefore the most impactful images and to ultimately show the irony in the poem because of Owen’s choice of literary techniques. An example that is well projected is â€Å"GAS! Gas! Quick, boys! — An ecstasy of fumbling, fitting the clumsy helmets just in time;† these lines produce an image of excitement. The image of excitement Owen produces among the soldiers is done through the use of charged words and punctuation. The image that is produced from â€Å"GAS! Gas! Quick, boys! — An ecstasy of fumbling, fitting the clumsy helmets just in time,† can be described as a division of soldiers in the trenches going about the daily routine of shooting and getting shot at, undergo a horrid excitement of gas landing in the trenches. Then, as a soldier barks, telling the others to place on the gas masks. By using words such as â€Å" ecstasy,† â€Å"fumbling,† and â€Å"clumsy,† Owen touches the reader’s emotion by depicting an action that is intense because this movement of the soldiers will either mean life or a slow, painful death. Also, the punctuation that is present produces an envisionment of an officer barking at the younger, less experienced troops, telling the soldiers to put on the masks over the words â€Å"GAS! Gas! Quick, boys! † The overall image smoothly and excitingly transitions from the walking, bloody, and fatigued troops to a life or death situation that makes an essential impact on the poem. Though the troop of men successfully attached the gas masks, Owen continues on to further depict an image of a not so fortunate man who did not have the same privilege. The picture from â€Å"And floundering like a man in fire or lime. — Dim, through the misty panes and thick green light As under a green sea, I saw him drowning† can be described as an unfortunate man that is being eradicated through a short, painful death. By using imagery to describe the dying man that could be seen through the thick, green and misty gas, Owen describes a painful death of a soldier in such detail through the use of imagery, allows the reader to picture this â€Å"deathly painting. †. Also, the metaphor, â€Å"As under a green sea† compares murky sea water to the thickness . In Owen’s â€Å"Dulce Et Decorum Est,† Owen provides the reader with many examples of imagery conveyed through various literary devices. In English, Dulce Et Decorum Est, translates to â€Å"it is sweet and fitting, to die for your native land. † The images of excitement, death, and sadness that are painted by Owen are the most well conveyed and therefore the most impactful images and to ultimately show the irony in the poem because of Owen’s choice of literary techniques. An example that is well projected is â€Å"GAS! Gas! Quick, boys! — An ecstasy of fumbling, fitting the clumsy helmets just in time;† these lines produce an image of excitement. The image of excitement Owen produces among the soldiers is done through the use of charged words and punctuation. The image that is produced from â€Å"GAS! Gas! Quick, boys! — An ecstasy of fumbling, fitting the clumsy helmets just in time,† can be described as a division of soldiers in the trenches going about the daily routine of shooting and getting shot at, undergo a horrid excitement of gas landing in the trenches. Then, as a soldier barks, telling the others to place on the gas masks. By using words such as â€Å" ecstasy,† â€Å"fumbling,† and â€Å"clumsy,† Owen touches the reader’s emotion by depicting an action that is intense because this movement of the soldiers will either mean life or a slow, painful death. Also, the punctuation that is present produces an envisionment of an officer barking at the younger, less experienced troops, telling the soldiers to put on the masks over the words â€Å"GAS! Gas! Quick, boys! † The overall image smoothly and excitingly transitions from the walking, bloody, and fatigued troops to a life or death situation that makes an essential impact on the poem. Though the troop of men successfully attached the gas masks, Owen continues on to further depict an image of a not so fortunate man who did not have the same privilege. The picture from â€Å"And floundering like a man in fire or lime. — Dim, through the misty panes and thick green light As under a green sea, I saw him drowning† can be described as an unfortunate man that is being eradicated through a short, painful death. By using imagery to describe the dying man that could be seen through the thick, green and misty gas, Owen describes a painful death of a soldier in such detail through the use of imagery, allows the reader to picture this â€Å"deathly painting. †. Also, the metaphor, â€Å"As under a green sea† compares murky sea water to the thickness and coloration of the gas the soldier is entrapped in. The picture continues the previous image of the soldiers affixing the masks to an unfortunate man that was not able to do so, and paid the price. Before the splurge of excitement and the dying of a soldier, the same group of men were already suffering from the effects of war as depicted previously in the poem. The picture of death Owen conveys among the unlucky soldier is done through the use of imagery and metaphor. The depiction of the sadness of war Owen coins among the unlucky soldiers is completed through the use of punctuation and charged words from â€Å"Many lost their boots but limped on, blood-shod. All went lame; all blind; Drunk with fatigue; deaf even to the hoots Of disappointed shells that dropped behind. †By employing punctuation to illustrate the slow and trudging group of men. With every punctuation within the lines of poetry, the punctuation characterizes a pause in the soldiers’ walking as they prepare for the next seemingly endless step through the sludge in the trenches. Also, the charged words such as â€Å"limped,† â€Å"lame,† and â€Å"deaf,† allow the reader to put envision what it was like to be in a soldiers’ boots and experience the true colors of war; sadness and despair. The image shows the condition of the group of soldiers as well as the landscape the soldiers call home. By employing the literary devices of punctuation and charged words, Owen gives the reader an envisionment of the group of men and the tolls of war. Through Owen’s choice of literary devices, Owen successfully portrays excitement, death, and sadness to the reader and without these images, Owen could not have conveyed the irony in the phrase â€Å"Dulce Et Decorum Est. † The portraits of the soldiers equipped with gas masks, the dying soldier, and the condition of the troops show the true colors of war, which is what Owen was attempting to convey throughout the poem.

Married vs Single Essay

Most population would suss out that getting espouse is a golden occasion. People think their lives atomic number 18 divergence to be better when they get unite because the husband and wife are divergence to deteriorate their convictions together. However, some bulk think when they are oneness, their lives are going away to be better because of they support more than liberty than when they get conjoin. Some of the deviations are brotherly relationships and free quantify. The first difference is social relationships. For example, deal who are married are together until they get divorce or until death.Married couples fool social relationships with their children when they talk and express their inner feelings. Also, that is how parents hand close relationships with their children. On the other hand, superstar hoi polloi are living diametrical lifestyles when I come to social relationships. In fact, iodine volume are having social relationships when they are talking with a ace or boyfriend/girlfriend. Single people can make their own conclusion about who or who not to ask a social relationship with. The present moment difference is free cartridge holder.To better explain, people who get married are prudent to spend quality time with their family. They in addition watch to spend time assisting their children with their homework. truthfully speaking, responsible husbands or wives need to spend time together in redact to avoid future problems. In contrast, single people spend their free time anyway they want to. If truth necessarily to be told, they dont have to make any commitments toward anybody. Finally, married people have a busy time with their family such as working, shopping, and they cant spend too much time with friends.In contrast, single people have their school, work, and shopping, and they have a lot of freedom to hang out with their friends In brief, married and single people are precise different in many ways. As I have shown it in the supra paragraphs, they are not similar in their relationship as well as their free time. In my opinion, people who deal that married people and single people are alike are chance(a) themselves. It is important to remember that married and single people dont have much in common.