The Legal And Ethical Implications Of The Mental Health Act

This essay will research and reflect a service user’s perspective on what legal and ethical implications John and his family may go through during his admission onto section 2 and how it will affect different aspects of his life such as; employment, relationships, continuing treatments and engagement issues. Section 136 of the Mental Health Act can be used by the police to admit a person they believe that may have a mental illness for assessment or treatment. They can do this if they believe you are in need of care. (Rethink, 2013) In this case John Smith was in a public area shouting obscenities at passers-by, resulting him in being detained by the police under section 136. Professionals such as an approved clinician (AC) or an approved mental health professional (AMHP) will then assess johns wellbeing and mental health state and decide what appropriate procedure to carry out according to his needs; However whilst John is under section 136 he cannot be forced to take medication or have any other treatments, and also have other rights that will be explained to him. When you are taken into the police station, you have the right to get the police to tell someone where you are, as well as get free legal advice and medical treatment from a healthcare professional (Rethink, 2013) Since arriving at the treatment ward via the units 136 room he has been assessed and a section 2 of the Mental Health Act applied. This means John will be detained in hospital for assessment of hisShow MoreRelatedEthical Principles in the Medical Field1063 Words   |  4 Pagesanyone responsible for his /her health to do anything in order to promote the patients health. Therefore, it is wrong for somebody taking care of a patient, to burden or impose strenuous activities on him/her. In this case, the first thing to do after learning of the events which has taken place in you absence, first it is necessary to terminate the caregivers services, and advice the caregiver that what he/she did was not of best interest to the patients health promotion. After a thorough talkRead MoreProfessional, Legal and Ethical Issues in Person-Centred Care1357 Words   |  6 PagesProfessional, Legal and Ethical issues in person-centred care For the purpose of this assignment the student will be discussing and analysing the professional, legal and ethical issues that influenced how person-centred care was delivered to a patient in an acute psychiatric hospital where the student was working. In accordance with the Nursing and Midwifery Council (NMC) (2010) the patient will be referred to as Sarah to uphold confidentiality. During a shift at the hospital the student attendedRead MorePolitics And Regulatory Guidelines For Mental Health Care950 Words   |  4 PagesGuidelines In 2008, legislation on mental health care changed. Coinsurance for mental health services decreased from a staggering 50% co-payment for outpatient mental health services to the usual 20% co-payment for other medical services (Touhy Jett, 2011). Mental health services are now covered under the Medicare Part B services, which is regulated by the Centers for Medicare and Medicaid services. Dementia has a large psychological component, which requires mental health services. The passage of thisRead MoreThe Ethics Of Mental Health Nursing1596 Words   |  7 Pagesthe ethics of mental health nursing, I intend to demonstrate how clinical decision making mental health nursing is formulated based on the chosen moral principles of beneficence, non-maleficence and ‘respect for autonomy’ (NHS, 2015). 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Enrolled Nurses must work within certain legal and ethical parameters to ensure appropriate care is provided to patients and also so the nursing profession itself is upheld in a respectful and trusting manner. In order to work ethically, nurses are required to adhere to the code of ethics and code of

Fashion of Roaring Twenties and the Sixties Free Essays

Fashion of the Roaring Twenties and The Sixties Fashion is the style prevalent at a given time. It usually refers to costume or clothing style. Everybody has to wear clothes, making fashion a part of everyday life. We will write a custom essay sample on Fashion of Roaring Twenties and the Sixties or any similar topic only for you Order Now The way someone dresses says a lot about his or her personality, age, culture and experience. At times of economic or social change, fashion often changed. The 1920s and the 1960s are big eras were economic and social change were happening. They are both largely known for their fashion.The 1920s was also known as the Roaring Twenties due to the period’s social, artistic, and cultural energy. The twenties were right after the end of World War One and right before the Great Depression. The era was notable for inventions and discoveries, industrial growth, increased consumer demand and significant changes in lifestyle (â€Å"roaring twenties†). During the twenties, the economy of the United States evolved from a wartime economy to a peacetime economy. The Eighteenth Amendment prohibited the manufacture, sale, import and export of alcohol in attempt to help the social problems.Passing the nineteenth amendment gave women the political equality they had been fighting for. The twenties were also known as the Jazz Age because jazz music grew in popularity. â€Å"During the 1920s jazz music flourished, the flapper redefined modern womanhood, Art Deco peaked, and the Wall Street Crash of 1929 ended the era, as the Great Depression set in† (â€Å"roaring twenties†). The Roaring Twenties were trying to break from traditions of the Victorian way of life. Since the 1920s was a time of celebration, there were many fads.Young women’s fashion of the 1920s was both a trend and a social statement. They were labeled ‘flappers’ by the older generations. â€Å"Flapper† was a popular slang for a very young prostitute or a lively mid-teenage girl. â€Å"The image of flappers were young women who went to jazz clubs at night where they danced provocatively, smoked cigarettes through long holders, and dated freely, perhaps indiscriminately. They rode bicycles, drove cars, and openly drank alcohol, a defiant act in the American period of Prohibition† (â€Å"flapper†). They were seen as rude and self-assertive for their behavior. The ‘new’ woman was less invested in social service than the Progressive generations, and in tune with the capitalistic spirit of the era, she was eager to compete and to find personal fulfillment† (â€Å"roaring twenties†). Flappers as a social group were separate from other 1920s groups; their behavior was bizarre at the time. They challenged women’s traditional public roles, supporting voting and women’s rights. Some flappers weren’t into the politics. â€Å"Older suffragettes, who fought for the right for women to vote, viewed flappers as vapid and in some ways unworthy of the enfranchisement they had worked so hard to win† (â€Å"flapper†).In addition to their strange behavior, they were known for their style. Flapper style made girls look young and boyish. They had a chin-length bob hairstyle and wore straight waist dresses with a hemline above the knee. The risen hemline allowed flashing of the legs when a girl danced. They also removed the corset from female fashion. Until the 1920s, cosmetics were not accepted in American society because of its association with prostitution but flappers made cosmetics popular. High heels also came into style, 2-3 inches high.Writers and illustrators in the United States popularized the flapper look through their works, making flappers appealing and independent. Even though the flapper look and lifestyle were popular at the time, it could not last through the Wall Street Crash or the Great Depression. Another popular era for fashion was the 1960s, more commonly called The Sixties. The sixties was a movement escaping from the conservative ways of the fifties and eventually resulted in revolutionary ways of thinking and real changes in the culture of American life (Goodwin). The Civil Rights Movement played a major role of changes in society in the 1960s, starting with Martin Luther King Jr. In 1961, John F. Kennedy was elected president, becoming the youngest president to ever hold office. The Vietnam War was a major event in the 1960s that absorbed a lot of national attention. The draft took place followed by anti-war outlook. The National Organization of Women questioned the unequal treatment of women in the society. The hippie movement arose as a result of young people not content with the generation ahead of them. The sixties was a decade that broke many fashion traditions, mirroring social movements during the period† (â€Å"fashion†). The sixties were the age of youth, who wanted change. The changes they were looking for affected education, values, lifestyles, laws and entertainment (Goodwin). There were so many young people in the sixties due to the post-war baby boom. The children had grown up and were becoming teenagers and young adults. These youths changed the fashion, the fads, and the politics of the decade (Goodwin).They dressed to convey rebellion. â€Å"The sixties began a decade which may well be recorded as one of the most fashion-conscious periods in recent history, challenging the 1890s and the 1920s† (â€Å"1960s fashion†). The hippie movement arose during the mid-1960s. Hippies didn’t focus on what others thought, they believed in ‘equality for all’. Hippie characteristics comprised of listening to rock, accepting sexual revolution and the use of drugs such as marijuana and LSD to explore alternative states of consciousness (â€Å"hippie†).Hippies were pacifists, the belief that any violence is unjustifiable, under any circumstances, and that all arguments should be settled by peaceful meanings. They participated civil rights marches and anti-Vietnam War protests. â€Å"The late 1960 produced a style categorized of people whom promoted sexual liberation and favored a type of politics reflecting ‘peace, love and freedom’† (â€Å"fashion†). By 1965, hippies had become an established social group in the United States. By 1968, the hippie look was in style. Hippie’s way of dress and grooming was one way of expressing their thought of independence.Both genders wore bell-bottomed jeans, tie-dyed shirts, headbands and sandals. Women often went barefoot and braless. Teenage girls often wore fringed buckskin vests, flowing long dress, Mexican peasant blouses, gypsy-style skirts, scarves, and bangles (â€Å"fashion†). Fabrics frequently consisted of animal or paisley prints. Both men and women grew their hair out long, including men’s facial hair. Further trends included love beads, peace signs, body piercing and tattoo body art. Hippies wore clothes that they felt communicated themselves and their individualism. Hippies repelled the post war ugliness in the world and turned the attention of fashion stalwarts towards as much natural beauty as possible† (Borade). The 1920s and the 1960s style of fashion appears to be very diverse. When observing each era’s attire they portray different looks. In the twenties, they wore dark colors opposed to the sixties where they wore very bright colors and patterns. Flappers wore tight, short dresses while hippies wore loose, floor length dresses. Flappers popularized make-up, wearing very drastic blush and lipstick. Hippies wanted to be natural so they didn’t wear any make-up.Although they seemed completely different, their motives behind their eccentric fashion were the same. They were both rebelling against the norm and trying to prove their independence. Fashion is a way of expressing personality and independence. Every person has their own sense of style and they show that through the way they dress. Everyday people get dressed, choosing clothes that they like and illustrate them best. Clothes are talked about, thought about and worn daily. Each era has a different fashion that shows up in clothes, attitude, personality and behavior. How to cite Fashion of Roaring Twenties and the Sixties, Papers

Being late free essay sample

Some people would describe being on time as old fashioned, but its not in the slightest way old-fashioned, because actually its nothing to do with fashion or generation. Its got all to do with basic good manners and respect for other people. Nowadays, a meeting set to start at 8am, seems to mean for some people in the general vicinity of any time which starts with the numeral 8. Like 8:30am for example. People come in at 8:15 or even later, smiling at the waiting group, apparently unconcerned that others have been there on time, all prepared and ready to start. Its rude and selfish behaviour. Think of it this way: Being late for 30 minutes while having 10 people waiting for you actually means 30 times 10, which is 300. 300 minutes or 5 hours wasted, by you! Sure, sometimes being late is inevitable even with the best intentions. We’ve all been subject to powers beyond our control talking tedious traffic jams and utterly disruptive train strikes But never plan to be late because you think your stuff is more important than others, thats simply rude and inconsiderate. We will write a custom essay sample on Being late or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Serial lateness certainly is a character flaw as it reveals lack of selfdiscipline or an inability to get organised. Its almost guaranteed to stunt your career as its often taken into account when it comes to deciding who to promote or to hire and even who to count as a real friend. When you’re late on a regular basis, people stop taking you seriously and you cause a lot of frustration not only for those who you work with but also for yourself because no one wants to be seen as unreliable and uncommitted, but that is exactly what will happen.

Shakespeares Essay Essays - Characters In Hamlet, Hamlet

Shakespeare's Essay Alan Massy-Shakespeare's plays speak to us today with an extraordinary and an unfailing immediacy. There are themes in the play that are relevant to life today such as when mans social, political and ethical worlds are out of balance. This lack of balance is symbolized by a disjunction in his own health and in nature. In other words natural illnesses or occurrences are symbolic of the illness in his thinking. This happens today and is also illustrated in Shakespeare's Hamlet. Man often equates his own physical illness with the break down of his political system. In the opening scene of Hamlet Francisco says 'Tis bitter cold, / And I am sick at heart (1.1.9). His discomfort is a result of the political instability brought about by the death of Hamlet's father and the appearance of what they believe to be his ghost. Correspondingly in today's world many suffered and grieved greatly when Princess Diana passed away. She was loved by many and was seen as a remarkable person. Similarly, man often sees supposedly abnormal occurrences in nature as symbols or warning about the breakdown of political, social or ethical systems. In Hamlet Act I, Scene I, Lines 120, Horatio says the moon Was sick almost to doomsday with eclipse. He compares the forthcoming downfall of Rome with the pending destruction of Denmark. He takes natures happenings to be a sign of future misfortunes for the state of Denmark. Today, people still do the same thing. For instance many religious groups take nature's destructive force, El Nino, to be forthcoming of Earth's Armageddon. Hamlet's timelessness can be seen through the themes that it portrays. Political, social and ethical corruption will never disappear. As long as time stands their will always be these moral dilemmas which we still face today and seemingly forever.

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Jeg kom nettopp inn dà ¸ra. I hà ¥nda har jeg en pose med noe nytt til skapet mitt, men var det egentlig verdt det? Litervis med svette, en bankkonto som halter pà ¥ feil side av den rà ¸de streken og et hode som kjennes ut som om det har gà ¥tt fem runder med Mike Tyson. Dagen begynte sà ¥ bra. Jeg và ¥knet av fuglekvitter i 11-tiden, og jeg fà ¸lte meg opplagt og glad med tanke pà ¥ at det ikke var skole fà ¸r om to dager. Jeg stod opp, tok en varm dusj, og kledde pà ¥ meg. Det var da det skjedde, det som skulle bli ytterst skjebnesvangert. Telefonen ringte, og en stemme som liret fra seg 12.000 ord i minuttet begynte à ¥ à ¸se sin taleflom ut over meg †Espen? Vi drar til Østoldhallen, kjempe mye folk der, kommer innom om 20 min.†. Det hà ¸rtes ut som Alexander pà ¥ syre, Alexander som snart skulle dà ¸, Alex med balla i glidelà ¥sen†¦ Jeg skjà ¸nte med en gang at her var det ikke tid til à ¥ ta det med ro. Med en fart Jesse Owens verdig, forflyttet jeg mitt veldige korpus fram og tilbake i huset med rakettfart, og jeg var akkurat ferdig à ¥ forberede meg da den sure lyden av hornet pà ¥ en 86-modell Peugot-206 là ¸d fortvilet i oppkjà ¸rselen. Jeg sprang ut av dà ¸ra, og hoppet inn i bilen. Alex trykket pà ¥ en knapp pà ¥ stereoanlegget sitt, og ikke fullt sà ¥ smekre toner là ¸d i bilen! med et desibelnivà ¥ som hadde gitt en erfaren DJ en ubestemmelig kulà ¸r i ansiktet, og jeg led†¦ Nà ¥r man sitter i en 15 à ¥r gammel bil pà ¥ 760 kg. med 132 hk. og en sjà ¥fà ¸r med 2 dagers erfaring, som tror han er guds gave til alt og alle, pà ¥ speilblank is, er ikke den eneste risikoen man ser i à ¸ynene faren for à ¥ bli totalt dà ¸v†¦ Etter 20 minutter med intenst nervekjà ¸r ankom vi Østfoldhallen, og da jeg hadde klart à ¥ presse hjertet ned der det hà ¸rer hjemme, steg jeg ut av bilen med livet i behold†¦ Da vi gikk inn i helvetes porter kjente jeg det som alle kjà ¸pesentere har felles, nemlig intens varme. Hvilken psykologisk faktor som ligger bak denne fo... Free Essays on Shopping Mall! Free Essays on Shopping Mall! Jeg kom nettopp inn dà ¸ra. I hà ¥nda har jeg en pose med noe nytt til skapet mitt, men var det egentlig verdt det? Litervis med svette, en bankkonto som halter pà ¥ feil side av den rà ¸de streken og et hode som kjennes ut som om det har gà ¥tt fem runder med Mike Tyson. Dagen begynte sà ¥ bra. Jeg và ¥knet av fuglekvitter i 11-tiden, og jeg fà ¸lte meg opplagt og glad med tanke pà ¥ at det ikke var skole fà ¸r om to dager. Jeg stod opp, tok en varm dusj, og kledde pà ¥ meg. Det var da det skjedde, det som skulle bli ytterst skjebnesvangert. Telefonen ringte, og en stemme som liret fra seg 12.000 ord i minuttet begynte à ¥ à ¸se sin taleflom ut over meg †Espen? Vi drar til Østoldhallen, kjempe mye folk der, kommer innom om 20 min.†. Det hà ¸rtes ut som Alexander pà ¥ syre, Alexander som snart skulle dà ¸, Alex med balla i glidelà ¥sen†¦ Jeg skjà ¸nte med en gang at her var det ikke tid til à ¥ ta det med ro. Med en fart Jesse Owens verdig, forflyttet jeg mitt veldige korpus fram og tilbake i huset med rakettfart, og jeg var akkurat ferdig à ¥ forberede meg da den sure lyden av hornet pà ¥ en 86-modell Peugot-206 là ¸d fortvilet i oppkjà ¸rselen. Jeg sprang ut av dà ¸ra, og hoppet inn i bilen. Alex trykket pà ¥ en knapp pà ¥ stereoanlegget sitt, og ikke fullt sà ¥ smekre toner là ¸d i bilen! med et desibelnivà ¥ som hadde gitt en erfaren DJ en ubestemmelig kulà ¸r i ansiktet, og jeg led†¦ Nà ¥r man sitter i en 15 à ¥r gammel bil pà ¥ 760 kg. med 132 hk. og en sjà ¥fà ¸r med 2 dagers erfaring, som tror han er guds gave til alt og alle, pà ¥ speilblank is, er ikke den eneste risikoen man ser i à ¸ynene faren for à ¥ bli totalt dà ¸v†¦ Etter 20 minutter med intenst nervekjà ¸r ankom vi Østfoldhallen, og da jeg hadde klart à ¥ presse hjertet ned der det hà ¸rer hjemme, steg jeg ut av bilen med livet i behold†¦ Da vi gikk inn i helvetes porter kjente jeg det som alle kjà ¸pesentere har felles, nemlig intens varme. Hvilken psykologisk faktor som ligger bak denne fo...

3th Amendment to the Constitution of Bangladesh Essay Example for Free

3th Amendment to the Constitution of Bangladesh Essay ? Sandy Hook Shooting: Is It Time to Change the Second Amendment? Sandy Hook Shooting Is It Time to Change the Second Amendment About 80 million Americans, representing half of U.S. homes, own more than 223 million guns. The debate about the Second Amendment has been fierce, but after the horrible atrocity that just happened in Newtown, Connecticut, the time has come to rethink the amendment and change it. The change of the amendment in terms of availability of weapons, and who has the right to possess them, would create a safer society and lower the gun homicide rate in the U. S. — a figure that currently makes the U.S. the highest in the world. The change would include a certain necessary procedure in order to get a license for possessing a gun. Moreover, this procedure should include medical checks, full criminal history, and a police interview to prove they actually need a gun. Atrocities like what happened today could theoretically be prevented if it were more difficult to come into possession of weapons in the U.S. At this moment, there is a widely accepted misconception about the history of the amendment and its purpose within American society. When the founding fathers implemented Second Amendment the main idea behind it was to provide citizens with a way to oppose possible tyrannical government. However, today it is widely believed that the Second Amendment is there to provide you with a way to protect yourself from other individuals. The debate is also present over whether the Second Amendment provides for collective or individual rights. However, in 2008, in the District of Columbia v. Heller case before the Supreme Court, the Court ruled that the Second Amendment protects an individual’s right to possess a firearm, unconnected to service in a militia and to use that arm for traditionally lawful purposes, such as self-defense within the home. In a 2011 Gallup poll, only 26% of American citizens said they would support the handgun ban. When Gallup first asked Americans this question in 1959, 60% favored banning handguns. But since 1975, the majority of Americans have opposed such a measure, with opposition around 70% in recent years. Americans have shifted to a more pro-gun view on gun laws, with record-low support for bans on handguns, assault rifle bans, and stricter gun laws in general. This remains true even as high-profile incidents of gun violence continue across the United States. The reasons for this ideological shift do not appear to be reactions to the crime situation, and are probably rather related to a widespread acceptance of guns by the  American public. It is widely believed that having the right to bear arms contributes to higher security. By enabling a great number of people to carry weapons, the society as a whole will not benefit from greater security. Moreover, it will become more unstable. The control of the weapons must be toughened and the right to possess and bear them restricted. The cases of shootings on American campuses and in schools are numerous and an argument that stricter gun control laws should be enforced stands strong. With medical and background checks, people who want to possess a gun won’t be stopped. However, the chance that someone with a mental disorder will have access to arsenal gets lower. The U.S. has the highest rate of gun ownership and of gun homicide in the developed world, it can definitely be argued that the amount of guns present the homicide rate will also be reduced. In 2012, Secretary of State Hillary Clinton agreed with the U.N. to set a timetable for the regulation of the arms trade between the states. The United States joined 152 other countries in support of the Arms Trade Treaty Resolution, which establishes the dates for the 2012 UN conference intended to further regulate gun trade around the world. Many in the U.S. have seen this treaty as an introduction to domestic firearm control, even though this is wrong. In order to change the Second Amendment, a two-thirds majority in the Senate is required and at this point chances of changing that happening are slim. Throughout the world there are different regulations about gun ownership. Great Britain banned private ownership of guns in 1997; Australia also followed the same path. A 1999 Harvard School of Public Health study revealed that, â€Å"Americans feel less safe as more people in their community begin to carry guns,† and that 90% believe that â€Å"regular† citizens should be prohibited from bringing guns into most public places, including stadiums, restaurants, hospitals, college campuses, and places of worshi p. We should not have the illusion that the world can overnight become a safe place where guns are not needed. These are dark times for those who demand sane regulation of gun ownership. The courts come and go. Public opinion and political power, like the common law, changes and evolves. Guns must not be accessible to all and they must be restricted. By restricting the gun availability, the possibility for situations like the Newtown massacre would be dramatically lowered. Even if we assume that one day a tyrannical government may come to power, under the current circumstances, with the U.S.  government in possession of tanks, airplanes and drones, one can argue that the light weapons held by the citizens would not be enough. The argument of the founding fathers therefore becomes obsolete and the amendment must be changed to ensure the greater safety of American citizens. Eleven years later, after the war for independence had been won, our Founders assembled once again to draw up a plan for governing the new nation. That plan would be ratified two years later as the Constitution of the United States of America. To understand the true meaning of the Second Amendment, it is important to understand the men who wrote and ratified it, and the issues they faced in creating the Constitution. During the debate over the ratification of the Constitution, there was significant concern that a  strong federal government would trample on the individual rights of citizens–as had happened under British rule. To protect the basic rights of Americans–rights which each person possesses and that are guaranteed, but not granted, by any government–the framers added the first ten amendments to the Constitution as a package. Those amendments have come to be known as the Bill of Rights. They represent the fundamental freedoms that are at the heart of ou r society, including freedom of speech, freedom of religion and the right of the people to keep and bear arms. The British people did not have a written constitution as we have in the United States. However, they did have a tradition of protecting individual rights from government. Those rights were set forth in a number of documents, including the Magna Carta and the English Declaration of Rights. The Founders who wrote the Bill of Rights drew many of their ideas from the traditions of English â€Å"common law,† which is the body of legal tradition and court decisions that acted as an unwritten constitution and as a balance to the power of English kings. The Founders believed in the basic rights of men as described in written legal documents and in unwritten legal traditions. One of these was the right of the common people to bear arms, which was specifically recognized in the English Declaration of Rights of 1689. However, the Founders also recognized that without a blueprint for what powers government could exercise, the rights of the people would always be subject to being violated. The Constitution, and particularly the Bill of Rights, was created to specifically describe the powers of government and the rights of individuals government was not allowed to infringe. 1. Does the Second Amendment Describe An Individual Right? Some people claim that there is no individual right to own firearms. However, anyone familiar with the principles upon which this country was founded will recognize this claim`s most glaring flaw: in America, rights–by definition–belong to individuals. The Founding Fathers created the Bill of Rights to protect the rights of individuals. The freedoms of religion, speech, association, and the rest all refer to individual liberties. The Second Amendment right to keep and bear  arms is no different. When the first Congress penned the Second Amendment in 1789, it took the wording, with some style changes, from a list of rights introduced by James Madison of Virginia. Congressman Madison had promised the Virginia ratifying convention that he would sponsor a Bill of Rights if the Constitution were ratified. The amendments he wrote would not change anything in the original Constitution. Madison repeatedly insisted that nothing in the original Constitution empowered the federal government to infringe on the rights of the people, specifically including the right of individuals to have guns. In constructing the Bill of Rights, Madison followed the recommendations of the state ratifying conventions. Though they ratified the Constitution, several of those conventions had recommended adding provisions about specific rights. Five conventions recommended adding a right to arms; by comparison, only three conventions mentioned free speech. Members of Congress had no doubt as to the amendment`s meaning. They and their contemporaries were firearm owners, hunters and in some cases gun collectors (George Washington and Thomas Jefferson exchanged letters about their collections). They had just finished winning their freedoms with gun in hand, and would, in their next session, pass legislation requiring most male citizens to buy and own at least one firearm and 30 rounds of ammunition. The only reason there is a controversy about the Second Amendment is that on this subject many highly vocal and influential 21st Century Americans reject what seemed elementary common sense–and basic principle–to our Founding Fathers. The words of the founders make clear they believed the individual right to own firearms was very important: Thomas Jefferson said, â€Å"No free man shall be debarred the use of arms.† Patrick Henry said, â€Å"The great object is, that every man be armed.† Richard Henry Lee wrote that, â€Å"to preserve liberty it is essential that the whole body of people always possess arms.† Thomas Paine noted, â€Å"[A]rms . . . discourage and keep the invader and the  plunderer in awe, and preserve order in the world as well as property.† Samuel Adams warned that: â€Å"The said Constitution be never construed to authorize Congress to infringe the just liberty of the press, or the rights of conscience; or to prevent the people of the United States, who are peaceable citizens, from keeping their own arms.† The Constitution and Bill of Rights repeatedly refer to the â€Å"rights† of the people and to the â€Å"powers† of government. The Supreme Court has recognized that the phrase â€Å"the people,† which is used in numerous parts of the Constitution, including the Preamble, the Second, Fourth, Ninth and Tenth Amendments, refers to people as individuals. In each case, rights belonging to â€Å"the people† are without question the rights of individuals. Dozens of essays have been written by the nation`s foremost authorities on the Constitution, supporting the traditional understanding of the right to arms as an individual right, protected by the Second Amendment. 2. Isn`t the â€Å"well regulated militia† the National Guard? Gun control supporters insist that â€Å"the right of the people† really means the â€Å"right of the state† to maintain the â€Å"militia,† and that this â€Å"militia† is the National Guard. This is not only inconsistent with the statements of America`s Founders and the concept of individual rights, it also wrongly defines the term â€Å"militia.† Centuries before the Second Amendment was drafted, European political writers used the term â€Å"well regulated militia† to refer to all the people, armed with their own firearms or swords, bows or spears, led by officers they chose. America`s Founders defined the militia the same way. Richard Henry Lee wrote, â€Å"A militia when properly formed are in fact the people themselves . . . and include all men capable of bearing arms. . . .† Making the same point, Tench Coxe wrote that the militia â€Å"are in fact the effective part of the people at large.† George Mason asked, â€Å"[W]ho are the militia? They consist now of the  whole people, except a few public officers.† The Militia Act of 1792, adopted the year after the Second Amendment was ratified, declared that the Militia of the United States (members of the militia who had to serve if called upon by the government) included all able-bodied adult males. The National Guard was not established until 1903. In 1920 it was designated one part of the â€Å"Militia of the United States.† The other part included other able-bodied adult men, plus some other men and women. However, in 1990, the Supreme Court held that the federal government possesses complete power over the National Guard. The Guard is the third part of the United States Army, along with the regular Army and Army Reserve. The Framers` independent â€Å"well regulated militia† remains as they intended, America`s armed citizenry. 3. Have the Courts or Congress ever studied the meaning of the Second Amendment? On June 26, 2008, the Supreme Court issued its decision in the case of District of Columbia v. Heller. In a 5-4 decision, the Court upheld the ruling of the U.S. Court of Appeals for the D.C. Circuit that the Second Amendment protects a right to possess firearms for individuals, and not just a right to have them as part of a militia or the National Guard. The Court also held that the Second Amendment is not meant to protect a â€Å"state’s right† to maintain a militia or National Guard. The decision struck down the District’s bans on handguns and on having any gun in usable condition as violations of the Second Amendment, and prohibited the District from denying a person a permit to carry a firearm within his home on without cause. Highlights of the majority opinion, written by Justice Antonin Scalia and joined by Chief Justice John Roberts and Justices Samuel Alito, Anthony Kennedy, and Clarence Thomas, can be found here: /Issues/FactSheets/Read.aspx?id=235&issue=010. The Court ruled that â€Å"[T]he operative clause [of the Second Amendment] codifies a ‘right of the people.† And went on to explain: â€Å"In all six other provisions of the Constitution that mention ‘the people,’ the term unambiguously refers to all members of the political community, not an unspecified subset. . . .’† Put plainly, the Heller decision says that the Second Amendment protects an individual right to possess firearms for legal purposes, including for sporting use and for self-defense. In coming to this conclusion, the courts examined the meaning of the words in the Second Amendment, including the meaning of â€Å"arms† the phrase â€Å"to bear arms† and to â€Å"keep â€Å" arms. The court also carefully considered the meaning of â€Å"militia† and the relationship between the militia and the â€Å"right to keep and bear arms.† In the majority opinion, the court clearly rejected the idea of a â€Å"collective† or group right, that is, a right held by the states. The court found that the Second Amendment protects an individual right to possess firearms. The full impact of the Heller decision is still not known. States and cities with restrictive gun laws are now facing challenges to their specific laws and future court cases will continue to define the how the Second Amendment protects individual rights and what types of gun laws will be allowed. Before the Heller decision, the most thorough examination of the Second Amendment and related issues ever undertaken by a court is the 2001 decision of the U.S. Court of Appeals for the Fifth Circuit in U.S. v. Emerson. In Emerson, the Appeals court devoted dozens of pages of its decision to studying the Second Amendment’s history and text. It began by examining the Supreme Court’s decision in U.S. v. Miller (1939), which individual rights opponents claim supports the notion of the Second Amendment protecting only a â€Å"collective right† of a state to maintain a militia. The Fifth Circuit disagreed. â€Å"We conclude that Miller does not support the collective rights or sophisticated collective rights approach to the Second Amendment.† The court then turned to the history and text of the Second Amendment. â€Å"There is no evidence in the text of the Second Amendment, or any other part of the Constitution, that the words ‘the people’ have a different connotation within the Second Amendment than when employed elsewhere in the Constitution. In fact, the text of the Constitution, as a whole, strongly suggests that the words ‘the people’ have precisely the same meaning within the Second Amendment as without. And as used throughout the Constitution, ‘the people’ have ‘rights’ and ‘powers,’ but federal and state governments only have ‘powers’ or ‘authority’, never ‘rights.’† The court concluded, â€Å"We have found no historical evidence that the Second Amendment was intended to convey militia power to the states, limit the federal government’s power to maintain a standing army, or applies only to members of a select militia while on active duty. All of the evidence indicates that the Second Amendment, like other parts of the Bill of Rights, applies to and protects individual Americans. We find that the history of the Second Amendment reinforces the plain meaning of its text, namely that it protects individual Americans in their right to keep and bear arms whether or not they are a member of a select militia or performing active military service or training.† Four times in American history, Congress has enacted legislation declaring its clear understanding of the Second Amendment`s meaning. Congress has never given any support for the newly minted argument that the amendment fails to protect any right of the people, and instead ensures a â€Å"collective right† of states to maintain militias. In 1866, 1941, 1986, and 2005, Congress passed laws to reaffirm this guarantee of personal freedom and to adopt specific safeguards to enforce it. The Freedmen’s Bureau Act of 1866 was enacted to protect the rights of freed slaves to keep and bear arms following the Civil War and at the outset of the chaotic Reconstruction period. The act declared protection for the â€Å"full and equal benefit of all laws and proceedings concerning personal liberty, personal security, and . . . estate . . . including the constitutional right to bear arms. . . .† The Property Requisition Act of 1941 was intended to reassure Americans that preparations for war would not include repressive or tyrannical policies against firearms owners. It was passed shortly before the sneak attack on Pearl Harbor, which led the United States into World War II. The act declared that it would not â€Å"authorize the requisitioning or require the registration of any firearms possessed by any individual for his personal protection or sport,† or â€Å"to impair or infringe in any manner the right of any individual to keep and bear arms. . . .† The two more recent laws sought to reverse excesses involving America’s legal system. In the Firearms Owners’ Protection Act of 1986, Congress reacted to overzealous enforcement policies under the federal firearms law: â€Å"The Congress finds that the rights of citizens to keep and bear arms under the second amendment to the United States Constitution; to security against illegal and unreasonable searches and seizures under the fourth amendment; against uncompensated taking of property, double jeopardy, and assurance of due process of law under the fifth amendment; and against unconstitutional exercise of authority under the ninth and tenth amendments; require additional legislation to correct existing firearms statutes and enforcement policies. . . .† And in 2005, as a result of lawsuits aiming to destroy America’s firearms industry, Congress passed the Protection of Lawful Commerce in Arms Act to end this threat to the Second Amendment. The act begins with findings that go to the heart of the matter: â€Å"Congress finds the following: (1) The Second Amendment to the United States Constitution provides that the right of the people to keep and bear arms shall not be infringed. (2) The Second Amendment to the United States Constitution protects the rights of individuals, including those who are not members of a militia or engaged in military service or training, to keep and bear arms.† â€Å"Gun control† is the popular name for laws that regulate, limit or prohibit the purchase and possession of firearms. â€Å"Gun control† laws are usually  proposed on the grounds they will stop the criminal misuse of firearms, but they are almost never actually targeted at criminals. Supporters of â€Å"gun control† most commonly call for laws that restrict law-abiding people, the only ones who will obey them. Laws prohibiting the possession of a firearm are unlikely to stop a person willing to commit robbery, assault or murder. On the other hand, honest citizens who respect the law will submit to the gun control laws, even if the laws do not make them safer. 3th Amendment to the Constitution of Bangladesh. (2016, Oct 18).

The Media Research Paper Example | Topics and Well Written Essays - 1000 words

The Media - Research Paper Example In as much as the media stands a vital role in the development of the social order, its fairness in terms of reporting remains questionable. Unfairness issue in the media has been connected to two main reasons. Firstly, it entails the instances of extortion of journalists who reveal the unpleasant facts regarding such vices like; human rights catastrophes, poverty, and environmental abuse. Secondly, the aspect of unfairness along such issues as the racial divide in the mainstream media has led to critics to inquire whether fairness does exist when it comes to reporting by the media. One agency that has always been much concerned about fair reporting is the Fair and Accuracy in Reporting (FAIR) that was founded in the year 1986 in the US(Forte, 2011). According to the agency, most reporters are involved in partisan statements that reveal half-truths whenever they are reporting in either broadcast or print. The trend is very common more especially in social matters such as environmenta l abuse, human rights abuse and elections. Sociologists refer to mass media as mediated culture whereby, media reflects and at the same time creates the culture(Journalism, media and the challenge of human rights reporting, 2002). Individuals and communities are always bombarded with information from a multitude of media sources. The messages not only promote goods and services, but human being attitudes, moods, and a sense of whatever is important or not important. The modern level of mass media saturation has not always been in existence. In the 1960s and 1970, for example, television primarily consisted of three networks that included public broadcasting and very few local independent broadcasting stations. What is the role of mass media? Media executives, Legislatures, sociologists and local school officials have all discussed this type of controversial question. In as much as ideas vary as to the type and extent of influence the media stands, all parties consent that media

Educational goals and rationale for those goals plus short annottated Essay

Educational goals and rationale for those goals plus short annottated bibliography - Essay Example Moreover, it is not necessary that two person who got the same training may have similar knowledge on a particular topic. This is purely because of the differences intelligence and learning styles. Entwistle (1986) has classified learning into three major categories; deep, surface, and strategic (Entwistle, 1986). In other words, some people may acquire only the surface level knowledge whereas others may acquire in depth knowledge. A third segment of people may consider their learning as a strategy to obtain some professional excellence or career goals. In any case, learning or education will never be a waste for anybody in their life. This paper briefly analyses the goals and rationale of education. â€Å"The best way for a person to learn depends on the person, of course† (Understanding Different Learning Styles, n. d) One of the major goals of education is to assist the students in their learning styles and to improve their skills in all areas, specifically in science. Diff erent students may have different intelligence levels and learning styles. In such situations, the teacher should try to provide individualized learning atmosphere for the students. Teachers should assess the learning styles of their students and make necessary changes in their teaching styles. For example, some students may find it easy to grasp when the teacher was able to connect the topic with familiar life situations. In some other cases, students develop curiosity when the teacher was able to develop a particular topic from a known situation to unknown situation. Many students like the problem solving method of learning. In any case, the teacher should be able flexible in his teaching methods to cater the needs of all the students in the class. Scientific knowledge is essential for rational thinking or critical thinking. Critical thinking is the much needed quality to enhance learning. In the absence of critical thinking, students will get only the surface level knowledge abou t a particular topic. As the name implies, surface learning helps a person to learn a topic only at the surface level. The learner may not penetrate deep into the roots of the knowledge in such cases. For example, the knowledge â€Å"Atom is the smallest element of matter† is only a surface level knowledge. On the other hand, if the student was able to analyze why atom became the smallest element, what are the constituents of atom, structure of atom, various internal and external forces which bind atoms together in the molecule etc, the student will get in-depth knowledge about the particular topic atom. The goals of education are to provoke such critical thinking abilities in the minds of the students. The third major goal of education is to improve the academic skills of the students. This can be done through a variety of methods. Technology is developing rapidly and these technological developments can help students to improve their academic skills. For example, earlier, s tudents relied on published books for getting more details about a particular topic. However, the introduction of internet has changed the whole scenario. Now students look into the internet first to get specialized knowledge about any topics. The students should be given adequate training in using modern technologies to enhance their learning potentials. Another goal of education

Ethics Essay Example for Free

Ethics Essay In comparing the similarities and differences in ethical theories, the goals of each theory and the morals and values that can be observed in the process. While the following ethical theories appear similar on the surface virtue theory, utilitarianism, and deontological ethical will be discussed and their differences will be defined. Virtue Theory relates to the pursuit of excellence in everything you do. As one commercial put it, â€Å"Be all that you can be† (U. S. Army 1981). One must have the idea that if they want to maximize their greatest potential, they must work hard to produce it. To the Utilitarian this may appear selfish, but self-discipline and self-determination is key to achieving the goal. Oxford dictionary describes utilitarianism as one who practices the doctrine that produces the greatest happiness of the greatest number. For example, a busy mother gives great sacrifice of putting her needs aside to take care of her three children who are home sick with the flu. At this moment, the mother, who is also sick with a temperature of 102 F, is not practicing virtue theory because; the mother has currently put her needs aside. The mother is practicing patience and compassion to assure that her children get the care that they need. Boylan (page 171) describes Deontological ethics as a moral theory that emphasizes one’s duty to do a particular action just because it is right and not through any other sort of calculations. An example of this would include presenting an inventory sheet to authorities proving that fraudulent activity has occurred buy a company that has been charging customers extra for supplies. The distinct difference of these theories suggests that virtual theory focuses attention toward creating greatness within one’s self. Utilitarianism focuses attention by creating greatness toward the masses. Deontological ethics relates to doing what is right whether it be for one’s self or for the masses with the understanding that happiness is not the goal but a moral responsibility is. A personal experience explaining the relationship between virtue, values, and moral concepts includes a deontological experience that I had several years ago. One Friday afternoon I walked into a bank to cash a check in the amount of $527. 28. The teller cashed my check, but I did not bother to double check the money until I got home. After checking and double-checking the money that evening, I came to the realization that I had 627. 28 cash in my envelope. The teller accidently gave me an additional $100 dollar bill. I could not go back to the bank to address the problem because the bank had closed for the day. I could not with good conscious keep the money because my family has instilled strong morals and values of honesty, integrity, and dignity within me. The money must be returned for it is the morally right thing to do. Saturday morning I drove back to the bank and asked for the manager and explained what had happened. I handed over the entire envelope as it was presented to me and I explained that two very crisp one hundred dollar bills were so tightly stuck together that it appeared as one bill. The manager surprised at what had transpired the day before, thanked me for my honesty and determination to see that the money was returned. I told the manager that I appreciate her kind words but it was truly the right thing to do. Though comparing the similarities and differences with these moral standards, ethical theories along with morals and values can be observed in the process. While it is clear that these theories may appear similar in nature the following ethical theories, virtue theory, utilitarianism, and deontological ethical will be discussed and their differences will be defined.

Essay --

Roosevelt Roosevelt came into the Democratic convention in Chicago as the front runner. His main opposition was Alfred Smith. Roosevelt secured the nomination on the third ballot. Roosevelt ignored tradition by coming to Chicago to personally accept the nomination. The campaign took place against the background of great depression. Roosevelt campaigned vigorously to prove that despite his disability he could vigorously undertake the job of President. Hoover tried to depict Roosevelt as an extremist who would bring ruin to the country, but with 1/4 of work force unemployed, Roosevelt won an overwhelming victory. President Hoover carried several serious handicaps into the 1932 presidential elections. He was an incumbent presiding over the worst economic collapse in the nation's history. His political philosophy, while progressive, depended on voluntary actions to achieve his goals, and this voluntary approach failed to materialize during the trauma of the Depression. As a public pers onality, he was somewhat dour and he was uncomfortable with the business of campaigning. His notion of the role of the President was that of a facilitator who brought the parties together, encouraged partnerships, and supplied the expertise of the engineer to the social problems of a nation. The idea of the President as a powerful and inspirational leader (an idea that Franklin Roosevelt would come to embody) was foreign to him. Put it all together and a surer prescription for defeat could hardly have been assembled. Franklin Delano Roosevelt, by contrast, was everything Hoover was not. Roosevelt was ebullient and self-confident. He radiated charm and an almost haughty self-assurance. He was supremely optimistic and his big smile and obvious relish of ... ...ind a place in the curriculum of the 3R’s. Although Garvey can be viewed as a reactionary and was belittled by Dubois, the two of them are revolutionary in that they did create change in the black society’s movement to gain more acceptance. The decade of the 1920’s is certainly a challenging one with many mixtures of culture and the social revolution and reaction; and since the economic and former progressive drives were being turned away from the needed political and economic reform, while the technological revolution was creating a new conspicuous consumption. The decade left America stunned and unable to make a comeback throughout the decade of the 1930’s. References http://www.multied.com/elections/1932.html http://www.ssa.gov/history/32election.html http://www.pbs.org/wgbh/amex/presidents/nf/teach/fdr/fdrfc.html http://www.chatham.edu/PTI/Twenties/Frank_01.htm

Marketing Energy Drinks to Americas Youth Essay

As I started collecting information for this paper, I soon realized that the energy drink industry is a very small (18 percent) part of the beverage industry, but a very dominant part to say the least. Interestingly, the major players in the industry, Monster Energy, Red Bull, and Rockstar, have intentionally veered away from the conventional mediums used to promote products. They instead have chosen marketing mediums that appeal more to their target markets and the â€Å"live life on the edge† lifestyles that they live. Monster for example, shies away from mass market advertising; instead they focus all of their sales efforts and marketing muscle on sponsoring action sports athletes, artists and musical, events and tours. All of this ties in with the company’s overall philosophy that Monster isn’t just a beverage, but a lifestyle brand (Landi). â€Å"The key is for us (Monster) to retain what we do best, which is marketing in an unconventional way and keep that feel for the brand,† said Rodney Sacks, CEO of Hansen Natural Corp. â€Å"Monster is all about action sports, punk rock music, partying, girls, and living life on the edge† (Landi). The companies that produce energy drinks are using the current popularity of action sports such as motocross, skateboarding, BMX, etc. , to showcase their products and to further brand awareness. It’s not coincidental that the demographic that participates in these sports and idolizes its professional athletes are also the same demographic that consumes energy drinks. You’ll see very few TV commercials or print ads promoting energy drinks but when you turn on the ESPN produced X-Games, just about every athlete participating is sponsored by Red Bull, Monster, or Rockstar. John Lee, director of sports marketing for Monster Energy Drink says, â€Å"We don’t do print ads or television. We strictly have promoted our brand through athletes and the events that the athletes compete in. † With our current generation (Gen – Y) of young Americans being the first to really grow up with the Web, it is important for marketeers to embrace the use of the internet as a vital marketing tool and communication medium (Ness). â€Å"This group has a lot of lifetime ahead of them and that makes their Lifetime Value (LTV) high for marketers,† says Greg Ness, Chief Strategy Officer, Burst Media. Ness was also quick to point out that, â€Å"one-third of current college students spend 10 or more hours online per week and one-fifth spend 20 hours or more online. † Ness concludes, â€Å"Their time online exceeds the amount of time they are spending watching TV or listening to the radio. † Monster has recently starting using the internet as a recruiting / marketing tool of sorts when they introduced the â€Å"Monster Army. † The Army is a â€Å"grassroots marketing outreach community that also locates up-and-coming athletes seeking sponsorship opportunities† (Campanelli). In the past few years, more than 50,000 athletes (recruits) have signed up as members of the Monster Army where more than 1,000 of them are currently sponsored through the program. â€Å"It’s been a very successful program, our Army members are out there spreading the word about our products, telling ten of their friends who in turn tell ten of their friends, it’s a snowball effect† (Lee). In addition Monster has also recently announced an exclusive relationship with the Loop’d Network, a social media platform exclusively for online sports communities. The Loop’d Network currently boasts more than 200,000 members worldwide (Campanelli). The history of energy drinks is much deeper than most would imagine. Japan is credited for pioneering the energy drink phenomenon, but the first mass produced energy drink was called Lucozade, and was launched in 1929, in the UK (Research Wikis). It wasn’t until Red Bull, which was first launched in 1987, and introduced the United States to the world of energy drinks a decade later that the energy drink industry really took off (Reuters). Red Bull might have had the first big impact on the market in 1997, but Monster, launched in 2002, by Hansen Natural Corp. has clearly made a strong impression on the market. With its initial market share of 12 percent in 2003, Monster now has a 30 percent hold on the market while Red Bull maintains 25 percent (Reuters). Past portrayals of energy drinks were for the most part all negative as energy drinks are not regulated by the FDA and most contain large amounts of sugar, sodium, and caffeine, among other things. Some brands and flavors have a caffeine content that can range from a modest 50 mg. to an alarming 505 mg. per can (Reissig). For example, an 8. 3 oz. can of Red Bull contains 76 mg. of caffeine which is about twice what a 12 oz.can of Coke contains (LeBlanc). A 16 oz. can of Monster contains about 14 teaspoons of sugar and 200 calories (LeBlanc). So what are all of these â€Å"negative† energy boosting drinks doing to our bodies? A recent study done by Wayne State University in Detroit showed that consumption of energy drinks increased blood pressure and heart rate levels in healthy adults that drank two cans a day (LeBlanc). With all of those negative aspects there must be something good in energy drinks. There is a long list of beneficial ingredients that can be found in most of the energy drinks on the market today. They include; vitamin B-complex, antioxidant vitamins C and E, the amino acid taurine, bee pollen, inositol, glucuronolactone, and herbal extracts from ginseng, guarana, ginkgo biloba, horny goat weed, milk thistle, yerba mate, damiana, rosemary, skullcap, black seed, royal jelly, and white willow, among others (Berry). The overall benefits that energy drinks are said to produce include stress relief, sobering effects, an improved love life, increased stamina, sharper reflexes, heightened alertness, virility, and they’ll stimulate your metabolism (Berry). The demographic that energy drink companies are after is rather broad. While their number one consumer fits the description of a young white male between the ages of 16 to 25, energy drink companies are broadening their marketing horizons and are now looking at men, women, and children between the ages of 12 and 40 (LeBlanc). â€Å"Younger kids see drinking energy drinks as something their parents might disapprove of,† says Jim Karwowski of Power Brands. A market that has yet to be fully tapped into is the female consumer. While the number of female consumers has grown 74 percent over the last five years, women are still considered the minority population when it comes to energy drinkers. Almost 20 percent of men say they drink energy drinks while only 10 percent of women say they do (Francella). I’ll be using information gathered from a number of different research papers as well as reports produced from beverage industry insiders to substantiate my findings on the marketing techniques being used to lure America’s youth into becoming loyal consumers. Method: During this study I coded 60 magazines. I reviewed issues of Racer X Illustrated and Motocross Action Magazine looking for ads from energy drink companies. My goal was to find print ads directly from the energy drink companies themselves that promoted their product. Once found (if found), I would evaluate what the ad was about and what demographic the ad was targeting. I watched and coded 10 TV commercials (via YouTube) in an attempt to figure out if the messages shown were directed towards a particular market. The only â€Å"corporate made† TV commercials I was able to find were from Red Bull and Rockstar. I found a variety of homemade Monster commercials but none that would have been endorsed by the corporate office. With Red Bull, four of the ads were animated and four were of Red Bull sponsored athletes. The two Rockstar commercials were based around music, one having a more psychedelic look while the other had a guitar player helping a stranded woman. My goal here was to evaluate what the ads were about and what demographic the ads was intended for. I reviewed and coded four web sites, three from energy drink companies and one from an action sports promotion company. My objective while evaluating these sites was to see what groups of people, whether it was men or women, and what age range was the information intended for. I found a vast amount of information to dissect and code from companies that are within the beverage industry. These are companies that do product reviews, market analysis, and product introductions, among other things. Two common messages that I repeatedly found in these articles revolved around college kids using energy drinks to mix with alcohol and the overall abuse of energy drinks. My objective here was to get an idea of how many college kids fall into one of these two groups. Although my options were limited due to a lack of documentation from other academic researchers, I was able to find, evaluate, and code information from four other academic research papers. I was able to find these documents after an exhaustive search using Lexis Nexis, Psychinfo, and the Social Science Citation Index via the Joyner Library. I came across a huge inventory of other academic research papers that were based on similar subjects, but to gain access to more than the first paragraph I would have had to sign up for subscriptions and pay fees. I’m hoping that my frugalness will not negatively impact my grade and hope the information that I was able to obtain and evaluate will satisfy the requirements of this paper. While evaluating and coding the different mediums I looked at the overall tone of the material. Was the tone very harsh and bold, which would possibly be directed more towards college aged males? Was the tone very light hearted and fun which would be more appealing to a younger population and/or women? Or lastly, did the ad have some sexual overtones and innuendos which could either be directed at young men or women? Results: Being a subscriber of Racer X Illustrated and/or Motocross Action Magazine for the last 30 years, I have found that I look at many of the ads in those magazines in a rather numb, non-consuming state of mind. I’ve seen the ads so many times that I know all about the companies and their products so I don’t pay much attention to them. To my surprise, after looking at 60 different magazines that were printed over a span of five years, I didn’t find a single ad that was specifically advertising the actual energy drink. I found a large variety of ads that were promoting energy drink sponsored events, but none for the drinks themselves. The majority of the sponsored events were either motocross races, action sports events, or alternative rock concerts (the Vans Warped Tour) and bands (Linkin Park). If I was to describe the age, sex, and race of the attendees of these events it would probably be predominantly 16 – 25 year old, white, males. Although I didn’t find any product ads in the magazines it was nearly impossible to turn a page and not find pictures of riders or motorcycles that didn’t have the name or logo of an energy drink showing. I felt the four animated Red Bull commercials could be perceived as trying to target the very young viewers and the female market as much as anything else. They were light hearted, funny cartoons that weren’t big, bold, and overbearing. The four Red Bull commercials featuring their sponsored athletes were very action packed and intense. They included Robbie â€Å"Mado† Madison jumping his motorcycle onto the roof of a building in Las Vegas, â€Å"B-boy Ronnie† freestyle break dancing, big wave surfer Ian Walsh, and stunt plane pilot Kirby Chambliss. While the animated commercials carried the pitch, â€Å"Red Bull Gives You Wings,† the commercials with the athletes concluded with the athlete saying, â€Å"Welcome to my World, the World of Red Bull. † These action driven commercials were in my opinion made for the thrill seeking male consumer between the ages of 16 to 25. I also found that Red Bull’s marketing plan has the brand pursuing traditional advertising such as TV commercials as its last phase of product market development (Hein). â€Å"Media is not a tool that we use to establish the market,† says Red Bull’s Vice President of Marketing, David Rohdy. â€Å"The idea is to reinforce, not introduce the brand. Only when a market is deemed mature does the company begin a media push,† concluded Rohdy. Red Bull typically creates two new TV spots each year and runs them in their â€Å"mature markets† (Hein). The four web sites that I reviewed and coded were the corporate web sites of Red Bull: http://www. redbull. com/ , Rockstar Energy Drink: http://www. rockstar69. com/ , Monster Energy: http://www. monsterenergy. com/. In addition to the three top selling energy drink brands I also looked at Alli Sports: http://www. allisports. com/ the promoter of some of the biggest action sports series and events in the world. Themes that were consistent with all four of the sites were action, youth, and energy, energy, energy. The Red Bull site was the most clean cut and professional looking site out of the three beverage sites. I’m not saying that the Rockstar and Monster sites were cheaply made, or have an unprofessional appearance, but the Red Bull site looks like something you would present to share holders of the company. It has the least amount of â€Å"boldness† of the three beverage sites, but is packed full of well filmed video clips showing off their sponsored athletes. I don’t know if the fact that the corporate base for Red Bull is in Austria has anything to do with the web sites visual appeal, but it’s definitely a different approach than its competition took. With the look and accessibility of this site and its features I felt like it was geared for an older more mature audience. I didn’t see the sight selling the sexual appeal of women as much as I did on the Rockstar site. I think Red Bull’s site would appeal to both men and women ages 15 to 40. The Rockstar site was definitely the edgiest of the three beverage sites. Just on the home page alone you see ads for mixed martial arts fights and heavy metal concerts that the brand is sponsoring. If you look further down you can watch a short video clip of five beautiful, big breasted women posing on motorcycles and race cars. There’s also links that talk about the variety of products they offer as well as links to the various music and sports events that they sponsor to include the sponsored bands and athletes that participate in those events. I felt that the Rockstar site was definitely geared for young, white, males, ages 15 to 30. Overall I thought that the site had a very harsh tone to it and women probably wouldn’t appreciate it. With a mix of the fighters and rock concert promotions flashing on the screen a viewer might even feel some rage building inside while viewing the site. The Monster site was all about speed. The home page had a constantly changing look that showcased many Monster sponsored racers. The site overall was neatly laid out. It didn’t have as clean and crisp of a look as Red Bull had but it wasn’t as busy as the Rockstar site was. The site was easy to navigate and was very appealing to the eye. I feel the overall look of the site and the message that it gives was directed more towards the young, white, male between the ages of 15 and 35. The site is very dark, as the background is black, and has a hardcore feel and tone. I think women might be turned off by that. One feature on the Monster site that is inviting to a broader fan / consumer base is the Monster Army. I think the idea of being a part of something is a selling point for many of today’s youth. I think the Monster Army is an appealing environment for both sexes with an age range of 12 to 40. The Alli Sports web site focuses on the promotion of the action sports events that they promote. Although Alli Sports doesn’t have direct sponsorship deals with any of the leading energy drink companies, all of the athletes that are sponsored by those companies participate in Alli Sports produced events. The same demographic that participates in BMX, motocross, wakeboarding, skateboarding, and other alternative action sports that Alli promotes also consume energy drinks. I feel the Alli site is geared more towards the fans of action sports which could be male or female between the ages of 12 and 40. It’s a very bright web site and has a low key and fun overall tone to it. Both the articles I found from industry insiders as well as the academic research papers that I found voiced similar issues and concerns. One issue of concern and importance addressed the use of energy drinks by college students. I was unaware of the fact that many energy drinks are on the list of nutritional supplements banned by the NCAA. Caffeine is a stimulant and college athletes will fail a drug test if the concentration of caffeine in their sample is 15 micrograms per milliliter. That would be the equivalent of slamming five to 10 cups of coffee before a game (Moritz). Another concern that researchers have is the increasing number of college students that are consuming alcohol mixed with energy drinks. In the fall of 2006, 4,271 college students from 10 universities in North Carolina were surveyed about their consumption of energy drinks, alcohol, and the combination of the two. The results of the survey showed that 697 of the students had consumed one or more energy drinks within the last 30 days, and one-quarter of the students said that they mixed alcohol and energy drinks. Looking at the amount of energy drinks consumed by the two sexes it was discovered that men drank on average 2. 49 energy drinks per month while women drank 1. 22 drinks per month. Students who were young, male, white, intramural athletes, and fraternity members or pledges, were significantly more likely to drink energy drinks that those in other demographics (O’Brien, Miller). With college students’ taking heavier class loads and the ever present concern of one’s grades, caffeine abuse has been on the rise on college campuses. There has been an increase in reports of caffeine intoxication from the mass consumption of energy drinks as well as an overall an increase in the number of students that are dealing with caffeine dependence and withdrawal issues (Reissig). The poison control center in Chicago has handled 265 cases of caffeine abuse involving energy drinks in the last three years. The users’ average age was under 21 (LeBlanc). Interpretation: Based on information I reviewed, I feel that the energy drink industry is very strong and will continue to grow. I think the marketeers of the energy drinks are doing a great job at getting visibility for their products and they’re focusing on a set consumer demographic that has huge spending power. The youth and college students today are easily influenced and have a strong influence on the products their peers buy. The studies show that because these energy drink companies are gaining brand loyalty from their consumers at a young age that the odds are in their favor that they will become lifelong consumers. Taking the unconventional route to marketing may or may not be any cheaper than doing normal TV spots that Coke and Pepsi do. Either way, the leaders of the energy drink market are making it work for them. From a financial standpoint, I think the return on investment will come faster in the energy drink industry than it ever has in any other aspect of the beverage industry. Selling 8 oz. cans for over $2 a can is a quick way to make money. Red Bull, Monster, and Rockstar are dominating the energy drink industry when it comes to consumer preference with white male’s ages 12 to 40, but what about the ladies? The industry has yet to scratch the surface of the young female consumer market. Granted, there aren’t too many professional female athletes participating in alternative sports yet, but there are other lines of approach that the industry needs to consider. I remember seeing a bumper sticker once that said, â€Å"Girls Kick Ass. † It is that same kick ass mentality that has made energy drinks as popular as they are today. I think it will only be a matter of time before we see one of the power players in the energy drink industry come out with a product specifically marketed towards women. Maybe a black Monster can with a hot pink claw mark rather than the green one, who knows?! I foresee the FDA getting involved sooner than later with regulations on how much sugar, sodium, and caffeine can be in each product. I don’t feel that mixing energy drinks and alcohol is that big of a problem and personally hope laws don’t get created to prohibit such mixes. I think that if an individual is going to consume alcohol irresponsibly, they are going to do it regardless on the fact that an energy drink is or isn’t part of their drink selection. Bibliography: Campanelli, M. and Lee, J. , eMarketingandCommerce. com (2007). â€Å"Social Media Tips from Monster Energy† (accessed June 9, 2009). Available at: http://www. emarketingandcommerce. com/view/106 Landi, H. , Hall, M. , and Sacks, R. , Beverage World (2009) â€Å"Monster Energy: A Mighty Force† (accessed June 9, 2009) Available at: http://www. beverageworld. com/content/view/35687/ Scribd, BevNet, Research Wikis (2006) â€Å"Research Wikis Energy Drink marketing Research† (accessed June 10, 2009) Available at: http://www. scribd. com/doc/3259151/ResearchWikis-Energy-Drinks-Marketing-Research Rajan, A. , Reuters (2009) â€Å"Hansen’s Monster Takes the Fight to Red Bull’s Turf† (accessed June 10, 2009) Available at: http://www. reuters. com/article/ousiv/idUSTRE5313N320090402 Francella, B. , CS News Online (2008) â€Å"Energy Drink Sales Growth Running Out of Steam? † (accessed June 10, 2009). Available at: http://www. csnews. com/csn/index. jsp Search: â€Å"Energy Drink Sales† Berry, B., Agri-Food Trade Service (2008) â€Å"The Energy Drink Segment in North America† (accessed June 11, 2009) Available at: http://www. ats. agr. gc. ca/us/4387_e. htm LeBlanc, P. , Austin American Statesman (2008). â€Å"The Buzz on Energy Drinks – Energy Drinks Booming in Popularity† (accessed June 11, 2009) Available at: http://www. statesman. com/ Search: â€Å"The Buzz on Energy Drinks† Hein, K. , and Rohdy, D. , Brandweek (2001) â€Å"A Bull’s Market – the Marketing of Red Bull Energy Drink† (accessed June 11, 2009) Available at: http://findarticles. com/p/articles/mi_m0BDW/is_22_42/ai_75286777/?tag=content;col1 Moritz, A. , Tribune Business News (2008). â€Å"Think Before Using an Energy Drink: Colleges† (accessed June 11, 2009) Available at: http://proquest. umi. com. jproxy. lib. ecu. edu/login? COPT=REJTPUc2 Search in the ProQuest Research Library database: â€Å"Think Before Using an Energy Drink: Colleges† Reissig, C. J. , Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD (2009) â€Å"Caffeinated Energy Drinks – A Growing Problem† (accessed June 11, 2009) Available at: http://web. ebscohost. com. jproxy. lib.ecu. edu/ehost/search? vid=1&hid=6&sid=5b788385-77d0-43c3-8372-037638da0fc6%40SRCSM2 Search in the PsycINFO database: â€Å"Caffeinated Energy Drinks – A Growing Problem† O’Brien, M. C. , Wake Forest Univ, Bowman Gray Sch Med, Dept Emergency Med, Winston Salem, NC (2008) â€Å"Caffeinated Cocktails: Energy Drink Consumption, High-Risk Drinking, and Alcohol- Related Consequences Among College Students† (accessed June 11, 2009) Available at: http://apps. isiknowledge. com. jproxy. lib. ecu. edu/summary. do? qid=2&product=WOS&SID=1BONI6HlgO3hemOl6fP&search_mode=GeneralSearch. Miller, K. E. , SUNY Coll Buffalo, Res Inst Addict, Buffalo, NY – Journal of American College Health (2008) â€Å"Wired: Energy Drinks, Jock Identity, Masculine Norms, and Risk Taking† (accessed June 11, 2009) Available at: http://apps. isiknowledge. com. jproxy. lib. ecu. edu/summary. do? qid=5&product=WOS&SID=1BONI6HlgO3hemOl6fP&search_mode=GeneralSearch Ness, G. , Chief Strategy Officer, Sundog. net (2006) â€Å"Marketing to College Students 101 (accessed June 11, 2009) Available at: http://www. sundog. net/sunblog/posts/marketing-to-college-students-101/.

Jeep and Social Media Essay

In recent years, social media has become an incredibly important tool with which people communicate. Young and old people alike use Facebook, YouTube, Twitter, and blogs to relay messages and connect with one another. However, these platforms are no longer used by individuals solely. More and more companies have begun to use social media to reach out to current and future customers and to advertise themselves. It is not uncommon for company Facebook pages and Twitter feeds to have a large number of subscribers or followers nowadays. One company that uses social media quite effectively is Jeep. The company uses outlets like Facebook, MySpace, and YouTube to reach out to their customers and try to capture new ones. Jeep uses social media to target a different type of audience than most companies. Whereas many firms would be trying to capture new customers, Jeep is more devoted to engaging existing customers and connecting Jeep owners. In doing this, Jeep’s target audience consists mainly men and women who are of driving age. There are a few other qualifications though. One of the attractions of a Jeep is the ruggedness and outdoorsy image that it embodies. Therefore, the target audience that Jeep tries to reach through it’s social media usage would most likely include those that are interested in a number of outdoor activities. In addition, though the Jeeps are sold to customers of any age, it seems that most users of social media are in the younger generations. While this is currently beginning to change, it is reasonable to believe that Jeep’s social media is targeted more towards younger Jeep owners – most likely those customers whose age lies in the range of the early teens to the late thirties. As already mentioned, Jeep’s focus is not really to attract new customers but to provide existing owners with a number of different ways to connect with eachother and with the company itself. Establishing these connections is where the interactivity of Jeep’s social media platforms comes into play. The main parts of Jeep’s social media are the Jeep Facebook page, the Jeep MySpace page, the Jeep Twitter feed, the official Flickr group, the Jeep YouTube account, and an online community titled â€Å"Come Together†. All of these places are used as exchanges where Jeep owners and enthusiasts can interact with one another. These interactions consist of uploading and viewing photos and videos to the Flickr and YouTube accounts, commenting on interesting segments on the â€Å"Come Together† community site, or talking to each other on the Facebook and MySpace pages. While there are not many contests or downloads that Jeep tries to push on visitors to their sites, visitors are strongly encouraged to post photos and comments relating to their personal experiences with the company. I have personally worked in a company that makes and sells aftermarket Jeep accessories and have seen firsthand how proud and involved Jeep owners can be over their Jeeps. Therefore, it is not surprising that these sites and social media platforms are often very successful in getting viewers to post photos, videos, and comments about their Jeeps and any others they see on the sites. There is no real advertising for products taking place on these social media sites. Instead, the sites act merely as an exchange of ideas and opinions between customers and the company. However, this is an example of a very good product marketing strategy. When site visitors view pictures of other Jeep owners’ vehicles, they may often see products on the other vehicles that they like and become interested in purchasing. This will often lead to sales of Jeep accessories without any real advertising expenses incurred by the company. Reviews, photos, and videos from actual customers serve to enhance the products in other people’s minds and indirectly lead to visitors purchasing goods. Traditional advertising is also integrated in all of these social media sites. All of Jeep’s current regular television commercials are posted on both the YouTube and MySpace pages. Print ads can also be found on the MySpace page. However, while traditional advertising can be found in many places on Jeep’s social media sites, it is not the focus. Jeep uses these sites more to promote connectivity between the customers. It seems as though they want visitors to forget that all these sites are part of a corporate marketing strategy; instead they want to promote the idea that the sites are merely a way for owners to exchange photos and stories about their experiences with the Jeeps they have bought. The company is not trying to push new products down the customers’ throats but rather is interested in hearing about the likes and dislikes that the customers have. I believe that this dedication to engaging the customer is part of what makes Jeep owners so devoted to the company. Therefore, Jeep’s social media platform is very effective at doing what the company sets out to do.

What is Group Think

What is Group Think Free Online Research Papers What is Group Think? To answer the question, â€Å"What is Group Think,† you really have to examine the human thought process. Group Think is a method of thought: a way of thinking performed by a group of individuals in an effort to curtail discord and to arrive at a sense of accord or agreement. During the Group Think process, individuals will test, analyze and evaluate the group ideas under examination. Yet, the answer to â€Å"What is Group Think† is even more complex than the latter definition. Group Think, while at first seemingly positive because group members work together toward a common and acceptable outcome, actually has a serious disadvantage. William H. Whyte established the phrase â€Å"Group Think† in 1952 to describe a group thinking process that disallows the promotion of uncomfortable views – this can prove to be disadvantageous to single group members or to the entire group as a whole because the suppression of viewpoints can result in a rationalized conformity. The Group Think mindset can occur for a number of different reasons and the closer group members are, the more apt the group is to partake in the group thinking process. Symptoms of the group think process include the suppression of negative points of view for the sake of group unity, the isolation of the group from other individuals with diverse opinions from those held by the group, and the quiet acceptance of overzealous leadership. Other symptoms of group thinking include an unquestioning attitude toward group decisions, the formation of stereotypical beliefs, and the closing off of oneself to ideas that do not support the group’s general thinking. Group Think sacrifices one of the highest universal principles in favor of a corrupted misnaming of a organizational disease. In the end, the answer to what is group think is that it is a form of thinking that should be avoided; instead a group should strive to establish an atmosphere conducive to diverse ideas and forms of expression. Research Papers on What is Group ThinkEffects of Television Violence on ChildrenThe Relationship Between Delinquency and Drug UseMoral and Ethical Issues in Hiring New EmployeesWhere Wild and West MeetResearch Process Part OneThe Fifth HorsemanQuebec and CanadaCanaanite Influence on the Early Israelite ReligionThree Concepts of Psychodynamic19 Century Society: A Deeply Divided Era

Collaboration Skills for School Professionals Essay

Collaboration Skills for School Professionals - Essay Example This case study revolves around Zach and Patrick who are both in 5th grade in Mrs. Anderson’s class. Mr. Alvarez is a member of the teaching staff in the school who dedicates 30 minutes of his time in assist Zach address his reading roles with a collaborative support from Mrs. Anderson who is the class teacher. However, Patrick and Zach have been causing disruptions in class whereby Patrick teases Zach by making hurtful comments and name calling causing Zach to respond angrily hence, little classroom work and instruction gets done during the interruptions which in turn affects the whole classroom. Those involved in the caseMrs. Anderson is the teacher of twenty-five fifth-grade students with thirteen boys and twelve girls. Among the twenty-five students, three of them have disabilities in learning. Zach who is one of the students in Mrs. Anderson’s class has a learning disability and he receives help from Mr. Alvarez. He particularly likes math and he particularly adore d the topic that they had just completed in class. Furthermore, he even comes to school during recesses and sometimes stays after school to feed the class guinea pig.Patrick is also one of the students in Mrs. Anderson’s class who loves participating in class plays and skits. He also participates in community sports such as softball. Other than co-curricular activities, Patrick is an average student academically and he also loves being in the class limelight by telling funny stories.

Multicultural in Education Essay Example | Topics and Well Written Essays - 250 words

Multicultural in Education - Essay Example However, some professionals accept as factual that putting them all into one assembly for the study is unjust and does not supply ethnic minorities with the identical achievement they deserve. All education has a sense of solace and belonging for students. In the varied world, supplying education for cultures diversity is essential. The first step in conceiving a multicultural education is to realize the cultures and ethnic assemblies of students. As teachers, it is significant to manage a little study, in numerous cultures. As a class varies from year to year, is the cultures composition of your students. One way to start is to realize that it is culture. According to Bell (2004), cultures mind-set, standards, conviction schemes, norms and customs of the assembly, who formed their own cultures? For teachers to do well, they should seem that somebody cares about if or not they succeed. Teachers should boost all teachers to make their full promise, despite of their culture. Creating a n air of tolerance, acceptance, and care will encompass the whole class. When cultures dissimilarities are initiating difficulties should be advised as a group. Children should understand that this is usual, in another way. Combining the dissimilarities in the open air, it will open the minds of those teachers not revealed to cultures differences.

Using APA Style Assignment Example | Topics and Well Written Essays - 500 words

Using APA Style - Assignment Example ticular work would be helpful to me in future research because libraries could, ideally, play a huge part in alleviating issues of illiteracy and contribute to helping to close that achievement gap. Since much of my focus is in relation to public library systems this piece fits in nicely to see how libraries could make a difference and be perceived as a contributing service. This article was essentially a review of the reports of how the public libraries in England scored in a government endorsed inspection reports. It was used to determine if the policies implemented have benefited, hindered, or had no effect on the public libraries. It gives a clear listing of what qualifies a particular library as a good library, as well as, in turn, an understanding of what identifies a bad one.(Higgins, 2005) This article is interesting because it explains how other countries conduct their policies and administrations as it relates to the quality of their public libraries. What others attempt can be a wonderful indicator of what you might wish to emulate, or perhaps not ever duplicate. This book discusses how there are some unique changes occurring in the fields of public policy and administration. In this case it is a trend toward modern progressive values into public administration. The work focuses on areas including description of progressive values, the different ideologies behind those values, and how to evaluate the existing policies and make beneficial and constructive changes.(Box, 2008) I consider this a potentially valuable source, primarily, because it covers issues that may be wholly relevant to future policies and the individuals who make them. That perspective is quite relevant and inevitably useful to me in further

Bill of Rights Essay Example | Topics and Well Written Essays - 1000 words

Bill of Rights - Essay Example I. Freedom of religion, speech or of the press; or peaceful assembly; right to seek redressal of grievances from government. II. Freedom to keep and bear arms. III. No house should be occupied by a soldier except with permission of owner. IV. People should be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures; warrants should be reasonable and issued upon probable cause and describe the person, place, papers and effects being seized. V. Indictment by grand jury, prohibition of double jeopardy; self incrimination application for due process of law. VI. In all criminal prosecutions, accused shall have a speedy trial by jury; be confronted with the witnesses against him; should compel witnesses’ attendance and have counsel to defend him. VII. In suits of value exceed twenty dollars, trial shall be by jury. VIII. Restraints against excessive bail and fines. IX. The enumeration in the Constitution, of certain rights, shall not be constr ued to deny or disparage others retained by the people. X. The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people. The Fifth Amendment provides for due process of law which means that no person shall be deprived of life, liberty or property at the whim of the government acting in an unreasonable manner. Secondly, it provides protection against self incrimination. This means that no person will be made to testify about something which may offer evidence against himself in a criminal case. The rule has evolved into new concepts of law. One such, known as the Miranda (1966) warnings mandate that a person about to be arrested or during the course of inquiry if he is a suspect should be made aware that what he will speak after that point shall be used as evidence against him and that he has a right to remain silent. It further provides that the person should be informed that he is en titled to legal counsel before speaking. Any confessional statement obtained during course of criminal proceedings without Miranda warnings would be inadmissible in evidence if used against the person. In Kirby (1972) it was held that criminal proceedings include formal charge, preliminary hearing, indictment or arraignment. Confession, an admission of guilt by a person is covered under the Fifth and Sixth Amendment. Fifth prohibits self incrimination and Sixth provides for legal counsel and applies after formal charges have been filed. In Fikes (1957) it was held that â€Å"in the totality of circumstances† the defendant did not exercise his â€Å"power of resistance† and the confession was held inadmissible. In Massiah (1964) it was held that statements made by defendant to a co-accused in absence of counsel could not be used against the defendant. The knowledge of the public regarding the Bill of Rights is very low. In general there is much â€Å"ignorance of the c ontent and meaning of the Bill of Rights† ( Patrick, 1988). The results of the survey reveal the above statement to be true. Though the population for the survey is small, the results match with bigger surveys. According to a survey, â€Å"Many more Americans remember that Michael Jackson sang "Beat It" than know that the Bill of Rights is part of the Constitution (N. D.). Another survey, however revealed that the right to worship as you

Characterizing Novel Methoxybenzene via Boron-ate Complex

Characterizing Novel Methoxybenzene via Boron-ate Complex Synthesis and Characterization of Novel (E)-1-(hexa-3,5-dien-1-yl)-4-methoxybenzene via Boron-ate Complex Habib Hussain[*], Syeda Rubina Gilani, Zulfiqar Ali, Imdad Hussain, Hajira Rehman   Abstract: Novel (E)-1-(hexa-3,5-dien-1-yl)-4-methoxybenzene was synthesized through boron-ate complex. 3-(4-methoxyphenyl)propyl diisopropylcarbamate was reacted with allylboronic acid pinacol ester in the presence of N,N,N,N-tetramethylethyllenediamine (TMEDA) to give secondary boronic ester which was further reacted with (vinylsulfonyl)benzene by using Grubbs Hoveyda II. Resulting product (E)-2-(1-(4-methoxyphenyl)-6-(phenylsulfonyl)hex-5-en-3-yl)-4,4,5,5-tetramethyl-1,3,2-dioxaborolane was then treated with 1-bromo-3,5-bis(trifluoromethyl)benzene in the presence of n-BuLi to get nucleophilic boron-ate complex. (E)-1-(hexa-3,5-dien-1-yl)-4-methoxybenzene was obtained in excellent yields by stirring boron-ate complex at 50oC for 1h and refluxing for 15h. Keywords: Lithiation Borylation, Secondary Boronic Ester, Olefin Cross Metathesis, 1-bromo-3,5-bis(trifluoromethyl)benzene , Boron-ate Complex 1. Introduction Olefin metathesis chemistry1 has led a number of opportunities in organic synthesis. Olefin metathesis2involves the redistribution of fragments ofalkenes by regeneration of carbon-carbondouble bonds. There are numerous applications of olefin metathesis and it is an important methodology to produce reagents. Addition of aryl lithium reagents to secondary boronic esters results to a new class of chiral organometallic-type reagents which have broad utility in asymmetric organic synthesis. R. Larouche-Gauthier3 formed intermediate boron-ate complex by adding an aryllithium reagent to a secondary boronic ester. It behaved as a chiral nucleophile and maximum enantioselectivity was found by using electron withdrawing groups on aryllithium. Habib Hussain4 studied the effect of steric bulk of aryllithium on stereoselectivity of boron-ate complexes. Hoffmann5 obtained chiral Grignard reagents from sulfoxides Mg exchange reaction of halosulfoxides. Herbert C. Brown6 investigated iodination of the ate- complexes from various B-alkoxyborinane derivatives and 1-alkynyllithium. E. Vedejs7 synthesized ate- complexes which contained stereogenic boron by reacting trivalent boranes with nucleophiles. They noticed that stability of ate-complex depend upon the electronegativity of substituents attached to b oron. Ryschkewitsch, G. E8 resolved chiral boron-ate complexes by classical methods. Anna Bernardi 9 determined the role of ate-complxes im aldol stereoselectivity. In the recent paper, we reported the synthesis of Novel (E)-1-(hexa-3,5-dien-1-yl)-4-methoxybenzene (7). It was characterized by IR, 1H, 13C and ms. Lithiation-Borylation was used to synthesize the secondary boronic ester and by using olefin cross metathesis, it gave (E)-2-(1-(4-methoxyphenyl)-6-(phenylsulfonyl)hex-5-en-3-yl)-4,4,5,5-tetramethyl-1,3,2-dioxaborolane when reacted with (vinylsulfonyl)benzene. (E)-2-(1-(4-methoxyphenyl)-6-(phenylsulfonyl)hex-5-en-3-yl)-4,4,5,5-tetramethyl-1,3,2-dioxaborolane was converted into ate-complex when on heating produced the desired product. 2. Experimental Section 2.1. Materials: n-butyllithium (nBuLi), sec. butyllithium solution (sBuLi) (1.6M), pinacol, N,N,N,N-tetramethylethyllenediamine (TMEDA), (vinylsulfonyl)benzene, Grubbs Hoveyda II and 1-bromo-3,5-bis(trifluoromethyl)benzene were purchased from Sigma Aldrich. All reagents were used as such as received. To avoid from moisture diethyl ether (Et2O) and tetrahydrofuran (THF) were dried with 4 A ° molecular sieves. The experiments were performed using schlenk line under nitrogen atmosphere in the absence of air and moisture. 2.2. Synthesis and Characterization of 2-(1-(4-methoxyphenyl)hex-5-en-3-yl)-4,4,5,5-tetramethyl-1,3,2-dioxaborolane (3): To a solution of 3-(4-methoxyphenyl)propyl diisopropylcarbamate (1.0g, 3.41mmol, 1.0eq) (1) and N,N,N,N-tetramethylethyllenediamine (TMEDA) (0.61mL, 4.09mmol, 1.2eq) (2a) in Et2O (17mL) at -78oC, Sec. BuLi (1.6M in 92:8 cyclohexane/hexane, 2.9mL, 3.75mmol, 1.1eq) was dropwise added and stirred for 5h at -78oC. Then allylboronic acid pinacol ester (0.77mL, 4.09mmol, 1.2eq) (2) was dropwise added to the reaction mixture and further stirred at -78oC for 1h and allowed to warm to room temperature. At this stage, a solution of MgBr2.OEt2 in Et2O, made as follows, was added to the reaction mixture. [At room temperature, 1,2-dibromoethane (0.60mL, 6.88mmol, 1.0eq) was added into a suspension of magnesium (0.17g, 6.88mmol, 1.0eq) in Et2O (8.6mL). The reaction flask was further stirred for 2h after placing into a water bath in order to control the moderate exotherm]. Biphasic mixture having two layers thus obtained was added to the former reaction mixture via syringe and then refluxed for 16h . After cooling the reaction mixture to room temperature it was quenched with water. Et2O was added, the layers were separated and the aqueous phase was extracted with Et2O. The combined organic layers were washed with 1N HCl, 1N NaOH, water and brine, dried (MgSO4), concentrated and purified by column chromatography (SiO2) and pure (R)-2-(1-(4-methoxyphenyl)hex-5-en-3-yl)-4,4,5,5-tetramethyl-1,3,2-dioxaborolane (3) (0.84g, 77.60%) was obtained as colorless oil. The reaction is given in Figure 1. 1H NMR (400 MHz, CDCl3) ÃŽ ´ ppm 7.09 (2H, d, J=8.80 Hz, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ ArH) 6.81 (2H, d, J=8.80 Hz, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ ArH) 5.86 – 5.75 (1H, m, CH=CH2) 5.04 (1H, d, J=2.20 Hz, CH=CHH) 4.94 (1H, d, J=10.27 Hz, CH=CHH) 3.78 (3H, s, OCH3) 2.63 2.48 (2H, m, ArCH2CH2CHBCH2) 2.27 2.11 (2H, m, ArCH2CH2CHBCH2) 1.78 1.58 (2H, m, ArCH2CH2CHBCH2) 1.25 (12H, s, 4 à ¯Ã¢â‚¬Å¡Ã‚ ´ CH3) 1.08 1.18 (1H, m, ArCH2CH2CHBCH2) 13C NMR (100 MHz, CDCl3) ÃŽ ´ ppm 157.6 (1C, -OCH3), 138.4 (2C, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ ArCH), 135.0 (2C, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ ArCH), 129.2 (1C, ArC-O), 114.9 (1C, -CH2CH=CH2), 113.6 (1C, -CHb=CH2), 83.0 (2C, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ C(CH3)2), 55.2 (1C, ArCCH2), 35.3 (1C, CH2CH2CHB), 34.5 (1C, -CH2CHB), 33.1 (1C, -CHBCH2CH), 24.9 (1C, -CH2CH2CHB), 24.8 (4C, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ (CH3)2C). 11B NMR (96.23 MHz, None) ÃŽ ´ ppm 33.24 IR (film): ÃŽ ½ (cm–1) 3026 (sp2C-H Stretch), 2977, 2924, 2852 (sp3 C-H Stretch), 1511, 1456(sp2 C=C Stretch), 1243, 1175, 1142 (sp3C-O Stretch), 846, 822, 670 (sp2 C-H oop bending). 2.3. Synthesis and Characterization of (E)-2-(1-(4-methoxyphenyl)-6-(phenylsulfonyl)hex-5-en-3-yl)-4,4,5,5-tetramethyl-1,3,2-dioxaborolane (5): Grubbs-Hoveyda II (4a) (3.9mg, 0.0063mmol, 0.05eq) was added to a solution of 2-(1-(4-methoxyphenyl)hex-5-en-3-yl)-4,4,5,5-tetramethyl-1,3,2-dioxaborolane (3) (40mg, 0.126 mmol, 1.0eq) and (vinylsulfonyl)benzene (4) (0.0635g, 0.378mmol, 3.0eq) in CH2Cl2 (2mL). After fitting a condenser to the flask, reaction mixture was refluxed for 15h under nitrogen. The reaction mixture was then reduced in volume to 0.5mL and purified directly on a silica gel column eluting with 9:1 Pet. Ether/ EtOAc to provide the desired product (E)-2-(1-(4-methoxyphenyl)-6-(phenylsulfonyl)hex-5-en-3-yl)-4,4,5,5-tetramethyl-1,3,2-dioxaborolane (5) as dark brown solid (0.0438g, 77.25%)10. m.p. 82.0oC 1H NMR (400 MHz, CDCl3) ÃŽ ´ ppm 7.88-7.84 (2H, m, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ ArH) 7.62-7.56 (1H, m, , 1 à ¯Ã¢â‚¬Å¡Ã‚ ´ ArH) 7.54-7.48 (2H, m, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ ArH) 7.05-6.99 (2H, m, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ ArH) 6.96 (1H, t, J=6.97 Hz, CH2-CH=CH) 6.84-6.77 (2H, m, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ ArH) 6.31 (1H, dt, J=15.16, 1.47 Hz, CH2-CH=CH) 3.78 (3H, s, -CH3) 2.59-2.45 (2H, m, CH2-CH2-CHB) 2.43-2.26 (2H, m, CH2-CHB-CH2) 1.77-1.66 (1H, m, CH2-CHB-CHH) 1.63-1.53 (1H, m, CH2-CHB-CHH) 1.27-1.21 (1H, m, CH2-CHB-CH2) 1.18 (12 H, s, 4 à ¯Ã¢â‚¬Å¡Ã‚ ´ CH3) 13C NMR (100 MHz, CDCl3) ÃŽ ´ ppm 157.7 (1C, ArC-O) 146.9 (1C, ArC-S) 140.8 (1C, CH=CH-S) 134.2 (1C, CH=CH-S) 133.1 (1C, ArC-CH2) 130.6 (1C, ArCH) 129.2 (2C, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ ArCH) 129.1 (2C, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ ArCH) 127.5 (2C, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ ArCH) 113.7 (2C, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ ArCH) 83.4 (2C, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ C(CH3)2) 55.2 (1C, OCH3) 34.1 (1C, CH2CHBCH2) 33.1 (1C, CH2CH2CHB) 32.8 (4C, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ (CH3)2C) 24.8 (1C, -CHBCH2CH) 24.7 (1C, CH2CH2CHB) 11B NMR (96.23 MHz, None) ÃŽ ´ ppm 33.24 IR (film): ÃŽ ½ (cm–1) 2977, 2924 (sp3 C-H Stretch), 1511, 1446(sp2 C=C Stretch), 1244, 1176, 1141 (sp3C-O Stretch), 822, 730, 687 (sp2 C-H oop bending). 2.4. Synthesis and Characterization of (E)-1-(hexa-3,5-dien-1-yl)-4-methoxybenzene (7): To a solution of 3,5-(CF3)2C6H3Br (24.6mg, 0.084mmol, 1.2eq) in THF (1.9mL) at -78oC was added n-BuLi (1.6M in hexanes, 0.053mL, 0.084mmol, 1.2eq) dropwise. The mixture was stirred for 1 hr at -78oC before a solution of boronic ester (32mg, 0.070mmol, 1.0eq) in THF (1.5mL) was added dropwise. The reaction mixture was stirred for 30min at -78oC and 30min at room temperature to form boron-ate complex which was further heated at 50oC for 1 hr and refluxed for 15hr. Reaction was quenched with water, EtOAc was added and layers were separated. The aqueous phase was extracted with EtOAc. Then layers were combined, washed with brine, dried (MgSO4), concentrated. The crude mixture was finally purified by column chromatography (SiO2, 2:1 Pet.Ether/EtOAc) to get desired product as colorless oil (19.87mg, 62.10%). 1H NMR (400 MHz, CDCl3) ÃŽ ´ ppm 7.14-7.07 (2H, m, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ ArH) 6.85 6.80 (2H, m, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ ArH) 6.30 (1H, dt, J=17.00, 10.21 Hz, CH=CH-CH=CH2) 6.12-5.97 (1H, m, CH=CH-CH=CH2) 5.78-5.69 (1H, m, CH=CH-CH=CH2) 5.21-5.06 (1H, m, CH=CHH) 4.99-4.95 (1H, m, CH=CHH) 3.79 (3H, s, -CH3) 2.70-2.60 (2H, m, CH2CH2CH) 2.52-2.33 (2H, m, CH2CH2CH) 13C NMR (100 MHz, CDCl3) ÃŽ ´ ppm 157.7 (1C, ArC-O) 137.0 (1C, CH=CH2) 133.7 (1C, CH=CH-CH=CH2) 132.0 (1C, ArC-CH2) 129.5 (1C, CH=CH-CH=CH2) 129.1 (2C, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ ArCH) 114.9 (1C, CH=CH2) 113.6 (2C, 2 à ¯Ã¢â‚¬Å¡Ã‚ ´ ArCH) 55.1 (1C, CH3) 34.6 (1C, CH2CH2CH) 34.5 (1C, CH2CH2CH) IR (film): ÃŽ ½ (cm–1) 2955, 2921, 2852 (sp3 C-H Stretch), 1737, 1461(sp2 C=C Stretch), 1277, 1184, 1137 (sp3C-O Stretch), 967, 805 (sp2 C-H oop bending). HRMS (ESI) calcd. for C13H17O [M+H]+ 189.1279, found 189.1287. 2.5. Equipments 1H and 13C spectral measurements were done by using Varian NMR (400 MHz) spectrometer (model DMX 400). For protons, the chemical shifts were measured relative to tetramethylsilane (TMS) at d = 0 ppm. 3. Results and Discussion Starting material 2-(1-(4-methoxyphenyl)hex-5-en-3-yl)-4,4,5,5-tetramethyl-1,3,2-dioxaborolane (3) has been synthesized as colorless oil in excellent yields (77.6%) (table 1, entry 1) by using Lithiation-Borylation methodology; Carbamate (1) was reacted with pinacol (2) by using TMEDA (2a) at suitable conditions (fig.1). Spectral studies proved the structure as mentioned in literature11. By using application of olefin cross metathesis, boronic ester (3) was then reacted with (vinylsulfonyl)benzene (4) to give (E)-2-(1-(4-methoxyphenyl)-6-(phenylsulfonyl)hex-5-en-3-yl)-4,4,5,5-tetramethyl-1,3,2-dioxaborolane (5) as dark brown solid. Yield was again excellent (table 1, entry 2) for this reaction. Table 1: Physical states and yields Entry Substances Physical States Melting points Yield (%) 1 Colorless oil 77.60 2 Dark brown solid 82.0oC 77.25 3 Colorless oil 62.10 Boron-ate complex (6) which acted as nucleophile was synthesized by reacting (E)-2-(1-(4-methoxyphenyl)-6-(phenylsulfonyl)hex-5-en-3-yl)-4,4,5,5-tetramethyl-1,3,2-dioxaborolane (5) with aryllithium (5a). Boron-ate complex (6) showed best nucleophilic character by using 3,5-(CF3)2C6H3Br (5a) as aryllithium11 and it was then stirred at 50oC for 1hr and then refluxed for 15hrs and desired product (E)-1-(hexa-3,5-dien-1-yl)-4-methoxybenzene (7) was collected. 4. Conclusions: Novel (E)-1-(hexa-3,5-dien-1-yl)-4-methoxybenzene has been synthesized through a novel route and characterized by spectral techniques like IR, 1H, 13C and ms. Boron-ate complex was successfully converted into aromatic dienes. This novel synthetic route resulted in excellent yields. Acknowledgment: Authors gratefully acknowledge financial support to the work by Higher Education Commission of Pakistan and moreover authors acknowledge the Department of Chemistry, University of Engineering and Technology, Lahore-Pakistan and Superior University Lahore-Pakistan for guidance, research and laboratory facilities. References: Grubbs, R. H.; Chang, S. Tetrahedron 1998, 54, 4413–4450 Astruc D. New J. Chem., 2005, 29, 42-56. R. Larouche-Gauthier, T.G. Elford and V.K. Aggarwal, J. Am. Chem.Soc., 2011,133, 16794. Habib Hussain, Syeda Rubina Gilani, Zulfiqar Ali and Imdad Hussain, Asian Journal of Chemistry; 2013, 25, 17, 9965-9969 Hoffmann, R. W. Chem. Soc. Rev. 2003, 32, 225. Herbert C. Brown, D. Basavaiah, and N. G. Bhat, D. Basavaiah, and N. G. Bhat, J. Org. Chem. 1986, 51, 4518-4521 E. Vedejs, S. C. Fields, S. Lin, and M. R. Schrimpf, J. Org. Chem. 1995, 60, 3028-3034. Ryschkewitsch, G. E.; Garrett, J. M. J. Am. Chem. Soc. 1968, 90, 7234. Anna Bernardi, Angiolina Comotti, Cesare Gennari, Cheryl T. Hewkin, Jonathan M. Goodman, Achim Schlapbach and Ian Paterson, Tetrahedron 50, 4, 1227-1242, 1994. Bruce H. Lipshutz, Subir Ghorai, Zarko V. Boskovic, Tetrahedron, 64, 29, 2008, 6949-6954. Habib Hussain, Syeda Rubina Gilani, Zulfiqar Ali and Imdad Hussain, Asian Journal of Chemistry, In Press. [*]Corresponding Author: Habib Hussain