Tuesday, March 17, 2020
David Koresh, Leader of Deadly Branch Davidians Cult David Koresh (August 17, 1959Ã¢â¬âApril 19, 1993) was the charismatic leader of a religious sect known as the Branch Davidians. During a deadly standoff in Waco, Texas with the Bureau of Alcohol, Tobacco, and Firearms (ATF), Koresh and more than 80 of his followers were killed. Early Years David Koresh (born Vernon Wayne Howell) was born in Texas to a fourteen-year-old mother. He never knew his father, who broke up with his mother before she gave birth. The young Koresh Howells mother later moved in with a violent and abusive man. When Koresh was four years old, he was sent to be raised by his maternal grandmother, but when he was seven, his mother got married and he went back to live with her and her new husband. However, he still attended religious services regularly with his grandmother, who took him to her Seventh Day Adventist church. As a teenager, Koresh struggled with dyslexia and was placed in special education classes. He was considered awkward and unpopular. He dropped out of school before his senior year of high school, and in his early twenties, he committed statutory rape, resulting in a 15-year-old girls pregnancy. He was later thrown out of his motherÃ¢â¬â¢s evangelical church after pursuing the pastorÃ¢â¬â¢s teenage daughter and saying that God had ordered him to marry her. By the early eighties, he moved to Waco, where he joined the Branch Davidians at their Mount Carmel Center. Within a year or so, Koresh was claiming to have the gift of prophecy. Sygma via Getty Images / Getty Images The Branch Davidians When Koresh joined the Branch Davidians, it is believed he was involved in a sexual relationship Lois Roden, the wife of Branch Davidian founder Benjamin Roden. Koresh said that God wanted him to father a child with Lois, who was 65 years old at the time, and that this child would be the Ã¢â¬Å"chosen one.Ã¢â¬ His interest in Lois soon waned, however, and in 1984 he claimed that God wanted him to marry a 14 year old named Rachel Jones. In 1984, Jones parents gave her permission to marry Koresh, who had at this point adopted the Koresh name (though he would not change it legally until 1990). After escalated infighting between Koresh and the Roden family, particularly LoisÃ¢â¬â¢ son George, Koresh and Jones left in 1995, along with 25 other members of the group. They moved to Palestine, Texas, 90 miles away from Waco, and lived in buses and tents for several years. Koresh used this period to recruit new members, not only from Texas but from California, Israel, and the United Kingdom. Following Lois RodenÃ¢â¬â¢s death., Koresh and George Roden found themselves battling for control of the Waco compound. George challenged Koresh to a spiritual duel of sorts, involving the resurrection of a corpse. Koresh took advantage of the opportunity to go to law enforcement and get George out of the way once and for all. He was told heÃ¢â¬â¢d need to provide evidence that George had illegally exhumed a dead body, and when he and seven supporters arrived at the compound, a gunfight erupted. George Roden was injured, and Koresh and his men were arrested. When they explained that they were on the property to gather evidence of abuse of a corpse, they were acquitted of the charges of attempted murder.Ã In 1989, George Roden was himself charged with murder after killing one of his own supporters with an axe (the man had claimed to be the true Messiah). Once Roden was sent to a psychiatric prison, Koresh and his followers were able to raise the money to purchase the Waco property themselves. Accusations of Abuse There were repeated accusations against Koresh of statutory rape and Ã¢â¬Å"spiritual marriages with underage women. Koresh claimed to have fathered children with several women and girls in the group; he said he had received a revelation from God, telling him to father two dozen children to serve as leaders once the Rapture came. There were also claims that Koresh and other members of the group were physically abusing children. One incident involved the beating of KoreshÃ¢â¬â¢s three-year-old son Cyrus. A lengthy investigation by Child Protective Services was launched. Michelle Jones, one of the alleged victims, was assigned a surrogate husband to throw investigators off the trail. The investigators ultimately failed to turn up any concrete evidence. Meanwhile, Koresh and his followers had begun stockpiling weapons, forming an Ã¢â¬Å"Army of God,Ã¢â¬ to prepare for the apocalypse. Koresh claimed to have cracked the code of the Book of Revelations and warned that the End Times were near. Shelly Katz / Getty Images The Waco Standoff In February 1993, federal agents from the Bureau of Alcohol, Tobacco, and Firearms (ATF) went to the Waco compound to serve a warrant for illegal firearms and take Koresh into custody. The raid turned into a four-hour gunfight. At its conclusion, four ATF agents and six of KoreshÃ¢â¬â¢s followers were dead. This led to a standoff, which lasted 51 days.Ã Did You Know? In the years since Waco, law enforcement officials have spent time studying the failed raid and the standoff itself in an effort to determine what went wrong. As a result, several changes have been made to federal law enforcement protocols in cases of hostage situations.Ã Negotiators from the ATF and the FBI worked endlessly to end the standoff, and a few of the Branch Davidian members were able to exit the compound safely. However, more than 80 men, women, and children, remained inside.Ã The ATF and the FBI used tear gas in an effort to end the siege. In response, the Branch Davidians continued the gunfire. As a result, the compound caught on fire. A few people managed to escape the fire, but 76 were killed. Most died when the compound collapsed during the blaze, while others were killed by gunshot wounds, including Koresh, who was found shot in the head. It has never been determined whether Koresh killed himself, or whether he was shot by another member of the group. Nearly two dozen of the dead were under the age of 17.
Sunday, March 1, 2020
Serial Killer Michael Ross, The Roadside Strangler The story of confessed serial killer Michael Ross is a tragic tale of a young man who came from a farm he loved, and a childhood filled with parental abuse, although he could not remember the experiences. It is also a tale of this same man who, driven by sexually violent fantasies, brutally raped and murdered eight young girls. And finally, it is a tragic tale of a judicial system that is riddled with imperfections in its responsibility of deciding life or death. Michael Ross - His Childhood Years Michael Ross was born on July 26, 1959, to Daniel and Pat Ross in Brooklyn, Connecticut. According to court records, the two married after Pat had discovered she was pregnant. The marriage was not a happy one. Pat hated farm life, and after having four children and two abortions, she ran off to North Carolina to be with another man. When she returned home, she was institutionalized. The admitting doctor wrote that Pat talked of suicide and of beating and striking her children. Michael Ross sister has said that as a child, Ross took the brunt of his mothers anger. It is also suspected that an uncle of Ross who committed suicide may have sexually molested Ross while babysitting him. Ross said he remembered very little about his childhood abuse although he never forgot how much he loved helping his father around the farm. Strangling Chickens After his uncle had committed suicide, the job of killing sick and malformed chickens became eight-year-old Michaels responsibility. He would strangle the chickens with his hands. As Michael got older, more of the farm responsibilities became his, and by the time he was in high school, his father depended a lot on Ross help. Michael loved farm life and met his responsibilities while also attending high school. With a high IQ of 122, balancing school with farm life was manageable. By this time, Ross was exhibiting antisocial behavior, including stalking young teenage girls. Ross College Years In 1977, Ross entered Cornell University and studied agricultural economics. He began dating a woman who was in ROTC and dreamed of someday marrying her. When the woman became pregnant and had an abortion, the relationship began to falter. After she had decided to signup for a four-year service commitment, the relationship ended. In retrospect, Ross said as the relationship became more troubled he began to have fantasies that were sexually violent. By his sophomore year, he was stalking women. In his senior year at college, despite being engaged to another woman, Ross fantasies were consuming him, and he committed his first rape. In that same year, he also committed his first rape and murder by strangulation. Ross said afterward he hated himself for what he did and tried to commit suicide, but lacked the ability to do it and instead promised himself he would never hurt anyone again. However, between 1981 and 1984, while working as an insurance salesman, Ross had raped and killed eight young women, the oldest being 25. The Victims Dzung Ngoc Tu, 25, a Cornell University student, killed May 12, 1981.Paula Perrera, 16, of Wallkill, N.Y., killed in March 1982Tammy Williams, 17, of Brooklyn, killed Jan. 5, 1982Debra Smith Taylor, 23, of Griswold, killed June 15, 1982Robin Stavinksy, 19, of Norwich, killed November 1983April Brunias, 14, of Griswold, killed April 22, 1984Leslie Shelley, 14, of Griswold, killed April 22, 1984Wendy Baribeault, 17, of Griswold, killed June 13, 1984 The Search for a Killer Michael Malchik was assigned chief investigator after the murder of Wendy Baribeault in 1984. Witnesses provided Malchik with both the description of the car a blue Toyota and the person who they believed kidnapped Wendy. Malchik began the process of interviewing a list of blue Toyota owners which brought him to Michael Ross. Malchik testified that during their initial meeting, Ross enticed him to ask more questions by dropping subtle hints that he was their man. By now, Ross was living in Jewett City as an insurance salesman. His parents had divorced and sold the farm. During the interview with Malchik, Ross told of his past two arrests on sex offenses. It was at this point Malchik decided to bring him to the station for questioning. At the station, the two talked like old friends: discussing family, girlfriends, and life in general. By the conclusion of the interrogation, Ross confessed to the kidnapping, rape, and murder of eight young women. The Judicial System: In 1986 Ross defense team moved for a dismissal on two of the murders, Leslie Shelley and April Brunais, because they were not murdered in Connecticut and not within the jurisdiction of the state. The state said that the two women were murdered in Connecticut, but even if they hadnt been, the murders began and ended in Connecticut which granted the state jurisdiction. But then a question of credibility came up when the state produced a statement by Malchik claiming that Ross gave him directions to the crime scene. Malchik claimed that somehow the directions were left out of statements, both written and taped two years earlier. Ross denied ever giving such directions. Evidence in Rhode Island The defense produced cloth matching a slipcover in Ross apartment which was found in the woods in Exeter, Rhode Island, along with a ligature used to strangle one of the girls. The defense also produced a taped statement of Ross offering to take the police to the crime scene, although Malchik stated he did not recall such an offer. Possible Cover-Up Superior Court Judge Seymour Hendel exploded during the closed hearing, accusing the prosecutors and police of purposely misleading the court with lies. Some of the counts against Ross were removed, however, the judge refused to reopen the suppression hearing on Ross confession. When sealed records were opened two years later, Hendel retracted his statements. In 1987, Ross was convicted of the murders of four of the eight women he confessed to having killed. It took the jury 86 minutes of deliberations to convict him and only four hours to decide on his punishment death. But the trial itself faced a lot of criticism in regards to the Judge who presided over it.Ã Imprisonment During the next 18 years that he spent on death row, Ross met Susan Powers, from Oklahoma, and the two were engaged to be married. She ended the relationship in 2003 but continued to visit Ross up until his death.Ã Ross became a devout Catholic while in prison and would pray the rosary daily. He was also accomplished at translating Braille and helping troubled inmates. In the final year of his life, Ross, who had always been opposed to the death penalty, said he no longer objected to his own execution.Ã According to Cornell graduate Kathryn Yeager.Ã Ross believed that he had been forgiven by God and that he would be going to a better place once he was executed. She also said that Ross did not wish for the victims families to suffer any more pain. Execution Having waived his right to appeal,Ã Michael Ross was scheduled to be executed onÃ January 26, 2005, but an hour before the execution was to take place, his lawyer obtained a two-day stay of execution on behalf of Ross father. The execution was rescheduled forÃ January 29, 2005, but early in the day was postponed again as a question into Ross mental capabilities came into play.Ã His lawyer said Ross was incapable of waiving appeals and that he was suffering from death row syndrome. Ross was executed by lethal injection on May 13, 2005, atÃ 2:25 a.m., atÃ Osborn Correctional InstitutionÃ inÃ Somers, Connecticut.Ã His remains were buried at the Benedictine Grange Cemetery in Redding, Connecticut. After the execution, Dr. Stuart Grassian, aÃ psychiatristÃ who had argued that Ross was not competent to waive appeal, received a letter from Ross dated May 10, 2005, which read Check, and mate. You never had a chance!
Thursday, February 13, 2020
Finance analysis - Essay Example The ratios will provide variants that will reflect any changes during the year covered. Variants are problems that need the attention of management. Ratios are also meaningful when compared with the closest competition to see relative position of the company Limitation of the study is that 2009 annual report of Easy jet is not yet available. a. Government regulations. Falle, della Gonzrague, et al (2004) said in their report that the airline industry in UK has always been filled with restrictions to protect their own airlines. For instance, the airline industry in UK is protected by regulations of the European Union and that of bilateral agreements entered into by the British government with other countries. Bilateral agreements put tariff protection on their products and are barriers for foreign entry. The globalization and liberalization have invited competition to the airline industry in UK. In UK, the airline industry players are the flag carriers, independent airiness, franchises and charters. Flag carriers are either state-owned or designated carriers and enjoy privileges from the government. Independent airlines are Ryan Air, Easy Jet, Aer Lingus and British Airways. Each of these airline companies has a market share of airline passengers in UK . Even in economic crisis, air travel remains to be an important factor in everyday life of everyone. Air travel spurs the economy by bringing in international investment trade and tourism, and is therefore very important in the globalization movement of industries The Airline Industry report stated air travel in the past decade grew by 7% per year wherein travel for business and leisure grew strongly worldwide. Airline travel is dependent on the growth of economy, as in the years of recession; the industry is not spared... Several analysts agree that the airline operations have experienced hard times during the past years of 2007 an 2008 As a result of the slow travel
Saturday, February 1, 2020
Syllabus critique - Assignment Example A syllabus is a contract, which is written between a teacher and students. A good syllabus meet specific objectives, it has important components and answers critical questions. Nonetheless, few syllabi fulfill all these functions well. A focused and brief syllabus is the best. It should communicate the nature of the course to the students clearly and understandable manner. When the students understand the procedures and purpose of the course, they are more likely to enjoy the learning process. It is very important that all teachers follow the policies and needs set in their syllabi. They should not forget the whole parts of the contract. As the students are required to abide by the procedures and rules spelled out in the syllabus, the teacher is also agreeing to follow the same. A detailed syllabus will make the expectation clear to all parties. A teacher should organize to discuss the syllabus fully during the first class meeting. This requires fast distribution the syllabi to all t he students. Teachers should meet the deadlines of teaching. they should provide the requirements of the syllabus promptly if they require their students to be prompt. Strategies When planning the syllabus, one should consider the following strategies: basic identifying information, information about t6he instructor, texts and other materials, course description, objectives, description and requirements, course calendar, grading procedures and scaling Basic Identifying Information The basic information to identify includes the institution, course title, year, the semester, and time of class and location of class meetings. It should also include benefits earned for completing the course successfully. The title and the name of the instructor should also be included. The office telephone number, location, working hours, and mailing address are important if students can communicate with the teacher. Textbooks and Other Materials The syllabus should specify the authors, titles, editions, and sometimes publishers of the texts. It is important to specify the location for acquiring these materials. The location of library, bookstore, computer laboratory, and personal offices should be clear. It is essential to know the requirements and conditions for obtaining these materials. Course Description The course description is given directly by the institution. It must include a short and clear description of the knowledge, skills, major topics to be covered and any special opportunities and prerequisites obtained. Course Objectives The course objectives are very important because it should emphasize on the evaluation of learners outcome. The syllabus should clearly state the objective of the course. Objectives can be affective, behavioral, or cognitive. A well-set instructional objective provides a layout for instructional approach communicates instructional intent and gives guidelines for evaluating students. Course Requirements This explains exactly what learners are exp ected to do in the course. It includes a brief description of the assessments administered, and the paper written. Course Calendar It contains the dates of specific lesson topics, exams, reading assignments, and deadlines for projects and other papers. Any change s to the syllabus calendar should be provided to learners in writing. Grading Procedures and Scales The syllabus should provide clear criteria and procedures for assessing studentsÃ¢â¬â¢ performance and grade assignment. Regulations regarding extra credit, deadlines, and penalties for late work should be stipulated. It should include academic policy with explanations of these concepts in its literature. A good syllabus enables teachers to share their pedagogical ideas with their students. It tells the students how their teachers view the learning process, whether passive or active. How they emphasize skill building, knowledge enhancement or the combination of both. The syllabus shows how the course is organized from simpl e to complex. It should have
Friday, January 24, 2020
Imagination versus Realism in Hamlet Ã Ã Ã Ã Is the Shakespearean tragic drama Hamlet basically an imaginative work or basically a realistic work? This essay seeks to answer this question and related questions, with the help of literary critics. Ã Harold GoddardÃ¢â¬â¢s essay, Ã¢â¬Å"Hamlet: His Own Falstaff,Ã¢â¬ highlights the battle between poetry and realism (history) in the play: Ã Hamlet, the conclusion is, is a failure because the materials Shakespeare inherited were too tough and intractable. Too tough and intractable for what? That they were too tough and intractable for a credible historical picture may be readily granted. But what of it? And since when was poetry supposed to defer to history? Two world wars in three decades ought to have taught us that our history has not gone deep enough. But poetry has. The greatest poetry has always depicted the world as a little citadel of nobility threatened by an immense barbarism, a flickering candle surrounded by infinite night. The Ã¢â¬Å"historicalÃ¢â¬ impossibility of Hamlet is its poetical truth, and the paradox of its central figure is the universal psychology of man. (14) Ã Robert B. Heilman in Ã¢â¬Å"The Role We Give ShakespeareÃ¢â¬ indicates how the BardÃ¢â¬â¢s rich imagination is the cause which gives the effect of universality of appreciation to his work: Ã Shakespeare has both feet on the ground; but in him the common ground is transfigured, revealed in a new dimension; nothing is too mean for him, but the mean itself is raised to a supernal plane. Shakespeare is the ultimate all-purpose book, with imaginative breadth and depth, for a humanity not limited by age or sex, immediately open to all who will read (a view not entirely shared by the caste of professional interpr... ...s.com/hamlet/other/essayson.htm#demag-ess N. pag. Ã Pitt, Angela. Ã¢â¬Å"Women in ShakespeareÃ¢â¬â¢s Tragedies.Ã¢â¬ Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Rpt. from ShakespeareÃ¢â¬â¢s Women. N.p.: n.p., 1981. Ã Rosenberg, Marvin. Ã¢â¬Å"Laertes: An Impulsive but Earnest Young Aristocrat.Ã¢â¬ Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Masks of Hamlet. Newark, NJ: University of Delaware Press, 1992. Ã Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html Ã West, Rebecca. Ã¢â¬Å"A Court and World Infected by the Disease of Corruption.Ã¢â¬ Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Court and the Castle. New Haven, CT: Yale University Press, 1957.
Thursday, January 16, 2020
Ralph demonstrates many different dimensions in his character in the first four chapters of Lord of the Flies, by William Golding. Ralph is portrayed as the novels protagonist but unintentionally sways towards evil at some points in the novel. Golding describes him as the largest boy on the island, but has a Ã¢â¬Å"mildness about his mouth that proclaims no devilÃ¢â¬ (page 7). His size, demeanor and use of the conch shell prove him to be the chosen leader of the group of boys on the island. He is the direct representation of order, leadership, civilization and innocence.Ralphs innocence is shown early on in the novel when he is unable to comprehend why the other boys chase their barbaric instincts and focus solely on killing the piglet, whereas he rather work towards a common goal, and proceeds by organizing a signal fire to be made and building shelters. His innocence is also proved when he accidently spills PiggyÃ¢â¬â¢s nickname, which he was not to tell anyone. When Piggy get s upset over this, Ralph apologizes and shrugs it off not knowing the damage he unintentionally caused Piggy.Ralph discovers a use for the conch shell; he brings the boys together and discusses how they should proceed, with building shelters, a fire and hunting. Ralph takes into account the litluns fears of the beastie, by putting great importance on building shelters to provide a sense of protection and Ã¢â¬ËhomeÃ¢â¬â¢. As Oldsey and Weintraub state in The Art of William Golding, Ralph occupies himself Ã¢â¬Å"doing what must be done rather than what one would rather doÃ¢â¬ (page 22). Proving him to be the protagonist in The Lord of the Flies.
Wednesday, January 8, 2020
Truman State University is a public liberal arts college with an acceptance rate of 65%. Located in the small town of Kirksville, Missouri, Truman States strengths in the liberal arts and sciences earned the school a chapter ofÃ Phi Beta Kappa. Academics are supported by a 16-to-1Ã student / faculty ratio. In athletics, the Truman State Bulldogs compete in the NCAA Division II Mid-American Intercollegiate Athletic Association. Considering applying to Truman State University? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Truman State University had an acceptance rate of 65%. This means that for every 100 students who applied, 65 students were admitted, making Truman States admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 4,568 Percent Admitted 65% Percent Admitted Who Enrolled (Yield) 37% SAT Scores and Requirements Truman State requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 9% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 550 670 Math 530 680 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Truman States admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Truman State scored between 550 and 670, while 25% scored below 550 and 25% scored above 670. On the math section, 50% of admitted students scored between 530 and 680, while 25% scored below 530 and 25% scored above 680. Applicants with a composite SAT score of 1350 or higher will have particularly competitive chances at Truman State. Requirements Truman State does not require the SAT writing section. Note that Truman State participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements Truman State requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 92% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 24 32 Math 23 28 Composite 24 30 This admissions data tells us that most of Truman States admitted students fall within the top 26% nationally on the ACT. The middle 50% of students admitted to Truman State received a composite ACT score between 24 and 30, while 25% scored above 30 and 25% scored below 24. Requirements Note that Truman State does not superscore ACT results; your highest composite ACT score will be considered. Truman State does not require the ACT writing section. GPA In 2018, the average high school GPA for Truman States incoming freshmen class was 3.79. This data suggests that most successful applicants to Truman State University have primarily A grades. Self-Reported GPA/SAT/ACT Graph Truman State University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Truman State University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting inÃ with a free Cappex account. Admissions Chances Truman State University, which accepts more than half of applicants, has a somewhat selective admissions process. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. Keep in mind that Truman State has a holistic admissions process involving other factors beyond your grades and test scores. A strong application essay and a rigorous high school course schedule can strengthen your application, as can participation in meaningful extracurricular activities. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and test scores are outside of Truman States average range. Note that prospective music majors and nursing majors have additional application requirements. In the graph above, the blue and green dots represent accepted students. Students who got into Truman State University tended to have B averages or higher, SAT scores (ERWM) of 1100 or higher, and ACT composite scores of 22 or higher. If You Like Truman State University, You May Also Like These Schools University of KansasUniversity of ChicagoUniversity of MissouriWashington University in Saint Louis All admissions data has been sourced from the National Center for Education Statistics and Truman State University Undergraduate Admissions Office.