U.S. President Mckinley Assassinated

U.S. President Mckinley Assassinated On September 6, 1901, anarchist Leon Czolgosz walked up to U.S. President William McKinley at the Pan-American Exposition in New York and shot McKinley at point-blank range. After the shooting, it first appeared that President McKinley was getting better; however, he soon took a turn for the worse and died on September 14 from gangrene. The daylight assassination attempt horrified millions of Americans. Greeting People at the Pan-American Exposition On September 6, 1901, U.S. President William McKinley spent the morning visiting Niagara Falls with his wife before returning to the Pan-American Exposition in Buffalo, New York in the afternoon to spend a few minutes greeting the public. By about 3:30 p.m., President McKinley stood inside the Temple of Music building at the Exposition, ready to begin shaking the hands of the public as they streamed into the building. Many had been waiting for hours outside in the heat for their chance to meet the President. Unbeknownst to the President and the many guards who stood nearby, among those waiting outside was 28-year-old anarchist Leon Czolgosz who was planning to kill President McKinley. At 4 p.m. the doors to the building were opened and the mass of people waiting outside were forced into a single line as they entered the Temple of Music building. The line of people thus came up to the President in an organized fashion, with just enough time to whisper a Nice to meet you, Mr. President, shake President McKinleys hand, and then be forced to continue along the line and out the door again. President McKinley, the 25th president of the United States, was a popular president who had just started his second term in office and the people seemed clearly glad to get a chance to meet him. However, at 4:07 p.m. Leon Czolgosz had made it into the building and it was his turn to greet the President. Two Shots Rang Out In Czolgoszs right hand, he held a .32 caliber Iver-Johnson revolver, which he had covered by wrapping a handkerchief around the gun and his hand. Although Czolgoszs swaddled hand was noticed before he reached the President, many thought it looked like it covered an injury and not that it was hiding a gun. Also, since the day had been hot, many of the visitors to see the President had been carrying handkerchiefs in their hands so that they could wipe the sweat off their faces. When Czolgosz reached the President, President McKinley reached out to shake his left hand (thinking Czolgoszs right hand was injured) while Czolgosz brought up his right hand to President McKinleys chest and then fired two shots. One of the bullets didnt enter the president - some say it bounced off of a button or off the presidents sternum and then got tucked into his clothing. The other bullet, however, entered the presidents abdomen, tearing through his stomach, pancreas, and kidney. Shocked at being shot, President McKinley began to sag as blood stained his white shirt. He then told those around him, Be careful how you tell my wife. Those in line behind Czolgosz and guards in the room all jumped on Czolgosz and started to punch him. Seeing that the mob on Czolgosz might easily and quickly kill him, President McKinley whispered either, Dont let them hurt him or Go easy on him, boys. President McKinley Undergoes Surgery President McKinley was then whisked away in an electric ambulance to the hospital at the Exposition. Unfortunately, the hospital was not properly equipped for such a surgery and the very experienced doctor usually on premises was away doing a surgery in another town. Although several doctors were found, the most experienced doctor that could be found was Dr. Matthew Mann, a gynecologist. The surgery began at 5:20 p.m. During the operation, the doctors searched for the remains of the bullet that had entered the Presidents abdomen, but were unable to locate it. Worried that continued searching would tax the Presidents body too much, the doctors decided to discontinue looking for it and to sew up what they could. The surgery was completed a little before 7 p.m. Gangrene and Death For several days, President McKinley seemed to be getting better. After the shock of the shooting, the nation was excited to hear some good news. However, what the doctors did not realize was that without drainage, an infection had built up inside the President. By September 13 it was obvious the President was dying. At 2:15 a.m. on September 14, 1901, President William McKinley died of gangrene. That afternoon, Vice President Theodore Roosevelt was sworn in as President of the United States. The Execution of Leon Czolgosz After being pummeled right after the shooting, Leon Czolgosz had been arrested and taken to police headquarters before nearly being lynched by the angry crowds that surrounded the Temple of Music. Czolgosz readily admitted that he was the one who had shot the President. In his written confession, Czolgosz stated, I killed President McKinley because I done my duty. I didnt believe one man should have so much service and another man should have none. Czolgosz was brought to trial on September 23, 1901. He was quickly found guilty and sentenced to death. On October 29, 1901, Leon Czolgosz was electrocuted.

We Decide if Rejection Fits

We Decide if Rejection Fits When we are rejected, whether Yea, yea, youve heard all that, and its easier said than done. You know, the standing back up stuff. After all, arent we just getting shot, then standing back up to be shot again? Maybe. But sooner or later, those people run out of ammo. I had a real pity party this week. Hey, didnt I have one of those not too long ago? Yes, but there are all sorts of ways to be rejected, you know. And about the time you toughen up to one form of it, another slaps you from behind. This time, I actually sat down with a cup of coffee and asked myself some pertinent questions because I didnt like how this situation made me think. I was not chosen for a speaking engagement that Id spoken at before. And its laughable now, but I caught myself seeking ways to criticize the event and the players involved rather than looking in the mirror. Childish. Then I asked myself: Do you feel like a lesser person because you didnt make the cut? Is that the problem? Did they make you question yourself, make you think you were on the wrong track? Then I asked: Is there anything in this situation that would make you change who you are and what you do? Are these gatekeepers important enough to alter your path? We dont like to think of ourselves as substandard. But sometimes its as simple as we dont have the right connection. Sometimes the person in front of us made the cut and filled the slot. Sometimes who and what we are isnt the who and what someone else needs for the job. Was I ready to change something major as a result of that particular rejection? Sometimes a rejection is a sign we arent our best, but not this time. My husband tried to tell me how they didnt merit me, which was sweet. Who doesnt love a good cheerleader? But instead I took my coffee cup back to the computer and kept on working. I could think its their loss or theyre stupid or they dont deserve me, but that makes me a type of person I dont want to be. I was a square peg for their not-so-square hole. Better to spend my energy seeking square holes.

The impact of legislation on health,safty and environmental aspects of Essay

The impact of legislation on health,safty and environmental aspects of surface coatings - Essay Example Recently, the CEN Technical Board directed that the European standard work item should include assessment of the environmental aspect. The evaluation should be undertaken between Stage 11 (work allocated to Technical Body) and Stage 32 (working document circulated to Technical Body). This can be done by accomplishing a checklist provided by the CEN pertaining to environmental aspect. The checklist serves to ensure that the environmental aspects are in line with CEN directive seen in its system handbook guidelines. Similar to this, the ISO has come up with the ISO Guide 64 which calls for life cycle assessment to assess the environmental impact and recognized scientific technique used. (Wallstrom 2000) In terms of standards for paints and varnishes, the environmental aspect involves the minimization of pigment concentration, dispersion, grinding time and method, and durability among others. Moreover, the use of volatile organic compounds is highlighted. In relation to this, standards set acknowledge the fact the use of VOC in this industry may not entirely be avoided. However, the use of less harmful substances is encouraged. (Wallstrom 2000) The health and safety aspects concentrate on the use of reagents. The standards call for the substitution of aromatic compounds used for cleaning purposes whenever possible and the substitution of aliphatic solvent with vegetable ester with or without emulsifier. (Wallstrom 2000) All in all, majority of the technical standards set by both CEN and ISO for paints or surface coatings are focused on the test methods. However, it should be noted that these standards under test methods do not include much about environmental aspect unlike the standards for products and processes. Standards for products especially have significant impact on the choice of system and strongly encourage compliance with local and international legislations implemented. (Wallstrom 2000) The environmental, health and safety

Making Choices English Essay Example | Topics and Well Written Essays - 750 words

Making Choices English - Essay Example Here I am happy with him and make the most of every moment as I have made perfect choices of time without chances for regrets. In this new life, it is still a lot of hard work that makes me cope up with the conditions and requirements of the city life. The culture and trendy life styles of American people inspires me a lot to work out plans for the betterment of my life here. My early life itself had taught me enough lessons to choose wisely and that may be the reason why I manage to live better; and that may be the reason why I chose to come to America and get married to the man I loved. I know the fact that for many people, life teaches lessons of life with severe experimental exposure to hard and bitter experiences. As you complete one of your courses of your studies, you feel potentially able to handle the situations related to the subject. However, there is another thing you will love to learn either for excellence or for mere enthusiasm. The process of choosing something goes o n everlasting as long as we are to live on, yet some of them are very important in our life. I may case, the choice to live in America is the most important one I have taken so far. There was a time when I feared the dreads of migrating to a new country in search of opportunities to support my studies and find a job to happily move on my life. From the conservatory life I used to live in my community, it was always a dream to live in this land of opportunities. Most of my classmates preferred to study in the Philippines itself who did not think beyond their limitations to travel abroad. Sometimes I felt I should follow their path and continue my higher studies there and settle my life doing some job locally obtained. As I remember those day now, and when I compare my present life with the past days, I remember the quote â€Å"I took the one less travelled by, And that has made all the difference† from the famous poem ‘The Road Not Taken’ by Robert Frost. It was a ll very important for me to take one way from those left before me; and I chose the rare one – travel beyond the seas in search of a beautiful life. The confidence of a moment I had brought me up until this day; and I am sure, I have made the correct choice as I have a happy life now with all the grace of the job I do now alongside my studies. It was a tough choice, of course, since I was confused as the poet says, â€Å"Oh, I marked the first for another day! Yet knowing how way leads to way I doubted If I should ever come back† (Frost). Every beginner feels puzzled at a condition when he needs to take a path to move on and the confusion remains dreadful till certain point of consistency. In my personal experience, I had no option other than to choose a job to earn the bread; therefore, I decided to I am proud to say I have fallen out well and met the challenges of my life which I would have had if I had continued to live in my home country. When it comes to my job an d the management of time I need to apply for maintaining the smoothness of the family life, I really need to work hard. Meeting the needs of a happy life in America demands much of you sweat; most of the time, you forget your hunger in the rush for punctuality, but it is rewarding to be busy in a city. The basic element of living in a city far away from your homeland with a different culture is always associated with our meritorious effort for excellence at work field. One will have to ignore values and self-made principles to some extend

Art Essay Example | Topics and Well Written Essays - 500 words - 67

Art - Essay Example The point of view of the visual art argument is to bring out the symmetrical structural balance as per the balanced colors used for painting. Therefore, this abstract composition piece is meant to bring out aesthetic balance of nature as per the colors that have been used through visual composition. Sensational effect is a factor to the aspect of the artistic abstract composition. This is due to the notion that, the colors and lines used bring out a sensational feel of any space that is a factor of the environment. My visual argument is based on the colors that have been used, the lines and patterns used for bringing out the balance as perceived of nature. This is based on the colors that have been used by the artist for this abstract piece. I used pattern, line, recurring patterns and proximity as my compositional interpretation of the abstract due to the emphasis that they bring out on aesthetics appeal. The most persuasive elements include balance brought in symmetrical from. This has been enhanced by the balance of use of colors. The balance brings out the feel of nature whereby, everything is aligned and proportional thus enhancing nature. The composition incorporated the use of line and color to form a pattern. The changes that are evident through the composition of abstr act are that, the colors have been manipulated to suit aesthetic appeal. The compositional choices are mainly based on color, line and form. This is because of the pattern that has been brought out through the line and colors used. Persuasive elements used include proximity in terms of softness of the painting and organizational structure. I believe that the pattern that has emerged gives the abstract painting a different view of aesthetics and appeal in nature most individuals’ perception is that, nature should always have specific colors

To What Extent Did Public Opinion Shape International Politics in the First Half of the Twentieth Century’ Essay Example for Free

To What Extent Did Public Opinion Shape International Politics in the First Half of the Twentieth Century’ Essay The first half of the twentieth century was indeed a time in history in which things such as two of the most deadly wars, the Russian Revolution, the Great Depression, the foundation of the UN and the start of the Cold War took place. But, were these events at any point influenced by the views expressed by citizens?. This essay is going to discuss public opinion during the first half of the twentieth century. To do so, the essay uses a journal article on public opinion written by Hans Speier as a guideline of the essay. In order to understand the impact of public opinion on international affairs, we must firstly define what we mean by public opinion. According to Slavko Splichal, ‘the concept of public, publicness, publicity, public sphere and public opinion are among the most controversial, ambiguous and nontransparent concepts in the social sciences, that have been used consistently since the eighteen century’. ‘Public opinion’ he adds ‘supposedly developed into a â€Å"inner-media† of political system, a mirror â€Å"generated by mass media to regulate the watching of the observers’. Then, ‘who precisely were the decision makers? Monarchs, presidents, foreign ministers, staff chiefs, or a combination of these?’ In the early twentieth century, public opinion did not have much of an impact in foreign politics. Speier says that public opinion ‘in its early phase [†¦] showed a marked preoccupation with domestic affairs, i.e., with issues of immediate concern to the life of citizens’. On the other hand ‘foreign policy issues appeared less relevant, but they were expected to be ultimately relegated from the realm of power to that of discussion and agreement, as governments would become more enlightened’. And Speier emphasised that public opinion would only support going to war if that was something that ‘were in the interest of enlightened mankind’. As Mike Sharp, Ian Westwell and John Westwood say: ‘In most European countries public opinion in the years preceding 1914 had accepted the likelihood, to some extent even the desirability, of war’. Talking about the interest of enlightened mankind, Woodrow Wilson stated: ‘National purposes have fallen more and more into the background; and the common purpose of enlightened mankind has taken their place’. Moreover he added that ‘this is a people’s war, not a statesman’s’. But Speier states that it was just after the First World War, when the ‘faith in the power of public opinion to render world politics reasonable’ was called into question. Speier argues that this was due to a series of events. The first of these was the demise of the League of Nations, which failed to fulfill its purpose, namely to prevent the outbreak of a new world war. Moreover, US President Woodrow Wilson was an advocate of the League of Nations, yet his country refused to join the organisation. Despite Wilson’s description of the Great War as a ‘people’s war, not a statesman’s’ and his intentions to join the League of Nations, the Senate refused to join the organisation. This action showed that public opinion did not have much influence in fact; it appears that statesmen still played a big role in deciding issues of internal relations. Secondly, Speier mention the ‘disillusionment concerning the lofty war aims of the Allies and the general distrust of propaganda which spread between the two world wars’, as a large section of the public thought that the Allies’ aims were overly idealistic and, more importantly, those aims were not fulfilled. The human cost of the World War was enormous. People had lost their families from the trenches and the reports from the soldiers were awful. War wasn’t glamorous and against this perception, idealism could do very little. Thirdly, Speier talks about the rise of fascism and National Socialism as the main events for which people all around the World dismissed any chance that public opinion could had a possibility to change politics or at least to have a say. On the one hand the emergence of Benito Mussolini’s fascist dictatorship in Italy was the beginning of a fascist era around Europe. This was followed by the establishment of the Nazi party in Germany, which led to the outbreak of the Second World War. In these systems everything was under the control of the state. That means, that all media coverage, either, radio, newspapers or books were censored by the government in power, to make sure that nothing against the government could be said. Censorship was the biggest attack against the public opinion. People could not give their own opinion and demonstrations were forbidden. In a form of state like that, the only presumptions that one can make are that public opinion was almost defunct. People could only see what the people in power wanted to show them. Apart from that, we need to bear in mind that the systems in these countries went further than censorship but rather they believed in the power of propaganda defined by Garth S. Jowett Victoria O’Donnell trying ‘to achieve a response that furthers the desired intent of the propagandist’, made public opinion disappeared. Hitler for example said: ‘ â€Å"Propaganda, propaganda, propaganda. All that matters is propaganda† ’ and it worked, the public bought into the idea of a perfect race in Germany. And again in the Soviet Union, millions of kulaks were exterminated under the death silence of the State in 1918. Fourthly, another factor is ‘the absence of inspiring peace aims during the Second World War’. Hitler had in mind two main objectives for the Second World War, which were ‘ first, to established German control in Europe, and the second (which might well come after his lifetime) to wrest control of the seas and world domination from Britain and the USA’. Both aims were quite demoralising. In practice this meant that the war was prolonged more than expected, which caused a delayed in the freedom of the public opinion. Throughout the war, Hitler made the German people think that the war was about to be won; ever-new levies of recruits were needed for the last effort. Fifthly, another factor is ‘the sterility of the resistance movements in the realm of political ideas’. In Germany for example there was no Parliament and therefore parliamentary opposition was not possible. In Europe during the Second World War both sides had different successes, Germany, for example, had not one because of the great power of the GESTAPO. On the other hand, France had some success through the famous sabotage, and this made that some news were filtered in by the media in the West. Finally Speier mentioned, ‘the use of weapons of mass destruction in the attainment of victory’. A clear example of this was the atomic bombing of Hiroshima and Nagasaki in August 1945 that left ‘up to 140,000 reported dead by the end of the year’ an event which did not help to show people the end of the war and to convince the Japanese public that they faced annihilation if they continued the war. Those events mentioned above were the cause of ‘demoralization [†¦] in the power of public opinion’ just after the First World War. To sum up, at the beginning if the twentieth century public opinion had a role in International Politics but it was just after the demise of the League of Nations, the disillusionment concerning the lofty war aims of the Allies, the rise of Fascism and National Socialism, the absence of inspiring peace aims during the Second World War, etc. that the World lost its confidence on public opinion as a way to change politics.

Differences between Pidgins and Creoles

Differences between Pidgins and Creoles Discuss some of the basic differences that characterize pidgins and creoles, based on your understanding of what is meant by the following quote: â€Å"Pidginisation is second language learning with restricted input, while creolisation was first language learning with restricted input.† (Mesthrie et al, 2009, p. 287) Pidgins are defined as a type of spoken communication with two or more languages. It has fundamental grammar and vocabulary. It is also meant to facilitate people who do not speak a common language. Lastly, it is not spoken as a native language. An example is the â€Å"Lingua Franca† which was first created among traders. This is called business language. They are created because traders come from different places and have different tongues; therefore a common language is formed. Creoles, on the other hand, refer to any pidgin language that becomes the first language in a speech community. A creole is â€Å"created† when the utterer of a pidgin language become gains a strong hold over utterers of another. This can be in the form of social or political hold over. Therefore, the pidgin language used in speech between these two groups may become the first language of the minority community. One such example is â€Å"Gullah (derived from English), spoken in the Sea Islands of the southeastern U.S.† http://www.reference.com/browse/creole Differences between Pidgins and Creoles: 1) Pidgin is a linguistic communication that comprised of components of two or more other languages and is used for communication among people. It can also be called business language. It is not a first language. Whereas, creole is a language that was at first a pidgin but has â€Å"transformed† and become a first language. 2) Structural difference: Creole languages have the â€Å"Subject Verb Object† word order whereas Pidgin can have any possible order. Also, reduplication is a common and general process in Creole languages but its very not very often found in Pidgins. 3) One important difference between Pidgins and Creoles is that pidgins do not have first language speakers while creoles do. However, this is not easy to make out because there are more and more extended pidgins beginning to acquire native speakers. Extended pidgins refer to when a pidgin becomes a creole. The cultural â€Å"side† of a pidgin usually defines this. This means that more pidgins are becoming first languages. 4) Another difference is that creoles may originate through abnormal transmissions but as children acquire them, they must, therefore, comply with the ‘blueprint of language that can also be referred to as how the language is going to constructed and formed. Blueprint here is comparable to how we relate to a blueprint of a house. However, for pidgins, as they are a result of a second language, although they have to be learnable by adults, they do not have to be acceptable by children. This means that pidgins do not have to comply with the ‘blueprint of language. Pidgins before they become accomplished languages in a community, are always second languages and usually after teenage. Explanation of quote: According to the definition, what Mesthrie et al meant when he said â€Å"Pidginisation is second language learning with restricted input† is that pidgins is not used as a first language. Following the definition laid out above, it is a language that is borne out of the contact between two different languages. As such, it has restricted contact as the contact between the speaker and the second language is not frequent. Also, it has been noted that pidgins are nothing close to the foreign language as it has only rudimentary grammar and vocabulary. As mentioned above, research has shown that all creole languages have the â€Å"Subject Verb Object† language rules whereas any possible order is allowed for pidgins. This means that while creole languages need to follow a given set of rules for word order, pidgins do not have to. Instead they can be formed in any way. For example, the pidgin â€Å"Ojibwe† has a free word order. This shows that pidgins is second language learning because learners do not follow a given set of language rules as the grammar is still not fixed and internalized. This goes to show as what Mesthrie has said; pidgins are essentially second language learning with restricted input from the native speakers of the second language themselves. The second part of the quote claims that creolization is first language learning with restricted input. As mentioned in the definition, through creolization, a pidgin becomes a language on its own. This language is then similar to non-creole languages in terms of grammatical and language rules. This claim stems from the crucial difference between creoles and pidgins the presence of native speakers and also a need to follow the â€Å"blueprint† of the foreign language. In creoles, the presence of native speakers now means that there are more interactions between both languages. Also, reduplication is a usual process in Creole languages but its rarely seen in pidgins. The repetition of a root to show â€Å"intensity, plurality, duration and frequency† shows that the second language learner has become more familiar with the foreign language. This implies that the learners are now almost on the same level as the native speakers in terms of familiarity with the first language and its grammar. This shows us that creoles are in effect first language learning. The need to now follow a blueprint of the foreign language and the added presence of native speakers means that creolization is in effect, a first language learning. To be a native speaker, one must be able to follow that languages linguistic rules. In creoles, we see that it is a requirement to follow the foreign languages rules. Thus, this tells us that the learning of creoles now assimilates to the foreign language as compared to pidgins. The later part of the second quote requires us to explain why there is still â€Å"restricted input†. The previous second language speakers who are now native speakers of the foreign language means that the people who still speak the foreign language as a second language now have immediate role models they can learn from. However, as these native speakers are still few in numbers, creoles are therefore said to be first language learning with restricted input.