Criminology Essays Public Corruption Police

Criminology Essays Public Corruption Police Public Corruption Police Public Corruption for Profit Police In America In Chapter 6, â€Å"Public Corruption for Profit†, Delattre (2006) addresses some very important aspects of law enforcement and the policing environment that not only make police more vulnerable to corruption but also to public scrutiny. The author begins the chapter with a description of incorruptibility, suggesting that it is an inherent attribute of the individual with good character who would never think of compromising his or her integrity for profit or for personal gain (p. 63). Delattre (2006) points to the clear connection between incorruptibility and the purposeful goal of acting in accordance with standards of excellence (p. 63-64). The public at large expects police officers to possess this attribute of incorruptibility as well as to manifest an observance of the highest standards of excellence, with anything less considered suspect and capable of putting their safety and their safety of their loved ones at risk. Delattre (2006) submits that police officers are unfairly held to not only a fair and higher standard but also to a double standard that often puts them in the difficult position of negative public scrutiny. The author submits that some police officers use this claim as consolation for the greater public scrutiny they receive compared other officials however he also suggest that the double standard can be reconciled as a necessary evil that should not negatively impact police behavior. For Delattre (2006), police officers must be educated on the difference between the imperative of living up to a higher standard than others and illegitimacy of unfair double standards, with an emphasis on the higher standard. Police officers operate in much closer proximity to the members of the communities that they serve than officials like politicians and lawmakers (p. 67). Delattre (2006) submits that this difference is sufficient reason for not only why the public will expect different behavior from police officers by will also respond to the behavior of police officers differently (p. 67). Although the author concedes that police corruption exists at disturbing levels, there are issues that police officers must face on a regular basis that can challenge the character of even the most noble and trustworthy of their ranks. The author suggests, for example, that police officers are vulnerable to the causes of corruption in the same way that many individuals in positions of authority and control are and offers three hypotheses on those causes. To support this contention, Delattre (2006) submits the society-at-large hypothesis, which has often been used to account for police corruption (p. 69). According to this hypothesis, the practice by public servants of receiving gifts or gratuities from all manner of individuals in society leads to larger gratuities or bribes that ultimately work to influence the receiver in the direction of serving the interests of the gift-giver(s). This hypothesis points to the public response to police officers who are regularly disparaged for their real or perceived habit of accepting gratuities from individuals and entities throughout the communities that they serve. Delattre (2006) underscores the influence of this hypothesis by reminding that the free cup of coffee is the symbol of the gratuity for police officers (p. 72). The author submits that the cause of corruption can also be attributed to the structural or affiliation hypothesis, which is somewhat similar to the society-at-large hypothesis, where the propensity for succumbing to corrupt behavior created or intensified by the influence of corrupt peers. In the case of the police officer, that influence will often be manifested on the rookie officer by older or senior officers who are already participating in corrupt activities (Delattre, 2006, p. 72-73). The rotten-apple hypothesis goes even further to identify what Delattre (2006) calls the roots of corruption, where ineffective police recruitment procedures allow one or more unscrupulous hires to enter the department and, in turn, influence others to participate in corrupt behaviors. Although police officers are vulnerable to negative influence, Delattre (2006) also points to the role of departmental supervision in supporting the integrity of the police force and its officers. Delattre (2006) examines three important hypotheses that can be used to explain corruption in general and among police officers specifically the society-at-large hypothesis, the structural or affiliation hypothesis and the rotten apple hypothesis. The society-at-large hypothesis points to the influential role that the public plays on the ethical behavior of police officers, especially when it comes to influencing police officers to serve the interests of specific groups or individuals. This has been identified in the research showing that the dominant culture in a community will often use gratuities to influence police officers to address their interests with regard to minorities in the community, which often translates to the serious ethical dilemma of racial profiling (Clayton, 2003, p. 1). The structural or affiliation hypothesis submitted by Delattre (2006) is supported by the fact that the propensity for growth in the number of corrupt individuals in a group, including a police department, will increase proportionate to the benefits that can be generated by corrupt behavior over law-abiding behavior (Ivkovic, 2005, p. 66). The research suggests that the rotten apple hypothesis is often used to draw attention away from the police department and the insufficiencies that contribute to police corruption. According to Callanan (2005), when the rotten apple hypothesis is used to frame police corruption in a particular institution, it works to avert any criticism of that institution, especially any question of its legitimacy (p. 64). At the same time, there is a significant body of literature arguing that it is just an inherent truth that some police officers are more likely than others to think and act in a corrupt way and that some of their peers will be influenced to corruption by their association (Ivkovic, 2005, p. 64). Delattre (2006) does not neglect to identify the role of departmental supervision in mitigating the propensity or vulnerability of police officers to corrupt behavior. Where the structural or affiliation hypothesis can be interpreted to involve the influence of the corrupt structure or affiliation, it can also be interpreted to involve the supportive departmental structure. The research supports the role of departmental supervision, demonstrating that it is instrumental to increasing police accountability and effective management within the police organization (Archbold, 2004, p. 2). The research shows that the character of the police officer is one of the most significant components of his or her ability to serve and protect with honesty and integrity. In the past, an evaluation of a potential recruit’s character included neighborhood checks, where as many as ten members of the community were questioned about his or her habits and temperament as well as through the distribution of questionnaires to past employers, schools, employers, military or draft and other official agencies (Bouza, 1972, p. 120). The purpose of this comprehensive investigation was to establish that the recruit met the standard of good character necessary for appointment to the police department (Bouza, 1972, p. 120). Delattre (2006) establishes that the appointment of individuals of good character to positions of law enforcement is just as imperative today. In fact, it is fair to suggest that the incidence of police corruption and the increasing dependence on law enforcement as part of national security makes the good character and the embrace of high standards of excellence even more vital. What is especially interesting about Delattre’s (2006) look at public corruption for profit in Chapter 6 is that it is easier to imagine that public officials are more likely to be corrupt than law enforcement officers and more corrupt than police officers specifically. Nevertheless, Delattre’s (2006) intent is to show that police officers are embodied, as much as public officials, within the â€Å"public† that is associated with public corruption. There is little to debate when it comes to the fact that corruption among police officers exists and in substantial numbers however this reality can be obscured by fact that the public expects integrity and trustworthiness as character traits in police officers. In terms of the double standard that Delattre (2006) addressed in this chapter, the preponderance of the research suggests that the phrase is more applicable to the practice of unscrupulous police officers perpetuating a double-standard that entails enforcing laws while breaking them than it is to a double standard that holds polices officers to a higher standard than other public servants (Waddington, 1998, p. 164). It is interesting to note that the research points to the fact that police officers are often found to be in collusion with public officials, which works to blur the distinctions supporting the claim of a double standard even further (Weiss, 2004, p. 227). One of the most compelling aspects of Chapter 6 is Delattre’s (2006) examination of gratuities and their impact on the real and perceived integrity of police officers. Among the reasons that this issue is so compelling is that it spans a variety of aspects in the policing environment, especially those that are most vulnerable to corruption. At the same time, it is one of the topics addressed by Delattre (2006) that has generated the most substantial body of research. The research suggests that some people will inevitably associate gratuities given to police officers with the goal supporting good police-community relations, especially when gratuities are the unequivocal expression of people’s gratitude for police services that are appropriately carried out according to law enforcement protocol (Kania, 2004, p. 54). According to once source that studied the opinions of police officers, gratuities are actually viewed as an entitlement of sorts, where gratuities offered voluntarily or without obligation are given in response to some service that was provided by the police officer (White, 2002, p. 20). More frequently however, the public is likely to look at gratuities as the purposeful attempt to influence police behavior, which is compounded by the fact that the public also expects the evidence of high standards of excellence in police officers. A paradox exists therefore by the fact that, as much as the public expects good character and incorruptibility among police officers, it is the public that is a substantial source of the gratuities directed at police officers. Coleman (2004) argues that this irony, translated as a conflict of interest, is nevertheless difficult to address by police officers (p. 33). Coleman (2004) points to the â€Å"slippery slope† to corruption identified by Delattre (2006), however he is even more emphatic that gratuities, whether a cup of coffee or a monetary bribe, are all corrupt and differ only by the degree of the corruption that is involved or might come out of that gratuity (Coleman, 2004, p. 34). Although it could be argued that there is a huge difference between the acceptance of a cup of coffee and â€Å"a six-figure bribe†, Coleman (2004) argues the opposite, even if that six-figure bribe is used to influence the police officer to look the other way during a robbery, an assault or even a murder (p. 34). Based on arguments like this, the researcher maintains that it is imperative that police officers say â€Å"No† to gratuities. There research however supports the notion that it is acceptable for police officers to accept gratuities. In fact, one source argues that gratuities are essential to supporting the relatively paltry wage paid to many police officers (Ruiz Bono, 2004, p. 50). One of the primary arguments is that gratuities work as building blocks of positive social relationships between police and members of the community (Coleman, 2004, p. 38). Unfortunately, these building blocks are inherently larger and more prolific in areas of the community where gratuities are more easily made, such as more affluent and predominantly white areas. Add to this the fact that a generous gratuity comes with the expectation of â€Å"a better than average service† from the officer in the future, and the prospects for corruption are increased exponentially (p. 38). Delattre (2006) does a sufficient job of demonstrating that police officers face significant challenges when it comes to avoiding the temptations that they will face both within and outside of the police department. The majority of the evidence suggests that police corruption for profit, as an unequivocal example of public corruption for profit, is more of a collective activity than it is an individual one. This assertion is supported by at least two of the causal hypotheses examined by Delattre (2006) and in the research. Gratuities, the most prolific temptation that police officers face in the line of duty, however underscores the fact that it comes down to the character and embrace of a high standard of excellence that make the difference between a police officer who is and will remain incorruptible and the police officer who will ultimately succumb to corruption. References Bouza, A. (1972). The policeman’s character investigation: Lowered standards or changing times? Journal of Criminal Law, Criminology Police Science, 63(1), 120-124. Callana, V. (2005). Feeding the fear of crime. New York: LFB Scholarly Publishing LLC. Clayton, B. (2003). The costs of community: Community policing, racial profiling, and civil society. Conference Papers-American Sociological Association; The 2003 Annual Meeting in Atlanta, GA, 1-21. Coleman, S. (2004). When police should say â€Å"No† to gratuities. Criminal Justice Ethics, 23(1), 33-44. Delattre, E. (2006). Character and cops: Ethics in policing. Washington: AEI Press. Ivkovic, S. (2005). Fallen blue knights: Controlling police corruption. New York: Oxford University Press. Kania, R. R. (2004). The ethical acceptability of gratuities: Still saying yes after all these years. Criminal Justice Ethics, 23(1), 54-60. Ruiz, J. Bono, C. (2004). At what price a freebie? The real cost of police gratuities. Criminal Justice Ethics, 23(1), 44-54. Waddington, P. A. (1998). Policing citizens: Authority and rights. New York: Routledge. Weiss, M. (2004). Public defenders: Pragmatic and political motivations to represent the indigent. New York: LFB Scholarly Publishing LLC. White, M. (2002). The problem with gratuities. FBI Law Enforcement Bulletin, 71(7), 20-23.

How Effective Is Homeschooling Essay

Education is a basic requirement for inculcating civic, moral and intellectual faculties of a human being. While imparting education in a public setup is the commonest of all methodologies adopted worldwide, learning at home under the guidance of parents and/or professional teachers is also a widespread practice. Popularly referred to as homeschooling, this system of learning has come to the fore replacing formal educational methodologies. The history of homeschooling dates back to the 1920s, but the real revolution occurred in the 1960s and the 1970s when the liberal alternative school movement was set rolling. Researching into the topic, it is evident that most parents opting for homeschooling fall under radical socialists and naturalists who do not have faith in the bureaucratic setup of the American society. Moreover, the gasping nature of fierce competition has also contributed to the withdrawal from traditional educational means. There are legal liabilities and the issue of compulsory schooling attendance as far as public schooling is concerned. Albeit the environmental aspects and the mold of teaching are arguably in proximity with what can be termed as ideal in a public education system, many parents in the United States of America deem it an added advantage for their kids that they should gain access to a comprehensive educational repertoire at home. In matters of homeschooling, the legal issues involved with affiliation and certification are taken care of correspondence schools or umbrella schools. What set homeschooling distinctly apart from the conventional modes of education are facilities of unit studies, child-oriented educational materials and above all, constant parental supervision. This essay is going to discuss elaborately on the efficacy of homeschooling and its relevance in the hustling ways of modern world. All the major school of thoughts propagated by scholars and researchers will be thoroughly reviewed, thus allowing for the development of a set of viewpoints on homeschooling. The prevalence of homeschooling in the United States of America has been such in the past decade or so that it has been made legal in many states. In fact today it is widely regarded to be a perfect alternative mode of teaching at the K-12 level (Cooper 109). The media too has focused on the issue rigorously and has brought about a remarkable change in the mindset of even the most orthodox of parents and educators. Going by sheer statistics, 300, 000 children were taught at home in 1990. This number increased almost with a vertical leap by the end of 1998 when there were more than 1. 5 millions of homeschooled children across the country (Saba & Gattis 1). Since the US government’s educational policy allows for autonomy of sorts for each state, the process of imbibing any new measure is relatively easier. The designated council or board of a particular state can decide for themselves which method suits young learners the most. Accordingly, each state is designated with certain number of grants or permissions by virtue of which they can permit homeschooling. The results just speak for themselves as a vast majority of homeschooled children excel remarkably well in a broad spectrum of academic disciplines, ranging from winning the national spelling bees to earning themselves coveted degrees at the leading universities in the country. Now before delving deep into various argumentative doctrines on homeschooling, let’s just look into the basics of this rapidly evolving trend. The first question we are going to deal with involves the reason behind homeschooling. What are the unique aspects of homeschooling? Why do people tend to prefer this mode of education over public schooling? Due to the independent, state-specific educational system in America, public schools are accessible to all free of charge. For working parents not belonging to the elite segments of the society, the rationale behind choosing public schools is quite self-explanatory. But the growing trend of homeschooling calls for our attention and makes us inquisitive to investigate into the root of educational philosophies. First and foremost, fostering a child at home demands a persistent level of commitment for both parents. It not only helps the child learn in a known environment, but also strengthens the family togetherness. Since a child spends most of its time at home, the well cultivated families do not wish to assign the task of imparting education to external teachers (Stevens 30). It is purely a question of family values that a child should learn from its parents and not from those who do not share their personal spaces. Besides, many parents are guided by stern religious beliefs and want their children to follow the same paths. In public schools, children may confront teachers, instructors or fellow students with different religious faiths. So the parents feel safer with homeschooling. Another extremely valid reason behind homeschooling involves the learning environment of public schools. The quality of education in a public institution is bound to suffer due to large number of students and inadequacy of teaching tools. Albeit the student-teacher ratio is quite healthy in American public schools especially at the primary level, it still is not enough for every child to get the required attention. Moreover, children studying at public schools are taught a similar curriculum. If a particular child has different fields of interest, it is not encouraged to develop skills and knowledge on those lines. The imaginative faculties of mind slowly become blunt and ineffectual due to the institutionalized methods of teaching. Homeschooling, on the other hand, is helpful for identifying a child’s interests and unique areas of talent. Hence, education does not become a loathsome burden for the children. By relating to what they are taught, they can enjoy while they learn (Rockett 138). Most families belonging to minority groups regard homeschooling to be the best available option for their kids. This is because those children are hardly paid attention to by their local teachers at public schools (Saba & Gattis 3). It is never wise to send children with physical or mental deformities to public schools. The span and extent of attention they need can never be expected from teachers who have to look after a class of pupils. It is far better to keep those children at home and build up the required infrastructure with teaching aids. Hiring a teacher at home is a plausible solution in such cases. By resolving to one-on-one teaching modes, a challenged kid’s potential can be maximized. News of massacres, illegal drug trafficking and teen sexuality hit the headlines frequently in the US. Researches show that parents who are aware of these events choose homeschooling to ensure safety of their kids. These parents feel they can control the company of their children if they learn from home. Moreover, in the US public schools, many children hail from troubled families and tend to act violently and in a bullying manner towards other students. Contours of homeschooling decidedly relieve of such headaches. The legal aspects of homeschooling are still subject to a lot of debate and controversy. Given the parochial setup of homeschools, it is elementary to infer that they must be stripped off many benefits available at public schools, including the system of tests. The existing rights in favor of homeschooling in the United States of America were hard earned. It was by the Supreme Court’s verdict in the 1920s that enabled the states to intervene into educational affairs. Homeschooling, a fringe and distant possibility during those days, has undoubtedly come a long way. Keeping in mind the thesis question of this paper, it is now time to ponder over certain theoretical conjectures on learning in general. The schools of thought on learning and education are, however, subject to a varied degree of hypothesis. Scholars are yet to arrive at a stable perception as to which methodology of teaching augurs well for most young students. Piaget’s cognitive developmental theory is one of the seminal works of literature throwing a searching light into the complex processes of assimilation and deliverance for young, pliant minds. But since this theory was formed primarily from heuristic studies, its accuracy is questionable. Nevertheless, many later theories on education and learning are grounded on the assumptions made by this theory. According to Jean Piaget, the three main pillars of learning are organization, equilibrium and progression. The basis of his argument concentrated on the predictability of children’s cognitive formation. To put it differently, he pointed out that a child develops newer thought patterns with age and maturity. It is inherent in a child that it should search for newer elements in everything it sees. Known as organization, this process is responsible for accumulation of knowledge. What directly relates to this process is a cognitive phenomenon called schemes. This phenomenon is involved with preparing a mental picture of things to do. In other words, when a kid is asked to perform a lengthy multiplication, he/she prepares a mental framework as to how to go about the task in an organized manner. The next phenomenon comes when the child explores a better way to carry out a task. It is called adaptation. When new information is passed on, the child has to first of all ‘take’ it in before it can be processed and assimilated (Clements 2). Piaget’s cognitive developmental theory has crucial implementations in the context of choosing the best curriculum for homeschooling. His insightful analysis of the role of parents in children’s education helps in decision making as to how children learn. Do they imitate what they see, or do parents need to play a more guiding part in showing their children what and where to look for? Since this system of education does not involve social interaction which is so typical of classroom teaching, extra care has to be taken in devising learning plans. Diagnosing the intelligence quotient of a child is just as important as judging the level of prior education, should the student be an advanced learner. The final module for course works and other study materials should be prepared after careful scrutiny of the learner’s temperament. As a novel research effort in the field of educational psychology and motivation theory, Piaget’s findings indeed simplified the understanding of children’s cognitive bloc. The second argument that can be propelled concerns the role of academic materials or learning resources in the curricula of pupils. What is often seen in public schooling environments is that a vast array of course materials covering every subject are available. This is particularly favorable as far as step-by-step learning is concerned. The student can make the required shift from one level to another without having to skip any of the important learning modules. But espousing homeschooling methodologies often throw up a quandary for parents as to the suitability of the course materials at hand (Perry 54). This occurs mainly because of the lack of awareness about academic resources for a given standard. This usually happens for the first child in a household with more than one child. Due to lack of knowledge and experience, parents feel uncertain about the proper educational grooming techniques. Hence for the beginners, it generally takes a couple of years to gain command over the objectives and modes of teaching, including ‘unschooling’ and ‘phonics’ (Suarez 1). It is followed the most important part of the system, e. . , selecting the right tools and integrating them to create a congenial environment for learning at home. Unit study, for example, is a widely trusted educational methodology for homeschooling. The depth of this methodology and the fun of learning associated with it make for an ideal module for the beginners. Several subjects such as Mathematics, Social Sciences, History, Geography and Theology are combined together under a common natural or to pic-specific theme like water, animals, or ancient Egypt. For instance, if the academic discipline to be discussed in a particular sitting is Mathematics, the child would be introduced to the story of ancient Egypt and how Mathematics flourished over there. No doubt, the commonality of the central topic generates the fun of unit study methods. The young learner can relate just one topic to a variety of academic disciplines. However, it is to be made sure that the thematic topic should have connections with all the subjects. Study of languages occupies an important place in unit study. Not only does it help in communicating, it also gives the children a broad view of the world and people around them (Field 85). Far from just as an educational ploy to bring out the untapped resources of a child, the societal significance of homeschooling can never be underrated. It is imperative that we understand the significance of homeschooling from a twofold perspective. Firstly, the coziness of the family bondage gets stronger and closer with all the members of it spending time together. This is precisely the reason why many mainstream parents are falling back on homeschooling as the prospective mode of education for their kids. However, some shortcomings of this educational model are also there, especially the accusation that little kids do not get the chance to interact socially with others. This lack of socializing sometimes tells upon the mental health of even the most meritorious boy in a pool of ordinary geeks who, after all, know how to enjoy the little things life has to offer. But it is a minor glitch in a far greater canvas of a revolutionary and highly individualistic learning framework.

Blood and Oil Essay

How to explain the post-Cold War violence? Some attribute it to identity politics (xi-xii). Pace Samuel Huntington, the cause is a struggle for resources (xii). Oil as special resource: 2001 and since revelatory of the consequences of oil dependency (xiii-xv). Goal of book: â€Å"Tracing the evolution of U.S. oil policy and weighing its consequences for the future† (xvi). Ch. 1: The Dependency Dilemma: Imported Oil and National Security. Cento (1-4). Military sees it as an extension of the 1980 Carter Doctrine (5-6).Similar development elsewhere of military as â€Å"global oil-protection service† (6-7). Oil asked to U.S. economic and military strength (7-10). â€Å"Oil makes this country strong; dependency makes us weak† (11). U.S. policy has been to â€Å"securitize† oil (12).Dependency on imported oil surpassed 50%in April 1998 (13). Late 1990s policy debate (14). George W. Bush acknowledges problem but does not really counter dependency with policies (15). â€Å"Dependency is not a static condition†. (15) Forecasts of growing dependency thro ugh 2025 (17-18). Table of proven reserves (19). Reserves in volatile regions (18, 20-21). U.S. presence in these regions and the nature of the oil industry are inherently destabilizing (21-22). Competition (or demand) for oil is increasing (22-23).Result: global economic instability (23).Ineffectiveness of military strategy, which has serious unintended consequences (24-26). Ch. 2: Lethal Embrace: The American Alliance with Saudi Arabia. Importance of â€Å"U.S.-Saudi relationship† (26-27). Anxiety about oil supplies in early 1940s led to decision in favor of â€Å"substantial and orderly expansion of production in Eastern Hemisphere sources of supply, principally the Middle East† (April 1944, â€Å"Foreign Petroleum Policy of the United States†) (28-30). SOCAL creates CASOC and finds oil, 1938 (31).Recognition of importance leads Roosevelt to extend Lend-Lease to Saudi Arabia, 1943(32-33). U.S. govt. tries to set up the Petroleum Reserves Corp. to buy CASOC’sconcession, 1943 ― but resistance keeps it from being realized (34-35). A â€Å"public-private partnership† (David Painter, Oil and the American Century [1986]) characterizesU.S. Involvement in development of Persian Gulf oil (35). Roosevelt and In Saud forge alliance, Feb. 14, 1945 (35-37). U.S.commitment to defend Saudi oil fields and the Saudi government ― and other Persian Gulf oil sources ― â€Å"a major theme of cold-war history† (37-38). Iran crisis of 1946 and concern for Mideast oil: need to overcome domestic resistance to overseas commitments led to â€Å"apocalyptic terms† of the Truman Doctrine (39-41). U.S. helps create modern Saudi army and air force, 1949-early 1950s (40). Eisenhower Doctrine (Jan. 5, 1957) designed to bolster pro-American regimes in the context of Nasser’s flirtation with the Soviet Union (41-42).Vietnam War forced proxy-based Nixon Doctrine (July 1969); Saudi Arabia and Iran are proxies of choice (42-43). But it inspired domestic opposition and leads to Shah’s overthrow in 1979 (44-45). Hostage drama and Soviet invasion of Afghanistan lead to Carter Doctrine (Jan. 23, 1980): the U.S. will protect Persian Gulf oil â€Å"by any means necessary† (45-46). Creation of Central Command (46-47). Consequences of the Carter Doctrine: huge arms sales to Saudi Arabia (47-48), tilting toward Iraq in Iran-Iraq war (48-49), ousting Iraq from Kuwait (49-50). Aug. 6, 1990 Cheney-King Fahd meeting leads to Operation Desert Shield (51-52).Desert Storm (52-53). Containment of Iraq: No-fly zones, $40b in arms to Saudi Arabia (53). 9/11 attacks and Osama bin Laden’s hostility â€Å"provoked primarily by the deployment of American troops in Saudi Arabia and the continuing alliance between Washington and the Saudi royal family, â€Å"which was â€Å"a product of America’s thirst for imported oil and the monarchy’s hunger for protection† (54-55). Ch. 3: Choosing Dependency: The Energy Strategy of the Bush Administration. Bush administration’s May 17, 2001 National Energy Policy (â€Å"The Cheney report†) (Feigns commitment to energy independence (56-59). But Ch. 8reveals immensity of growing dependency on imported oil in a chart and calls on the president to â€Å"make our energy security apriority in our trade and foreign policy† (61-64). Hopes for source diversification (Latin America, Caspian Basin, and West Africa) â€Å"face high risk of supply disruptions and shutdowns† (64-66). Defense Planning Guidance of 1992 and the Project for a New American Century highlight military (67-69).George W. Bush’s Sept. 24, 1999 Citadel speech called for greater power-projection capabilities (69-70). A Feb. 3, 2001 secrets document aims at assessing military implications of the energy plan (70-71). These 30, 2001 Quadrennial Defense Review emphasizes power projection (71-72). Warn terror morphing into energy supplyprotection: â€Å"It appears that theadministration has merged its three mainforeign-policy and security policies(increased access to overseas oil, enhancedpower-projection capabilities, and intensifiedanti-terror operations) into a single, unified plan† (72-73). Ch. 4: Trapped in the Gulf: TheIrresistible Lure of Bountiful Petroleum. The Cheney report â€Å"committed the UnitedStates to perpetual dependence on PersianGulf oil† (74-78). U.S. strategy aims atraising Persian Gulf oil production â€Å"from 24.0million barrels per day in 1999 to 44.5 millionbarrels in 2020 † (79). Obstacles: economic,technological, political, and military (79-82).Strands of U.S. policy constitute a â€Å"strategyof maximum extraction† (82-84). Primaryimportance of Saudi Arabia led some toadvocate in 2002 for seizure of Saudi oilfields (84-86). Social, economic, political,and religious sources of Saudi instability (86-89). U.S. approach is to strengthen Saudiroyal family and encourage reform (89-90).Iraq war as a way of being able to withdrawU.S. troops from Saudi Arabia (90).Palestinian statehood also backed for thisreason (91). Likewise. calls for reform andfighting terrorism in Saudi Arabia (91-93).Overthrow of Saddam Hussein needed bothto foster Gulf stability and to boost Iraqiproduction (94-105). Iran’s policies are inopposition to U.S. plans in the Persian Gulf,and sanctions are an inadequate weaponbecause they impede development of petroleum resources (105-07). Iran also hasthe power to disrupt energy supplies byblocking the Strait of Hormuz (107-08). Forthe time being the â€Å"dual-track policy† of Zalmay Khalilzad, consisting of denouncingIran’s government while encouragingopponents of the regime is being followed,but more aggressive policies are beingconsidered (108-10). Gulf problems willcontinue to require U.S. troops: â€Å"No matterhow costly the effort grows, we cannotremove our forces from the Gulf as long aswe remain committed to a strategy of maximum petroleum extraction. To meetanticipated U.S. energy demand in the yearsahead while also slaking the thirst of otheroil-importing nations, the Gulf producersmust . . . boost their combined oil output by85 percent between now and 2020, andthese supplies must safely reach theirmarkets† (111-12). Ch. 5: No Safe Havens: Oil and Conflictbeyond the Persian Gulf.

William Shakespeares Hamlet Essay - 680 Words

In the mind of an individual there is a battle between inner choices and outside pressure from the society when both are in the opposite poles, a battle in which in which well being can be lost or found. In the play Hamlet by William Shakespeare, the unpropitious hero Hamlet is negatively influenced by demands and enters into a mental dilemma, as he is unable to decide whether he should follow his inner voice and kill his father’s murderer, or whether he should be a law abiding citizen and respect the new king and follow his policies. When individual’s choices conflicts with external demands, individuals will not be able to have good personal life, and chances to become indecisive, which ultimately leads to the downfall of the individual†¦show more content†¦In my case, I also am unable to decide on a matter when both sides are equally important. I ask myself whether I should go to medicine or whether I should study engineering, and yet till now I have not been able to reach a conclusion. External force which is my extended family pulls me in the direction of medicine while my inner mind wants engineering. A thousand questions run through my mind, which makes me question whether I am the indecisive Hamlet. Hamlet couldn’t take a decision though the ghost is repeating that Claudius is his murderer, he is unable to go to the’ to be or not to be’ stage because of the conflict of emotions. In the play, Hamlet couldn’t kill Claudius when he is praying, because he thinks whether Claudius can go to heaven as he is praying. Hamlet is not thinking irrationally, but because of huge battle of emotions he is unable to slay â€Å"the serpent who wears his father’s crown†. As a result of stress, and indecisiveness Hamlet finally becomes a prey to the plan of Claudius. The unpleasantness of having a poor personal life and his wavering character makes him die. If he had killed Claudius before, the political situation would have been very much favourable to him, but rather than killing â€Å"the serpent† he allows it to kill him. Hamlet’s ruined personal life; his bad relationship with former friends and his mother and hisShow MoreRelatedWilliam Shakespeares Hamlet981 Words   |  4 PagesWilliam Shakespeare is a historic writer that is well known and wrote many plays in his lifetime. In most of his plays, if not all, he has incorporated hidden meanings and messages. The majority of his hidden meanings are controversial topics of his time period. In Shakespeare’s play, Hamlet, the controversial topic that is throughout the play is religion and the afterlife. Afterlife plays a big role in Hamlet and is discussed throughout the play. 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