Electoral Votes by State for 2020

Electoral Votes by State for 2020 The number of Electoral College votes to be cast by each state was last adjusted by state population totals from the 2010 decennial census conducted by the U.S. Census Bureau. Results of the decennial census are also used in apportionment – the process by which the 435 seats in the U.S. House of Representatives is divided among the states. Here is the list of electoral votes to be cast by each state in the 2020 presidential election. Alabama - 9, unchanged. The states population increased by 332,636 or 7.5 percent to 4,779,736 in 2010.Alaska - 3, unchanged. The states population increased by 83,299 or 13.3 percent to 710,231 in 2010.Arizona - 11, an increase of 1 electoral vote. The states population increased by 1,261,385 or 24.6 percent to 6,392,017 in 2010.Arkansas - 6, unchanged. The states population increased by 242,518 or 9.1 percent to 2,915,918 in 2010.California - 55, unchanged. The states population increased by 3,382,308 or 10 percent to 37,253,956 in 2010.Colorado - 9, unchanged. The states population increased by 727,935 or 16.9 percent to 5,029,196 in 2010.Connecticut - 7, unchanged. The states population increased by 168,532 or 4.9 percent to 3,574,097 in 2010.Delaware - 3, unchanged. The states population increased by 114,334 or 14.6 percent to 897,934 in 2010.District of Columbia - 3, unchanged. The states population increased by 29,664 or 5.2 percent to 601,723 in 2010.Florida - 29, an increase of 2 electoral votes. The states population increased by 2,818,932 or 17.6 percent to 18,801,310 in 2010. Georgia - 16, an increase of 1 electoral vote. The states population increased by 1,501,200 or 18.3 percent to 9,687,653 in 2010.Hawaii - 4, unchanged. The states population increased by 148,764 or 12.3 percent to 1,360,301 in 2010.Idaho - 4, unchanged. The states population increased by 273,629 or 21.1 percent to 1,567,582 in 2010.Illinois - 20, a decrease of 1 electoral vote. The states population increased by 411,339 or 3.3 percent to 12,830,632 in 2010.Indiana - 11, unchanged. The states population increased by 403,317 or 6.6. percent to 6,483,802 in 2010.Iowa - 6, a decrease of 1 electoral vote. The states population increased by 120,031 or 4.1 percent to 3,046,355 in 2010.Kansas - 6, unchanged. The states population increased by 164,700 or 6.1 percent to 2,853,118 in 2010.Kentucky - 8, unchanged. The states population increased by 297,598 or 7.4 percent to 4,339,367 in 2011.Louisiana - 8, a decrease of 1 electoral vote. The states population increased by 64,396 or 1.4 percent t o 4,533,372 in 2010. Maine - 4, unchanged. The states population increased by 53,438 or 4.2 percent to 1,328,361 in 2010.Maryland - 10, unchanged. The states population increased by 477,066 or 9 percent to 5,773,552 in 2010.Massachusetts - 11, a decrease of 1 electoral vote. The states population increased by 198,532 or 3.1 percent to 6,547,629 in 2010.Michigan - 16, a decrease of 1 electoral vote. The states population fell by 54,804 or 0.6 percent to 9,883,640 in 2010.Minnesota - 10, unchanged. The states population increased by 384,446 or 7.8 percent to 5,303,925 in 2010.Mississippi - 6, unchanged. The states population increased by 122,639 or 4.3 percent to 2,967,297 in 2010.Missouri - 10, a decrease of 1 electoral vote. The states population increased by 393,716 or 7 percent to 5,988,927 in 2010.Montana - 3, unchanged. The states population increased by 87,220 or 9.7 percent to 989,415 in 2010.Nebraska - 5, unchanged. The states population increased by 115,078 or 6.7 percent to 1,826,341 in 2010. Nevada - 6, an increase of 1 electoral vote. The states population increased by 702,294 or 35.1 percent to 2,700,551 in 2010.New Hampshire - 4, unchanged. The states population increased by 80,684 6.5 percent to 1,316,470 in 2010.New Jersey - 14, a decrease of 1 electoral vote. The states population increased by 377,544 or 4.5 percent to 8,791,894 in 2010.New Mexico - 5, unchanged. The states population increased by 240,133 or 13.2 percent to 2,059,179 in 2010.New York - 29, a decrease of 2 electoral votes. The states population increased by 401,645 or 2.1 percent to 19,378,102 in 2010.North Carolina - 15, unchanged. The states population increased by 1,486,170 or 18.5 percent to 9,535,483 in 2010.North Dakota - 3, unchanged. The states population increased by 30,391 or 4.7 percent to 672,591 in 2010.Ohio - 18, a decrease of 2 electoral votes. The states population increased by 183,364 or 1.6 percent to 11,536,504 in 2010.Oklahoma - 7, unchanged. The states population increased by 30 0,697 or 8.7 percent to 3,751,351 in 2010. Oregon - 7, unchanged. The states population increased by 409,675 or 12 percent to 3,831,074 in 2010.Pennsylvania - 20, a decrease of 1 electoral vote. The states population increased by 421,325 or 3.4 percent to 12,702,379 in 2010.Rhode Island - 4, unchanged. The states population increased by 4,248 or 0.4 percent to 1,052,567 in 2010.South Carolina - 9, an increase of 1 electoral vote. The states population increased by 613,352 or 15.3 percent to 4,625,364 in 2010.South Dakota - 3, unchanged. The states population increased by 59,336 or 7.9 percent to 814,180 in 2010.Tennessee - 11, unchanged. The states population increased by 656,822 or 11.5 percent to 6,346,105 in 2010.Texas - 38, an increase of 4 electoral votes. The states population increased by 4,293,741 or 20.6 percent to 25,145,561 in 2010.Utah - 6, an increase of 1 electoral vote. The states population increased by 530,716 or 23.8 percent to 2,763,885 in 2010.Vermont - 3, unchanged. The states population increased by 16,9 14 or 2.8 percent to 625,741 in 2010. Virginia - 13, unchanged. The states population increased by 922,509 or 13 percent to 8,001,024 in 2010.Washington - 12, an increase of 1 electoral vote. The states population increased by 830,419 or 14.1 percent to 6,724,540 in 2010.West Virginia - 5, unchanged. The states population increased by 44,650 or 2.5 percent to 1,852,994 in 2010.Wisconsin - 10, unchanged. The states population increased by 323,311 or 6 percent to 5,686,986 in 2010.Wyoming - 3, unchanged. The states population increased by 69,844 or 14.1 percent to 563,626 in 2010. While it will not change their number of Electoral College votes, population changes in three key presidential battleground states since the 2016 election could affect their influence on the outcome of the 2020 election. The continued population boom in Florida (29 electoral votes) all but assures its long-held status as a key swing-state. Arizona (11 electoral votes) jumps onto the list of 2020 swing states, while Nevada’s (6 electoral votes) record-setting growth between 2017 and 2018 could place the state even further out of reach for President Donald Trump’s reelection campaign. How the 2020 Census Could Change the Electoral Map While it will not affect the 2020 state-by-state Electoral College vote, the results of the 2020 U.S. Census could transform the electoral map going forward. The resulting decennial reapportionment process promises to reshape the political makeup of the House of Representatives in 2022 and the Electoral College for the 2024 presidential election. Updated by Robert Longley

The Geographic and Magnetic North Poles

The Geographic and Magnetic North Poles Earth is home to two North Poles, both located in the Arctic region: the geographic North Pole and the magnetic North Pole. Geographic North Pole The northernmost point on the Earths surface is the geographic North Pole, also known as True North. It is located at 90 ° North latitude but it has no specific line of longitude since all lines of longitude converge at the pole. The Earths axis runs through the North and South poles and it is the line around which the Earth rotates. The geographic North Pole is located approximately 450 miles (725 km) north of Greenland, in the middle of the Arctic Ocean: the sea there has a depth of 13,410 feet (4087 meters). Most of the time, sea ice covers the North Pole, but recently, water has been sighted around the exact location of the pole. All Points Are South If you are standing at the North Pole, all points are south of you (east and west have no meaning at the North Pole). While the Earths rotation takes place once every 24 hours, the speed of rotation is different based on where one is on the planet. At the Equator, one would travel 1,038 miles per hour; someone at the North Pole, on the other, hand, travels very slowly, barely moving at all. The lines of longitude that establish our time zones are so close at the North Pole that time zones are meaningless; thus, the Arctic region uses UTC (Coordinated Universal Time) when local time is necessary at the North Pole. Due to the tilt of the Earths axis, the North Pole experiences six months of daylight from March 21 through September 21 and six months of darkness from September 21 through March 21. Magnetic North Pole Located about 250 miles south of the geographic North Pole lies the magnetic North Pole at approximately 86.3 ° North and 160 ° West (2015), northwest of Canadas Sverdrup Island. However, this location is not fixed and is moving continually, even on a daily basis. The Earths magnetic North Pole is the focus of the planets magnetic field and is the point that traditional magnetic compasses point toward. Compasses are also subject to  magnetic declination, which is a result of the Earths varied magnetic field. Each year, the  magnetic North Pole  and the magnetic field shift, requiring those using  magnetic compasses  for navigation to be keenly aware of the difference between Magnetic North and True North. The magnetic pole was first determined in 1831, hundreds of miles from its present location.  The Canadian  National Geomagnetic Program  monitors the movement of the magnetic North Pole. The magnetic North Pole moves on a daily basis, too. Every day, theres an elliptical movement of the magnetic pole about 50 miles (80 kilometers) from its average center point. Who Reached the North Pole First? Robert Peary, his partner Matthew Henson, and four Inuit are generally credited with being the first to reach the geographic North Pole on April 9, 1909 (although many suspects  they missed the exact North Pole by a few miles). In 1958, the United States nuclear submarine Nautilus was the first vessel to cross the Geographic North Pole.  Today, dozens of planes fly over the North Pole using great circle routes between continents.

An Emergent Method of Ground Theory for Conducting Social Research Essay - 9

An Emergent Method of Ground Theory for Conducting Social Research - Essay Example Grounded Theory or GT is a form of qualitative research which is more like a descriptive methodology rather than what the advocates of quantitative research described as the more accurate and scientific method of research using numbers as precise, systematic indicators. Grounded Theory as a qualitative form of research has many benefits and the results obtained in using GT can likewise be considered as equally valid or legitimate just like quantitative methods. Grounded Theory offers flexibility not possible with numbers alone (Charmaz, 2000, p. 510). Charmaz had posited the idea that Grounded Theory is superior when used or utilized in the conduct of social science research that basically involves people. Many areas of academic disciplines for inquiry include economics, politics, demography, sociology, history, law, and linguistics. Social science studies human behaviors, the individuals in a society, and relationships of these individuals among themselves and to the larger society. As such, it is considered that the use of numbers alone (qualitative research methodology) is not sufficient to describe people. Grounded Theory as an emergent method for conducting social research inquiries offers benefits not available with quantitative research alone. GT offers the richness of nuances that are observed when watching people, how they behave, and what their likely actions will be in future situations or events. GT as an emergent method begins with the empirical world and builds up an understanding of it as events unfold and knowledge accrues or accumulates through inductive reasoning (Charmaz, 2008, p. 155). The use of GT, therefore, affords the advantages of flexibility for social scientists to study their research problems in unanticipated ways and newer directions than would otherwise be possible if they used quantitative research methodology which is quite narrow and limited as to its research objectives set out at the very beginning of a research study. In other words, let their research data lead them to wherever it might lead them to.

Thomas Hobbes Essay Example | Topics and Well Written Essays - 1250 words

Thomas Hobbes - Essay Example Man’s capriciousness is a threat to themselves and the desire for what others have gained in pursuit of the so-called equality without examining what can make them truly satisfied serves as self-destructive factors. Such claim could be further examined with Hobbes’s three principal causes of quarrel which are: competition diffidence and glory. The concept of the three principal causes can be associated with the example on man’s thrive to equality. In war, time hold a specific and essential role. c. Hobbes opined that time in war is as essential as time in weather. Bad weather cannot be measured with the amount of rain but the rainy days altogether; just as war where threat is not apparent in the battle itself but how long is it going to take for war to persist, because after the war, there is an assurance of peace. The state of war and argument is caused by man himself, and only he can make means to end it by making a pact or covenant in which both parties have t o observe. Section 2: Question 1 â€Å"J.J. Thompson claims...† According to J.J. Thompson, abortion is not always morally impermissible. She noted that a woman must be given the right to choose whether or not the baby should live, in case that the pregnancy was due to rape. She contends that the impermissibility of abortion is a case to case basis. And because of that argument she created thought experiments to further defend her view on that matter. There are few thought experiments she presented in her essay where one is an example analogous to pregnancy due to rape and the other is based on the concept of people-seeds. The first mentioned tells about you being kidnapped. A famous violinist needs your body so that he could live and so, he is ‘plugged’ into your body by some medical tube, where it should stay there for nine months (or more). The doctor said that you have no choice because until he recovers and removing the tubes would mean killing him. In the s ame way, pro-life views would say that abortion of pregnancy due to rape is still impermissible because the life in the womb is innocent, the same way as the violinist is innocent. Because of this, the woman in the example, and the woman being pregnant by rape has the same situation. Thompson further asserts that if right to life is given more weight than right to choose in any circumstance, it is just like saying that the person in the example does not have the right to remove the tubes from her body because it would mean murder; and murder is always and absolutely impermissible. The second thought experiment tells about â€Å"people-seeds.† Thompson argued that unwanted pregnancy even due to voluntary intercourse with contraception gives the mother the right to abort the baby because using contraception infers that the woman does not desire to have a baby. Thompson compared it to a person who puts in mesh screens so that pollens will not be implanted. If in case a seed drif ts in and takes its root, this gives the owner the right to remove it. Thompson’s arguments are direct to the point. She has clear associations which illustrate the points she wanted to express. However, she missed two points in her arguments which made her thought experiments unsuccessful. First, women have an in born motherly instinct and conscience and second, it is well documented that there is no 100% effective birth control method except for abstinence, so

Early Years Essay Example for Free

Early Years Essay Activity are planned to extend children learning and development area as they learn new words and able to build on their communication and language by describing and explaining what they are doing and asking question. This also extends their vocabulary example the children enjoy playing with weighing scales so I plan activities using different resources such as lentils instead of sand or dry pasta to learn numbers, sizes, quantities etc. Again activities are planned around sand and water play as it stimulates creativity, where children are encouraged to explore a range of resources to make something with wet and dry sand using their imaginations and sharing ideas. This helps children come out with all sorts of ideas which is very impressive. They make sand castles, make shapes with moulds and patterns in the sand with fingers and objects like small plastic rakes. They also make learning fun by using their finger to trace letters and numbers in the sand. Sand and water play activities are things I do with children that combine fun, learning, creativity and time together. This makes the children confident as in the early year’s foundation stage learning area talks of expressive art and design as it shows how children explore play with a range of media and materials, page 5. Children often request and choose to play in the water and sand area and I encourage that by focusing on what they are doing and why they choose what they do. This helps the children to take led in activities and make decisions on their own. They are able to explore a range of resource which would broaden their knowledge as they keep trying and creating their own ideas with it. Water and sand play is also helpful in teaching the children about the environment. The use of technology is ever increasing in early childhood settings. Children at my setting have access to use computers for educational games and software for learning such as e-reading, which they find engaging, interesting and refreshing. I believe that technology can impact both positively and negatively on children and the key is increasing the positive elements whilst simultaneously eliminating the disadvantages. Technology can be stimulating, educative and entertaining, which are positives. On the  contrast they can make children lazy and inactive. The fact that technology is changing at a very fast pace means that we must constantly reflect on the kind of careers and professions that children in our care will be undertaking in future. As a childcare provider I therefore embrace the reality that children of today are in a  technological world and must understand how its benefits can serve their positive development in all spheres of their life. Also the use of technology must be viewed as one of the many tools that children will use in learning and not an end in itself. Indeed in many cases, it represents one of the best ways of learning. For example, children who are keen on a profession in the IT industry must be encouraged to learn and be comfortable with technology from a very early age. As a childminder and provider of education to the children in my care, I have a responsibility to collaborate and work with children to empower and support them to be great citizens of the technological world, which they are very much part of. Indeed many of the important subjects that children have to learn such as mathematics, science and English are increasingly being delivered in part through greater use of technology in the 21st century. Technology plays a very important role in the development of children. This is because young children learn greatly through exploring and experiencing their world, and technology serves as an alternative resource in their quest to do so. Children use technology to learn and play, which is very useful for their development. In terms of their education it can help them with their literacy and n umeracy needs as they grow. There are many ways that technology supports their literacy development at the childcare setting and home as well. Children can link words to pictures using technology. For example, children can link words and their picture equivalents in a similar way to picture books. There are currently software’s that offer spoken versions of these exercises. Children are similarly able to create simple stories with the help of an adult. This may involve drawing simple pictures and typing up basic stories that goes with them. Technology also represents an exciting means for kids  to learn and feel comfortable with ICT before they proceed to pre-school. For example, children can draw pictures using a computer and write stories or record their stories for parents, teachers or friends to listen to. Children are hugely exposed to technology at their homes through the playing of games and finding clever ways of extending this through learning and activities makes it possible for them to have fun, discover and explore the bigger world out there. For example, technology if well explored allows them to develop their emotional and social skills such as sharing and taking turns in listening through watching age appropriate movies. It can also shape their approaches to learning such as developing various skills at their own pace and developing their attention spans. It can further enhance their language development skills through listening to read-aloud- books, which promote literacy. This is similar to (Brice Heath, 1982; Wells, 1985) who support the view that listening to stories being read aloud is significantly related to children’s knowledge about literacy on entry to school and to their later reading achievement (ST14 p50). Technology has and continues to impact on young children and as childminder I have a responsibility to ensure their experiences with technology are age appropriate and empowering for them. In my setting children have access to technology and play with all kinds of technology games in each play area. Children are influenced with the technology as they tend to exhibit it in their day to day activities. With reference to my appendix one, water and play areas have a few technology resources they play with, an example is the duck that changes colour in water. The children enjoy playing with it as they tend to get to shout out the colours and play the guess game amongst themselves to see who can guess the next colour. This encourages the children to talk to themselves and motivates them to think to get it right as children want to be the first to get things right. Other forms of technology such as the use of play stations and Xbox Kinect provide exciting and wonderful opportunities for children to learn and play at the same time. The use of motion sensors can measure how active children are whilst  participating in a variety of sports such as long tennis, football, golf etc. The use of these monitors to measure the extent of children’s physical development can act as both an evaluating and motivating tool. These and other technological advancement impact positively on physical development if well incorporated and provide a more accurate determination of physical activity levels and children involvement. The children do talk about other technology toys they use at home for example the changing colours ducks are used by some of the children at home for bath times and that influenced some of the children to know their colours and looking at that I was motivated to add that to my resources for the other children to experiences that and it has really helped. Again technology has a great impact on children’s physical development as it has taken over children’s upbringing. Whereas once children just played football in the garden or played with dolls house, run around playing hide and seek, technology is now an important aspect of growing up and children prefer to either sit and play computer games and this has made children less active as they hardly play outdoors and socialise. Children who play computer games at an early age can influence their behaviour for example if a game is violent and they are exposed to it then it may encourage negative behaviour either now or later. Children tend to play fighting games due to a game they have played previously. Equally an educational game will encourage learning and can encourage positive behaviour. If children play too many computer games at home then they may lose concentration in the classroom as they often become tired. In my setting during role play activities and dressing up, children always come up with characters they have observed in a game and share with other children. I do encourage activities which will develop them in their learning development in knowledge and understanding of the world as it explained in EYFS under specific areas understanding of the world. Children are encouraged to explore, observe and find out about people, places, technology and the environment page 5. Children also use the computer to create their own design and talk about them. I encourage them to use the printer to print out what they have designed in colour to make the picture stand out, as in Reader 1 chapter 17 page184; children were being encouraged to use the photocopy with the assistance of staff. This type of  technology makes children explore and learn different things. I do have polices and procedures for using some of the technological equipment in my setting as older children use mobile phones these days not only for making calls but for social networking, taking pictures and playing games. I do have a policy that restricts the usage of phones in my setting s as children takes photos and put them on social networking sites. I have a policy that limits the children to how long they can play computer games otherwise they soon become addictive. (EYFS section 3 talks about safeguarding and welfare of the children). In conclusion, children learn through many resources as in my water and sand audit, children were able to use measuring scales to learn their numbers and changing colour ducks to learn their colours. It can be said from the above discussions that there are enormous advantages and disadvantages of introducing technology to children from an early age. It is my view, however, that the positives far outweigh the disadvantages if well harnessed. Technology underpins a lot of activities in society right from schooling to employment and children deserve a head start to progress through other stages in their lives. Early introduction to technology makes children confident in their everyday use of ICT; enhancing children’s creativity and aiding their learning as they move on to other key stages in their development and growth. Technology helps children in the physical development, for example there are games that help children’s physical development like the tennis wii games which children physically use their hands and body to play. Again, in terms of numeracy there are a lot of uses to which technology could be put. For example, children can learn about patterns through using technology in activities such as building blocks; patterns in music and other activities that provide a sound basis for understanding mathematics and also encourage them to learn about their environment. Talking about the impact of technology on children was interesting example talking about both negatives and positives sides. The difficult part was trying to make references to back what I have written. I learnt how children explore and make things through different resources and materials and asking question to encourage them to think of ideas and solutions example talking to them about cold and warn water.

An Analysis of Oedipus the King :: Oedipus the King Oedipus Rex

An Analysis of Oedipus the King Here is a story where Oedipus the King, who has accomplished great things in his life, discovers that the gods were only playing with him. He has everything a man of that time could want; he is king of Thebes, he has a wonderful wife and children, and great fame through out the lands. He has lived a good life, but in the end everything is taken from him. The priests of Thebes have come to Oedipus to stop the plague that is killing the people of Thebes. They revere him for his knowledge, since he solved the riddle of the Sphix many years before and became the king. As the reader is introduced to Oedipus, they are given many facts about his life so that they become familiar with this man who has done great things. But Oedipus learns from his brother-in-law, Creon who he had sent to Delphi, that Apollo has placed this plague upon Thebes until they "Drive the corruption from the land, don't harbor it any longer, past all cure, don't nurse it in your soil - root it out!" Â ¹ Oedipus swears an oath before the priests and the chorus (which represents all people of Thebes) that the murderer would be found and driven from the land. Oedipus at the time does not realize that he has just condemned himself. By a strange twist of fate, Oedipus who was discarded by his great father at birth and was raised in a foreign land, comes back to his home land and kills his father, Laius, and marries his own mother, Jocasta. All of this is unknown by Oedipus making him "the tragic hero conscious or unconscious of his intentional tragic act?"Â ² Poor Oedipus discovers that he had killed his father and married his mother at the climax of the play when the Shepard is questioned. He states "I stand revealed at last - cursed in my birth, cursed in marriage, cursed in the lives I cut down with these hands!"Â ³ He then finds his mother after she has committed suicide and proceeds to gouge out his own eyes with her brooches. Here in lie's the real tragedy of this play. Oedipus was ignorant of the fact that his father had discarded him at birth because of another prophet's predictions, but the twist of fate reveals all, condemning him to loose all things dear to him and to be pitied by the his loyal followers and the audience.

Goal Setting Theory Essay

The idea that human behavior is motivated and regulated by goals and aspirations has long been recognized by psychologists. Goal-Setting Theory can be traced back to Edwin Locke and Gary Latham; they elaborated on the basic notion of goal setting and have described how this drives behavior in organization. Goal-setting theory helps to explain individual differences in motivation and performance. Goals are defined as the desired outcomes in terms of level of performance to be attained on a task rather that the desire to take specific section (Muchinsky, 2005). It is thus a person’s intention to attain developed goals that can serve as a principal determinant of motivation. For instance, as a student I have a goal of attaining an A grade on this subject which would motivate me to study well and participate more in class in order to achieve my goal. According to Locke, goals have motivational value for three reasons which are: goals serve to direct and focus our attention particular direction; goals help us to maintain task persistence; and the existence of goals tends to facilitate the development task strategies. Attributes of goals that make them motivating are the difficulty, acceptance, specificity and feedback to motivate performance. It has been viewed that goals that are difficult are more motivating than easier goals. For instance, a salesperson is going to be more motivated if he has a goal of making $10,000 in commission, rather than a goal of $5,000. The second attribute is the goal acceptance, wherein a person would believe that he can attain a particular goal set to him or by him. Goals are much more motivating when they are specified in a particular level of performance, example, an individual must be able to sell 10 units of apartments in the next month rather than ‘be a good salesperson’ which is very vague motivation. Attaining a goal is often a hard process; thus it is important that employees receive feedback regarding their progress and once a goal is accomplished a pleasurable emotional state called job satisfaction will be experience. Principles of goal-setting theory has been a very influential approach and one of the most valid and practiced theories of employee motivation in organizational psychology.

Bel Canto Historical Analysis

Historical Analysis In Ann Patchett’s Bel Canto, the setting is reflected off of the Lima Crisis, otherwise known as the Japanese embassy hostage crisis, which began on December 17, 1996. Bel Canto is a story on the events that happen in the house of a South American country’s vice president. It portrays the relationships of the characters and their feelings toward one another as well as explains the hostage situation. In the Japanese embassy hostage crisis, similar events took place, such as the actual overtake of a mansion which contained high-ranking military officials and others of a high social standing.Both settings deal with the releasing of hostages in exchange for demands that were never met, which led to the resolution of both the Lima crisis and Patchett’s Bel Canto. Bel Canto reflects the historical Japanese embassy hostage crisis, although Bel Canto has a third person omniscient point of view of the occurrences on the inside of the mansion. Bel Canto imitates the incidences of the Japanese embassy hostage crisis.The Japanese embassy hostage crisis was a 126 day hostage crisis where members of a revolutionary movement known as the Tupac Amaru Revolutionary Movement had taken over 600 hostages, a decent amount of which were high ranked military officials and other well-known ambassadors. The MRTA, led by Nestor Cerpa, took over the highly fortified residence of the Japanese ambassador. Cerpa proclaimed that he would release any of his hostages who weren’t involved with the Peruvian government, and they did so. The MRTA eventually release all the captives except 72 men.The original plan of this takeover was to change the ways of the government. In Bel Canto, although the terrorists originally came to take the president, they were a rebellious group from the country and wanted changes in the government. The rebels demanded a few things in return for the safety of the hostages. They requested â€Å"The release of their membe rs from prison; a revision of the government’s neoliberal free market reforms, and they protested against the cruel and inhumane conditions of Peru’s jails† (Japanese embassy hostage crisis).In Bel Canto, the rebels have demands as well: ‘The terrorists having no chance to get what they came for, decided to take something else instead, something they never in their lives knew they wanted until they crouched in the low, dark shaft of the air-conditioning vents: opera. They decided to take that very thing for which Mr. Hosakawa lived. ‘(71). Both terrorists wanted demands out of their seizures of the mansions. In both Bel Canto and in the Japanese crisis, a Red Cross official was the ‘negotiator. He attempted to setup a barter system to which the terrorists would get supplies so long as they give hostages back in return. In the Japanese crisis, Luis Cipriani had worked on getting a deal that would allow the terrorists to be let go into Cuba as exi les. This negotiation failed, as did some of the consultations from Bel Canto. Messner, the negotiator, attempts to make several negotiations with the terrorists, throughout the novel. Although both mediators do try to work the situations out with the rebels, they are not able to meet the standards of the negotiations.In the end of both Bel Canto and the Japanese embassy hostage crisis, the terrorists were killed. They were not done in the same fashion, although the hostages were saved. In Bel Canto, the terrorists allow the hostages to be outside, and one day while they are together, a group of government troops come and shoot all the insurgents, as well as Hosokawa. In the Japanese crisis, a military assault overwhelmed the rebels and forced them to either surrender or be shot and killed. Bel Canto is very much reflected upon the happenings of the Japanese embassy hostage crisis.The similarities of the negotiations between the outside world and the mansions, the motives for invasi on, and the format of how the situations end are all closely related. The book may not have total accuracy of the Lima crisis, although the internal view of the occurrences in the mansion provide a different side of the hostage situation. Works Cited Japanese embassy hostage crisis. † Wikipedia. Wikipedia. Web. 23 Jan. 2013. . Patchett, Ann. Bel Canto. 2005 ed. New York: HarperCollins, 2001. Print.

An analysis of anti-terrorism legislation essays

An analysis of anti-terrorism legislation essays At a time of national crisis, I think it is particularly apparent that we need to encourage the study of our past. Our children and grandchildren-indeed, all of us-need to know the ideas and ideals on which our nation has been built. We need to understand how fortunate we are to live in freedom. We need to understand that living in liberty is such a precious thing that generations of men and women have been willing to sacrifice everything for it. said, Lynne V. Cheney on, October 5, 2001. Since the tragic unfolding of September 11th, America has created ways to protect our freedoms from further terrorist attacks; however, some claim the steps taken, to protect our freedoms, undermine our constitutional rights and freedoms in order to protect those same freedoms. Much criticism has passed over the speedily passed USA PATRIOT Act, and over the currently debated Homeland Security Act. Is America taking the right steps in its attempts at preventing terrorist attacks or is its latest anti-terrorism legislation only harming the American freedoms on its own? In Fall 2001, when it became apparent that anti-American terrorism was indeed a formidable threat, a general consensus was made that some sort of action should be taken to prevent further attacks on American freedom. The more difficult question was how to properly handle the prevention of terrorist threats affectively. One of the quickest pieces of legislation to be passed as a result was the USA PATRIOT Act (Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism). The USA PATRIOT Act became law on October 26th, 2001 barely over a month after the 9/11 attacks. The large act was originally praised for the quickness the Bush Administration used in preparing it and getting it passed; however a growing number of people became worried about the wording of the act and the power it grants in its broadened ver...

The Best Question to Ask in an Interview to Impress Your Interviewer

The Best Question to Ask in an Interview to Impress Your Interviewer Every interview is a source of stress. You need to prove yourself by answering all the questions relevant to the job correctly (and well). But you also need to stand out from the crowd. While the first thing depends a bit on your field, the second is universal. Here’s the bottom line. In an interview situation, you and your future employer are both trying to figure out whether you would work effectively together. They want to know whether you will succeed in the position. You do too! So how do you find out? Try asking the following when it comes time for you to ask â€Å"whatever questions you might have†:â€Å"How would you define success for this position?†Right away, you’re going to get insider information. Your interviewer is about to spill the holy grail with juicy tidbits such as: strategies and specific skills the job requires, priorities the job demands, and the culture of the company itself.You ask this question and it will be immediately clear th at you’re taking the job and the process seriously. You’ll have expressed interest in the nuances of the job, and you’ll show off some truly snazzy communication skills while you’re at it.It won’t guarantee you’ll get the job, by any means, but it will put you in a great position to see whether you’d find it a good fit, and to prove that you should be a strong contender.

Lesson Observation Essay Example | Topics and Well Written Essays - 500 words

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