Causes of the Charkha Dadri Mid-Air Collision

Causes of the Charkha Dadri Mid-Air Collision Introduction On 12th November in the year 1996 over the village of charkha Dadri, the fateful charkha Dadri mid air collision, involved two Saudi Arabian airlines Boeing 747-100B that was en route to Dhahran from New Delhi, and a Kazakhstan Airlines IIyushin II-76 that was en route to Kazakhstan from Shymkent (Cooper 2). The crash caused total fatalities of 349 people who were on board in the two planes with no survivors making it the world’s deadliest mid air collision and the deadliest aviation accident to occur in India. The accident was rated as the third- deadlist aircraft accident in the history of aviation behind Tenerife airport disaster and Japan Airlines (Cooper 4). Facts about the accident According to the investigations carried out the Boeing 747-100B from Saudi Arabian airlines, which was registered as HZ-ALH (SVA763) was flying from Indira Gandhi int’l Airport Delhi India to Dharan international airport Dhahran Saudi Arabia with 289 passengers and 23 crew member making it a total of 312 people on board (Burns 3). The second aircraft wasUN-76435 (KZA1907) a llyushin II-76 operated by the Kazakhstan airlines flying from Shymkent int’l airport to Indira Gandhi int’l Airport with 27 passengers and 10 crew members making it a total of 37 people on board. The SVA763 departed from New Delhi at 18:32 local time while the KZA1907 was at the similar time descending to make its landing at New Delhi (Burns 2). The two flights were under the approach controller VK Dutta. KZA1907 was cleared to go down to 15,000 when 74 miles from the airport while the SVA763 which was also travelling on the same airway but in the opposite direction was also cleared to ascend to 14,000 feet eight minutes later (Burns 4). At 18:40 local time KZA1907 gave a report to have reached its assigned altitude of 15,000 feet but was lower at 14,500 feet at was still descending (Burns 2). When the controller Dutta called the KZA1907 again he received no reply, he tried to warn of the other flight’s distance but the timing was too late. The two aircraft collided where the tail of KZA1907 cut through the SVA763’s left wing and the horizontal stabilizer. The crippled Boeing after being hit lost control and went into hasty descending twisting motions towards the ground with a huge fire trailing from its hit wing (Ashraf 3). Due to the stress in the air the Boeing broke up in air before the wreckage hit the ground with an estimated speed of 1,135km/h. Owing to the speed that the plane was descending with it was almost impossible for anyone to survive the crash. On the other hand the IIyushin remained structurally unbroken as it went in a firm but fast and hysterical dive until it crashed in the field (Cooper 4). After the arrival of the rescuers, they discovered four critically injured passengers from the IIyushin carried first aid and rushed them to the hospital. The four injured later died due to the fatal injuries they succumbed. Connectively, other two passengers from the Saudi flight also were found to have survived the fatal crash as they were still strapped to their seats on the wreckage aircraft. However, due to internal injuries the two passengers also died soon after the rescue (Burns 3). Thereby making it that there were no any survivor from the mid air collision as all the passengers and crew members in the two aircrafts died. According to the only eye witness to the accident, Captain Timothy J who is a pilot attached to the United States Air Force, he described the event as fatal where he saw a huge cloud that was lit up through an orange flame. The crash happened about 60 miles west of Delhi , the Saudi aircraft crashed near Dhani village which is in Bhiwani district while the Kazakhstani aircraft wreckage hit near Borohar village in Rohtak district (Ashraf 3). Human Factors After the investigations were carried out the Saudi Arabian airline took its Boeing 747 cockpit equipment to London England rather than India while the Kazakh place was taken to Moscow. The ultimate failure was attributed to the Kazakhstan airlines flight 1907’s pilot neglecting to follow the ATC instructions. Alternatively, whether there were cloud turbulence or communication problems (Ashraf 2). According to the commission of inquiry that was set up to establish the main cause of the accident, it was concluded that the accident main cause was the fault of the Kazakhstani II-76 Commander who as per the FDR evidence had descended from his assigned altitude of 15,000 to 14, 500 feet and afterwards even lower. It was due to breach of operating procedure which every pilot is expected to follow without deviation as it gives guidelines on how to steer the aircraft. The report also indicated that deficient of English language experience on Kazakhstani aircraft pilot’s part si nce they were entirely, dependent on their radio machinist for connections with the ATC (Cooper 4). Another factor that contributed to the crash in the Kazakhstani aircraft was that the radio operator did not have his own flight instruments he had to look over the pilots’ shoulder for his to access the reading. According to the report from the Kazakhstani officials the aircraft had descended while the pilots were fighting turbulence inside a thick cumulus clouds. It was also established that Indian air controllers also were complaining that pilots from Kazak occasionally, puzzle their calculations since they are familiar to using the metric structure to standardize height and distance. Kazak pilots normally use different methods of calculation while the rest of the world use nautical miles and feet (Burns 4). It was also established that the Kazakhstani 1907 radio operator discovered that they were not flying at the assigned 15,000, feet and requested the pilot to ascend further. The captain issued instructions for full throttle and the aircraft ascended a little only to hit the oncoming Saudi planes. It is always said that the Kazakhstani pilots had failed to climb slightly, their aircraft would have slightly passed beneath the Saudi plane (Burns 11). Moreover, the Indira Gandhi international airfield did not have secondary surveillance radar as required by aviation laws. The radar is used in providing extra data for example the aircraft’s identity and height by reading the transponders signals. Additionally, the New Delhi civilian airspace had one air corridor for arrivals and departures, most airports separate departures and arrivals into separate corridors this was since the rest of air space was taken by Indian Air Force (Ashraf 6). Conclusion After the Charkhi Dadri mid-air  collision recommendations were made for the airspace and the airport so that they could avoid such future catastrophe among them were installation of secondary radar in the air port. Secondly, a mandatory collision avoidance equipment n all commercial aircrafts operating in Indian air space and reduction of airspace over New Delhi which was initially under the Indian air force. The Kazakhstani pilots were also to be retrained in using world wide readings of nautical miles and feet so as they can be as the rest of world wide pilots. Works cited Ashraf, Syed F. Charkhi Dadri collision report expected this weekend. Rediff (New Delhi). 2013. print. Burns, John F. (14 November 1996). Indian Officials Gather Evidence on Midair Collision. The New York Times. 1996. print. Cooper, Kenneth J. At Least 349 Are Killed in Collision. The Washington Post. 1996. print

David Suzuki Essay

David Suzuki is an award-winning environmentalist, scientist and broadcaster. He also dabbles in radio and television series that go into detail about the complexities of the natural sciences in an easy and fascinating way. Finish Intro Paragraph – any tips, mother? David Suzuki is first and foremost, a geneticist. He graduated from Amherst College in 1958 with an honors degree in biology. He moved onto graduate school at the University of Chicago with a PhD in Zoology. Suzuki’s first academic position was an assistant professor in Genetics at the University of Alberta. After his assistant practices at Alberta, he moved on to where he now resides, at the University of British Columbia. David Suzuki has been honored with many awards. In 1972, he was awarded the E.W.R. Steacie Memorial Fellowship for being an outstanding research scientist under the age of thirty-five and he held that award for three years straight. He won many academic awards and holds twenty-five honorary degrees in Canada, the United States, and Australia. Suzuki has written fifty-two books, including nineteen children books. He wrote a textbook, in 1976, named An Introduction to Genetic Analysis that is the most widely used genetics textbook in the United States. This book has been translated into many other languages, including Italian, Spanish, Greek, Indonesian, Arabic, French, and German. Suzuki has not only tinkered around in writing, but broadcasting as well. In 1974, he developed and hosted a science program called Quirks and Quarks that was displayed on CBC radio for four years. Since then, he has presented two documentary CBC radio series relating to the environment, named It’s a Matter of Survival and From Naked Ape to Superspecies. His national television debut began with CBC in 1971 when he wrote and hosted his two season series, Suzuki on Science. He created and hosted a number of television specials, and in 1979, he became of host of The Nature of Things with David Suzuki, which rewarded him with numerous awards. He participated in a series, A Planet for the Taking, which won an award from the United Nations. In 2002, he received an award for his broadcasting excellence. David Suzuki is also a world leader in sustainable ecology. He is the recipient of many world-known prizes and medals, and has been granted with the Right Livelihood Award, which is known as the Alternative Nobel Prize. Not only has he received awards and presented series, but also he has co-founded his own Foundation. Suzuki felt as  though he was just â€Å"a messenger telling people about the crisis that is happening† and that he didn’t have any solutions (Suzuki 219). As he was working on making people more aware, he was receiving feedback of people feeling motivated from his words. With this feedback, Suzuki realized that he â€Å"had a responsibility to suggest potential answers† (Suzuki 220). With the help of Tara Cullis, an award-winning writer and former professor at Harvard University, the David Suzuki Foundation was instituted on September 14th, 1990. The goals of the Foundation are to protect the climate, create livable communities, establish environmental rights and justice, transform the economy, connect with nature, and build the community. The David Suzuki Foundation has worked with doctors to fight for clean air, published energy solutions, brought voices from NHL hockey players and Olympic Skiers to advocate for going carbon neutral, helped governments ban pesticides, protected species at risk, researched contaminants in farmed salmon, and worked with chefs to switch to sustainable seafood. The Foundation has even addressed economics, assessing the value of greenbelts (an area which is kept and reserved to ensure that there is open space), farmland, and other ecological services, and published a guide on how businesses can shrink their environmental impact. Nat ure sustains the economy. At least that is what Herman Daly, a senior economist at World Bank and teacher at University of Maryland’s School of Public Affairs, states in David Suzuki’s (and Holly Dressel’s) book, From Naked Ape to Superspecies. Daly states that, â€Å"’you sacrifice some of the natural system when you convert it into man-made things’† (Dressel and Suzuki ?). There needs to be a balance between the costs and benefits. In the past, there hasn’t been a focus on that balance. A cause of this unbalance and sacrificing lays with corporations. In Professor Brad Howard’s Journalism 190 class, the movie, The Corporation, was assigned for the students to watch. The Corporation is a Canadian documentary film that examines the modern-day corporation. The corporation is legally bound to put its bottom line ahead of everything, even the public good. In From Naked Ape to Superspecies, corporations are explained from a variety of sources. Jane Ann Morris, a corporate anthologist who works with a group called Program on Corporations, Law, and Democracy, stated that corporations have squeezed themselves into democracy, replacing the human persons. Even though the corporations are not people, they have been given  the same rights. The corporations are â€Å"reducing the rights of humans† (Suzuki and Dressel ?) and putting itself ahead of the people. According to the textbook in Brad’s class, The Problem of the Media by McChesney, â€Å"corporate societies† or â€Å"corporations† are corporate bodies that are legally authorized to act as a single individual. Brad assigned an academic journal for us to read, called Corporations, Democracy, and the Public Good by Stephen Barley. Barley states a thesis about the republic, â€Å"people are now separated from their representatives by an asteroid belt of organizations and among the most powerful of these are corporations and their trade associations† (Barley 203). In an interview with Lynette Thorstensen in Habitat Australia, David Suzuki stated that this situation with the corporations is not beyond the people’s grasp just yet. What is needed to occur are regulations and controls on the global level. An example that Suzuki provides is if a multinational company was found to be profiting through the dumping of wastes, the company should be fined to such a degree that continuing to behave like a pirate would cost more than the actual profit. Suzuki thinks that we need to keep the corporations exposed. David Suzuki is related to journalism and corporations, or at least his opinions are. Sustainable ecology is related to journalism and corporations. David Suzuki is a world leader in sustainable ecology. In order for the environment to be protected, the government needs to be involved. In order for the government to prosper, the environment needs to be cared for. As an environmental enthusiast, I had no clue that corporations played such a crucial role in the environment issues. Not only was I unaware about how the corporations were linked with environment issues, but I did not know that David Suzuki had ever addressed it. I think that’s something that Brad has tried to include in the class – corporations and their hiding. The reason I didn’t know corporations were involved in this issue, was because corporations influence the media and by their influence, they wish to be invisible in their link with th ese issues. Framing is what they call it. Framing is where a news media puts the shareholders first. If a corporation invests in a news media, the media shapes the information being shared and how we see topics/issues. So, I didn’t get to see the corporation’s influences, since they didn’t want the public to see them. Framing is a popular topic in Brad’s class. The media  frames issues all over the place. So once I discovered that issue among David Suzuki’s research, my mind was opened and aware. I think it all brings a new light to David Suzuki. Not only does David Suzuki care about the environment and protecting it, he cares about the impact of the government and corporations. David Suzuki †¦ any tips for the conclusion, mother?

Personal Philosophy of Education Essay

Teaching is mostly a social activity; it begins with social interactions between teachers, students and their peers through conversation and demonstration. The information received in these social interactions is then processed cognitively in their working memory and hopefully stored in their long term memory. This learning process has two main stages the social stage and the cognitive stage which then can be broken down into many other stages. Given that that social interaction and cognition are in my opinion the most fundamental parts of learning I have gained much interest in Vygotsky’s sociocultural theory. The true direction of the development of thinking is not from the individual to the social but from the social to the individual’, (Vygotsky, 1986, p. 36). This idea argues that the social relationship between the teacher and learner is crucial in their cognitive development and that the information learned by the student is not simply passed down from the teacher but it is constructed internally through mutual social interactions. The importance of social interaction means that as a teacher I must use every opportunity I can to allow students to be involved socially while building their knowledge. This will involve planning lessons which involve carefully guided class discussions. This allows students to express their views while the teacher can guide their thinking and correct them if needed. I believe learners mostly process new information by comparing it to previously stored information. In many cases the teacher may need to show the student how it is related to the new information by comparing it to what the student previously learnt. It is the teacher’s job to bridge the gap between known and unknown and I believe this is best described using Vygotsky’s zone of proximal development. Vygotsky (1986) argues that it is the teacher’s job to assist the student to build on their previous knowledge rather than just provide them with new information, turning them into passive recipients. Allowing students to process information critically with some guidance leads to better understanding and allows students to regulate their own learning. In order for this to be effective the teacher must be aware of the different ability levels of the students as if the information is placed outside of their proximal development zone they will be only memorising information without truly understanding its meaning. In my classroom I would aim to have knowledge of all my students’ abilities so that I may pose questions within their zone of proximal development which will then deepen their understanding of the topic. There are many simple ways of doing this such as giving analogies that compare pieces of information in a way that they understand or by giving them hints about the correct method to solve the problem. Education is a lot more complex than having knowledge of relevant theories. This is due to the huge diversity among students who may have different ethnicity, socio economic status and moral values. These are all external factors which are mostly out of the teachers control and while it is important to consider these differences I believe motivation is the key to allowing students to get the most out of their education. Current views conceptualise motivation as a dynamic and complex phenomenon comprising many cognitive, affective and social processes that instigate, direct and sustain action (Pintrich & Schunk, 2002). Given that motivation is sustaining the student’s interest in their learning it is up to the teacher to keep them motivated. A cognitive approach to motivation is achievement motivation which allows students to build on their successes by motivating them to be successful in the future. This can only be achieved if the knowledge is within the student’s ability which once again reinforces to me the importance of being aware of my students’ abilities and using their zone of proximal development to its full advantage. Having the ability to motivate and understand students differences are traits which I believe are essential for a successful teacher but in order to possess these abilities the teacher must first be able to build a quality relationship with the students. When there are high levels of closeness and low levels of conflict and dependency, students are more likely to be motivated to succeed, to feel successful in educational pursuits and, consequently, to perform better than students without such supports (Koomen, Zee, Van der Veen 2013). The research shows that positive student teacher relationships not only improve academic achievement but allow students to work more independently. As a teacher I will strive to build these quality relationships in which I can allow students to work independently with some guidance. This will allow more freedom in their learning and will ultimately motivate them towards better academic achievement.

The Ethical Dilemma Of The Death Penalty - 1814 Words

Chapman Evans Dr. Jarrod Brown Law, Morality, and Philosophy 9.22.17 The Ethical Dilemma of the Death Penalty as Viewed From a Utilitarianist and a Deontologist Viewpoint There are many ethical issues that beset our society in this day and age. This paper will discuss the ethological dilemma of the death penalty from the perspective of the philosophical outlooks of Utilitarianism and Deontology, present arguments in light of both, and proceed to show why Deontology offers the best insights into the justification for the death penalty. The death penalty, also known as â€Å"capital punishment†, is, â€Å"the sentence of execution for murder and some other capital crimes (serious crimes, especially murder, which are punishable by death).† (Death†¦show more content†¦Using this definition, Mill’s version of Utilitarianism would only agree with the death penalty IF the death of the criminal maximized the happiness of that specific society. A Utilitarian is one who believes that an action is morally right or wrong based on the effect it has on a society’s happiness. If the end result causes a decrease in society’s overall happiness, then the action would be deemed morally wrong. The opposite is true as well; individual actions that proceed to increase the overall happiness of a society are pronounced as morally just and are highly desired. This viewpoint characterizes an individual as notable, if and only if their personal sacrifice for others results in the greatest possible happiness for the society at large. In Utilitarianism, happiness is the only thing desired and is what all humans aim for as an end result. When applying Utilitarianism to the ethical dilemma that is the death penalty, the answer is never that people should be killed for punishment of a crime, but rather that it should be done to stop further crime. Hypotheticals are made to argue against the death penalty, saying that the person killed could go on to do something great for society. By that same logic, the person could go on to kill hundreds of people. The death penalty is the rite of passage to the afterlife from the repercussions ofShow MoreRelatedDeath Penalty : An Ethical Dilemma1184 Words   |  5 Pages Death Penalty: An Ethical Dilemma Philosophy branch which streamlines, protects and guides the concepts of being correct or incorrect is referred as Ethics. People learn this concept from their parents who got it from their parents and it is a chain. However philosophers claim that it is people’s belief which decide ethics along with human intuition. An individual at singular level conscientiously decides what is right and wrong and define a limit of pushing ethical behaviour and moralityRead MoreThe Dilemma Of The Death Penalty1703 Words   |  7 PagesThere are many ethical issues that beset our society in this day and age. 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The prevailing issue with ethics is that it is extremely difficult to measure. A person’s moral fabric is largely based on their particular personality traits, as well as, their psychological state and environmental influences. Many believe that ethics are tied to a person’s conscience, and that good morals are often facilitated by a strong religious background. Furthermore, a person’s moral development can be linked to their economic situationRead MoreExplain What Informed Consent Is In Re spect To Human Dignity Essay1538 Words   |  7 Pagesfor someone who don’t believe in something; we have to remember the patients are in control. For instance, do not resuscitate orders in some culture would be considered unacceptable; therefore, we have to do everything to prevent death. https://www.aarc.org/webcasts/ethical-decision-making-in-respiratory-care-2/ 2. Explain what informed consent is in respect to human dignity. 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The Importance Of Being Used During The Classical Period...

In the first movement of Wolfgang Mozart’s piece Eine Kleine Nachtmusik, it presents numerous features of what is being used during the classical period of music. The recording that was made by the Prague Chamber Orchestra is a good way to hear all of the classical features in the first movement. The first movement is the first track on the album that was published in 1985. While it has an excellent recording of the movement, it is not a traditional quartet but a larger ensemble. Along with that, the score to the piece itself is a good aid to see the features presented as well. It is a good visual aid to pinpoint where the classical features are in the first movement, and it is good to use along with the audio recording so the listener can see where the features may be without fully analyzing the movement, despite it being a mini score. With its features, it is also in a very popular form that was used during the classical period. In his article â€Å"Sonata Formâ₠¬ , James Webster breaks down and describes what sonata form is and how it was used. He also briefly discusses the distinction between sonata form and its other related forms even though the first movement to Mozart’s piece is in one version of the sonata form. One biography about Wolfgang Mozart, which was found on The Biography.com, discusses his entire life. They talk about from when he was just a child learning to how no one knows he died. Although it does go into great detail, it does not mention hisShow MoreRelated The Viennese School Essay824 Words   |  4 Pagesfor some of todays most popular classical music. This school of composers started during the Classical Period, 1740-1825. At the time the Austrian capital of Vienna was the musical center for composers, which soon became reason for many of the changes that were made to musical style. Composers came from all over Europe to train in Vienna in the classical time period. One of the great composer that came to Vienna is Franz Schubert he soon started a style of music called Viennese School that madeRead MoreRomanticism in Music1653 Words   |  7 Pagestwentieth century. Drastic changes in the arts took place over the course of this time period. During this movement, much emphasis was placed on emotion and imagination in the arts. Prior to the Romantic Period, music had been seen more as recreation and njoyment than as an integral part of culture. The term Romanticism was first used in England and Germany in reference to a form of literature. It soon after spread to music and the visual arts. Romanticism was largely a product of two important revolutionsRead MoreThe Origins Of The Percussion Family1310 Words   |  6 Pagesa 1237 CE manuscript. This document, written during the Crusades, depicts two â€Å"long trumpets† and a pair of mounted â€Å"kettledrums† with battle flags and standards. The date of this manuscript indicates the Arabic and Persian origins for one of the major instruments in the Janissary classification, the Timpani. In addition, the Ottoman Expansionism throughout the 1600’s gave the Western world a large amount of exposure to the Turkish military band music and instruments. Many of the militarily effectiveRead More Music Essay936 Words   |  4 Pages Mozart composed many operas of which his most loved are The Marraige of Figaro, Don Giovanni, and Cosi Fan Tutte. His last opera, The Magic Flute, has charm and intelligence, even though it was written when he was sick and depressed. Ironically, during the same year that he wrote his last opera, a stranger approached Mozart and asked him to write a Requiem Mass. Although the strangers motives and identity were unclear, Motzart began writing the Requiem Mass that was requested. 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At first, percussion was introduced into Western Classical music as a means of getting exotic and unusual sounds for composers, and that trend continued all throughout the Romantic era, and even to the present. ThisRead MoreMus 468i Midterm 1 Essay776 Words   |  4 Pagesbasic types of music heard in original scores during the silent film era and cites specific examples from The Birth of a Nation. (10 points) Adaptations of classical works, arrangements of well-known melodies, and newly composed music are the three basic types of music that is heard in The Birth of the Nation. Adaptations of Classical Works involve large action and dramatic scenes in most cases, but, Mass a passage in the Birth of the Nation that was attributed to Mozart that was used for the endingRead MoreThe Music That Have Changed The Face Of Music1375 Words   |  6 PagesCountless studies have been released claiming classical music could increase babies’ intelligence. The importance of music is vast and affects every individual in a multitude of ways. Throughout the course of history, there have been artist that have changed the face of music as we know it. Two important composers to the course of music’s history are Ludwig van Beethoven and Franz Liszt. While both composers certainly have similarities in their music, there are also multiple differences that separateRead MoreAnalysis of Mendelssohnà ¢â‚¬â„¢s Italian Symphony1023 Words   |  5 PagesIntroduction Felix Mendelssohn was one of the most famous composers during the 19th century. Although in his music he did show some features of romanticism, he was strongly influenced by traditional genres such as counterpoint etc. In this essay, the biography of the composer, background of the genre and analysis of the piece will be investigated Biographical Sketch of Mendelssohn Mendelssohn was born in Hamburg in 1809. 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The Civil Rights Movement And The Feminist Movement

There was a time when social classes were most easily identified through material goods and possessions. Whether wealth was gained through inheritance or hard work, it was the luxury items that made the most visible and tangible statement regarding a person’s social status. Men could rely on a large house or expensive car to proclaim the success they had earned. It was much more common to see women adorned in jewels, designer clothes, and furs as symbols of her upper class status. The extravagance of a woman’s appearance was a reflection of the success of her husband, so it was natural to indulge her desire for expensive material possessions. Times have since changed. Gender roles and expectations have evolved just as the societal lines dividing the social classes. Where populations were once divided in two broad groups, aristocracy and commoners, social stratification has deepened and expanded. The Industrial Revolution, Post World War Two technological advances, the C ivil Rights Movement and the Feminist Movement have each played a significant role in the development of the class system of modern society. The widespread use of credit has done the most to blur the lines of social status distinction, but has not stopped advertisers from relying on the conventional standards of using luxury items to offer the appearance of elevated social status. Even with the blurring of class lines, advertisers continue to reinforce the preconceived notions that social position is relatedShow MoreRelatedA Sociological Look at the Feminist Movement the Civil Rights Movement1686 Words   |  7 PagesThe Feminist Movement The Civil Rights Movement Lauren Greene SYG2000 Tuesday/Thursday 5:00 pm December 9, 2012 Social Movements Impact Western Culture For centuries, large groups of individuals have come together to oppose prevailing ideas, challenge conformity and promote great change in beliefs, government policy and overall social reform. Whether it is an instinctual component of human existence or a way of survival as learned from previous generations, social reformRead MoreAffirmative Action : The Feminist And Civil Rights Movement1813 Words   |  8 PagesAffirmative Action should remain in place with no changes because America still needs to proactively provide women and minorities with educational and employment opportunities. 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Disrespect of an Nco and Disobeying a Direct Order free essay sample

The effects of disrespect of a non commissioned officer and the effects of disobeying a direct order. On 25 of August 2011, I accompanied SGT Williams off post. Although it seems to be nothing at all by that statement. The consequences of that night and the things I should have done are possibly going to cost a good NCO his career, and landed me in this punishment. Before I get in to the actual circumstances of this incident I want to cover my references Article 92 and article 89 of the UCMJ. First what is UCMJ? The Uniform Code of Military Justice (UCMJ) is the base of military law. The UCMJ is a federal law, enacted by Congress in1950. The UCMJ was based upon and replaced the Articles of War. Which had been in various forms since 1775. Articles 77 through 134 of the UCMJ are known as the punitive articles,. Specific offenses which can result in punishment by a court-martial. The law requires the Commander-in-Chief (The President of the United States) to implement the rules of the UCMJ. The President accomplishes this by an executive order known as the Manual for Court Martial or MCM. Chapter 4 of the MCM covers , and expands on the punitive articles. The MCM divides the punitive articles into six parts: The text, elements of the offense, an explanation, lesser included offenses, maximum permissible punishments, and sample specifications. To facilitate order and discipline society as a whole need laws. The military no matter what branch of service and or job is no different. The military has a special set of rule and regulations separate for khedivial laws that we also have to fallow. These are specific to laws of war, conduct, discipline area s that hold the military to a higher standard of professional conduct that is needed to perform the task at hand. Some of the things that are not illegal in regular sociality that are highly frowned upon are illegal my the standers that we as soldiers live by. Although UCMJ is just one of the tools used to monitor a military personals conduct, it is the most important because of it being the base for all of military conduct. Next I am going cover the violations of my personal conduct. Article 92 and Article 89. Uniform Code of Military Justice (UCMJ) ? ART. 92. FAILURE TO OBEY ORDER OR REGULATION: ? Any person subject to this chapter who- (1) violates or fails to obey any lawful general order or regulation; (2) having knowledge of any other lawful order issued by any member of the armed forces, which it is his duty to obey, fails to obey the order; or (3) is derelict in the performance of his duties; shall be punished as a court-martial may direct. (http://usmilitary. about. com/library/milinfo/ucmj/blart-92. htm) . In the most sever instances disobeying a direct order can result in loss of life. The fact of being stationed in Korea it can also result in a major hurtle that the relationship of the Republic of Korea and The United States have to get over. We have seen evidence of this many times. The protests of post, and the constant revisions to policy. Failure to obey orders is an example of lack discipline. One of most detrimental things that will cripple the United States Army is a lack of discipline. If you think about it discipline is the first thing you are taught while in basic training. With out this the military would be nothing but a bunch or random people with out any sense of responsibility, duty, respect, or order. This applies to a broad spectrum when dealing with the military. There are many things as soldiers that we would rather not do. It is sense a discipline and duty that keeps the United States Army so effective. Everything from the patrols we go on, deployments, guard duty and myriad of other things that the Army requires us to perform. All in all the military as a force would completely crumble as an organization and be completely dysfunctional. As soldiers we take an Oath when we enlist in the Army. Part of that is â€Å"I will obey the orders of the President of the United States and the orders of the officers appointed over me, according to regulations and the Uniform Code of Military Justice. † (http://usmilitary. about. com/od/joiningthemilitary/a/oathofenlist. htm) When an enlisted personal take this oath, it is not meant to be fallowed as you feel it benefits your personal goals and agenda. â€Å"Uniform Code of Military Justice (UCMJ) ART. 89 DISRESPECT TOWARD SUPERIOR COMMISSIONED OFFICER Any person subject to this chapter who behaves with disrespect toward his superior commissioned officer shall be punished as a court-martial may direct. † (http://usmilitary. about. com/library/milinfo/ucmj/blart-89. htm). By disobeying my order to no drink with SGT. Williams I disrespected SSG. Bryant. Disrespect of NCOs’ is a sign of a lack of discipline. Again disapline is one the things in the Military as a whole is what holds the system together and allows the militaty to function properly and accomplish the mission. Leadership is what holds the Army together, without a good leader nothing would be accomplished. The Army’s strict definition for leadership is competent, confident, and agile. In FM 6-22 it explains who, what, and how a leader should be. All Army leaders should follow the BE-KNOW-DO concept. A leader must BE- the values and attributes that shape ones character. They should KNOW- about tactics, strategic, and logistics of the Army. What leaders DO- is in relation to the influence they have on others, in providing purpose, direction, and motivation. The makeup of an Army leader is a strong intellect, physical presence, professional competence, high moral character, and serves as a role model. With these qualities they should be able to act at a moment’s notice. A leader must give clear directions to allow their subordinates to modify plans and orders to adapt for changing circumstances. All leaders should mentor, teach, and show by example. As always they will live by the Army Values, and the Warrior Ethos, which applies to all men and women of all ranks and grades. Everyone in the Army is part of a chain of command and the functions in the role of leader and subordinate. Being a good subordinate is part of being a good leader. As a whole LEADERSHIP spells out the army values. Loyalty: Bear true faith and allegiance to the U. S. constitution, the Army, your unit and other soldiers. Duty: Fulfill your obligations. Respect: Treat people as they should be treated. Selfless Service: Put the welfare of the Nation, the Army and your subordinates before your own. Honor: Live up to all the Army Values. Integrity: Do what’s right legally and morally. Personal Courage: Face fear, danger, or adversity (physical or moral). Living the Army Values means abiding by them everyday in everything we do. Around the end of June, SSG Bryant came to me after I had went out with SGT Williams and in a very serious tone asked me to not go drinking with SGT Williams. He informed me that Sgt Williams has a drinking problem that was observable by anyone who drank with him. I was told not to drink with him at all. Not in the barracks, anywhere on or off post. I told SSG. Bryant that I understood and Agreed to fallow the order that was just given to me. Although I don’t not remember being told not to go off post with SGT. Williams it would been a good precaution to avoid any situation of me possibly drinking with him. On the 25th. of August, and what I should have done. On 25th of August I accompanied SGT. Williams off post. Our objective was just to go eat and relax. I had offered the suggestion of eating at the food court of the PX. However, we went to Ono’s a local restaurant/ bar. We sat at the bar just out of habit. I ordered my food and was about to get a drink. I was debating weather to get beer or something non-alcoholic. Before I completed my order, SGT Williams ordered the Happy hour Jack and coke for a beverage. I told him that he promised not to drink. He said he want one just to relax. I should have made more of a conscious effort to stop him. A good example would have been to call on of the other NCOs’ and inform them of the situation . After eating we decided to play some darts. At which time he ordered more drinks for the both of us. Again I brought up that fact that he had promised every one in the section that he was not going to drink anymore. I was aware of his pervious drinking problem. At the time SGT. Williams looked completely sober. At the least I should have made the both of us go home at that point. I had more then ample opportunities to take positive control of the situation. I remember thinking that SGT. Williams is a NCO, If I can have enough self-control to know when to stop he should too. I was highly mistaken. All soldiers weather you are lower enlisted, an NCO, Warrant officer or Officer we are all human first. We all have our short comings. I have a responsibility to my fellow soldiers. To always watch out for them and always keep their welfare in mind. He has a drinking problem that I was aware of. I have had lot of mixed feeling about this incident. On one hand I have been given the opinion that I should not have to be responsible for another grown man. On the other hand I still feel as if I am responsible for what happened. I would never take a recovering crack addict to a place where they could access crack. Alcohol is a drug, and a depressant. Although it is a socially acceptable it does not mean that every one can handle it. Some people do not know how to control themselves. Weather someone has an addictive personality, or family history of alcoholism. As fellow soldiers and friends it is our duty to make sure that our fellow soldiers are not abusing in it to the point of hurting themselves or there career.