Discuss dont ask, dont tell: the law and military policy on same-sex behavior.

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Create a 5 pages page paper that discusses dont ask, dont tell: the law and military policy on same-sex behavior. It is important to note that at the time of implementation, this was only a policy and not a law! According to it, neither was anybody allowed to investigate the sexual orientation of the members in service in the US military, nor the members would discuss it with anybody. Thus, if gays and lesbians were to serve in the US military, they would have to keep their sexual concerns unrevealed. Contrary to this policy, the law did not prevent US military soldiers from being interrogated about their sexual orientation (Burrelli). This has conventionally remained a very controversial subject on political grounds. For a long time, the number of US military soldiers who would be discharged for the charge of homosexuality was readily dropping until 1993. From 1993 onwards, US military soldiers have increasingly been discharged for being homosexual till 2001.

In order to put forward a sufficiently comprehensive account of the Don’t Ask, Don’t Tell policy, it is imperative that the reaction of the American nation towards the policy is studied. According to (Mccabe), the opinion of the public regarding the Don’t Ask, Don’t Tell policy can be classified into three types. Some people think that gays should be given the opportunity to serve in the military, and their hiring should not be hindered. The second opinion maintained by the proponents of this policy suggests that gays and lesbians may serve in the military if they manage to hide their sexual interests and activities. The third type of opinion totally condemns the hiring of gays and lesbians in the military. The three types of opinions can be referred to in one word as “permissive”, “restrictive” and “prohibitive” respectively (Mccabe).

Two main questions have conventionally been put in front of the public to offer their opinion upon in the public polls. One of them inquires if gays and lesbians should be allowed to openly serve the US military. This question essentially asks the public to convey their opinion with the condition that the servitude is “open”. Thus, if someone answers negative, it is not clear if he/she would have maintained the same response for those gays and lesbians who would keep their sexual orientation unrevealed while serving in the US military.

Final Project: Leadership Assessment

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Earlier in the course, you were asked to informally evaluate your leadership skills and qualities. In this Final Project, you use formal assessment tools to identify your areas of strength and areas in which you need further development. You may use the results of this self-assessment to develop a plan to gain the skills and experiences that will help you move toward achieving your short- and long-term professional goals and objectives.Using the assessment tools provided in Introduction to Leadership: Concepts and Practice, conduct a self-assessment of your own leadership characteristics, style, and skills. Complete at least four assessment tools for this self-assessment. In addition, select one tool to give to a colleague or supervisor so he or she can assess your leadership skills.Final Project (2–4 pages in APA format)Evaluate your current leadership characteristics, style, and skills based on the assessment tools you and your colleague/supervisor completed. Be sure to:Include actual results or summaries of the results you collected using these tools.Identify personal leadership strengths as well as areas for improvement.Include references to the leadership concepts covered in this course and relevant issues related to ethics, diversity, and power in the organizational setting.ReferencesBenton, A. D., & Austin, M. J. (2010). Managing nonprofit mergers: The challenges facing human service organizations. Administration in Social Work, 34(5), 458–479.King, D., & Hodges, K. (2013). Outcomes-driven clinical management and supervisory practices with youth with severe emotional disturbance. Administration in Social Work, 37(3), 312–324.Lawrence, C., Strolin-Goltzman, J., Caringi, J., Claiborne, N., McCarthy, M., Butts, E., & O’Connell, K. (2013). Designing evaluations in child welfare organizations: An approach for administrators. Administration in Social Work, 37(1), 3–13.Lynch-Cerullo, K., & Cooney, K. (2011). Moving from outputs to outcomes: A review of the evolution of performance measurement in the human service nonprofit sector. Administration in Social Work, 35(4), 364–388.Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014c). Social work case studies: Foundation year. Walden Publishing. “Social Work Research: Program Evaluation” (pp. 66–68)Walden University. (2014). Master of Social Work home page. Retrieved from https://class.waldenu.edu

It is said that if you know your enemies and kn

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****DISCUSS THIS MIN 250 WORDS****

 “It is said that if you know your enemies and know yourself, you will not be imperiled in a hundred battles; if you do not know your enemies but do know yourself, you will win one and lose one; if you do not know your enemies nor yourself, you will be imperiled in every single battle”. Sun Tzu, The Art of War

In order to combat terrorism, one needs to understand the problem set. Review the video and the readings in your week one content.

We need to understand the origins and motivations of terrorism before we can tackle the problem in a meaningful way. Consider what is said and provide an analysis of some of the driving factors behind Islamic terrorism. 

****REPLIES*** REPLY TO BOTH POST MIN 100 WORDS EACH

1.  This weeks discussion talks about knowing ones enemy and more specifically knowing and understanding the driving factors behind Islamic Terrorism. Looking from the outside in, Islamic Terrorism is a group of people within the religion of Islam who hold extremist views and are radicalized to become martyrs or fighters to commit violent acts against the perceived enemies of Islam. These enemies are often the Western first world countries and the Jewish communities in Israel who the Islamic Terrorists see as the puppeteers behind their adversaries. From the inside however, we are offered a different viewpoint, one that shows that Islamic Terrorism isn’t just a group of extremists within the religion, its something that’s ingrained into every aspect of their culture (Mizrahi, 2006). The fundamentals of Radical Islam are something that allegedly every Muslim is taught and it pervades their everyday lives. Muslims are taught to hate the Christians and Jews from effectively birth and this is not a facet of Islamic culture in only Iraq or Afghanistan where US soldiers are located, its in every Muslim country. Even in the US we see this sort of radicalization and the spread of the internet has only accelerated the amount of extremist views being shared. Jihad is seen as a duty within the Islamic culture and the calls of men who are seen as champions of the Muslim world like Osama bin Laden are widely heard and respected. Combined with generations of hatred being bred into the minds of the followers of Islam and the constant education that the West is to be seen as the “invader” makes radicalizing these jihadist’s extremely easy for terrorist organizations. What the West has to realize that Israel already has, is that we’re not fighting a group of radicalized extremists, but rather we’re combatting a culture that has, since its inception, been militantly against foreign persons and anyone that does not share their faith.

2.  Islamic terrorism is defined as any terroristic act or campaign which is committed by individuals or terrorist organization who openly proclaims Islamic motivations behind their acts. How does a religion become the driving factor to commit such heinous acts? In the article “The Development of a Jihadist’s Mind” Tawfik Hamid talks about how ideas of radicalization began while he was in grade school. While being young and impressionable he explains that the kids would pick on the Christians because they ate pork therefore damming them to hell. This shows the hatred towards any other religion that is not theirs. A common theme throughout the article is the interpretation of the Karan and how they wanted to satisfy Allah by punishing all non Islams. These ideas push Islamic extremists to perform acts to secure themselves a spot in heaven and live out the afterlife in paradise. They fear that any impure act will bring the wraith of Allah against them.  Another factor that behind Islamic terrorism is the sense of belonging. Tawfik talks about how the Islamic group Jamaah Islamiyah took over his school and everyone was joining. Belonging to a group is a way to get liked and to make friends. This group brought young impressionistic males into their ranks. Once they have their hooks into them, they start feeding the followers with ideas only the group will follow. When looking into this idea, I found another article that lists the motive of one of the Boston Marathon Bombing suspects. In “The Brothers” the lawyer for Johar Tsarnaev states that “Tamerlan traveled to Dagestan after a failed boxing career. Being poor and having no sense of belonging he found a group of men who are full of sense and their own importance.” Someone who felt like a nobody can claim greatness and earn a place in history by committing an act of terrorism.

Discuss Theory of Knowledge.

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Need help with my writing homework on Theory of Knowledge. Write a 1250 word paper answering; The first example in this regard comes from Plato himself and Cornford (2003) explains Plato’s ideas about the value of knowledge by saying that while knowledge itself is valuable, opinions and beliefs may affect the manner in which knowledge is valued. While it may be entirely possible to give knowledge value through justification that comes from perception or even experimentation, personal opinion or the beliefs may form a stronger basis on which knowledge is valued. In fact, it is entirely possible that personal opinion or belief may decrease the justification of knowledge to the point that it becomes valueless.

For example, a person who holds the firm belief that there is a god may not be convinced through any measure or even evidence that there is no such entity as a god. In essence, such a person may give more value to their belief that there is a god and thus have opinions based on the presence of God rather than to look at the piece of knowledge in an objective manner. There may be no real justification for a person to believe that there actually is a god but simply by having the kind of opinion that supports the idea of god will give them valuable knowledge about the existence of God.

However, in such matters the idea of relativism remains quite strong since what is valued as justifiable knowledge by one individual may not be justifiable to another. Individual justification for knowledge may also be applied to more secular positions such as political opinions and even economic ideologies. In essence, wherever there can be a debate about the facts and even the interpretation of the facts, the value of knowledge may not solely depend on the justification provided for it but can also extend to include the opinions of the person formed by other pieces of knowledge.

This idea was explored in depth by Kvanvig (2003) who suggests that the value of knowledge may not depend completely or even primarily on the scientific and empirical justification for it. This certainly goes against the fundamental idea that factual knowledge is more important than belief itself since the argument presented by the author is that the value of knowledge may be impossible to determine. However, he does present the argument noted by Socrates that in practical terms, knowledge and belief may both be used to serve the purposes of the individual.