Permissive Style Induction to Pmr free essay sample

I would like you to sit down or lie down and make yourself as comfortable as you can you have a choice to loosen any tight clothes or take off your shoes†¦. If at any time you want to move to make yourself more comfortable you can do that you are in control. Now once you feel settled you may close your eyes and simply enjoy†¦. This is your time to relax and experience your own sensations, Feel calm in this moment. Nothing else matters. You are safe. Concentrate on your breathing Take a deep breath. Breathe in†¦ and exhale. As you concentrate on your breathing you may notice some sounds from outside,†¦ let them disperse, †¦nothing can disturb you. †¦If you feel any areas of your body are carrying the tension of the day, you may make the decision to let go of that tension†¦ You might to allow all the muscles in your body to become more relaxed†¦ Feel that with every breath in†¦ and out†¦. We will write a custom essay sample on Permissive Style Induction to Pmr or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page all the stress is going away †¦let it go †¦. You may notice that your breathing has become a little bit slower already, and that is good feeling. You may take another a deep breath and hold it . and when you let it out . slowly. just let your body relax.. just relax as far as you are comfortable As you relax further and find comfort, you may imagine the muscles in the top of your head,†¦ the muscles on your brow,†¦Ã¢â‚¬ ¦ the muscles along your eyes and cheeks†¦, the muscles in your lips. now you may simply release the tension from theses areas.. Imagine this tension evaporating slowly as all your strains are released, leaving your face nice and relaxed†¦ Continuing now and relaxing the muscles in your body †¦along your shoulders,†¦ in your arms,†¦ and in your upper back†¦ you may Allow the tension to simply disappear†¦. In fact, it’s as if you can feel freedom from the tension from your back, your shoulders and your arms begin to move down forearm, through the hands and out the fingertips. Your fingers may twitch with pleasure;†¦ this is normal†¦. , just let them†¦ In your mind you can picture all of the stress of the day leaving your body†¦ as you relax†¦ Now you may imagine all the muscles in your chest relaxing. imagine all those muscles that connect to your spine and tummy imagine how much they can relax and let them relax and with each gentle breath you can relax those muscles more and more Thats right. You can allow yourself to let go now really let go and go deeper and deeper .. relax every muscle in your body and maybe you can feel a wave of exhilaration flowing down your body from your head down. all the way down to your toes.. And the more you relax the easier it becomes to relax even more As your body becomes relaxed; your mind becomes more relaxed, as well. †¦If you notice any further tensions maybe in the muscles along the hip or buttocks or in your upper leg. .. you may Let that tension simply flow from the top of your leg†¦. though your calves†¦. and through the muscles of the feet and ankles and out of your toes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. At this point, you may feel very relaxed†¦. You may experience the tranquillity and peace†¦.. If you need to swallow, that’s okay†¦.. If you adjust for comfort, that’s okay, as well†¦. From your head to your toes, you have allowed yourself to become completely and totally relaxed†¦. Your mind has now also become relaxed†¦. This relaxation feels so good†¦, you may want to enjoy this experience for a few moments. (Pause) As you allow your entire body to become limp and loose and feel relaxed,†¦ this time may become very meaningful to you You have acquired a new skill;†¦ the skill of taking physical control over your own body and emotions†¦. you may Enjoy this feeling again for a few moments. Pause) As you continue to enjoy this relaxation, †¦I going to ask you to allow yourself to drift to your special place,†¦ it can be any where, †¦it can be place where only you know,†¦ or it can be somewhere you never been before,, but you know this place from your thoughts or dreams, †¦the place where you will feel completely safe,†¦ just let your mind drift away. †¦. Maybe it is a desert and you walking on warm sand,†¦ imagine how this warmth is spreading all over your body leaving you in peace. †¦Perhaps you may hear some sounds, like the sound of the ocean†¦. This sound can make you even more and more deeply relaxed†¦; just enjoy this moment in this place†¦.. Maybe you can feel a gentle breeze. that just ruffles your hair and a warm sun caressing your face and your arms. and as you lie there just relax†¦Ã¢â‚¬ ¦. Its feels so good to just totally relax letting everything go. remember these feelings as you just relax and enjoy the peace and calm and just think how good it is to enjoy the relaxation nothing to do nothing to worry about Now for a moment I will leave you there, †¦just to give you this time to enjoy†¦. You may not hear my voice for little while..

The way slaves felt essays

The way slaves felt essays Slaves felt that their masters treated them unkindly, but there was not much to do to improve their situation as a slave. For instance, two slaves were digging a deep hole for their dead master. The slaves dug the deep hole so the master could be closer to his new home. This meaning the slaves felt that their master deserved to go hell for the things he had done. Many slaves had song relating to their master. The songs were to interpret that the white men thought slaves were stupid which song shows, but at the end of the poem, it has twist showing that the master being viewed as a jackass. In addition, there was no reward for standing up to their master even if the slave could beat the master up. Since, one slave told master that he could not be beat; resulting with the master agreeing with him, but the master said he could kill him and he did. Most blacks did not feel like kissing the masters butt since they did not want to be the masters toy. The Negro stated an analogy of the coon and the dog that the dog tells the coon, he gets more food because the master kicks him. The black is trying to say that I rather starve than be the pleasurable company of the master. This shows hoe much hatred they had towards their master. In addition, the evidence shows that he did not car about the slaves, since one time the master did not east a pig being that he thought it was poisoned. The master thinking that the food is spoiled, he still thought it was suitable for the slaves. Imagine the slaves having to kill a pig and saying it had a disease (not really) thus, the only reason they got the good meat was the master thought it was spoiled. For the most part slaves disliked their cruel punishment of their master. Negros came up with another song stating, How they skin the animal and be gives just the skin, bake the bread and be given the crumbs." The slaves are saying they felt unappreciated and not given sympathy, nor a reward for all t...

A Consideration of Necessity in the Work of David Hume Essay

A Consideration of Necessity in the Work of David Hume - Essay Example In his Treatise of Human Nature, David Hume delineates his theory of human morality. The form of argument Hume takes is the concept that human morality is not based on coherent thought and logical reason, but is instead the upshot of humanity's passionate fervor. Since this fervor cannot present itself as the creation of logical reason, it would be consequently be the ultimate in the lack of logical thinking to adjudicate any moral deed as being the result of either rational or irrational thought. Hume delivers a succession of explanations that serve to reveal why humanity should express scepticism toward any conclusion based upon reasoning that is arrived at through familiarities based on sensory perception.Hume concludes that even in the face of complexities that are presented by virtue of the illogic inherent in sensory perception, humans still maintain a forcible belief in illogical conclusions due to psychology.This presents the paradoxical notion that strong belief is often gro unded in contradictions.Hume's argument posits that it is even within the realm of possibility that the most grounded and confident reasonable conclusions are, in fact, merely probable and that the degrees of probability are subject to intense scrutiny with each additional analysis. Mistakes made on the basis of supposedly rational certainty are legion due to the inescapable imperfectability of human judgment. The ironic paradox of human judgment resides in the fact that each further analysis of the previous judgment decreases the probability of correctness in the original judgment. This has particularly chilling aspects when considered against the potential for reductions of probability in those elements that humans invest the utmost confidence in regarding the infallibility of correctness, such as laws of mathematics and science. Hume emphasises that there are three stipulations required to confirm merely through observation. The first he termed the aspect of constant conjunction, in which the cause and the effect are required to be both spatially and constantly extant. The second stipulates that the cause must have come before the effect itself. And finally, there must be a connection of necessity; that is it must be possible to ascertain why the cause produces the effect. Hume's appraisal of causation necessarily dictates that it can only be inferred and not examined and his conclusions indicate that it is impossible to achieve an impression of a necessary connection; rather, one must experience constant conjunction and temporal priority: "Experience only teaches us how one event constantly follows another, without instructing us in the secret connection which binds them together" (Hume, 1870, p. 347). Ultimately, Hume asserts that there are significant limitations to reason. Hume maintains that humans remain convinced that any object that is observed exists independently. Once this belief is subject to analysis, however, it is determined to be without basis and that paradox provides a basis for conflict in the process of reasonable determination. All perceptions are dependent upon human observation and even the slightest modification in the senses can distort that perception. Since this is one of the few absolute truths that exists, it is not logical to assume that perception can be something existing independently of us, nor can it possibly exist when there is nobody there to perceive it. Despite this Hume asserts that people will almost never surrender their natural belief in the existence of an external world that is separate from their perceptions. The

Routines and Capabilities of Walt Disney Essay Example | Topics and Well Written Essays - 1500 words

Routines and Capabilities of Walt Disney - Essay Example The resources of Walt Disney are the firm’s most fundamental characteristics which are their tools and their personality. These are the individual assets of the firm such as items of capital equipment, employee skills, brand names, and the like. The resources are firm-specific assets that are useful for creating a competitive advantage which few competitors can acquire easily. A company that has resources that are valuable, rare, costly to imitate and organized to exploit resources, then the company can sustain its competitive advantage. Organisational resources can be classified into tangible and intangible resources. Tangible resources include cash, financial assets, land and capital equipment. Intangible resources include brand reputation, technology, employee skills and goodwill. Like most firms, Walt Disney recognises the intangible resources as the most valuable and most strategically important items. They invest in training and development of workers, research of new te chnologies, and marketing its brand.

Reflections and Reminiscences of an Early Years Educator Essay

Reflections and Reminiscences of an Early Years Educator - Essay Example ucation research paradigm challenged and supported me to investigate knowledge and realities about early years’ teaching in the UK in interviewing a retired teacher. Inevitably, this kind of research is iterative in nature with inextricable linkage between practice and research and evolving continuously. Therefore, through an exploration of the retired early years’ teacher practice, her social locations, subject positions, personal experiences, and interpretations will be examined via her voice (Cahnmann-Taylor & Siegesmund, 2013: p29). Using a range of appropriate literature, I will justify the need for a personal reflective narrative inquiry of a former teacher in the UK Pre-school education sector, which should elicit information about how she reminisces on her work as an early years’ teacher. It is expected that I will elicit information on the interactions that she had with pre-school children aged between three and four years as she nurtured and cared for them prior to retiring from her position some time back. I will specifically identify how I engaged in the narrative inquiry, identifying details on the participants, ethical considerations encountered during the study, my reflexivity process, the data collection process, and its analysis. Moreover, I will also present a discussion of the findings. Arts based education research is a method of research that aims to use arts-based concepts, practice, and techniques in understanding education. Normally, practitioners utilize various arts-based methodologies in conducting their research, as well as communicating their findings, through genres as diverse as visual arts, poetry, performance, music, dance, and narrative (Loh, 2013: p8). I used the latter genre in conducting my arts-based education research. Narrative arts-based education research, which I will refer to as NABER from this point, is based firmly on the premise that we understand and attach meaning to our experiences through stories. As a type

Conversation Analysis of Doctor and Patient

Conversation Analysis of Doctor and Patient Conversation Analysis Overview To conduct the conversation analysis, the research had to analyze the short recording to the discussion in detail and analyze it from different perspectives like therapeutic, legal, business, health, family, or social context. There are different things in the conversation of people which researcher has analyzed like pause between the conversation and sentences, short and long pause, increase and decrease in the pitch of people, interruptions in conversation and the precise words and phrases used by the people in the conversation. The basic purpose was to identify that how individuals fulfill their goals and how the sense of order is maintained (Maynard, 1997). The conversation which is being analyzed in this researcher paper is institutional talk between doctor and patient. Methodology Transcription A transcription of the conversation is written below. At first the researcher recorded a conversation either in audio or video. Secondly the researcher used the nomenclature, described by Jefferson, to recode the conversation(Woodruff, Szymanski, Grinter Aoki, 2009). The purpose of nomenclature was to explain the words that are expressed in the conversation and many other verbal features such as the intonation, timing, and other vocal characteristics. During the conversation analysis, the researcher had to listen to conversation repeatedly to identify certain vocal features. Sometimes the help of another researcher was taken to identify whether the transcription used is accurate or not. Dr: Comen sit down, (.) Missiz Sampson,= Pt: =Yes Dr: Ah (0.3) Dr:  ¨t ¨hhhh |^I |vdont think weve |^met before |^hv we (1.0) Pt: Well Ive had this: u-sore throat onn off, for weeks no:w.= Dr: =|^Oo dear. Pt: En Ive got a cough- writs- its- Ive been you know choking you known Im[coughin]g- Im getting no relief from= Dr: [Mm|^hm,] Pt: coughing its just taw- choking that (.) [( ) back]of= Dr: [ ¨h h h h h h ] Pt: =my[( ) Dr: [Do you bring any |vphlegm up when you |vcough (0.7) Pt: Well- (0.2) e-yesterday I managed to be sickn I di:d you know,? but normally: i[t- Dr: [But you: vomited then, Pt: Ye:s u[h huh Dr: [Mm. The conversation nomenclature has been explained in the table below. For example, the (.) explains the a complete but short pause in the conversation. The number written in the brackets would explain the duration of pause in the conversation. Wherever was possible the Para-verbal features to explain and interpret the speech. Moreover, the motive and emotions expressed in conversation are not included in this explanation of conservation. (.) Just noticeable pause (0.3) pause of 0.3 seconds, for example ?word Detectable, obvious rise in pitch ?word Detectable, obvious fall in pitch. words [words ] [words ] Square brackets across adjacent lines implies to individuals are speaking simultaneously .hh Inhalation hh Exhalation wo(h)rd Implies laughter while speaking the corresponding word hehehe Laughter that is separate from the speech wor- A sharp termination of the word while speaking wo:rd Implies the sound that precedes the colon has been elongated (words) Words in brackets are conjectures when the sound or pronunciation is unclear ( ) Unclear talk. Each set of brackets represents one syllable of unclear speech word= =word Implies no pause between two consecutive speakers word Louder than usual speech WORD Appreciably louder than usual speech ?word? Quieter than usual speech >word word Slower than usual speech ((description)) Double brackets represent descriptions of some verbal behavior that is difficult to write phonetically, such as ((sobbing)) or ((clears throat)) In the explanation of conversation and transcription formation sometimes the precise pronunciation is also presented for example in the transcription â€Å"dunno† is preferred over don’t know† if found applicable. To capture the speech styles, the researcher has diverged from the conventional spelling of the words. But when the divergence is in the excess then reader would have struggled to follow the exchange of communication. However, while transcribing the conversation styles and other things like physical movements, manners of the people, their gestures and the cheek scratching to hold the gaze are not included in it. These physical movements cannot be transcribed the vocal and para-vocal features. Moreover, the nuances of these physical movements cannot be presented well. Interpretation At the third stage researcher had interpreted the conversation by the transcription made and by replaying the recording. As the first step of interpretation the intuitive interpretation of the action of every person are explained. Secondly the each response has been considered in more detail to uncover the mechanism and devices which has been used in the conversation to maintain the understanding of conversation and fulfill the goals behind conversation. the first step of this conversation analysis is to analyze the aim of doctor. Clinic of the doctor is the institution which is involved in this conversation analysis. Thus, this particular conversation is example of institutional conversation as describe by Silverman (1997). The basic purpose of the person from the institution(doctor) is to analyze the situation in which patient finds himself at the same time avoiding saying any such word which could make his situation worse. Another immediate observation which comes from this conversation is that patient is the only and important person who holds the information and is very critical for doctor. This is proximal context of conversation. Researcher can establish this point that it creates a powerful relationship between doctor and patient because of limited to immediate context of interaction between them. This type of conversation is represented by the particular way of conversation management devices are used by both protagonists. By using different conversation methods like sequencing, adjacency pairs along with preferred and dis-preferred responses, patient has made easy for the doctor to analyze the seriousness of his situation. After doctor realizes the seriousness of situation then patients provides packages of information and limited amount of information to doctor when he moves towards the most delicate matter. Observing this conversation one can observe that from line 6 onwards conversation goes from normal sequential structure to more turbulent one once the topic of conversation turns into more delicate one. More precisely, on line one the doctor greets the patient and after her sitting he tries to identify what is the matter by asking her whether he knows the patient and patient has ever visited him before. After a short pause the patient gives him desired response by telling that she keeps visiting him because of her sore throat. This precision is particularly important to note and could also be dismissed as irrelevant in this analysis if the adjacency pair had not been appeared in the further lines in which the patient has said that he has cough and choking too. Indeed, the caller is using her right of turn taking to tell about her condition to doctor. So in this conversation turn taking and adjacency pairs has been observed. Once the doctor has listened about the situation of patient he has not given him immediate response but has tried to avoid it and let the patient kept talking so that she could completely tell him about her condition. Here he just said â€Å"Oo dear†. In this the expansion of the conversation is observed. â€Å"Oo† or â€Å"Oh† are another common example of adjacency pair. For example with the â€Å"Oh† sound or uttering â€Å"really† they intend to expand and elongate the response to a question. â€Å"Oh† is the expansion context is an indication of desire to get more information in the opinion of Heritage (1984). Sometimes â€Å"Oh† is interpreted differently in other contexts. The response starting with â€Å"Oh† to first pair part indicates the reception of information. As explained in this example â€Å"Are you going tonight† and â€Å"Oh, I’m not sure† as the result of previous remark the state of pers on has been changed. The answer with Oh implies. The doctor has tried to repair the conversation because he wants the patient to keep going with her condition that is why repairing of conversation is observed where doctor has just said â€Å"[Mm|^hm,]†. When patient gives short pause in the conversation the doctor asked about the cough and then a bit long pause is observed in the conversation. This is example of adjacency pair in which doctor is trying to reconfirm the previous statement of patient. After the short pause patient gives the answer to doctor and then doctor asked him whether she did vomit or not then there was prompt answer to the question yes here another type of adjacency pair was observed which is called preferred and un-prefrred actions. Sometimes it happens that first pair parts or questions are answered promptly but sometimes answers are delayed because they are not the preferred actions about which question are asked. The questions answered promptly are p referred one with the delayed answers are regarded as the un-preferred. For example, when any invitation is accepted then it is prompt repose and considered are preferred action and declining the invitation is delayed response and un-preferred action. The un-preferred actions have delayed response because it considered that their answer would create problems in social relationships. A long and short pause on line 4, 6,11, 14 and 16 , a repair line 11 an expansion of conversation on line 8 are enough to build an argument that this information has made doctor able to analyze that condition of patient is very serious and he can also analyze the situation in which patient finds herself but still getting the previous information of patient is very difficult because of being delicate object as described by Silverman (1997).In this framework the last comment could be made about the patient statement when she says that she is normally sick. This is attempt of building an acceptable account of delicate matter which represents the feature of adjacency repair. Results and Discussion The philosophy of ethnomethodology was adopted in conversation analysis, proposed by Harold Lerner, an American sociologist, in his book Studies in Ethnomethodology (Lerner, 2004). Social order is considered as illusory according to ethnomethodology. The social world is actually haphazard and random by appears to us in order and is predictable. Individuals in society consider social order as social construction in their minds. Individuals in the society try to uncover the patterns of advice which they receive even though they receive the suggestions randomly. The conversation analysis is not based not the specific utterance of word or sentence in the person, but it involves the whole discussion and conversation among the individuals. No individual can interpret in the same any conversation. In order to maintain the sense of order in conversation, the people assume that they can maintain the meaning of utterance of words of other persons (Sidnell, 2009). People in the conversation take the help of subtle and explicate mannerism, expressions and remarks to maintain the illusion that they can and have understood the meaning of the uttered words by the people in conversation. For this purpose, they can and might mimic the emotional expression of another person. Confusion expression is also evident when they see that there is the violation of their expression. To understand the methods and procedures implied by people to cultivate the sense of procedure ethnomethodological research is implied (PeraÃÅ'ˆkylaÃÅ'ˆ, 2008). Scholars can infringe upon social rules to conduct a breaching experiment to achieve their goal if they think that conversation is going the wrong way of the road. Research Questions Conversation analysis underpins several assumptions Conversation is ordered and systematic no randomness or unstructured conversation aspect was found There is no universal rule to underpin the structure of conversation, but it is the participants of conversation who cultivate the order, structure and context. Even the structure of conversation is cultivated by the participants still conversation patterns are repeated in many contexts and cultures. The basic role of the conversation analysis is to evaluate the skills, devices and methods used to generate order in conversation which guides the communication, goals and helps in understanding the other person. Tough sometimes while conversation people are not aware how to create the order but researcher can generate the order from the real conversations (Liddicoat, 2011). Complications and applications of conversation analysis Some scholars opine that sometimes during the conversation people do not consider the key issues like context and structure of conversation which impinge on discourse. The ideology of social order plays key role in the methods which individuals use to maintain the social order, fulfilling their goals. Conversation analysis must consider the pervasive but unobservable issues opined by the proponents of critical discourse analysis. During the analysis of conversation, the political orientation and theoretical assumptions should be avoided opined by Schegloff (2007). These could create the biases in description and interpretation of conversations. A remark can be interpreted as the mean of dominance but can actually facilitate the conversation. Conversation analysis, however, has bee. Applied to examine the methods and devices individuals apply to maintain and perpetuate inequalities in power. Hutchby (2008), for instance, utilized conversation analysis to show how radio hosts maintain power over their callers. Hutchby showed that radio hosts use various terms or phrases, like So or And, to challenge the pertinence of an argument. Similarly, radio hosts often ascribe and challenge a position to the caller, summarizing a version of their argument they can readily dismiss. In addition, Hutchby demonstrates that radio hosts do not need to offer their own position, which simplifies their role. In this work, conversation analysis provides a unique insight into the attempts of individuals to maintain power, offering an empirical insight into the theoretical mechanisms that proponents of discourse analysis posit. References Forrester, M. (2010).Doing qualitative research in psychology. Los Angeles [i.e. Thousand Oaks, Calif.]: SAGE Publications. Gardner, R. (2012). Conversation Analysis and orientation to learning.Journal Of Applied Linguistics,5(3). doi:10.1558/japl.v5i3.229 Goodwin, C. (1990). Conversation Analysis.Annual Review Of Anthropology,19(1), 283-307. doi:10.1146/annurev.anthro.19.1.283 Grant, L. (2009). Book review: PAUL TEN HAVE, Doing Conversation Analysis: A Practical Guide. London: SAGE, 2007, 246 pp.Discourse Studies,11(3), 377-379. doi:10.1177/14614456090110030603 Have, P. (2007).Doing Conversation Analysis. London: Sage Publications. Hutchby, I., Wooffitt, R. (2008).Conversation analysis. Cambridge: Polity. Lerner, G. (2004).Conversation analysis. Amsterdam: John Benjamins Pub. Co. Liddicoat, A. (2011).An introduction to conversation analysis. London: Continuum. Maynard, D. (1997). The News Delivery Sequence: Bad News and Good News in Conversational Interaction.Research On Language Social Interaction,30(2), 93-130. doi:10.1207/s15327973rlsi3002_1 PeraÃÅ'ˆkylaÃÅ'ˆ, A. (2008).Conversation analysis and psychotherapy. Cambridge: Cambridge University Press. Schegloff, E. (2007).Sequence organization in interaction. Cambridge: Cambridge University Press. Sidnell, J. (2009).Conversation analysis. Cambridge: Cambridge University Press. Sidnell, J., Stivers, T. (2013).The handbook of conversation analysis. Chichester, West Sussex, UK: Wiley-Blackwell. Wetherell, M. (1998). Positioning and Interpretative Repertoires: Conversation Analysis and Post-Structuralism in Dialogue.Discourse Society,9(3), 387-412. doi:10.1177/0957926598009003005 Woodruff, A., Szymanski, M., Grinter, R., Aoki, P. (2009). Practical Strategies for Integrating a Conversation Analyst in an Iterative Design Process.Palo Alto Research Center,3(1), 3-9. Retrieved from http://www2.parc.com/csl/projects/guidebooks/publications/dis02.pdf

We Must Have the Right to Keep and Bear Arms Essay -- argumentative, pe

Within the United States Constitution, amendments one through ten referred to as the â€Å"Bill of Rights† contains amendment two which reads â€Å"A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed† (States, 1789). Despite this amendment, gun control still remains one of the most highly-debated issues in the United States. While the Constitution clearly states our right â€Å"to keep and bear Arms†, the gun control lobbyists continue to challenge this right by using the media to convey misleading stories on how guns by themselves are the problem. By contrast, the real issues are not the guns but the people who use them. Therefore guns should not be used as a political patsy to avoid dealing directly with the real issues that prompt gun-related violence. After the incidents at Columbine and Virginia Tech., a typical emotional reaction would be to blindly demand a b an on all firearms or wish they never existed in the first place. Some may feel motivated to push for legislation that makes us feel like we are "doing something," but this may not accomplish anything, or worse, it could do more harm (Schools and Gun Violence, 2008). Therefore the problems with American society are not related to the possession of firearms, but rather an unraveling of ethics and morals. To preserve our civil liberty such as the right to keep and bear arms, our current laws must be enforced consistently. Adding additional restrictions on our civil liberties will only ensure that one day our rights will slowly erode away, until gone completely. Just as any restriction put on the right to petition the government for a redress of grievances can be viewed as a violation... ...amounts to nothing less than tyranny: an insult to the intelligence of the people. Gun control underestimates the ability of citizens to educate themselves in proper weapons storage and usage. Gun control places too much power in the hands of the government, which can so easily turn on the people. The American Constitution should rarely be tampered with; its Bill of Rights was written with wisdom and foresight. The right to keep and bear arms is immutable. Works Cited Association, N. R. (2010). Issues. Retrieved June 11, 2011, from NRA: http://home.nra.org/#/ila Schools and Gun Violence. (2008, June 29). Retrieved June 11, 2011, from GunSite: http://guncite.com/gun_control_gcgvscho.html States, C. o. (1789, March 4). Bill of rights. Retrieved June 11, 2011, from http://www.archives.gov: http://archives.gov/exhibits/charters/bill_of_rights_transcript.html