Explore F.Scotts Fitzgeralds presentation of class and wealth in The Great Gatsby and The Diamond as Big as the Ritz

Wealth and social class permeate much of F. Scott Fitzgerald's ‘The Great Gatsby' and ‘The Diamond as Big as the Ritz'. Set during the roaring twenties when many people had newly accumulated wealth after the war, both texts seek to explore and satirise the complexities of wealth and social class. They particularly focus on how far people may go to fit into a social class or protect their fortune. Despite ‘The Diamond as Big as the Ritz' being set within the fantasy genre, elements of Fitzgerald's own life run as undercurrents throughout both texts. Fitzgerald's life features heavily in the texts, be it through the characterisation of Nick and Gatsby or the underlying references to his personal experiences. The experiences of the main protagonists' form parallels with Fitzgerald's interactions with the wealthy, both at Princeton and Great Neck and in his relationship with Zelda. ‘The Diamond as Big as the Ritz' satirises the exuberant wealth experienced by Fitzgerald when visiting a Princeton classmate. ‘The Great Gatsby' on the other hand, is more reliant on aspects of Fitzgerald's own life which forms the emotional foundation of the novel. Gatsby's relationship with Daisy mirrors Fitzgerald's turbulent relationship with Zelda who much like Daisy, was regarded as being incredibly materialistic. Gatsby can therefore be seen as a representing Fitzgerald's pursuit of sufficient wealth to support an aristocratic love interest. He does this to the detriment of his artistic integrity which he compromised by writing short stories to fund Zelda's opulent lifestyle. This is mirrored by Gatsby compromising his integrity and personal worth by bootlegging and lying about being the ‘son of some wealthy people in the Middle-West', in order to please Daisy and hopefully gain acceptance. He fails in both these areas. In integrating elements of his personal life, Fitzgerald may be implying that loving someone of a different social class comes with compromises and that one may lose sight of who they are in the process. ‘The Great Gatsby' by virtue of its representations of wealth and class can be seen as a running criticism of the American Dream and America's obsession with wealth amidst the hedonistic culture of the 1920's. The American Dream had originally been founded on the notion that anyone, irrespective of their background could achieve anything in the ‘land of opportunity' if they worked hard enough. Fitzgerald however, believed that the American Dream was just an ‘illusion' and that it had been corrupted by the of pursuit wealth. He consistently challenged the idea of the achievability of the American Dream in ‘The Great Gatsby'. The geographical motifs of East and West Egg embody just how unachievable the American Dream is. This geographical separation may symbolise the hypothetical and literal divides between the nouveau riche who reside in West Egg and aristocrats of East egg, consequently highlighting how they will forever lead separate existences. This gives the impression of the American Dream being highly flawed, as having acquired great wealth does not translate into acceptance for the people of West Egg, who are seen as the social subordinates of the aristocrats of East Egg. This is further established by the behaviour of the guests at Gatsby's party. The people of West Egg lack the refinement, grace and manners of their aristocratic counterparts for whom these traits form the rudiments of their social class. This consequently demonstrates how East and West Egg are separated by more than geographical distance but also by simple things such as social etiquette and fashion choices. Jordan's party (who consist of fellow East Eggers) are ‘spread around a table on the outside of the garden' ‘carefully on guard', emphasising that even within the intimate confines of the party the divide is still apparent and the people of East Egg are reluctant to mix. The corruption of the American Dream is further explored through the main protagonists' initial amazement and delight (early on in the text) at the great wealth they encounter. Fitzgerald employs a myriad of symbolisms, metaphors and similes to depict the sheer luxury and over exuberance of the aristocrats within both texts. Through these devices he is able to satirise the materialistic world the aristocrats inhabit, making it appear outlandish. In ‘The Diamond as Big as the Ritz' John Unger, a boy from Hades with ‘meager standards of living' is ‘amused and delighted', by the luxurious lifestyle Percy and his family lead. When he arrives with Percy they are driven in what Percy dismissively calls a ‘buggy'. However, the reader can extrapolate from John's reaction at the ‘thousand minute tapestries of silk, woven with jewels' that the vehicle is far from an old buggy. In this instance John's amazement may have been employed to paradox Percy's dismissive attitude towards wealth as he refers to the luxurious car as ‘old junk'. Fitzgerald may have used this paradox highlight the hollow nature of the wealthy, whose lives are fueled by consumerism to the extent that they place little value to the possessions everyone else would deem as extraordinary. In ‘The Great Gatsby', Nick is also amazed by the wealth he experiences at the Buchanan home. His first interaction with Daisy and Jordon has a dream like quality to it. When he meets the women they are dressed in white, ‘their dresses rippling and fluttering †¦ a short flight around the house' this gives the women an angelic quality which hints at how Nick is initially drawn in by their great wealth. This surreal and dream like quality of wealth is also reflected in ‘The Diamond as Big as the Ritz' with the depiction of the girl who is dressed like ‘Titania'. In the play, A Midsummer Night's Dream, Titania is the queen of the fairies which Fitzgerald may have used to allude to the magical and mystifying qualities of wealth present within both texts. Conversely, the amazement the main protagonists' initially showcased soon dissipates when they discover the corruptive nature of wealth and the wealthy. Despite the people of East Egg possessing an abundance of grace, elegance and taste (that comes with adhering to the norms of aristocratic society) they lack compassion. The East Eggers are presented as little more than bullies who use their money to alleviate any concerns they have, irrespective of who they hurt in the process. This morally corrupt nature of the rich is explored through the Buchanan's in ‘The Great Gatsby' and the Washingtons' in ‘The Diamond as Big as the Ritz'. The Buchanans' are presented as ‘careless people' who ‘smash[ed] things up' only to retreat back into ‘their vast carelessness'. Their lack of moral fiber is further emphasised when instead of attending Gatsby's funeral they move into a house far away. Fitzgerald may have used the Buchanans' as a moral didactic for the readers to illustrate how wealth can corrupt when one allows themself to become consumed by it. On the other hand, it could represent the unfair nature of capitalist societies whereby the wealthy upper-class can afford to pay for peace of mind. This conflicts with Gatsby whom despite accumulating his wealth through criminality is kind and loving, keeping watch outside Daisy's window to insure Tom does not hurt her, consequently illustrating that wealth alone does not corrupt but when coupled with high social status it can have disastrous effects. Moreover, in both texts religion (which is supposed to strengthen ones moral compass) has been replaced by consumerism. Atrocious things are carried out in the name of wealth in the texts, including murder and imprisonment. These things are written off as a natural pre-requisite of success and expansion. Here Fitzgerald argues that wealth can be its own prison blinding its pursuers, dehumanizing them to the extent that they devalue human life and assume that everyone can be bought. Fitzgerald satirizes the absurd nature of the rich when Mr. Washington tries ‘offering a bribe to God' with a voice immersed in ‘inextinguishable pride'. Ross Posnock, a Marxist writer, praised Fitzgerald in his essay ‘A New World, Material Without Being real' for his presentation of the capitalist society in ‘The Great Gatsby'1. Posnock believed that Fitzgerald had captured the capitalist society's obsession with material wealth and how it leads to people being regarded as little more than object that can be acquired along with capital in order to boost ones social status. Gatsby's vast wardrobe is a ‘heavy defensive wall' consisting of ‘thick silk' and ‘expensive dye' which support the Marxist view of material possessions providing a barrier against hardship which the rich can hide behind. For Gatsby, and many others, material possessions help to protect their status in the same way the ‘invisible cloak' of Gatsby's army uniform had hidden his lower class status when he first met Daisy. In general, the negative portrayal of consumerism in his work has made him very popular with Marxist writers. In conclusion, Fitzgerald uses ‘The Great Gatsby' and ‘The Diamond as Big as Ritz' to highlight the negative elements of wealth and class, whilst particularly emphasising that class roles will never be crossed. Both texts highlight the potential hazards of capitalist societies when one becomes consumed by materialism, placing greater importance on monetary fortune and status than the consequences of their actions. Although Fitzgerald presents both wealth and class in negative lights he reminds the reader that wealth alone does not give way to moral corruption hinting that it is wealth in conjunction with high social class that leads to the decaying of one's moral compass.

Definition and Examples of Delivery in Rhetoric

Definition and Examples of Delivery in Rhetoric One of the five traditional parts or canons of rhetoric , concerned with the control of voice and gestures when giving a speech. Known as hypocrisis in Greek and actio in Latin. Etymology:  From the Latin  de  away   liber  free (to give away) Pronunciation:  di-LIV-i-ree Also Known  As:  actio,  hypocrisis Examples and Observations of Delivery It should not be surprising that it was professional actors who gave a special impetus to a study of delivery, for all the spell-binding orators in history (men like Demosthenes, Churchill, William Jennings Bryan, Bishop Sheen, Billy Graham) have been, in a sense, great actors.  (Edward P.J. Corbett and Robert J. Connors, Classical Rhetoric for the Modern Student, 4th ed. Oxford University Press, 1999)[Aristotle] compares rhetorical delivery to theatrical performance and emphasizes the effect of delivery on different audiences; the effectiveness and appropriateness of delivery make a speech successful or not.  (Kathleen E. Welch, Delivery. Enclopedia, 2001) of RhetoricAll these parts of oratory succeed according as they are delivered. Delivery . . . has the sole and supreme power in oratory; without it, a speaker of the highest mental capacity can be held in no esteem; while one of moderate abilities, with this qualification, may surpass even those of the highest talent.  (Cice ro, De Oratore) Before you can persuade a man into any opinion, he must first be convinced that you believe it yourself. This he can never be, unless the tones of voice in which you speak come from the heart, accompanied by corresponding looks, and gestures, which naturally result from a man who speaks in earnest. (Thomas Sheridan, British Education, 1756)The behavioral biologists and psychologists call [delivery] nonverbal communication and have added immeasurably to our knowledge of this kind of human expressivity. (Richard Lanham, A Handlist of Rhetorical Terms, 2nd ed., 1991) Senator John McCain's Delivery [John] McCain moves awkwardly through complex phrases, sometimes surprising himself with the end of a sentence. He regularly leaves his audience without any cues to applaud. Despite years in public life, he makes bumpy transitions from personal anecdotes to broad policy pronouncements... McCain needs all the help he can get, said Martin Medhurst, a communications professor at Baylor University and the editor of Rhetoric and Public Affairs, a quarterly journal... Such a weak delivery affects viewers’and voters’perceptions of the speaker’s sincerity, knowledge, and credibility, Medhurst said. Some politicians just don’t understand that they must devote a certain amount of time to their communications, or it’s going to hurt them. (Holly Yeager, McCain Speeches Dont Deliver. The Washington Independent, Apr. 3, 2008) Regendering Delivery [A]lthough the physical and vocal concerns of delivery initially appear relevant to all public speakers, closer scrutiny of the canon soon reveals masculinist biases and assumptions. Delivery has not pertained equally to both men and women because, for millennia, women were culturally prohibited from standing and speaking in public, their voices and forms acceptable only in the spectator role (if at all). Thus, women were systematically discouraged from the very actions that constitute delivery, a matter unrecognized in the traditional fifth canon. . . . Indeed, I would argue that when researchers attention is focused too narrowly on the voice, gesture, and expression of the good woman speaking well, much that is germane to her delivery is overlooked. Clearly, the traditional fifth canon is in need of renovation. (Lindal Buchanan, Regendering Delivery: The Fifth Canon and Antebellum Women Rhetors. Southern Illinois University Press, 2005)

What are the largest expense categories incurred by health care service organizations Essays

What are the largest expense categories incurred by health care service organizations Essays What are the largest expense categories incurred by health care service organizations Essay What are the largest expense categories incurred by health care service organizations Essay In opinion, one of the biggest expenses for medical facilities is unpaid services. Costs occurred from patients that are unpaid privately or not fully reimbursed from insurance companies would be one of the biggest expenses incurred in health care services. Another expense that is high on the list of expenses for health care services would be equipment and personnel. Health care personal have high salaries as well as costs for additional training and tuition reimbursement if the health care facility participates in such programs. Equipment also can cost in the tens of thousands of dollars to over a million to buy the equipment, depending on the equipment. Then there is the training for the personnel operating it, the maintenance on the equipment and anything else having to do with each specific piece. A medical facility has costs no matter what it is they do. The overhead costs, which includes the operating of the building, the salaries of the personnel in the building and anything that has to do with that account for much of the expenses incurred in health care facilities along with services rendered. What are the titles and functions of the four financial statements usually included in an audited financial report? The four basic financial statements include the balance sheet, the statement of revenue and expense, the statement of fund balance or net worth, and the statement of cash flows. The balance sheet records what an organization owes and what it is worth if for profit organization and uses fund balance rather than equity for nonprofit organizations. Like the name suggests the balance sheet balances finances in the organization. It is stated at a particular point in time. It displays the total of assets of he organization and the total of what the organization owes. That is its liabilities and its net worth (fund balance). This can be visualized as Assets- Liabilities- Net worth/ Fund balance. The statement of revenue and expense covers a point in time rather than one single date or point in time. The concepts shows that revenue, or inflow, less expenses , or outflow, result in an excess of revenue to expenses if the year has been good, or an excess of expenses over revenue resulting in a loss if the year has been bad, The formula for a condenses statement of revenue and expense would be: operating revenue- operating expenses=operating income. A statement of changes in fund balance/net worth is linked to the previous financial reports. The excess of revenue flows back into equity or fund balance through the statement of fund balance/ net worth. The statement of cash flows deals a lot with accrual basis accounting. For example, Depreciation is recognized within each year as an expense, but it does not represent a cash expense. This is a concept that now enters into the statement of cash flows. The fourth major report- the statement of cash flows- interlocks with the other three major reports. (Baker Baker, 2011).

Creating a Vertical Coherence for English Curriculum

Creating a Vertical Coherence for English Curriculum Every high school student in every state must take English classes. The number of English credits required for a high school diploma may differ according to legislation  state by state. Regardless of the number of required credits, the subject of English is defined in the Glossary of Education Reform as  a core course of study: A core course of study  refers to a series or selection of courses that all students are required to complete before they can move on to the next level in their education or earn a diploma.   Most states have adopted requirements of four years of English classes, and in many  states,  the local school boards may adopt additional graduation requirements beyond those mandated by the state. Most schools will design their four year English course of study so that it has a vertical coherence or a progression from year to year. This vertical coherence allows curriculum writers the opportunity to prioritize learning, so that  what students learn in one lesson, course,  or grade level prepares them for the next lesson, course or grade level. The following descriptions provide a general overview of how four years of English is organized.   Grade 9: English I English I  is traditionally offered as a survey course that serves as an introduction for the rigors of high school reading and writing. As freshmen, students participate in the writing process by  constructing thesis  statements and  writing essays  in multiple genres (argumentative, explanatory, informational). Students in grade 9 should be explicitly taught how  to research a topic using valid sources and how to use valid sources in an organized manner as evidence in making a claim. In all written responses, students are be expected to be familiar with  specific  grammar rules  (ex: parallel structure, semicolons, and colons) and their application in writing. Students also learn both academic and content-specific  vocabulary.  In order to participate in both  conversations and collaborations, students should  be prepared to speak and listen  daily in class based on the activity (small group work, class discussions, debates).  Ã‚   The literature selected for the course represents multiple genres (poems, plays, essays, novels, short stories). In their analysis of literature, students are expected to look closely at how the authors choices of literary elements have contributed to the authors purpose. Students develop skills in close reading in both fiction and nonfiction. Close reading skills should be developed so that students can use these skills with informational texts in other disciplines. Grade 10: English II The vertical coherence established in the curriculum for English I should build on the major principles of writing in multiple genres. In English II, students should  continue  to focus on the skill sets for formal writing using the writing process (prewriting, draft, revision, final draft, editing, publishing). Students can expect that they will be required to present information orally. They will also learn more about correct research techniques. The literature offered in grade 10 could be selected based on a theme such as  Coming of Age or  Conflict and Nature. Another format that may be used in selecting the literature may  be  horizontal coherence, where  the texts selected are designed to complement or be associated with another sophomore-level course such as social studies or science. In this arrangement, the literature for English II may include selections from world literature texts that may be  horizontally coherent  with social studies coursework in global studies or world history course. For example, students may read All Quiet on the Western Front while studying World War I. Students continue to focus on increasing their comprehension skills by analyzing both informational and literary texts. They also examine an authors use of literary devices and the effect an authors choice has on the whole work. Finally, in grade 10, students continue to expand (at minimum  500 words annually for each year in high school)  their academic and  content-specific  vocabulary. Grade 11: English III In English III, the focus may be on American studies. This focus on a particular literary study will provide  teachers another opportunity for horizontal  coherence,  in which  the literature  selected may complement or be  associated with materials for required social studies coursework in American history or civics. Students may be expected to successfully complete a research paper this year in English or in another discipline, such as science.  Students continue to work on their formal forms of written expression in multiple genres (EX: personal essays as preparation for the college essay). They should understand and apply the standards of English, including the use of the hyphen. In grade 11, students practice speaking and listening to conversations and collaborations. They should have the opportunities to apply their  understanding of rhetorical style and devices.  Students will be expected to analyze informational and literary texts  in multiple genres (poems, plays, essays, novels, short stories) and critically evaluate how an authors style contributes to the authors purpose.   Students in the junior year may choose to select a course in Advanced Placement English Language and Composition  (APLang) that could replace English III. According to the College Board, the AP Lang course prepares students to read and comprehend rhetorically and topically diverse texts. The course prepares students to identify, apply, and finally evaluate the use of rhetorical devices in texts. In addition, a course at this level requires that students synthesize information from multiple texts in order to write a well-organized argument. Grade 12: English IV English IV  marks the culmination of a students English course experience after thirteen years from kindergarten to grade 12. The organization of this course may be the most flexible of all high school English classes as a multi-genre survey course or on a specific genre of literature (ex: British Literature). Some schools may choose to offer a senior project selected by a student to showcase a set of skills. By grade 12, students are expected to have mastered the ability to analyze various forms of literature including informational texts, fiction, and poetry. Seniors can demonstrate their ability to write both formally and informally as well as the ability to speak individually or in collaborations as part of college and/or career ready 21st Century skills.   AP English Literature and Composition may be offered as an elective (in grade 11 or 12).  Again, according to the College Board, As they read, students should consider a works structure, style, and themes, as  well as such smaller-scale elements as the use of  figurative language, imagery, symbolism, and tone. Electives Many schools may choose to offer English elective courses for students to take in addition to their core English coursework. Elective credits may or  may not serve for English credits required for a diploma. Most colleges encourage students to take the required core classes, which may or may not include electives, and college admission officers generally look for a student to complete academic requirement before expressing their interests through electives. Electives  introduce students to a completely new subject to challenge themselves and stay motivated throughout high school.  Some of the more traditional elective offerings in English include: Journalism: This course exposes students to the basic concepts of reporting and non-fiction writing. Students work with various article formats. Journalistic ethics and bias in reporting are generally included. Students write news to develop and improve their writing in a variety of styles and formats. Journalism is often offered with a school newspaper or media platform.Creative Writing:  Ã‚  Either through assignments or independently, students participate in creative writing to write fiction, narratives, using  description  and dialogue. Works by established authors may be read and discussed as models for student writing. Students may complete  in-class  writing  exercises and  comment on each others  creative  work.Film and Literature: In this course, students may explore texts to their film versions to analyze the narrative and artistic decisions of the writers and directors and to better understand the art of storytelling and its purposes.   English Curriculum and the Common Core While the curriculum for high school English is not uniform or standardized state by state, there have recently been efforts through the  Ã‚  Common Core State Standards  (CCSS) to identify a set of specific  grade-level skills that students should develop in reading, writing, listening and speaking. The CCSS  have heavily influenced what is taught in all disciplines.  According to the introduction page of the literacy standards, students should be asked: ....to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Forty-two of the fifty U.S. states adopted the Common Core State Standards. Seven years later, a number of these states have since repealed or are actively planning to repeal the standards. Regardless, all secondary school level English classes are similar in their design to promote the skills of reading, writing, speaking, and listening needed for success beyond school.

Statistic & conclution Statistics Project Example | Topics and Well Written Essays - 250 words

Statistic & conclution - Statistics Project Example An explanation for this may be the quality of health care in these states, which in 2007 all ranked among the bottom in a nationwide survey of healthcare quality (Arnst). American Samoa, which has an average of 94.2 out of 100,000, nearly double of the American national average, supports this conclusion to the extent that it lacks much of the modern medical infrastructure belonging to the continental states. Another statistical point of interest with potential policy implications is the data related to suicide rates relative to states. Nationally, the average is 11.3 per 100,000 people; however, in Alaska, the rate is 22.1 (195%), in New Mexico, the rate is 20.4 (180%), in Wyoming, the rate is 19.7 (174%), and in Montana, the rate is 19.4 (171%). Not coincidentally, in 2010, those states ranked 50th (1.2 inhabitants per square mile), 45th (17.0), 49th (5.8) and 48th (6.8) respectively in population density (U.S. Census Bureau). The significance of that correlation is that smaller population density seems to be directly correlated with a higher than average suicide rate. Although all states generally and understandably active try to prevent suicide, these figures seem to suggest that suicide is a more prevalent threat to individuals living in relative isolation from one another in Western states. In contrast to some data in the literature that suggests suicide rates are paired with high rates of population density, such as in work put forward by Saunderson and Langford, it may be the case that low population density is positively correlated with suicide. Saunderson, Thomas R. and Ian H. Langford. "A study of the geographical distribution of suicide rates in England and Wales 1989-92 using empirical bayes estimates." Social Science & Medicine, 43 (1996):

Eco-Design's Cultural Context Essay Example | Topics and Well Written Essays - 2000 words

Eco-Design's Cultural Context - Essay Example All these factors have merged together to enforce a more compliant design of built environments and human processes. This paper will present the cultural context of â€Å"eco design† or ecological design as presented by Ken Yeang and other proponents of green or eco design. Discussion Ecological design emerged from the threat of industrialism as towns turn to cities and populations exploded. Social problems escalated as natural resources become depleted or damaged beyond repair. This called for emergency actions that pushed considerations for life outside of the earth. An early advocate for ecological design was African ecologist John Phillips who coined â€Å"the biotic community† as a holistic approach to ecology (1968, 17). It further provided links between individual actions and the dynamics of an entire biotic community. Philips introduced the holistic approach to architects and planners and the need to include ecology and all forms of life in their designs. It was said that Ian McHarg who wrote Design with Nature (1969) was influenced by Phillips and the lectures of Walter Gropius in Harvard who warned his students of the human greed that has interfered with the biological cycle of human community and the organic social structure (29). Gropius told his students to â€Å"love and respect the land almost religiously,† (Gropius, 1945, p20). He stressed that humans must act appropriately for survival and as true agent in evolution. Phillips enumerated the causes of the ecological crisis as the reckless laissez-faire economy, individualism, Western capitalist greed, chaotic urbanization, fragmentation of social structures, and lack of planning. His proposal was the oriental approach: non-anthropocentric, implicit but orderly planning, and respect for the biotic community. From here, McHarg promoted science-based modernist architecture and planning that integrated respect for nature such as that of the Tennessee Valley Authority in a time w hen space exploration was the trend globally, linking the moon traveller’s perspective of the Earth as a whole and not the westernized compartmentalism. McHarg’s proposal was for a landscape design of an organic community of plants, insects, fish, animals and birds that would allow human consumption based on the self-sustained capacity of the capsule equivalent to the self-sustained cabin. It mandates an inventory of the environment with energy as the currency thereby determining limitations, allowable and prohibited changes, and determination of stability and instability (McHarg, 1968, 93). He advocated a need for designers and architects to fit in well with the ecological system through their landscapes and buildings with design adjusted on the basic human needs. Enlightened but guided by space explorations, the 1970s had ecological designers adopted space technologies, analytical tools, and ways of living for a respite from the doomed industrial society: space cabin -like structures that could allow men to survive once Earth has become a dead planet like Mars. It was an ecological future outside of Earth exemplified by closed, artificial, liveable environments in space (Anker, 2005, 529). By 1969, the New Alchemy inspired by McHarg was launched with the slogan, â€Å"To Restore the Lands, Protect the Seas, and Inform the Earth’

Discretion And The Criminal Justice Professionals Research Paper

Discretion And The Criminal Justice Professionals - Research Paper Example Therefore, researchers argue that the efforts on the part of security forces â€Å"unforeseen effects† on the privacy of citizens. Under such situations, if the police officers do not respect the value of privacy of citizens, their action will constitute the crossing of ethical boundaries. From the evidence evaluated during the course of this research, it has transpired that law enforcement officers are bestowed the power discretion which offers them immense authority over the citizens of the US. Many police officers misuse this power for personal gains such as accepting bribes, favoring individuals by not reporting their crimes, inflicting harm on ethnic minorities, poking into the private lives of citizens etc. On the other hand, there is a need for the police officers to have such powers because of their role in protecting the safety of citizens and fighting the menace of terrorism. Terrorist activities across the world and especially in countries like the US and India are on the increase and, therefore, police officers need to be endowed with the authority to check vehicles, search home and private premises, arrest suspect or even shoot terrorists to prevent the escalation of violent terrorist activities. However, police officers should be professional in their actions while dealing with as well as codes of conduct and ensure that they do not cross ethical limits by violating citizens’ freedom. Thus, while tackling the issue of terrorism and other crimes, police officers need to adhere to ethical principles.