The oil Price crisis in Britain Essay Example | Topics and Well Written Essays - 1750 words

The oil Price crisis in Britain - Essay Example In The Daily Telegraph publication (The Daily Telegraph: 20 June 2008), executive foreign editor Con Coughlin asserted that "as things stand, protecting their precious reserves, rather than providing the world with cheaper oil, appears to be their main priority". In a similar tone The Times' chief foreign affairs commentator Bronwen Maddox described the Opec summit in Jeddah "a Saudi show, to deliver a Saudi message" (The Times: 25 June 2008), stating that , "Before Sunday's meeting, King Abdullah bin Abdelaziz al-Saud said that the kingdom was resolved to prevent oil prices from rising 'in an unjustified and abnormal manner', while announcing an increase in production too small to have any such impact." In other twist , Con Coughlin, The Telegraph's executive foreign editor, argued that the country is operating to capacity in the article published in The Telegraph (The Telegraph: 20 June 2008). He mentioned that, "the Saudis announced their intention to increase production by another 500,000 barrels per day, which will bring total production to 9.7 million barrels - the kingdom's highest ever level. And that is about the upper limit of what the Saudis can produce for any sustained period." However, "the Saudis will only produce more oil if they believe it is in their interests to do so," The somewhat incongruous perspective by Coughlin presents connotations tending to place blame over the oil price crisis on Saudi Arabia. Other opinion slants presented in the media coverage of the oil price crisis in Britain have focused on the reality of rising demands for oil which has not been succored on commensurate production levels. The BP Statistical Review OF the world Energy quoted in the Energy and Capital e-letter for August 2008 presents that, "It's no secret anymore that for every nine barrels of oil we consume, we are only discovering one."(The BP Statistical Review of World Energy August 11th, 2008). The writer in the article mentions that there is unprecedented oil usage rate on a global scale which has not been sustained by any feasible production increase measures. "The world is addicted to oil. In just 8 years, it's projected the world will be consuming nearly 50,000 gallons of oil every second. By that time, the world won't be able to meet the projected demand... for one simple reason: We're using up oil at breakneck speed. And it's also no secret that official oil reserve numbers furnished by OPEC member governments have been fudged for years. The International Energy Agency (IEA) even admitted to knowing about some of OPEC's wizards cooking their books." (Opcit) The electronic title also provides some sweeping predictions in an advertising blurb aimed at getting readers to subscribe to the e-letter. Some of the predictions enlisted are; Why we're never going to see oil priced at $40 a barrel ever again, what we learned from the 1970s oil crisis, and where the future of oil really stands... How oil reserve supplies will tighten, prices will continue jumping, and the world economy will feel the squeeze... The 3 best ways to capitalize on the investment opportunities of a post-oil economy. In another reportage Independent columnist Dominic Lawson vindicated Saudi Arabia (and Opec) from blame in the current price crisis, writing that "far from operating as a

Week 5 ethics Assignment Example | Topics and Well Written Essays - 250 words

Week 5 ethics - Assignment Example 2. How can organizations specifically prepare themselves to operate in a global environment? What can be done when organizations from differing cultures are conducting business together and their ethical viewpoints are not aligned? Can you think of any recent examples where this was headline news? What occurred in those situations? Organizations must prepare about the relativity of culture across countries. What may be considered unethical and improper in one country may be acceptable in another country. For example, gift giving and receiving gifts in the US in the context of business may be frowned upon as improper and downright unethical and viewed as a bribe. In China however, it generally part of their culture to give gifts when doing business and is never perceived as improper which is a common complaint of western expatriates that used to banner in the news. To avoid this relativity of ethical standpoint, a certain standard of ethics in organization must be established and followed by the organization in all their transactions. In the case stated, this could be in the form of receiving gifts from suppliers to avoid favouring one supplier over the

Why Do People Lie Essay Example for Free

Why Do People Lie Essay 1. To hide information Anything or any relationship that can be labeled comes with a set of expectations. Whether you are a teacher, student, husband, wife, CEO, manager, son, daughter, friend and so forth, anyone at all, living in the society, you are expected to behave in a certain manner. When you traverse the boundaries, you are suddenly out there in the open, unprotected and vulnerable. You have to protect yourself now, you have to safeguard the expectations and save your relationship. If you hide the information, if no one gets to know you crossed the line, if you are perceived to be within the bounds, treading only the thoroughfare, you continue to be a functional artefact of the social apparatus. It leads to a temporary sense of peace, a sense of match, of fitting in the society. You just bought yourself time, you did not have to put up with the arguments that might have taken place had you shared the truth. You did not have to hurt the sentiments or trust of the other person by covering up your truth. This is the foremost cause of lying. People lie because they want to avoid confrontation and conflict. Lying becomes the easier route. 2. A matter of habit Often pursuing the first one, that is, hiding information, one gets into the habit of lying. When you repeatedly do the same thing over and over again, it becomes your habit. Perfection, carelessness, lack of detail or attention to detail etcetera are all habits as are telling the truth and lying. The habit of lying is formed, like many other habits, right from the childhood. Why? It must trace back to certain incidents during their early years or the atmosphere at home where speaking truth mostly ended up in an unpleasant conflict and undue scolding. When parents start to behave like kids too, it gives their children a strong reason to lie. By lying, they feel safe. However, this becomes their habit, their coping mechanism, their strategy to put up with all undesirable situations later on in their own lives. Unfortunate. It is incredibly hard to break the habit of lying. Like many other habits of smoking, drinking, punctuality and so on, children also pick up lying from their parents, other elders and peers. If you lie frequently, do not be harsh on your children expecting them to tell the truth. They will not follow what you tell them to do, they will follow what you do yourself. In other words, they do not learn from your instructions but actions. If this is how they see you living, it is but natural that they will follow suit. When lying becomes a habit, it leads to one of the two outcomes, and both are not mutually exclusive: the liar becomes fidgety with a wavering mind, or, they become aggressive with a depressed mind. Constant lying puts a tremendous burden on them to remember, to protect information, to bear the load of false information, to live the false identity. Over time, impatience, aggression, withdrawal, artificiality, depression, self doubt, low self-esteem, insecurity and the rest find a permanent home in the mind of a liar. 3. To gain attention This third reason comes with a powerful revelation. It can help one gain attention, respect, power. When someone lies to you about an incident where he was the only witness, he now has access to information that no one else does. He has just created a new truth. Exclusive information naturally leads to greater power and more attention. It was not just greed that triggered the greatest corporate scandals in the world, it was also about an inherent, an innate, an obtuse sense of gaining more power and control. I remember reading stories of a certain hunter during my childhood. This hunter would come to the village and make up stories on how he gallantly killed a lion with his fists alone, or courageously wasted a bear with just a small knife and so forth. All the villagers would gather around him to listen to his fascinating, if not fantastical, accounts of valor and bravery. He got attention and respect. If this formula works for the liar, he continues to lie till eternity. There are some who live a life of lies, there are many who justify their lies, it is even possible for some to protect their lies, however, it comes at the cost of their inner peace. They may not lose relationships or respect, they will, sooner or later, be robbed of their inner peace, however. So, if you want your partner, your child, or your friend to tell you the truth, if that is important to you, you had better encourage an atmosphere conducive to truth. If you are going to pounce upon hearing a confession, that may well be the last time you will ever hear a truthful version. It is for this reason, forgiveness is considered a divine virtue. Because by forgiving not only are you strengthening yourself and your relationship but also making a difference to the life of the other person and subsequent generations. Next time you feel like reacting to someones lie, just take a moment and look within you. A realization may dawn and you may find it easy to forgive the other person. On the other hand, if you are the one telling lies, just remember the price is paid in peace and bliss. Truth is bold by nature, and lie, arrogant. The former instills courage, the latter, fear. Truth stems from inner strength, and lie, from the inability to gain such strength.

Determination of Glucose Concentration Using Trinder Method

Determination of Glucose Concentration Using Trinder Method The Trinder method is used to determine glucose concentration only, (Lott et al, 1975). This method was first described by Trinder in 1969 thus named after him, (Lott et al, 1975). It uses an enzyme glucose oxidase for the first reaction and peroxidase for the second reaction thus the name of the enzyme Glucose oxidase/peroxidase (GODPOD), (Meiattin, 1973). Enzymes are biological or any chemical catalysts that speed up a reaction without it being used up, (Jan, 2010). It functions to catalyse a reaction by lowering the activation energy of the reaction. Activation energy is the energy needed to initiate the reaction. It is a point of high energy and requires more energy than the substrates. An enzyme also contains an active site for the substrate to catalyse the reaction. Its efficiency depends on the concentration of the substrate and conditions like temperature or pH, (Hames et al, 2005). The Trinder method, is based on two sequential enzymatic reactions, the first one involves the oxidation of glucose to gluconic acid and H2O2, (Casabnon et al, 2005). This reaction is catalysed by the enzyme Glucose oxidase. Then, the H2O2produced is quantified by a chromogenic reaction with peroxidase (POD), as the enzyme that catalyses the reaction with the reduced dye, (Casabnon et al, 2005). The oxidised dye changes colour to pink or red according to the glucose concentration. The colour formed is stable at room temperature for at least two hours after development, (Anon, 2010). The main advantage of this method is that it is very specific. It doesnt target other sugars except glucose. It is also simple straight forward and easy to manipulate. Its results are very reliable and specific, (Bauninger, 1974). Its final products are stable as they are not reactive at room temperature. Other colorimetric methods to identify glucose include, oxidation of glucose in the presence of Cu+2 to give Cu2O, and different types of Chromatography, (Casabnon et al, 2005). Glucose can be detected with o-toledine or other amines, (Casabnon et al, 2005). The experiment had to check for the specificity of the assay thus other carbohydrates were assayed. These were galactose, fructose, maltose and ribose. Maltose is a disaccharide which is made up of two glucose molecules joined together by a glycosidic bond. Galactose is a major sugar found in milk, (Hames et al, 2005). Its structure consists of six carbons with a glycosidic bond to join the next glucose molecule, (Berg et al, 2007). Fructose is abundant in fruits. It is a monosaccharide with six carbons as its structure. Ribose is a pentose sugar molecule with 5 carbons. It is mostly abundant in the nucleotides. The aim of the experiment was to determine glucose concentration in different concentrated solutions and unknown solutions. The specificity of the assay was to be determined by application of the assay on different sugar molecules. A standard curve was to be drawn from the absorbencies acquired from the spectrophotometer at 515nm Materials 12 Test tubes 2 Long pipette tips 1ml of 0.5mM Fructose 1ml of 0.5mM Maltose 1ml of 0.5mM Galactose 1ml of Unknown Glucose 1ml of 0.5mM Ribose 5ml of 0, 5mM Glucose 5ml of Distilled water 7ml of 0.1% Phenol 20ml of GODPOD Reagent 9 pipette tips 8 Disposable Cuvettes Black Marker Stop watch P100 Pipette Automatic pipette Recoding paper and pen Spectrophotometer at 515nm Water bath at 37oC Test tubes rack Blotting paper Method The test tubes were marked T1 to T6, for those that had to be inoculated with glucose and S1 to S6, for those that had to be inoculated with different types of sugars. They were arranged in order of concentration on the rack. One row was left out for agitating the test tubes. Inoculation commenced by transferring glucose into different test tubes T1being the least concentrated. 0.5mM of Glucose was transferred using a P100 pipette and not changing the tip. 0.2cm3 was inoculated into T2, 0.4 cm3 into T3, 0.6 cm3 into T4, 0.8cm3 into T5 and 1.0 cm3into T6. Distilled water was then inoculated into the test tubes using a different tip to avoid cross contamination. One centimetre cubed was inoculated into T1, 0.8 cm3 into T2, 0.6 cm3 into T3, 0.4 cm3 into T4 and 0.2 cm3 into T5. There was no water inoculated into the last tube T6. Phenol was then inoculated into all the twelve test tubes. It was transferred using a different tip to avoid cross contamination. One centimetre cubed of different sugars were inoculated in specific S tubes. 0.5mM of Galactose was inoculated into S1, 0.5mM of Glucose was inoculated into S2, Glucose unknown was inoculated into S3, 0.5mM of Fructose was inoculated into S4, 0.5mM of Maltose was inoculated into S5 and then 0.5mM of Ribose was inoculated into S6. These transfers were done with different tips for different sugars. One and half millilitres of GODPOD reagent was then inoculated into all the test tubes using an automatic pipette and a long pipette tip. The test tubes were then agitated on the rack and incubated in the water bath for forty minutes. The temperature was constantly checked during incubation. After forty minutes, the solutions changed colour from colourless to light pink according to the concentration. These different solutions were then read on a spectrophotometer in a cuvette. The spectrophotometer was zeroed at first then absorbencies of Glucose and other sugars were read and recorded. A cuvette was wiped on the soft side to minimize absorbencies caused by contamination. These different absorbencies were recorded on a table. Discussion The reactions of glucose with the GODPOD were slow due to the fact that the enzyme was stored in ice thus it took long for the reaction to take place. The enzymes structure was disrupted because it was kept in cold thus it took time to equilibrate with the conditions. The reason why GODPOD was slow to react was because it is sensitive to its environment, (Teal et al, 1985). Enzymes are sensitive to pressure, temperature and pH. This added to the fact that the colour produced was not very dark because the enzyme was adjusting to the conditions. The enzyme also didnt denature because it was kept in ice at 4oC not in the heat above 40oC. On the graph, the points that are not on the line of best fit might have appeared because there might have been a competitive inhibitor thus the reaction didnt go on well owing to reduced absorbance. The inhibitor might have been so because of cross contamination. The same pipette might have been used to transfer the solutions thus cross contamination. The specificity of the enzymes might have caused the other solutions not to produce reliable results. Enzymes are sensitive to pH, (Jan, 2010). The pH of the test tube might have been so low or higher than the required thus some of the points are not in the line of best fit. This might have been avoided by carrying out the experiment repeatedly and then getting average values. When the enzyme was applied to the other sugars, there was no absorbance at all because the enzyme is specific to one substrate thus it didnt catalyse the reaction of other sugars and GODPOD. There might have no absorbance because these sugars might have their own wavelengths they absorb the light. This might have been avoided by scanning the various wavelengths and determine the exact wavelength. The unknown glucoses were determined by the use of the graph. The line of best fit was used to determine the glucose concentration. An equation was used also to determine the concentrations. The other points not on the line of the best fit might be there because the transitional state might have been great, thus when thirty minutes had passed, the enzyme had not gone past the transitional stage. This might have been characteristic of the colours produced according to the concentration of the different solutions. The unknown glucose solutions showed to have the same concentration as the stock solution. It might have the same compounds and properties as the stock solution. The results of the experiment were according to the literature values. This was highlighted by the absorbencies of stock solutions and different sugars. The specificity of the reaction was achieved. In conclusion, the aims of the experiment were achieved by obtain reliable data and results. The standard curve showed the absorbencies of the different solutions and unknowns.

Treatment Planning System Software Reflective Essay

Treatment Planning System Software Reflective Essay â€Å"Improving one’s learning and performance could be considered to be a ‘meta-skill’, that is the skill of learning how to learn.† (The Open University, 2012) Clinical skills chosen The clinical skill that was chosen is learning how to use Varian Medical Eclipseâ„ ¢ Treatment Planning System software and acquiring knowledge on how to plan a treatment for the different cancers. Eclipseâ„ ¢ is a comprehensive treatment planning system that simplifies modern radiation therapy planning for dosimetrists, physicists, and physicians to efficiently create, select, and verify the best treatment plans for their patients while ensuring high standard of care and effective protocols (Varian Medical Systems, 2014). This skill was chosen because it is treatment related and is able to give me a deeper understanding on patient’s treatment. Furthermore, the resources were readily available in the department for learning purposes. Process of learning this skill The process of learning this skill was broken down into two components; mastering the use of Eclipseâ„ ¢ software efficiently and gaining knowledge on treatment planning. The intention of breaking goals down (University of Kent Careers and Employability Service, n.d.) into two components is so that I can tackle them one step at a time. Each component was further evaluated based on a three-stage framework of developing a strategy, monitoring progress and evaluating performance (Figure A), which can be used to develop and improve skills and learning in general (The Open University, 2012). Strategy first component of learning process Firstly, the strategy was to have an action plan and time checklist of what I should be doing each week and what I should achieve at the end of each week. An action plan is a review of one’s current capabilities and goals over an extended period of time (The Open University, 2012). It is useful as it provides a structured plan linking the objectives of the learning process together and setting targets for achieving goals. There is a time checklist/schedule plan created on a weekly basis at the end of every journal entry to keep me on track and ensure that the objectives for the week have been met. There was a change in the schedule plan in week 1 as compared to the schedule plan in the action plan because I realised in the first week that one week was insufficient and I needed more time to learn the software. Another strategy was to split the learning process into two components. Getting to know the user interface and all the functions of Eclipseâ„ ¢ treatment planning system first would enhance my learning in treatment planning in the later part. Treatment planning requires both knowledge on treatment planning and skills on using the Eclipseâ„ ¢ treatment planning system. Thus, the first component of my learning journey was to get myself familiarise with Eclipseâ„ ¢ treatment planning software’s user interface and its functions. This took me a couple of weeks instead of one week that was originally planned in the action plan. I was able to learn a lot both on my own by referencing the user manual and also with the help of the senior radiation therapists during the 8-hour learning session per week. As I learn, I jotted down notes in the notebook. Note-taking was helpful as I was able to monitor my learning progress to keep me on track on the things that I have covered and have not. In order to evaluate my performance so far, a written assessment was carried out with the help of the senior radiation therapists at the end of week 2. The results from the assessment would determine my next step, which was to either continue learning the software’s user interface or to move on to the second component of my learning journey to learn how to plan a treatment. I chose a written assessment to evaluate my performance because it allows me to see my results visually in terms of scores. Scoring 92% for the written assessment on the software’s user interface gave me confidence to move to on to the second component of the learning process. Second component of learning process I passed the assessment and moved to learning how to plan a treatment for rectal cancer. For this component, I required the senior radiation therapist to guide me and share her knowledge. It was an observational and verbal learning for the first few hours after which I was left on my own with the hospital’s protocol booklist to try treatment planning on my own. The overload of information and knowledge caused me to miss out on quite a number of things in treatment planning. As such, it occurred to me that I would need a checklist. In my notebook, there were 2 types of lists: one of which is a step-by-step list for a treatment plan based on what the senior radiation therapist taught me and the other, is a checklist that the senior radiation therapists check against after every completion of a treatment plan. The advantages of having a checklist are that it focuses my mind on important objectives, orders my thoughts, making me less likely to forget certain details, monitors my p rogress and prevents me from side-tracking from my objectives. I managed to complete learning the treatment planning for rectal cancer a week earlier than planned. This caused a change in my schedule plan where the remaining planned weeks were brought forward a week. During this process, I should have read up textbooks for information instead of relying solely on the protocol book and the knowledge provided by the senior radiation therapist. I could have also used the Miller’s pyramid (Figure B) to monitor my performance on a personal level. Based on the Miller’s pyramid, I am at the â€Å"Shows† level as I am able to demonstrate the skill of planning a treatment plan for rectal tumours. I have yet to reach â€Å"Does† because I am still not efficient in treatment planning as I do still make mistakes such as over-shielding in the treatment plan for brain tumour. For each treatment plan, a competency-based assessment and verbal assessment were carried out to evaluate my performance. Firstly, I had to design a suitable treatment plan using Eclipseâ„ ¢ treatment planning software for a particular case that was selected by the senior radiation therapist. After which, I had to explain and convince her that my treatment plan has met the requirements and was suitable for the patient’s condition. She used a competency-based assessment checklist (Figure C) to evaluate my performance. A competency-based assessment is a collection of evidence to demonstrate that a learner can perform a task according to specific standards (Singapore Workforce Development Agency – Quality Assurance Division, 2012). The assessment outcome will allow the assessor to make judgment with respect to the competence or incompetence (Singapore Workforce Development Agency – Quality Assurance Division, 2012). Such method of assessment has been used for many years by the planning department to assess training staff on treatment planning where they have to apply their knowledge in designing a treatment plan and explaining the rationale as well as suitability for the particular patient in accordance to the hospital’s protocol and patient’s benefit. This is good as it involves an assessment of a combination of treatment planning knowledge, process skills and transferable skills (Singapore Workforce Development Agency – Quality Assurance Division, 2012). Apart fr om competency-based assessment, I also chose verbal assessment for this component because it allowed me to gather feedback directly from my senior radiation therapist on ways that she thinks could have been better and on how to improve my treatment plans. Learning from my mistakes allows me to learn and grow as I will avoid making similar mistakes in the future. Type of learner I learned faster with the help of the senior radiation therapist. At the start of each session, the senior radiation therapist will show and explain to me regarding treatment planning. After which, I was given hands-on opportunities to enhance my learning. Among the learning styles (Figure D), I learned better through visual, verbal and logical styles where the senior radiation therapist showed and explained to me the different components of treatment planning. I feel that explanations make better sense to me rather than just verbal instructions. As such, I found myself asking more to get a deeper understanding of the interface and usage of the software as well as knowledge in treatment planning. After each discussion with the senior radiation therapist, I prefer to work alone to digest all the information and try out the treatment planning on my own. Therefore, solitary learning style (Figure D) was more suitable for me rather than social, also known as group discussion. Self-reflection using Gibb’s Reflective Model (Figure E) Description feelings I was able to learn new skills and knowledge from the seniors. Throughout this learning process, I learned how to develop my own learning goals, identify my own learning styles and be responsible for my own learning. At the start of the process, I struggled a little bit as the amount of knowledge and things to learn was too overwhelming especially since I am not IT-savvy. However, the hands-on practices helped me build up my confidence each week. I feel that this newly learnt skill and knowledge are useful as it can be applied when I carry out the daily treatments and also when I am doing the new treatment card check. The knowledge can also be shared with my juniors and students on attachment. Evaluation analysis The main challenge during the learning process was time. I only had one day (8 hours) every week to go to the treatment planning department. There was no fixed schedule plan as certain skill or knowledge required more time to learn. The changes in my schedule plan were made as more time was needed than expected to learn the software at the start and also due to the lack of manpower in the department which denied me of learning opportunities. However, I did managed to complete learning the treatment plan for rectal cancer a week earlier. As such, the schedule plan will always be adjusted based on my needs and capabilities each week. Despite this, it is crucial for me to keep to a certain timeframe as delaying a learning objective for too long would mean that the whole learning process will be completed at a later period. Given more time, I would like to be given a chance to create my own checklist on treatment planning and refer to more references from the textbooks instead of relying on the hospital’s protocol and knowledge shared by the seniors. Conclusion action plan If I was given another opportunity, I would repeat the same process with similar action plan but with a more realistic set of timeline based on my learning speed and capabilities. I would also like to develop my note-taking skills and the method of evidencing my skills. 1

Holdens Lonliness Catcher In the Rye :: essays research papers

Many young people often find themselves struggling to find their own identity and place in society. This search for self worth often leaves these young people feeling lonely and isolated because they are unsure of themselves. Holden Caulfield, J.D. Salinger's main character in the book The Catcher In the Rye, is young man on the verge of having a nervous breakdown. One contributor to this breakdown, is the loneliness that Holden experiences. His loneliness is apparent through many ways including: his lack of friends, his longing for his dead brother, and the way he attempts to gain acceptance from others. To Holden, everyone is either corny of phony. He uses these terms to describe what a person is if they do not act naturally and follow other people?s manners and grace. Holden dislikes phonies and thinks of them as people who try to be something they are not. He loathes people who showed off because it seems unnatural every time they do not act like themselves. Holden does not allow himself to have friendship because of his dull attitude. In the beginning of the book, the reader knows that Holden is lonely when he separates himself from the rest of the Pencey students by watching the football game from Thomsen Hill and not the grand stands. Holden is not a very sociable person partly because he finds himself better than many others. He dislikes his roommate because of his generic leather luggage. His next door roommate Ackley does not seem to want a friendship with him either. Holden finds Ackely?s zit crusted face ridiculous and doesn?t want him in his room at first. This shows the reader that Holden is a lonely person because he chooses to be lonely and does not want anything to do with people who do not fit into his perception of normal. Holden?s loneliness is apparent in more than just his lack of friends. His loneliness is made apparent by the way he misses his deceased brother, Allie. Holden makes several references to Allie and how the two used to get along and acted more like friends than brothers. Holden deeply misses his brother and even talks to him out loud to comfort himself because he still feels a void inside of him. Holden misses his brother more than others because Holden never had the final closure to his brother?s death, Holden never went to Allie?s funeral, and because Holden didn?

red scare :: essays research papers

The war was over. The last cry of help had been heard and peace was supposedly coming to the United States. But everyone was wrong. An ideological war which prompted mass paranoia known as the Red Scare had spread through the US. It began in 1919 and ended in 1921. Red Scare was the label given to the actions of legislation, the race riots, and the hatred and persecution of "subversives" and conscientious objectors during that period of time. At the heart of the Red Scare was the conscription law of May 18, 1917, which was put during World War I in order for the armed forces to be able to conscript more Americans. This caused many problems in the recollection of soldiers for the war. For one to claim that status, one had to be a member of a "well-recognized" religious organization which forbade their members to participation in war. As a result of such unyielding legislation, 20,000 conscientious objectors were inducted into the armed forces. Out of these 20,000, 16,000 changed their minds when they reached military camps, 1300 went to non-combat units, 1200 gained furloughs to do farm work, and 100 of these, 450 went to prison. However, these numbers are small in comparison with the 170,000 draft dodgers and 2,810,296 men who were inducted into the armed forces. Objectors were targeted in the Red Scare after the war. They were condemned as cowards, pro-German socialists, also they were also accused of spreading propaganda throughout the United States. Many organizations stood up for the rights of the objectors. One was the National Civil Liberties Bureau, which would later be renamed the American Civil Liberties Union. The ACLU gained a reputation for helping people with liberal cases who were too poor to pay for their own representation in court. After the real war ended in 1918, the ideological war, turned against conscientious objectors and other radical minorities such as Wobblies, who were members of the Industrial Workers of the World (IWW), and also Socialists. It was thought that the Wobblies and the Socialists were trying to overthrow the United States government. Wobblies, were persecuted against for speaking out against the capitalist system. Most of what they said, was only to attract attention, but it was taken seriously by the government. From the very beginning of the Red Scare, the Wobblies attacked by the government, because they were a symbol of radicalism.