Deadly weapon

Submitted by:
Allan C. Nipis
IV-SERVICE

Submitted to:
Mrs. Mary Jane Sabiniano
Chapter. i

-Introduction
-Background of the study-
Statement of the problem- wala pa
-Scope of the study-
-Importance of the study-
-Related literature-
Chapter. Ii
-Method of the study
-Instruments and techniques used-wala pa
SAMPLING PROCEDURE- wala pa
-treatment of the data- wala pa

Chapter. IV
-summary-
Chapter. V
-Conclusion
-Recomendation-
-Bibliography-

DEADLY WEAPON
Introduction

A "Deadly Weapon" is defined by statute as any weapon, whether loaded or

unloaded, from which a shot may be discharged, or a switchblade knife,
gravity knife, billy, blackjack, bludgeon, or metal knuckles.
If the weapon is a firearm, it may be unloaded, but it must be in such
condition that a shot may be discharged from it. Thus, if the weapon is
loaded but out of working order, it is not a deadly weapon. If the weapon is
unloaded but in working order, it is a deadly weapon.
Deadly Weapon n. any weapon which can kill. This includes not only
weapons which are intended to do harm like a gun or knife, but also blunt
instruments like clubs, baseball bats, monkey wrenches, an automobile or
any object which actually causes death. This becomes important when trying
to prove criminal charges brought for assault with a deadly weapon. In a few
1990s cases courts have found rocks and even penises of AIDS sufferers as
"deadly weapons.

Deadly weapon, sometimes dangerous weapon, is a statutory

definition listing certain items which can inflict mortal or great bodily harm.
In addition, deadly weapon statutes often contain "catch all" provisions
which describe abilities used to designate other implements as deadly
weapons.
Some examples of these are poison gases. Poison gases should be banned
from the battlefield because they have fatal and catastrophic effects on
humans, the nature, and they were not as effective as other weapons for
winning the war.

Poison gases had many deadly effects on human bodies. Chlorine, phosgene,
and mustard gases were mainly used (First World War). “Deficiencies of
chlorine were overcome by phosgene and they were used mixed with equal
amounts, with the chlorine helping to spread the denser phosgene” (Poison).
They inflicted damage to the eyes, nose and throat. Chlorine could also
“destroy respiratory organs such as lungs, bringing on chocking attacks”
(First World War). Mustard gas was mostly delivered in artillery shells. It
caused serious internal and external bleeding and blisters which were
“extremely painful that most soldiers had to be strapped to their beds”
(Poison). Mustard gas also burned skin
Hiv / Aids is know as deadly weapon.
Acquired immune deficiency syndrome or acquired immunodeficiency
syndrome (AIDS) is a disease of the human immune system caused by
thehuman immunodeficiency virus (HIV). This condition progressively
reduces the effectiveness of the immune system and leaves individuals
susceptible to opportunistic infections and tumors. HIV
is transmitted through direct contact of a mucous membrane or the
bloodstream with a bodily fluid containing HIV, such
as blood, semen, vaginal fluid, preseminal fluid, and breast milk. This
transmission can involve anal, vaginal or oral sex, blood transfusion,
contaminated hypodermic needles, exchange between mother and baby
during pregnancy, childbirth, breastfeeding or other exposure to one of the
above bodily fluids.
AIDS is now a pandemic. In 2007, UNAIDS estimated: 33.2 million people
worldwide had AIDS that year; AIDS killed an 2.1 million people in the
course of that year, including 330,000 children, and 76% of those deaths
occurred in sub-Saharan Africa. According to UNAIDS 2009 report,
worldwide some 60 million people have been infected, with some 25 million
deaths, and 14 million orphaned children in southern Africa alone since the
epidemic began.
Genetic research indicates that HIV originated in west-central Africa during
the late nineteenth or early twentieth century. AIDS was first recognized by
the U.S. Centers for Disease Control and Prevention in 1981 and its cause,
HIV, identified in the early 1980s.
Although treatments for AIDS and HIV can slow the course of the disease,
there is no known cure or vaccine. Antiretroviral treatment reduces both
themortality and the morbidity of HIV infection, but these drugs are
expensive and routine access to antiretroviral medication is not available in
all countries. Due to the difficulty in treating HIV infection, preventing
infection is a key aim in controlling the AIDS pandemic, with health
organizations promoting safe sexand needle-exchange programmes in
attempts to slow the spread of the virus.
 In May of this year, a 42-year-old HIV positive man in Texas who spat at a
police officer during an arrest received a cumulative sentence of 35 years by
a Dallas court after a jury was convinced that the man had used his saliva as
a "deadly weapon." More than 180 media outlets around the world picked up
news of the case – but only a handful clarified the impossibility of
contracting HIV by being spit on. Since then, the media has reported on at
least three other cases of the criminal prosecution of people accused of
exposing others to HIV by spitting.

SCOPE OF THE STUDY

Two-hundred-twenty-eight eyes of 212 consecutive patients, who were

mostly injured in military confrontation, were analyzed. Mechanism and
injury characteristics were evaluated for predicting visual outcome
according to the recently studied classification system as well as other
variables pertinent to this specific clinical setting of severe eye trauma. Final
visual acuities were defined as favorable (5/200 or better) or unfavorable
(less than 5/200, including enucleation).
The mean age of patients was 23 years, and the mean follow-up was 5.7
months. The predictors for favorable visual outcome were type B, grade 1,
zone I, and relative afferent pupillary defect-negative injuries. The predictors
for unfavorable outcome were type A, grade 5, zone III, and relative afferent
pupillary defect-positive injuries. Land mine and hand grenade injuries had
the worst outcome among causative agents. Proliferative vitreoretinopathy,
comprising 30.4% of postoperative failures, was the most common
complication.
Deadly weapon–related open-globe injuries, especially those associated with
land mines and hand grenades, have devastating visual results. Evaluation of
trauma mechanism and injury characteristics according to the Ocular
Trauma Classification System seems to predict visual outcomes in this series
of severe open-globe injuries.

Backround of the study

A deadly weapon is usually defined as a firearm or any object designed,

made, or adapted for the purposes of inflicting death or serious physical
injury. In addition to all firearms, the term deadly weapon encompasses
knives of a certain length (usually three inches or longer, depending on
jurisdiction), and in almost all jurisdictions includes the switchblade, gravity
knife, ballistic knife, stiletto, ice pick, sword, dagger, billy club, blackjack,
bludgeon, brass knuckles, nunchaku (fighting sticks), and shuriken
(throwing stars), among other weapons.
In some jurisdictions, a distinction is made between deadly weapons and
destructive devices, such as explosives, iincendiary or poison gas bombs,
grenades, landmines, rockets, missiles, or similar devices, including the
unassembled components from which such devices can be made.
According to popular belief, holding a black belt (or comparable rank) in a
martial art requires one to register parts of one's body as deadly or dangerous
weapons. While some dojos require black belts to buy registration cards, the
government itself does not register black belts as deadly or dangerous
weapons. However, holding a black belt will influence court decisions
concerning self defense.

You can be criminal if you will violate the law:

The Zero Tolerance policy for schools was implemented in New Mexico to
halt the growth of school related violence. There is no disputing that the
policy has for the most part been both necessary and beneficial to New
Mexico schools. However, on occasion, the enforcement of the policy at the
local enforcement level can get a little carried away.

In the 2009 case of State v. Nick R., the New Mexico Supreme
Court addressed the prosecution of a sixteen-year-old Taos High School
student for possession of a deadly weapon on school premises, a fourth
degreefelony. The problem with the case was the fact that the so-called
deadly weapon was a simple pocket-knife that the child used at work in his
dad's furniture business, and had forgotten to remove from his pocket before
school. It was agreed by all that the child never intended to use the pocket-
knife as a deadly weapon. In fact, after a brief suspension, the high school
reinstated the child.
On the other hand, the local prosecutor would not let it go and the case
proceeded to trial. The child's lawyer argued that evidence showing that the
child had no deadly intent should be admitted to the jury. The court denied
the evidence stating that the child had committed the crime as a matter of
law. In short, the trial court stated that intent was irrelevant, the fact of
possession was enough. The court did this despite the fact that "pocket-
knife" is not among the weapons named in the statutes defining deadly
weapon under New Mexico law.
The child appealed the ruling by the court that intent was irrelevant arguing
evidence of intent should have been presented to the jury. The New Mexico
Court of Appeals sided with trial court upholding the ruling and the
conviction. The Supreme Court reversed.
The Supreme Court went through a lengthy analysis and discussion of the
history of the statute and the cases since its enactment in law during New
Mexico's territorial days and its amendment in 1953 to add two additional
weapons of switchblade knives and brass knuckles. Interestingly the Court
fell back on common dictionary definitions of deadly weapon. The Court
even referenced Mark Twain and "the ubiquitous Barlow pocketknives in his
classic Tom Sawyer and Huckleberry Finn books." The statute defining
deadly weapon and the cases applying it simply did not include pocket-
knives.

Following its analysis, the Court came to the common sense conclusion that
a pocket-knife is no more a deadly weapon than a rock, both of which can be
used to inflict deadly harm. The key to analysis in any particular case is the
intent of the party possessing the pocket-knife or other potentially deadly
weapon not specifically identified in the statutory definition. The court
recognized that many objects, lamps, chairs, rocks, dishes, bottles and yes
pocket-knives may and have become deadly weapons with the requisite
intent. However and most importantly to the ruling, the Court stated that the
issue of intent must go to the jury.

Zero Tolerance has led in the past to many similar such charges. The Court
in Nick R. has introduced some common sense to ongoing enforcement.
There are some things that should be left to the schools and parents.
Hopefully, in the future, a simple and innocent mistake like Nick's will be
left to the school and parents to address without the unnecessary and heavy-
handed intervention of law enforcement.

A person is guilty of disorderly conduct when:

(1) The person intentionally causes public inconvenience,

annoyance or alarm to any other person, or creates a risk thereof by:

a. Engaging in fighting or in violent, tumultuous or

threatening behavior; or
 b. Making an unreasonable noise or an offensively
coarse utterance, gesture or display, or addressing abusive language
to any person present; or

c. Disturbing any lawful assembly or meeting of persons

without lawful authority; or

d. Obstructing vehicular or pedestrian traffic; or

e. Congregating with other persons in a public place and

refusing to comply with a lawful order of the police to disperse; or

f. Creating a hazardous or physically offensive condition

which serves no legitimate purpose; or

g. Congregating with other persons in a public place

while wearing masks, hoods or other garments rendering their faces
unrecognizable, for the purpose of and in a manner likely to
imminently subject any person to the deprivation of any rights,
privileges or immunities secured by the Constitution or laws of the
United States of America.

2) The person engages with at least 1 other person in a course of disorderly

conduct as defined in paragraph (1) of this section which is likely to cause
substantial harm or serious inconvenience, annoyance or alarm, and refuses
or knowingly fails to obey an order to disperse made by a peace officer to
the participants.

A person is guilty of riot when the person participates with 2 or

more persons in a course of disorderly conduct:

(1) With intent to commit or facilitate the commission of a

felony or misdemeanor; or

(2) With intent to prevent or coerce official action; or

(3) When the accused or any other participant to the

knowledge of the accused uses or plans to use a firearm or other
deadly weapon.
 Any other provision of this Criminal Code notwithstanding,
whoever violates this section shall be guilty of a class F felony.

Any other provision of this Criminal Code or Title 10

notwithstanding, any person over 16 years old who violates this
section shall be prosecuted as an adult.

(a) A person shall not do any of the following within 300 feet of
the building or other location where a funeral or memorial service is
being conducted, or within 1,000 feet of a funeral procession or
burial:

(1) Direct abusive epithets or make any threatening gesture

which the person knows or reasonably should know is likely to
provoke a violent reaction by another.

(2) Disturb or disrupt the funeral, memorial service, funeral

procession, or burial by conduct intended to disturb or disrupt the
funeral, memorial service, funeral procession or burial.

(b) This section applies to conduct within 1 hour preceding, during

and within 2 hours after a funeral, memorial service, funeral
procession or burial.

(c) A person who commits a violation of this section commits:

(1) A class A misdemeanor for a first offense.

(2) A class F felony for a second or subsequent offense.

(d) This section shall not preclude any county or municipality from
legislating and enforcing its own more restrictive law in this regard.

(a) Any person who commits, or attempts to commit, any crime as

defined by the laws of this State, and who intentionally:

(1) Commits said crime for the purpose of interfering with the
victim's free exercise or enjoyment of any right, privilege or
immunity protected by the First Amendment to the United States
Constitution, or commits said crime because the victim has exercised
or enjoyed said rights; or
 (2) Selects the victim because of the victim's race, religion,
color, disability, sexual orientation, national origin or ancestry, shall
be guilty of a hate crime. For purposes of this section, the term
"sexual orientation" means heterosexuality, bisexuality, or
homosexuality.

(b) Hate crimes shall be punished as follows:

(1) If the underlying offense is a violation or unclassified

misdemeanor, the hate crime shall be a class A misdemeanor;

(2) If the underlying offense is a class A, B, or C

misdemeanor, the hate crime shall be a class G felony;

(3) If the underlying offense is a class C, D, E, F, or G felony,

the hate crime shall be one grade higher than the underlying offense;

(4) If the underlying offense is a class A or B felony, the hate

crime shall be the same grade as the underlying offense, and the
minimum sentence of imprisonment required for the underlying
offense shall be doubled.

Aggravated assault is, in some jurisdictions, a stronger form of assault,

usually using a deadly weapon.[10] A person has committed an aggravated
assault when that person:

 attempts to cause serious bodily injury to another person such as in the

case of kidnapping
 attempts to have sexual activity with another person under the age of
14
 attempts or causes bodily injury to another person with a deadly
weapon.

Aggravated assault can also be charged in cases of harm against police

officers or other public servants.
Statement of the problem

What is deadly weapon?

Importance of the study of deadly weapons

Security as a major factor in preventing school violence

The United States of America considers school violence a major issue that
needs to be stopped immediately. School violence not only disrupts a
child’s learning environment, it also becomes troublesome for principals,
students, teacher and parents. It also deprives a child from having a bright
future. Instead of spending time studying, children are paying more
attention towards certain kinds of negative attitude. Children learn to use
weapons in schools to kill other students, they bully and threaten other
students, and they even start fights with teachers and student. Such is the
true face of school violence.
Both parents and the school administration should exert efforts in correcting
such violent behavior among students. The question is how can we prevent
such incidents of school violence from occurring? As history has taught us,
violence is not a kind of problem that can be solved with strength
alone. Violence in itself is considered to be in a person’s nature, and one
knows that this can’t be change instantly. The only and sure way to reduce
such violent behavior is to give proper guidance, support and love to
children.
Preventing or reducing violence can be done in a number of various
ways. Among these, the most important in stopping school violence is
security. Schools should be equipped with proper security details along with
a good ratio of guards-to-students. These guards are responsible for
watching over the students and ensuring over-all safety within the
school. This can be achieved by conducting regular checks of student’s
lockers and bags. In an event that a guard finds any kind of suspicious
object or weapon on a student, they should report it to higher authorities
while taking a strict and firm action against it.
In case a violent activity of any kind erupts, the guards should be able to
stop it and inform the higher authorities about the incident. With proper
training, guards will be able to deal with such kind of incidents in an
efficient and professional manner. Schools in turn should make a firm stand,
and impose strict actions against students who take part in any violent
activity within the school. With strict actions being imposed, students will
most likely be scared in copying such acts of violence, and in turn prevents
reoccurring incidents of school violence.
Federal agencies should be concerned about the accessibility of
weapons. The increasing incident of school violence is due to the fact that
weapons are easily accessible to children and are readily available. As a
general rule of thumb, deadly weapons should be kept away from the reach
of children. Because of the lax in restrictions regarding the availability of
weapons, incidents of school violence like the Columbine High School
massacre, Virginia Tech Tragedy and the Bath School disaster
happened. To stop such incidents from reoccurring, the government must
make an effort in placing stricter rules and restriction when it comes to
possessing a weapon.
It is not entirely impossible to put a stop to school violence. If both the
parents and the school work together in providing proper guidance to
children, all the while grooming them with the right attitude and proper
career, then certainly school violence will be just a thing of the past.

RELATED LITERATURE

Nuclear weapon is an explosive device that derives its destructive force from
nuclear reactions, either fission or a combination of fission and fusion. Both
reactions release vast quantities of energy from relatively small amounts of
matter. The first fission ("atomic") bomb test released the same amount of
energy as approximately 20,000 tons of TNT. The first thermonuclear
("hydrogen") bomb test released the same amount of energy as
approximately 10,000,000 tons of TNT.

A modern thermonuclear weapon weighing little more than a thousand

kilograms (2,200 pounds) can produce an explosion comparable to the
detonation of more than a billion kilograms (2.2 billion pounds) of
conventional high explosive. Thus, even single small nuclear devices no
larger than traditional bombs can devastate an entire city by blast, fire and
radiation. Nuclear weapons are considered weapons of mass destruction, and
their use and control has been a major focus of international relations policy
since their debut.

In the history of warfare, only two nuclear weapons have been detonated
offensively, both near the end of World War II. The first was detonated on
the morning of 6 August 1945, when the United States dropped a uranium
gun-type device code-named "Little Boy" on the Japanese city of Hiroshima.
The second was detonated three days later when the United States dropped a
plutonium implosion-type device code-named "Fat Man" on the city of
Nagasaki, Japan. These two bombings resulted in the deaths of
approximately 200,000 Japanese people (mostly civilians) from acute
injuries sustained from the explosion. The role of the bombings in Japan's
surrender and the U.S.'s ethical justification for them remains the subject of
scholarly and popular debate.

Since the Hiroshima and Nagasaki bombings, nuclear weapons have been
detonated on over two thousand occasions for testing purposes and
demonstration purposes. A few states have possessed such weapons or are
suspected of seeking them. The only countries known to have detonated
nuclear weapons—and that acknowledge possessing such weapons—are
(chronologically) the United States, the Soviet Union (succeeded as a
nuclear power by Russia), the United Kingdom, France, the People's
Republic of China, India, Pakistan, and North Korea. Israel is also widely
believed to possess nuclear weapons, though it does not acknowledge having
them.
The energy of a nuclear explosion is released in the form of
a blast wave, thermal radiation (heat) and nuclear radiation. The distribution
of energy in these three forms depends on the yield of the weapon. For
nuclear weapons in the kiloton range, the energy is divided in various forms,
roughly as 50% blast, 35% thermal and 15% nuclear radiation. Each one of
these forms causes devastation on a scale that is unimaginable. Below these
effects are discussed separately for a 15 kiloton bomb, which was the
explosive power of the bomb detonated by the U.S. in Hiroshima during
World War II. This is also the size of the weapons now possessed by India,
Pakistan, North Korea and would likely be roughly the size weapon created
by terrorists.
And the effect of nuclear radiationBecause of the tremendous amount of
energy released in a nuclear detonation, temperatures of tens of millions of
degrees C develop in the immediate area of a nuclear detonation (contrast
this with the few thousand degrees of a conventional explosion). This
compares with the temperature inside the core of the Sun. At these
temperatures, every thing near ground-zero vaporizes (from a few hundred
meters in 15 kiloton weapons to more than a kilometer in multimegaton
weapons). The remaining gases of the weapon, surrounding air and other
material form a fireball.
The fireball begins to grow rapidly and rise like a balloon. As the fireball
rises and subsequently expands as it cools, it gives the appearance of the
familiar mushroom cloud. The vaporized debris, contaminated by
radioactivity, falls over a vast area after the explosion subsides – creating a
radioactive deadly fallout with long-term effects.

Deadliest Nuclear Weapons

The Trident submarines have been in operation for over 20 years, and are a
complete doomsday machine. Designed to carry 24 nuclear missiles with
enough power to incinerate the former Soviet Union. One sub carries the
equivalent of 5,000 bombs, like the one used on Hiroshima. Because of
recent treaties, these insurmountable weapon machines were on their way to
become scrap until the Navy had a revelation. What were once made in the
case of a Cold War, are now becoming an undefeatable force against any
war, at any time.

These particular submarines are capable of living, invisible beneath the sea,
completely functioning, for decades. They are capable of making their own
water and air and can go without refueling for a very, very long time. In the
future, they will also carry two mini subs for Navy SEAL’s. Making it
possible to carry out surveillance missions without the need to surface and
thus preventing the Trident from ever giving away it’s position.

Anti-deadly Weapons Act

Various groups and individuals on the opposite sides of the gun ban issue
defended their respective stands at a summit organized by the Philippine
National Police (PNP) on Friday.

The meeting was a follow-through to the National Summit on Firearms

Control held in May last year that precipitated the issuance of Executive
Order 817, which set into motion a National Firearms Control Program to
address the growing concern over the proliferation of loose firearms in the
country.

PNP chief Jesus Verzosa said this year’s summit seeks to facilitate a lively
and open exchange of opinion to energize our common desire for effective
gun control.
Nandy Pacheco, head of the Gunless Society of the Philippines, said the
group has nothing against the responsible gun owners but they are not in
favor of carrying guns in public places.

The group expressed hopes that the new government under Sen. Benigno
Aquino 3rd would push for the Anti-deadly Weapons Act, which was
initially introduced during the presidency of Corazon Aquino.

The former president certified as urgent the anti-deadly weapons bill of

1991, which was approved by the Senate but junked by the House
Committee on Public Order and Safety chaired by then congressman Jose
Peping Cojuangco.

The bill was introduced following the brutal murders of Eldon Maguan, who
was shot by Rolito Go over a minor traffic disagreement, and Maureen
Hultman, who was shot for no apparent reason by Claudio Teehankee in an
exclusive village in Makati.

The group said it’s about time that such law was passed because of the
increasing number of similar incidents happening in the present.

Total gun ban

The Commission on Human Rights (CHR) cited the dramatic decrease in the
number of gun-related incidents during the election period when the
Commission on Election implemented a total gun ban as reason for pushing
an effective gun control program for the country.

However, CHR Chairman Leila de Lima reminded the PNP that the
proposed gun control program should respect the rights of both pro-gun and
anti-gun advocates.

Prior to the summit, pro-gun organizations and individuals have been very
vocal against the plan of the PNP to impose a total gun ban or a gun control
program, saying that it would work in favor of the lawless elements.

They said relaxing the law on gun ownership and allowing all deserving
individuals to own firearms regardless of caliber and quantity would be more
effective than imposing a total gun ban.
The Gun Enthusiast Confederation of the Philippines has put forth that
people should be given the right to protect themselves against armed
criminals because the PNP cannot protect the 80 million Filipinos at all time.

CHAPTER 2

Method of the study

Most of us will go through life without ever committing any offense which
could be considered as criminal. But there are those who, guilty or innocent,
find themselves facing criminal charges and the prospect of going to court to
defend themselves. In these circumstances, those facing criminal prosecution
in Virginia would do well to find themselves a reputable Virginia criminal
lawyer as quickly as possible.

Anyone facing a criminal court case, whether they are innocent or guilty of
the crime in question, needs to find themselves legal representation from a
qualified Virginia criminal lawyer. Even though you do have the right to
represent yourself, those who have tried to defend themselves in court
usually fail at the first hurdle. Having a qualified lawyer at your side is the
best way to put together a solid defense case which will win over the judge
and jury in court.

The reality of the situation is that a Criminal Lawyers is necessary for those
facing criminal charges. Criminal cases usually carry jail sentences so if you
value your freedom then hiring a lawyer is a vital first step. However, your
freedom will depend upon the lawyer you hire to represent you and their
experience and ability to achieve the best outcome in your case. A good
defense in court needs to be aggressive and well worked out, which is
another reason why self-representation so often fails because many of us will
fall short in these areas.

We should oppose gun ownership because guns are a weapon of violence

and they increase the number of children who die each year which in turn
makes people blind to the fact they are killing their own children.

Introduction: Question: How many of you think guns are necessary to

protect yourself? Would you feel the same way if you knew how often guns
kill children? I don't think so! Magazines usually tell people how beautiful
and powerful guns are, and never mention how many children get hurt by
guns everyday. But I am here to ask all of you to oppose gun ownership
because the fact is that guns are a weapon of violence, they take more lives
away every year, and they make people blind to the fact they are killing their
own children.
The World War I have all these deadly weapons:

From World War 1 to the present, here's a look at the deadliest weapons ever
created, from incendiary bombs to the .50 cal Sniper Rifle.

Rifle

The main weapon used by British soldiers in the trenches was the bolt-action
rifle. 15 rounds could be fired in a minute and a person 1,400 metres away
could be killed.

Machine Gun

Machine guns needed 4-6 men to work them and had to be on a flat surface.
They had the fire-power of 100 guns.
Large field guns had a long range and could deliver devastating blows to the
enemy but needed up to 12 men to work them. They fired shellswhich
exploded on impact.

Gas

The German army were the first to use chlorine gas at the battle of Ypres in
1915. Chlorine gas causes a burning sensation in the throat and chest pains.
Death is painful - you suffocate! The problem with chlorine gas is that the
weather must be right. If the wind is in the wrong direction it could end up
killing your own troops rather than the enemy.
Mustard gas was the most deadly weapon used. It was fired into the
trenches in shells. It is colourless and takes 12 hours to take effect. Effects
include: blistering skin, vomiting, sore eyes, internal and external bleeding.
Death can take up to 5 weeks.

Zeppelin
The Zeppelin, also known as blimp, was an airship that was used during the
early part of the war in bombing raids by the Germans. They carried
machine guns and bombs. However, they were abandoned because they
were easy to shoot out of the sky.
Tank
Tanks were used for the first time in the First World War at the Battle of the
Somme. They were developed to cope with the conditions on theWestern
Front. The first tank was called 'Little Willie' and needed a crew of 3. Its
maximum speed was 3mph and it could not cross trenches.
The more modern tank was not developed until just before the end of the
war. It could carry 10 men, had a revolving turret and could reach 4mph.

Planes

Planes were also used for the first time. At first they were used to deliver
bombs and for spying work but became fighter aircraft armed with machine
guns, bombs and some times cannons. Fights between two planes in the sky
became known as 'dogfights'

Torpedoes

Torpedoes were used by submarines. The Germans used torpedoes to blow

up ships carrying supplies from America to Britain.
The Germans torpedoed the passenger liner Lusitania on May 1st 1915
which sank with a loss of 1,195 lives. Americans were outraged and joined
the war in 1917 on the side of the allies.

Instruments and techniques used

Treatment of the data

School violence is widely held to have become a serious problem in recent

decades in many countries, especially where weapons such as guns or knives
are involved. It includes violence between school students as well as
physical attacks by students on school staff.
School violence is a concern for many new and veteran teachers. One factor
that was revealed in the Columbine massacre along with other events of
school violence is that in most instances other students knew something
about the plans. We as teachers need to try and tap into this and other
resources at our disposal to try and prevent acts of violence within our
schools.

Ten ways to prevent school violence

1. Take Responsibility Both Inside Your Classroom and Beyond
While most teachers feel that what happens in their classroom is their
responsibility, less take the time to involve themselves in what goes on
outside of their classroom. In between classes, you should be at your door
monitoring the halls. Keep your eyes and ears open. This is a time for you to
learn a lot about your and other students. Make sure that you are enforcing
school policy at this time, even though this can sometimes be difficult. If
you hear a group of students cursing or teasing another student, say or do
something. Do not turn a blind eye or you are tacitly approving of their
behavior.
2. Don't Allow Prejudice or Stereotypes in Your Classroom
Set this policy on the first day. Come down hard on students who say
prejudicial comments or use stereotypes when talking about people or
groups. Make it clear that they are to leave all of that outside the classroom,
and it is to be a safe place for discussions and thought.
3. Listen to "Idle" Chatter
Whenever there is "downtime" in your classroom, and students are just
chatting, make it a point to listen in. Students do not have and should not
expect a right to privacy in your classroom. As stated in the introduction,
other students knew at least something about what the two students were
planning at Columbine. If you hear something that puts up a red flag, jot it
down and bring it to your administrator's attention.
4. Get Involved With Student-Led Anti-Violence Organizations
If your school has such a program, join in and help. Become the club
sponsor or help facilitate programs and fundraisers. If your school does not,
investigate and help create one. Getting students involved can be a huge
factor in helping prevent violence. Examples of different programs include
peer education, mediation, and mentoring.
5. Educate Yourself on Danger Signs
There are typically many warning signs that show up before actual acts of
school violence occur. Some of these include:
 • Sudden lack of interest
• Obsessions with violent games
• Depression and mood swings
• Writing that shows despair and isolation
• Lack of anger management skills
• Talking about death or bringing weapons to school
• Violence towards animals
A study of the individuals who have committed acts of school violence were
found to have both depression and suicidal tendencies. The combination of
these two symptoms can have terrible effects.
6. Discuss Violence Prevention With Students
If school violence is being discussed in the news, this is a great time to bring
it up in class. You can mention the warning signs and talk to students about
what they should do if they know someone has a weapon or is planning
violent acts. Combating school violence should be a combined effort with
students, parents, teachers, and administrators.
7. Encourage Students to Talk About Violence
Be open to student conversations. Make yourself available and let students
know that they can talk with you about their concerns and fears about school
violence. Keeping these lines of communication open is essential to violence
prevention.
8. Teach Conflict Resolution and Anger Management Skills
Use teachable moments to help teach conflict resolution. If you have
students disagreeing in your classroom, talk about ways that they can resolve
their problems without resorting to violence. Further, teach students ways to
manage their anger. One of my best teaching experiences dealt with this. I
allowed a student who had anger management issues the ability to "cool off"
when necessary. The ironic thing was that after he had the ability to remove
himself for a few moments, he never did. In the same way, teach students to
give themselves a few moments before reacting violently.
9. Get Parents Involved
Just as with students, keeping lines of communication open with parents is
very important. The more that you call parents and talk with them, the more
likely it is that when a concern arises you can effectively deal with it
together.
10. Take Part in School Wide Initiatives
Serve on the committee that helps develop how school staff should deal with
emergencies. By being actively involved, you can assist with the creation of
prevention programs and teacher trainings. These should not only help
teachers become aware of warning signs but also provide them with specific
directions on what to do about them. Creating effective plans that all staff
members understand and follow is one key to help prevent school violence.

Summary

A "Deadly Weapon" is defined by statute as any weapon, whether loaded or

unloaded, from which a shot may be discharged, or a switchblade knife,
gravity knife, billy, blackjack, bludgeon, or metal knuckles.
If the weapon is a firearm, it may be unloaded, but it must be in such
condition that a shot may be discharged from it. Thus, if the weapon is
loaded but out of working order, it is not a deadly weapon. If the weapon is
unloaded but in working order, it is a deadly weapon.
Deadly Weapon n. any weapon which can kill. This includes not only
weapons which are intended to do harm like a gun or knife, but also blunt
instruments like clubs, baseball bats, monkey wrenches, an automobile or
any object which actually causes death. This becomes important when trying
to prove criminal charges brought for assault with a deadly weapon. In a few
1990s cases courts have found rocks and even penises of AIDS sufferers as
"deadly weapons.

Deadly weapon, sometimes dangerous weapon, is a statutory

definition listing certain items which can inflict mortal or great bodily harm.
In addition, deadly weapon statutes often contain "catch all" provisions
which describe abilities used to designate other implements as deadly
weapons.

A deadly weapon, sometimes dangerous weapon, is a statutory

definition listing certain items which can inflict mortal or great bodily harm.
In addition, deadly weapon statutes often contain "catch all" provisions
which describe abilities used to designate other implements as deadly
weapons.

Whether an item can actually inflict such harm often does not affect the
designation. For example, an unloaded gun or a gun with a trigger lock are
often treated like any other firearm.
 A deadly weapon is generally defined as a firearm or anything manifestly
designed, made, or adapted for the purposes of inflicting death or serious
physical injury. The term includes, but is not limited to, a pistol, rifle, or
shotgun; or a switch-blade knife, gravity knife, stiletto, sword, or dagger; or
any billy, black-jack, bludgeon, or metal knuckles.
Use and carrying of deadly weapons are governed by state and federal laws.
Generally, use of a deadly weapon in commision of a crime enhances the
nature and penalty of the crime. Carrying concealed deadly weapons is
governed by state laws, which vary by state. Some states allow licensing of
qualified persons to carry a concealed deadly weapon. Because of
differences in the laws of the various states, it is possible that a person who
is lawfully permitted to possess a deadly weapon in another state may be
prohibited from doing under the law of another state. A state permitting
licenses to carry a concealed deadly weapon may typically prohibit such a
license to the following:
 any person previously convicted of any felony
 any person previously convicted of any misdemeanor involving
physical injury to another or domestic violence, unless more than 5 years
has elapsed from the date of the conviction
 any person previously convicted of any crime involving the unlawful
use, possession or sale of any illegal drug
 any person who has not yet reached his or her 25th birthday who has
been previously convicted as a juvenile of a crime which, if committed by
an adult, would constitute a felony
 any person who is subject to a Protection From Abuse Order issued by
a competent court
 any person who has previously been committed to a hospital or mental
institution for treatment for a mental disorder
The following is an example of an Ohio statute defining deadly weapons:
"Deadly weapon" means any instrument, device, or thing capable of
inflicting death, and designed or specially adapted for use as a weapon, or
possessed, carried, or used as a weapon.
(1) "Firearm" means any deadly weapon capable of expelling or propelling one
or more projectiles by the action of an explosive or combustible propellant.
"Firearm" includes an unloaded firearm, and any firearm that is inoperable but
that can readily be rendered operable.(2) When determining whether a firearm
is capable of expelling or propelling one or more projectiles by the action of an
explosive or combustible propellant, the trier of fact may rely upon
circumstantial evidence, including, but not limited to, the representations and
actions of the individual exercising control over the firearm.
"Handgun" means any of the following: (1) Any firearm that has a short stock
and is designed to be held and fired by the use of a single hand; (2) Any
combination of parts from which a firearm of a type described in division (C)(1)
of this section can be assembled.
"Semi-automatic firearm" means any firearm designed or specially adapted to
fire a single cartridge and automatically chamber a succeeding cartridge ready
to fire, with a single function of the trigger.
"Automatic firearm" means any firearm designed or specially adapted to fire a
succession of cartridges with a single function of the trigger. 00"Automatic
firearm" also means any semi-automatic firearm designed or specially adapted
to fire more than thirty-one cartridges without reloading, other than a firearm
chambering only .22 caliber short, long, or long-rifle cartridges.
"Sawed-off firearm" means a shotgun with a barrel less than eighteen inches
long, or a rifle with a barrel less than sixteen inches long, or a shotgun or rifle
less than twenty-six inches long overall.
"Zip-gun" means any of the following:

(1) Any firearm of crude and extemporized manufacture; (2) Any device,
including without limitation a starter's pistol, that is not designed as a
firearm, but that is specially adapted for use as a firearm; (3) Any industrial
tool, signalling device, or safety device, that is not designed as a firearm, but
that as designed is capable of use as such, when possessed, carried, or used
as a firearm.

"Explosive device" means any device designed or specially adapted to cause

physical harm to persons or property by means of an explosion, and consisting
of an explosive substance or agency and a means to detonate it. "Explosive
device" includes without limitation any bomb, any explosive demolition device,
any blasting cap or detonator containing an explosive charge, and any pressure
vessel that has been knowingly tampered with or arranged so as to explode.
"Incendiary device" means any firebomb, and any device designed or specially
adapted to cause physical harm to persons or property by means of fire, and
consisting of an incendiary substance or agency and a means to ignite it.
"Ballistic knife" means a knife with a detachable blade that is propelled by a
spring-operated mechanism.
"Dangerous ordnance" means any of the following, except as provided in
division (L) of this section:

(1) Any automatic or sawed-off firearm, zip-gun, or ballistic knife; (2) Any
explosive device or incendiary device; (3) Nitroglycerin, nitrocellulose,
nitrostarch, PETN, cyclonite, TNT, picric acid, and other high explosives;
amatol, tritonal, tetrytol, pentolite, pecretol, cyclotol, and other high
explosive compositions; plastic explosives; dynamite, blasting gelatin,
gelatin dynamite, sensitized ammonium nitrate, liquid-oxygen blasting
explosives, blasting powder, and other blasting agents; and any other
explosive substance having sufficient brisance or power to be particularly
suitable for use as a military explosive, or for use in mining, quarrying,
excavating, or demolitions; (4) Any firearm, rocket launcher, mortar,
artillery piece, grenade, mine, bomb, torpedo, or similar weapon, designed
and manufactured for military purposes, and the ammunition for that
weapon; (5) Any firearm muffler or silencer; (6) Any combination of parts
that is intended by the owner for use in converting any firearm or other
device into a dangerous ordnance.

"Dangerous ordinance" does not include any of the following:

(1) Any firearm, including a military weapon and the ammunition for that
weapon, and regardless of its actual age, that employs a percussion cap or
other obsolete ignition system, or that is designed and safe for use only with
black powder; (2) Any pistol, rifle, or shotgun, designed or suitable for
sporting purposes, including a military weapon as issued or as modified, and
the ammunition for that weapon, unless the firearm is an automatic or
sawed-off firearm; (3) Any cannon or other artillery piece that, regardless of
its actual age, is of a type in accepted use prior to 1887, has no mechanical,
hydraulic, pneumatic, or other system for absorbing recoil and returning the
tube into battery without displacing the carriage, and is designed and safe for
use only with black powder; (4) Black powder, priming quills, and
percussion caps possessed and lawfully used to fire a cannon of a type
defined in division (L)(3) of this section during displays, celebrations,
organized matches or shoots, and target practice, and smokeless and black
powder, primers, and percussion caps possessed and lawfully used as a
propellant or ignition device in small-arms or small-arms ammunition; (5)
Dangerous ordnance that is inoperable or inert and cannot readily be
rendered operable or activated, and that is kept as a trophy, souvenir, curio,
 or museum piece. (6) Any device that is expressly excepted from the
definition of a destructive device pursuant to the "Gun Control Act of 1968,"
82 Stat. 1213, 18 U.S.C. 921(a)(4), as amended, and regulations issued
under that act.
"Explosive" means any chemical compound, mixture, or device, the primary
or common purpose of which is to function by explosion. "Explosive" includes
all materials that have been classified as class A, class B, or class C explosives
by the United States department of transportation in its regulations and
includes, but is not limited to, dynamite, black powder, pellet powders,
initiating explosives, blasting caps, electric blasting caps, safety fuses, fuse
igniters, squibs, cordeau detonant fuses, instantaneous fuses, and igniter cords
and igniters. "Explosive" does not include "fireworks," as defined in section
3743.01 of the Revised Code, or any explosive that is not subject to regulation
under the rules of the fire marshal adopted pursuant to section 3737.82 of the
Revised Code."

Chapter III
-Tables Illustrations and Interpretation-
1.Do you own a cellphone?
Yes No
- Because its their way to communicate fast
and easy. 76% 24%

2.Do you use your cellphone inside the classroom?

-Maybe because their using calculator for
some reason or just answering their Yes No
messages.
60% 40%

Yes No 3.Can you live without

cellphone?
72% 28% -Its just a material thing
on the hand its make my life
easy.

4.Have you received bad messages?

Yes No
-Its so sad because thats life its not always
good messages but theres bad.
54% 46%
5.Do you believe the chain messages?
Yes No

45% 55%
 -In the first place they need more bad load to send and its better to pray
than to believe in such things.

6.Is your cellphone load enough to you?

-Their many friends so they need to send Yes No
many messages thats why not enough.
48% 53%
Yes No
7.Is having a cellphone is
49% 51% important to your everyday
needs?
-Not really base on my
experience if theres an unexpected black out I cant use it because its because
low bat.

8.Are there benifits that you can get in using a

cellphone? Yes No
-No benefits instead you’ve last your money
in loading again and again. 49% 51%

9.Do you think that using cellphone have a disadvantage to the users?
-Incase of emergency or send message to Yes No
far places such as abroad.

64% 36%

10.Do you think having cellphone can really

help you in your emergencies? Yes No

-Ofcourse just type and send it even if how

far your textmate is. 46% 54%

Chapter 4

Conclusion
Recommendation