The Psychological Effects Of Of Nutrition And Exercise

Mental balance is an extremely important part of leading a healthy, happy and productive life. There are three psychological issues that all of us deal with at some level during different stages of our lives that can upset this mental balance. These issues are stress, depression and anxiety. Western medicine has traditionally prescribed medication and counseling to try and deal with these issues for many years. The drugs used to treat these conditions of the mind unfortunately can have severe side effects. Counseling can provide some help but many patients can’t afford the cost of continued counseling and many just abandon the treatment after some period of time. Fortunately recent scientific studies have been showing that nutrition†¦show more content†¦The mind is about mental processes, thought and consciousness. The body is about the physical aspects of the brain-neurons and how the brain is structured. Throughout time our ancestors have exemplified the aspect of mind over matter. An example being the Egyptians turning stone into large cut blocks which they used to build the pyramids. The mind is a powerhouse that lets one have the ability to discriminate and reason. In todays society there is an entire career field to go into that deals with mental stability. The reason being is that without mental stability our ability to reason is damaged and our lives are thrown off balance. This will lead to mistakes made in everyday life. Exercise and nutrition have now been scientifically proven to help combat against the three main mental imbalances of stress, depression, and anxiety disorders. Depression stress and anxiety are no joke, as they can kill you! Have you ever found yourself with sweaty hands on a first date or felt your heart pound during a horror film? This is called stress, stress is an automatic response developed in our ancient ancestors as a way to protect them from predators and other threats. With that being said you likely will not be in a position where you are actually being hunted. However, you probably do encou nter many everyday stressors that cause your mind and body to react as if it were being hunted. Stress can magnify your feelings and emotions. If you are living

Media Innovations Free Essays

Mr. Clayt Shirky had a talk about the fast-growing innovation of media this past few years. He also discussed on how media shifted the user’s way of communication, and its effect in our lives consciously and unconsciously. We will write a custom essay sample on Media Innovations or any similar topic only for you Order Now There were innovations such as printing press, telephones, film and televisions. He mentioned that media that is good at creating conversations is no good at creating groups, and that is how he described the past medias, but everything changed when internet entered our society. Internet became the king of everything it literally replaced every innovation such as television, telephone, typewriter, and films. Almost everything migrated to internet. Why? because people are most likely to use their phones/computer/laptop more than these innovations. Yes, internet is useful, in fact it won’t be patronized if it’s not useful. A scenario was also presented wherein during an earthquake in china, some citizen uploaded a video live which helped the world become aware on what’s happening to them, with that I believe rescue can be more responsive because internet can send real time updates but beware of fake news. One should verify things first before believing and be responsible to know more about the certain issues. It was also mentioned that because of the real time post about the earthquakes, donations were collected since people saw how big the disaster was. I’ve experienced that scenario here in the Philippines during the typhoon Ondoy and Yolanda, concerned citizens posted a video about the current event in their place and with that, people from all over the world sympathized the victims and prayed for them some even gave their clothes as their donation. The best part was Pope John Paul II heard about the victims and rushed over to the Philippines to suffer with the victims and pray for them. But from every benefit we get from internet there is still a down side of it. For example, he mentioned about the video voting wherein if one is to vote a certain candidate, they have to film their own action then upload it to a certain website. For me, this process is too risky because in the present days, vote buying is really a trend. If a candidate noticed that you did not vote that person and received a pay, then your life may be at risk. I believe voting should be in private to avoid conflicts, anger and hate between the government and its people. Another example is when Obama announced that he was going to shift his vote to FISA which caused misunderstanding towards the people. But later on, he explained himself through internet saying that the campaign understood that their role was to convene but not control. Lastly, during the china earthquake incident, the government prevented the citizens to spread the news through internet and whoever post an information may be imprisoned. For me this is against their freedom to express. One has a privilege to express themselves without any barriers especially the government. I believe that change is the only constant thing in the world and that is what improves our society. With that we can portray that media makes history by the transformation of the way of communication and how people uses the available resources just like broadcasting news its either through radio or through newsprint there is no interaction between the media towards its audience unlike the 20th century media landscape, we can freely comment and suggest things through the use of internet. Media shifted from a one-way conversation to an interactive one. One should also be aware that internet may cause negativity in many ways such as abuse of the usage through bullying and spreading of fake news, misunderstanding and so on. We should be aware and prevent the government to control social media, because each one of us has the freedom of information. And every right we have, should be used and nurtured. But always keep in mind that discipline is what makes things useful and lasting. We should all be a disciplined user of the technology/media that we have today so that it will be a benefit and not a destruction. How to cite Media Innovations, Papers

Nationalism in German Music During the Early Roman Essay Example For Students

Nationalism in German Music During the Early Roman Essay Until the nineteenth century, music was generally regarded as an international language. Folk music had always been in place and linked directly with particular regions. On a larger scale though, European music was a device for expression through the application of Italian techniques and styles. In other words, its technical vocabulary was Italian, and from the time of the early baroque, European music, in general, had evolved its styles and technical devices from the developments of Italian composers. Furthermore, court opera was nearly always performed in Italian, whether in Dresden or in London, no matter who composed it or where it was performed. For example, in 1855, Queen Victoria suggested to Richard Wagner that he translate his opera Tannhauser into Italian so that it could secure a production in London. Thus, European music, regardless of where it was composed could be (and was) performed throughout Europe and understood through the common Italian commands, descriptions, and styles. It was unacceptable for most to compose in any other way. The international idea began to collapse in the early nineteenth century as embattled nations or nations subjugated by a foreign invader began to think of music as an expression of their own national identity, personality, or as a way of voicing national aspirations. In Germany, the ideas of nationalism were prevented from finding an outlet in the world of political ideology and instead found outlets in music. This started in a very subtle manor. Take for example the increasing use, by Beethoven, of the German language in his instructions in his music. In his Adieux Sonata (op. 81a), Beethovens farewell to the Archduke Rudolph, the master progressively uses increasing amounts of German in his instructions and by the third movement, little Italian at all. Sonatas written a few years later are designated for the Hammerklavier and not for the pianoforte, Italian for piano. Such subtle changes in traditional composition direction foreshadowed ever-increasing tendencies toward German nationalistic ideas in music. As Henry Raynor puts it, the Napoleonic invasions which turned Beethoven from a simple revolutionary into a patriotic Austrian revolutionary seem to have made him feel that his own language was a perfectly satisfactory way of telling pianists how he wanted his music played. These early feelings of nationalism, if not just for Beethoven, stemmed from the years of unity under the auspices of Napoleons Empire, which gave a considerable portion of central Europe reason to realize their collective similarities. This large area shared a common language and historical legacy. Traditions were similar as were aspirations. Indeed, the complex that was to become the German Empire presented a more or less homogeneous state, united by language and culture but forced by political organization into political disunity Nonetheless, the idea of German unity had surfaced years earlier, long before the revolutionary borders of Central Europe were rationalized by Napoleon and before Beethovens use of German vocabulary for instruction in his music. The prominent German Enlightenment thinkers Johann Gottfried Herder and Johann Gottlieb Fichte had espoused that nationalism in Germany was found in the unity of culture and not in the political situation of the region. Herder though that if the German-speaking world obtained a unity of culture and education, political unity would follow. More importantly, it was the personality of the German people or Volk and their awareness of a common culture that would create the less vital political unity. Herder was concerned with the cultural character exclusively in his nationalism. Also, his brand of philosophical nationalism was applicable to others, and not exclusively Germans. Somewhat conversely, Fichte believed that a nation was not merely the combination of people and a certain geographical area but was a spiritual unity created through shared culture and aspirations, a result of religious, social, economic, and political pressures. Fichte was twenty years younger than Herder and promoted a more intense brand of German nationalism that surfaced later in the nineteenth century. Of great importance though, Fichte, unlike Herder, attributed to the Germans an originality and a genius not possessed by other peoples. Conversely altogether is the thinking of Hegel. His viewpoint was that the state, its policies, and the order it enforces were the only embodiment of nationalism or national culture. In other words, it was the duty of the state to ensure the independence of the arts and have the state maintain the embodiment of national culture. It can be assumed that this view was not appealing Beethoven or Wagner. Thus, the collision of cultural and idealistic nationalism with the ambitions of Napoleonic France effectively caused the German people to justify the political actions of their rulers, if not to find expression in a political sense. The German states were without a center without Austrian influence, as the Congress of Vienna had refused any Austrian influence in Western Europe. This created a gap, which remained until the creation of the German Empire under Prussian leadership. However, the cultural unity that existed in Germany, the unity of a common language, national folklore and national traditions, which were claimed as the real basis for national identity according to Fichte and Herder, all set the background for a desire for political unity. Analysis Of The Underlying Social Psychology EssayThe Austro-Prussian War of 1866, left Austria defeated and deprived of all influence among any German states and saw the formation of the North German Confederation under Prussian leadership. This left Brahms annoyed with both sides because he felt who would lead a united Germany, either Prussia or Austria, was of little consequence. It was the Franco-Prussian War of 1870 that really stirred him. According to Raynor, he told a friend, Georg Henschel, a famous singer-conductor, that his first impulse was to join the Army. Also, the great statesman, Bismarck, had become an idol to him. Brahms celebrated the victory over France with a work entitled Triumphlied. This work, combing chorus and orchestra, used biblical words to connect the ideas of German nationalism with Old Testament Hebrew patriotism. This conviction that German composers wrote music that existed on a much higher intellectual level than the music of other nations and contained the individuality of the composer was not new. Charles Burney wrote in the 1780s of nationalistic qualities in music, years before anyone thought of music as expression of national qualities. However, by the second quarter of the nineteenth century, composers gradually began to ask if musicians in other countries could really understand German music. In other words, the supposed intellectual loftiness of German music may be difficult for other nations to perform properly and with the correct German spirit. Wagner noted this after performances of Beethoven symphonies by the Conservatoire Concerts Society Orchestra during his first stay in Paris. He was impressed by the performances, but felt that there were deeper questions that needed to be asked. The French had performed these pieces accurately but with injustice to the text of the music. He was surprised by the French performances of Beethovens strong German spirit: They love to admire and applaud things beautiful and unknown from abroad. As to witness the reception that has been so quickly accorded to German instrumental music. Though, apart from this, whether one could say that the French completely understand German music is another question, the answer to which must be doubtful. Certainly it would be wrong to maintain that the enthusiasm evoked by the Conservatoire orchestras performance of a Beethoven Symphony is affected. Yet when one listens to this or that enthusiast airing the various opinions, ideas, and conceits which a symphony has suggested to him, one realizes at once that the German genius is far from being completely grasped. It is likely that examples of this same type of incomprehension could be found equally as many times by German listeners at German performances of German works. It is interesting to note that Wagner wrote uncomprehendingly of Haydns symphonies. Schumann and other contemporaries found little more than elegance and beauty in Mozarts instrumental works. Spohr and his contemporaries found little in the latter works of Beethoven that was easily enjoyable. Additionally, German musicians felt that because their music was superior, if only their minds, that they had already mastered the music of other nations. The incomprehension witnessed in France by Wagner was not simply the foreignness of a different musical language. Rather, it was the feeling that the Germans just thought in music more deeply than the musicians of other nations felt it necessary to do so. This is significant for a time when music, more than any other medium, was the outlet and central unifying force of a people not united politically. The nineteenth century saw many more changes than the move from international to national music. The examples used here of Germany are but a small fraction of this phenomenon that occurred in the nations of all Europe during the century. Italy had its music nationalism, as did Hungary, Russia, and others. All of these nations had their own unique sets of circumstances and interesting composers. Other areas of music witnessed dramatic changes that can be traced to the spark of nationalism. Just as there were numerous experiments in politics across the continent, so to was there experimentation and innovation in music during the century. The employment of new harmonic structure and rhythmic techniques to give orchestral music greater color and intensity was one of the greatest of these. New instruments were added and older ones were redesigned to make them more sonorous and flexible. Also, different combinations of instruments were used to create new orchestral sounds. Whats more, the cultural and political nationalism of the century created the political and cultural environment (in a broad and general sense) of the twentieth century. The nineteenth century created the musical environment in which twentieth century musicians grew-up. The opera and concert organizations, the system of chamber music performances, and the alternative attractions of music comedy, variety, and popular music in all its forms were developments of music phenomenon that first manifested themselves in the nineteenth century. In the nineteenth century, music was harnessed to the cause of nationalism, and played a role whose importance can probably never be accurately assessed in stirring up nationalist feeling and creating a national self-consciousness.

Self Assessment of Leaders free essay sample

Human Behavior is critical to organizations – discuss the benefits of self evaluation/self assessment as it related to leaders today. Without a complete set of knowledge understanding human behavior will be a great challenge to well conduct an organization. Organizations are composed of individuals with different traits, values, motives and perceptions. This situation makes understanding Human Behavior in the management of organization as a full activity of leaders in their day to day self assessment. Thus, it is very fundamental to implement set of tools to understand human behavior as the existence of organization depends on its employees. Previous theories of organization and management considered individuals as they have the same aspirations but modern theories of human behavior are based upon the differences among employees and how those differences can affect the organization. Leaders today set self assessment tools to find out why some employees are motivated to works which means a better predisposition to well perform the job in order to achieve objectives, goal and vision and others employees not motivated at all. We will write a custom essay sample on Self Assessment of Leaders or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Thus, leaders face some concerns and challenges which they can never cope without implementing a set of self assessment skills. Self evaluation develops and support leader’s ability to serve effectively. Another theory based on Leadership steps assessment (LSA) set six concepts as tool of self assessment. These six principles of effective leadership constitute of a clear set of personal values, vision of future, assessment of others in term of their potential capabilities, organizing work environment in order to perform efficiently, relentless of leader and measuring and celebrating progress provide leader with a clear signals on where they are weak and how to correct these weaknesses. The Myers – Briggs Type Indicator provides also more insight for leader self assessment where many benefits could be gained in Team Forming Strategy. How Introverts or Extroverts style of leadership had to set efficient team according to their personality when dealing with a problem solving case. Knowing the Type of personnel as tool of self assessment for leader is very important because by determining what characteristics will make for effective job performance, it can aid in personnel selections by increasing understanding of how personality and job characteristics interact it can result in better hiring, promotion decision and by providing insights into personality development it can help to anticipate, recognize and prevent to operate costly defenses by organizational members. Robert (2005) believes that Entering the fundamental state of leadership’’ described under four steps of self evaluation/self assessment could help to become more effective leader by releasing positive emotions when he recalled a faced great challenges compared to new possibilities for the current situation, analyzing your current state and by questioning oneself these questions: Am I results centered? Am I Internally directed? Am I other focused? Am I externally open? â€Å"The way you lead when crisis forces you to tap into your deepest values and instincts. In this state, your instinctively know what to do: you rise to the occasion and perform at your best†. Leader self assessment will help to know areas of competency that a leader can use for success and enable them to decide which areas to develop, to minimize impact of weaknesses, understand how your actions and focus creates an environment which enables people to perform at their best and enable to focus on the areas which are critical to the development of a high performance work environment. Identify respondents and ask for feedback 2- Recognize patterns 3- Compose your self-portrait 4- And redesign your job Conclusions: Benefits of self evaluation/ self assessment as it related to leaders today are fundamentals for reaching the state of effective leader and efficient management. When you know yourself and you know individual managing with you, you gain time and your react adequately when changes occur. You form and managing easily your winning team. Q2.  Prejudice can be hurtful and destructive – discuss how you can personally reduce prejudice in your workplace – please provide an example.

An Inspector Calls Essays

An Inspector Calls Essays An Inspector Calls Essay An Inspector Calls Essay Essay Topic: Literature In this essay we will be discussing the different views both the inspector and Arthur Birling have on responsibility by studying both speeches. We will be also be looking at how J.B Priestly presents the two speeches in the play and who does J.B Priestly want the audience to agree. I will be studying the language and techniques J.B Priestly uses to make the two speeches sound more affective. I will back up my opinions with evidence and examples. The play An Inspector Calls is about a rich, middle class, respected family called the Birlings. The main family member Arthur Birling, a prosperous manufacturer is holding a family dinner party to celebrate his daughters engagement to the main-about-town Gerald Croft. When an Inspector Google intrudes their family party. With some unexpected news. He is investigating the suicide of a young working-class lady called Eva Smith. By the end of his visit he discovers every family member has something to own up to which relates to the young girls suicide. The Inspector leaves them to reflect on their actions and wondering weather all of this was a hoax. The overall moral message of the play is to learn to take responsibility for each other and that what affects one human being with affect you also. The playwright is trying to tech a more communal attitude. Arthur Birlings speech Gerald: Knew Eva as Daisy Renton. He met her in the stalls bar at the palace. He went there, as Its a favourite haunt of woman of the town. He was drawn to Eva / Daisy as She was very pretty soft brown hair and big dark eyes. He came to her to answer her cry for help. She became his mistress; he was her wonderful Fairy Prince. Gerald then broke it off definitely and She had to move out of those rooms. Although Sheila so far played the most important role in Evas / Daisys suicide, Gerald by giving her false hope and using her, when it all ended it must have made her life less bearable. Eric: Eric is an alcoholic, with familiarity with quick heavy drinking. Eric also met her In the Palace Bar. He was a bit squiffy. Daisy was drunk a bit, chiefly because shed not had not much to eat that day. Eric insisted to go with her to her lodgings and he threatened to make a row. They made love again. She told Eric she thought she was going to have a baby. She wasnt quite sure. And then she was. Eric was in a hell of a state about it. Daisy didnt want Eric to marry her and said he didnt love her. Daisy refused to take any more money because he stole it, but he intended to pay it back. Eric roundabouts the blame slightly back to his father because hes not the kind of father a chap could go to when hes in trouble. Eric plays the last true important role in Daises demise, getting her into the condition she could not cope with without help; he took her to the point of no return. Mrs Birling: She forces more of the blame on Eric as she said that Daisy should make him responsible. Mrs Birling is very anti-lower-class, having scruples that were simply absurd in a girl of her position. Meaning that those less off should have no rights. Because she didnt believe her story, Mrs Birling felt perfectly justified in advising my committee not to allow her claim for assistance. Mrs Birling continues to pass the blame First, the girl herself. Secondly, I blame the young man who was the father of the child she was going to have. Mrs Birling was prejudiced against her case because Eva / Daisy used the name of Mrs Birling Knowing the fact about Eric we now know this was justified usage of the Birling name. Mrs Birling was the sole sentence to death and executioner, by removing Evas rights based on prejudices, Mrs Birling left Eva with only one way out. The Inspector: Named Inspector Goole. This is a possible wordplay on the word ghoul. After they phone up the Chief inspector and the Infirmary, they found that Theres no Inspector Goole on the police and that the infirmary had not had a suicide for months. After some celebration on the part of the family, they receive a phone call from the infirmary, A girl has just died on her way to the infirmary after swallowing some disinfectant. And a police inspector is on his way here to ask some questions - Mr Goole played the role of family conscience, bringing everything that the family was and should be ashamed of to light Each of you helped to kill her. Remember that. Never forget it. Like Eva / Daisy, Inspector Goole remains a mystery.

Adele Laurie Blue Essay Example for Free

Adele Laurie Blue Essay ? Adele Laurie Blue Adkins was born on May 5, 1988 in North London, England. She was the only child of Penny Adkins who was just 18 at the time of her birth, and a Welsh father, Mark, who left the family when Adele was only 4 years old. Mark, who never married Penny, stayed in contact with his daughter up until her teen years, when appeared problems with alcohol. That is the reason why Adele grew close to her mom, who said her young daughter â€Å"to explore, and not to stick with one thing†. Adele developed a passion for musicin her early years. Because of it her mother took Adele in the BRIT School for Performing Arts & Technology, where Amy Winehouse studied. While at school, Adele made a three-track demo for a class project, which was posted on her MySpace page. When executives at XL Recordings heard the tracks, they contacted the singer and, just four months after Adele had graduated school, signed a contract. Adele’s debut album, 19, hit record stores because of two singles â€Å"Hometown Glory† and â€Å"Chasing Pavements† which became very popular. She won Grammy and the Critics’ Choice prize at the BRIT Awards. Her album 21, selling 352,000 copies by its first week. Her two singles, â€Å"Rolling in the Deep† and â€Å"Someone Like You†, became top and 19 and 21 became a top albums in the same week. Adele also broke the solo female artist record for staying at No. 1 for 11 weeks. At that year Adele won six Grammies. In this year Adele won her seventh Grammy for her hit single â€Å"Set Fire to the Rain†, an Academy Award and a Golden Globe Award for the song â€Å"Skyfall†. Also Adele has a child. The baby’s father is Adele’s boyfriend, Simon Konecki. She said that she wants to have three sons by the time she’s 30. Adele Laurie Blue. (2016, Sep 29).

Case Study Business Report (answering question) Essay

Case Study Business Report (answering question) - Essay Example The company’s capital is divided into units with definite values and each of these units is referred to as a share. The people who hold this shares are called the shareholders. The major traits of shares is that they are the capital units for a company and each of them has a face value that is clear-cut. Certificates are issued to their holders for indicating the shares they hold against their values. All shares have unique numbers and their values indicate the significance of an investor in a company along with the degree of their liability (Melicher & Norton, 2010). These shares can be transferred from one person to another. There are several types of shares that a company can issue and these are the equity and preference shares. The preference shareholders receive dividends at a fixed rate and also receive their capital in case the company is winding up. They are quite a safe investment since their holders receive dividends regularly. On the other hand, the holders of equit y shares receive their dividends only after the preference holders have been paid . They also do not receive dividend that is fixed. Their receiving of dividends depends on the profitability of the company. Their initial investments are only refunded once the preference share owners have been paid theirs (Droms & Wright, 2010). ... This implies that if the company makes losses the management has no obligation to pay the owners their dividends. However, shares have disadvantages to their owners since the owners of equity are only paid their dividends when there are profits. The prices of the equity shares are not constant and vary with the company’s profitability. The company could raise a lot of money in the process of raising shares and this results in the shares having low values. The holders of the equity shares experience high degrees of threats and only own the company by name. The company has the disadvantage in that it cannot trade on the equity shares. The swaying of the owners of equity when voting for leaders by the management can lead to conflicting interests between them (Droms & Wright, 2010). 2. Debentures This is the money that a company borrows for a long period of time and pledges to repay within a constant period. The companies issues certificates to the providers of this loans known as debentures. It is given under the ordinary seal of an organization. It can be described as an acknowledgment that is put in writing for the amounts borrowed. It provides the conditions and terms on the money borrowed, their interest rates, repayment periods along with the securities offered (Rundell, 2008). The debenture holders are considered as creditors to the organization and are repaid after a constant time period. Their owners do not have the rights of voting and these amounts are normally secured. There are two types of these debentures which are the redeemable and irredeemable debentures along with the convertible and nonconvertible debentures. The redeemable ones are only repaid upon maturity

Summary Assignment Example | Topics and Well Written Essays - 500 words - 21

Summary - Assignment Example An analysis of Utopia and Reality is analyzed through the implication of the differences between Utopia and reality. The difference is from another thesis like ‘Free will and determination’, ‘Theory and Practice’, ‘The intellectual and the Bureaucrat’, ‘Left and Right’, ‘Ethics and politics’. Andreas Osiander on his article â€Å"Twentieth Century International Relations Theory; Idealism revisited† presents a revision of idealist writers. The revised writers focus their understanding of international relations on a standard pattern. The pattern in this question is the ‘Realist’ theory. The most significant difference between Idealism and Realism is in their historical theories. The similarity is that both came about as a result of industrialization. The idealist thinking envisions two views; a newer democratic world that is better suited for functional reasons in the industrial generation than in the traditional generation. The other envisioned thinking by idealist is the particular view of power politics problems got from the fact that the traditional order cannot be instantly displaced but through a long transitional phase. With reference to the works of Hedley Bull, there exist two international relations theories. The first one is the classical approach while the second is the scientific approach, but we shall focus on the first one. The scientific approach to the theory of the scientific approach is also present in the theory of international systems as stated by Morton A. Kaplan alongside many more others. A Classical approach is based on the existing situation. It is thus desirable if we reject the scientific approach and formulate other objections. However, the scientific approach is most likely to provide very little substantial data towards international relations although it later displaces the classical approach. Bull has also used the work of Thomas Schelling,

Methods of Interrogation Essay Example for Free

Methods of Interrogation Essay An important component on a methodical approach to criminological research is the aspect of investigation. Utilizing the techniques of interview and investigation, it is primarily bordered by government policies and social regulations. The techniques employed by both draws heavily from the studies of psychology and sociology, as a tool to facilitate the enforcement of law in the society. In probing towards a case, the objective of the entire investigation would be to ascertain the details of the crime that would eventually lead to the offender’s arrest and meet its just punishment. But before this could be achieved, investigators had to go first through the process of discovering and identifying the criminal. Upon the offender’s positive identification, law enforcers or investigators go the tedious process of locating the criminal and establish his responsibility over the crime before the court. In whatever stage the investigation may be in, whether in the process of identification, location, or court litigation, the investigator relies heavily on gathered information that could be extracted through techniques of interview and interrogation. With the fast development of technology used in crime investigation, the method of interview and interrogation might be perceived as having of no use. However, investigators still continue to depend on these methods particularly on cases wherein there is scarce or no physical evidence to work on. II. Reasons for Conducting an Interview or Interrogation The basic reason for utilizing interview or interrogation is to obtain information. The endpoint would be for the investigator to bring a subject to admit or confess of having done a crime. The objective of the entire course of investigation of course, is to arrive at the truth of the situation. Specifically, these are: †¢ Provoke the guilty to confess †¢ Allows the investigator to narrow down the list of suspected criminals †¢ To identify the facts and know the circumstances surrounding the crime †¢ To establish the identity of all those who are involved of the crime †¢ To gather information that would help locate physical evidence †¢ Gather information that would lead to hideouts, crime operations, organizations or individuals involved, especially crimes involving drug trafficking †¢ Gather information that could be used as reference for future investigation †¢ It is also utilized as a pre-test and post-test in conducting polygraph tests of suspected criminals (Aubry, Caputo. 1980) III. Difference Between Interview and Interrogation The nature or circumstances by which an interview and interrogation is used vastly differ, although the terms are frequently associated together. Interviews are carried out in a more genial atmosphere. The person from whom information is taken out is set to feel at ease. It is assumed that when a person feels no anxiety or unthreatened by person questioning, the greater the tendency that a person would speak more and thus give out more information. An interview is usually used by an investigator towards a possible witness. On the other hand, when a person is subjected to sever psychological (and sometimes physical) pressure, placing the person in great discomfort, such method is called an interrogation. This is usually employed when the one being questioned is uncooperative. The investigator uses psychological warfare, to gain control and force a confession over the person. Success in interrogation is achieved when the investigator has learned to skillfully practice it both as a technique and art. Conducting an investigation requires a good understanding of human behavior as well as knowing how to influence the situation by acting, since the person being questioned could range from a respected professional, a teenager, or even as young as a child. It is highly relevant to the success of the case that the investigator know how to adapt to the varying demands of the circumstances. A. Methods of Interrogation In conducting interrogation, it is important that the subject be properly classified whether it is an emotional or non-emotional offender. The classification dictates the course of action that the investigator will undertake his approach towards the offender. †¢ Emotional Offender In carrying out an interrogation under this classification is much easier, compared to a non-emotional offender. Often emotional offenders commit a crime out of passion, therefore most are first-time offenders. They are driven by strong emotions in committing the crime such as jealousy, lust, or anger. The investigator will find it easier to drive him to confession by dealing through his emotions. There are a variety of ways with which this can be done. The investigator primarily wins the confidence of the offender by demonstrating sympathy or compassion, and being pleasant where hostility was expected (i. e. giving a cup of coffee). It is also vital that overt reactions towards the crime or any association, reference to it be closely observed. An emotional, first-time offender would less likely be good at hiding his emotions. When lying, his tension would easily be observable. The tension in his body will lead to dryness in the mouth. The offender might relieve himself of the tension by playing with his fingers or by tapping his foot. Frequently, lying goes with poor eye contact. When confronted by hard data proving his guilt, emotional offenders often break down for confession.

Benjamin Franklin Essay -- Biography Biographies Bio

Benjamin Franklin was born on Milk Street in Boston on January 17th, 1706. His father was Josiah Franklin, a candle and soap maker. His mother was Abiah Folger and she was Josiah's second wife. Benjamin Franklin was the youngest son of 17 children. Benjamin attended Boston Latin School for two years but did not graduate because of lack of money; however he continued his education by reading great quantities. His parents wanted him to go into the church, however at age 10 his schooling ended and he worked for his father until he was 12, when he became an apprentice printer for his brother James. When Benjamin was 15 his brother created the "New England Courant" which was the first independent newspaper in the colonies. Benjamin was not allowed to write for the paper so he invented a pseudonym of Mrs. Silence Dogood, these letter were published and became a subject of conversation around town. When his older brother, James, discovered that these letter belonged to Benjamin he has not happy. Benjamin Franklin left his apprenticeship without permission and became a fugitive. At 17 Franklin ran away to Philadelphia seeking a new start, at his arrival he worked in a few print shops in town. He was the convinced to go to London by Sir William Keith who supposedly wanted to start a new newspaper, however this was untrue. Franklin worked in London as a compositor in a printers shop and then returned to Philadelphia in 1726 with the help of a merchant who gave Franklin a position as clerk, shopkeeper and bookkeeper in his merchant business. In 1727 at the age of 21 Benjamin created the Junto, this was a group of aspiring artisan and tradesmen who wanted to improve themselves as they improved their community. The members of the Ju... ...s. He sailed into British waters and had a great fight against the British, eventually two proud British ships surrendered and they were taken to French waters as American prices. He conducted the affairs of the United States with great success, he was able to secure a military alliance in 1778 and was able to negotiate the Treaty of Paris, and this led to the end of the American Revolutionary war. He remained in Paris until 1785 having accomplished what he was sent there to do. When Benjamin Franklin returned to America in 1785 his position as the champion of American Independence was second only to George Washington. He is the only founding father who signed all four of the major documents of the founding of the United States; these are the Declaration of Independence, the Treaty of Paris, the Treaty of Alliance with France and the United States Constitution.

Gender Mainstreaming: Taking Action, Getting Results Essay

Outline Gender approach, gender analysis and consideration of gender- sensitive indicators are required for developing gender-sensitive programs and achieving the goals of gender equity and equality. I. Definitions of gender blindness, equality, equity and bias. II. The most important events in evolution of gender and development approaches. III. The role of gender analysis in gender mainstreaming. IV. Examples of gender sensitive indicators. V. GDP as a gender blind indicator. VI. Plan for reducing prevalence of male patients at STD clinics. VII. Gender-sensitive advocacy plan. VIII. Difference between a network and coalition in the context of advocacy. Gender approach, gender analysis and consideration of gender- sensitive indicators are required for developing gender-sensitive programs and achieving the goals of gender equity and equality. The approach ignoring the social and economic differences between men and women is considered to be gender blind. A comprehensive analysis of the country’s economics is impossible without considering this significant aspect. Gender perspective needs to be applied to economics analysis of the rate of women’s unemployment in developing countries, for example. Terms of gender equality and equity have got similar meanings. Thus, gender equality means equal rights for both men and women, while gender equity denotes fairness in distribution of men’s and women’s responsibilities. For example, men and women can have a claim on the same executive post. Still, most managers are men, while women are expected to be under their ferule. The majority of employers would give preference to male specialists because they will not need maternity leaves. This phenomenon of favouring men over women is called gender bias. First Conference on Women held in Mexico in 1975 was a significant step forward. The main objective of the meeting was women’s full integration into  the society development. The second Conference on Women was held in Copenhagen in 1980, the third – in Nairobi in 1985. The questions of women’s’ equal footing with men were raised at these meetings. Nairobi conference indicated a shift to gender perspective in economics analysis, considering the difference between women and men within various spheres of life. Gender questions were discussed at a number of UN meetings in 1990s. Human rights conference in 1993 coined the concept of reproductive rights as human rights. The evolution of understanding presupposed the shift of emphasis from statistic and medical aspects to accepting the differences between genders and providing equal rights and opportunities in various spheres of life. The term gender mainstreaming denotes the strategies aimed at achieving the goal of gender equality. It presupposes shift to the gender perspective an accepting the existing differences in men’s and women’s opportunities. Other ways for reaching the goal are taking into consideration gender relations, changing the current legislation concerning the problem and gender analysis. Gender analysis consists of investigation of the nature of differences and establishing of the cause-and-effect relations between gender differences and inequality. Knowing the roots of the problem, it would be easier to look for its solutions. For this reason, gender analysis may be regarded an integral part of gender mainstreaming. It is helpful for defining the socio-cultural variables and following manipulating them. A gender-sensitive indicator denotes qualitative or quantitative measurements of changes in gender-related spheres in the course of time. This testing is helpful for monitoring the differences between men and women arising from their gender roles. The latest measurements indicated decreasing the gender gap. The United Nations Organization conducts statistical researches in three main dimensions, such as social resources, political power and employment. Analysis of quantity of women-parliamentarians, women-managers or women receiving a post graduate degree might be good examples of gender-sensitive indicators. Still, statistics data is insufficient for making all necessary measurements, and qualitative testing requires conducting surveys and further analysis of the  answers. Status within the family, material resources, time burden and career choices are the most popular dimensions for making the measurements. Thus, the examples of gender-sensitive indicators might be analysis of participation of women in family decision-making and/or bread-winning, analysis of statistics data concerning the number of women owning land and women’s answers concerning the distribution of household chores in their families. Gross Domestic Product (GPD) measures official economic output of the country using technical approach to data analysis. For this reason, it might be regarded a gender blind indicator. The fact is that only quantitative data is used for assessing this parameter, while its qualitative characteristics are not taken into consideration. At the same analysis of gender differences could have a significant impact on these results. For example, notwithstanding the present day moving towards gender equality and equity, there are certain differences in financial compensation for men’s and women’s labour. It might become hindrance for estimating GPD per capita precisely. Notwithstanding the evolution of gender approach and emphasis on human rights of reproductive health, Sexually Transmitted Diseases (STD) clinics enjoy wider popularity among men that among women. Due to their misconceptions concerning the rules of examinations at such institutions, women do not attend STD clinics as often as men do. Prevalence of male patients in these institutions might be considered to be one of gender-sensitive indicators. Women might be afraid of being tested against their wishes or of their partners’ disapproval. The main goal of a gender sensitive program is to guarantee the equal rights for reproductive health for both men and women. It is important to raise the awareness of population concerning the procedures of clinical testing, putting emphasis on its optional and anonymous character. â€Å"It is achieved also through the set of learning mechanisms in ongoing socialization experiences† (Klein 40). The measures that need to be taken for achieving these goals are creating separate sex sessions at clinics and spreading information concerning the clinical testing and its benefits. For enhancing the effectiveness of the  program, its developers should choose gender sensitive indicators, such as comparative analysis of male and female patients and their motivation for undergoing a test. Advocacy is defined as a set of actions aimed at mobilization of individuals and organizations for supporting specific policies. Gender sensitive advocacy presupposes supporting gender related programs, strategies and legislations. Producing a gender sensitive advocacy plan requires preliminary analysis of significance of the problem, its actuality for both male and female population as well as expected positive consequences of changing the existing situation. â€Å"Questions concerning change of gender relations within the organization must be understood and addressed before they can truly implement a gender and development strategy as part of their organizational structure† (Mudgal 225). After defining the program objectives, it is possible to proceed to planning concrete actions, evaluating possible risks and identifying the target audiences. The next step after collecting the necessary information would be search of potential partners, such as women’s organizations, for example. Three most important ways for making the plan gender-sensitive are analysis of the program on both male and female target audience, choice of gender-sensitive objective and gender-sensitive indicators. The main difference of the concepts of a network and coalition is in sharing the common interests by the participants. Members of a network have got common interests; it might be a smaller group, such as women labour union at a concrete organization. Members of this union have common interests and objectives. Coalition would consist of labour unions of several organizations, not sharing common interests but uniting their efforts for achieving the main goals of gender equity and equality. Women have been struggling for equal civil rights with men since nineteenth century. Within the latest decades the gap was decreased, still, the question of gender discrimination remains topical. Bibliography Gender Mainstreaming: Taking Action, Getting Results, UNFPA, 2008. Klein, Susan. Handbook for Achieving Gender Equity through Education. Mahwah, NJ: Lawrence Erlbaum Associates, 2007. Print. Mudgal, Shubha. Feminism and Status of Women. Jaipur: Book Enclave, 2007. Print.

Definition of Terms

Definition of Terms Academic Performance- it is how the students cooperate/ perform in the school. – It measures students learning (grades etc. ) – Determines how the students are doing in their studies and classes. Aggressiveness – effect of too much use of computer that may blur a child ability to distinguish real life from simulation. Computer- necessary for the development of the digital proficiency required of today’s citizen. – It serves as the sources of information and a system that support teaching. – Plays an important role in recreation or entertainment.Computer Skills- being knowledgeable about the computer and its application. – Ability to manipulate computers. Conceptual knowledge- includes the inner workings of a computer or general computer terminology. Internet- provides plenty of information that serves as a tool for a better performance in school. Depression- a mental state in which students are sad and feel that he/ she cannot enjoy anything because of the unpleasant or difficult situation. Grades – one of the factors that determine the level and quality of students’ academic performance.Operational knowledge- refers to the necessary skills a user may acquires by means of training and practice in order to be able to operate specific systems to complete specific tasks. Punishment – used in eliminating or reducing incorrect actions followed by clarifying desired actions. Self-Efficacy – related to the self evaluation of the abilities for doing some specific tasks. Stimuli – a thing that may motivate the students to become computer literate and study more in school. Violent behavior – effect of too much exposure to computer wherein the students play games instead of studying.

Government Contract Law Example

Government Contract Law Example Government Contract Law – Coursework Example GOVERNMENT CONTRACT LAW GOVERNMENT CONTRACT LAW Federal Acquisition Regulation (FAR)" The ASPA is one of the two laws that came into place as modern-day government contracting that is done at federal level (Tiefer Weygandt, J. J. and Kieso, D. E. (2011). Financial Accounting, 6th Edition. New York: WileyTiefer, C. & Shook, W. A. (2003). Government Contract Law (2nd edition ed.). New York: Carolina Academic Press.

The Economic Impact of Outsourcing Essay Example | Topics and Well Written Essays - 1500 words

The Economic Impact of Outsourcing - Essay Example There were several reasons this practice gained a following in this time period. What was needed desperately was a way to improve asset management, cash flows and margins. The infrastructure demands for the industry were growing but there was a greater need for the business organizations to cut overheads more drastically if they wanted to survive because the budgets were shrinking at an even faster pace. It was this need for cost cutting that spurred the use of the practice of outsourcing in the industry. Of the numerous other benefits of outsourcing, some of the most prominent ones are reducing operating costs, reducing the effect of obsolete technology, using newer technology as soon as it is available for use and letting specialists handle challenging issues etcetera. The lobby against the practice of outsourcing bases their argument on the fact that when a company outsources it loses quite a bit of control over the firm’s operations and additional cost of services rendered etcetera. But a holistic view of the situation makes it clear that the advantages of outsourcing far outweigh any costs that company will have to incur in the process. One factor that cannot be overlooked-however great the benefits-is that of possible risk, but with some modern day transparency measures in place it is easier to make sure that the firm being outsourced to remains committed to what is expected of them. The third party that is outsourced to has a core competency in the services that the firm wants. They use the quickest, most efficient production methods and the latest technology which enable them to produce in more cost effective methods while still preserving the expected quality of production. And the firm that is outsourcing can invest the money saved more wisely, in more productive ventures. (Haynes, M., 2009). People who are against the practice of outsourcing argue that this is a major cause of layoffs in the first world. However, supporters argue that even tho ugh the costs for the local industry in terms of layoffs cannot be ignored, the benefits gained tend to overpower the adverse impacts. It is basically a question of going for the overall economy’s gain at the personal expense of a small part of the economy’s labor force. Supporters further argue that if outsourcing is banned, it won’t save a lot of people from being laid off; they say that any protection measures of the sort will result in overall economic loss. Regulation will thus cause inefficiency in the economy. Opponents however, stick to their side of the argument. They want to preserve jobs and prevent livelihoods form being destroyed. To objectively analyze the economic benefits of outsourcing, one needs to look beyond the aspect of jobs lost in the local economy and take a more macro view of the situation. Outsourcing lets firms cut costs and improve efficiency all in one go. Supporters expand on this by saying that outsourcing allows companies to acce ss the latest resources and the best capabilities. Outsourcing allows these companies to share the workload and risk of production processes and frees resources for investment purposes that would otherwise be invariably tied up. But that’s not all, outsourcing aids innovative practices by making it possible for firms to invest in research and development, customer service and

Marine Aquaculture Development and Distribution Assignment

Marine Aquaculture Development and Distribution - Assignment Example Salmon and shrimp are accredited for the growth of global mariculture (Stickney, 1999). In recent years, many developing countries have made significant accomplishments in mariculture production. However, there are increased concerns regarding the increased culture of salmon, shrimp and other carnivorous mariculture species that affect the wild fish stocks. They are fed on processed wild capture fishes, which may have a negative impact on food security even though they are economically viable. The economic gains for the cultured carnivorous species are short-lived compared to sustainable capture fishes that are significant for food security. Many countries have developed policies to enhance eco-friendly mariculture. China, Russia, South Africa and Honduras in Latin America are among the nations that have put in place policies to support mariculture projects. USAID and other environmental stakeholders have contributed to the establishment of sustainable environmental friendly mariculture in various countries. This has been accomplished through capacity building in some selected third world countries such as Indonesia, Republic of Tanzania and Honduras among others. These projects are aimed at improving the food security of the poor coastal communities as well as acting as a source of income for improved standards of living (Stanley, 2003). In Asia where aquaculture is a significant source of food and income, mariculture contributes 37% of the overall finish and shellfish production, totaling 10.8 million tons (Stickney, 1999). In recent years, China’s mariculture production has been on the rise, with close to 60% of the global production coming from the country in 2005. India and Japan are also major producers of mariculture products, as well as Bangladesh. Japan’s production has been facilitated by the improvements in techniques for seed production as well as the practice of cage culture.

Reconstruction and the west Essay Example | Topics and Well Written Essays - 500 words

Reconstruction and the west - Essay Example People like Richard Hathaway Edmond of the Baltimore’s Manufacturers’ Record, which was among the most read papers, had also advocated for the new south among others (Norton et al, 2011). The south was able to reinvent itself through industrialization. This was made possible through southern industries such as steel, mining, and ship building that had greatly flourished during World War 2 (Norton et al 2011). The Tennessee Valley Authority had built dams which generated electricity and employment which greatly affected both the residents and manufacturers. African Americans were also able to vote due to the changing of civic rights unlike in the past where they did not partake in any of the political activities, slavery was also abolished and eventually there was growth in economy, this lead to the increase in population, despite the fact that the south had been viewed as a huge economic failure. Although slavery had been abolished there was still racial segregation because the whites were still viewed as the superior race. For instance Henry Grady stated in a speech in 1888 that the supremacy of the white race of the south must be maintained forever because the white race is superior over the black race (Norton et al, 2011). Due to industrial growth, labor was required and most of the laborers were women who received very low wages and due to relying on cash crop farming many people lost their land and had to resort to being tenant farmers. The Lakota Sioux mainly hunted buffalo as it was their main source of food. They also used the skin for clothing, making utensils, mobile huts while they also used the bones for making knives, scrappers among other tools. In the 17th century they acquired horses from the Spanish through trade and sometimes they would steal the horses. They included the horses in their routine buffalo hunting. In 1776 the Lakota people fought and defeated the Cheyenne people taking over the black hills region from them

Critical analysis of teaching materials for Academic Purpose Research Paper

Critical analysis of teaching materials for Academic Purpose - Research Paper Example Adequate academic skills enable the undergraduate natural science students to write proper science reports on their experiments, and research; for example, when writing a research report on the negative impacts of deforestation on the economy of the USA (Jordan,  2009). This chapter also enables the undergraduate science students to develop critical thinking skills (Kathy & David, 2004). This is because it gives insights on current environmental challenges worldwide. Students are supposed to understand the environmental challenges, and thereafter discuss the most appropriate possible solutions in their discussion groups. The language level used in this book is simple. This enables the undergraduate students to effectively understand the academic writing concepts that are illustrated. The simple language is represented through the simple sentences which are clearly and logically arranged in understandable chapters. The simple language has been achieved through using minimal scientific terminologies and jargons (Jordan,  2009). This ensures that all students understand the contents; regardless of the undergraduate level or academic intelligence. Visual presentations are also used in order tyro simplify points of discussions and paragraphs. The presentations also summarize the main ideas discussed through highlighting the main message in simple, short and clear statements (Jordan,  2009). The most appropriate level of study for this chapter is the undergraduate academic level. This is because the environment concept at the global level are studied in most science courses studied at undergraduate level (Kathy & David, 2004). The science undergraduate students are required to write research proposals in the environment field of study. For the research proposal to be approved by the university professors, it must be presented in a clear, logical and scientific manner. An example of a research proposal is: â€Å"A research proposal on

Underachievement: African Carribean

Underachievement: African Carribean Underachievement African Caribbean Abstract This study discusses various issues related to under achievement of African-Caribbean or Black boys in British schools. The study highlights the fact that there is a denial in the British educational system of race and racism and that this is reflected in the in-flexibility of many schools to consider the differential positioning of Black boys in the UK and the effect of their experiences in the school system and opportunities gained thereafter in the workplace. In sum the study shows that there is clear evidence that African-Caribbean pupils have not shared or have been received equally in the increasing rates of average educational performance at various academic platforms. Chapter 1: Introduction Boys’ underachievement has been a major concern within academic circles and among government bodies (Gorard, Gillborn) for quite a while. Ofsted 1996 highlighted the gap between the performance of boys and girls as the attainment continued to lower for boys as they move along the key stages. Coard explores some of the issues that black children faced three decades ago. Some of the abysmal failure of black children within the British school system includes: Racist policies and practices of the education authorities in the past Racism within the curriculum itself Low teacher expectation and how destructive a force this could be Inadequate black parental knowledge of and involvement in what was happening to their children (Coard 1971). According to Coard, black children were deemed as Educationally Sub-Normal (ESN) and were excluded from mainstream. This issue coupled with racist policies and curriculum and low teacher expectation caused most of these children to encounter emotional disturbances which in the long run affected their overall performance of black children in Britain. Despite the odds, in the late 1960s and 1970s some black children were able to make it academically but the majority were not so lucky (Coard 1971). Purpose of the Study The purpose of this study is to investigate the educational experiences of African-Caribbean boys in the UK. The main focus will be to identify the factors that have contributed to the poor academic performance of Black Boys over the years. Furthermore, this work would investigate the claim that there is a denial in the British educational system of race and racism and that this is reflected in the inflexibilityof many schools to consider the differential positioning ofBlack boys in the UK and the effect of their experiences in the school system and opportunities gained thereafter in the workplace. This work will draw on a study in which various stakeholders voice e.g. (Tony Sewell) their experiences of why Black Boys in Britain perform poorly in schools and alsoseek to identify alternative visionsof schooling to re-engage Black males thereby increasing their prospect for a successful future. Research Questions What is the relationship between under achievement and social exclusion of black boys studying in UK schools? How are schools dealing with the issue of student underachievement of black students studying in UK institutions? Are all black boys underachieving? Significance of the Study This study is quite significant as it shows that high under-achievement rates are not just an issue for black pupils. In 2005-2006 the permanent under-achievement rate for special schools was 0.54% compared with 0.34% for secondary and 0.04% for primary schools; overall, pupils with statements of special educational need were seven times more likely to be excluded from school than pupils without statements (DCSF, 2007). Other groups who are over-represented in the statistics include children looked after by local authorities and children from Gypsy and traveller families, despite the behaviour of travelling pupils being generally good (OFSTED, 2006b). Links have been made between school under-achievement and long-term social under-achievement (Blyth Milner, 2003), as have links between school under-achievement and juvenile crime (Graham Bowling, 2005; Gilbertson, 2005); these links are also recognised by government as a policy issue (Social Under-achievement Unit, 2005). For many pupils permanent under-achievement from school marks the end of their formal education: a recent report by the Audit Commission (2006) suggests that only 15% of permanently excluded secondary pupils return to mainstream schooling. Chapter 2: Literature Review A review of the literature on student under achievement highlights the fact that ethnic monitoring of under-achievement was first introduced by the DCSF in the 2004-2005 national schools census. Data from that census indicates that although `Black Caribbean pupils form only 1.1% of the school population they represented 7.3% of those excluded from school and were around six times more likely to be excluded than their White peers. The disproportionate under-achievement of black boys is a particularly serious problem because overall many more males than females are excluded: official statistics show the ratio to be 4.3 boys for each excluded girl. Nevertheless, within the female school population, girls identified as `Black Caribbean are also particularly vulnerable to under-achievement: the school census shows they accounted for 8.8% of excluded girls in 2004-2005 (DCSF, 2006) and are thus eight times more likely to be excluded than might be suggested by the ethnic composition of schools. There is also evidence that African-Caribbean pupils have not shared equally in the increasing rates of average educational performance at GCSE. An OFSTED-commissioned review of research on the achievements of ethnic minority pupils over a 10 year period up to 2005 concludes that the relatively lower exam achievements of Caribbean pupils, especially boys in a wide range of academic and LEA research studies is a cause for concern. The research evidence suggests that ‘A combination of gender and racial stereotypes may make it more difficult for young black men to avoid being caught up in cycles of increasingly severe criticism and control’ (Gillborn Gipps, 2006, pp. 29 and 58). For black families rising under-achievement rates, combined with boys relatively low levels of achievement in public examinations, amount to an educational crisis. Under-achievement and Special Educational Needs It has been suggested (for example, Norwich, 2004; Parffrey, 2004) that in some schools children may be excluded when it is required as assessment and provision for special educational needs (SEN). Analysis of permanent under-achievement from Birmingham schools during the 2006-2007 school year indicated that 53% of those excluded were on the schools special needs register. The Code of Practice relating to special educational needs (DfE, 2004a) requires schools to draw up an individual education plan (IEP) for a child identified as having SEN and outlines a series of stages in which the school is responsible, in co-operation with support agencies, for meeting these needs. It can be argued from a personal experience and evidence from an interview with a teacher that most of the black boys that are underachieving are SEN children who comes under social emotional and behavioural difficulties and probably that is why they are underachieving because the have not been diagnosed for IEP to be made on them yet. These are pupils whose learning and/or behavioural difficulties may be placing stress on teachers but for whom the amount of additional support is limited. It is possible that some of these childrens needs might have been met and under-achievement avoided if the school had been able to access appropriate additional support at an earlier stage. Although official national statistics recognise the over-representation of children with SEN among those excluded from school, these statistics only count excluded pupils with a statement of special education need and thus record pupils with SEN as a minority (17%) of all under-achievements (DCSF, 2007). Analysis of the Birmingham data, which allows us to consider all pupils on the special needs register, indicates that over half the children permanently excluded from Birmingham schools have identified special educational needs. If this pattern is replicated across the country, then it seems likely that the extent to which unmet special educational needs may be contributing to the problem of under-achievement has been under-estimated. It is possible that some LEAs with low proportions of children assessed as having special educational needs, both overall and from particular ethnic groups, may not be identifying children in need of SEN support. Where this correlates with high under-achievement rates, there is reason to suspect that neglected learning difficulties may lie behind some of the disciplinary problems. Ethnicity and Reducing Under-achievement An analysis of the number of groups under-achieving per secondary school over the three year period 2001-2003 with the number of under-achievement in the three years 2004-2006, in order to identify schools which had reduced the number of pupils permanently excluded in Birmingham, show a reduction in the number of pupils excluded over this period, from an average of 11 to an average of seven per school. Those secondary schools which had reduced their use of permanent exclusion had, overall, cut under-achievement by nearly half for all ethnic groups. This suggests that where schools had developed policies for reducing under-achievement, these had been equally effective for all ethnic groups. Nevertheless, this still left black pupils to be over-represented among the under-achievement from these schools. The evidence suggests that if the problem of over-representation of black pupils is to be addressed and racial equality achieved then strategies which specifically address the needs of these children are important. Since African-Caribbean pupils formed some 28% of excluded pupils and only 8% of the school population in Birmingham, I wished to argue whether this might be because African-Caribbean pupils are more likely to attend schools with high under-achievement rates. A total of 14 schools with high under-achievement rates, i.e. schools which had permanently excluded 30 or more pupils in the 6 year period 2001-2006, were identified (two of them grant maintained schools). Of these, 11 had an African-Caribbean population of 8% or less and the other three had higher proportions of African-Caribbean children than for the city as a whole, ranging from 11 to 33%. Sewell (1998), mentions that African-Caribbean boys were six times more likely to be excluded from school as compared to the other group. Furthermore there are argument that these black boys were seen to be conformists in that they were seen to be accepting both the means and goals of schooling but they are most likely to be excluded. There is evidence of an interview with a black boy on page 113 which goes further to prove that not all boys are the same. This particular point is important to my research as there seems to be the assertion that all black boys are underachieving and this is what this research seeks to address. Sewell unpacks some of the oversimplification that exists in the current debate about boys’ underachievement. He goes further to describe boys as ‘a tip of the iceberg in a doomsday scenario within the school’. There seems to be a link between gender identity and anti-school attitude which makes peer group pressure which is sensitive in boys to allow the generalization to be made about boys as unified lumps, in this content as underachieving academically Identifying Good Practice The study sought to understand teachers and head teachers attitudes and approaches to under-achievement and to equal opportunities. Previous research studies have tended to ignore teachers perspectives and the ways in which under-achievement merge into the lives of schools (Gillborn Gipps, 2006), although Haydens (2007) study of children excluded from primary schools does consider the perspectives of both head teachers and class teachers of excluded pupils. My study addressed schools with low or declining under-achievement rates with the aim of identifying good practice in minimising the practice of under-achievement. In particular, I wished to establish whether teachers in the case study schools felt supported in managing difficult or challenging pupil behaviour or whether a low under-achievement rate might be masking other problems and causing stress to individuals working in these schools. Where schools are able to avoid under-achievement we wished to identify the alternative strategies they adopt. Teachers Explanations of Rising Under-Achievement Rates Teachers and head teachers in the case study schools were not asked about the impact of recent educational reforms, but as they reflected on pupil behaviour and their own attitudes to excluding pupils they made regular reference to the changing social policy context in which they are working. They referred frequently to the impact which market forces in education have made on school discipline, increased teacher workloads, changed parental expectations and to how the National Curriculum had limited the scope for schools to meet individual needs and address pupils personal and social behaviour. They broadly agree with Charlton David (2003), Blyth Milner (2004), and Hevey (2004) and Hayden (2007) that increased competition between schools for pupils’ and resources is a key underlying reason for a general rise in under-achievement. As Parffrey (2004) argues, Naughty children are bad news in the market economy. No one wants them. They are bad for the image of the school, they are bad for the league tables, they are difficult and time-consuming, and they upset and stress the teachers. The teachers believed that although schools were all experiencing similar conditions, some had resisted excluding pupils who presented problems. In that have lower excluding rate such as their own, when teachers were working with numbers of children with behavioural difficulties, they argued that the costs of maintaining higher thresholds of tolerance were felt by teachers themselves, in terms of teacher stress and fatigue. Many teachers in the study, notably those in primary schools who have responsibility for the whole curriculum, believed that the National Curriculum has led schools to accept a narrow view of education and, as Gray et al. (2004) have suggested, that it has diminished the importance of personal and social education. They indicated that curriculum pressures and demands for additional record keeping leave them with little time to support a disruptive child or to develop appropriate alternative materials for children with learning difficulties. This in turn can lead to frustration and consequent disruption among such children if they are unable to succeed in the tasks set. Teachers set these difficulties within the context of wider social problems facing childrens families, notably unemployment and poverty. They suggested that pressures faced by children in school, allied to difficulties which a number of them were experiencing out of school and young peoples belief that schooling might not support them in finding future work, were having an impact on their motivation, even at primary level: We are into the second generation of children whose parents have not worked. A lot of the original reasons why people toed the line are not there any longer and I think that a lot of the children in our school are living in situations where there does not seem an awful lot of point [to education]. Everyone wants to achieve in some form, but I feel at home and at school they are not seeing opportunities for themselves as individuals. Some of the traditional motivations are not there. So weve got to look at alternatives. Where we become negative its because of tiredness, its because of workload, its because of the amount of curriculum we have to cover. Weve lost sight of making it interesting. (Primary teacher) Interestingly, none of the teachers suggested that the removal of corporal punishment as a possible disciplinary option had contributed to discipline problems, and ultimately to the increasing use of under-achievement as a sanction, as did a number of the teachers and parents in Haydens (2007) study of excluded children. Teachers Understandings of Racial Equality Some teachers also argued that pressures to meet the demands of the National Curriculum had led to an approach where teachers often fail to consider whether or not the content of lessons builds upon particular childrens experiences and cultures. This would lead some children to feel neglected or marginalised and thus more likely to become disaffected. One teacher argued that an inappropriate curriculum was part of the solution, as was inadequate teacher training, but felt that teacher expectations played a central role: The over-representation of African-Caribbeanboys (among those excluded) is a very complicated issue. However, I think expectations make a big difference, and I think we do tend, however well intentioned, to see a black boy and think they are going to be trouble. A lot of this is down to the media and how they over emphasise issues about black boys, the society in general as well as other research findings. I think that one of the problems is that after a long period of dependency (on National Curriculum requirements) and considering new teachers now, there is a whole generation of teachers who are sent into schools without the grounding of making decisions about what is appropriate for example SEN issues in the class (experience from supply teaching) These teachers comments about a generation of teachers being inadequately prepared to make decisions about appropriate curriculum content within the context of a culturally diverse classroom was supported by a number of newly qualified teachers. Such teachers reported that they wished to develop multicultural approaches but lacked training in this area and were unaware as to where they might find suitable materials. (Birmingham report 2004) Head teachers generally showed themselves to be more aware of issues relating to cultural diversity and racial equality than class teachers. Parffrey (2004) points out that schools in Canada and the USA do not exclude children since schooling is recognised as the means by which children realise their basic human right to education. According to research studies on teachers understating of racial equality none of the teachers or head teachers interviewed in the case study schools supported the abolition of permanent under-achievement, although all heads saw it as a last resort. A number characterised it as a failure on the part of the school: `I would say permanent under-achievement is a defeat (secondary head teacher). Some head teachers recalled their personal sense of failure and distress as they recounted the experience of permanently excluding a pupil. Nevertheless, all the head teachers, including the two primary headsone of whom had never excluded and the other who had excluded only two pupils in 20 years as head teacheradvocated retaining permanent under-achievement as an ultimate sanction: Behaviour Policies Most school had developed its own system of rewards and sanctions which were generally explicit in the behavioural code. The aim is to provide a structure of support for difficult pupils, with a system of rewards and a full range of lesser sanctions so that permanent under-achievement was, where possible, avoided: There is some evidence (for example, Holland Hamerton, 2004) that even within schools there can be inconsistency in the types of offence for which pupils are, and are not, excluded. Such inconsistency might, in certain circumstances, allow sanctions to be applied in a discriminatory way. However, it could be argued that policies listing particular offences as leading to under-achievement should be avoided, as they could place heads in the position of having to exclude a pupil when mitigating circumstances might make under-achievement inappropriate. While this might mean treating the same offence differently when committed by different pupils or groups of pupils, it could also reduce the rate of under-achievement. It is essential that clear explanations of school policy are made to both pupils and parents, so they can see the justice of a schools approach. In some cases of under-achievement from school, teacher inexperience or lack of skills or training in managing difficult pupil behaviour may play a part (OFSTED, 2006a). A lot of the behavioural problems that exist , and I do not think there are many, are due to the fact that the whole staff have not got together to go over the approach to aspects of misbehaviour in real depth. So what I think is happening for example, if a member of staff does something inappropriate-this is not criticise a kid gets into the situation where the school has to send them home. But I think if we could change the approach in the classroom more, this would happen less. At the moment we have to react to situations and also we are trying to send a message to the students about the standards that are required of them. Pastoral Care and Mentoring In a case study of schools, (Birmingham city council 2004) particularly in the secondary schools, they felt that school discipline was directly related to the degree of respect which was shown to them by teachers and also to the level of support they received from teachers. A number stressed the importance of giving pupils occasional opportunities for individual tutorials with a teacher at which they might raise personal or academic concerns. Effective pastoral care systems were also highlighted by a number of head teachers as contributing to good discipline and self-discipline among pupils. At some schools the behaviour policy was incorporated within the schools pastoral policy: Managing difficult behaviour and developing discipline is to do with the whole school ethos. We are in the business of caring and supporting; therefore we do whatever we can. We are in the business of being fair. Another thing looked at was how to reinforce positive behaviour. (Head teacher, secondary school) Some schools had worked hard to ensure that their Personal and Social Education curriculum allowed all pupils to reflect on issues of their personal conduct. For example, some had introduced a mentoring programme for pupils who were presenting problems or who were disaffected. In one secondary school, a group of African-Caribbean boys who had been regularly in trouble and were perceived as vulnerable to under-achievement were being informally mentored by the (white male) head teacher. On the other hand, an African-Caribbean man could be invited to lead weekly sessions with African-Caribbean boys. Another aim was to raise self-esteem, and we be bring in consultants to work with the pupils on half-day conferences, to get them thinking about Where do I want to be in three or four or five years time?. (Head teacher, Birmingham school) Equal Opportunities Policy and Practice One explanation for the over-representation of African-Caribbean pupils within the under-achievement statistics is racism. The suggestion is not that most teachers operate in overly racist ways but that deep-seated stereotypes held by teachers and school governors may lead to black children being seen as having behavioural difficulties. Bridges (2004) suggests that with additional pressures on black families from high levels of unemployment, cuts in social spending, racial harassment and social dislocation imposed on their family and community life it is hardly surprising that some black children present themselves as aggressive in school, as this is a stance that society outside has taught them is necessary for survival. Stifling (2003), in her research into the causes of under-achievement , found that race often featured as a background issue and that although schools think they treat all their pupils the same and do not exclude black pupils unfairly, they do not take into account the factors which have caused the unacceptable behaviour, particularly racial harassment by other pupils. She concludes: Throughout the course of my research I have found evidence of open racism demonstrated by staff in schools to be uncommon. Far more common is the racial harassment of a black child by a white peer group. A government-commissioned study to establish why some schools appear more effective in managing pupil behaviour and avoiding under-achievement also highlighted racism, in the area if not in the school, as one of the problems likely to be experienced by excluded pupils (OFSTED, 2006a). Community and Support Services Previous research has suggested that in many cases of under-achievement , support from outside the school has been lacking, while the support provided within school has been to help the teacher cope, rather than to help pupils overcome their problems (Abbotts Parsons, 2003). A case study schools drew on a wide range of outside support agencies, including voluntary agencies, independent consultants and LEA support services. However, they noted that resources for LEA services were often limited and that they may not always be available for all pupils who need them. One community-based initiative which has been welcomed by a number of Birmingham schools is the KWESI project (Klein, 2006), a mentoring project run by black men which targets black boys judged to be vulnerable to under-achievement . The mentors enter into a partnership with schools to support individual children and KWESI asks its volunteers and participating schools to adopt a no blame approach, so that both parties work for the best interests of the child. Although none of the case study schools was working directly with KWESI, evidence suggests that the scheme has been influential beyond the schools where volunteers are working. It has made head teachers aware of the need to address the disproportionate under-achievement of African-Caribbean boys and may have contributed to a change in the climate of opinion. The Role of the LEA There is a clear role for LEAs in providing feedback to schools on the patterns and trends in exclusions and the impact on under-achievement. Monitoring of exclusions varied considerably among schools. Some head teachers, for example, did not have the data to discuss numbers of fixed term exclusions in relation to permanent exclusions nor any evidence as to whether fixed term exclusions helped to prevent permanent exclusions. The desirability of recording and monitoring action taken to support vulnerable pupils was also stressed by a number of schools. Birmingham LEA currently provides support for schools own monitoring by analysing their records to highlight any patterns in under-achievement by ethnic group and sex. A school wishing to monitor under-achievement thoroughly would need to collect and analyse data for both fixed term and permanent exclusions by sex, ethnic group, special educational needs, socio-economic background (for example, by entitlement to free school meals) and year group. Schools can record additional data which might indicate a need for changes in practice or school policies; for example, noting the pupil’s and teachers who are involved in incidents leading to under-achievement. LEAs might provide guidance in such matters and put schools in touch with schools in similar circumstances who have found solutions to particular difficulties. Head teachers of schools with low under-achievement rates often feel penalised if they are asked to accept pupils excluded from other schools. Head teachers also suggested that the LEA might impose a ceiling on the number of previously excluded pupils a school should be expected to take within a given period, thus protecting the support and resources available for difficult pupils within any one school. According to a research a school had received a small grant from the LEA to assist with the integration of excluded pupils. Although the head argued the money had not stretched far, this was seen as a gesture of goodwill. Such funds can support an induction programme which might include additional supervision and support from outside agencies. Other support for reintegration might include allocation of a special teacher-tutor and the development of a peer group mentoring scheme. Within LEAs there is also a need for greater collaboration between those who address the needs of vulnerable children and curriculum and advisory services which have particular expertise regarding equal opportunities and race equality issues. In many LEAs responsibility for under-achievements rests with an individual or service responsible for special educational needs; in such a situation questions of structural or unintended racism or possible racial discrimination are likely to have low priority if they are on the agenda at all. The West Midlands Under-achievement Forum, set up to bring together representatives from nine LEAs to share expertise and develop policies and strategies to minimise school under-achievement, is a good example of inter-LEA co-operation. It is not just at the level of policy development that such co-operation is important. For children living in one area but attending school in a neighbouring LEA there are sometimes difficulties in the co-ordinated provision of services. Chapter 3: Methodology Research Method For this study I have utilised the qualitative research approach. Qualitative research is much more subjective than quantitative research and uses very different methods of collecting information, mainly individual, in-depth interviews and focus groups. However, since this research study is a secondary qualitative research the data that has been collected for qualitative analysis has been through an extensive review of literature that has been published in the field in the past few years. Secondary research is often less costly than surveys and is extremely effective in acquiring information about peoples communication needs and their responses to and views about specific communication. It is often the method of choice in instances where quantitative measurement is not required. For the purpose of this project the qualitative interview is the perfect approach to take using semi structured interviews. Quantitative research involves counting and measuring of events and performing the statistical analysis of a numerical data (Smith, 1988). The assumption behind this is that there is an objective truth existing that can be measured and explained significantly. The main concerns of the quantitative approach are that, their measurement is reliable, valid and generalisable in its clear prediction of cause and effect (Cassell and Symon, 1994). Primary Data was collected first through interviews. Merriam (1994) said that; Interviews are the best form of collecting evidence if the researcher wants to find out facts that cannot be observed. The student used semi-structured int

John Woo Essay -- Action Films Directors Movies Essays

John Woo The bread-and-butter of the film industry is the action movie. Each summer, audiences can expect to see car chases, gunfights and explosions, and studios can expect to see millions and millions of dollars in return. Though most viewers and critics see these movies as "fluff" entertainment (and rightfully so), there is one director that puts as much heart and soul into his "fluff" as any number of talented directors put into their "serious" movies. His name is John Woo. Even though you may not have heard about him, he is widely considered to be "the best contemporary director of action films working anywhere." John Woo, after many years of hard work, has become known as the world's best action film director. His action sequences have become the stuff of legend and are now the basis from which all other action movies are judged. More importantly, along with the bloodshed, Woo has proven that he can create real characters with real emotions that the audience can sympathize with. Perhaps that is his greatest talent, and perhaps that is why he will become known as one of the greatest directors in the years to come. John Woo’s style is definitely fast paced an exciting. Mostly throughout all of his movies his themes are good against evil. It is always the case of a standoff between the good guy and the bad guy, in their last battle, always to the death. Woo’s would often use montages to make time go faster, as in Face/Off when the swat team breaks into the hou...

Sample Acknowledgement

We, the researchers, would like to extend our gratitude to all those people who helped and supported us in completing this term paper. We would like to thank our beloved professor, Fr. Kim Lachica, S. J. , for the lessons, guidance and advices he bestowed upon us. He inspired us to work efficiently on this project. In addition, we would like to thank him for motivating us to work hard in achieving our goals in life.Moreover, we would also want to express our gratefulness to the one who gave all of his time to us in the interview and shared his personal life experiences as an entrepreneur which also motivated us to work harder in our fields. He is no other than Mr. Steffen Eisenbarh, the owner of GROUPWORX101 Company. For without him, we would not finish this project. In addition, we express our sincere gratitude to our families who understood and encouraged us in every time we spent in making this term paper.Last but not the least, we would like to extend our heart-felt gratitude to our Almighty Father for His unending and unconditional support He had given upon us. He enlightened us throughout the struggles and experience we’ve been through in making this term paper. Without the help and support of the particular persons that mentioned above, we would face many difficulties while doing this term paper. Again, we take this opportunity to express our gratitude to the people who have been instrumental in the successful completion of this term paper.

Laughing man

â€Å"Growing up happens in a heartbeat. One day you're in diapers, the next you're gone. But the memories of childhood stay with you for the long haul † . – from The Wonder Years In other words this quote means that in a blink of an eye you grow up but you will never forget the moments in time that define your life. In the short story The Laughing Man, by J. D. Salinger, the narrator is reminiscing about his childhood and the story his chief told him. Also in the poem Mandarine Oranges, by Katha Pollitt, he character remembers a time in her childhood.In both stories the narrator goes back to a time in there past that they won't forget. in the laughing man, the narrator goes back toa place in his past where he grew up listening to a story from his chief about a child who was kidnapped and turned into a hideous creature. this creature is called the laughing man and if you look at his face you would faint and then die. the mans face had flesh-sealed nostrils and an enormo us oral cavity for a mouth. as the story went on it ended with the laughing an dying and the story was never revisited again. hen the story was over billy walsh the youngest Comanche bursted into tears and the narrator's knees were shaking. when he got off the bus he saw a red piece of tissue paper which reminded him of the man and this broke him down. he then went home and as told to go straight to bed. this story was one of the biggest parts of his childhood. in the poem Mandarine Oranges by Katha Pollitt, the narrator sees a symbol of her childhood while grocery shopping. while shopping the woman sees a can of andarine oranges and it takes her back to her years in high school.He states that she remembers how bored she was and how miserable she was. she says that the mandarine oranges were the schools form of bribery to make her play volleyball and eat lima beans. also she states that she wanted the oranges more then anything ever before because they held the essence of her youth. in both stories the narrators see a symbol that remind them of their past and how fast it has gone. the symbol in the Mandarine Oranges was the can of oranges and in The Laughing Man it was the strip of red tissue paper. he laughing man narrator remembers how great his youth was growing up while the mandarine oranges narrator remembers how horrible hers was and how one thing made it O. K.. in conclusion the two story connect in one way; they both talk about how childhood goes by fast. so cherish the moments you have even if they are bad ones because as you grow up you will realize that your youth has gone by way too fast and the memories you have will be with you forever. laughing man By cschaef