San Francisco Symphony Essay Example | Topics and Well Written Essays - 1000 words

San Francisco Symphony - Essay Example The event has always been performed in the Louise M. Davies Symphony Hall from the day it started. However, on February 13, 2014, I was privileged to form part of the audience at Mondavi Centre for a symphony concert that started at 8.00pm. The renowned San Francisco Symphony accompanied by the famous violinist, Simone Lamsma, performed the concert. Out of the many symphonies performed, I fell for Sibelius and Tchaikovsky’s compositions more compared to the rest. In this paper, I will outline the various characteristics that make up the two compositions in terms of instrumentation, classification, genres, and the overall performance of Violin concerto in D Minor, Opus 47 and Symphony No.4 in F Minor, Opus 36. Jean Sibelius composed Violin Concerto in D Minor, Opus 47 in 1904 during the late romantic period. This concerto premiered in Helsinki with violinist Victor Novacek. What makes this piece unique is the fact that Sibelius provided an extended cadenza for the soloist, a feature that led to the development in sonata form first movement (Salmenhaara, 1996). Instrumentation of this performance consisted of flutes- trombones, clarinets, bassoons timpani, strings, trumpets, and horns-, among others. This performance is made up of three movements particularly in Allegro moderato, Adagio di molto and Allegro ma non-troppo. The first movement in this concerto, allegro moderato, starts with a cushion of strings of pianissimo pulsating in a gentle manner. The soloist performing in a D Minor G-A-D follows this, after which, the violinist highlights the theme of the concerto, backed up by the clarinetist. This movement provides a beautiful rhythm, which is enhanced by the instruments and the double stops (Salmenhaara, 1996). Allegro moderato ends in 2/2 time as it introduces the second theme. The second movement, Adagio di molto, is more lyrical than the other movements. Clarinet and oboes introduce this movement followed by a

Olympian Destiny vs. Personal Choice Essay Example for Free

Olympian Destiny vs. Personal Choice Essay An Analytical Essay on the Tragedy of Oedipus in Sophocles’ â€Å"Oedipus the King† Debates on whether men control their fates or whether their fates are already dictated by another force are not new and has definitely not ended. Still, even if arguments on the subject has been exhaustingly discussed, there is still no conclusion formed of whether humanity really make their own choices or if there is a greater or heavenly force which deprives humanity of that choice. Such circumstance is depicted in Oedipus the King, one of the trilogies in a famous Greek tragedian’s plays. Sophocles, who is known to be one of the pioneers of tragedies (as a drama) in the world, writes of the sad and terrible fate of Oedipus who is the ruler of Thebes after he saves the people of Thebes from a â€Å"monster†. The play revolves around a prophecy that Oedipus wants to kill his own father and make his own mother as a wife. This leads to this essay’s purpose which is to discuss on whether Oedipus was destined to have such end or whether he was the one who actually made his own fate. In Oedipus the King, trouble brews in Thebes as the people are in pandemonium over a sickness that spreads over the city. Oedipus who is the present ruler of the city after defeating the Sphinx asks help from an oracle to decipher why Thebes if suffering such fate. The oracle reveals that Olympus is angry over the murder of Thebes’ past King and the city can only be restored to its proper order when the King’s murderer has been caught. This rather ominous scene sets the play in motion as the court of Thebes starts to investigate and prod on who is the possible murderer of the dead King. Through much explanation, interrogation and prodding, it is found out that it is Oedipus himself who has killed the King, making the prophecy of Apollo true—that Oedipus will kill his father and marry his own mother. Because Thebes needs to be saved and because Creon cries out for Oedipus to respect the desires of Olympus, Oedipus willingly exiles himself from Thebes and eventually (in the next and last part of the trilogy, Oedipus at Colonus) dies alone. The trilogy that Sophocles has written is known to be the Oedipus plays even if one of the plays played out with the King already dead. However, it is quite evident that in all the plays, Oedipus plays an important part because his fate serves as background of all the plays and his fate becomes a catalyst for all the other scenes in the plot. This fate that brings down such grief to Oedipus and his family is connected to Apollo’s prophecy that was predicted by an oracle in Delphi. Oedipus recounts this prophecy when he talks to Jocasta, his queen and wife (and unbeknownst to him, his mother) over the reason why he self-exiled himself from Corinth: And so I went in secret off to Delphi. / I didn’t tell my mother or my father. Apollo sent me back without an answer, / so I didn’t learn what I had come to find. But when he spoke he uttered monstrous things, / strange terrors and horrific miseries— it was my fate to defile my mother’s bed, / to bring forth to men a human family that people could not bear to look upon, / to murder the father who engendered me. (Sophocles 945-954) This excerpt points to the fact that it is Apollo who passed the knowledge of the prophecy and Oedipus is well aware of the said prophecy. Thus, it would seem that the fate of Oedipus is already determined but there is a possibility that although he made unconscious and innocent choices and decisions, Oedipus is still well aware that all the things that he will do leads to something greater and sadder. This something greater and sadder is his tragic fate that would result in the death of his own father and would result in an immoral relationship with his own mother. This premise neither proves nor negates whether Oedipus’s life was created out of the decisions, actions and choices he made or whether his life was already created by another force for him. Both arguments may be correct but the other holds more weight based on the text itself. With regards to the tragedy of Oedipus’ fate created by his own choice, it can be shown in how the Chorus of the play described Oedipus that he was a man who had his own power from his mental strength which resulted in his ability to be very cunning: You residents of Thebes, our native land, / look on this man, this Oedipus, the one who understood that celebrated riddle. / He was the most powerful of men. All citizens who witnessed this man’s wealth / were envious. Now what a surging tide of terrible disaster sweeps around him. (Sophocles 1805–1811) The Chorus described Oedipus as having feats that he alone did without the help of any other force or power—this would of course show that Oedipus’ total worth as a character and individual was not just created by the Olympian gods alone. Oedipus also had a hand in the making of his own totality as a person. Thus, his characteristics which lead to his â€Å"crimes† were the culmination of all these characteristics. For example, he is cunning and that is why he was able to defeat his father in battle and he was able to solve the Sphinx’s riddle. Because of these two circumstances, he killed his father and he won the queen of the city who is his mother. Apollo merely prophesised Oedipus’ fate—the sun god did not provide the weapon which would kill Oedipus nor did he provide the answer to the riddle. Thus, Oedipus was able to the things he has done based on his own judgement and discernment as a person. On the other hand, the premise that Oedipus is the victim of the tragedy of fate manufactured by the Olympian gods still holds more weight compared to whether he is a victim of his own misplaced judgements and actions. This can be proven by the following lines delivered by the Chorus of the play: In everything / our loftiest traditions consecrate, those laws engendered in the heavenly skies, / whose only father is Olympus. They were not born from mortal men, / nor will they sleep and be forgotten. In them lives an ageless mighty god. (Sophocles 1034-1040) The lines explain that men’s laws and the traditions that they exalt, whether good or bad and advantageous or remiss, is created by the heavens. Therefore, men are but putty in the hands of the gods and goddesses of Olympus. Whatever human beings do, it is determined already by the hands of the gods. If this supposition is correct, it just means that Oedipus’ entire life was created by the gods and it is up to the gods on how his life will end; even if the Queen Jocasta believes otherwise: â€Å"Fear? What should a man fear? It’s all chance, chance rules our lives. Not a man on earth can see a day ahead, groping through the dark. Better to live at random, best we can† (Sophocles 1068–1078). When the queen declared such judgement, she was not able to consider that even if chance rules humanity’s lives; chance is also something which the heavens also control. Though men make decisions in certain circumstances, those circumstances were also created by pre-determined fate: Oedipus had to be there at the exact same time his father was at the crossroads; Oedipus had to take the path going to Thebes; Oedipus had to solve the riddle by the Sphinx, etc. Thus, although Oedipus can make his own decisions which lead to his tragic fate, his tragic fate was already determined by his hands not his own. It was determined, based on the Greek mythologies, by the Fates. Works Cited Sophocles. Oedipus Rex. Ontario: General Publishing, Ltd. , 1991.

Scarlet Letter :: essays research papers

Love, affair, disowning! One may think that this is a soap opera, but one is fairly mistaken. In the novel, The Scarlet Letter written by, Nathaniel Hawthorne, love, lies, mistrust are a few of the many situations that confront his characters. In Boston Hester Prynne commits a sin of adultery landing her the punishment of wearing the scarlet letter â€Å"A† for the rest of her life. The man whom with she has an affair with is Reverend Arthur Dimmesdale. Roger Chillingworth is Hester’s husband, and he will do anything in his power to make Dimmesdale repay for what he has done. The physical and metal guiltiness that Dimmesdale undergoes for not confessing the truth of being Pearls father leads him to death. The theme of the novel is sin, isolation, and reunion. Through out the novel Nathaniel Hawthorne uses setting, plot, and the characters to develop these themes. Hawthorne uses the setting to develop the theme of sin, isolation and reunion. In the market place one of the guards opens the jail cell and announces to all the spectators and to Hester shouting, â€Å"Open a passage; and I promise ye Mistress Prynne shall be set where man, woman, and child may have a fair sight of her†¦ Come along! Madam Hester and show your scarlet letter in the marker place† (Hawthorne 52). Hester is being displayed on the scaffold, which Hawthorne uses to show sin. While Hester is walking out of the jail a woman murmurs to one of the other women, â€Å" This woman has brought shame upon us all, and ought to die!† (Hawthorne 49) This scene clearly shows isolation between Hester and the community. The setting of the scaffold scene also illustrates the reunion between Dimmesdale, Hester and Pearl. When Dimmesdale admits on being the father of Pearl to all the townspeople, this scene reunites Pearl with herself by making her normal. The forest is as well as a major setting that instigates sin. Isolation in the forest occurs when Hester meets Dimmesdale to achieve some reunion, but instead drives them selves further into isolation. The use of the settings greatly structures how the theme of sin, isolation and reunion came about. The plot is utilized to support the three themes. There are five basic parts to the plot: conflict, rising action, climax, falling action and resolution. On top of the scaffold Dimmesdale interrogates Hester’s in revealing the identity of Pearl’s father.

Wal Mart Case Study Essay -- essays research papers

Wal Mart Case Study It opened in 1962 by Sam Walton, Wal-Mart has become the largest retailer in the United States, and with over 3,300 stores Wal-Mart continues to be successful. Under his successor, CEO David Glass, the small discount store chain started in Arkansas has become one of the largest corporations in the world. David Glass lays out the philosophy: â€Å"we approach this new and exciting decade of the 90’s much as we did in the 80’s focusing on only two main objectives, (1) providing the customers with what they want, when they want it, all at value, and (2) treating each other as we would hope to be treated, acknowledging our total dependency on our associate-partners to sustain our success.† This statement by Glass shows that Wal-Mart has devised a plan in order to maintain its high ranking in the retail business. The question becomes, can Wal-Mart continue to expand and succeed in an increasingly hostile retail environment? I will discuss the external stakeholders? 2) Do a SWOT analysis of Wal-Mart. What are the company’s distinctive competencies? 3) How would you describe Wal-Mart’s â€Å"Grand† strategy for the next decade? In terms of Porter’s generic strategies? Stakeholders are the persons, groups, and institutions directly affected by an organization’s performance. Some external stakeholders for Wal-Mart include the following: 1) Customers: specific consumer or client’s groups, individual, and organization’s goods and/or use its services. Wal-Mart has grown by ...

Comparative policing systems Essay

Introduction Policing is not a recent issue in terms which duty of state as protecting both public and state still remains as a concept to focus on, yet, it is current enough to remember and to consider again. In this comparative study, policing systems of United Kingdom, Turkey and France will be controversially discussed in terms of policing related to its legitimacy, its structure, and its function. In the first section, the concepts of legitimacy, structure, and function will be defined. Afterwards, British policing system will be examined in terms of these three conceptions. Following British system, Turkish policing system which has been remarkably adapted to new policing concepts despite the fact that there are more to deal with will be following subject. Then, lastly, French system which has effectively been a model for some countries will be analyzed so as to understand ‘The Continental Model’. After analyzing three countries, the similarities and differences between British and ‘The Continental System’ will be focused on, more particularly within a proposition that British Policing leads the way. Policing: Legitimacy, Structure, and Function Modern police was often seen as an instrument of progress, consistent with the idea of free enterprise, academic freedom, constitutional protection against arbitrary government (Liang, 2002, p: 4). Although there has been a common acceptance of policing recently, as Liang stated, there are different police systems all over the world. In order to be able to analyze and compare police systems, there are three terms by the help of which policing in different societies can be examined; legitimacy, structure, and function. In his early study, Bayley asserts that three characteristics of the police contemporarily exist in today’s world and these as dichotomous are public/private, specialized/no specialized, professional/nonprofessional. Being public/private oriented refers to the nature of the police agency and can easily be confused with community authorization, specialization for a police agency, in opposite terms of that unspecialized police force is authorized to use force but do many other things as well, concentres on the application of force, and professionalism refers to explicit preparation to perform the unique police function (Bayley, 1990, p: 11-13). Using this triple explanation, Bayley originally emphasizes on legitimacy, structure and function of policing. Similarly, Mawby attempts to compare different police systems according to legitimacy, structure, and function. Moreover, he defines these terms. â€Å"Legitimacy implies that the police are granted some degree of monopoly within society by those with the power to so authorize, be they an elite within the society, an occupying power, or the community as a whole.†(1990, p: 3). Structure means specialization/non specialization, and function implies that the role of the police is concentrated on the maintenance of law and order prevention and detection of offences. Nevertheless, this is not only about these fixed concepts, but also the balance between law and order, or prevention and detection and being service-related, administrative, or concerned with political control (Mawby, 1990). United Kingdom; Policing System Police systems in England and Wales prior to the 19th century are portrayed private, non-professional, and unspecialized by authors such as Critchley (1978) and Radzinowicz (1956a). After creation of ‘new police’, ‘The Metropolitan Police Force’ (1829), London’s first centralized, uniformed, wholly professional, centrally-controlled police force (Reynolds, 1998) and similar forces were established in other urban and rural areas between 1835 and 1888, so the nineteenth century was a breakpoint. After a dynamic duration in 20th century, now there are currently 43 police forces in England and Wales employing over 233,000 personnel, over 140,000 police officers, nearly 78,000 police staff and over 15,600 Police Community Support Officers. Additionally, there are currently in excess of 14,500 volunteer police officers known as Special Constables in England and Wales (Home Office, 2009). The 51 police forces those were over 100 prior to the Police Act of 1964 in England, Wales, and Scotland each headed by a Chief Constable who is accountable to a Police Authority (Tupman and Tupman, 1999). In Scotland, there are 8 constabularies corresponding to the 8 former regional governments of Scotland. Initially, in terms of function, the police’s role is crime control and maintenance public order, more specifically crime prevention through uniformed patrol while, at the same time, fulfilling a welfare and service order public (Mawby, 2008). Secondly, in terms of structure, there is a balance between local and central control and organization. The modern police system in England and Wales is traced back to the early nineteenth century, this idea is reinforced by Bayley in such a way that he states that â€Å"The modern English police constable is medieval Tythingman1, still acting under royal authority but now serving at public expense in a chosen career† (1990, p: 29). The 1962 Royal Commission on the Police identified the protection of local police forces’ autonomy through the institution of the three partite structure of accountability: individual chief constables, police authorities and central government claims Mawby in his study dedicated to compare policing systems all over the world (2008). From a more general perspective, in UK structure is decentralized compared to continental system, and there are local police forces with the help of these information, but Northern Ireland has a different system based on colonial system (Mawby, 1992). It is possible, in terms of structure, to say that police is decentralized, unarmed, and civilian force (Mawby, 1990). Afterwards, in terms of legitimacy there is a tendency to do what public want. It is possible to see on the green paper that the police are in attempts to improve the connection between public and the police: This Green Paper sets out proposals for a new policing pledge which will be developed in partnership between the police and local people (Green Paper, July 2008). In his recent study, Mawby states that there at least four attempts to allay public concern by providing public access to local police management: Crime and Disorder Reduction Partnerships (CDRPs), the formation of police consultative committees, the establishment of lay visitors schemes, and the introduction of Independent Advisory Groups to monitor police racism following the Stephen Lawrence Inquiry (Mawby, 2008, p: 21). Turkey; Policing System The history of the police in Turkey derives from Ottoman Empire in 19th century like public administration through adapting to French prefecture model (Mercedes and Newburn, 2008, p: 34). Moreover, Turkish civilian administration system is influenced by the French civilian administration system and its domestic security approach (Celador, Gemma Collantes et al 2008). Security function is provided by both public and private sector, and there are three public law enforcement institutions: the police, the jandarma (gendarmerie) and the coast guard command. The jandarma and the coast guard command are responsible to the Minister of Interior as well as the police; yet, the jandarma and the coast guard command are military institutions. In terms of promotions, appointments, personnel administration, disciplinary and judiciary procedures, the jandarma corps is located within the military structure headed by the Office of the Chief of General Staff, who, in turn, responds to the Office of the Prime Minister, instead of to the Ministry of National Defence. Additionally, the national police force and the jandarma are different in terms of their respective jurisdictions and responsibilities vis-à ¯Ã‚ ¿Ã‚ ½-vis the civilian government authorities (Celador, Gemma Collantes et al 2008, p: 8). Jurisdiction of the police geographically differs from the jandarma’s jurisdiction; the police provide security in urban areas rather whereas the jandarma are responsible for rural areas. In terms of structure, the police force is centralized, thus, compared to western central administration models, this structure is excessively central (Cerrah, 2005).In terms of function, there is obviously a higher number of the jandarma compared to the police, although urban areas contain more population than rural areas. There are some 193,000 police whereas the jandarma are between 280,000 and 300,000 (Mercedes and Newburn, 2008). According to Mercedes and Newburn’s study which is one of the last studies about Turkey and policing system, number of the jandarma is highly more than the police’s. There are several reasons but, eventually, as a result of disproportional allocation, the priority is not welfare but the continuity of order in terms of administrative and political tasks in addition to crime prevention. Last of all, in terms of legitimacy, police legitimacy derives from law rather than public. After legislation through the EU twinning projects, for example with amendments and modifications on Law on Powers and Tasks of Police (1936), the government has aimed at changing consideration of police as a ‘service’ rather than ‘power’. Nevertheless, in practice, this is not easily possible. â€Å"Despite all the time that has passed since then, the Turkish police organisation has been unable to establish systemic institutional civilian participation and a satisfactory control mechanism. On both national and regional level, security policies and practices are only run and supervised by appointed civilian administration authorities and police administrators.† claims Cerrah (2005) and as he adds the police still have to do more to be more accountable. Unless the police are more accountable and open to be controlled by civilian mechanism, legitimacy of the police will be discussed as well as its function. However, community policing is a new issue in Turkey with a pilot practicing in ten big cities including Istanbul, Ankara, Izmir, and Bursa (Directorate General of Security, 2009). There is a tendency to be more people-oriented. France; Policing System French police system is arguably the first modern system in Europe whereas The London Metropolitan Police is known to be the first modern police (Mawby 1990, p: 34, Bowden, 1978, p: 140). Bowden also adds that 615 is the year first peace and police existed in France, but, ironically, French is the nation who has frequently experienced the discontinuity in a nation’s political life despite the fact that they developed the most sophisticated police in Europe (1978). The police function in France is rooted to Roman law tradition, and since the French Revolution (1789), historically, there are significant processes but it is not going to be discussed because of lack of space. Today, police system in French can be analyzed through being distinguished as the police nationale and gendarmerie nationale. The gendarmerie are accountable to three different authorities: to Minister of Justice for criminal investigations, to the Ministry of Interior for public order, or administrative matters, and to the Ministry of Defence for all other aspects of their work whereas the police nationale are responsible to the Minister of Justice for criminal investigations, and to the Ministry of Interior for public order, or administrative matters (Hodgson, 2005). According to Hodgson’s account, which compares French criminal justice system to British systems and includes an extensive investigation, the police nationale is composed of some 120,000 officers – now according to Interpol 126,000 – whereas the Gendarmerie comprises some 85,000 officers – now according to Interpol 90,000 (2009) – (2005). Moreover, there are some 3000 small municipal police forces. In terms of structure French police system is centralized as it is seen from this portray, the police forces are armed and – not exactly- militaristic. France is typically an example of continental European system and in terms of function police system in France is putting emphasises on administrative and political tasks rather than welfare (Mawby, 2008, p: 22). As a consequence of being centrally organized, France has more centralized policing system with two main forces the police nationale and the gendarmerie compared to British policing system and less centralized compared to Turkish police system. Compared with UK, the availability of other community initiatives involving polis-public cooperation such as neighbourhood watch or volunteer police auxiliaries are relatively unknown (Mawby, 1990). As a continental European country, in terms of legitimacy the police and the gendarmerie are closely tied to government rather than public or law. United Kingdom (Excluding Northern Ireland) Turkey France Legitimacy Local government Central government Central government Function Welfare Crime prevention, emphasis on administrative tasks Crime prevention, emphasis on administrative tasks Structure Decentralized Centralized (More excessively) Centralized It is possible to infer from whole information that United Kingdom, excluding Northern Ireland, has community-oriented policing system where as France and Turkey have continental and highly centralized and government oriented policing systems. Mawby who has a range of comparative police studies since early 1990s sees continental police systems in the past as being distinguished in terms of their lack of accountability, being directly responsible to the head of state, and he adds in another study that â€Å"While this less easily reconciled with the liberal democracies of post-war Europe, it is still the case that public accountability is more restricted in countries where the police are more centralized and militaristic† (2008, p: 23). Also in Turkey, â€Å"more recently, with the increased quality of the police training and education, the rising numbers of commissioners and officers receiving masters and doctorates (some on topics including human rights law, technologically more advanced crime-fighting methods, etc.) and the positive impact of EU twinning projects, a younger reformist wing seems to have emerged within the police. This wing is also psychologically supported by civil societal demands for the establishment of more professional, accountable and transparent police structures.† (Celador, Gemma Collantes et al, 2008, p: 9) From a historical perspective; between 1804 and 1810 in France, during Napoleon’s dictatorship Fouchà ¯Ã‚ ¿Ã‚ ½ was his strong right arm and was commanding French police. Fouchà ¯Ã‚ ¿Ã‚ ½, Duc d’Otranto, had an army consisting of spies and agent provocateurs spreading insidious terror and repression throughout France (Manwaring-White, 1993). As Manwaring-White states, there was a very real fear in Britain that any sort police force like in France would result the same fearful invasion of privacy and liberty. On the other, while Robert peel was introducing his Metropolis Police Improvement Bill, he had figures to show a population increase of 19 per cent in London and Middlesex, but an increase in crime of 55 per cent between the periods of seven years from 1811 to 1818 and from 1821-1828 (Emsley, 1991). The bill passed through the parliament and The Metropolitan Police of London was established contrast to French militaristic system. However, contentiously, despite the horror of the Fouchà ¯Ã‚ ¿Ã‚ ½ regime in France, the British government did employ spies and agents to try and uncover hints of treasonable activity or political unrest and despite anathema to French style spies, a detective department was reorganised in Scotland in 1842 (Manwaring-White, 1993). There several attempts contrast to thought because of which the Met was established. Furthermore, during the 70s the developments in police riot brought the English police closer in their riot tactics and equipments, yet, unlike continental neighbours, employers were not specialized riot squads (Emsley, 1991). Finally, the men, responsible for creation the English police during the 19th century, wanted to restrict the political and military nature of the new police, but Emsley states that despite these reasons of creation of English police, the economic, political and social nature of Victorian England was instrumental in helping some people to achieve their aim (1991). By contrast with whom see centralized system as incorporating problems of non-accountability and partisanship, Mawby critically examines this idea. Firstly, one should not assume that locally, community-oriented systems are necessarily panaceas; they may incorporate problems of non-accountability, elite control and partisanship. Secondly, however, although political policing has been more a future of policing systems in countries where the police are militaristic, there is no clear relationship between the presence of one, central police system and these features. Nor is a central system necessarily incompatible with local accountability. Last of all, as illustrated in his study, the presence of absence of a single, centralized police is no more evidence of a ‘police state’ than is the presence or absence of the jury system (Mawby, 1992, p: 125-126). Today, in terms of function, structure, and legitimacy, community-oriented systems are seen more advantageous, but privacy and liberty of individuals are threatened by the surveillance, bugging and file-keeping methods of modern police (Manwaring-White, 1993). Bibliography Books Bayley, David H. (1990) Patterns of Policing: A Comparative International Analysis, Rutgers University Press. Bowden, T. (1978), Beyond the Limits of Law, Harmondsworth: Penguin Cerrah, Ibrahim, â€Å"Police†, in Cizre, Umit (ed.), Almanac Turkey 2005: Security Sector and Democratic Oversight, Istanbul: TESEV Publications, 2006, pp. 86-99. Critchley, T.A. (1978), ‘The History of Police in England and Wales’ in Mawby, Rob I. (1990), Comparative Police Issues: The British and American system in international perspective, London: Unwin Hyman. Celador, Gemma Collantes et al (2008), Fostering an EU Strategy for Security Sector Reform in the Mediterranean: Learning from Turkish and Palestinian Police Reform Experiences, EuroMeSCo Paper 66 (January 2008) Emsley, Clive (1991), the English Police, a Political and Social History, Second Edition, Addison Wesley: Longman Hin, Mercedes S and Newburn, Tim (2008) Policing Developing Democracies, Taylor & Francis Hodgson, Jacqueline (2005), French Criminal Justice: A Comparative Account of the Investigation and Prosecution of Crime in France, Hart, University of Michigan Lambert, John L. (1986) Police Powers and Accountability, Taylor & Francis Manwaring-White, Sarah (1983) the Policing Revolution, Police Technology, Democracy and Liberty in Britain, the Harvester Press Mawby, Rob I. (1990), Comparative Police Issues: The British and American system in international perspective, London: Unwin Hyman. Mawby, RI (1992) Comparative police systems: searching for a continental model, pp: 108-132 in K. Bottomley, T. Fowles and R. Reiner (eds.) (1992) Criminal Justice: Theory and Practice, British Criminology Conference 1991, London: British Society of Criminology. Mawby Rob I. (2008), Models of Policing, in Newburn, Tim (ed.) (2008) Handbook of Policing, 2nd Edition, Cullompton: Willan, pp: 17-46. Radzinowicz, L. (1956a), A history of English Criminal Law and its administration from 1750, Volume 1: The Movement for Reform in Mawby, Rob I. (1990), Comparative Police Issues: The British and American system in international perspective, London: Unwin Hyman. Reynolds, Elaine A. (1998), Before the Bobbies, Stanford University Press. Liang, Hsi-Huey (2002), The Rise of Modern Police and the European State System from Metternich to the Second World War, Cambridge University Press, pp: 11-13. Tupman, Bill and Tupman, Alison (1999), Policing in Europe, Intellect Books. Websites Home office (2009) About Us, available: http://police.homeoffice.gov.uk/about-us/ last accessed 18 March 2009. Directorate General of Security (2009) Community Policing, available: http://www.asayis.pol.tr/tdpyapilanmasunumu_dosyalar/frame.htm. Last accessed 18 March 2009. Interpol (2009) France: Police system, available: http://www.interpol.int/Public/Region/Europe/pjsystems/France.asp. Last accessed 18 March 2009 Additional Source Green Paper (2008), From the Neighbourhood to the National: Policing Our Communities Together, Green Paper, Home Office, July 2008 1 Tythingman was of Saxon times and he was elected by his peers in the local community and exercised wide responsibilities for all aspects of local government on heir behalf†¦ He was not , however, a royal officer, as his authority derived from the community he served rather than from the sovereign (Lambert, 1986, p: 21)

Conjugation of the Spanish Verb Dar

Conjugation of the Spanish Verb Dar Here are the simple conjugations of dar, a common Spanish verb that usually is translated as to give. English translations are given for convenience; in many situations, other translations may be possible. In addition to the conjugations listed below, the perfect tenses can be formed by combining the past participle dado with forms of haber, and progressive tenses can be formed by combining the gerund dando with forms of estar. Also note that Spanish pronouns listed below can usually be omitted but are included here for clarity. Irregular forms are shown in boldface. Infinitive (infinitivo): dar (to give) Gerund (gerundio): dando (giving) Participle (participio): dado (given) Present indicative (presente del indicativo): yo doy (I give), tà º das (you give), usted/à ©l/ella da (you give / he/she gives), nosotros/as damos (we give), vosotros/as daà ­s (you give), ustedes/ellos/ellas dan (you/they give) Preterite (pretà ©rito): yo di (I gave), tu diste (you gave), usted/à ©l/ella dio (you/he/she gave), nosotros/as dimos (we gave), vosotros/as disteis (you gave), ustedes/ellos/ellas dieron (you/they gave) Imperfect indicative (imperfecto del indicativo): yo daba (I used to give), tà º dabas (you used to give), usted/à ©l/ella daba (you/he/she used to give), nosotros/as dbamos (we used to give), vosotros/as dabais (you used to give), ustedes/ellos/ellas daban (you/they used to give) Future (el futuro): yo darà © (I will give), tà º dars (you will give), usted/à ©l/ella dar (you/she/she will give), nosotros/as daremos (we will give), vosotros/as darà ©is (you will give), ustedes/ellos/ellas darn (you/they will give) Conditional (condicional): yo darà ­a (I would give), tà º darà ­as (you would give), usted/à ©l/ella darà ­a (you/he/she would give), nosotros/as darà ­amos (we would give), vosotros/as darà ­ais (you would give), ustedes/ellos/ellas darà ­an (you/they would give) Present subjunctive (presente del subjuntivo): que yo dà © (that I give), que tà º des (that you give), que usted/à ©l/ella dà © (that you/he/she give), que nosotros/as demos (that we give), que vosotros/as deis (that you give), que ustedes/ellos/ellas den (that you/they give) Imperfect subjunctive (imperfecto del subjuntivo): que yo diera/diese (that I gave), que tà º dieras/dieses (that you gave), que usted/à ©l/ella diera/diese (that you/he/she gave), que nosotros/as dià ©ramos/dià ©semos (that we gave), que vosotros/as dierais/dieseis (that you gave), que ustedes/ellos/ellas dieran/diesen (that you/they gave) Imperative (imperativo): da tà º (give), no des tà º (dont give), dà © usted (give), demos nosotros/as (lets give), dad vosotros/as (give), no deis vosotros/as (dont give), den ustedes (give) Sample Sentences Showing Conjugation of Dar El dar es siempre una prueba de madurez. (Giving is always a gift of maturity. Infinitive.) He dado la vida por este equipo. I have given my life for this team. (Present perfect.) Nunca te doy la pelota. No es mi estilo y lo sabes. (I will never give you the ball. It isnt my style, and you know it.) Present indicative.) Los romanos dieron a los judà ­os en ese tiempo un autogobierno limitado. (The Romans at that time gave the Jews a limited self-government. Preterite.) Me daba apuro hablar de eso delante de mis padres. (I felt uncomfortable talking about that in front of my parents. Imperfect.) El asteroide nos dar un susto. (The asteroid will give us a scare. Future.) La madre dijo que le darà ­a un pulmà ³n a su hijo. (The mother said she would donate a lung to her son.  Conditional.) Es importante que des la informacià ³n correcta. (It is important that you provide the correct information. Present subjunctive.) Las aplicaciones maliciosas eran capaces de engaà ±ar a los usuarios para que dieran sus contraseà ±as. (The malicious applications were capable of tricking their users into giving up their passwords. Imperfect subjunctive.)  ¡Dmelo ahora! (Give it to me now! Imperative.)

ACT in 7th Grade

Should You Start Prepping for the SAT/ACT in 7th Grade SAT / ACT Prep Online Guides and Tips Are you a middle schooler starting to think about the SAT or ACT? While 7th grade is early to start prepping, a lot of students canbenefit from prep by reinforcing their content knowledge and developing good study skills. Academically gifted students, furthermore, might take the SAT or ACT to qualify for talent competitions and special programs. Let's consider how test prep could help you as a7th grader, reasons you might take the test, and how it lines up with your middle school classes. First, why do students take the SAT/ACT? Reasons to Prep and Take the SAT/ACT in 7th Grade The main reason students take the SAT/ACT is, of course, to apply and get into college. While 7th grade is yearsaway from college applications, students may still benefit from sitting for the test and gaining insight into the experience. Continuous early exposure to the test will help students master the content and strategies they need to perform well. Apart from their academic goals, somestudents might take the SAT or ACT to qualify for talent competitions and programs. Let's consider both of these compelling reasons to prep for the SAT/ACT in 7th grade in more detail below. To Get Ready for College Taking the SAT or ACT is a requirement for most 4-year colleges in the United States. Considering how competitive admissions are year after year, you can really boost your application with a strong SAT or ACT score. A lot of strategy and training are key for scoring well on these tests, so almost all students who want to achieve their target scores both prep for the test and take it more than once. Once you've learned the secrets and tricks of the SAT and ACT, it stops seeming like such a difficult and unreachable test. Actually, with enough prep most students could become experts and even master the test. If putting in the time and effort to really get to know the SAT or ACT inside and out appeals to you, then you could definitely benefitfrom starting early as a 7th grader. Prep doesn't have to mean signing up for and taking the test, as you can improve a great deal through taking practice tests, analyzing your results, and practicing under timed conditions.At the same time, early exposure to the test can be valuable experience, both for getting yourself ready and getting accustomed to the experience.Taking an official test will definitely be in your plans if you're competing to get into programs for talented and gifted students. For Talent Competitions and Programs There are some programs for academically gifted students that require the SAT or ACT as part of their applications. These programs include the following: Belin-Blank Exceptional Student Talent Search (BESTS) at the University of Iowa Center for Talented Youth (CTY) at Johns Hopkins University Joseph Baldwin Academy (JBA) at Truman State University Midwest Academic Talent Search (MATS) at Northwestern University Talent Identification Program (TIP) at Duke University If you're taking the SAT or ACT to get into one of these programs, you'll probably sign up using one of their entrance forms as a form of identification.Youmight be surprised that some of the material on the SAT/ACT lines up with content you'vealready learned in yourclasses. Other concepts will likely be new and require your attention and focus to learn. Either way,it's important that you devote time and energy to prepping if you want to achieve qualifying scores. So what exactly is tested on the SAT and ACT, and how much of these tests line up with what you're learning in school? Content You Need to Know for the SAT/ACT (and May Not Have Learned Yet) The SAT has three major sections: Math, Reading, and Writing. The ACT, on the other hand, has four sections: Math, Reading (like the SAT's Critical Reading), English (equivalent to the SAT's Writing), and Science. As a 7th grader, you probably have already developed some of the skills and learned some of the concepts that will appear on these two tests. However, don't panic if you don't know what "plethora" meansor have yet to learn the properties of right triangles. These tests are meant to demonstrate high schoolers' college readiness, not middle schoolers'. If you're taking the tests for talent competitions, you should study on your own, as well as think about tutoring so you can really grasp these new concepts. Let's briefly review what's in each section so you can have a sense of what you already know and what skills and knowledge you would need to acquire. First, what's covered in the SAT and ACT math sections? SAT and ACT Math The math section of the SAT covers number and operations, algebra, geometry, and probability and statistics. Almost all the formulas you need to know are provided on the test, though you should still take time to learn them. There's not a lot of time in the math section, so you don't want to waste time flipping through the booklet and consulting formulas that you would be better off having memorized. The ACT math section is similar, but it goes one step more advanced than the SAT by including some trigonometry.If you're in 7th grade, chances are you haven't had too much exposure to geometry or trigonometry yet! If you're studying for a talent competition or want to get a headstart on 8th grade and high school, you could try to tackle one new concept every few weeks. SAT Questions of the Day and ACT Questions of the Day are helpful for gradually trying practice problems, identifying what you know, and figuring out what you still need to learn. You can try official practice tests, online sample questions, books, and/or customized prep programs like PrepScholar's online test prep. While the math covers concrete concepts that you need to learn and practice, the Critical Reading section of the SAT and Reading section of the ACT test skills that are a little more difficult to quantify. SAT and ACT Reading Both the SAT Reading and ACT Reading sections ask you to read passages and answer questions about their content, purpose, vocabulary, and details. These questions may incorporate literary terms like theme, tone, style, symbolism, and metaphor. Most 7th gradershave the raw skills of reading comprehension that they can apply to these sections. Through reading widely and taking the time to really comprehend what you're reading and back up your analysis with evidence from the text, you can improve your reading skills and vocabulary more and more. This takes time, dedication, and hopefully a genuine interest in what you're reading. By approaching these passages and any readings with an open and inquisitive mindset, you can actually retain and understand the words better. A nice consequence of this enhanced understanding would be answering comprehension questions with ever greater accuracy. Just like with the math sections, taking the time to prep for a few hours every few weeks can help you improve your reading comprehension both on the SAT/ACT and in your English classes in school. You can reinforce what you're learning in school, apply it to these tests, and improve your academic skills overall. On a similar note, you can reinforce your understanding of grammar and writing in the context of the SAT/ACT by prepping for the SAT Writing or ACT English sections. Yum! Reading for breakfast, lunch, and dinner. SAT Writing and ACT English Like with your reading skills, you can improve your writing skills (and grasp of English grammar) through practice. The SAT Writing and ACT English sections ask you about grammar and syntax. Studying the most commonly tested rules is very helpful here. Like with the math concepts, you could try to tackle a new rule every few weeks and reinforce it with practice questions. This studying will also help your abilities to express yourself through writing in your English and other classes in school. In terms of the essay, both the SAT and ACT ask you to write a persuasive essay and support your opinion with examples.If you've encountered the 5-paragraph essay structure, then you have a sense of what you need to produce on these tests. SAT and ACT scorers reward structure, so practicing this structure in class and on practice tests will help you improve your score here. Finally, the ACT is unique in that it has a science section. What scientific concepts are tested on the ACT? ACT Science The science section on the ACT is actually less about recall of specific facts and figures, and more about your ability to apply scientific skills to interpret data, read graphs and charts, and understand passages. In this way, it's almost more like the Reading section thananything else. You will develop skills in lab classes that will help you on the science section. It includes some biology, chemistry, physics, and earth/space sciences, but does not require you to have advanced knowledge in any of these realms. This article covers the only actual scientific knowledge you need to have to take the ACT science. The rest is about having skills of comprehension and interpretation, which you can continue to develop in school and with targeted and effective test prep. Above is just a brief overview of the content that comes up on the sections of the SAT and ACT, along with where they intersect and where they differ. You can check out the links above fora much more in-depth breakdown of what's on each of these sections. Familiarizing yourself with the tests will further help you figure out what you already know and what you need to learn to do well on the SAT/ACTand over the coming years of school. So if you are planning to prep in 7th grade, what exactly should be your plan of action? Plan of Action for 7th Grade If you're taking the SAT/ACT to compete for talent competitions, you'll be best served by putting in at least 40 hours of test prep or so. Even more would be helpful for really getting a handle on the test, but you don't want prep time to detract from your schoolwork and any other activities. You might devote 2 to 3 hours a week to prepping for the tests, starting 5 or 6 months before your test date. As mentioned above, you can use official practice questions for the SAT and ACT, answer Questions of the Day, study from books, ortry PrepScholar's customized online test prep program. You definitely want to use official SAT and ACT practice questions, as questions from the testmakers themselvesare the gold standard when it comes tostudying. To make your prep most effective, you might start out by reviewing the content and figuring out what you already know and what you need to learn. If you approach this with a mindset open to learning new concepts and skills, then you'll be much better off than if you're worrying about not knowingenough. As I said above, the SAT/ACT are tests for high schoolers. You can certainly prep and learn new concepts, but bepatient with yourself- there are some areas that you probably haven't studied yet in school. If you're not taking the SAT/ACT for talent competitions and just want to get a headstart on studying and learning, you might dedicate an hour to test prep every one or two weeks. This gradual studying could really add up over time and allow you to develop expertise on the tests. You could even completetaking the SAT or ACT well before the typical test-taking schedule of junior year and have this part of your college application finishedearly. Prepping for the SAT/ACT, and even taking the tests in 7th grade, can give you continued early exposure that will help you achieve high scores. It could also help you develop habits of discipline, effort, and organization. You might get a headstart on yourclasses, as well as a competitive edge when you eventually apply to college. If you take the time to prep for the SAT/ACT in 7th grade, then you'll be well ahead of the curve. What's Next? You might take the SAT or ACT in 7th grade as a launching point and improve your scores from there. So what's a good SAT and ACT score for 7th graders? Read about what makes a good 7th grade score here. If 7th grade feels too early to think about the SAT/ACT, what about 8th grade? This article discussesthe reasons why you might start prepping in 8th grade. The best practice for the SAT and ACT uses official sample questions. Download free official SAT and ACT practice tests here. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

How the Holocaust Affected Its Jewish Victims essays

How the Holocaust Affected Its Jewish Victims essays There is no question in my mind that the mass killings of the Jews during World War II affected the lives of these people and the people who loved and knew them greatly. I wholeheartedly disagree with the people who claim it never happened, whether they are against the Holocaust theory or are just plain prejudice towards Jews. There were murders by the millions, and the Jewish victims of the Holocaust were affected by it, both directly and indirectly, as were their family members and friends who may have been thousands of miles away. Even today, people in the world are still affected by the extermination of millions of lives in Eastern Europe. In the same respect (if you call it respect), there are still many people, even entire institutions, who seek to discredit the veracity of the Holocaust, going as far to claim that none of the horrific events ever occurred. I will prove that the Holocaust affected many lives, both in living and in death, and that it did indeed happen, through relating factual and opinionated accounts of victims and witnesses, and explaining why what happened to the Jewish population of the Holocaust happened. The Holocaust has been called a Tragic legacy. It has also been called a hoax. Despite what the deniers of the holocaust may think, it did indeed happen. It affected the lives of too many people, millions, if not the billions who knew of it, were related to those who were, in fact, statistics of the Holocaust. Jews, homosexuals, gypsies, and other minorities of Germany and neighboring countries were executed by the millions. I am at first very hesitant about completing a report on the holocaust and those who seek to deny it ever happened. It did happen, it affected millions upon millions of people around our planet, and it continues to be a reigning issue. I felt that, like the author of "Denying the Holocaust: The growing assault on truth and memory", I should not feed into th...

Thesis on the book Vox by Nicholson Baker Proposal

On the book Vox by Nicholson Baker - Thesis Proposal Example He further presents that the book could not have been published at a better time considering that this is currently an era shadowed with AIDS and other forms of self exploration. When the two main characters in the book get together through technology, they seem to have begun a new kind of hands-on relationship that is less risky and greatly influenced by technology (ODonnell, 2011: The Encyclopedia of Twentieth-Century Fiction). The book remarkably describes the activities that actually takes place in the real world for instance, it is a common occurrence for most young adults to meet at adult parties and establish a sexual relationship on that instant as it was the case with Abby and Jim, the two main characters in Vox. Baker employs a rather bold technique in describing the unfolding of events between the two especially in which they open up to each other in what first appears to be some form of striptease that gradually turns out into a passionate revelation of truth and fantasies. A careful analysis of Vox will also bring into the readers realization that youths in the contemporary societies do not have any regard in initial courtship and will only focus their minds on sexual activities. In his book, Baker also tries to reveal that there are a number of media through which sexual activities can be perpetrated within the society such as through the phone as evident through the two main characters in the book (Fuller, 1996: Media-mediated relationships: straight and gay, mainstream and alternative perspectives). Considering that sex is part and parcel of humanity right from the time of the ancestors up until now, the novel has considerably strived to present just how this natural human need has continued to be a focal point in our contemporary cultures just as it was in the past. As such, the book therefore presents us with an issue that stirs a mixture of

Movement of goods and services across borders, trade blocks (within Essay

Movement of goods and services across borders, trade blocks (within Europe) - Essay Example The aim of the European Union was to develop a single market in Europe and enhance a free movement of goods and services from one country to another within the Union. The European Union also plays a significant role in enacting laws regarding home affairs and justice, maintaining common trade policies, and allowing free movement of people and capital. The internal goods and services market in Europe has become an essential part of EU’s success, and it is the main catalyst for economic growth in the region. Through the European Union, most of the barriers to free movement of goods and services have been eliminated. According to the Treaty on the Functioning of the European Union (TFEU), goods and services are defined as anything that is capable of forming the subject of commercial transaction. They include anything that has economic value and can be valued in terms of money. Things such as artworks, coins no longer in circulation, electricity, natural gas, bank notes and bearer notes have economic value that can be measured in monetary terms. Therefore, they can all be classified as goods. However, donation in kind and television signals is not considered as goods. In terms of distinction between goods and services, goods are tangible while services are intangible. For example, fishes are goods while fishing rights are serv ices. The free movement of goods and services is usually affected by barriers to trade. Article 34 of the Treaty on the Functioning of European Union (TFEU) provides guidelines on the obstacles to trade between member states. The article is used as a right of defense against measures developed on the national level to create unjustified barriers to entry or exit of goods and services to and out of member states (Woods, 2004). Activity of the state that may infringe section 34 of TFEU leads to prohibited obstacle to the free movement of goods and services. An administrative practice on the part of member

Critical Analysis Essay Example | Topics and Well Written Essays - 750 words - 2

Critical Analysis - Essay Example 3) and where characters encounter varied challenges due to power play and control. Likewise, there were presence of discreet or imposed relational partners that added drama and provided appropriate applications to interpersonal needs theory of inclusion, control, and intimacy. The mini-series was presented in the form of eight parts and was actually noted to be a sequel to another of Ken Follet’s novel, entitled â€Å"The Pillars of the Earth† (Lloyd, 2012). Due to the length and intricacies of relationships as portrayed by numerous characters, the current discourse would focus on relationships and interpersonal communication applications one of the main characters, Caris. As a wool merchant’s daughter, Caris went through exciting and challenging experiences ranging from witnessing the untimely demise of her mother, who unknowingly was secretly murdered by her aunt, Petranilla. Her interest in treating the sick was enhanced when she became the apprentice of a wom an, Mattie, who practiced alternative medicine. However, since Mattie’s talent apparently jeopardizes the town’s official healer and priest, she was charged with the crime of witchcraft and was sentenced to be hanged in public. Later, Caris suffered the same fate from the hands of her cousin, Godwyn, then Prior; and was just saved in due time by the town’s Prioress who testified that since she was to become a nun, she could not be subjected to the fate of hanging. Therefore, Caris had to sacrifice her love for Merthin until such time that her duty as a nun, eventual Prioress, and healer were all completed. In the process, she became a good healer, and was even assumed the role of a prioress in times when sickness and plague besieged their town. The applications of the interpersonal communication theory or social theory were exhibited in various situations in the series. As noted â€Å"as humans we have a range of social needs that we satisfy by communicating wi th others. The Social Needs theory points out that there are 3 basic social needs: (1) affection - to express and receive love; (2) inclusion - to be social, to be in the company of others; (3) control -to have influence† (Bergstrom, 2005, par. 1). The social need of inclusion was manifested through Caris’ being accepted in the convent as a nun, to save her from death. Likewise, this inclusion was also exemplified through the acceptance of the king, who disguised himself as a monk and was allegedly accepted warmly in the monastery and in the Kingsbridge community. Concurrently, the social need of control was clearly exemplified in the mini-series through the power that was vested upon the monarchy. It was apparent that if the ruler, in this situation, an evil queen, was most concerned of her selfish interests rather than the good of the people, the townsfolk suffered immensely through justice not being served equitably or fairly. It was during this time that it was exhi bited that autocratic power and authoritarian leadership through the order of the king, the queen, or their authorized cohorts could subject people to hanging and death without the need for a just trial. There was evidently much control through the power that was centralized on the monarchy and also from the priory, where the prior was vested with the authority to decide things on himself. For instance, the prior could charge people suspected of witchcraft and immediately, these haplessly

Heart failure Essay Example | Topics and Well Written Essays - 3750 words

Heart failure - Essay Example In order to attain this end, the following objectives will be examined: â€Å"Heart failure (HF) is common and is associated with a high morbidity and mortality. Forty per cent of patients with symptomatic left ventricular systolic dysfunction (LVSD) die within a year of diagnosis and 10% per annum thereafter, giving a five-year mortality rate of up to 70%.† (Patel, et al., 2008, p. 35). Heart failure is therefore a major cause of death in nations like Britain. And this is often diagnosed through the identification of symptoms like left ventricular systolic dysfunction. This provides the identification of the main issues and the main signs that a patient might have a heart disease and heart complication. However, this is very chronic and fatal because many of the people diagnosed of this sickness will die within a year. Precisely, two out of five will die within a year and each year, one out of ten will die after the first year of diagnosis. This shows that heart failure (HF) is a major problem and a major issue within a given society. Heart failure is an issue that affects 0.4% to 2% of the population in Europe and half of this suffer from left ventricular systolic dysfunction (Patel, et al., 2008). This is representative of 2% of national health expenditure due to its danger and high risk (Patel, et al., 2008). Generally, early diagnosis for heart failure is poor because most patients get to know about their condition after they have suffered an attack (Mehta, et al., 2008). Clinical studies show that chronic heart failure patients die abruptly without any diagnosis because when they get their attacks, they do not survive it (Mehta, et al., 2008). However, the population of persons with mild heart failures who die during attacks is somewhat lower than those with chronic instances of the case and issue. Studies show that older patients form the large percentage of

Ecosystem Components Essay Example | Topics and Well Written Essays - 750 words

Ecosystem Components - Essay Example The sustenance of this park depends on the cooperation of people living in the area, and the activities of the government to protect it (Boarman & Coe, 2002). This paper will examine the characteristics of this ecosystem, and the plans that are in place to ensure that it continues to sustain life in that area. The major structural and functional dynamics The massive dry land that is the Mojave Desert makes the Joshua Tree National Park a beautiful sight. This area is the special habitat for the Joshua Tree, which is also known as Yucca brevifolia. Geological displays, such as hills of unadorned rock, are also part of this environment. The functional dynamics of the ecosystem border on the competitiveness of the living things in the habitat. Living things, for example plants, have to be competitive in their quest to retrieve sunlight. Over some time, the plants in this area have to adapt to the environment to reduce their exposure to sunlight. It is through this adaptation that they a re becoming a part of the ecosystem’s food chain. Ravens stand out with an increase in population in the ecosystem. An imbalance in such may lead to an alteration in the ecosystem’s food chain as there might start being a decrease in the tortoise population (Fontaine et al., 2011). How humans may have affected biogeochemical cycles Over the years, humans have been affecting the biogeochemical cycle that exists in this natural habitat. For instance, the driving of vehicles in this habitat at high speeds has led to the death of a number of animals, for example tortoises. The decomposition of these animals leads to the disruption of the carbon cycle that is present in the area. The carbon, phosphorus, and nitrogen cycles are affected as the decomposition of these animals tie to biological matter, causing a release of carbon dioxide gas into the ecosystem. Fires are another way in which individuals affect the ecosystem’s gas cycles. The burning of dry plants makes i t difficult for the ecosystem to sustain itself as the primary producers are being eliminated. Also, the acidic nature of the fumes released into the atmosphere in such an ecosystem may prove challenging to the phosphorus cycle that exists (Fontaine et al., 2011). How knowledge about JT National Park can help or has helped to develop plans for its management and restoration In the 21st century, it is particularly crucial for individuals to help in the restoration and management of national parks. The educational programs in institutions are being re-examined to allow different areas to bring focus to the preservation of national parks, and other natural habitats. Since parks are a place where basic biology can be observed, learners are engaged through visits on a regular basis. By understanding the dynamics surrounding the JT National Park, individuals might be keen on trying to be more cautious as they drive through the desert or its environs. The terrain may be difficult to compre hend and this makes it even more tedious in trying to educate people. However, by having the locals in that area take the initiative to act as guides, it may be possible to avoid some of the human acts that may work against nature (Boarman & Coe, 2002). Forest fires, a thing that is common, should be a thing of the past. People should become more self-aware of the threats they pose. The implication of species interactions in ecosystem management and re

Heart failure Essay Example | Topics and Well Written Essays - 3750 words

Heart failure - Essay Example In order to attain this end, the following objectives will be examined: â€Å"Heart failure (HF) is common and is associated with a high morbidity and mortality. Forty per cent of patients with symptomatic left ventricular systolic dysfunction (LVSD) die within a year of diagnosis and 10% per annum thereafter, giving a five-year mortality rate of up to 70%.† (Patel, et al., 2008, p. 35). Heart failure is therefore a major cause of death in nations like Britain. And this is often diagnosed through the identification of symptoms like left ventricular systolic dysfunction. This provides the identification of the main issues and the main signs that a patient might have a heart disease and heart complication. However, this is very chronic and fatal because many of the people diagnosed of this sickness will die within a year. Precisely, two out of five will die within a year and each year, one out of ten will die after the first year of diagnosis. This shows that heart failure (HF) is a major problem and a major issue within a given society. Heart failure is an issue that affects 0.4% to 2% of the population in Europe and half of this suffer from left ventricular systolic dysfunction (Patel, et al., 2008). This is representative of 2% of national health expenditure due to its danger and high risk (Patel, et al., 2008). Generally, early diagnosis for heart failure is poor because most patients get to know about their condition after they have suffered an attack (Mehta, et al., 2008). Clinical studies show that chronic heart failure patients die abruptly without any diagnosis because when they get their attacks, they do not survive it (Mehta, et al., 2008). However, the population of persons with mild heart failures who die during attacks is somewhat lower than those with chronic instances of the case and issue. Studies show that older patients form the large percentage of

Book review on the jungle Essay Example | Topics and Well Written Essays - 1000 words

Book review on the jungle - Essay Example Moreover, one must have The Jungle in mind when listening to the conservative arguments for a better America. In their view, if businesses would be deregulated and if â€Å"superfluous† agencies, such as the Occupational Safety and Health Administration or the Environmental Protection Agency, or perhaps the Food and Drug Administration, could be defunded or eliminated, businesses would go gangbusters. They are also against unions. In other words, in the Conservative view, the United States should return to a time that is similar to the era surrounding The Jungle. However, as The Jungle shows, if there are no constraints on businesses and the only motive is profit, then workers and society in general, are the losers. There is no better argument for â€Å"excessive† regulations and labor unions than this book. Summary The novel The Jungle centers around the trials and tribulations of a Lithuanian immigrant named Jurgis Rudkus. Jurgis comes to America in the hope of having a better life and more opportunity than what he had in his home country. Instead, he finds an America where corruption runs rampant and there are few regulations on unscrupulous individuals and companies. Therefore there is little incentive to behave judiciously. For instance, Jurgis is taken advantage of by his boss in his meatpacking job and the conditions at the meatpacking factory are extremely poor. There was little inspection of what was going on in the slaughterhouses therefore there was a great chance that the meat would be contaminated by microbes. Moreover, the animals were treated extremely poorly. The book also describes a predatory lending scheme to which Jurgis and his bride, Ona, succumb, which drains their savings and leads to their eviction. Jurgis’ job alone is not enough to support the family, so Ona also has to take a job. However, Ona gets raped by her boss and, when Jurgis goes to defend her honor by attacking her boss, Phil Connor, Jurgis is imprisoned . There are other mishaps that befall Jurgis as well. Ona dies in childbirth, partially because of an incompetent midwife, Madame Haupt and Jurgis’ first child drowns in the muddy street. After this, Jurgis despairs and tries the life of an itinerant. However, he finds that he can only find temporary farm work, as he is turned out after the harvest. Eventually, Jurgis finds solace in socialism, as he gets involved in the socialist movement and a fellow socialist employs him. The book ends with Jurgis’ attendance at a socialist rally. Context Sinclair’s purpose for writing this book was to essentially wake up the American people to working conditions for the poor and expose corruption of those in power. It was an attempted contrast to the ideal of America, which is that America is the land of the free, home of the brave and stands up for liberty and justice, with the reality of America at that time. This reality was that America was a land of oppression and injus tice and the capitalists got rich on the backs of the workers. This was a time before the Food and Drug Administration, before there were regulations, before the Occupational Safety and Health Administration was formed. In this way, the novel is definitely a polemic, as it attacks the establishment directly, as well as the hierarchy of power in the country, by showing the microcosm of slaughterhouses in Chicago and the overall life of one immigrant. The novel is put into

Vietnam and Iraq Wars Essay Example for Free

Vietnam and Iraq Wars Essay American involvement in Vietnam has roots which preceded the actual deployment of troops, just as the current chapter of the Iraqi War has roots that reach, some would argue, at least as far back as the end of World War II. These two arenas, where America chose to enforce its foreign policy at gunpoint, have many similarities, though ostensibly they appear to be radically different. The two wars began with two very different American presidents telling the Big Lie to the American people and their duly elected representatives, though there are subtle differences in how they came to be told. The Gulf of Tonkin Incident supposedly occurred when two American cruisers, operating within a few miles of the North Vietnamese coast are said to have come under fire by North Vietnamese gunboats. This fabricated incident led Congress to grant Johnson powers to prosecute the war. According to reports released under the Freedom of Information Act it is seriously doubtful as to whether such attacks actually occurred. The 21st century continuation of the Persian Gulf War of the 1990s began with an American president telling the American people and their duly elected representatives another Big Lie. He said, while in possession of reports to the contrary, that the leader of Iraq had amassed weapons of mass destruction, meaning, it was assumed, either nuclear devices or chemical and/or biological weapons. He further stated, knowing it was not likely, that the Iraqi leader was involved in the attack on the twin towers of the World Trade Center. For their own reasons, Lyndon Johnson and George Walker Bush both chose to obfuscate facts in furtherance of their political agenda. In Vietnam the American fighting men never lost an engagement with the enemy. They won every battle, yet lost the war. Some say the war was lost in the streets of America, victim of bad publicity. The French had held the Vietnamese in colonial slavery since the 19th century, and were only driven out by the Japanese in 1941. At the end of World War II the French decided that they had the right to return as feudal lords. The Viet Minh challenged this assertion, and in 1954, at the battle of Dien Bien Phu, they drove home their point. The French commander committed suicide before the garrison fell to the guerillas under command of the brilliant tactician, General Giap. France pulled out once again, but instead of letting Vietnam unify and hold elections, the U. N. partitioned it. This set the stage for North Vietnam’s president Ho Chi Min to begin to unify his nation by force, which the Americans inexplicably chose to challenge, culminating in Lyndon Johnson lying to get his war powers act through Congress. This war, which seemed to be the sole business of the Vietnamese people, became a quagmire to the Americans, and cost Johnson his presidency in the end. It brought shame and disrepute on the United States as Bush’s Iraqi War has done in the 21st century. Bush lied to obtain the needed powers to wage a war in Iraq. The Iraq War began with Americans watching U. S. Military power raining destruction from the air on the people of Iraq. The American president screamed, â€Å"Bring it on! † to taunt the enemy, and after a short time landed on an American carrier ship, greeted by a banner proclaiming, â€Å"Mission Accomplished†. Unfortunately that was another deception. Now Iraq, like Vietnam, is a quagmire and Bush has no more of an exit strategy then did Lyndon Johnson. Of Vietnam, Pete Seeger, the folk singer sang, â€Å"Waist deep in the big muddy, and the big fool said to push on† (Seeger 1967). The big muddy was, naturally, Vietnam, and the big fool giving the order to keep marching was Lyndon Johnson. Few march today in protest of an equally un-winnable war and no one but the loyal opposition calls Bush a big fool. Still the parents of America fatalities know that their sons and daughters are just as dead as those who died in Vietnam, for the same lame reasons, in wars justified by lies. In declassified documents released in late 2005, Robert Hanyok, a National Security Agency Historian said, â€Å"that a second attack, on August 4, 1964, by North Vietnamese torpedo boats on U. S. ships, did not occur despite claims to the contrary by the Johnson administration (Prados 2004). Prados, a NSA archivist has said he believes it is vital to have this information come to light, saying that the Johnson Administration, â€Å"used this claim to support retaliatory air strikes† (ibid). There are disturbing parallels between the lie concerning the Gulf of Tonkin Incident and the ‘manipulated’ intelligence used to justify the Iraqi War, according to the historian. It is only due to public pressure that the secret agency allowed the documents to be declassified some forty years after the fact. The Bush Administration did not want the truth out for the obvious reason of the comparisons that can be made to his untruths concerning Iraq. John W. Dean, former White House counsel to Richard Nixon, said in 2003, that, â€Å"[George W. Bush] made a number of unequivocal statements about the reason the United States needed to pursue the most radical actions any nation can undertake acts of war against another nation. †¦Now it is clear that many of his statements appear to be false† (Dean 2003). Dean posed the rhetorical question of whether lying to start a war is an impeachable offense against a sitting U. S. President. It is only rhetorical because of the fact the lying chief executive’s party had sufficient control of the legislative branch of government. The party apparently believed that lying about sex is impeachable but lying to start war is simply presidential politics. Bush began a series of misstatements, obfuscations, diversions and lies beginning in 2002 as he began to beat his war drum across the United States. In speech after speech he made wilder and wilder claims regarding the Iraqi weapons of mass destruction. Intelligence gathered by this and other governments leaves no doubt that the Iraq regime continues to possess and conceal some of the most lethal weapons ever devised (Bush, G. W. 2003). He even sent his Secretary of Defense, Donald Rumsfeld, on the speech circuit, saying (Rumsfeld) personally knew where these weapons were located. They were never found. They never existed. It was all a lethal charade foisted on America by the Bush/Cheney regime. It was argued that Vietnam was fought in defense of the Domino Theory. It has also been suggested that the Iraq War is being fought for the Haliburton Theory, in which American troops have seized Iraqi oil to increase the profits of an American corporation under the control of the sitting vice-president. What is proven is that the Iraq War, like its predecessor, the Vietnam War, was begun with a Big Lie for which the liar has not been called to account. Intelligence sources’ reports exposed each set of lies for what they are, yet neither Johnson nor Bush has been held accountable. References Bush, G.W. Iraq: Denial and Deception (speech) Mar. 17, 2003     Retrieved 5-10-08 From: http://www.whitehouse.gov/news/releases/2003/03/20030317-7.html Dean, J. 2003   Missing Weapons of Mass Destruction Retrieved 5-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   11-08 from: http://writ.news.findlaw.com/dean/20030606.html Prados, J. 2004  Ã‚  Ã‚  Ã‚  Ã‚   Tonkin Gulf Intelligence ‘Skewed’ Retrieved   5-10-08 From:

Case Study of Innovation: Jack Welsh

Case Study of Innovation: Jack Welsh Jack Welchs Innovates the Innovators at GE The sources and research used in the following paper come from a variety of sources, including mostly the internet, a GE annual report, and newspaper articles on GE and Jack Welchs management styles, leadership, and beliefs. When Jack Welch became CEO of General Electric in 1981, he was only the 11th CEO the company had seen in its 120 years of existence. Although GE was a $13 billion a year company, it began showing signs of necessary change as it had reached the stage between maturity and decline. After 20 years at the helm, Jack Welch had turned General Electric (GE) into one of the worlds most successful companies. Welch increased GEs market value from $13 billion to over $300 billion in 2001. He guided the once struggling company to what was then the biggest corporation in the entire world as well as the most profitable. Through the use of goal setting, empowerment, and communication Welch transformed the gigantic and complacent company into an energized multi-national organization ready to face world competition. Through an analysis of the techniques employed by Welch, one can gain a better understanding of how to motivate outstanding performance in any organization. In 1981, the industry environment in which GE was involved was in a downward spiral. GE was also suffering from low productivity growth (1%-2%) as well as a lack of innovations. Another issue facing Welch as he took control was that the company was still organized as it had been when GE was founded near the turn of the century. GE was suffering from a lack of strong leadership and the existence of to much bureaucracy. As Welch took over, he found that structure and struggle to change made it impossible to perceive an effective environmental change when change was necessary to remain an industry leader. In fact, if GEs massive cost structure was not dramatically restructured, analysts projected that GE would become unprofitable by the end of 1982. When Welch took over as CEO, he quickly identified several major areas that were in need of his immediate attention. The first problem he identified was that the organizational structure was represented by an overwhelming nine layers of management between the shop floor and the CEO. This lead to an unresponsive, inward focused company thats employees found great difficulty in communicating with one another. At the same time, the numerous layers of middle management gave employees comfort. The company was divided into 150 units. Welch saw this and believed that GE was overly diversified. They were simply involved in too many different ventures. GE was a financially strong company, but its growth rate was close to the companies GNP (Gross National Product). From his previous 21 years of experience with GE, Welch also knew that there were issues involving the employees. Once he took control, he worked on establishing a number of change management processes to combat the problems that the company faced with isolation, low morale, and negative attitudes toward the workplace. Welch knew that the company was too large to fail, yet GE was too unwieldy to adapt for further growth. Welchs grand scheme in reinventing General Electric involved two separate phases. These phases were referred to as the â€Å"hardware† and â€Å"software† phases. Over the next five years, General Electric under the command of Welch would go through some extensive changes. In September 1981, in an internal GE publication, Welch articulated the corporate strategy that each division would be number one or number two in their industry, and that GE would remain lean, agile and able to respond to changes in its environment. Welchs early priorities would be e xtensive restructuring of General Electrics infrastructure. Welch began selling those business in GEs portfolio that faced no potential return in the future and retained and added some with the potential to be number one or number two in that industry. This could bring GEs operation into economies of scale and then lock out the potential competitors. During the 80s, GE had bought 338 businesses and product lines for $11.1 billion and sold 232 for $5.9 billion during the 1980s. Among his most noble feats was restructuring the companys 350 businesses into twelve divisions of the company and reducing the management structure from twenty-nine levels to only six. By 1989, 12 out of 14 GE units were leading their markets both in the U.S. and abroad. His first years were also marked by destaffing, or reduction of the workforce. He did this by removing unnecessary layers of middle management and laying off thousands of employees. By 1984, he had reduced the workforce by almost 100,000 in order to streamline the company and to increase efficiency. Each year he would terminate the bottom 10% of his managers. However, he would reward the top 20% with bonuses and stock options. At the end of 1980, GE had 411,000 employees and by the end of 1985, GE had 299,000 employees By the late 80s, Welch was confident that that hardware part of his restructuring was almost complete so he wanted to begin focusing on the software phase. Welch admitted his priorities were changing, â€Å"A company can boost productivity by restructuring, removing bureaucracy and downsizing, but it cannot sustain high productivity without cultural change.† Welchs approach for this phase focused on three main areas. These areas of focus would include goal setting and competition, empowering employees, and increasing corporate communication. An underlying theme for Jack Welchs tenure as CEO of GE was his use of goal setting to motivate higher levels of achievement throughout the company. Welch set company wide goals, as well as specific performance objectives for individual companies and divisions. He often supplemented his goal setting by creating a sense of competition within the organization, as well as against all competitors. Welch preached a philosophy he called â€Å"planful opportunism,† whereby GE employees were given an over-reaching stretch-goal and permitted to do whatever it took to reach the target. Welch use d this same technique in an effort to improve product quality. This led Welch to introduce GE to Six Sigma, a defect reduction program. Six Sigma is a process, which consists of the rigorous application of statistical tools to improve profits, reduce costs and improve speed. It begins by asking hard questions regarding level of defects, time required to perform operations, and customer expectations. It is a quality control process, which brings robust changes unlike other process. This program relies on teamwork to propel quality to the highest level. GE had been operating at 3.5 sigma, but that was not enough for Welch, he wanted six sigma (nearly twice the national standard). Welch consistently set far-reaching goals in an attempt to move the company in the direction he wanted. While not all goals may be reached, Welch reinforced the notion that advancing towards those goals was still considered success and rewarded managers accordingly. Welch realized that he could motivate highe r levels of performance by setting goals that were much higher than the managers would have set for themselves. These â€Å"stretch-goals† often caused the managers to outperform their original targets. Because Welch set such extreme stretch-goals, he needed to incent effort toward these seemingly unattainable targets. He rewarded people by giving bonuses if they made great progress towards the goals, even if they did not reach them. This succeeded in driving people to work beyond their original goals and even if they did not reach the stretch goals Welch often recognized them for superior performance. When Welch took over GE, he had a vision of creating an organization where people at all levels could be held responsible for their own work, and in the end make decisions for the betterment of their job. The goal was not to control workers, but instead to liberate them. Welch characterized this as creating a boundary-less organization in which empowered employees were self-directed and motivated to reach their goals. Welch addressed this issue by eliminating whole layers of management, consolidating overlapping jobs and business units, and forcing employees at every level to take more responsibility for their own work. In the plant, equipment operators became responsible for the quality of their own work, reducing the need for inspectors. In effect, employees were given the ability to eliminate those aspects of their job that were unproductive and thus unnecessary. An important aspect of this has been the Work-Out. Work-Out had been an empowerment concept greatly favored by Welch. T housands of GE employees get an opportunity to get together and share their ideas, thoughts and expertise, while building and fostering a more creative and team oriented atmosphere. The Work-Out encourages communication and accountability with the ultimate goal being to drive above average team performance. By providing each team member with the opportunity to contribute his ideas to the decision making process, Welch hoped to stimulate individuals to constructively challenge their bosses and promote a more motivated workplace. All Work-Outs included follow-up meetings where previous commitments were discussed and accountability was enforced. Employees received the satisfaction of being able to air their concerns, while the company has greatly benefited from insights shared. Under Welch, GE began to realize that human beings are not machines and that each person has the potential to enhance productivity. Knowing how to use this resource cannot only give the company a competitive edg e, it can make each employee feel more important in the production process and thus more motivated. It helped to eliminate vertical and horizontal barriers and forever changed the way people behaved at the company. This process assisted Welch to achieve workable unity within the organization, creating an environment of trust and openness that had not existed before. By empowering people, an organization gives employees the ultimate responsibility for their own work. If they share the companys goals, they do not need much supervision. Costs will be reduced and layers of management will become unnecessary. This can also lead to employees becoming more motivated to perform their jobs optimally, which in turn leads to large productivity improvements and allowing the organization to be able to implement new ideas faster and be more responsive to market changes. â€Å"Boundary-less behavior† and the elimination of unnecessary communication filters are the key phrases to describe Ja ck Welchs attitude towards communication. To facilitate goal setting and empowerment within GE, Welch needed to establish clear lines of communication in the organization. He realized that employees come to GE with many different experiences and backgrounds. He did not want to take away from the benefit of those various backgrounds, as much as reshape them with GE philosophies. One of his objectives was to motivate people to think outside the box and challenge the status quo. Open communication channels between Welch and his employees have been an important tool in this regard. These channels work in both directions, giving employees the ability to air their concerns and work towards a consensus for action. He encourages direct communication with employees, including he, himself having face-to-face meetings with subordinates as often as possible and participating in the Work-Out. Welch himself was characterized as inpatient, blunt and ill tempered towards his dependent and would strive to build self-confidence in his managers, but his communication style would often cause people to lose self-confidence instead. Open communication channels work well when they are used to motivate performance and increase employee morale, but when they are used to intimidate they will have the opposite effect, causing low self-esteem. This â€Å"brashness† has also contributed to the criticism over the years for an apparent lack of compassion for the middle class and working class. Some industry analysts claim that Welch is given too much credit for GEs success. They contend that individual managers are largely responsible for the companys success. Jack Welch changed his management style based on the needs of GE during a particular time. He was Neutron Jack when he needed to be. GE was sluggish and slow, layered with cumbersome management, and needed to â€Å"trim the f at† and make middle management less of a burden. We may have taken less of a hardnosed approach by providing benefits and education opportunities to employees that were let go to ease the burden on the families, especially those employees with a number of years at GE. The rationale that Jack used to make decisions was based solely on where the company was, and where it needed to be. He was able to change his management style based on the condition of the company. He needed to be Neutron in the early 80s because the company was fat and sluggish. Middle management needed to be trimmed to save time and money. There was no other choice but to adopt a very directive style and portray a hard attitude. As GE slimmed, it became apparent that GE needed to be coached and inspired for better productivity and simpler process. Jack was able to adapt his leadership style into that of a coach with a â€Å"you can do it† communication style. As GE evolved into the late 90s Jack understood that it was now time for the GE employees to be empowered to share ideas for best practices, and teach back to management tricks of the trade that would take the company to the next level. By implementing the â€Å"boundary-less† philosophy, Jack was sending a message to the entire company that employees are valued, have great ideas that they need to share, and they would be rewarded rather than punished for speaking up. This was the last empowering style of leadership that Jack employed before his retirement. Works Cited Byrne, J.A. (1998). How Jack Welch runs GE: a close-up look at how Americas #1 manager runs GE. Business Week. Byrne, John, How Jack Welch runs GE Business Week, 8 June 1998. General Electric Annual Report, 1997. Jack Welch on Leadership. New York, NY. McGraw-Hill Companies, Inc. 2004. Time Warner Newsroom. November 01, 1999. Time Warner. July 01, 2006. Kornik, J. (2006). Jack Welch: a legacy of leadership his secrets revealed.http://www.trainingmag.com/msg/search/article_display.jsp?vnu_content_id=1002839049imw=Y . The 360-Degree Leader. Nashville, Tennessee: Thomas Nelson Inc., 2005. Slater, Robert. 29 Leadership Secrets from Jack Welch. New York, NY. McGraw-Hill Companies, Inc. 2003. The Times (London, England), September 2004, 9. â€Å"Jack Welch The Gurus Boiled Down.† Welch, Jack, and Suzy Welch. Winning. New York, NY: HarperCollins Publishers, Inc., 2005 Welch, Jack, Byrne, John (2001). Jack: Straight From the Gut. New York, NY: Warner Books, Inc.

Family Formations Essay -- Sociology Family Structure

Outline and critically assess the most significant crises, conflicts and changes in family formations over the last two decades (since 1990). Make reference to your own experience, in terms of changes in identity and identifications over time. In order to address the question it is important to present the evidence which shows that there have been conflicts, crises, and changes in society since 1990. It is widely understood there are many formations of the family. This involves the forever changing affects on society which bring us back to the family. This essay will discuss the social changes occur within the family paying particular attention to lone parenthood. It will look at changes to marriage, divorce, births outside marriage and poverty and look at to what extent these changes have had on British society since 1990, and also what these changes have meant to the family within. In Western Society, over the past two decades there has been significant changes in the which the family is forming. We have seen major shifts in the demographic constitution of the family and public policy, especially in terms of their formation and dissolution. As a result of this there is far more diversity in people's domestic and living arrangements compared to how they were earlier in the centuries. It has been noticed over these recent decades that living patterns between individuals are less and less conforming appropriately to the model of the nuclear family leaving some commentators to claim the family is in terminal decline. Increases in divorce, cohabitation, births outside marriage and lone parent families all result in old certainties to family formations being questioned. (Kiernan, 1998) In society, the family is seen as a ... ... London:Family Policy Studies Centre Giddens, A. (2006) Sociology Fifth Edition. Polity Press Bridge Street: Cambridge Cheal,D. (1991) Family and the State of Theory, Harvester Wheatsheaf:Hertfordshire Kiernan,K. Land, and Lewis, J. (1998) Lone Motherhood in Twentieth-Century Britain Clarendon Press: Oxford Parental Divorce in Childhood and Demographic Outcomes in Young Adulthood, Demography, 32: 299-318. Murray, C. (1996a) 'The emerging British underclass', in Lister, R (ed.) Charles Murray and the Underclass: The developing Debate. London: Institute of Economic Affairs Murray, C. (1996b) 'Underclass: the crisis deepens', in Lister, R (ed.) Charles Murray and the Underclass: The developing Debate. London: Institute of Economic Affairs Dallos, R. (1991) Family Belief Systems, Therapy and Change, Milton Keynes: Open University Press

Development of a Four Year Old Child Essay -- Papers Psychology Child

Development of a Four Year Old Child Works Cited Not Included Enthusiasm in children is like a ripple in the water ... it spreads. ~Anonymous~ The study of child development helps us understand the changes we see as children grow and develop. A child?s development is divided into five areas: physical, emotional, cognitive, social, and moral development (Mitchell and David 1992). Although each area will be discussed separately, it is important to remember that all these areas overlap. Together, they make up the whole person. Physical development is an increase in body size and shape. Motor development is included in physical development because it shows the development of the large and small muscles. Changes in the brain and nervous system will affect physical and motor development. Emotional development is how the child feels about himself/herself, other people, and the world that they live in. Emotional development also involves children?s learning to distinguish different feelings and express them in culturally acceptable ways (Henniger,...

Sandy and Her Beautiful Sisters

In this story we'll meet Sandy, who Is the â€Å"Cinderella† of this modern fairytale. She Is goodhearted, motherly, caring, modest and helpful. Sandy good looking thing' Is her long, thick, curly hair, which she has been complimented on a few times. She Is an Independent and modern woman, but one day she decides to make a plan for her future. First of all she wants to shut her ears to the sisters' compliments, secondly she wants to lose weight and thirdly she will let Danny. One of the sisters' old boyfriends, sleep with her. Just for practice so she would be ready hen the prince of her life shows up.Even though Sandy's plan seems attainable it is not as effective as Sandy wished. Sandy becomes pregnant after sleeping with Danny, and the Cinderella dream crumbles. Suddenly Sandy is both single and pregnant. The sisters try to convince Sandy that she is beautiful and there is a man, somewhere out there, waiting for her and wants her. But Sandy doesn't believe them at all. The sisters are taking Sandy for granted, might because they don't has a clue about that Sandy, a later time in the story, gets her own life and her own things to do than to do everything for them.The sisters are might Jealous of the skills Sandy got, she is a good cooker and to keep the house clean. The most supportive and helpful person in the story is Mrs.. Fairy, Sandy fairy godmother. She helps Sandy to take a chance and do something about her life. Mrs.. Fairy is what Sandy needs in her life, a person who can speak clearly and precisely to her. Sandy takes her first ‘step' on her way, after she has spoken with Mrs.. Fairy. So actually, it's because of Mrs.. Fairy that Sandy finds her happiness. In all fairytale there is a prince in this one is It Sam Prince,Sandy's Prince Charming. Even though the three sisters all wanted him, and the fact of the two eldest being beautiful it was still Sandy and her cooking who won the prince. With help from Mrs.. Fairy. Sandy sister's lives In the two large Intercommunicating rooms at the front of the Pelham flat, which they all shared, Sandy lives In the smallest room, with a good view over the garden. This Is a kind of symbol of their familiarity and much stronger bonds with each other, Harriet and Helena, compared to their younger sister Sandy.It was Sandy own choice to live In the smallest room. The story Is based on the moral, It doesn't matter If you are beautiful or not, you can still have anything you want, If you fight for It. The writer proves his/her point by showing Sandy that she can get the man of her dreams. That they all three had wanted, as a reader, you see that beauty isn't the most important thing, as it sometimes may appear, but that Sandy cooking skills brought her further, than the sisters astonishing looks, and will last forever, in contrast to beauty, w c w I leaser Walt