tag:blogger.com,1999:blog-74555640813359762052023-11-16T03:14:14.411-08:00Persuasive research paperdhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.comBlogger509125tag:blogger.com,1999:blog-7455564081335976205.post-80613002137510889282020-08-23T02:13:00.001-07:002020-08-23T02:13:18.270-07:00International Tourism Systems for Gold Coast- myassignmenthelp dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-21618277249915072062020-08-21T23:55:00.001-07:002020-08-21T23:55:34.908-07:00The hydrogen bombThe nuclear bomb Presentation The Hydrogen bomb was first proposed by Edward Teller in 1942 however dynamic work on it was sought after in the late spring of 1942 by Oppenheimer,Teller,Los Alamos and others. The primary atomic bomb was detonated in 1952 atEnewetak by the United States, the second in 1953 by Russia (at that point the USSR). Extraordinary Britain, France, and China have likewise detonated atomic bombs, and these five countries involve the supposed atomic clubââ¬nations that have the capacity to create atomic weapons and confess to keeping up a stock of them. A few different countries either have tried atomic gadgets or guarantee to have the ability to deliver them, yet formally express that they don't keep up a store of such weapons; among these are India, Israel, and Pakistan. South Africas politically-sanctioned racial segregation system assembled six atomic bombs yet destroyed them later. What is Hydrogen Bomb? Nuclear bomb depends on atomic combination response and it inferring an enormous part of its vitality from the atomic combination of hydrogenisotopes. The nuclear bomb works by the combination, or consolidating, of lighter components into heavier elements.The nuclear bomb is otherwise called an atomic bomb in light of the fact that very high temperatures are required so as to start combination responses. Nuclear bomb depends on process called ââ¬Å"Nuclear fusionâ⬠. Atomic combination is the procedure by which nuclear cores consolidate to frame a heavier core. The combination of two cores with lower mass thaniron for the most part discharges vitality while the combination of cores heavier than iron ingests vitality. In the least complex instance of hydrogen combination, two protons must be brought close enough for their shared electric repugnance to be overwhelmed by thenuclear forceand the resulting arrival of vitality. H2+H3ââ¡'He4+n+Q Vitality discharge Q=17.6 MeV Plan of nuclear bomb Every single atomic weapon existing on the planet today have all the earmarks of being founded on a plan for the most part called the Teller-Ulam designâ⬠. It contain the Staged blast of splitting (essential) bomb and combination (optional bomb). The combination bomb is activated by quick stun driven pressure (Ulam) which is improved by radiation pressure (Teller) from discharged X-beam and à ³-beam transition. Essential fision gadget contain :- center: U239 and U235 in addition to H2+H3 Booster shell: U238 Tamper High dangerous focal points Auxiliary combination gadget contain:- Radiation Channel U239 PU sparkle plug Li6 ,H2 ,H3 combination cell U238 Tamper Structure of current Hydrogen-bomb Hydrogen bomb configuration depends on a bomb packaging containing implosion parting bomb and a chamber packaging of U238 alter). Inside the alter is the Li6 Deuteride combination fuel and ahollow pole of Pu239 in the focal point of the chamber. Isolating the chamber from the implosion bomb is a shield of U238 and plastic froth that occupies the rest of the space in the bomb packaging The explosion of the trigger bomb will cause the accompanying arrangement of occasions: The splitting bomb implodes, producing X-beams. X-beams heat the inside of the bomb and the alter forestalls untimely explosion of the fuel. The warmth makes the alter grow and consume away,exerting pressure internal against the lithium deuterate. The lithium deuterate is just barely gotten by around 30-overlay. The pressure stun waves starts parting in the plutonium bar. The parting bar emits radiation, warmth and neutrons. The neutrons enter the lithium deuterate and produce tritium. The blend of high temperature and weight is adequate for tritium-deuterium and deuterium-deuterium combination responses to happen ,creating more warmth, radiation and neutrons. The neutrons from the combination responses initiated parting in the uranium 238 pieces from the alter and shield. Parting of the alter and shield pieces created much more radiation and warmth . The bomb detonates. Utilizations AND APPLICATIONS Nuclear bombs are utilized as weapons in numerous nations. Aside from their utilization as weapons,nuclear explosiveshave been likewise tried and utilized for variousnon-military employments. At the point when long haul wellbeing and tidy up costs were incorporated, there was no monetary favorable position over regular explosives. Engineered components such aseinsteiniumandfermium, made by neutron siege of uranium and plutonium during nuclear blasts, were found in the primary atomic bomb test. In 2008 the overall nearness of new isotopes from climatic testing starting during the 1950s was formed into a solid method of distinguishing craftsmanship phonies, as all canvases made after that period contain follows ofcesium-137andstrontium-90, isotopes that didn't exist in nature before 1945. A significant part of combination vitality as opposed to numerous other vitality sources is that the expense of creation isinelastic. The expense of wind vitality, for instance, goes up as the ideal a reas are grown first, while further generators must be sited in less perfect conditions. With combination vitality, the creation cost won't increment much, regardless of whether enormous quantities of plants are constructed. It has been proposed that even multiple times the momentum vitality utilization of the world is possible.Some issues which are required to be an issue in this century such asfresh water shortagescan really be viewed simply as issues of vitality flexibly. For instance, in desalinationplants,seawatercan be cleaned throughdistillationorreverse assimilation. Be that as it may, these procedures are vitality serious. Regardless of whether the principal combination plants are not serious with elective sources, combination could even now become serious if enormous scope desalination requires more force than the options can provide.Despite being technicallynon-sustainable, combination power has a considerable lot of the advantages of long haul sustainable power sources j ust as a portion of the advantages of the significantly more constrained vitality sources as hydrocarbons and atomic splitting. Like these as of now prevailing vitality sources, combination could give high power-age thickness and continuous force conveyance. RESULT AND DISCUSSION In 1945 a nuclear bomb was dropped on Hiroshima, it slaughtered in any event 70,000 Japanese and many were harmed. It is expected that the nuclear bomb is multiple times more remarkable than a nuclear bomb.[5] So in the event that we use combination power as wellspring of vitality as opposed to weapons, at that point it ought to be increasingly gainful for us. Combination force would give substantially more vitality to a given load of fuel than any innovation at present in use,and the fuel itself (primarilydeuterium) exists richly in the Earths sea: around 1 out of 6500 hydrogen particles in seawater is deuterium.Although this may appear to be a low extent (about 0.015%), in light of the fact that atomic combination responses are a lot more fiery than synthetic burning and seawater is simpler to access and more ample than petroleum products, a few specialists gauge that combination could flexibly the universes vitality requirements for many years. In this way Hydrogen bomb has the tw o preferences and impediments yet in the event that we use combination power as vitality source, at that point it ought to be progressively advantageous for us all. dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-28952708860626696122020-07-14T19:59:00.001-07:002020-07-14T19:59:02.473-07:00Get Quality Physics Help With Online Tutoring Get Quality Physics Help With Online Tutoring Get Quality Physics Help With Online Tutoring Get Quality Physics Help With Online Tutoring Physics is one of the most headache inducing subjects there is. Itâs the natural science that is perhaps the most relevant to the everyday world around us, but it is also one of the hardest to understand. So getting a good explanation for a physics principle can go a long way. Textbooks can do a good job of explaining physics. But having physics explained to you 1-on-1 by someone who understands it just adds that extra dimension to your learning. It puts the human element in it, something which is very lacking in the typical physics textbooks, and often in classroom instruction too. You can spend hours looking up the explanation behind a physics principle and still come up short. Alternatively, you can get someone to explain it to you and save you a lot of time. When it comes to physics, brevity is key, and sometimes the best way to get the direct answer is by talking to an expert on the subject. You get the explanation, and if that leads to other questions you just ask them right away. This is unlike a textbook which gives you the explanation, and if thats not good enough you have to look elsewhere. The classroom setting is not that much different. The instructor cannot just stop and address individual questions, or at least not do that very much. The instructor must deliver the material in a certain time frame, and then leave it up to you to catch up later on. But with 1-on-1 tutoring you can stop and reflect on the subject matter being explained to you. It can more closely follow your learning curve than either a textbook or an instructor can, because it is a dynamic process which adapts to your learning progress. The optimal situation is where you have learned the background material as best as you can, from the textbook and instructor, and then the holes in your knowledge can be filled with a private tutoring session. The physics experts at Homework Help Canada can help you fill in the gaps in your physics knowledge and save you lots of time chasing after answers. With online tutoring we can help you anywhere thatâs convenient for you, including right from the comfort of your own home. Let us help you with physics with 1-on-1 tutoring over Skype. We can easily be reached and we can set up a time to suit your schedule. References: Allain, R. (2015, August 5). Learning Physics Is Tough. Get Used to It. Wired. Retrieved August 24, 2015, from learning-physics-tough-get-used Get Quality Physics Help With Online Tutoring Get Quality Physics Help With Online Tutoring Get Quality Physics Help With Online Tutoring Physics is one of the most headache inducing subjects there is. Itâs the natural science that is perhaps the most relevant to the everyday world around us, but it is also one of the hardest to understand. So getting a good explanation for a physics principle can go a long way. Textbooks can do a good job of explaining physics. But having physics explained to you 1-on-1 by someone who understands it just adds that extra dimension to your learning. It puts the human element in it, something which is very lacking in the typical physics textbooks, and often in classroom instruction too. You can spend hours looking up the explanation behind a physics principle and still come up short. Alternatively, you can get someone to explain it to you and save you a lot of time. When it comes to physics, brevity is key, and sometimes the best way to get the direct answer is by talking to an expert on the subject. You get the explanation, and if that leads to other questions you just ask them right away. This is unlike a textbook which gives you the explanation, and if thats not good enough you have to look elsewhere. The classroom setting is not that much different. The instructor cannot just stop and address individual questions, or at least not do that very much. The instructor must deliver the material in a certain time frame, and then leave it up to you to catch up later on. But with 1-on-1 tutoring you can stop and reflect on the subject matter being explained to you. It can more closely follow your learning curve than either a textbook or an instructor can, because it is a dynamic process which adapts to your learning progress. The optimal situation is where you have learned the background material as best as you can, from the textbook and instructor, and then the holes in your knowledge can be filled with a private tutoring session. The physics experts at Homework Help USA can help you fill in the gaps in your physics knowledge and save you lots of time chasing after answers. With online tutoring we can help you anywhere thatâs convenient for you, including right from the comfort of your own home. Let us help you with physics with 1-on-1 tutoring over Skype. We can easily be reached and we can set up a time to suit your schedule. References: Allain, R. (2015, August 5). Learning Physics Is Tough. Get Used to It. Wired. Retrieved August 24, 2015, from learning-physics-tough-get-used dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-47045474382582808832020-05-21T11:21:00.001-07:002020-05-21T11:21:05.218-07:00Case Study on Track and Field Reward-Based Systems Track and field events are among the individual sports whereby individual effort is more important than the team strategy in winning the event. Team work on the other hand is quite important since when people work together, they tend to gain more as opposed to individual effort (John, 2007). This is well attributed to Kenyan athletes who in most cases employ team work in this individualized event to scoop top medals more so in 3000 m steeple chase, whereby they are seen to encourage one another and more so working as a team through out the race. Reward system can be good or bad depending on how it is implemented. To enhance team work, the coach needs to emphasize to athletes the importance of winning many medals as this will count on overall performance of the institution. Though an individualized sport, the coach can emphasize on rewarding the whole team rather than individual in that particular event, based on their performance. For reward system to be used, it has to include all documentation that will sustain improvements. First is to develop infrastructure where participants feel free to talk about their skills with open discussions in groups, (Volckmann, 2007). There are many ways of rewarding and encouraging team work in the institution. Some of the recommendation for rewarding the best performance will include a day out, a weekend to some of prestigious training grounds, partial or full time scholarship to the team that wins consecutive trophies and promoting the team with sports attire which will elevate their morale. In order for the athletes to work as a team, the coach should categorize the events so that all the athletes that fall under that category embrace the element of team work. The reward system should be based on the sub category of the events athletes fall in. These categories may include short races, middle distance races and long distance races. On the side of field events, he can include throwing events and jumping event. Conclusion The reward system will encourage participants to be more cooperative and be more competitive, thus more teamwork. References: John,H. (2007). Benefits of team work and collaboration. New York: Penguin publishers. Houlihan and Green (2008), Comparative elite sport development: systems, structures and public policy, First edition, Oxford, Elsevier ltd. dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-19284322569646309672020-05-06T23:14:00.001-07:002020-05-06T23:14:07.348-07:00Group and Team Development - 2760 Words The Customer Services Team handles all inbound calls for the business (1000+ per day) and operates from 08:00 to 20:00 Monday to Saturday. There are fifteen team members two of which are Team Leaders. The Team is further divided into different sub-groups that deal with different business sectors such as Pharma, Telecommunications, e-commerce. The main focus of the team is dealing with customer queries via inbound calls and managing corporate accounts in terms of providing daily reports and updates. The Team Assessment and the group discussions would seem to indicate that this is a group of individuals that are operating in a very structured environment and while they are referred to as a team they do not actually operate as a team.â⬠¦show more contentâ⬠¦As outlined they were aligned to both financial and performance objectives within the organisation. The second criteria was more difficult to assess in that while the intended outcomes were clear the nature of the intervention and its ability to produce these outcomes was less so. The final criteria involves the transfer of change management competence to the team which was difficult to assess prior to the intervention however in giving it consideration the transfer of these skills was to be a component of the intervention in that it would be part of the intervention to transfer some basic change management concepts to the team which they would be encouraged to use when working together. Prior to the intervention consideration was also given to the desired outcomes on a higher level than those that were financial and performance based. What would the team look like after the intervention? Would they evolve into a High Performance Team and if so what defines a High Performance Team? To establish these desired outcomes an analysis of the key stakeholders of the team was completed. Figure 1: Customer Service Key Stakeholders This analysis and subsequent meetings with these stakeholders revealed a number of different requirements many of which were conflicting with each other. This revealed some of the root causes behind the results of the team assessment particularly in relation to decision making and respect. This wasShow MoreRelatedGroup and team development Part 1- Group development All the parties involved; The Woodson900 Words à |à 4 PagesGroup and team development Part 1- Group development All the parties involved; The Woodson foundation, the school district and the NCPIE all ultimately have the same goal, which is to have a successful school system in the D.C. area. To start off, I would first define a group to have a better understanding of what these three parties want to build to know where they stand in the development stage. The text defines a group as ââ¬Å"two or more individuals, interacting and interdependent, who have comeRead MoreLeadership Behavior, Team Development And Group Cohesion As A Mediator1290 Words à |à 6 Pagesrelevant research regarding a number of concepts related to group cohesion including: leadership behavior, team development and group cohesion as a mediator. 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In the performing stage, team members dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-19131070778061335182020-05-06T07:40:00.001-07:002020-05-06T07:40:32.310-07:00Discuss Factors That Facilitate or Impede Helping Behaviour Free Essays Discuss factors that facilitate or impede helping behaviour In this essay we will discuss what defines behaviour/ helping behaviour, the social, environmental and biological influences that affect a personââ¬â¢s behaviour, pro-social behaviour, and the different factors that impede helping behaviour. Also Latane and Darleyââ¬â¢s 1968 ââ¬â 1980 experiments and studies that were conducted to understand human behaviour will be discussed, as well as the Kitty Genovese incident, in order to research into why help was not shown when there were so many people around.Behaviour can be defined as the actions or reactions of an object or organism, usually in relation to the environment. We will write a custom essay sample on Discuss Factors That Facilitate or Impede Helping Behaviour or any similar topic only for you Order Now Behaviour can happen consciously or subconsciously, overt or covert, and can also be voluntary or involuntary to humans. Human behaviour can be common, unusual, acceptable or unacceptable. Helping behaviour refers to voluntary actions intended to help others. It is a subcategory of pro-social behaviour; intentional act that helps or benefits another individual or group of individuals. This can be demonstrated by sharing, comforting, rescuing and helping.Altruistic behaviour is a subcategory of helping behaviour, which refers to pro-social behaviour that is carried out with the desire to benefit another without expectation of obtaining external or internal reward. According to the theory of universal egoism, people are fundamentally selfish and altruism is an impossibility, (Dovidio 1995, as cited in Gross 2001. ) However certain kinds of casual helping (McGuire, 1994) or low-cost altruism (Brown, 1986) seem to be fairly common, such as giving a stranger directions or telling them the time.Pro-social behaviour can be defined as behaviour that has positive social consequences and contributes to the physical or psychological well being of another person. It is thought that Kin Selection is a genetic response to supporting the broader gene p ool. Social conditioning can also have been a cause and pro-social parents lead to pro-social children. The reciprocity norm is when help is given to those who have given help to us in the past or where people help others, knowing that one day they may want someone to help them in the same unselfish way.This can affect peopleââ¬â¢s way of helping others. As well as the social exchange theory where human interactions are transactions that aim to maximize oneââ¬â¢s reward and minimize oneââ¬â¢s cost. Also the social responsibility norm is when we should help others who really need it, without regard to future exchanges. It must be remembered that a personââ¬â¢s mood influences whether they would help a person in need. People who are in a good mood are more likely to do good, compared with people who are feeling guilty. But ââ¬â if helping is likely to spoil our good mood, we might not help (Isen, 1984. ) Although if the bad mood is guilt and helping can relieve that, we might help. Also people in small towns are more likely to help than those squashed together in cities. Humans estimate the suitability of behaviour using social norms and adjust behaviour by way of social control. In biology, psychology and sociology, social behaviour is either behaviour directed towards society or taking place in between members of the same species.Social influences are considered the most likely factor for an individual to engage in helping behaviour. Social influences can be defined as the sum of all things that may change or affect a personââ¬â¢s behaviour, thoughts, feelings or actions. Studies on social influences might centre on ways in which behaviour of individuals or a whole group is influenced by outside factors, a personââ¬â¢s outlook or simply how they appear. An example of these influences was demonstrated by Piliavin et al, 1969, when student experimenters would pretend to collapse in a subway compartment.They would fall to the floor and wait to see if theyââ¬â¢d be helped. There were two conditions; some would be carrying a cane (known as the ââ¬Ëlameââ¬â¢ condition), and others would wear a jacket which smelled very strongly of alcohol and carried a bottle in a brown paper bag (known as the ââ¬Ëdrunkââ¬â¢ condition. ) They found that help was offered much less often in the ââ¬Ëdrunkââ¬â¢ than in the ââ¬Ëlameââ¬â¢ condition. This shows that the importance of difference is a social influence that determines whether a person helps a victim.Therefore the greater the victimsââ¬â¢ injury, distress or disfigurement, or the more we disapprove of them or their undesirable behaviour, the more likely we are to perceive them as being different from ourselves. This makes it less likely that we would offer help. Helping behaviour can also be effected by environmental factors, for instance different areas (rural or urban areas), culture differences, simple factors such as the time of day and also time; whether a person is busy, running late or heading somewhere.In order to see how the cost of time would affect helping behaviour Darley and Batson, 1973 (as cited in Gross, 2001) created an experiment called, ââ¬Å"If you need help avoid a late Samaritan. â⬠This involved participants who were students at a theological seminary, who were instructed to present a talk in a nearby building. The students were halved; one half was told to speak about ââ¬ËThe Good Samaritanââ¬â¢ while the other half were told to speak about jobs most enjoyed by seminary students. Then each student was told either a. He was ahead of schedule and had plenty of time, b. He was right on schedule, or . He was late. On the way to their talk, each student passed a man slumped in a doorway, coughing and groaning. The percentages offering help were 63, 45 and ten for conditions a, b and c. Ironically, the results showed that on several occasions the ââ¬Ëlateââ¬â¢ students who were giving a talk about ââ¬ËThe Good Samaritanââ¬â¢ literally stepped over the victim. This study shows that the cost of time is an important influence on whether an individual chooses to help. Also many studies have found that people tend to help others during daylight when there is no threat to their safety compared with night time. Also personal factors are very strong influences on helping behaviour. The table below shows the costs of helping/ not helping in emergencies/ non-emergencies, and the likelihood/ type of intervention, as predicted by the arousal-cost-reward model (based on Piliavin et al, 1969. ) Costs of helping/not helping and likely outcome| Examples| Costs of helping are low| Youââ¬â¢re unlikely to be injured yourself; the victim is only shocked. | Costs of helping are high| Youââ¬â¢d feel guilty; other people would blame you. | Likelihood of intervention very high ââ¬â and direct| |Costs of helping are high| You donââ¬â¢t like the sight of blood; youââ¬â¢re unsure what to do. | Costs of helping are high| Itââ¬â¢s an emergency; the victim could die. | Likelihood of intervention fairly high ââ¬â but indirect| Call for ambulance/police or ask another bystander to assist| Or redefine the situation| Ignore the victim and/ or leave the scene| Costs of helping are high| ââ¬Å"T his drunk could turn violent or throw up over meâ⬠| Costs of helping are low| ââ¬Å"Whoââ¬â¢d blame me for not helping? â⬠| Likelihood of intervention very low| Bystander may well turn away, change seats, walk away etc. Costs of helping are low| ââ¬Å"It wouldnââ¬â¢t hurt to help this blind man cross the road. â⬠| Costs of helping are low| ââ¬Å"He seems capable of looking after himself; thereââ¬â¢s very little traffic on the road. | Likelihood of intervention fairly high| Bystanders will vary, according to individual differences and how they perceive the norms operating in the particular situation. | Biological influences are factors concerning human instincts such as self preservation and survival. These influences are difficult to ignore because human instinct is to keep a person safe and out of harmââ¬â¢s way.Therefore there is more likelihood of helping a victim if there is no threat to the helperââ¬â¢s safety. But safety cannot be guaranteed and results in individuals not helping. Campbell and Church, 1969, as cited in Gross 2001, believed that punishment is a stronger influence on behaviour compared with Skinnerââ¬â¢s belief that reinforcement is a stronger influence. In March 1964, Kitty Genovese was attacked in a Queensââ¬â¢s parking lot at 3am. Thirty eight people were reported who watched from their windows, while she was beaten and stabbed to death over a half hour period.Not one bystander called the police until the attacker had fled. This incident raised much concern into why nobody helped. This led Latane and Darley, together with findings from their laboratory studies, to introduce the concept of the ââ¬Ëunresponsive bystanderââ¬â¢ or ââ¬Ëbystander apathyââ¬â¢ to represent peopleââ¬â¢s typically uncaring attitude towards others in need of help. The American media thought it was remarkable that out of the thirty eight witnesses not one did anything to help, Latane and Darley believed that it was precisely because there were so ma ny, Kitty Genovese was not helped. In result to this incident Latane and Darley researched into how the number of bystanders would affect helping behaviour. They found that 90% of the time, a lone bystander was more likely to help than when many people were around. One study was confederates would drop pencils or coins in an elevator and would see if people would help them pick it up. The results were, if only one person was in the elevator, the confederate received help 40% of the time. Only this figure dropped to 20% when six other people were in the elevator. The question ââ¬Å"Why does more people = less help? â⬠is answered with three factors.The first factor is noticing. Another of Latane and Darleyââ¬â¢s studies shows that any given bystander is less likely to notice the incident as the number of bystanders increase. For example, their 1970 experiment was having men fill out a survey by themselves or in a group. Whilst they completed their survey, smoke would start pouring into the room through a vent. After four minutes of smoke, 75% of subjects who were alone reported the smoke to the researcher, while only 12% of the subjects in the group reported it. This supports there theory of ââ¬Å"more people = less help. â⬠The second factor is interpretation.This means the more people that are around, the less likely any will interpret the situation as an emergency. In the smoke experiment, only 3 of 8 groups reported the smoke. Humans use other peopleââ¬â¢s behaviour to help measure what the reality of the situation is. The third factor is responsibility. In 1968, Latane and Darley produced another study. Subjects were told they were supposed to discuss problems with University Life. Each subject was put into separate rooms and was told to talk over the intercom. They were also told that no one would be listening to their conversations. During the discussion, one of the ââ¬Ësubjectsââ¬â¢ began having an epileptic fit and pleaded for help. When the subjects believed they were the only other person in the discussion, 85% left the room to help. However when subjects believed that there were four other people having the discussion, only 31% went to help. This again supports the notion of ââ¬Ëmore people = less help. ââ¬â¢ As cited in R. Gross 2001, Psychology, The Science of Mind and Behaviour, according to Latane and Darleyââ¬â¢s 1970 decision model, before someone helps another, that person must: * Notice that something is wrong, * Define it as a situation requiring help, Decide whether to take personal responsibility, * Decide what kind of help to give, * Implement the decision to intervene. This symbolizes a logical sequence of steps, showing that a negative response at any one step means that the bystander wonââ¬â¢t intervene. (See appendix 1 for Decision Model. ) In conclusion, helping in the form of pro-social behaviour has been studied largely in the form of bystander intervention. The murder of Kitty Genovese, together with early laboratory experiments by Latane and Darley supports the notions that when there are more people around, help is less likely to be given.Also that there are many influences that affect helping behaviour, whether it is biological, environmental or social. Nevertheless, altruism is definitely not impossible and humans are not fundamentally selfish. Future research should look into whether gender affects helping behaviour or age, for example, is an adult between 21-30 more prone to help someone rather than a teenager. How to cite Discuss Factors That Facilitate or Impede Helping Behaviour, Papers dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-53961757110418898002020-04-24T05:38:00.001-07:002020-04-24T05:38:01.983-07:00The Scarlet Letter Symbolism Essay Example For Students The Scarlet Letter Symbolism Essay Webster defined symbol with these words: Something concrete that represents or suggests another thing that cannot in itself be pictured. This concept has been particularly applied to literature and used by writers throughout history. Nathaniel Hawthornes The Scarlet Letter uses multitudes of symbols in such a manner. One of the most prominent, and most complicated, of such symbols is the scarlet letter A. The scarlet letter A is a symbol of a daughters connection to her mother, isolation, and the devil and its associations. The scarlet letter represents Pearls emotional attachment to Hester. For instance, Pearl is as deeply affectionate to the letter as she is to her mother. In chapter ten, Pearl takes a handful of , them along the lines of the scarlet letter. In this instance, Pearl is showing her fondness for her mother by decorating her letter à ¢Ã¢â ¬Ã¢â¬Å" as if the letter itself were a medium between the two. Additionally, Pearl views the letter and her mother as equals. During chapter fourteen, Hester decides to remove her letter while in the forest. We will write a custom essay on The Scarlet Letter Symbolism specifically for you for only $16.38 $13.9/page Order now Thus, Pearl is reluctant to approach her. Hester, realizing what is wrong, says, Pearl misses that which she has always seen me wear. After she returns the letter her bosom, Pearl kissed brow and both cheeks à ¢Ã¢â ¬Ã ¦ but à ¢Ã¢â ¬Ã ¦ Pearl put up her mouth, and kissed the scarlet letter too. Because of the fact that Pearl equates the letter to her mother, the letter is as deep a symbol of motherly connection as Hester is herself. In addition to emotional attachment, the scarlet letter represents isolation. Whoever wears the letter will be feared by society. In chapter five, children à ¢Ã¢â ¬Ã ¦ would creep nigh enough to behold à ¢Ã¢â ¬Ã ¦ and discerning the scarlet letter on her breast, would scamper off with a strange, contagious fear. In this passage, the narrator describes the letter as if it triggers fear in those who see it, and thus these individuals avoid the letters bearer. Also, the letter directly creates isolation of its bearer. The narrator speaks of the letter saying that it has the effect of a spell, taking out of the ordinary relations with humanity, and enclosing her in a sphere by herself. Here, Hester first appears with the letter upon her, and the letter is describes as creating an encompassing zone of isolation around her. Fear is a stimulus of isolation, and the scarlet letter radiates both fear and isolation à ¢Ã¢â ¬Ã¢â¬Å" therefore making it a powerful symbol of isolation. Although the scarlet letter has several figurative meanings, it also has literal ones as well, such as the devil and its associations. In chapter sixteen, Pearl inquires Hester as to whether or not she has ever met the Black Man, or forest-dwelling devil. She responds, Once in my life I met the Black Man! à ¢Ã¢â ¬Ã ¦ This scarlet letter is his mark. Here, Hester is comparing the letter to the devils symbol of previous presence. Moreover, the scarlet letter is an icon of Hell. When Roger Chillingworth and Hester are conversing in chapter three, Chillingworth admits that the adultery was his folly, but he also makes a subtle remark about the letter itself, saying, I might have beheld the bale-fire of that scarlet letter blazing at the end of our path. Because he refers to the letter as having evil fire, he is making an innuendo that the letter is from Hell. In these instances, direct or indirect references to the devil and Hell make it clear that the letter is indeed infernal. The scarlet letter A, the most intricate symbol in the novel, is extremely diverse as its meanings strongly contrast. Often times, these meanings of the symbol are directly stated, but they are frequently indirect as well. The symbols meaning can also be expressed through a variety of methods such as character dialogue, narrative, or allusions through imagery. Despite the differences between maternal love, estrangement, and avernal entities, the letter is still able to encompass these concepts into its symbolism. dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-16228586059412365752020-03-17T21:18:00.001-07:002020-03-17T21:18:02.837-07:00how to Order Mandarin Chinese in a Restauranthow to Order Mandarin Chinese in a Restaurant When you are visiting China or Taiwan, you will have lots of opportunities to sample the local cuisine. Since food is a national passion, there are restaurants and food stalls almost everywhere. There are many different types of food available, from the various regional dishes of China to Korean, Japanese, and Western. Fast food outlets are in all major cities, and there are also upscale restaurants specializing in Western food - Italian seems to be the most popular. Restaurant Customs When you enter a restaurant, you will be asked how many people are in your party and will be shown to a table. If an English menu is not available, and you dont read Chinese, you will have to ask for help, either from the waiter or a Chinese friend. Most restaurants are open only during meal times - 11:30 to 1:00 for lunch and 5:30 to 7:00 for dinner. Snacks are available almost any time at coffee houses, tea shops, and street vendors. Meals are eaten relatively quickly, and it is customary to leave the restaurant as soon as everyone is finished. Usually, one person will pay for the whole group, so be sure to take your turn in paying for the meal. Tipping is not common in either Taiwan or China, and you usually pay for the meal at the cash register. Here are some phrases to help you order food in a restaurant. English Pinyin Traditional Characters Simplified Characters How many people are there? Qà ngwà ¨n jà « wà ¨i? è «â¹Ã¥â¢ Ã¥ ¹ ¾Ã¤ ½ ? è ¯ ·Ã©â" ®Ã¥â¡ ä ½ ? There are ___ people (in our party). ___ wà ¨i. ___ ä ½ ï ½ ¡ ___ ä ½ ï ½ ¡ Smoking or non-smoking? ChÃ
uyà n ma? 抽çâ¦â¢Ã¥â"Ž? 抽çÆ'Ÿå â"? Are you ready to order? KÃâºyà diÃŽn ci le ma? Ã¥ ¯Ã¤ » ¥Ã© »Å¾Ã¨ Å"ä ºâ Ã¥â"Ž? Ã¥ ¯Ã¤ » ¥Ã§â ¹Ã¨ Å"ä ºâ Ã¥ â"? Yes, we are ready to order. WÃâmen yo diÃŽn ci. æËâÃ¥â¬âè ¦ é »Å¾Ã¨ Å"ï ½ ¡ æËâä » ¬Ã¨ ¦ ç⠹è Å"ï ½ ¡ Not yet, please give us a few more minutes. Hi mà ©i. Zi dÃâºng yà «xi. éââæ ²â. Ã¥â ç â°Ã¤ ¸â¬Ã¤ ¸â¹Ã¯ ½ ¡ è ¿Ëæ ² ¡. Ã¥â ç â°Ã¤ ¸â¬Ã¤ ¸â¹Ã¯ ½ ¡ I would like .... WÃâ yo ... . æËâè ¦ ... æËâè ¦ ... . I will have this. WÃâ yo zhà ¨gà ¨. æËâè ¦ éâ¬â¢Ã¥â¬â¹Ã¯ ½ ¡ æËâè ¦ è ¿â¢Ã¤ ¸ ªÃ¯ ½ ¡ That is for me. Shà ¬ wÃâde. Ã¦Ë ¯Ã¦Ëâçšâï ½ ¡ Ã¦Ë ¯Ã¦Ëâçšâï ½ ¡ This is not what I ordered. Zhà ¨ bà ºshà ¬ wÃâ diÃŽn de. éâ¬â¢Ã¤ ¸ Ã¦Ë ¯Ã¦Ëâé »Å¾Ã§Å¡âï ½ ¡ è ¿â¢Ã¤ ¸ Ã¦Ë ¯Ã¦Ëâç⠹çšâï ½ ¡ Please bring us some.... Qà ng zi gÃâºi wÃâmen ... . è «â¹Ã¥â ç µ ¦Ã¦ËâÃ¥â¬â...ï ½ ¡ è ¯ ·Ã¥â ç »â¢Ã¦Ëâä » ¬...ï ½ ¡ Could I have the bill? Qà ng gÃâºi wÃâ zhngdà n. è «â¹Ã§ µ ¦Ã¦ËâÃ¥ ¸ ³Ã¥â" ®Ã¯ ½ ¡ è ¯ ·Ã§ »â¢Ã¦ËâÃ¥ ¸ Ã¥ â¢Ã¯ ½ ¡ How much is it? DuÃ
shÃŽo qin? Ã¥ ¤Å¡Ã¥ °âéÅ' ¢? Ã¥ ¤Å¡Ã¥ °âé⠱? Can I pay by credit card? WÃâ kÃâºyà yà ²ng xà ¬nyà ²ngkÃŽ ma? æËâÃ¥ ¯Ã¤ » ¥Ã§â ¨Ã¤ ¿ ¡Ã§â ¨Ã¥ ¡Ã¥â"Ž? æËâÃ¥ ¯Ã¤ » ¥Ã§â ¨Ã¤ ¿ ¡Ã§â ¨Ã¥ ¡Ã¥ â"? The bill is not right. Zhngdà n bà ¹duà ¬. Ã¥ ¸ ³Ã¥â" ®Ã¤ ¸ Ã¥ ° ï ½ ¡ Ã¥ ¸ Ã¥ â¢Ã¤ ¸ Ã¥ ¯ ¹Ã¯ ½ ¡ dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-52419516497096790302020-03-01T13:04:00.001-08:002020-03-01T13:04:04.253-08:00Patricia Bath, American Doctor and InventorPatricia Bath, American Doctor and Inventor Patricia Bath (born November 4, 1942) is an American doctor and inventor. Born in New York City, she was living in Los Angeles when she received her first patent, becoming the first African-American female doctor to patent a medical invention. Baths patent was for a method for removing cataract lenses using laser devices to make the procedure more accurate. Fast Facts: Patricia Bath Known For: Bath is a pioneering ophthalmologist and the first African-American woman doctor to patent a medical invention.Born: November 4, 1942 in Harlem, New YorkParents: Rupert and Gladys BathEducation: Hunter College, Howard UniversityAwards and Honors: New York Academy of Medicineà John Stearns Medal for Distinguished Contributions in Clinical Practice, American Medical Womenââ¬â¢s Association Hall of Fame, Hunter College Hall of Fame, Association of Black Women Physicians Lifetime Achievement AwardNotable Quote: My love of humanity and passion for helping others inspired me to become a physician. Early Life Bath was born in Harlem, New York, on November 4, 1942. Her father Rupert was a newspaper columnist and trader, and her mother Gladys was a housekeeper. Bath and her brother attended Charles Evans Hughes High School in the Chelsea neighborhood of New York City. Bath was deeply interested in science and, while she was still a teenager, won a scholarship from the National Science Foundation; her research at the Harlem Hospital Center resulted in a published paper. Career Bath went on to study chemistry at Hunter College, graduating in 1964. She then moved to Washington, D.C., to complete her medical training at the Howard University College of Medicine. Bath graduated with honors in 1968 and returned to New York to complete specialty training in ophthalmology and corneaà transplant at both New York University and Columbia University. According to an interview she later completed for the U.S. National Library of Medicine, Bath faced many challenges in this early part of her career: Sexism, racism, and relative poverty were the obstacles which I faced as a young girl growing up in Harlem. There were no women physicians I knew of and surgery was a male-dominated profession; no high schools existed in Harlem, a predominantly black community; additionally, blacks were excluded from numerous medical schools and medical societies; and, my family did not possess the funds to send me to medical school. At the Harlem Hospital Center, Bath focused on finding treatments for blindness and visual impairment. In 1969, she and several other doctors performed the hospitals first eye surgery. Bath used her personal experience as a medical professional to publish a paper demonstrating higher rates of blindness among African Americans. Her observations led her to develop a new field of study known as community ophthalmology; it was based on her recognition that blindness was more common among under-served populations both in the United States and around the world. Bath has supported community health initiatives aimed at reducing blindness within these communities through preventative care and other measures. Bath served on the faculty of UCLA for many years before retiring in 1993. She has lectured at many medical institutions, including the Howard University School of Medicine, and published numerous papers about her research and inventions. Cataract Laserphaco Probe Baths dedication to the treatment and prevention of blindness led her to develop the Cataract Laserphaco Probe. Patented in 1988, the probe was designed to use the power of a laser to quickly and painlessly vaporize cataracts from patients eyes, replacing the more common method of using a grinding, drill-like device to remove the afflictions. Baths device is now used around the world to treat patients with blindness. In 1977, Bath founded the American Institute for the Prevention of Blindness (AIPB). The organization supports the training of medical professionals and the treatment of individuals with eye problems around the world. As a representative of the AIPB, Bath has participated in humanitarian missions to developing countries, where she has provided treatment to numerous individuals. One of her favorite experiences in this capacity, she says, was traveling to North Africa and treating a woman who had been blind for 30 years. The AIPB also supports preventative care, including supplying children around the world with protective eye drops, vitamin A supplements, and vaccinations for diseases that can cause blindness. Patents To date, Bath has received five separate patents for her inventions. The first two- both awarded in 1988- relate to her revolutionary cataract probe. Others include: Laser apparatus for surgery of cataractous lenses (1999): Another laser apparatus, this invention provided a way to remove cataracts by making a micro-incision and applying radiation.Pulsed ultrasound method for fragmenting/emulsifying and removing cataractous lenses (2000): This invention uses ultrasonic energy to remove cataracts.Combination ultrasound and laser method and apparatus for removing cataract lenses (2003): A synthesis of Baths two previous inventions, this one uses both ultrasonic energy and laser radiation for even more precise removal of cataracts. The invention also includes a unique optical fiber delivery system for the transmission of the ultrasonic vibrations and radiation. With these inventions, Bath was able to restore sight to people who had been blind for over 30 years. Bath also holds patents for her inventions in Japan, Canada, and Europe. Achievements and Honors In 1975, Bath became the first African-American woman surgeon at the UCLA Medical Center and the first woman to be on the faculty of the UCLA Jules Stein Eye Institute. She is the founder and first president of the American Institute for the Prevention of Blindness. Bath was elected to the Hunter College Hall of Fame in 1988 and was named a Howard University Pioneer in Academic Medicine in 1993. In 2018, she was awarded the New York Academy of Medicine John Stearns Medal for Distinguished Contributions in Clinical Practice. Sources Montague, Charlotte.à Women of Invention: Life-Changing Ideas by Remarkable Women. Chartwell Books, 2018.Wilson, Donald, and Jane Wilson.à The Pride of African American History: Inventors, Scientists, Physicians, Engineers: Featuring Many Outstanding African Americans and More than 1,000 African American Inventions Verified by U.S. Patent Numbers. DCW Pub. Co., 2003. dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-78483240307898925702020-02-14T04:30:00.001-08:002020-02-14T04:30:04.006-08:00ENGLISH LEGAL HISTORY Essay Example | Topics and Well Written Essays - 3000 wordsENGLISH LEGAL HISTORY - Essay Example Such a long experience of many generations has given this system the depth no legal systems in the world can match. The process of going through ages of human civilization has evolved this system in such a way that it not only meets the legal standards of practicability but also the human side of it. British legal system is consistent with the thinking of its citizens. Traditions and conventions are at the heart of it making the law and the folk wisdom compatible with each other. This traditional approach has given rise to certain inherent principles of British legal system e.g. the doctrine of rule of law, independence of judiciary and habeas corpus. These principles ââ¬âjust like the legal system itself- have evolved over a period of centuries and form the basis of British system of Justice. The fact that most of the modern day world has also benefited from the British common law principles, make these traditional laws a sound base for many universally accepted rules now. In the below discussion we will look at some of these principles in detail. We will highlight their evolution, their importance in the development of legal system and their implications in the modern age. We will also see how the tradition side of these rules still reflects itself in the developed laws. Habeas Corpus is a Latin word which means ââ¬Ëyou shall have the bodyââ¬â¢. In legal sense it represents a method through which any person can claim relief against unlawful attest or detention from any other person or even the legal system itself. In other words, it is a system through which the court can order to bring a detained person so that it may be ascertained whether he was detained lawfully or not. The petition of Habeas Corpus can be brought by the person himself or if he is unable to seek such remedy because of being in detention, then by any other person. Habeas Corpus is originally an English concept which originated in the early dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-15586881915347719882020-02-01T16:34:00.001-08:002020-02-01T16:34:03.394-08:00Land law Outline Example | Topics and Well Written Essays - 750 wordsLand law - Outline Example (b). Gill find herself in a situation where there are people claiming to have interest on the land she has just acquired from Selina Morton. These parties claim differently and their rights if any are subject to this discussion. As for Collins Jones, he claims that he has exclusive right over a barn that in the land that was sold to Gill. He claims that an assignment in his favour was made by one Mona Siddique who alleged to have acquired a lease to use the barn from Selina Moron for a period of 25 years. It is this lease that was assigned to Colin Jones. This being a lease of more than 7 years, it ought to be registered for it to be effective from the official copy of register, there is an entry of a registered lease up to the year 2035. However, an alleged assignment of the lease by the initial lessee to Collins was not registered. This is contrary to law and is therefore unenforceable by Collins against Gill. Collins has no right as the assignee for want of registration of assignment instrument. However, Mona has a right to claim under the lease and occupy the barn. This means that Gill will have to occupy subject to the rights of Mona created under the lease agreement (Land Registration Act 2002). As for Harold, he claims that he has passed through the land transferred to Gill as short cut to his hives for fifty years. Harold is therefore claiming a right of way. A right of way is an easement which ought to satisfy all the elements of a valid easement for it to be recognised. First, there must be a dominant tenement and a servient tenement. This means that there must be someone using this land and the land that is being used. Secondly, the person using the land of another must have been allowed to use it by the owner. Thirdly, the owners of the two parcels of land (dominant tenement and Servient tenement must be dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-91194181477528094502020-01-24T12:57:00.001-08:002020-01-24T12:57:02.635-08:00Genetically Modified Foods Essay -- GMOs, Genetically Modified CropsPublic cities around the world are becoming more involved with a wide array of new technologies without realizing it. From super computers that calculate the movement of satellites without human involvement, to handheld personal computers. Consumers abide with an egregious array of brand new scientific advances that are accompanied by confusing new terms. The food and drug administration, commonly known as the F.D.A, is focusing much of their time with food biotechnology. The all-encompassing use of biotechnology when applied to agriculture and food production increases the deeply felt environmental, economic and ethical concern. The liberation of genetically engineered organisms into the environment poses apprehensive questions regarding the serious promising risk to human health. Genetic engineering or genetic modification is a procedure that requires direct human manipulation of organismââ¬â¢s genetic makeup, altering their DNA that would not commonly happen under natural circumstances. Such applications include the implementation of human genes into animals as well as animal genes into other animals and plants. The industry which practices this gene modification is commonly known as biotechnology. In the next few years this industry has plans to release genetically engineered bacteria, viruses as well as transgenic animals into the environment. With the release of engineered organisms, many feel apprehensive and concerned with the potential harm it may cause to human health. Because the modified organisms are living, they are more likely to be unpredictable than chemicals. Jeremy Rifkin suggests, ââ¬Å"the long-term cumulative environmental impact of releasing thousands of genetically engineered organisms could be equally destruc... ... Fry-Revere, Sigrid. "Cloning Animals for Food Is Morally Permissible." Detroit: Greenhaven Press, 2009. At Issue. Gale Opposing Viewpoints in Context. Web. 1 Dec. 2010. Pollack, Andrew. "F.D.A. hearing focuses on the labeling of genetically engineered salmon." New York Times 22 Sept. 2010: B3 (L). Gale Opposing Viewpoints in Context. Web. 1 Dec. 2010. Pollack, Andrew. "Rules near for animals' engineering." New York Times 18 Sept. 2008: C15(L). Gale Opposing Viewpoints In Context. Web. 3 Dec. 2010. Phillips, Susan C. "Genetically Engineered Foods." CQ Researcher 4.29 (1994): 673-696. CQ Researcher. Web. 1 Dec. 2010. Entine, Jon. "Genetically Modified Foods Are Safe." Ethical Corporation (Apr. 2006). Rpt. in Genetically Engineered Foods. Ed. Nancy Harris. San Diego: Greenhaven Press, 2003. At Issue. Gale Opposing Viewpoints In Context. Web. 5 Dec. 2010 dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-91144157090408210502020-01-16T09:20:00.001-08:002020-01-16T09:20:04.359-08:00Presenting Your Position EssayEducation is an important tool to personal and professional success at this time of age. More and more companies and organizations choose to hire people who have completed their degrees. It provides the right training and knowledge to people so that they may excel in their chosen fields. The most important aspect of receiving a good education, however, is the improvements it can bring to oneââ¬â¢s life. There are others who do not see the importance of a good education. They argue that a person does not need to have a degree in order to be successful in life. They further believe that it only takes determination and perseverance to make it to the top. Because there have been several people who have no academic degrees but are financially successful like Bill Gates (ââ¬Å"Proof M. B. A. s Are Overratedâ⬠), people who feel this way about education feel stronger about their stance. However, in reality, education is more important than what most people believe. It is very true that success needs hard work, determination, and perseverance but if a person has these three and a good education, it is more likely that he or she will succeed in life. People who prove be in no need of an education are either very rich or are too smart for school. Looking at the real situation there are only a few people who fall in these two categories and majority of the public do need education in order to succeed and be financially stable. There are also those, particularly teenagers, who believe that receiving education is a waste of time and that they do not have to have degrees in order to have a job. While this is true, differences can be seen from the types of jobs that degree holders can get compared to that of non-degree holders. Most jobs that non-degree holders can apply for are very low-paying and one cannot expect much growth from it. Many companies only promote employees who have completed their education. A good education will provide an individual with the knowledge and experience that he or she needs to enter the corporate world. This is where a person can learn how to make use of his or her talents and maximize these to his or her own full potential. When this is done with the proper attitude, the possibilities are endless. Being educated can also bring about respect from other people. Although it is very discriminating and should not be practiced, educated people are given more attention and that people will hear what they have to say about certain things. It is more likely that people look up to and believe those who have a good education. Education can also lessen poverty and ignorance, which can help improve a nationââ¬â¢s economic status. Aside from these things, there are also numerous other benefits that a person can receive from a good education. Learning how to socialize and interact with others is one of the most essential benefits that attending school can give. Students are exposed to other people who may or may not be different from them and this will teach them important lessons in life. Some may indicate that they can learn from books without the help of others. However, instructors are there for a reason and this is to guide students on the learning process. One can read a book and may understand it but learning is still different when there is someone who can clarify things and provide in-depth analysis of the learnings. Books, especially textbooks for school, are sometimes too complicated without the help of professors. It is not enough to read them and then decide that the person has already learned everything because he or she may have misinterpeted some of the things that the textbook is trying to say. Personally, I believe that a person needs education because of the positive things it can contribute to oneââ¬â¢s life and his or her country. Nowadays, due to the influence of media, people have become followers of what they see and hear around them. No one thinks anymore and nobody cares. If people are educated enough, they will have good decision-making skills and will be able to determine what would be good or bad for him or her better. Over the years, the importance of education has been seen and has not yet been replaced by anything else. Education makes one a better person even if it is only in mental terms. Still, one must remember that education is not enough to succeed. Even if the person possesses the best education there is in the whole of the country or world for that matter, if he or she does not have the right amount of determination and strength to survive in the corporate world, then it will amount to nothing. Education should not be taken for granted, especially with the fact that not all people are able to afford it. dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-35348614585768023632020-01-08T05:43:00.001-08:002020-01-08T05:43:02.965-08:00Bullying And Its Effect On Children - 1366 Words causing this behavior. Primary school is an especially tough time for our young ones. If educators are really looking to put an end to bullying, they have to attack it from the root of the problem (Linder-Altman). What a child is wearing will not get them bullied, it depends on the bully. Making uniforms mandatory in efforts to decrease bullying, only teaches our children that the only way to be accepted is by conforming which is not what we should be pushing for. Itââ¬â¢s important to attack the problem by the root. A lot of times the bully may be going through something in their life outside of school which is causing them to lash out at others. If all the school systems do to fix bullying is make their students wear uniforms, then whatâ⬠¦show more contentâ⬠¦In School Uniforms and discourses on childhood, Bodine is looking at the change in apparent behavior of students once they are introduced to uniforms. Erik Erikson was a German-born psychoanalyst who studied the eg o, personal and social identities. He believed that between the ages of six and twelve children acquire new skills and knowledge which develop a sense of industry (Darwin 15). In this stage children build on their sense of self-worth as well as their confidence. This is also a very social stage for the child. It is in this stage where self-esteem issues may arise due to feelings of inadequacy. With that being said, we run the risk of our children feeling like they have to conform in order to be accepted as if they wonââ¬â¢t be liked because they rather wear clothing of their own choice. In School Uniforms and Discourses on Childhood, Behlingââ¬â¢s drive to look into the effects uniforms have on children was the fact that everyone has rights, no matter their age. Her views on how the school systems are just simply masking the problem rather than trying to solve them are similar to mine. Bodine also uses her past conversations with students who feel theyââ¬â¢re stuck in the middle of this whole battle. One of the children admitted to feeling like a ping-pong ball being bounced between their parents and their school (Behling 423). Studies which survey clothing have shown that what someone wears is a critical factor of person perception dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-65452847087940420032019-12-31T02:08:00.001-08:002019-12-31T02:08:04.211-08:00The Borgia Codex, Precolombian Treasure dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-15041169695734190582019-12-22T21:54:00.001-08:002019-12-22T21:54:03.372-08:00Julius Caesar, by William Shakespeare and The Life of... No matter how hard one tries to avoid being manipulated, it is impossible to avoid all sources such as documents, leaders and friends. Manipulation, the ability to alter the position or influence a person, occurs everywhere one goes. Throughout Julius Caesar by Shakespeare and The Life of Caesar by Plutarch, the theme of manipulation was revealed through countless instances showing both its sources and effects. Several of the characters in both accounts, such as Brutus, Caesar, and the people of Rome, were manipulated one time or another, by sources such as their close friends who merely desired their ideas and plans to continue forward. Cassius, an envious and ambitious man, did not approve of what Caesar was doing as ruler and believedâ⬠¦show more contentâ⬠¦Decius came and distorted the interpretation to make it seem positive and that nothing bad would happen to him. One of the aspects of the dream that Decius altered to focus on positive outcomes, was his statue spouting blood in many pipes. He changed the idea so that the blood symbolized reviving blood, that all would use for benefit. Caesar trusted Deciusââ¬â¢ explanation of the dream and exclaimed ââ¬Å"How foolish do your fears seem now, Calpurnia! I am ashamed I did yield to them. Give me my robe, for I will go.â⬠(Shakespeare 31) Decius made his interpretation appear much more desirable than Calpurnias and tricked Caesar. Even though it was only a miniscule change in the eyes of Caesar, little did he know it would send him to his death. After Caesars death, Brutus brought out the body and showed it to the people. He gave a speech and told the people ââ¬Å"If there be any in this assembly, any dear friend of Caesars, to him I say, that Brutus love to Caesar was no less than his. If then that friend demand why Brutus rose against Caesar, this is my answer: not that I loved Caesar less, but that I loved Rome more.â⬠(Shakespeare 45) Brutus told the people this to manipulate into thinking that he had done this to protect Rome, because Caesar was stealing all of the authority and leaving everyone else powerless. This was not theShow MoreRelatedA Historical Overview Of Julius Caesar Essay1452 Words à |à 6 PagesA Historical Overview of Julius Caesar (Shakespeare style) The fate of a nation determined by one man. With classic alliances and betrayals, the tale of Julius Caesar is still regarded as one of the greatest betrayals in human history. The fate of Rome was heading toward a dictatorship. Only the Roman Republic could stop Julius Caesar from ruling Rome. Little did the Roman Republic know that this assassination would later cause Octavian Caesar to become the first Emperor of the Roman Empire in 27Read MoreLiterary Analysis of the Tragedy of Julius Caesar773 Words à |à 4 PagesAnalysis of The Tragedy of Julius Caesar William Shakespeare wrote his play The Tragedy of Julius Caesar, so that his readers could have an idea of the lives, wars, and conflicts during the roman times. Shakespeare may have written the play because of his interest in history. He studied the writings of the historian Plutarch, who was alive at the same time as Caesar and wrote about his life. He also needed a job and money, and he had a fear of Queen Elizabeth dying. Shakespeare loved her and he fearedRead MoreJulius Caesar s Death And The Fallout After It1721 Words à |à 7 PagesWilliam Shakespeareââ¬â¢s play Julius Caesar is one of his most monumental plays that cover Julius Caesarââ¬â¢s death and the fallout after it. He got the material for this play from a Greek writing called the Life of Julius Caesar. This was actually a famous biography written by Plutarch in the first century, I was later translated by Sir Thomas North in 1579. Published in 1599 this play is assumed to be the first to be ever preformed in the famous Globe Theater, it was a smash success that moved audiencesRead MoreThe Cleverness of Marcus Brutus735 Words à |à 3 Pageswanted Julius Caesar to die, therefore when Cassius and the other conspirators tried to get him to get in on the plan he took advantage of it. It may seem that he was very uneasy about the plan that, but that is what he wanted people such as Casca, Cassius, Trebonius, etc. to think. He did very well at taking the blame off of himself. Marcus Brutus was a very political guy in reality. He was good at addressing a crowd in public. He was good at being on point. This of course is the real life BrutusRead More Female Power, Maternity and Genderbending in Shakespeares Antony and Cleopatra3164 Words à |à 13 PagesFemale Power, Maternity and Genderbending in Shakespeares Antony and Cleopatra The 19th century essayist and literary critic William Hazlitt wrote of Cleopatra, She is voluptuous, ostentatious, conscious, boastful of her charms, haughty, tyrannical, [and] fickle, which are great and unpardonable faults (Hazlitt 2-3). Much of the criticism of Antony and Cleopatra has recycled this judgement, depicting Cleopatra as a villainess uses her eroticism and sexuality to motivate Antony toRead MoreComparing the Speeches of Mark Antony and Brutus in Julius Caesar2122 Words à |à 9 PagesSpeeches of Mark Antony and Brutus in Julius Caesar The play Julius Caesar was first performed in 1599 at the Globe theatre in London. The Globe theatre was built earlier that year and Julius Caesar was one of the first plays performed there. This gives us reason to believe that the play was written towards the end of 1598 and beginning of 1599. William Shakespeare wrote the play Julius Caesar because Plutarchs Lives, William Shakespeares source of history, allowedRead MoreThe Renaissance and Itââ¬â¢s Affect on William Shakespeareââ¬â¢s Works2369 Words à |à 10 PagesItââ¬â¢s very easy to see William Shakespeare as an amazing literary genius who had a perspective on life that, to simply put it, no one else has ever had. However Shakespeare was the product of the English Renaissance. The English Renaissance was a cultural and artistic movement spanning from the later 15th century until the early 17th century, it is associated with the Italian Renaissance which started in the 14th century. Like most of northern Europe, England did not get the full effect of the RenaissanceRead More Julius Caesar: The Peoples Dictator Essay example2917 Words à |à 12 Pages Julius Caesar has always been an important, well-known figure in history. His name still lives on, two thousand years after his death. Even the terms Kaiser and Tsar are renditions of Caesar. To this day, the name C aesar conjures images of ancient Rome, conspiracies, intrigue, and murder. Thanks to William Shakespeare, most people know that he was betrayed and killed by his friends. But what made Caesar so fascinating that Shakespeare would choose to write about Caesar over fifteenRead MoreEssay about The Life of William Shakespeare1274 Words à |à 6 Pages William Shakespeare was a very talented man known for his various works of literature. His works include poems, plays, and sonnets. His works are then broken down into tragedies, comedies, and histories. Shakespeare left this world centuries ago, but his writings continue to live throughout the world today. He has greatly impacted the world of literature and his existence will forever be remembered. In 1564, William Shakespeare was born in Stratford-upon-Avon (Hazell 32). It seems thatRead More Corruption and Ambition in Macbeth Essay examples2125 Words à |à 9 Pagesis not an easy task. The works of William Shakespeare (1564-1616) have, more than once, proved worthy of the title classic. Not only does his work hold up, as he wished, a mirror to his own society, but manages to reflect what is going on much later, and indeed, may be relevant well into the next millennium, if civilization continues to peruse Shakespeares writing. A study of the character of Macbeth, essentially reveals the parallels that Shakespeare draws with the human condition through dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-44104101998584631242019-12-14T18:24:00.001-08:002019-12-14T18:24:03.903-08:00A Character Analysis Free Essays One of the most significant characters within Shakespeareââ¬â¢s Julius Caesar is that of Brutus, a very complex individual whose actions have significant impact upon the events on the play. This paper examines the character of Brutus and assesses both the good and bad elements of his character. A critique of how these qualities present inner conflict within Brutus is offered together with an explanation of the ways in which these conflicts manifest themselves. We will write a custom essay sample on A Character Analysis or any similar topic only for you Order Now It is the intention of this paper to prove that despite the fact that Brutus was able to murder his closest friends, he is essentially a moral man who maintained his honor to the end. One of the most significant elements of Brutusââ¬â¢ character is his strict ideals. He is a nobleman, ââ¬Å"the noblest of Romansâ⬠(V. v. 75) who is strongly guided and influenced by matters of honor. He demonstrates a continual obsession with acting in a way that is right and just and speaks regularly of the need to create a republic in Rome that is ruled by the votes of the senate as opposed to a single dictator. This creates a problem in his relationship with Caesar. Despite their close friendship, Brutus is concerned that Caesar will rise to power and then commit an act of betrayal by enforcing a dictatorship on the people of Rome, ââ¬Å"climber-upwardâ⬠¦ He then unto the ladder turns his backâ⬠¦ â⬠(II. ii. 24,26). It is clear that, for Brutus, his moral and ethical ideals are of higher importance than his friendship and love for Caesar and thus he is able to commit the inhumane act of murder. However, whilst the murder itself is wrong, the fact that Brutus himself believes so strongly in the fact that his actions are for the good of Rome, entails that he does, to an extent, maintain his honor. Brutusââ¬â¢ single minded obsession with morality entails that he can be easily persuaded by others to carry out their will, provided it is presented as being for the good of Rome. This reveals a further, negative, element to his character; he is naive. Cassius is able to manipulate Brutusââ¬â¢ obsession with honor in order to persuade him to murder Caesar, an ironic turn of events that on face value is anything but honorable. Brutus fails to recognize that he is being used by Cassius and Antony and seems to accept everything on face value, failing to question facts or consider the possibility that he could be deceived. This can be seen in the way he blindly accepts the letters from Cassius as being sent from the people of Rome and thus demonstrative of their will for Cesar to be removed. His nativity entails that he allows others to play upon his ideals in order to convince him to perform the act of murder. Despite the fact this murder causes him anguish, ââ¬Å"Our hearts you see not; they are pitiful; and pity to the general wrong of Romeâ⬠¦ â⬠(III, i, 185-186), he allows Cassius and Anthony to convince him that committing such acts will win the hearts of the people of Rome, ââ¬Å"If then that friend demand why Brutus rose against Caesar, this is my answer: not that I loved Caesar less, but that I loved Rome more. â⬠(III. ii. 21-24). Brutusââ¬â¢ gullibility is something that he carries with him to the grave, even on his deathbed he believes that he has shared his life with true and honorable men, ââ¬Å"My heart doth joy that yet in all my life I found no man but he was true to meâ⬠(V. v. 38-39). Such a naive and trusting nature allows the audience to perceive Brutus as honorable. He is innocent and trusting and truly believes that he is acting on behalf of the people of Rome. A further negative element of Brutusââ¬â¢ character is his poor judgment. He believes that he will win the support of the people of Rome because he acts in their interests. This is evident when he addresses the Roman citizens in the forum and in his general treatment of the Roman crowds. He incorrectly perceives them as intelligent individuals who will be able to understand his reasoned approach to the murder of Caesar. However, the reality is that the crowd is not able to understand his intellect and is thus left vulnerable to the words of Antony. Here, despite Cassiusââ¬â¢ advice to the contrary, he allows Antony to have the last word at the funeral and is thus once again betrayed as a direct result of his naivety. Antony is able to utilize Brutusââ¬â¢ words and actions against him and generate hatred and animosity in the crowd. The same crowd that Brutus judged to be reasonable and intellectual. A further significant component of Brutusââ¬â¢ character is that of his philosophical nature. He is a believer in Stoicism, a philosophy that dictates living side by side with nature and existing in a carefree and indifferent manner. Such a philosophy manifests itself in an unemotional manner. This can be observed when Brutus hears of the death of his beloved wife and simply replies, ââ¬Å"Why farewell Portia, We must die, Messalaâ⬠(IV. iii. 218). His stoic nature can be seen as a possible explanation for the way in which he is able to restrict his focus to the political and ethical reasons for his murder of Caesar. Brutusââ¬â¢ stoic nature is further enhanced by the fact that he is able to put the good of the public before his own personal feelings. He does not think of Caesar as a man or a friend, but as a political entity, a future dictator, who threatens the good of Rome. This is one possible explanation for why he appears to show no grief for the acts he has committed or for his dead friend; he is too entrenched in his political objectives. The political focus of Brutusââ¬â¢ character proves to be a further flaw that allows others to use him to their advantage. His apparent lack of emotion is something that Cassius is able to utilize when he addresses the crowd and convinces them that Brutus is inherently bad. As readers though we have an insight into Brutusââ¬â¢ actions and understand the causes for his lack of emotion. He is so intent on doing what he believes to be right that, in our eyes, he maintains an honorable image. One of Brutusââ¬â¢ biggest faults is his inflexible nature. His stubbornness and inability to adapt to the events that occur ultimately leads to his downfall. Despite the fact that he is so politically focused, he fails to play the game of politics himself and thus leaves himself open to manipulation. Unlike Antony and Cassius, he is unable to strategically plan the best means of achieving his intentions, instead acting upon his blind faith that what he is doing is what the people want. However, although this is a flaw, it is something that maintains his honor; he is not a cheat or a conspirator at heart. This paper has discussed a number of Brutusââ¬â¢ character traits, both good and bad. A number of his qualities both serve in his favor and lead to his downfall. Whilst he is trusting, true to his beliefs and resolute, his naivety, poor judgment and single mindedness entail that he leaves himself vulnerable to the dishonest actions of those around him. However, it is such naivety that allows the readers to maintain an image of Brutus as an honorable man, who tries to act in the best interests of his people. The last word on the character of Brutus is expressed extremely well by the words of Mark Antony: ââ¬Å"This was the noblest Roman of them all:? All the conspirators, save only he? Did that they did in envy of great Caesar,? He, only in a general honest thought? And common good to all, made one of themâ⬠(V,V, 68-72) For the characters in the play, and for the reader, Brutus maintains an element of honorability that even his most disgraceful acts cannot eradicate. How to cite A Character Analysis, Papers dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-40883037264191769952019-12-06T14:47:00.001-08:002019-12-06T14:47:03.706-08:00Resistance to change free essay sample Resistance to change has been renowned as an organizational challenge; however, a comprehensive understanding of the different ways that resistance can be manifested is commonly practiced and highly beneficial to companies. A U. S. mining company, Ajax Minerals realized just how beneficial it is to understand the components of how changes affect all branches of their company. Ajax Minerals recognized their organization was operating at full capacity and in the next couple years were going to have major competitive threats from another company. If the matters of the futureà challenges that Ajax Minerals were anticipating werent addressed and handled appropriately, the organization would be expecting to experience grave danger. What it all boils down to are the issues concerning how Ajax Mineral organization would react regarding resistance of changes that would ensure competitiveness and livelihood for the company. If this subject matter about how employees and management adapt to change werent predicted and then addressed, Ajax Minerals future looked bleak. Scott and Jaffe (1988) describe the process as consisting of four phases, namely: initial denial, resistance, gradual exploration, and eventual commitment. Resistance is a natural and normal response to change because change often involves going from the known to the unknown (Coghlan, 1993; Steinburg, 1992; Myers and Robbins, 1991; Nadler, 1981; Zaltman and Duncan, 1977). Not only do individuals experience change in different ways (Carnall, 1986), they also differ in their ability and willingness to adapt to change (Darling, 1993). This paper investigates whether a relationship exists between an individuals cognitive and affective processes and their willingness to adapt to major organizational change. This topic is important because the failure of many corporate change programs is often directly attributable to employee resistance (Maurer, 1997; Spiker and Lesser, 1995; Regar et al. , 1994; Martin, 1975). For example, a longitudinal study of 500 large organizations found employee resistance was the most frequently cited problem encountered by management when implementing change (Waldersee and Griffiths, 1997). More than half the organizations in that survey experienced difficulties with employee resistance. Successfully managing resistance is a major challenge for change initiators and is arguably of greater importance than any other aspect of the change process (OConnor, 1993). Management usually focuses on the technical elements of change with a tendency to neglect the equally important human element which is often crucial to the successful implementation of change The research register for this journal is available at http://www. mcbup. com/research_registers Abstract Most previous studies of organizational change and resistance take an organizational perspective as opposed to an individual perspective. This paper investigates the relationship between irrational ideas, emotion and resistance to change. Nine organizations implementing major change were surveyed providing data from 615 respondents. The analysis showed that irrational ideas are positively correlated with behavioural intentions to resist change. Irrational ideas and emotion together explain 44 percent of the variance in intentions to resist. Also outlines an intervention strategy to guide management in developing a method for approaching resistance when implementing major change. (Levine, 1997; Huston, 1992; Steier, 1989; Arendt et al. , 1995; Tessler, 1989; New and Singer, 1983). As Nord and Jermier (1994) express it, resistance is resisted rather than being purposively managed. Therefore, in order to successfully lead an organization through major change it is important for management to balance both human and organization needs (Spiker and Lesser, 1995; Ackerman, 1986). Organizational change is driven by personal change (Band, 1995; Steinburg, 1992; Dunphy and Dick, 1989). Individual change is needed in order for organizational change to succeed (Evans, 1994). This paper reports on a study that aimed to identify, measure and evaluate how human elements including cognitive and affective processes are associated with an individuals level of resistance to organizational change. Conceptual framework The conceptual model developed for this paper is illustrated in Figure. It provides a framework for empirical testing and consists of four constructs (in bold type) namely perception, cognitions, affect and resistance. The operationalized variable for each construct is also included in the model (in italic type). Figure 1 is an illustration of human processes described in the literature. For example, Schlesinger (1982) in his psychoanalytic paper entitled Resistance as process, outlines classical theory favouring the sequence: interpretation, cognition, affect and action. Ellis and Harper (1975) state that humans have four basic processes, namely, to erceive or sense, to reason or think, to feel or emote, and to move or act. dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-90771573488283576692019-11-29T04:04:00.001-08:002019-11-29T04:04:04.256-08:00Devil in a Blue Dress Essay ExampleDevil in a Blue Dress Essay The setting is in Los Angles in the year of 1948, after World War II. Easy is in Scoops bar and notices a white man, named DeWitt Albright, walk in. Easy notices that Albright is white and is dressed in all white. Easy then recalls that he is used to white people because he fought in the war (Devil 45). Soppy calls Easy over and tells him that Albright has a job for him and will give more details at another location. Easy feels that Albright does shady business and does not trust him. Easy fugues that he needs the money because he loves his home and will do anything to keep his mom. Easy would do anything to keep his home because this Is only possession he has ever had since he grew up on a sharecroppers farm. Easy goes to the location to find out more details about the job Albright has for him. Easy runs into a white man who frustrates him enough to make Easy want to rip his face off, like he had done to another white boy (59). Finally, the man grants him access and he meets with Albright after a second encounter with body guards. Albright Job for Easy is to find a light haired, blue eyed woman whose name is Daphne Monet. We will write a custom essay sample on Devil in a Blue Dress specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Devil in a Blue Dress specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Devil in a Blue Dress specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Albright was hired by another person to find Monet, but Albright goes not have the right persuasion (63). Easy is unsure of this Job and does not know what he is getting himself into because he does not want to cause any harm to anyone. Albright comforts Easy by telling him all he wants Is to know where she Is and he will him give enough money so Easy can pay his mortgage to keep his home and find him a Job after this Job Is done. Easy accepts and Albright directs him too bar that used to be a speakeasy before Prohibition was repealed, Johns place. Easy runs into a man named Junior and he begins his journey looking for Daphne. Easy and Junior converse over a few beers about Howard Greens murder. Howard Green was the chauffeur to Matthew Terra, who had recently dropped out of the running to become mayor. Junior then changes the topic to a man named Mouse and he asks Easy what ever happened to Mouse. Easy tells Junior that it has been so long I dont even remember, however Easy lies and he does remember (76). Easy recalls that he last talked to Mouse about his stepfathers and biological sons murders. Mouse murdered his stepfather and blamed It on another man Clifton. However, Mouses stepfathers son, Inveterate, did not believe that Clifton killed his ether but It was Mouse. Inveterate tried to kill Mouse but falls and he kills Inveterate Instead. After Easy Is done thinking to himself, he asks Junior about Daphne, but pretends that he does not know her real name. Junior does not know who she is, but Easy suspects Junior Is lying. Easy walks over to ten oar Ana slots next to Nils Eternal named ODell Jones. Then, Duper, a former co-worker of Easy walks into the bar along with his girlfriend Correct. The four of them have drinks and Duper passes out. Easy helps Correct put Duper to bed and Correct starts to seduce Easy. Easy at iris does not flirt back but Correct reveals that she is a friend of Daphne. They have sex, even though Easy is Dupers friend. Easy leaves when he thinks Duper is waking up. When Easy arrives home he receives a letter from Mouse. Mouse will be coming to town to visit and Easy reluctantly goes to his closet. He talks to himself and does not know why he went to his closet, maybe pack my bags and leave town. Maybe I Just wanted to hide in the closet (92). Easy falls asleep and is awakened by a call from Albright. Albright tells Easy to meet him at the Santa Monica pier. At the pier, Easy runs into a white girl named Barbara. Easy is not interested in talking with her but she makes up conversation with him because she was forced to come with her sister and is bored. Two white boys come and threaten Easy for talking to a white girl. Albright arrives to the pier and threatens one of the boys with a gun. He lets the boy go after pistol-whipping him. Easy thinks to himself that if Albright could do that to his own, he could do far worse to Easy since he is black. Easy is still unsure about Albright and wants to make sure again that no one will get rut before he tells Albright the information he has learned. Daphne was last seen with a man named Frank Green at the Playroom and tells Albright Franks address. Albright gives Easy more money and a card to where he can find a Job. Easy thinks that he will not need it because Duper told him that their boss will hire him again back at Champion, but he accepts the money and card anyways. Easy goes to Champion the next morning and runs into Duper who is looking for Correct. Easy lies, again, and tells Duper he went home after putting Duper on the bed. When Easy meets with his boss, Mr.. Giaconda, he tells him that if he were white, he would have not fired him but Joked about asking him to stay late. Easy calls him by saying mister but does not get the same respect from Mr.. Giaconda. Easy demands that Mr.. Giaconda call him by Mr.. Rawlins instead of Easy and Mr.. Giaconda consents, but still cannot offer a Job to Easy. Easy is happy even though he did not get his Job back because his bills were paid and it felt good to have stood up for myself (112). Easy returns home by noon and notices a car parked across the street from his mom. Two white men approach him and take him down to the police station. Easy is put into an interrogation room and is scared because they are not following a routine by putting him in a holding cell. They question where Easy was on Thursday early morning and if he fought with Duper. Easy tells him that he got drunk and took Duper back to Corvettes home and did not argue with Duper. After Easy is beat up, the officers let him go and has to walk back home since public transportation stops at six. Easy starts walking towards Johns place and a car pulls up next to him. Easy does not want to get into the car but the man in the back seat tells him that he knows why he was interrogated by the police. He gets into the car and meets a white man named Matthew Terra, the man who pulled out of the mayors race. Terra is very interested in the whereabouts of Daphne but Easy pretends that he does not know who Terra is talking about. Easy notices a strange shadow in the car and Terra tells the Mexican boy to come out. Easy notices that the DOD Is very alert Ana clangs onto learn. learn teen asks ass T nee Knows tout Howard Green and if Correct said anything about Howard. Easy lies about not knowing who Howard is, but tells the truth that Correct did not mention Howard. Terns driver takes Easy to Johns place and offers him money, but he will not take it because he does not want to touch anything that man has touched. A woman named Hattie greets Easy when he arrives at Johns place. When Hattie finds out where Easy has been, she asks if it was about Correct. Easy is confused and Hattie tells him that Correct was murdered Just like how Howard was murdered. Easy asks if Hattie can get ODell for him, who gives him a ride back home. ODell advises Easy to leave town when they arrive at Eases home because of the murders that have been happening. Easy looks at his home and refuses to leave town. Easy drinks a lot before falling asleep because he is haunted by Correct. He is awakened by a phone call from Junior and he suddenly remembers that he saw Daphne and Frank together at Johns place. Easy pretends not to care, hangs up on Junior, and falls back asleep. Again, Easy is awakened by another phone call but this time it is Daphne, who has a mild French accent. Two days before, Correct tells Daphne that she wants money from her otherwise she will tell Easy about her whereabouts. Easy then breaks the news to Daphne that Correct is dead and was beaten to death. Daphne is shocked and must go see her friend but needs Easy to drive her there because she gave all the money she had to Correct. When they arrive at Daphne friends home they find him dead, stabbed in the back and Easy notices something on the floor and picks it up. Daphne is leaving in the dead mans car and kisses Easy before she leaves town and tells Easy to do the same. Easy notices that Daphne has a southern accent now, not a French one. In chapter fourteen, Easy is talking to the voice in his head. He is wondering if he should leave like ODell and Daphne suggested, but he does not want to leave his home. The voice in his head tells him he needs to stand up for himself and not let people walk all over him otherwise he will be dead by next Wednesday. This voice has been helping Easy survive ever since the army and is what keeps him alive after all of the dangerous situations he has encountered and will encounter till the end of the book. Work Cited Moslem, Walter. Devil in a Blue Dress. New York: Pocket, 1990. Print. DOD Is very alert Ana clangs onto learn. learn teen as dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-60174186399688436652019-11-25T11:38:00.001-08:002019-11-25T11:38:03.955-08:00Berlese Funnel Lab Report Essay ExampleBerlese Funnel Lab Report Essay Example Berlese Funnel Lab Report Paper Berlese Funnel Lab Report Paper Antonio Berryless was an Italian entomologist. He worked on pest insects (arthropods), usually those of fruit trees. Arthropods are the most successful animals on the planet. They make up over three. Fourths of all currently known living and fossil organisms. But, many still remained undocumented. Berryless funnels are used for extracting arthropods from soil and litter samples such as our leaf litter. They are supposed to prove that insects that normally live in soil or litter will respond negatively to light. That is why we place the cognomens lamp above the funnels. There are many different ways to make a Berryless funnel and you can also purchase them according to how big you would like them. An alternative to the Berryless funnel is a Hinkler Sack. It is usually made of fabric and can be folded to take up even less space when not in use. They do not require a powered light source because without it the arthropods will still move downwards through the samples and eventually fall into a container of ethanol. Materials: Fields Components: 4 Flags index card clipboard tape measure field guide to trees and shrubs pencil and paper one-gallon copilot bag poster board and making tape (Berryless funnel) gloves Laboratory Components: compound microscope spoilsport alcohol dissecting (binocular) microscope Berryless funnel (Constructed day one) depression slide cognomens lamp Petri dish inning stand pipette of dropper 250 ml beaker identification guides to arthropods Procedures: Day 1 Make Berryless funnel out of poster board and tape with small bottom opening to trap leaf litter but allow arthropods to drop out Place in ring stand Set up a cognomens lamp that shines directly on lead litter Place beaker underneath funnel and ring stand Walked out to designated forest area on campus Measure out a SOCIO meter square and mark each edge with a flag. dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-27954780645206070912019-11-21T19:02:00.001-08:002019-11-21T19:02:04.552-08:00Thesis Topic Effect of bullying in childhood on the future of a person EssayThesis Topic Effect of bullying in childhood on the future of a person - Essay Example Thus if there is a question as to if bullying behavior continues into adulthood, then from which age it continues will be question that will remain unanswered. Therefore, if any intervention is designed to change a psychosocial parameter in the school age children in order to prevent bullying behavior in the adulthood, that remains questionable since literature also suggests bullying behavior in the childhood is determined by may age-specific psychosocial parameters that can be changed. In other words, since isolation of influence of student age on the effect on bullying involvement and school climate has not been addressed in this study, this part of the bullying behavior will remain unanswered. While physical behaviors are overt, it must be remembered that relational type behaviors remain covert in school-age children. Some studies have shown that these covert behaviors are difficult to discern both by patents at home and teachers at school. Childhood relational aggressions are les s likely to be reported, while they are also bullying behaviors (Solberg and Olweus, 2003). Since prevalence of bullying in childhood is a relational determinant of the adulthood bullying behavior, accurate estimates of both are necessary to establish a relationship if there is any. Prevalence of bullying is highly dependent on the behaviors studied and how questions about bullying are framed and asked (Hawkins et al., 2005). Childhood bullying has been hypothesized to be a specific type of antisocial behavior that can yield adult antisocial personality disorder. However, there are cases of adulthood antisocial personality disorders which may have no bullying history. From the psychiatric point of view, the aggressive behavior in the childhood may continue similarly in the adulthood due to persistence of impairments of both the recognition of emotional stimuli and cognitive control of emotional behavior. Therefore, it can be argued that these problems may arise de novo in the adulthood, and if it originates in the childhood bullying is just a manifestation of this problem. The ignorance of social and environmental factors in development factors in development and continuation of bullying may turn out to be the most important fallacy in the whole proposition, and this study will fail to answer this, as to how these are related to future behavioral deviance (Mason et al., 2004). As this study shows, although there are aggression and behavioral problems in both the bully and the bully victims, there is a definite higher risk of adverse long-term psychopathologic outcomes trailing into the adulthood in cases of the bully victims. Studies have also shown that bully victim groups were more vulnerable for development of deviant behavioral problems in the adulthood. Although the findings from this study suggest that both bullying and victimization during early school years can be taken as public health signs of identification of subjects who are at risk of suffering psychiatric disorders in early adulthood, the causal relationship of both separately can be difficult to establish with the same rationale (Fekkes et al., 2004). This study cannot answer this question as to how dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-5334723793575694292019-11-20T16:30:00.001-08:002019-11-20T16:30:09.432-08:00Feminism Film Art History Essay Example | Topics and Well Written Essays - 750 wordsFeminism Film Art History - Essay Example Blackmail (1929) is a story of a shopkeeperââ¬â¢s daughter Alice and her detective fiancà ©. At a wider perspective, the plot of the film can be well viewed from a feminist perspective as well. Blackmail is also a story of a women fighting against law and the issues of deconstructing a body of a women to a mere commodity and finding an alibi of art for the gratification of sexual appetite. It is the violence that has been taken into consideration repeatedly in the film through cinematic aesthetics. Also for Modleski, the interpretation of various scenes in the film can be interpreted from various dimensions. The studio incident with Alice and her assault is viewed in the light of sexual violence inflicted upon women where as a male critic can view it from an aesthetic of a body and its intricacies. Blackmail is a story with a women and her consciousness at the central plane and a delicate problem as well as relation of a woman and law. On one hand, the filmââ¬â¢s central projection is on the punishment of woman for the reason of subordinating the law for her own desire and also for flaunting the bond that ties her with it which is her engagement with a member of the police force. On the other plane, we are presented with a more complicated relationship between the law and woman and also its abrupt failure to accommodate an experience of lady in patriarchal society. Modleski strongly raises the issue of attempted rape and silencing of women. Modleski contends that Alice is not provided with a voice rather she is objectified. She indicates that the painting of the Jester is used deliberately to put women on the realm of an inferior sex. Jester becomes the icon, the archetypal of male dominated society representing himself as a laughing male to both Alice and her fiancà © Frank. Jester again stops Alice and condemns her from laughing at the end of the film. He also reminds Frank of his deceiving fiancà © dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-71818512689779739592019-11-18T15:22:00.001-08:002019-11-18T15:22:03.952-08:00Week 3-Individual small Assignment Example | Topics and Well Written Essays - 250 words - 1Week 3-Individual small - Assignment Example nvolved in the creation of Affordable Care Act mainly include reviewing whether there lays the necessity of making any sort of change in the current health insurance plans and identifying the new subsidies that may help in providing any sort of financial assistance among others. In contrast, the steps followed in the generation of Clinton Healthcare Reforms generally included making healthcare coverage plans that are affordable to all, making quality improvements in treatment procedures and bringing simplicity in the procedure among others (Cannan, 2013). It can be affirmed that the step of communicating the Americans about the message about the affordability of effective healthcare insurance plans eventually contributed in making the failure of Clinton Healthcare Reforms. Conversely, the step i.e. modernizing as well as upgrading the existing healthcare system in the US eventually emerged as one of the success factors of Affordable Care Act (Cannan, 2013). The stakeholders of both Clinton Healthcare Reforms and Affordable Care Act can be ascertained as corporate leaders, industry shareholders along with centrist academics and most vitally the community members prevailing within varied societies in the US (Cannan, 2013). The Institute for HealthCare Consumerism. (2014). What is the difference between Obama and Clintons health care plans? Retrieved from dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-75224266150305927882019-11-16T03:54:00.001-08:002019-11-16T03:54:05.961-08:00Section 31, Children Act 1989 Threshold CriteriaSection 31, Children Act 1989 Threshold Criteria Before a court can make a care order, it must be satisfied that the ââ¬Ëthreshold criteriaââ¬â¢ in Section 31 of the Children Act 1989 have been met.[1] The order must also promote the welfare of the child.[2] The main effect of a care order is to give parental responsibility for the child to the local authority.[3] If a care order is made, the child can be removed by the local authority at any time.[4] The threshold criteria, therefore, play a significant role in that they prevent care orders being made simply based on what is in the best interests of the child.[5] However, as this paper will demonstrate, the threshold for state intervention at various stages of the child protection process has been extremely controversial. Section 31 Children Act 1989: Threshold Criteria One of the great problems in the law of child protection is that if the wrong decision is made, great harm may result. As Bainham said: ââ¬Å"The law in this area has to strike a careful balance between enabling the protection of children at risk of harm, with protecting the rights to respect for family life for children and their parentsâ⬠[6] Not surprisingly, there is substantial case law on the interpretation of s.31 of the Children Act 1989 and the House of Lords have considered their interpretation in some important cases which will be assessed afterwards.[7] An analysis would be made about whether the courts have interpreted the threshold criteria in a strict or lax way. If interpreted in a strict way, this would imply that it would be more problematic for the local authority to satisfy the grounds for a care order. Under the first limb of threshold, the local authority must show that the ââ¬Å"child concerned is suffering, or is likely to suffer, significant harmâ⬠when applying for a care order.[8] Although quite straightforward, there have been concerns about when the alleged state of affairs must be shown to exist.[9] ââ¬ËIs sufferingââ¬â¢ In Re M[10], the key issue was the meaning of ââ¬Ëisââ¬â¢ in the threshold criteria. In this case, the childrenââ¬â¢s father had murdered their mother. Three of the four children were placed with their aunt. The remaining child was placed with foster carers, but later joined her aunt. However, the local authority still wanted a care order just in case it became necessary to remove the child from the auntââ¬â¢s house. By the time the case came to court, it was hard to say that the child was, at that time, suffering from significant harm or that she was likely to. Their Lordships hence explained that the correct test was ââ¬Å"whether the child was suffering from significant harm at the time when the local authority first intervenedâ⬠.[11] Given that interpretation of the threshold, this was clearly satisfied. That decision is clearly correct, as their Lordships indicated or else it would be difficult for the local authority to obtain a care order in cases where child ren were put in excellent care.[12] It was a lax interpretation of the threshold criteria as a strict interpretation would have made the law hard to operate. ââ¬ËLikely to suffer significant harmââ¬â¢ The alternative ground on which the local authority can satisfy the first limb of the threshold criteria under s.31(2)(a) of the Children Act 1989 is the likelihood of future significant harm. One of the major issues that local authorities encounter is that predictions that child abuse will occur are difficult to make. Removing a child on the ground of speculative harm is controversial as it is impossible to know whether or not the harm would occur.[13] In Re H[14], there were several issues for the court. The first was the meaning of ââ¬Ëlikelyââ¬â¢. Their Lordships held that ââ¬Ëlikelyââ¬â¢ meant that significant harm was a ââ¬Ëreal possibilityââ¬â¢.[15] It was not necessary to show that the harm was probable in the sense of ââ¬Ëmore likely than notââ¬â¢.[16] This is a notably lax interpretation of the threshold criteria. They also held that it must be shown, on the balance of probabilities, that the threshold was satisfied. They rejected the view that the criminal burden of proof should be applied. However, rather confusingly, Lord Nicholls said that ââ¬Å"where there was a more serious allegation, more evidence would be required to establish it on a balance of probability than a case of a less serious allegationâ⬠.[17] This dicta was reconsidered by the court in Re B[18] where their Lordships made it clear that Lord Nicholls was not suggesting that, in cases of serious abuse, the criminal burden of proof should be used.[19] The civil balance of proof should be applied in all cases under the Children Act 1989. Instead, what Lord Nicholls implied, was that ââ¬Å"some allegations will be inherently unlikely and they will require more evidence to establish them than othersâ⬠. This interpretation was followed in Re S-B[20]. This aspect of the decision in Re B and Re H is perhaps best viewed as a lax interpretation, although it is probably not as lax as it could have been. Requiring a criminal burden of proof would have indeed made it very difficult for the local authority to obtain a care order. However, Lord Nichollsââ¬â¢ approach to the standard of proof, as well as its wider implications for protecting children at risk of harm has attracted strong academic criticism. Re B also confirmed another aspect of the decision in Re H. Risk of significant harm can only be established based on ââ¬Ëprimary factsââ¬â¢ which would then have to be proved on the balance of probabilities. Mere suspicions are not sufficient. In Re H, a 15 year old girl alleged that she had been raped by her stepfather. The local authority sought a care order in respect of the girlââ¬â¢s three younger siblings who continued to live with the man. There was a strong suspicion that the older girl had been abused and that the younger girls were at risk of being harmed. However, as it had not been proved on the balance of probabilities that the girl had been abused, no primary facts had been proved and thus, no care order was granted. As Lord Hoffman in Re B stated, ââ¬Å"either a fact happened or it did not and there was nothing in betweenâ⬠. If there are no facts to support a finding of risk of future harm, the court is powerless to proceed.[21] This is, undoubtedly, a strict interpretation of the threshold criteria. The majority of their Lordships saw this issue in terms of parental rights; parents should not have their children removed on the basis of suspicions. However, it is suggested that this is not a safe approach to risk taking with children.[22] The reason why it is unsafe is that it would be very difficult for the local authority to safeguard a childââ¬â¢s right to be protected from abuse even when there is a serious risk of danger. As this analysis suggests, there are evidential problems and difficulties of predicting the future. The problems of proof partly explain the lengthy delays which can occur in child protection proceedings.[23] With the introduction of the Children and Families Act 2014, there is now a 26-week time limit for completing care proceedings with the possibility of extending the time limit for up to 8 weeks, if this is necessary to resolve the proceedings justly.[24] However, an important issue that arises here is whether this is achievable in complex cases. ââ¬ËTimescales can end up replacing professional judgmentââ¬â¢.[25] ââ¬ËHarm attributable to the care given or likely to be given or the childââ¬â¢s being beyond parental controlââ¬â¢ Uncertainty about who caused harm to the child is also another issue which local authorities and courts generally encounter.[26] The issue of the ââ¬Ëunknown perpetratorââ¬â¢ was addressed in the case of Lancashire CC v B[27]. In this case, it was clear that the child had suffered harm. However, it was not clear whether it was the parent or the child minder who had caused harm to the child. Their Lordships held that as long as it was clear that the abuse was caused by a parent or a child minder, it did not matter which had perpetrated the abuse. On the other hand, where it is not clear whether the harm was caused by a parent or someone who was not a primary carer of the child, then no care order could be made. Although the House of Lords provided a clear guidance on when the threshold criteria would be satisfied in the case of an ââ¬Ëunknown perpetratorââ¬â¢, they provided limited guidance on how the court should deal with an unknown perpetrator when deciding whether a ca re order should be granted.[28] Their Lordships returned to that issue in Re O and N[29], where it was emphasised that ââ¬Å"just because the threshold criteria was satisfied, it did not automatically mean that a care order had to be madeâ⬠. In one of the appeal cases, it was evident that the child was harmed by one of the parents, who had since separated. The child lived with the mother. The issue for their Lordships was whether the suspicions that the harm may have been caused by the mother should be considered. Their Lordships held that suspicions could be considered at the welfare stage. Lord Nicholls however emphasised that social workers should be careful in such cases to treat the parents as potential perpetrators, not proved perpetrators. Therefore, in Re S-B, it was confirmed that if both parents were possible perpetrators, the court might decide to remove the child as they were at risk of harm. It is therefore submitted that in Lancashire, the House of Lords took a noticeably lax interpretation of t he threshold criteria as the children could be removed from their parents even if they did not perpetrate the abuse. However, it was probably not as lax as it could have been as it was necessary to show that a primary carer of the child was harming the child. ââ¬ËSignificant harmââ¬â¢ Even if the facts are known, there is much controversy over how much suffering the child should face before the local authority could intervene. Harm is very widely defined in s.31(9) of the Children Act 1989 as the ââ¬Å"ill-treatment or the impairment of health or development.â⬠ââ¬ËHealthââ¬â¢ means ââ¬Ëphysical and mental healthââ¬â¢. ââ¬ËDevelopmentââ¬â¢ includes ââ¬Å"physical, intellectual, emotional or behavioural developmentâ⬠. As a result of the Adoption and Children Act 2002, the definition of ââ¬Ëharmââ¬â¢ also includes the ââ¬Ëimpairment suffered by hearing or seeing the ill-treatment of anotherââ¬â¢. The legislation, however, does not define the line between ââ¬Ëharmââ¬â¢ and ââ¬Ësignificant harmââ¬â¢. The Court of Appeal in Re C (A Child)[30] explained that to be significant, the harm had to be ââ¬Å"great enough to justify the local authority interfering in the autonomous life of the familyâ⬠. The test will therefore be subjective to the particular circumstances. This raises many questions. If a local authority finds that a child is living in a house where the familyââ¬â¢s diet is unhealthy and where the children spend all their time in front of the television, what should be done? Joanna Nicolas, a child protection consultant, believes that ââ¬Å"obesity should also be treated as a form of abuse as any type of under-feeding is, because of the physical impact on the child, the implications for their future health and the psychological impact.â⬠[31] However, many would argue that this kind of situation is not sufficiently serious to justify intervention. This puts social workers in a difficult situation as they do not know in which circumstances it will be appropria te for them to intervene. Ward LJ also stresses the importance of Article 8 of the European Convention on Human Rights when assessing the significance of the harm, highlighting that Article 8 requires that there must be a ââ¬Ëâ⬠relevant and sufficientâ⬠reason for crossing the thresholdââ¬â¢.[32] Additionally, if the state is to intervene in a childââ¬â¢s life, the level of state intervention must be proportionate to the risk that the child is suffering. There is a danger that a child who is genuinely suffering will be known to the local authority, but never, quite, be regarded as suffering sufficiently to justify intervention. In Re MA[33], the local authority found that a girl, who was not the biological daughter of the parents, had been badly treated by them. However, no care order was granted in respect of the parentsââ¬â¢ other children as their Lordships found that there was no sufficient evidence of a risk of significant harm to their natural children. The decision in this case is controversial as the parents demonstrated a capacity for cruelty and thus gave rise to a real possibility that they would harm their own children. In deciding whether the child is suffering from ââ¬Ësignificant harmââ¬â¢, the ââ¬Ëchildââ¬â¢s health or development must be compared with that which could reasonably be expected of a ââ¬Ësimilar childââ¬â¢.[34] There are a number of issues in regards to the ââ¬Ësimilar childââ¬â¢ test. There is particular controversy over the extent to which the cultural background of the child should be taken into account.[35] It is also unclear to which extent the characteristics or capabilities of the parents should be considered. Reforms and recommendations For the last 40 years, several reforms have been intended to improve the law on ââ¬Ëchild protectionââ¬â¢ and compensate for failures in practice. Many of these reforms responded to the cumulative evidence inspections and high-profile reviews into childrenââ¬â¢s deaths including: the 1974 Maria Colwell inquiry which led to the Area Review Committees, the 1988 Cleveland inquiry which formed the early versions of the statutory guidance Working Together To Safeguard Children and the Victoria Climbià © Report which contributed to the Every Child Matters green paper with recommended policies designed to ensure that it never happened again. Since the individual reforms of the past have all seemed intelligent and well-designed, it seems puzzling that they have not achieved their intended goals.[36] It is submitted that there may have been too many unnecessary targets. Instead of addressing existing practical problems, such as poor system management and inadequate funding, the prev ious reforms have focussed too much on the process of case management and increasing regulation. This may have impeded the real issue of child protection. The Munro report has provided some interesting recommendations to improve the law on child protection with particular focus on early intervention, the transparency and accountability of the system and the expertise of the social work profession. In conclusion, it is submitted that there is no consistent theme in the approach of their Lordships in regards to the threshold criteria. There is however increasing evidence to suggest that the thresholds need to be lower. Witnesses from the courts found little or no evidence of inappropriate removal of children and many instances where earlier removal would have been appropriate.[37] This is backed by academic research. Professor Ward noted that ââ¬Å"there is substantial evidence that many children remain for too long with or are returned to abusive and neglectful families with insufficient support.[38] Word Count: 2500 Bibliography Primary Sources Cases Lancashire CC v B [2000] 1 FCR 509 Re B (Children) (Care Proceedings: Standard of Proof) [2008] UKHL 35 Re C (A Child) [1993] 1 FLR 257 Re D (Care: Threshold Criteria) [1998] Fam Law 656 Re D (A Child) (Care Order: Evidence) [2010] EWCA Civ 1000 Re H and Others (minors) (sexual abuse: standard of proof) [1996] AC 563 Re L (Children) [2006] EWCA Civ 1282 Re M (A Minor) (Care Order: Threshold Conditions) [1994] 2 FLR 577 Re MA (Care Threshold) [2009] EWCA Civ 853 Re O and N (Children) (Non-accidental injury) [2003] 1 FCR 673 Re O (A Minor) (Care Order: Education: Procedure) [1992] 4 All ER 905 Re P (Care Proceedings) [2012] EWCA Civ 401 Re S-B (Children) [2009] UKSC 17 Re T (A Child) (Care Order) [2009] 2 FCR 367 Statutes and statutory instruments Adoption and Children Act 2002 Children Act 1989 Children Act 2004 Children and Families Act 2014 Secondary Sources Books Herring J, Family Law (6th edition, Pearson Education Ltd, 2013) Harris-Short S and Miles J, Family Law: Text, Cases and Materials (2nd edition, Oxford University Press, 2011) Journal articles Bainham A, ââ¬ËStriking the Balance in Child Protectionââ¬â¢ [2009] CLJ 42 Hayes M, ââ¬ËUncertain Evidence and Risk-Taking in Child Protection Casesââ¬â¢ [2004] CLFQ 63 Keating H, ââ¬ËShifting Standards in the House Of Lordsââ¬â¢ [1996] CFLQ 157 Lowe N and Cobley C, ââ¬ËThe statutory ââ¬Å"thresholdâ⬠under Section 31 of the Children Act 1989-time to take a stockââ¬â¢ LQR 396 Masson J, ââ¬ËReforming Care Proceedings- Time for a Reviewââ¬â¢ [2007] CLFQ 411 Websites Department for Education, ââ¬ËLandmark Children and Families Act 2014 gains royal assentââ¬â¢ (Press release, 13 March 2014) dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0tag:blogger.com,1999:blog-7455564081335976205.post-38781639901744522392019-11-13T16:24:00.001-08:002019-11-13T16:24:03.492-08:00Essay --Chapter 11; Question 4 1. What term denotes punishment by execution of someone officially judged to have committed a serious crime? The term that denotes the punishment by execution of someone officially judged to have committed a serious crime is capital punishment. Capital punishment is now defined as when a person commits a serious crime such as first-degree murder or for intentional killing of a police officer. In the past times the Western world used capital punishment for crimes such as witchcraft, rape, treason, kidnapping, murder, and many other acts that were deemed criminal offenses. Until recent decades, a lot of states in the United States of America practiced this form of punishment, but many of them have decided to use capital sentences aka death penalty for more serious crimes such as the case of State of NH vs. Michael Addison which involved the intentional killing of a Manchester N.H. police officer because of the controversial arguments that surrounds the ethical concerns with the death penalty sentence. Unfortunately, the judicial system has too many flaws and is not 100% fool proof to prevent the unjustifiable conviction and execution of a wrongly accused person so most convicted death row inmates spend many years in jail before the capital punishment sentence is carried out, to allow the proper legal rights of the accused to be carried out. The methods of execution that has been used through the many years are: âž ¢ Hanging- it is the method that a rope noose is put around the criminalââ¬â¢s neck and a platform they are standing on was removed from beneath them. âž ¢ Firing squad- a group of armed shooters lined up and the accused would stand, blindfolded and upon command the armed shooters would shoot several rounds ... ...Marriage'." CNS News.com. N.p., 9 Dec. 2013. Web. 17 Dec. 2013. . Catholic News Service. "The Catholic Church, Homosexuality and Gay Marriage." The Catholic Church, Homosexuality and Gay Marriage. N.p., n.d. Web. 16 Dec. 2013. . "First Degree Murder Law & Legal Definition." First Degree Murder Law & Legal Definition. N.p., n.d. Web. 17 Dec. 2013. . "Lethal Injection Procedures." Lethal Injection Procedures. N.p., n.d. Web. 16 Dec. 2013. . "Methods of Execution: Gas Chamber."Methods of Execution: Gas Chamber. N.p., n.d. Web. 17 Dec. 2013. dhttp://www.blogger.com/profile/15173688045372248054noreply@blogger.com0