Gonzalez Surname Meaning and Origin

Gonzalez is a patronymic surname meaning son of Gonzalo. The given name Gonzalo comes from the medieval name Gundisalvus, which was the Latin form of a Germanic name composed of the elements gund, meaning war or battle and salv which is of unknown meaning. Gonzalez is the 21st most popular surname in America, according to the 2000 census. The Gonzalez surname is also common in Mexico—the 5th most common, according to 2006 electoral rolls. Origin:Â  Spanish Alternate Spellings:Â  Gonzales, Conzalaz, Gonzalas, Gonsalas, Goncalez, Gonsales, Goncales Origins WorldNames PublicProfiler places the majority of the individuals named Gonzalez in Spain, especially the regions of Asturias, Islas Canarias, Castilla Y Leon, Cantabria, and Galicia. Gonzalez is the most popular surname in a number of countries according to data from Forebears, including Argentina, Chile, Paraguay, and Panama. It also ranks second in the nations of Spain, Venezuela, and Uraguay, and third in Cuba. Famous People Tony Gonzalez: professional American football playerJaslene Gonzalez: winner of Americas Next Top ModelEmiliano Gonzalez Navero (1861-1934): former president of ParaguayFelipe Gonzalez: former prime minister of Spain

Inter Country Adoption Is Becoming More Prevalent Among...

Inter country adoption is becoming more prevalent amongst American citizens. The process of adopting a child from another country can be tedious, but the very particular precautionary measures and steps are set in place to ensure not only that the child’s best interest are at the center of the adoption but to also ensure that the adoption is legitimate in both the country of origin and in America. The process of adopting from countries that have ratified The Hague and non-Hague countries are different and will be outlined below. The Hague was ratified in 2007 in the United States and outlines the procedure for inter-country adoption for citizens of countries that have adopted it. Before an adoption can take place, it must be established that the child is adoptable, meaning that the proper authorities have made efforts in pursuit for the child to be adopted within the country and that the child does not have a suitable family to care for him. (Article 4) After the child is deemed adoptable, with the child’s best interest always at the forefront, one needs to attain consent in writing from the birth mother and the proper authorities, it is forbidden for such consent to be induced by payment of any sort. (Article 4) Also, after weighing the factors of the child’s age and maturity, the child needs to be counseled, his wishes and opinions need to be considered, and only after he has freely consented without any form of bribe, then the process can continue. (Article 4) Next, theShow MoreRelatedNature of Indian Constitution11177 Words   |  45 PagesConstitution of India- Whether Federal or Unitary It has been the matter of debate among the scholars that whether the constitution of India is completely federal or unitary in nature. But actually Indian constitution contains both features of a federal constitution and unitary constitution. 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Grendel Essay Purpose Example For Students

Grendel Essay Purpose GrendelGrendel is an unhappy soul in John Gardners book Grendel, because hefeels useless in society and doesnt want to accept his given role. Throughoutthis whole book Grendel feels he has no friend in the outside word and no one toexcept him besides his own mother. He doesnt want to except his role in societywhich is to be the Great Destroyer. Man creates a huge problem in Grendels lifeand has had a major effect on the way he lives with man. Grendel is unhappy in many ways. He wants to be accepted by man but neverknew why he was always shunned out of there society. Grendel in the beginningnever set out to hurt man just understand him. When Grendel shows up the firsttime in the mead hall he yells Mercy! Peace! But no one even gives him achance when he walks in holding a dead body and using it for protection againstthe drunken men swinging axes and swords at him. Grendel dose not understandthis as he says they were doomed, I knew, and I was glad. showing the hope fordestruction of the human race. In Grendels eyes humans are going to destroythemselves and he will be glad when it happens. Grendel is very lonely in the world of man. He has only one person close tohim and that is his mother. She cares for Grendel but just with the naturalmotherly instincts which Grendel sees as mechanical. Grendel doesnt understand,Why cant I have someone to talk to? as the world starts to look darker in hiseyes. Animals of all sorts are enemies of his because they dont understand him. Grendel is more superiorGrendels role in society is to be the great destroyer. The Dragon tellsGrendel this You improve them, my boy! You stimulate them! but Grendel dosenot want to except it. HE want to be part of the humanistic world. He want adifferent role in society. This makes Grendel very unhappy that he cannot beaccepted. The Dragon puts a spell on Grendel that lets weapons not harm him. Atfirst he dose not like this because he thinks that the fun of destroying menwould be to easy at this point. He starts to grow into this though and plays hisrole as the great destroyer. This book shows how Grendel put up with man and learned to adapt to thehumanistic ways of life. It took him a while to adapt but he did find it fun toreck the humans world. Since he was not excepted he would have to take the roleof the great destroyer at the end of the story.

The Other Danger Monologue Essay Example For Students

The Other Danger Monologue Essay A monologue from the play by Maurice Donnay NOTE: This monologue is reprinted from Three Modern Plays from the French. Ed. Barrett H. Clark. New York: Henry Holt and Co., 1914. CLAIRE: Ah! You would not speak that way if you had seen her; if, like me, you had held her in your arms a miserable child, white and trembling; if, like me, you had read in her anxious eyes the terror of my fault and the shame of her besmirched love! You would understand how I have not had the couragethe barbarityto tell her the cruel truth. Yes, I have promised her everything; I have pledged my sacred word, because, above and beyond the truth, there is her purityher tender youth; because, above everything, there is pity. And since you speak of crime, the real crime would have been to smite, perhaps fatally, an innocent childdo you understand, innocent? If you don\t think so, tell Madeleine yourself your resolution; tell her you are going away, and that you will not return. If you have decided that that is your duty, assume all the responsibility of it with her, and spare me, at least, the torture of a new explanation with my child. Besides, I could notI have no more strength. I am going to have her called, and you will speak to her. We will write a custom essay on The Other Danger Monologue specifically for you for only $16.38 $13.9/page Order now

SUVs essays

SUVs essays These vehicles are stylish to have, but how safe are they to the public? The Sports Utility Vehicle (SUV) is supposed of as one of the safest vehicles on the road today. People out looking for a new vehicle look at the design of a SUV and cannot see why it wouldnt be the best choice. The tall frame of an SUV it gives the driver better visibility and ground clearance. The optional 4x4 makes it better for snow and going off road. Their heavy weight and large body are supposed to make these vehicles tough and durable. Also, the SUV has very similar design to a truck, which appeals more to the public than does a van or minivan. Though these characteristics of an SUV are supposed to make them safe, they actually make SUVs very dangerous to drive. Overall safety on American roads has increased over the last decade. However, sport utility vehicles threaten to reverse the trend. When it comes to safety, SUVs may be the most dangerous vehicles on the road, and the road is exactly the place they should not be. Sports utility vehicles are supposedly designed for off road driving. It seems like the bigger the body is on a SUV, the more popular it is, which is causing the manufacturers of these SUVs to come up with even larger models. So, the SUVs that we see on the roads today are still a normal size car compared to the coming future models. With huge bodies and very low safety features sports utility vehicles are being used for a different purpose than what they where intended for, being an off road vehicle. This causes problems with driving them on the road. Their huge bodies make it hard for other cars to have a clear view of the road they are traveling on. It is very difficult for others to see around a sports utility vehicle. When an SUV like a Chevrolet Suburban, Yukon, or Ford Expedition is backing up from a parking spot, the driver of the SUV cannot see objects located directly behind them. The driver of these mas...

Homeschool Stress

Homeschool Stress Homeschooling is a big responsibility and commitment. It can be stressful, but far too often we homeschooling parents make it more stressful than it has to be.   Are you guilty of stressing out yourself or your kids unnecessarily with any of the following? Expecting Perfection Expecting perfection in yourself or your children is certain to put unnecessary stress on your family. If you’re  transitioning from public school to homeschool, it’s important to remember that it takes time to adjust to your new roles. Even if your children have never  attended a traditional school, transitioning to  formal learning  with young children  requires a period of adjustment. Most veteran homeschooling parents would agree that this period of adjustment can  take 2-4 years. Don’t  expect perfection right out of the gate. You may be caught in the trap of  expecting academic perfection. is a  popular phrase among homeschooling parents. The idea is that you’ll stick with a topic, skill, or concept until it is completely mastered. You may hear homeschooling parents state that their children get straight A’s because they don’t move on until the skill is mastered. There is nothing wrong with that concept  Ã¢â‚¬â€œ in fact, being able to work on a concept until a child fully understands it is one of the benefits of homeschooling. However, expecting 100% from your child all of the time can be frustrating for you both. It doesn’t allow for simple mistakes or an off day. Instead, you may wish to decide on a percentage goal. For example, if your child scores 80% on his paper, he clearly understands the concept and can move on. If there is a certain type of problem that caused a grade less than 100%, spend some time going back over that concept. Otherwise, give yourself and your child the freedom to move on. Trying to Finish All the Books We homeschooling parents are also often guilty of operating under the assumption that we have to complete every single page of every piece of curriculum that we use. Most homeschool curricula contain enough material for a typical 36-week school year, assuming a 5-day school week. This doesn’t account for field trips, co-op, alternative schedules, illness, or a myriad of other factors that could result in not completing the entire book. It’s okay to finish most of the book. If the subject is one that is built on previously-learned concepts, such as math, chances are that the first several lessons of the next level are going to be review. In fact, that’s often one of my kids’ favorite aspects of starting a new math book  Ã¢â‚¬â€œ it seems easy at first because it’s material they’ve already learned. If it’s not a concept-based subject  Ã¢â‚¬â€œ history, for example -  chances are, you’ll come back around to the material again before your kids graduate. If there is material that you feel you simply must cover and you’re clearly not going to have time, you may want to consider skipping around in the book, dropping some of the activities, or covering the material in a different way, such as listening to an audiobook on the topic while running errands or watching an engaging documentary during lunch.​ Homeschooling parents may also be guilty of expecting their child to complete every problem on every page. Most of us can probably remember how happy we were when one of our teachers told us to complete only the odd-numbered problems on the page. We can do that with our children. Comparing Whether you’re comparing your homeschool to your friend’s homeschool (or to the local public school) or your kids to someone else’s kids, the comparison trap puts everyone under unnecessary stress. The problem with comparison is that we tend to compare our worst to someone else’s best. That causes self-doubt as we focus on all the ways we don’t measure up rather than capitalizing on what we’re going well. If we want to produce cookie-cutter kids, what’s the point of homeschooling? We can’t tout individualized instruction as a homeschool benefit, then get upset when our kids aren’t learning exactly what someone else’s kids are learning. When you’re tempted to compare, it helps to look at the comparison objectively. Is this something your child should probably know or be doing?Is it something that would benefit your homeschool?Is it a good fit for your family?Is your child physically, emotionally, or developmentally capable of performing this task or accomplishing this skill? Sometimes, comparing helps us identify skills, concepts, or activities that we would like to incorporate in our homeschools, but if it’s something that doesn’t benefit your family or your student, move on. Don’t let unfair comparisons add stress to your home and school. Not Allowing Your Homeschool to Evolve We may start out as staunchly school-at-home parents, but later learn that  our  educational philosophy is more  in line with Charlotte Mason. We  may  begin  as radical unschoolers  only to discover that our children prefer textbooks. It is not uncommon for a family’s homeschooling style to change over time, becoming more relaxed as they get more comfortable with homeschooling or becoming more structured as their  children grow older. Allowing your homeschool to evolve is normal and positive. Trying to hold on to methods, curricula, or schedules that no longer make sense for your family will likely put undue stress on you all. Homeschooling comes with its own set of stress-inducers. Theres no need to add more to it. Let go of unrealistic expectations and unfair comparisons, and let your homeschool adapt as your family grows and changes.

History- Modern latin america Assignment Example | Topics and Well Written Essays - 250 words

History- Modern latin america - Assignment Example 2. Outcome of Mexico Independence Mexicans, won independence from Spanish colonial authorities in 1821. Stephen Austin’s settlers were then, directed to become Mexican citizens; members of the Roman Catholic Church and learn Spanish. When Mexican government condemned slavery, Texans (Americans in Austin’s colony) rebelled and were declared republic in 1839. Post colonial era witnessed major conflicts, the  War of the Triple Alliance  (1864–1870) and the  War of the Pacific  (1879–1884).  Porfirio Diaz (1884-1910) tried to maintain law and order in Mexico. He helped modernize economy by boosting foreign investment; export of the natural resources and expanding railroads though majority of land and resources remained concentrated in hands of wealthy owners, resulting majority population poor. In the second decade of 20th century uprisings held by Francisco Madero against autocrat Diaz led to largest upheaval, â€Å"Mexico revolution†. Refere nce: 1. Stephen, Lynn.  Zapata Lives: Histories and Cultural Politics in Southern Mexico, Berkeley: University of California Press, 2002 Print.

Apple Essay Example | Topics and Well Written Essays - 500 words - 4

Apple - Essay Example The  letters in PESTLE represent Political, Economic,  Socio-cultural, Technological, Legal, and Environmental. Political forces refer to the stability eminent in the political  environment as well as the attitudes of political movements or parties towards the organization. This manifests in government’s tax policies, or the government’s involvement in the form of trade in which the organization is involved. Political factors are intertwined with legal aspects, for example, trade  restrictions and regulations, national employment legislation, merger and monopoly rules, and consumer protection (Brookes & Palmer, 2004). The Apple Company, in 2005, made 52% of its sales outside of the United States (Jones, McCormick, & Dewing, 2012). The Apple Company possesses no control over its relations with other nations, mainly because of Americas war against Terror. Apple produces a large number of its products in foreign countries. This is inclusive of countries such as China, Czech Republic, Korea, and Ireland. Any form of political conflict with any of these nations will have a devast ating effect on the Apple Company. Once more, the Apple Company possesses no control over wars, failed public relations, or failed communication with corresponding nations to the United States. Economic factors refer to a wider economy and therefore, include levels of  unemployment and employment, economic growth rates, the costs of raw materials, inflation, and exchange rates. The economic depression of 2009 had a severe impact on the Apple sales as well as the growth and development of the company (Amb, Hair, & Mcdaniel, 2011). The Apple products were viewed as luxury products at that high inflation rate, when income was low, and the rate of unemployment had heightened. This caused the company’s product sales to drop drastically. However, since Apple had purchased foreign currency, when the dollar lost value, the corporation did not face economic breakdown. Actually, the decline

Issues in Second Language Learning Essay Example for Free

Issues in Second Language Learning Essay People today live in a â€Å"global village† – people correspond with each other from around the globe regularly through the Internet, modern transportation enables a person to travel from Africa to Europe in a matter of hours, products are bought and sold with increasing ease from all over the word, services are provided anytime, anywhere in the world, and real time coverage of major international news events is taken for granted. Thus, it seems that learning second language is a requirement in today’s highly globalised environment. However, second language learning (SLL) is a long and difficult process, and is a big task for anyone. After all, learning a first language is a process that involves much of a young child’s day, and ESL students in universities must work even harder in order to learn and acquire a second language. The learning process can be emotionally difficult for university students to take the step into a new language and culture. Adult learners, perhaps even more than children and adolescents, can be shy and embarrassed around others when trying out beginning language skills. Learners acquire a second language in many different ways. There are many similarities in how a second language is learned, but there are also differences based on individual student characteristics and language background. For example, outgoing students may begin to imitate phrases and expressions very early and try them without worrying about making mistakes. Conversely, other learners may not use their new language for some time. Usually, at the outset, learners may experience cultural shock as they are exposed to a new language, therefore, a whole new culture. This common experience, described as uprooting, is the abrupt transition from a familiar cultural milieu to an alien one. In the beginning of every SLL program, many learners experience a so-called honeymoon period, during which students are enchanted with the alien language without a true understanding of them. As time progresses, it is common for students to become almost hostile toward learning new language. Second language learners often suffer greater rates of anxiety, depression, and psychosomatic complaints. Furthermore, given the stresses SLL students face, a student struggling with language issues may lack the physical, emotional, or financial resources to tend to basic needs. After this stage, the learners are transitioned to so-called improved adjustment. In the last stage, the stage of bilingualism, the learners incorporate the norms of the language and culture that they have acquired and learned into their own lifestyle and their own value set. Cultural Issues Many students of SLL are struggling with learning a new language. These struggles stem above all from linguistic and cultural differences. Often, they experience the â€Å"language shock† phenomenon wherein learners confront anxiety when first entering a community in which they do not speak, or are not proficient in, the dominant language. It is a common occurrence in schools, where, despite their desire to speak the dominant language fluently, students must struggle for months or several years before they understand everything that is being said. This feeling of anxiety is aggravated by the ignorance of others. Consider the following example reported by Li (1999): When a Chinese mother went to pick up her daughter from school, she began to ask her some questions about her day, but in Chinese. The girl became upset with her mother and later explained that her classmates would laugh at her in those situations. Moreover, whenever the teacher in her school inquired as to who had made a particular mistake, one of her classmates would point to her and say, The Chinese girl, when it was usually not so. In addition to the language shock that occurs on entering a new environment, many students experience another kind of struggle. Because of the types of ordeal described above, second language learners have negative associations with speaking their native language. Yet when they go home, that is the language in which their parents communicate. Moreover, their parents insist that they too maintain the use of the native language as a connection to their homeland and heritage. But many second language learners, especially those who immigrated to English-speaking countries, associate proficiency and fluency in English with becoming American and so they want to give up their native language. These learners are caught in a battle: while at home, they are expected by their parents to speak their first language; at school they are pressured to speak the second language. Another important challenge that many second language learners face is understanding the curriculum and pedagogy used in the classroom. Western classrooms are largely Euro-centric and America-centric. Carger (1996) recounts the story of a Mexican American boy, who was a student in a predominantly Latino Catholic middle school in Chicago. While the teachers and administrators never openly stated that they believed their students were inferior, they treated them as if they were. The boy’s homeroom teacher often used a demeaning tone when she spoke to her students. She did not allow them to ask questions, nor did she encourage them to think on their own. Most of her assignments included content to which her students could not relate. For example, one task that the students were asked to complete was to describe the experience of going to the dentist. However, many of the students had never been to a dentist. Pedagogical Issues A major problem confronting learners is the failure of the teachers to appreciate different learning strategies and styles among SLL students. Increased interest in student-centred learning approaches amongst language educators has led to numerous studies investigating individual language learning strategies and their relationship to achievement in learning second/foreign languages. Studies have indicated support for appropriately applied language learning strategies on second/foreign language achievement (e. g. , Griffiths and Parr, 2001). The consensus of the research is that although all learners, regardless of success with language learning, consciously or unconsciously employ a variety of learning strategies; successful language learners engage in more purposeful language learning and use more language-learning strategies than do less successful ones. Overall, findings indicate that both the frequency with which learners apply language learning strategies and the strategies they choose are distinguishing characteristics between more successful and less successful learners. Learning strategies are strategies that contribute to the development of the language system which the learner constructs and which affect learning directly. They are steps taken to facilitate the acquisition, storage, retrieval, and use of information. In addition learning strategies are the special behaviours or thoughts that individuals use to help them learn, comprehend, or retain new information. Furthermore, it can be argued that learning strategies can foster learners’ autonomy in language learning. Strategies can also assist second language learners in promoting their own achievement in language proficiency. Learning strategies, therefore, not only help learners become efficient in learning and using a language, but also contribute to increasing learners’ self-directed learning. Whether as a result of heredity, educational background, situational requirements, age, or other factors, Sudanese learners of the English language understand and process information differently. While one individual prefers a particular learning style over another, such a preference reflects a personal inclination for how to learn in a particular situation. As personalities change, so too may their learning style preferences after exposure to different learning/teaching situations. Early research into language learning strategies was mostly concerned with investigating what language learning strategies learners used, without attempting to address the links between strategy use and success. Recent research has focused on determining the connections between strategy use and language proficiency. Such studies have shown that proficient language learners employed more strategies in language learning than less proficient language learners. Other findings have exposed a relationship between students’ perceptions of their language proficiency and strategy use. Oxford and Nyikos (1989) affirmed that greater strategy use accompanied perceptions of higher proficiency, while Wharton (2000) demonstrated a significant correlation between the two factors, indicating the higher a student’s language proficiency self-rating, the more frequent strategy use was. Long lists of learning strategies have been identified by a number of studies over the past thirty years Oxford (1993) reported that there were at least two dozen different classifications. Generally, these learning strategies fall under four broad categories, i. e. strategies that enable learners to: (1) comprehend, store, retrieve and use information; (2) manage and direct their learning through reflection and planning; (3) control their emotions; and (4) create opportunities to practice the target language with other people. Learning strategy system can be direct or indirect. Basically, direct learning strategies require mental processing of the target language. There are three major groups of direct strategies, each processes the language differently and for different purposes: memory, cognitive, and compensation. Memory learning strategies, also called mnemonics, involve mental processes used in arranging information in order, making associations, and reviewing. Cognitive learning strategies involve the processing of the target language so that meaning becomes clear through processes like reasoning and analyzing. Lastly, compensation learning strategies enable second language learners to make up for gaps in their knowledge and skills, by, for example, guessing meanings and using gestures. On the other hand, indirect strategies support and manage language learning often without involving the target language directly. The metacognitive, affective, and social learning strategies belong to the groups of indirect learning strategies. In essence, metacognitive learning strategies enable second language learners to plan, coordinate, evaluate, and direct their own learning as well as to monitor errors. Affective learning strategies, on the other hand, help learners gain control over their emotions, attitudes, and motivation through self-encouragement, self-reward, and reduction of anxieties. Finally, social learning strategies are ways of involving other people in enhancing learning through questions, cooperation and increased cultural awareness. Another pedagogical issue is that many SLL teachers do not generate environment that will foster learners’ understanding of making the essential mental construction. The current research proposes that students need to construct their own understanding of their learning. Constructivism provides a way of understanding teaching and learning and offers information for developing various ways of teaching, because the challenge in teaching is not to lecture, explain, or otherwise to attempt to transfer knowledge, but to create circumstances and experiences that engage the students and support their own explanation and application of language models needed to make sense of these experiences. The focus of constructivism is not unique to psychology; it also has roots in several areas, such as linguistics. Constructivism is primarily a theory of human development that in recent years has been applied to learning. The learning or meaning-making theory proposes that people create their own meaning and understanding, combining what they already know and believe to be true with new experiences with which they are confronted. The theory views knowledge as temporary, developmental, social and cultural. Lambert et al. (1995) described constructivism as the primary basis of learning where individuals bring past experiences and beliefs, as well as their cultural histories and world views, into the process of learning; all of these influence how we interact with and interpret our encounters with new ideas and events (p.xii). Guided by theories of constructivism, teachers must recognize that: learning is a search for meaning; meaning requires an understanding of the whole as well as its parts; in seeking meaning, they must understand the mental representations that students use to interpret the world and the assumptions they make to strengthen those representations; and the goal of learning is for the SLL student to develop his or her own understanding. Hence the students’ cultural-social and historical contexts are of importance in their learning. Social constructivist concepts have important implications in teaching strategies. Social constructivists believe that reality is constructed through human interactivity. Members of a society together construct the properties of the world. For them, reality does not exist prior to its social invention, thus it cannot be discovered. Also, social constructivism holds that knowledge is also a human product and is socially and culturally constructed, which suggests that individuals establish meaning by interacting with each other and with their environment. Additionally, social constructivism proposes that learning does not occur only within an individual, but is a social process; meaningful learning among SLL students happens when they are involved in social activities. Teachers can design instructional models based on the social constructivist perspective. These models promote collaboration among learners and with practitioners in the society. According to Lave and Wenger (1991) a society’s practical knowledge is positioned in relations among practitioners, their practice and the social organization and political economy of communities of practice. This suggests that learning should involve such knowledge and practice.

Comparing Invisible Man and Brave New World Essay -- comparison compar

Comparing Invisible Man and Brave New World      Ã‚  Ã‚  Ã‚   Both Ellison’s The Invisible Man and Aldous Huxley's Brave New World are political in nature, and at this level, seem completely dissimilar. The Invisible Man attempts to illuminate the social entrapment of Black Americans, while Brave New World cautions against an over-reliance on technology and the amorality it can potentially inspire. At a deeper level, however, both books are also about the status of the individual in society, and it is here that there is a remarkable similarity between the two novels.    In both The Invisible Man and Brave New World, we see men fighting against societies that devalue their individuality and thereby lessen their sense of identity and self worth. "I've always tried to create characters who were pretty forthright in stating what they felt society should be" said Ellison in a 1963 interview (Graham and Singh, 85). This statement captures the underlying theme of both novels : that an ideal society is one that is founded upon the ability of individuals to assert themselves freely and without prejudice. Close examination of both works show that while they are wildly different in many ways, at this one level, they are very much the same.    In order to see this similarity in theme more clearly, we must first peel back the layer of political meaning, which isn't easy. As previously stated, these are both political novels on the surface, and sixty years of critical commentary that has focused specifically on this level has done little to make an alternative reading any easier: conventional wisdom tells us that Invisible Man is a treatise on the state of Black America, and Brave New World is a cautionary tale of the misuse of techn... ...aid Ellison in an interview shortly before his death, "is that they are individuals with individual vision" (Graham and Singh, 391). It is upon the strengths of these individuals that our entire society is built. And unlike John, the embattled savage of Brave New World, whose desperation I recognized even as a child peering into a coloring book, the individuals in Invisible Man still have the power to make themselves heard and continue the grand cycle of applying their "individual vision" to the tapestry of society.    Sources Cited Ellison, Ralph. Invisible Man. New York, New York: Vintage Books, 1995. Huxley, Aldous. Brave New World and Brave New World Revisited. New York, New York: Harper Collins Publishers. Amritjit Singh and Maryemma Graham. Conversations with Ralph Ellison. Jackson, Mississippi: University Press of Mississippi.      

The Role of Diversity Training in Businesses

Diversity training has become a necessity in businesses today. Diversity training is necessary because of people†s differences in our work force. Some of these differences are race, gender, culture, age, and disabilities. Because our organization is so diverse, this program will help educate, sensitize and prepare people to get along in our workplace. If done right, I feel that the training programs will bring our company promising results. One study by Katrina Jordan on diversity training in the workplace from the perspective of organization/human resources diversity practitioners and diversity consultants showed positive results. Some of the outcomes found in this study were changes in staff behavior, increases staff sensitivity, increased executive commitment, recognition that diversity training is not just a H.R function, etc. For some diversity training â€Å"empowers people by helping them to understand others and develop a world view beyond their own. As a result they know how to respond to and resolve differences that might otherwise interfere with their work†(Jordan). Programs are made up to cover a wide range of topics. These topics include defining, developing and managing diversity, harassment prevention, cross cultural communication, and creating an affirming environment. Workers will be able to bring up their own specific topics as well. Training sessions will be of two types. First we will have a series of speaker†s come in at least once every other week and talk to large groups no larger than 75 people. Also during the week between smaller groups of no more that 20 people will meet for discussions. All sessions will be held at times convenient to all employees. To try to create an informal environment we will serve coffee and donuts. For the training programs to make a positive impact it is important for all levels of employees to take part. Training must begin from the top down. H.R participants say that it is essential for top executives to take part in these training sessions. Middle management will be stressed to attend, since they are doing a lot of interaction with people. Following a substantial period of time the company should be able to notice a difference in job performance and hopefully increase profits. Since we can utilize our conference room and auditorium the price for the training program is very inexpensive. The lectures will be brought in from the outside for a standard lecture fee. A small amount will be spent for refreshments to help create a relaxed environment. In the end the program should basically pay for itself.

Weekly Routine

I am an engineer. My company is in Longtan Science Park. I live in Nan Kan. It’s a little far from my company and I have to drive a car to company every day. I get up at 7:00 a. m. and next I will try to wake my daughter up after ten minutes’ shower and set the television to cartoons in order to have her attention and it is painful to let her awaken during that time. I send my daughter to her kindergarten before I send my wife to the bus stop to take bus to Taipei. Then I buy breakfast at McDonald's drive-through and finally get on he highway to company, it’s about 8 o’clock usually. I arrive at company after 30 minutes’ drive. After a short break to catch my breath, I wipe my desk firstly and turn on my computer to check the emails for a while. Second, I go pantry room to have a cup of coffee before the weekly meeting at 10 o’clock and in general, the meeting will not finish until lunch time and it always depress me on Monday morning. I come back to work at 1:30 after taking a lunch break and my work ends at 5:30 p. m. Then I go home and spend a good time with my family except for Tuesday and Wednesday due to learning English in Trinity. I will turn on the air condition as soon as I arrive home and then I hasten restroom to wash my daughter’s hands and myself. My daughter starts to watch TV at 8:30 and it’s hard to extract her from it until 9 o’clock. Later I commence to review her lessons and it takes me half hour. Then I wheedle her into sleep and she falls asleep by 10 o’clock. I have my private time after she gets to sleep and ometimes I go internet and kill time and I go to bed at 12 finally. Daily life is almost the same and unchangeable on weekdays but I live a life of diverseness on weekends. I will not get up until 10 o’clock and after that I go brunch with my wife and daughter. We will tour by car or go for an outing somewhere to enjoy our vacation in the afternoon and then go to a restaurant to taste delicacies with family love and joy. I think I am the happiest father in the world as soon as I see the fulfilled smiles of my daughter at that time.

Choosing an ideal essay writing service Essay Example

Choosing an ideal essay writing service Essay Example Choosing an ideal essay writing service Essay Choosing an ideal essay writing service Essay People are always in search for everything good for them, their relatives and friends. If you are choosing the place where you can rest on your vacation you look for better places or companies that provide their customers with tours. People are often searching for an ideal; however, they misunderstand the meaning of this word. Some of them think that ideal product, lets say a car must be fast, economical and comfortable, have a possibility to pass on mountains and the price of it is not very high. If you add that it could accelerate like Ferrari every car expert will laugh about it as there is no such car in the world. You can call an ideal the car that fits you most and your expectations, that car would be ideal for you, your lifestyle and maybe to your family. You have to choose what you value most, what you expect from a product or service and what you pay money for. As for paper writing services the ideal company will provide their customers with only top quality paper work that passed through authenticity check with delivery long before the deadline expires. It is also the common rules for paper writing services if they want to get more customers and a good reputation. Scam companies that deliver only awful papers, or papers that were copied from other well written works care only about earning money and they are the kind of experience you would be aware of getting. Yet, there are a few notations that the customer should know before choosing the company to deal with. Essay writing services seem to have become a necessity. Tight schedules that students are obligated to operate under require overloaded or overburdened students to delegate some of their academic assignments. Delegating, however, may not go down well if a student falls for an essay writing service that is a scam. There is, unfortunately, no direct way of knowing whether an essay service provider is reliable or not. The only way that a student can get to know about the reliability of an essay service is by placing custom paper orders. The first order itself should say more than what any essay review is likely to reveal. Of course, you can say that you have no opportunity to spend money for testing a paper writing company but that way of testing, however, takes place and there are customers that want to prepare themselves to further orders by choosing the reliable company. After placing a test essay, which may be a dummy or real essay. A student should consider a number of factors. First and foremost, a student should evaluate the orders turn around. If the order was attended to immediately and the finished product delivered in a timely fashion, then the essay writing service can be considered to have passed the first test. The reply time should be nearly instant as there are many students that have important orders with a deadline time only a few hours. The best paper writing service like ours always delivers completed paper long before your deadline providing our customers with unique paper work and top quality. Our customers always have an opportunity to monitor their order status or contact with our support service for any order information. The second factor that a student should consider is the authenticity and quality of a custom essay delivered by the essay service being put to test. If the delivered essay is of great quality and authentic then the essay service can be considered to be worthy of working with. Authenticity of a custom essay can be ascertained by the requesting a plagiarism report. If the report shows no trace of plagiarism, then this can be considered to be a plus for the company. Although quality of a custom paper may differ from one student to another, what students should be concerned with is whether or not their instructions and directions were followed to the letter. Prices charged by an essay service are another factor that students need to consider while choosing an ideal essay writing service. While you get quality paper work, which passed through plagiarism check and the delivery time was good you have to admit that this is how every company should work. The price is the number one question after you are sure about paper guarantees and we proudly say that our prices much lower than prices of companies that provide the same quality service and that is why people choose us.

Talking About Pop Music and Musicians

Talking About Pop Music and Musicians Getting teenagers and younger students to talk can be a real challenge. This lesson focuses on using a True or False game as a means of motivation to get them discussing their favorite types of music and musicians. Pop Music Lesson Plan Aim: Getting teenage students to converse in English Activity: True of False game Level: Intermediate Outline: Activate vocabulary by asking students about a number of musicians, names of instruments, verbs used in speaking about music, etc.Divide the students into small groups and give the students the Music: True or False handout.Ask students to discuss each statement and decide if it is true or false giving reasons for their decision.Go through each statement selecting a student from each group to give their opinion Scoring: one point for a correct answer, 0 points for a simple true or false, one point for an explanation, one point for a grammatically correct explanation. Total possible points on any given question: Three. One for the correct answer, one for an explanation, and an extra point for a grammatically correct answer. Extend exercise by having students create True or False statements of their own to be shared with other groups. Music: True or False Decide if each statement is true or false. Explain to members of your group why you think the answer is true or false. The Back Street Boys were originally named The Boys Next DoorMadonna has decided to give up her career in singing and become a nun beginning in 2002.Elvis Presley said, I dont know anything about music. In my line you dont have to.Rock and Roll music was first approved of by the US Government because of its patriotic message during World War II.In its early years, rock and roll music was believed to make teenagers crazy, drug-deranged, and/or promiscuous.Rap music star - Vanilla Ices real name is Robert Van Winkle.The Spice Girls have all been trained as classical musicians. Each member of the group is not only a wonderful singer, but can also play an instrument at a professional level.In 1994, singer/musician Paul McCartney sent back his razor, shaving cream, and other products to the Gillette Co. to protest the manufacturers use of animals in the product testing.Luciano Pavarotti cant read music.The Red Hot Chili Peppers are based in Spokane, Washington where they grew up. Keep reading to find the correct answers to these statements. True or False Game Answers See how well you did! The Back Street Boys were originally named The Boys Next Door -  FALSE Madonna has decided to give up her career in singing and become a nun beginning in 2002. -  FALSE Elvis Presley said, I dont know anything about music. In my  line  you dont have to. -  TRUE Rock and Roll music was first approved of by the US Government because of its patriotic message during World War II. -  FALSE In its early years, rock and roll music was believed to make teenagers crazy, drug-deranged, and/or promiscuous. -  TRUE Rap music star - Vanilla Ices real name is Robert Van Winkle. -  TRUE The Spice Girls have all been trained as classical musicians. Each member of the group is not only a wonderful  singer,  but can also play an instrument at a professional level. -  FALSE In 1994, singer/musician Paul McCartney sent back his razor, shaving cream, and other products to the Gillette Co. to protest the manufacturers use of animals in the product testing. -  TRUE Luciano Pavarotti cant read music. -  TRUE The Red Hot Chili Peppers are based in Spokane, Washington where they grew up. -  FALSE

Investigating Decision-Making Methods Essay Example | Topics and Well Written Essays - 1250 words

Investigating Decision-Making Methods - Essay Example Several decision-making strategies exist for such leaders and administrators. In considering which decision, making strategy to use at any particular time requires them to consider the specific public directly affected by the decision and the possible ramifications resulting from the target public’s reaction. As a school leader, Mr. Miller has several decision making strategies to consider o ensure that he makes relevant decisions that do not only safeguard the interests of the different communities but are ethical and perpetuate the moral development of the society at large. Among the strategies are simple prioritizing, satisficing and the pros and cons method. The simple prioritizing method dictates that a leader prioritizes effective by considering the pressing issues at a time. This way, the decisions they make redress the issues effectively thus providing them an opportunity to progress to other issues. Similarly, satisficing just like prioritizing demands that a leader c onsiders the alternatives presented by a scenario until they find the most appropriate. In determining the most appropriate alternative, one considers such factors as the moral and financial implications of the decision. Pros and cons just as the name suggests is a method that requires that leaders considers the positive and negative effects of the available alternative before taking an action. The method commands that the leader carries out adequate research and consultation to determine the effects of the decisions. Mr. Miller as a leader is likely to affect several people with the decisions he makes. It is therefore important that he find out the effects of such beforehand. It is only after finding out the probable effects that he makes a decision by ignoring the alternative that presents him with numerous negativities and selects an alternative with numerous positive effects. While the methods may sound numerous, they have similar structures and are effective in a democratic soc iety (Hill & Jones, 2011). As a school head, Mr. Miler must prove to the society that he is effective leader capable of making effectual decision and handle pressure. More importantly, Mr. Miller must take responsibility of the decision he makes. Taking responsibility is often one of the most difficult aspects of decision-making since some of such would include the negative outcomes of the decision like deteriorating performance or the misappropriation of the school funds. The three decision making strategies discussed above mitigate on the negativity of the outcome of the decision making process as the different publics contribute to the particular decision. Mr. Miller has managed to incorporate the community and different stakeholders to the school management by making inclusive decision. To sustain the relationship he has built with the different publics he must often consider his personality. Leadership relies on the personality, the subject rely on their leader for the moral an d psychological support. In the school setup, the rest of the staff and the collaborators would continue support the school despite its performance and outcome of the decisions only if Mr. Miller proves to be independent minded and inspiring. The good decision-making habits that Mr. Miller must possess include making decision under uncertainties. Different conditions present diverse challenges to the school ma

Human resources management strategies and the planning process Essay

Human resources management strategies and the planning process - Essay Example The planning of human resource management is very much essential for any organization. This fact is true whether it is expanding or contracting. This idea of planning process of human resource management is carried out form assessment of supply and demand for labour to employee retention. These strategies entirely depend upon the HR plan and upon the overall strategy of the business concerned. The most striking feature of this fact is that these two determinants again are interrelated. On one hand, the HR plan is affected by the overall business strategy and again the overall business strategy largely depends upon the HR plan of the business. Hence, it is evident that all the concepts are likely to be interconnected (Shackleton & Anderson, 1993, p. 5). This paper basically tries to explain these ideas in relation to the HRM strategy and the planning processes of any businesses, whether it is small, medium or large. Planning processes and strategies: Importance of Strategies: Every or ganization, whatever is its size, needs labour power who will work for the organization concerned. An entrepreneur just cannot do all the works alone. Hence, the need for the labour force is an essential concept. The question then arises that how an entrepreneur can hire or recruit people who are willing to work that entrepreneur and at the same time that entrepreneur is willing to hire them (Sharma, 2009, p. 71)? The answer of this question needs a detailed analysis of the theory of hiring process. Another question that is also very much important is that what are planning processes that the business entity or the entrepreneur should follow or adopt when it is either expanding its business or contracting. Again another important fact is that even though a company or business house has a large labour power, it is highly essential to take appropriate measurements or strategies to retain that labour force for a long time (Ijose, n.d. p. 5). Definition: There are two sides of defining the strategic planning for human resources. One is the technical side and the other is the managerial side (Bandt & Haines, 2004, p. 44). The technical side deals with the mathematical and behavioral methods of the process of forecasting the needs of human resource. The managerial side includes the processes of tackling the human resource issues by the decision-makers which are likely to affect the organization. Both these side are actually interconnected and essential for any organization. On one hand, any organization must consider a long term mathematical assessment of the needs of the human resources, and on the other side, the decision-makers must consider those processes which are absolutely necessary for the improvement of the organization (Rothwell & Kazanas, 2003, p. 2). Essentialities: There are many essentialities of proper human resources strategies (Varkkey & Desseler, n.d. p. 79). Firstly, a good human resource strategy must consider the fact that the business needs th at strategy to work in favour of the organization. Secondly, it is essentially a strategy, not an outcome. Hence, appropriateness of the strategy is needed to be forecasted in a proper way (Durbin, 2011, p. 307). It is called a strategy because of the following reasons. The way businesses around the world are increasing their territory, it is highly necessary for any business to consider all the aspects while hiring people, including the policies that are chosen by other organizations. Again businesses are now expanding their range of products and services. They are increasingly trying to reach to diverse consumers around the world. Policies which are well suited for a single product or service might not be sufficient for multiple products. Again a particular product might be produced by another organization, and since that organization is also taking a particular set of policies, hence, it is not at all suitable for this organization to take those similar policies (Rothwell & Kazan

Poverty in the United States Research Paper Example | Topics and Well Written Essays - 2000 words

Poverty in the United States - Research Paper Example Individuals born in the United States usually have better prospects and access to resources than people born in poor societies (Chappell 2010, 45). Thus, they benefit from a better quality of life and bigger earnings. Similarly, impoverished children who reside and go to school in communities with more affluent families will likely have greater opportunities than children who reside in communities where they intermingle only with other impoverished children (Aliprantis & Zenker 2011, 1). This essay tries to discuss the current condition of poverty in the United States by taking into account several factors, particularly the impact of welfare programs on poverty. The American Dilemma The Census Bureau in the United States specifies a group of income thresholds that rely on household composition and size, and members of a household are regarded poor if the overall income of their household is below the correct threshold (Iceland 2003, 20). However, it is important to point out that thi s description computes income before transfers and taxes, and thus there is much disagreement about whether it might be more useful for future assessments to classify poverty as regards to consumption (p. 20). Rates of poverty have fluctuated between 11% and 15% of the population over the recent decades (Aliprantis & Zenker 2011, 1). Statistics from 2010 exhibit a noticeable increase in the rate of poverty during the most recent economic depression (Bishaw 2011, 2-3). Even though the rise was distributed across racial groups, the eventual patterns in poverty differ when divided by race. Figure 1. Percentage of the People Living in Poverty Areas by State: 2006-2010 *graph taken from Bishaw (2011, 3) Prevalence of poverty among the white population have somewhat remained the same over the recent decades. Prevalence of poverty among the Asian population dropped in the latter part of the 1990s and has been the same as that of whites over the recent decades. For instance, the rate of pov erty for the Asian population in 2010 was 12% (U.S. Census Bureau 2010, 694). Poverty rates for the Hispanic and Black populations have differed; although the prevalence of poverty for these populations dropped significantly all over the 1990s, they are situated at a noticeably higher point than other populations (U.S. Census Bureau 2010, 694). As revealing as figures of individual-level poverty are for identifying the earnings accessible to individual members of a household, they fail to generate data about the resources accessible to individuals through their community. This is significant since it is not difficult to think of numerous explanations that the poverty in a specific community might be similarly significant to the poverty of an individual’s household (Aliprantis & Zenker 2011, 2). An impoverished household residing in an affluent community could have greater opportunities for it might have access to more quality education, more accurate and updated information a bout employment availability, or better access to public services than an impoverished family residing in a poor community. Figure 2. Distribution of People by Race and Ethnicity and by Poverty Level of Tracts: 2010 *taken from Bishaw (2011, 7) The United States put into effect in the 1960s one of the most aggressive social policy programs of the 20th century by declaring an all-out ‘

Criminal Justice Issues in Democratic Society

Criminal Justice Issues in Democratic Society What are the major crime control or major criminal justice issues that face advanced democracies? Advanced democracies are mainly based around the liberal social democratic model which places a high value on the idea of human rights and freedom of choice across a wide spectrum of human activities (Bevir, M. (2005) 1-10) (Choongh, S. (1997) Ch. 1) (Fennell, P., Harding, C., Jà ¶rg, N. and Swart, B. (1995) Chap. 1). This emphasis on human rights extends into the field of criminal justice which is an essential component of any advanced democracy (Coates, R., Davis, G., Messmer, H. and Umbreit, M. (1992) 1-5) (Cochrane, J., Marsh, I. and Melville, G. (2004) 1-5). This typically involves a concept of crime control which aims to protect society from violence and violent offenders as well as punishing criminals for infringing the law (Ashworth, A. (2006) 1-5) (Bean, P. (2004) Ch. 1) (Fielding, N. (1995) Ch. 1). However, this focus creates problems because the rights of the victim will also have to be counterbalanced against the rights of the defendant. Often there are conflicting interests at stake and it is often the rights that the rights of the criminal are resolved at the detriment of the victim of the crime, or vice versa (Allan, T. (1994) 1-5) (Ashworth, A. (2006) 1-5) (Bean, P. (2004) Ch. 1). A good starting point for a discussion of the major issues which affect criminal justice is a discussion of what the purpose of a criminal justice system is in advanced democracies. The criminal justice system imposes sanctions on people who are deemed to have broken the law. It is based on independent principles, and there is a mechanism which involves an independent tribunal of enquiry into whether or not a person broke the law. The test of whether a person has broken the law usually involves whether or not a prosecuting authority can prove beyond a reasonable doubt that the person concerned infringed the law. Therefore the purpose of the criminal justice system is twofold; it involves the identification of criminals, and it operates to impose fair and consistent sanctions on those who have broken the law, in an effort to protect society form criminal activity and to give the victim a measure of peace of mind and sense that justice has been served in the measure of punishment which has been imposed. However, in a sense the abstracted concept of the purpose and functionality of the criminal justice system is quite far apart from the actual translation of these principles ‘on the ground’ so to speak. This difficulty has led many to question to approaches which have been taken to criminal justice issues within various advanced democracies. This has given rise to a body of debate as to which approach is better and for what reasons. The main crime control and criminal justice issues which are tied up within a complex lexis of sociological, political and legal factors (Dixon, J. and Macarov, D. (1998) Chap. 1) (McLaughlin, Ferguson, Hughes and Westmarland (2003-2004) Chap. 1), which emanate from this political background (Bevir, M. (2005) 1-10) (Choo, A. (1993) 1-5) (Choongh, S. (1997) Ch. 1). There are issues such as deprivation, social exclusion, poverty, drug addiction, prostitution, rising population, youth deprivation, violence and unemployment which all have a role to play in influencing the criminal justice system (Coxall, B. and Robins, L. (1998) Chap 1 and 2) (Denver, D., King, A., McLean, I., Norris, P., Norton, P., Sanders, D. and Seyd, P. (1998) 1-5) and the issues which form part of its application within advanced democracies (Allan, T. (1994) 1-5) (Ashworth, A. (2006) 1-5) (Bean, P. (2004) Ch. 1). This essay will attempt to extract themes from this background and discuss them with reference to the q uestion. So how is it possible to extract themes from this background, and to identify them as major criminal justice issues? Perhaps it is important to emphasis that this is a subjective exercise and any list of major criminal justice issues will necessarily not be an exhaustive list. Nevertheless it is possible to surmise what the most important themes would be. The purpose and function of punishment is a major criminal justice issue. What may be achieved through the punishment of the offender?; should the law have a pragmatic approach which aims to find the best possible solution in this regard for society at large?; or should the focus be more microcosmic and focus on the individual needs of the victim, and how they feel in relation to their experience of the results of crime? These are all questions which must be addressed in addressing this as a major criminal justice theme in relation to criminal justice in advanced democracies. The issue of crime control is also a major theme for the purpose of criminal justice in advanced democracies. How should one approach the detection of crime; should one have a utilitarian or a deontological perspective on how terrorism should be detected and prevented? and how important are human rights within the process? Should human rights be sacrificed for the purposes of preventing further terrorist attacks ? These are all very important questions which will be explored in examining this issue. One major theme which affects societies in advanced democracies is the debate as to whether punishment should be aimed more at retribution, or rehabilitation of the offender (Bevir, M. (2005) 1-10) (Singer, P. (1990) 1-20) (Marshall, T. (1999) 1). This is a difficult question to approach. It is clear that the UK for example has taken an approach which comes down firmly in favour of the rehabilitation of the offender (Allan, T. (1994) 1-5) (Ashworth, A. (2006) 1-5). It is difficult to speculate as to why this is the case, however if we are to draw perspective from the current sociological climate it is correct to tie this rationale to the fact that prison populations are expanding beyond control in the UK, and the government have had to impose strategies which reduce this problem. As Cochrane, J., Marsh, I. and Melville, G. (2004) surmise: ‘†¦.newer, harsher initiatives have similarly had little effect on the size of the prison population or on rates of recidivism. Without going into great detail, some overall figures will help illustrate the pressures on the prison system in Britain and provide a context for considering the different philosophies of punishment. The prison population in Britain has continued to rise pretty steadily over the past few decades, with over 71,000 people in Prison Service establishments in 2002 (Home Office data, Social Trends 33, 2003). The number of people given immediate custodial sentences in 1999 was over 105,000 compared to just under 80,000 four years previously (Home Office data, Annual Abstract of Statistics, 2002)†¦ (Cochrane, J., Marsh, I. and Melville, G. (2004) 4)’. One strategy therefore is to impose more community based penalties on offenders, such as tagging of offenders, curfews, drugs and alcohol addiction programmes and suspended sentences on criminals rather than prison based sentences, which are often regarded as the last resort (Singer, P. (1990) 1-20) (Marshall, T. (1999) 1). Contrast this approach with the approach taken in America where crime control is probably more retributionist than the UK system. The presence of the death penalty in some states in America evidences this contrast. Proponents of each system offer various justifications for their favoured approach. Proponents of the American system would argue that stiffer penalties deter criminals from engaging in repetitive patterns of criminal activity. Conversely, proponents of the approach taken in the UK would argue that the prison system simply perpetuates the problems associated with repeat offending (Cohen, M. (2005) 1-5) (Davies, M., Croall, H. and Tyrer, J. (2005) Chap.1) since in this system a person is more likely to be sent to prison for relatively minor offences. When in the prison population these individuals are exposed to more hardened criminals from whom they can become associated with or learn more sinister patterns of criminal activity. For this reason, it is argued that the system which focuses less on retribution and more on offender rehabilitation is more effective at reducing levels of crime in society since criminals are kept away from these situations where more hardened patterns of cr iminal propensity can be formed. Another problem which faces advanced democracies are problems associated with terrorism, and how the criminal justice system should handle the detection of and the punishment of crimes associated with extreme forms of terrorism. The impact of the September 11th attacks in America, and the London underground attacks launched on the West by Al Qaeda have become benchmarks for a renewed terrorist campaign against advanced democracies in the West, and extreme Muslim terrorist groups. The approach to terrorism in the UK has been focused simultaneously on the detection of crime, greater public awareness of the problems of terrorism and an appeal to moderate sectors of the Muslim community, whereas most of the measures which we have seen formulated as the Patriot Act in America have focused on bolstering the security services with more powers to detect terrorist related crime. An example which highlights this contrast between the two systems can be found by looking at the development of powers relating to the control of terrorism in advanced democracies. In the UK for example, the approach may be characterised colloquially as ‘softly, softly’. There was a huge public outcry when an innocent man was shot dead on the underground system shortly after the July attacks on the Underground system. This can be contrasted with the system in America which allows law enforcement officials to carry guns and where armed clashes are more likely to occur as a result. In the UK new powers are being debated which extend the powers of police officers to question suspects of terrorism. The system as it stands does not permit officers to question a suspect after charges have been brought. This is seen as the end of the matter. However, police are to be allowed in future to question terrorism suspects long after charges have been brought. These new powers are seen as useful particularly in complex cases where large amounts of evidence have been gathered in the investigation. This new law also reflects the growing sophistication of terrorism which now can be aided through laptops and sophisticated technology which stores information in an encrypted form. The laws in England have also controversially been extended to extend the amount of time a terrorism suspect can be detained without charge. The government’s efforts to secure 90 days for the police to hold terrorism suspects without charge were defeated in the Commons. This can be sharply contrasted with the American system, which has secured powers to hold detainees in Guantanamo Bay without charge and indefinitely. The strength of feeing about 9/11 in America has given this more oppressive system germination and propelled it now, even when more than three years have passed since the attacks on the twin towers. Therefore we can see a dichotomy emerging also which highlights a disconnect between these two examples of how criminal justices themes have emerged as divergent within the spectrum of advanced democracies. To turn now to further examples of criminal justice issues in advanced democracies, these have in many ways highlighted similar issues. Major criminal justice themes have been approached differently in other advanced democracies such as those in continental Europe. Many European countries for example have seen their foreign policy as linked with their efforts to structure the criminal justice system. The troop withdrawal from Iraq and the effects which were projected in relation to this have influenced what is important within these criminal justice systems. Advanced democracies such as India have also had their criminal justice systems influenced by the issues of terrorism and associated crime control. The Indian system sees the shape of their criminal justice system with respect to the detection of terrorism as having a considerable impact upon their ability to forge relationships with actors in the West with whom a political alliance can be economically advantageous. In conclusion this essay has examined the criminal justice system issues which have moved to the forefront of the political and legal agenda in advanced democracies. The issues of social exclusion, the debate about whether retribution or rehabilitation should be the focus of the efforts of the criminal justice system and the approaches taken to terrorism and the new brand of terrorism which has been seen recently have all been evaluated. The diversity which is involved in assessing the contributions and effects of criminal justice issues across different advanced democratic systems shows us how difficult it is to make generalisations about what issues are major in the area of criminal justice. This essay has attempted to extrapolate what themes may be important generally within different advanced democracies. The difference in how each issue develops and manifests itself has been highlighted in the essay. Bibliography Books Allan, T. (1994) Law, Liberty, and Justice: The Legal Foundations of British Constitutionalism. Publisher: Oxford University. Place of Publication: Oxford. Ashworth, A. (2006) Principles of Criminal Law. Publisher: Oxford University Press. Place of Publication: Oxford. Bean, P. (2004) Drugs and Crime. Publisher: Willan Publishing. Place of Publication: UK. Bevir, M. (2005). New Labour: A Critique. Publisher: Routledge. Place of Publication: London. Choo, A. (1993) Abuse of Process and Judicial Stays of Criminal Proceedings. Publisher: Oxford University. Place of Publication: Oxford. Choongh, S. (1997) Policing as Social Discipline. Publisher: Clarendon Press Oxford. Place of Publication: Oxford. Christie, N. (2004) A Suitable Amount of Crime. Publisher: Routledge. Place of Publication: New York. Coates, R., Davis, G., Messmer, H. and Umbreit, M. (1992) Making Amends: Mediation and Reparation in Criminal Justice. Publisher: Routledge. Place of Publication: New York. Cochrane, J., Marsh, I. and Melville, G. (2004) Criminal Justice: An Introduction to Philosophies, Theories and Practice. Publisher: Routledge. Place of Publication: London. Cohen, M. (2005) The Costs of Crime and Justice. Publisher: Routledge. Place of Publication: New York. Coxall, B. and Robins, L. (1998) British Politics Since the War. Palgrave. London. Davies, M., Croall, H. and Tyrer, J. (2005) An Introduction to The Criminal Justice System in England and Wales. Publisher: Longman: Place of Publication: London. Denver, D., King, A., McLean, I., Norris, P., Norton, P., Sanders, D. and Seyd, P. (1998) New Labour Triumphs: Britain at the Polls. Publisher: Chatham House Publishers. Place of Publication: Chatham, NJ. Dixon, J. and Macarov, D. (1998) Poverty: A Persistent Global Reality. Publisher: Routledge. Place of Publication: London. Fennell, P., Harding, C., Jà ¶rg, N. and Swart, B. (1995) Criminal Justice in Europe: A Comparative Study. Publisher: Clarendon Press. Place of Publication: Oxford. Fielding, N. (1995). Community Policing. Publisher: Clarendon Press. Place of Publication: Oxford. McLaughlin, Ferguson, Hughes and Westmarland (2003-2004) Restorative Justice critical issues. Publisher: Sage Publications. Place of publication: UK. Singer, P. (1990) A companion to ethics. Publisher: Blackwell. Place of publication: Oxford. Articles Marshall, T. (1999) Restorative justice: an overview. Publisher: The Home Office Research Development and Statistics Directorate. Place of publication: UK. Websites Used http://www.restorativejustice.org.uk/?Glossary

Lord of the Flies :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The difference in the way humans perceive things is apart of mankind. Golding believes evil is an inborn characteristic. Are people born evil or is it just human nature to do â€Å"wrong† or â€Å"bad† things simply to survive? Golding’s pessimism about human nature would suggest people are all naturally evil in one way or another. When innocent boys are set on an island without any adult supervision, are they going to do the â€Å"good† or the â€Å"bad† things? There actions simply are neither good nor evil; their actions are for survival in an unknown place.   Ã‚  Ã‚  Ã‚  Ã‚  Humans are always, by natural instinct, going to do what they think is best for them. Ralph attacked his own kind for survival. People will do anything to survive, even if it’s the bad things. The boys on the island later began to resemble the behavior of animals. The boys mistake Simon for their beast and result in brutally killing him. The boys had the instinct of killing anything in sight that looked or seemed like the beast.   Ã‚  Ã‚  Ã‚  Ã‚  Instincts are not about being good or bad because the issue of being good or bad is undefined. Whether an action is either good nor bad, it all depends on the person and how the person is acting. If you think you’re doing something that you’re used to doing and thinking it’s right, but on the other hand a person who doesn’t know you may say that you’re ding something evil. The opinions on which people think things are good or evil depends on both sides. In Lord of the Flies, there is a situation with Piggy’s glasses, which is the key item for building the fire. His glasses were stolen in the night, which leads to a brawl within the kids because their Piggy’s only seeing ability.   Ã‚  Ã‚  Ã‚  Ã‚  Society sets a mold for the â€Å"good† and â€Å"bad† conditions that humans are learning from day to day. The role of society in being good or evil is that it acts as the guideline for that long-lived dream of acceptance. It’s where evil is what will make you repulsive. Jack manipulates the boys into joining his tribe and sets up his territory on the island. He threatens people to join his tribe, and hunts those who refuse. A society could not exist where people are brought u to know what they define as right or wrong. On the island, the civilized rules of having water, shelter, and food are not followed.

Written Analysis and Communication: Report on Homesafe Limited

Homesafe Ltd. Written Analysis and Communication Instructor: Dr. Seema Khanvilkar Submitted By: Apurv Jain, D023 Shreyansh Jain, D027 Mohit Sejwal, D055 Vinay Pal, D045 Sahil Bhavnani, D006 Aman Jakhar, D030 Letter of Transmittal To, Dr. Seema Khanvilkar, Business Communication Faculty, SBM, NMIMS – Mumbai Date: 4th March 2013 From, Div D, MBA – I Subject: Report on Homesafe Ltd. Respected Ma’am, With reference to the meeting held on 20th Feb, 13 regarding the recommendation required on Homesafe Ltd. case, I am enclosing the complete report with our recommendations.We recommend that Holmes should help Jackson find a part time job in an external unrelated business. This will be a win-win situation for both the parties. Sincerely, Div D Executive Summary This is report about a challenging situation faced by George Holmes, the founder of Homesafe Ltd. an emerging start-Â ­? up. Homesafe was doing very well with business prospering and expanding demand. Holmes found himself in a tricky situation when Jackson, the purchase manager of his largest client, Dwason’s, subtly suggested that he needed an alternate source of income and if Holmes did not help, Homesafe might lose business with Dwason’s. Holmes as several options like offering Jackson direct help, help him find employment elsewhere or to let go of business with Dwason’s. We recommended that Holmes leverages his personal network to find Jackson a part time job in an external unrelated business. This will conserve the relationship between Holmes and Jackson and will be in the best interest of both. Report SITUATION ANALYSIS Homesafe Ltd is an emerging start-Â ­? up in the security space. It was a started as a single product company by an engineer, George Holmes in his personal workshop. Over the year this company has grown significantly and added an advisory services vertical oo. There is significant demand for the company’s products and the business has been p rofitable in both the years. Things are looking good with business prospering, Homes has had some of his old friends join him in his business which they operate part time. Holmesafe also recently recruited fulltime employees and shifted to new premises. Holmes has invested significantly in networking and has maintained personal relationship with his clients and till a certain extend relies on these relations to push his sales too. Most prominent of these, is his relationship with Jackson, who is a procurement manager at Dwason’s Ltd, Homesafe’s argest client. During the course of these years Jackson was also offered a job at Homesafe but refused to take it up as there was a conflict of interest. One day, Holmes finds himself in a tricky situation when Jackson calls him and hints at his bleak cash situation and how a little more cash will help him. Jackson also subtly threatens Homes that Dawson’s might start buying from Browns instead of Homesafe. Although there is enough demand in the market and the security segment is growing Homes still has to think weather he can afford to lose the contract with Dwason’s. Homes has to evaluate this situation carefully and weigh his ptions of how to deal with Jackson. PROBLEM STATEMENT Should Holmes help Jackson to find him a part time job? OPTIONS 1. Holmes hires Frank Jackson as a part time employee at Homesafe 2. Offer Jackson a part time consultant role in Advisory Services 3. Help Jackson find a part time job in an external unrelated business 4. Not providing Jackson any assistance CRITERIA FOR EVALUATION 1. Holmes Ltd. ’s revenues 2. Holmes Ltd. ’s relationship with Dawson’s Ltd. 3. Frank Jackson’s conflict of interest 4. Legal implications EVALUATION OF OPTIONS George Holmes hires Frank Jackson as a part time employee for the position of a buyer IfGeorge Holmes hires Frank Jackson as an employee in his company then they might lose their partnership with the Daws on’s Ltd. since earlier on Thomas, Jackson’s boss had not approved of Jackson working with a supplier. There would be a significant conflict of interest which might pose a legal problems for both Dwason’s and jackson’s too. Since major part of the revenues comes from there, the next year’s revenues would come down steeply. Their relationship with Dawson limited would also be strained hence we can rule this option out. Offer Jackson a part time consultant role in Advisory Services By choosing this option Holmesafe ould be able to mitigate direct legal implications and also the conflict of interest can be reduced. However this is also not ideal as Jackson still would be associated with Homesafe. From Homesafe’s point of view this arrangement will work because Jackson will get a job and their relationship with Dwason’s will persist. Help Jackson find a part time job in an external unrelated business In this option there would be minimal conflict of interest and virtually no legal implications. This will be a win-Â ­? win situation for both as Jackson will find an alternate stream of income and his relationship with Holmes will continue to be ordial. This way Homesafe will be able to continue their sales to Dwason’s. Not provide assistance for his personal problem at all Choosing this option would result in a priority clash between Holmes & Jackson and thus would prune the revenues of Holmesafe in coming years as Jackson would convince his superiors to end contract with Holmesafe & hire Browns instead. The relationship between Jackson & Holmes would thus end on a bitter note, thus bringing an end to symbiotic relationship. We can rule this option out too. RECOMMENDATION We recommend that Holmes helps Jackson find a part time job in an external unrelated business. This ill benefit everyone involved and will be the most ethical choice too. Holmes helped Jackson in the capacity of a friend. PLAN OF ACTION Holme s should explain Jackson how a Job at Homesafe would be counterproductive for everyone and how he will help find him a job at an external business. Holmes by nature maintains good personal relationships with people around him. He would have significant personal contacts that he can leverage and recommend Jackson to them for a Job. Also he is joined by several of his friends at Homesafe that can also help Jackson find a job. Together they can find Jackson a job in their personal network only.

A Doll’s House Essay

Perspective of A Doll’s House Henrik Ibsen’s A Doll’s House uses emotional conversations to depict a family living in false emotional circumstances and having to come to terms with reality. The title A Doll’s House describes the facade of a family living in a nice house. The platitude â€Å"All that glitters is not gold† means that not everything that looks good on the outside is not good on the inside, like a doll’s house. In the first part of the play, Nora’s old friend from school, Mrs. Linde arrives impromptu. Nora is very fast to describe to her what a good life she has; â€Å"So you are quite alone.How dreadfully sad that must be. I have three lovely children. You cannot see them just now, for they are out with their nurse† (7). This shows how important it is to Nora to keep up her facade of having a nice home and a good life. It’s also makes a distance between the two women's lives, even if Mrs. Linde tells Nora ab out her poor family situation, Nora still brags. During the conversation, Nora tells Mrs. Linde about her secret; that she has borrowed money from Krogstad, one of the bankers in town, to help her husband Torvald a long time ago.Torvald does not know anything about the loan and Mrs. Linde is surprised about it and she thinks Nora should tell him about it. Nora answers; â€Å"†¦ And besides, how painful and humiliating it would be for Torvald, with his manly independence, to know that he owed me anything! It would upset our mutual relations altogether; our beautiful happy home would no longer be what it is now† (12). This reflects the old sight of male and female position in the home or relation; the man is the one who should be responsible for the income and be independent. The female part is the opposite.The last sentence from Nora, demonstrates once again how important it is for her that her life looks perfect from the viewer’s sight. Nora is in a very hard situ ation with Krogstad because of the loan she took a long time ago. Krogstad behaves insipid against Nora in the middle of the play, when he threats her to tell Torvald about the loan. She talks to Dr. Rank, an old friend of the family, and she is very close to betraying her big secret, but instead she just informs him; â€Å"You can do nothing for me now. Besides I really don’t need any help at all. You will find that the whole thing is merely fancy on my part.It really is so-of course it is! † (41). From this we learn that Nora changes her sight of her self. She acts very clearly to Dr. Rank for many reasons, for example to get rid of Dr. Rank’s curiosity and also to convince her self that she has done the right thing and that everything is going to be fine. It also shows one of her first steps into her independence. In the end of the play, Nora realizes that her life is not real, is not perfect, is not fantastic; it is just like a dream story from outside like she always wanted her life to be – but she is not satisfied.Nora decides to tell Torvald about how she feels and she forces him to talk with her seriously; â€Å"I say that we have never sat down in earnest together to try to get at the bottom of anything. † Torvald answers â€Å"But, dearest Nora, would it have been any good to you? † (66). It looks like Torvald doesn’t think Nora has her own thoughts, or her own willing. He does not listen to her or maybe he does not want to listen to her. Nora continues to inform Torvald about her feelings, about how he and her father have made a big sin against her. â€Å"It is your fault that I have made nothing of my life† (66).Nora is much older now then she was when she first met Torvald, and she has changed during the years. Both of them play their roles very well and it is not only Torvald’s fault that she has not been able to do something of her life. When it comes to someone’s life, it is very much up to the person herself. Nora tells Torvald that she has never been standing on her own feet, â€Å"I have been your doll wife, just as at home I was Papa’s doll child; and here the children have been my dolls. I thought it great fun when you played with me, just as they thought it was great fun when I played with them.That is what our marriage has been, Torvald† (67). Ibsen describes how Nora gets an insight about which kind of life she lives. The image pattern of Nora shows a change comparing of the beginning of the book when she brags in front of people. The three children stand for happiness but Nora does not seem to have a close and genuine relationship to them. It is just a scene. Nora comes to a point in her life when she understands that she lives an unreal life and she has to do something about it. Ibsen shows that she is able to take the step out of the marriage like an independent person.Everyone thinks she lives her life like a doll in a perfect home. Ibsen’s choice of title is both good and ironic; good because it brings thoughts to the perfect family-life, and ironic because the play tells about how the inside of the house; the family, the marriage, the relations etc. , struggles with a lot of problems in contrast to the facade. One of Ibsen’s messages about marriage and family is to manage to be happy together, everyone has to take care and understand herself before she can take care of others. When a person is independent and safe on her own, she is able to love and take care of her true love and family.

Dune Precis essays

Dune Precis essays Dune is an excellent novel for science fiction lovers. Paul, the son of Duke Leto of House Atreides, has been living a life of preparation, but he does not know why he has been training. Arrakis is a desert planet useful to the empire for only one thing: the spice. The spice is a remarkable substance that has properties that can be used for virtually anything. Paul does not know why his father has chosen to rule over Arrakis or why he continues to train, but after a series of unfortunate events, Paul finds out that he is the seed for the long awaited Kwisatz Haderach. The Kwisatz Haderach is a male Bene Gesserit. The Bene Gesserit is a group of women who a partially clairvoyant and can manipulate minds. The Kwisatz Haderach is known to have organic mental powers that are able to bridge time and space. Paul realizes that his genetic makeup is the root for the Kwisatz Haderach. In order to survive, Paul must dominate Arrakis. The Fremen, the native desert-dwellers of Arrakis, offer their aid to Paul because they believe that the Prophecy has come. The Fremen believe that Paul is the promised messiah and that he will liberate them. The obstacles that lay ahead of him are the opposing House Harkonnens and the Emperor himself. Paul uses his newly acquired ally and his mental powers to outwit the opposing Harkonnens. After a series of water spilling (water is a scarcity of Arrakis and blood is considered valuable for its water content) battles, Paul wins control of Arrakis and now faces the Sardaukar, the elite forces of the Emperor. ...

Night6 essays

Night6 essays The Nazis caused more destruction than just killing innocent Jews, they destroyed their peace, God, and humanity. Elie Wiesels Night, illustrates that by telling his experience in the concentration camps. Elie begins to question his strong feelings for God. He is left only with is memory of having privacy and peace as he did in Sighet. Elie loses his respect of being treated as a human rather than an animal. The experience of Night is fatal to Elie as it destroys his peace, his God, and his humanity. Elies faith for God weakens more and more. In the beginning, Elies love for the Lord is very powerful. During the day, I studied Talmud, and at night, I run to the synagogue to weep over the destruction of the temple. (1) Elie practices Judaism every day by going to the synagogue where he prays. Elie first sees the crematories and the ditches that were deaths to so many Jews. For the first time, I felt revolt rise up in me. Why should I bless his name? The eternal, Lord of the Universe, the All-powerful and Terrible was silent. What had I to thank him for? (31) Elie is unsure about God and what he is doing to them. Elie is finally convinced that God has given up on him. I felt very strong. I was the accuser, God the accused. My eyes were open and terribly alone in the world without God and without man. (65) Elie no longer relies on God. He is on his own. By the end of the book, Elies faith for God has been so watered down, and it will take him a long time to regain that faith. In the beginning of the book, Elie and his family lived undisturbed and very peacefully. A wind of calmness and reassurance blew through our houses. (7) Elie and his family had their own personal space and just went with the flow. When Elie arrives at the camps, he soon realizes that it wont be like at home at all. Even if you were simply passing from one to the other, sever...

Natural Selection Hands On Lesson Plan

Natural Selection Hands On Lesson Plan Students tend to understand concepts better after performing hands-on activities that reinforce the ideas they are studying. This lesson plan on natural selection can be used in many different ways and can be changed to meet the needs of all types of learners. Materials 1. A variety of at least five different kinds of dried beans, split peas, and other legume seeds of various sizes and colors (can be purchased at the grocery store relatively inexpensively). 2. At least three pieces of carpet or cloth (about a square yard) of different colors and texture types. 3. Plastic knives, forks, spoons, and cups. 4. Stopwatch or clock with a second hand. Natural Selection Hands-On Activity Each group of four students should: 1. Count out 50 of each kind of seed and scatter them on the piece of carpet. The seeds represent individuals of a prey population. The different kinds of seeds represent genetic variations or adaptations among the members of the population or different species of prey. 2. Equip three students with a knife, spoon, or fork to represent a population of predators. The knife, spoon, and fork represent variations in the predator population. The fourth student will act as a timekeeper. 3. At the signal of GO given by the timekeeper, the predators proceed to catch prey. They must pick prey off the carpet using their respective tool only and transfer the prey into their cup (no fair putting the cup on the carpet and pushing seeds into it). Predators should only grab one prey at a time rather than scooping the prey up in large numbers. 4. At the end of 45 seconds, the timekeeper should signal STOP. This is the end of the first generation. Each predator should count their number of seeds and record the results. Any predator with fewer than 20 seeds has starved and is out of the game. Any predator with more than 40 seeds successfully reproduced an offspring of the same type. One more player of this type will be added to the next generation. Any predator that has between 20 and 40 seeds is still alive but has not reproduced. 5. Collect the surviving prey off the carpet and count the number for each type of seed. Record the results. Reproduction of the prey population is now represented by adding one more prey of that type the number for every 2 seeds that survived, simulating sexual reproduction. The prey is then scattered on the carpet for the second generation round. 6. Repeat steps 3-6 for two more generations. 7. Repeat steps 1-6 using a different environment (carpet) or compare results with other groups who used different environments. Suggested Discussion Questions 1. The prey population started with an equal number of individuals of each variation. Which variations became more common in the population over time? Explain why. 2. Which variations became less common in the total population or were eliminated entirely? Explain why. 3. Which variations (if any) remained about the same in the population over time? Explain why. 4. Compare the data between the different environments (types of carpet). Were the results the same in the prey populations in all environments? Explain. 5. Relate your data to a natural prey population. Can natural populations be expected to change under pressure of changing biotic or abiotic factors? Explain. 6. The predator population started with an equal number of individuals of each variation (knife, fork, and spoon). Which variation became more common in the total population over time? Explain why. 7. Which variations were eliminated from the population? Explain why. 8. Relate this exercise to a natural predator population. 9. Explain how natural selection works in changing the prey and predator populations over time.