Wednesday, November 27, 2019

Electoral College Essays (727 words) - Electoral College

Electoral College The framer's intent of setting up the American Government will never be know for sure, but it is gathered that they preferred a republic over a democracy. In the constitutional convention the drafters had to decide how much power they would entrust with the people of the United States, and how much should be controlled by representatives. They chose to have Congress Make the laws, and congress would be selected directly by the people. But another branch of government, the executive branch, needed a sole president and the framers had to decide how to choose this president. They chose from three main systems: elect the president by congress, the people, or electors. The electoral college system has been in place for over 200 years and Americans are still not sure how it works or if it is the best system. Many Americans feel they go to the polls every year and vote for the president, and in the long run they are in control of the fate of our executive branch. This third system was to have electors that could not be a member of congress vote for the president. The elector system was voted down twice, once as the electors to be chosen by state legislatures, and the other time as the electors to be chosen by direct vote. Finally it was passed under the system of letting state legislature decide how to choose the electors. Another compromise had to be made about how many electors each state would have. This was agreed upon by the electors equaling the total of the states representatives and senators. States went three main routes in choosing electors: the legislative system, where state legislatures choose the electors; a district system, where electors are selected by the people of each congressional district; and the general ticket, or a winner-take-all system, where a popular vote was held in the entire state, and the winner took all electoral votes. Many have tried to reform by making a more uniform system state by state, but the constitution is very clear that it is each state's own decision of how to choose electors. The legislative system eventually failed because of too much bargaining, promises, and payoffs. The district system eventually lost popularity because it encourages third parties. This left the general ticket system as the dominating system. However, the framers originally intended electors to be chosen by the people and then vote for what they thought was best. There are two states that still use the district system, but the remaining 48 states use the general ticket system. Most all states no longer show the electors' names on the ballot. The voter votes for either the president or the party that they wish to hold office. This causes a problem of the unfaithful elector. Electors are expected to ratify the people's choice by voting for candidates winning the popular election. Electors that do not vote for what they are expected to vote for are considered faithless or unfaithful electors. This has not traditionally been a problem in the history of the electoral college but it could possibly be a problem. Less than 1% of electors have ever misrepresented their community. 26 states do not require an elector to vote for what they have pledged to vote for by state law. Although these states are still considered under the general ticket system. Basically the electoral college system works like this today. Every ten years the census figures adjusts how many representatives each state has. This number plus two, representing the two senators, equals how many electors each state has. Also, DC has 3 electors. Then each state has the right to decide how to select these electors. Forty eight states use the general ticket system, two, Maine and Nebraska, use the district system. The general ticket system is suppose to operate as follows. There is a direct vote election held in each state and the winner of the vote is suppose to get all of that states electoral votes. In Maine and Nebraska there is an election held in each congressional district. The winner of every district gets one electoral vote, and the candidate with the most electoral votes gets the remaining two electoral votes. Then all of the votes are counted, and if a candidate gets more than half the votes, he/she becomes the new president. If there is no majority then the election gets thrown into the House of Representatives. There each state is given one vote and they

Saturday, November 23, 2019

Medical and Dental Dialogue for ESL Learners

Medical and Dental Dialogue for ESL Learners English learners can practice medical vocabulary and reading comprehension with this dialogue between a patient and a dental hygienist.   Dental Hygiene Dialogue Sam: Hello.Gina the Dental Hygienist: Hello Mr. Waters. Im Gina. Ill be cleaning your teeth today. Sam: Dr. Peterson has just filled two cavities. Why do I need a cleaning?Gina the Dental Hygienist: Well, we have to make get your teeth and gums clean and disease free. Sam: I guess that makes sense.​Gina the Dental Hygienist: Oral health leads to trouble-free teeth. Ill start off by removing plaque. Please lean back and open wide. Sam: OK, I hope its not too bad.Gina the Dental Hygienist: Everybody gets plaque, even if they floss regularly. Thats why its important to come in twice a year for check-ups. Sam: (getting his teeth cleaned, cant say much...)Gina the Dental Hygienist: OK, please take a drink and rinse. Sam: Ah, thats better.Gina the Dental Hygienist: OK, now Ill apply some fluoride. Which flavor would you like? Sam: I have a choice?Gina the Dental Hygienist: Sure, we have mint, spearmint, orange or bubble-gum - thats for the kids. Sam: Id like to have the bubble-gum!Gina the Dental Hygienist: OK. (applies fluoride) Now, let me give your teeth a final flossing. Sam: What type of floss tape do you recommend?Gina the Dental Hygienist: Personally, I like the flat tape. Its easier to get between the teeth. Sam: OK, Ill remember that the next time I buy floss. How often should I floss?Gina the Dental Hygienist: Everyday! Twice a day if possible! Some people like to floss after every meal, but thats not absolutely necessary. Sam: (after finishing the cleaning) I feel much better. Thank you.Gina the Dental Hygienist: My pleasure. Have a pleasant day, and remember to floss every day - at least once a day! Key Vocabulary to clean someones teethdental hygienistto fill cavitiesgumsdisease freeoral healthto lead toplaqueto remove plaqueto flosscheck-upto rinsefluorideto apply fluorideflavorflossingfloss tapefloss after meals

Wednesday, November 20, 2019

Comparison Memo Essay Example | Topics and Well Written Essays - 1000 words

Comparison Memo - Essay Example fficial websites for the flight airlines and the feedback from the managers as borrowed from the databases of the companies, I came up with this report to determine the best flight. Following the study of the available information using the stated criteria, as a PR supervisor, I found out Qatar Airways as being the best flight that met our criteria requirements. I recommend that we purchase the ticket from Qatar Airways because it is the best for the higher management needs. There is a major conference for OLS managers around the world to be launched in Doha on the 6th of August 2013 and the higher management has asked me as PR supervisor to plan for this trip. The time line for the execution of this task and delivery of appropriate and informed recommendation was one week from the date of the request being placed. I needed to compare the airline flights to get the best deal within this time frame. Although our PR department made previous research about different flights, this research aimed at updating the comparison in our company database. The task required the provision of information on the availability of the flights on the 5th of August 2013 and their relative prices, availability of business class seats and the possibility of minimum number of connection flights to the final destination. Using the official websites of the flights’ airlines gave information for comparison based on the stated criteria (see table Table 1). It was important to appreciate cost as the lesser important issue as compared to availability on the set date. It was found out that all the airlines had flights on the 5th of August. However, the United Airline had the lowest price of $ 6,045 while the other two charged equally and more than United Airline by $ 1,220. The second priority in the criteria was having business class seats on the plane and its listing as one of the five-star airplanes. After reviewing the websites of the listed airlines, I founded that Qatar Airways and

Sunday, November 17, 2019

Major American Political Ideology Essay Example | Topics and Well Written Essays - 500 words

Major American Political Ideology - Essay Example This paper would explore these two ideologies. Fundamentally, conservatism and liberalism differ in issues of freedom and responsibility. American conservatism is derived from the idea that all human beings share an equal nature, an ability to make decisions based upon a common-sense morality while liberalism, at its core, denies that such a common-sense morality exists and, even is such a morality were to exist, doubts the average person’s ability to understand it. (Janiskee and Masugi p. 30) This difference in ideology is demonstrated in the following analogy: Conservatives in America maintains the position that conserves the tradition of the American founding and the purposes and objectives of the Founding Fathers for the establishment of the country. American liberal takes the opposite direction by asserting that such traditions are restrictive and, therefore, the nation need to be liberated from them. Presently, the two parties that fight each other every four years in the American presidential elections are the Republicans and Democrats. The former is seen to be identified with conservatism while the form with liberalism. The two parties derive their ideologies to two fundamentally different views of human nature that is why each ideology calls for different kinds of government response to different issues. For instance, conservatives are more inclined to be against gun control but favor the death penalty while liberals want the reverse: gun control and no death penalty. An interesting aspect in the dynamics of American conservatism and liberalism is that they could assume an entirely different attitude towards certain issue compared to conservatives and liberals in Europe. A demonstration of this is how the conservatives and liberals in America want to address the question on how far should the free market be left alone: how far

Friday, November 15, 2019

Research skills and techniques education essay

Research skills and techniques education essay This report highlights and evaluates my personal, academic and professional reflections throughout this course and applies the learning to consideration of my professional practice and ongoing future development. It explores opportunities for career paths within and outside of the prison service and how my range of skills can advance my aspirations as well as enhance the environment in which I work. To this end, I have critically evaluated my transferable skills and their development through this learning journey together with opportunities to enhance these further. In looking to the future, a revised Professional Development Plan (PDP) for ongoing future development has been compiled and included in Appendix I. Many of the learning outcomes have been already been covered in some depth within my PPD5 assignment and I have sought to elaborate on key areas of these within this paper. Background When first offered the opportunity to undertake further education through a Foundation Degree, I was initially excited at the prospect. However, this soon gave way to dismissive thoughts of successful completion as unattainable and self doubt about my ability to pursue such a venture which resulted in me not collecting the application form. It was only when a colleague, who had done so but decided not to take this forward, passed it to me, that I took the plunge. A lot of self talk was required to consider how valuable this opportunity was for me. I considered that several of my peers would have similar experiences and feelings which would make a natural and powerful support network meaning that I would not be learning in isolation. Later, I was able to reflect and realise that procrastination is a particular trait and pattern of behaviour for me, deep rooted in negative schema (Beck 1967:233) which I have been able to reflect on and write about at some length throughout my further e ducation. Even coming towards the end of the Honours Degree (which I undertook with greater enthusiasm), it is still evident and something to guard against. This has been particularly important in considering what has held me back from pursuing advanced career development until recently. Reflective Practice: Applying a range of reflective models throughout my further education studies, I now appreciate how analysis of my skills can help towards the goal of professional advancement and, importantly that of job satisfaction. I apply Gibbs (1998) Reflective Cycle readily to areas of my personal and professional life developing skills of evaluation and analysis, both of self and situations which has led to effective problem solving and informed conclusions as will be illustrated below. Doing this effectively, I have found, can widen the scope for a more in-depth and wider encompassing plan for ongoing development which hitherto, has been somewhat narrow in its view. In other words, from being resigned to thinking this is my lot, Ill just get on with it, to an active desire to apply new learning, seek more and become motivated for career progression. Straker (2008:172) whose work builds on the research of Gardner (1983 and 2006) summed up the importance of purposeful reflection for me Knowing yourself includes knowing that there are parts of yourself that you do not know and being ready to listen and explore these. It also means considering what parts of yourself you should expose or hide, based on how it will help your purpose rather than simply based on personal preference. The danger of reflection is that, for a procrastinator such as myself, one can get stuck in self analysis without doing anything about it or use the results of ones analysis to stay within a comfort zone. Kolb (1984) helped to evaluate my experiences and test hypotheses about myself, values and work ethics but it did not spur me on to action whereas Gibbs sets out the plan for ongoing development which is crucial for me so as not to remain procrastinating. In PPD5, I considered how Moon (2004) has been a useful resource on reflective practice, in particular reminding me that reflection is important but it must always lead to action and the making of positive changes. She stresses the importance of experiential learning which includes reflection but qualifies this to incorporate active learning, ensuring intent to learn and mechanisms of feedback to ensure the whole process is effective and meaningful for development (p.122). SchÃÆ'-n (1983) explains how, as one becomes more experienced, it becomes increasingly possible to reflect in action rather than simply after action. This is something I am becoming more accomplished at and is particularly evident in critical incident situations in my role as a hostage negotiator where this has immediate and practical as well as personal value. Interestingly the Cycle of Change by Prochatska and Diclemente (1982), illustrated in Appendix II, highlights the phases which I can identify with through my learning, professional and personal journey. I can often remain in contemplation and need to find the drivers and motivators to avoid lapses but, I am encouraged that these now exist more in abundance which are sourced from many areas and the Honours Degree has been one of these. I am mindful that the grades and feedback I have received throughout my further education have been of a consistently good standard and this has served as a source of encouragement and measurement of progress and achievement. I must maintain measurements and goals for my future development and there are means in place such as the Staff Personal Development Record (SPDR), in Appendix III and Professional Development Plan (PDP) which I can use as signposts and yardsticks. It is important that, as the current period of study draws to an end, this motivation to achieve continues and I now feel best placed to ensure this happens. . As mentioned in my PPD5 essay, in the past I have questioned the decision making processes of management though this is being reshaped into a desire to gain a holistic overview of the work environment. Overcoming objections to understanding others, for fear that this might disprove our own theories about ourselves and the world, are key hurdles for which I must continually be mindful. (Elliott, 2011) This has also enabled me to evaluate what I can offer to roles to enhance the establishments performance. In my first Reflective Essay from January 2007 (Appendix IV) I described schema theory and the work of Beck (1967). From this I have developed an interest, not only in interpretation of situations which influence our beliefs but, particularly, how to develop the stimuli and positive emotional and cognitive drivers for professional and personal well-being. In observing what gets in the way, rather than being stuck in analysis, to move beyond and set goals for positive development has been essential learning for me and reading this first essay shows how far I have come. The focus of this paper is skills evaluation but moreover, the action phase of my development, identifying opportunities and the practical steps required for ongoing development. Employability Skills and Development Needs A range of self analysis tools have proved helpful in ascertaining and evidencing personal skills which pave the way for ongoing professional satisfaction. This has involved being critical as to what is and may realistically be attainable as well as widening the scope for a range of career advancement opportunities. Using a range of self analysis tools I have been able to evaluate my employability skills and an example is in Appendix V. Examining these proved personally gratifying and formed the basis for an in-depth critique in a personal SWOT analysis (Appendix VI) which I had only ever previously applied to businesses within the scope of the Honours Degree. On completion of this, it seemed logical to me that the values which businesses ascribe to should find their roots in the personnel employed by the organisation as, ideally, they should embody the same corporate beliefs, ethics and work practices. As I will highlight later, this has brought me into conflict with my own work establishment where, using newly honed skills of assertiveness and corporate awareness, I am more readily able to challenge what I may perceive to be unsafe practices. This has been possible through balancing my potential weakness of being mission-focussed and developing this alongside effective and robust empathy towards management decisions At the time of writing my Performance and Development record for this year has not been recorded but as my SPDR for last year (Appendix III) illustrates, I can remain pleased that I continue to meet targets set and work collaboratively with others to ensure that the benefits of development are felt personally and by the organisation. I have expanded this further with creation of a new Development Plan (Appendix I) in order to maintain continuity and ongoing development. In order to consider the range of skills necessary to achieve my goals and aspirations, I completed a Career Values Tool and the report can be found in Appendix VII. To help with this I referred back to a Personality Type Questionnaire competed for the PPD5 assignment. This was an important analysis as it accurately highlighted the potential careers which fitted my profile. The role of Counsellor featured prominently which is something I have long been interested in (incidentally, Musician and Actor which are personal interests and also featured high in the analysis). My roles in offending behaviour treatment over the years have been the source of immense personal satisfaction as they met the values and skills which I have enjoyed developing the most. Using the Career Values Tool, I input Counsellor as an alternative career choice and it was interesting to note how this featured against the profile which had me as balanced between intuitive and logical in my approach to work. Feature d highly were communication skills and my ability to work alongside people and knowing that my work benefits others. When seen alongside my white knight mission schema of wanting to help others, which can potentially be unhelpful, the balance of taking a logical, measured approach to problem solving is something I now know I possess and is to be worked on continually. The development of analytical skills in my reflections and projects throughout this last year have helped to redress this balance whereas before, if I had taken the Career Values Tool, I might have been much further along the intuition side of the continuum which, is not healthy or helpful for one seeking to develop a managerial role. As well as reflective and study skills, it is important to develop the practical skills required for current and potential roles. At my SPDR review later this month I can explore the options for this with my line manager. The need to develop business awareness, in order to understand corporate strategy in the workplace and enable promotion prospects, is ongoing and the last few months have proved to be a testing time in that regard. This has largely been due to having to take a grievance procedure against the Programmes and Psychology management for what I perceive to be discriminatory and unethical behaviour against myself. Having weighed up the options over the last 12 months or so, this action was the only possible course and has required a measure of focus, assertiveness and an analytical overview of the situation to make this decision and take this forward. Without this, I would have reverted back to how I was prior to undertaking further education and left the situation unresolved and dwell in unhelpful rumination which would have affected my work and well being. The grievance is proceeding at the time of writing this report and, whatever the outcome, I can be satisfied that I have taken appropr iate steps to ensure best ethical practice and well being for the workforce and organisation as a whole. This has not been without an emotional response (acknowledging this is a strength identified in Gibbs Reflective Cycle, 1998) as I dont like conflict or rocking the boat but then, appropriate levels of assertive management and effective analysis are crucial management skills which I have developed over recent years and is ongoing. This is particularly important as I consider options for my future and it is gratifying that I can take the positive skills development learning from even the most testing of circumstances. The best measure of how appropriate ones actions are in the workplace, I have found, is ones own values of decency, ethics and responsibility and, in the above situation, to have these confirmed and used as my yardstick for decision making and professional integrity, has proved rewarding and strangely comforting. No one should ever consider themselves to be the finished article and being confident in pursuing continued development is a positive trait. In my case, this helps to overcome the schema driven low self-esteem and has certainly enhanced a more positive belief for the future. Among the key learning experiences for me, alongside the above, are a recognition of the roles of others, networking and effective communication. My career path has involved working closely with and taking an interest in people, both clients and colleagues alike. In Appendix X I have conducted my own skills self appraisal which covers a range of academic and professional areas. This was motivated by a definition of entrepreneurship by Rothstein and Burke (2010) as one who is à ¢Ã¢â€š ¬Ã‚ ¦skilled in recognizing opportunities, exploiting those opportunities and creating value (p.217). Whilst I will never be an Alan Sugar or Duncan Bannatyne, I can be just as entrepreneurial in my skills base so as to add value to the organisation. The fact that funding was made available to allow this period of study serves as a reminder that, to some degree, this has already been recognised and how I choose to utilise this for mutual benefit is now being considered. Career Appraisal and Development During the Foundation Degree I was able to undertake and pass the selection examination for Senior Officer though I was unsuccessful in role play assessment. I was, however, able to take that experience and, rather than berate or chastise myself and dwell in self-doubt as I previously would have, I have decided to take the step of applying for and undertaking the assessment again later this year. For this, I will seek to use my Line Manager as mentor together with the training department as immediate point of reference and begin to research prison policy, security and management skills. I am now feeling positive and motivated to succeed in this not only from a practical, self-development perspective, but also the pride and sense of achievement this will bring. Following the disappointment of having to step down from Sex Offender Treatment work last year, I have reappraised my personal development and, using reflective skills developed on the degree studies, particularly Kolb (1984) to help evaluate the experiences and Beck (1967) to understand how I was interpreting them. Having specialised in Drug offender rehabilitation for the last twelve months I can take the benefits of new learning and role experience forward as I return to Sex Offender therapy later this year. Drawing together the range of experience and interests I have enjoyed over successive years keeps me, first and foremost, actively engaged in working for and alongside others. This is encouraging and, in this period of change, I have come to realise the importance of job satisfaction as a key motivator for me. Pursuing a Counselling qualification would serve as a path to an alternative career should personal circumstances change for me in the future. This could be due to cutbacks in the public sector or an establishment transition to the private sector. This could also potentially be utilised in my current role should a counselling or mediation function become available which I can argue would value to the establishment. A significant area of personal development has been in key skills of assertiveness and negotiation. These were identified early on in my reflective practice as things I needed to work on. I was able to negotiate a role within drugs support having originally offered an office based assessment position which I would have found unfulfilling. Alongside this, within my current grievance procedure, I have assertively requested a clear professional development path from senior management which also ensures that all officer grades in the Programmes team are offered the same which has, hitherto, been lacking. Learning and Continuing Professional Development The Honours Degree has been immensely challenging and rewarding and, despite early fears, has worked in with my social and work life and has encouraged me to ongoing learning and consideration of developing career prospects. There has been useful overlap of the various modules of this course in which the learning and reflections from each have been transferable. An example is in studying Effective Management Decisions has been important for my dissertation which evaluates Crew Resource Management. Learning to examine the former, in an objective way, has enabled a critical approach for the dissertation ensuring the focus remains on the advantages to business performance and not just to areas of personnel safety which I might otherwise have concentrated. It has been gratifying that I have been able to use the modules of this course to look at areas which I find personally interesting and challenging which included designing projects to create best practice in offender management. Also, I have long been interested in the commercial aviation industry and to explore competitive advantage of an airline was good fun, whilst also rewarding in the study skills that were required. Similarly, the dissertation which looks at human factors in critical incidents arising from aviation accidents takes that same personal interest but analyses the learning points from that sector and explores what the prison service can benefit from this within its own operations. This seamless learning extends to the previous Foundation Degree which I frequently refer to including the module on ethics, cultural awareness and diversity where the strong principles I ascribe and have documented, are continually evaluated and applied to my work practice. It forms the basis of my mission statement for development as recommended by Covey (2004) where focussing who you want to be and what you want to do should be on the values you ascribe to each (p.106). I am currently exploring options for Higher Education such as a Masters Degree as well as qualifications in counselling. At this stage, I am unsure as to whether I should these at the earliest opportunity and continue the momentum of learning or have a year break in order to spend time focussing on my personal life which does need some attention. Whether I choose immediate and specific training at this time or not, I can develop and enhance the skills required for possible future roles in my current position utilising the training department, mentors and line management. All of these are part of my ongoing Professional Development Plan so I can maintain the motivation to keep personal and professional aspirations at the forefront of my future work. I am now certain that my further education will continue as will the depth and breadth of my career development. With the ongoing role in Drugs Support, a move back to Sex Offender Treatment later this year, together with the Senior Officer assessment in October and exploring accelerated promotion prospects in the prison service, I have much to keep me motivated and stimulated. These are key drivers for me as I have learnt in my four year journey and I can now realistically consider a managerial position and explore such options. The Honours Degree is regarded as a valuable qualification both for its relevant content to the Criminal Justice System and Business and Management but also symbolises the desire and commitment I have and have shown for continued self development. For me, this highlights how seamless the transition has been through the learning journey and that it will continue to be so. This awareness has made further education and career progression options less of a mountain to climb but a gentle path to enlightenment as some learned and revered man of faith probably once said. A helpful resource has proved to be www.CIPD.co.uk which I have accessed throughout my studies. This organisations definition of learning is a self-directed, work-based process leading to increased adaptive capacity. http://www.cipd.co.uk/hr-resources/factsheets/learning-talent-development-overview.aspx [Accessed 18 February 2011]. This highlights the importance of personal responsibility in using employer resources to develop an ever-widening scope for career development. Appendix VIII shows an extract which proved helpful in critically evaluating my development plan and ensured it was appropriate to my needs and abilities as well as offering value to the workplace. Conclusion: I regard my new Curriculum Vitae (Appendix IX) as a valid working document whereas I had considered my old one, prior to commencing Further Education, to be somewhat archaic, irrelevant and out of date. The core skills I have developed over the years and significant achievements are included which serve as a reminder that, just as I have now added the Honours Degree (final result permitting), more is to come. As I look over it now, the transition and learning process which has brought me to this point in my life now is clearly evident. I can see the journey of learning and experience I have been on and, with a renewed and positive view of myself and professional development potential, I will enjoy and apply myself to the opportunities that lie ahead. Appendices: I. Personal and Professional Development Plan II. Cycle of Change (Prochaska and Diclemente, 1982) III. Staff Performance and Development Record (SPDR) IV. Reflective Essay (Jan 2007) V. Study Skills Self Assessment VI. SWOT Analysis VII. Career Values Tool VIII. Extract from CIPD website IX. Curriculum Vitae X. Research and Employability Skills Appendix I Personal and Professional Development Plan Appendix II Cycle of Change (Prochaska and Diclemente, 1982) Appendix II The Cycle of Change: Prochatska and Diclamente (1982) This example is taken from the internet and the source is in the bibliography. The cycle of change has 6 phases and, for me, this diagram highlights well the areas at which I can lapse, particularly contemplation and, therefore am encouraged to maintain motivation. In pre-contemplation, the person does not see any problem in their current behaviours and has not considered there might be some better alternatives. In contemplation the person is ambivalent they are in two minds about what they want to do should they stay with their existing behaviours and attitudes or should they try changing to something new? It is this area which I need to be particularly on my guard to as not to lapse. In preparation, the person is taking steps to change usually in the next month or so. In action, they have made the change and living the new set of behaviours is an all-consuming activity. In maintenance, the change has been integrated into the persons life they are now more enterprising. Relapse is a full return to the old behaviour. This is not inevitable but is likely and should not be seen as failure. Often people will Relapse several times before they finally succeed in making a (more or less) permanent to a new set of behaviours. Appendix III. Staff Performance and Development Record (SPDR) Appendix IV. Extract From My First Reflective Essay (Jan 2007) Extract From My First Reflective Essay (Jan 2007) My earliest employment from leaving school was within the travel industry. From the outset, I sought to improve my practical skills base and enjoyed the challenge of meeting the needs of customers, budgetary targets, training of staff, problem solving, through to the opening and management of a travel agency branch several years later. Apart from the GCSE qualifications gained at school, any further academic or professional learning has been gained whilst in employment. Copies of certificates attained, both school and work based can be found in the appendix. The skills and achievements I have attained in my personal life are equally transferrable to my work life. For example, as Chairman of a genealogical society for several years and public speaking engagements both serve as reminders that I have organisational, research and presentation abilities which I can and should be utilising and developing along my career path. I have had no formal management training, yet gained significant supervisory experience through showing aptitude and dedication to task, client base and personnel. It is important for me to demonstrate, through the Foundation Degree and subsequent training that I can learn management and personal development skills, but also show I am able to apply this learning in my work and personal life. At the same time, I need to focus on a specific career path which includes, in the first instance, promotion to Senior Officer. The next logical progression will, therefore, be to apply for and undertake the senior Promotion Examination later this year. For this, I need to obtain details of the main job requirements for this role and, using my Line Manager as mentor and the training department as immediate point of reference, begin to research prison policy, security, management skills and training opportunities. Whilst I have considered undertaking this before, I am now feeling positive and motivated to succeed in this not only from a practical, self-development perspective but also the pride and sense of achievement this will bring. On successful completion of this examination, I can seek to specialise in either offender rehabilitation or staff training which I would relish. This draws together the range of experience and interests I have enjoyed over successive years and keeps me, first and foremost, actively engaged in working for and alongside others. It is important for me to develop assertiveness skills and, whilst these have been improved upon over recent years, I am aware there is a continued need for development in this area. I need to be pro-active in my own learning, seeking opportunities and not over-relying on others to simply recognise my needs or opportunities and make recommendations. Part of this includes my need to develop and seek out management training and practice/demonstrate the skills I have. It is equally important for me to enlist the help of others in my development. My personal statement highlights how I can become too self-reliant when I perceive no one understands my needs or are genuinely interested in my development. Seeking a more collaborative approach to my learning will not only engender positive belief in myself and others, it will make the next stage of my career more rewarding, satisfying, creative and productive as well as opening up a wider range of opportunities in all areas of my life. The Study Skills Self-Assessment which I completed on 23 October 2007 (Appendix) highlighted three main employability skills I need to develop as: Improving own learning and performance Application of number (data collection and interpretation) Information and technology proficiency Alongside these, to develop, are my personal attributes of Self confidence Flexibility and adaptability Judgement In this self assessment I also reflected on my own specific weaknesses which include being too self-critical and not praising my own achievements enough which can affect my ability to be objective about my performance. I have a strong underpinning need to defend others and leap to their rescue which I have come to see as a hindrance to my own development and of those I seek to help. This is a particularly important area for me to address as future management roles will require me to allow others to take their own personal responsibility and only offer guidance as appropriate. This rescuer style I have is schema-related and I will write a piece for my portfolio on schema theory and how this applies to me. Beck, 1967 described a schema as ..a cognitive structure for screening, coding, and evaluating the stimuli that impinge  on the organism. In short, schemas are the filters or core beliefs we have about ourselves or the world around us and, thereby, how we interpret different situat ions in our lives. The nature of the work I do in offender rehabilitation requires me to undertake regular de-briefing, supervision, yearly health reviews and bi-monthly counselling. This, together with schema theory and other therapy models I use with prisoners, which I have also applied to myself, means I spend a lot of time being introspective and sharing this with colleagues. Add to this, the personal development elements of the Foundation Degree, means I need to be mindful of balancing this wealth of introspection with practical steps for a successful future. One of the handouts for self-appraisal from this course has helped me consider what can get in the way of things I want to do. These include poor time management and a lack of structure and balance in and between my work, study and private life. This is important as I can become frustrated by unnecessary last minute attempts to meet deadlines. By having a clear coherent plan I can plan my work and life more effectively and, this alone gives me a sense of excitement and motivation. Appendix V. Study Skills Self Assessment Dowson, Paul., (2004) Study Skills Self Assessment, Leeds Metropolitan University Appendix VI. SWOT Analysis Appendix VII Career Values Tool Report Appendix VIII. Extract from www.CIPD.co.uk {Accessed 18 February 2011) Possible benefits of development planning Relevant learning and development is more likely to happen in practice when you are goal directed. Learning that is planned is more efficient. Unanticipated learning opportunities are more likely to come to your attention when you are prepared for them. The choices of learning methods are more likely to be appropriate following completion of a development plan and their use can be designed and managed to provide a tailored fit with your needs and interests. Motivation and confidence in taking responsibility for ones own learning can be enhanced. Possible limitations of development planning The quality of a completed development plan can suffer without timely and relevant diagnostic information from others. The creation of a valid and useable plan is particularly difficult to achieve without the active support and agreement of others who are relevant to you in your current role. The successful implementation of even a well-crafted plan is not guaranteed without continuing support and challenge from others. Operating hints Ensure that there is ready access to relevant and valid diagnostic data in the identification of learning needs. Ensure t

Tuesday, November 12, 2019

Detective stories have been very popular from the mid 1900’s Essay

The victim in ‘The Speckled Band’ was Helen Stoner and the victim in ‘The Gatewood Caper’ was Audrey, even though she kidnapped herself. Both the victims in the two stories were women and they had a problem with their fathers. Audrey’s grudge was mainly due to the loss of her mother. Both of their fathers had towering figures for example Harvey Gatewood is described as: â€Å"He was a big bruiser of a man, something over 200 pounds of hard red flesh and a czar from the top of his bullet to the toes of his shoes† From this description we can see why Audrey had problems with her father, like when he lost his temper what could Audrey do with a man with that physique this also applied to Helen Stoner as Dr Roylott had the same temperament and physique. However, Dr Roylott was a stepfather. Ms Stoner was completely innocent unlike Audrey who took the law into her own hands instead of seeking help which Ms Stoner did. Ms Stoner was the more traditional as she was helpless and frightened of her father unlike Audrey was who kidnapped herself trying to hurt her father and from victim she turned to villain. The villain in ‘The Speckled Band’ was Dr Roylott and the villain in ‘The Gatewood Caper’ was Audrey, as well as being the victim. Both of the villains were cunning and smart and they both had motives, but Dr Roylott was the more traditional as he was mean and aggressive. Dr Roylott also had a criminal history as Helen Stoner tells us: â€Å"He beat his native butler to death, and narrowly escaped a capital sentence. † Audrey wanted to hurt her father mentally and financially and had an accomplice, which wasn’t traditional as the villain should be alone. The ingredients required to be a villain are present in Dr Roylott and in Audrey as both had quarrels, but unlike Dr Roylott, Audrey didn’t commit an evil crime. Audrey just ran away from home because she was sick of being tied to her father Harvey Gatewood. She fooled everyone by claiming to have been kidnapped because she wanted revenge on her father by getting his money, but there was no real harm done. The villain, Dr Roylott in ‘The Speckled Band’ also added to my enjoyment of the story. Whenever his huge towering figure would arrive in the story I would get so tense and eager because I was worried that his actions would be fatal. This feeling made me feel as though I was inside the story. You couldn’t even identify who the victim and villain was in ‘The Gatewood Caper’ let alone feeling you were a part of the story and there wasn’t enough background information which would make it easy to understand. Both the settings in the stories were good and added to the enjoyment of the story. ‘The Gatewood Caper’ was set in the city in a rich area. However, ‘The Speckled Band’ setting was more isolated and mysterious and was more eerie as it was set in the countryside in a big mansion which for me is more traditional. The fact that there were gypsies and animals in the set made the story more enjoyable to read. The setting also added to my enjoyment of the story mostly because of the extras like the baboon, cheetah and gypsies which made the setting like an extra character in the story. The whole creepy and unusual feeling about Stoke Moran funnily made the setting more pleasant for me to read. The setting of ‘The Gatewood Caper’ was good, but it didn’t get me involved with the plot. Both stories followed my anticipation of a classic detective story structure. ‘The Speckled Band’ and ‘The Gatewood Caper’ had the crime being described at the beginning of the story. The story started with the report of the crime. But in ‘The Speckled Band’ I didn’t discover the problem straight away; I was made to wait for a while which built up suspense, as I was eager to discover the crime. Both stories had a period of uncertainty in the middle of the story where the investigation was proceeding and the detective began to gather evidence. In this section the main similarity between the two stories was the fact that the detective in each story had already solved the crime, but me, being the reader was made to wait until the end of the story to discover the outcome. Both stories also had a period where the case was solved and explained by the detective at the end. The main difference in the structure of the story between the two stories was the fact that unlike ‘The Speckled Band’ the criminals in ‘The Gatewood Caper’ were not punished at the end of the story. I also found the structure of ‘The Gatewood Caper’ hard to follow and confusing at times. Therefore I have chosen ‘The Speckled Band’s structure as being the more classic detective structure. The style of writing in ‘The Speckled Band’ was very detailed, well described and precise. But it moved slowly which led to building up suspense holding my interest. The language was very different, but both were formal and the vocabulary used was of early 1900’s. ‘The Speckled Band’ had been written in Standard English unlike the ‘The Gatewood Caper’ which was written in American English. ‘The Gatewood Caper’s style of writing was less detailed, but it moved fast and got to the point quicker than ‘The Speckled Band’. Because it moved fast it built up the suspense much quicker, but it wasn’t that effective for me. The language was very different from ‘The Speckled Band’ as it was more modern and used vocabulary from the era we are in now. Overall ‘The Speckled Band’s style of writing was more like a classic detectives style of writing. ‘The Gatewood Caper’ moved and started faster and tended to get to the point quicker, which is the style in which writers like to write these days. ‘The Gatewood Caper’ was more modern as well as there wouldn’t have been a shopping mall in the time of Sherlock Holmes and there were not many agencies in traditional detective stories. The themes raised by ‘The Speckled Band’ were exactly what I had expected for a traditional detective story. The themes of a classic detective story were very straightforward and ‘The Speckled Band’ raised all these themes. For instance crime doesn’t pay. Dr Roylott didn’t fulfil his evil motive by killing Helen Stoner. Good beats evil; Sherlock Holmes was able to unravel the evil truth behind the death of Julia Stoner. The themes raised by ‘The Gatewood Caper’ were exactly what I didn’t expect. Because good and evil were not easy to spot as the themes were not what they seemed and the whole truth doesn’t come out. It didn’t seem that Audrey got punished and the whole thing was a waste of police time as the only thing which was solved was a family problem. The morals of the story were quite different from what I expected as running away doesn’t solve problems is not a theme I would expect in a detective story. The theme raised by ‘The Speckled Band’ was another reason that made the story more enjoyable to read. The theme raised by ‘The Speckled Band’ was very common to most detective stories. In normal detective stories you may discover the theme that the guilty are punished after villains are sent to jail, this theme is discovered after a very normal and unimaginative event. But in ‘The Speckled Band’ this theme was demonstrated after a venomous snake had killed the villain, Dr Roylott, in mysterious circumstances. The way the themes were discovered added to the excitement of the story. Both stories had the same issue of the troubles in relationship between father and daughter. In ‘The Speckled Band’ Dr Roylott was more violent and bad tempered and even though he was their stepfather he was practically all the girls had. To save his money he killed Julia and attempted to kill Helen. On the other hand in ‘The Gatewood Caper’ the relationship between father and daughter was less violent as Audrey looked for attention. A classic detective story would have the more violent storyline of ‘The Speckled Band’ as it is more explosive. This relationship issue made Dr Roylott more of a feared character and this induced more tension, which a classic detective story would want. In every category ‘The Speckled Band’ obeyed the rules applied to a classic detective story. The themes raised by ‘The Speckled Band’ were identical to themes raised by a classical detective story. Like a traditional detective story ‘The Speckled Band’ identified the hero, villain, and victim very clearly and they were very simple to follow. ‘The Gatewood Caper’ was unable to do this even at the end of the story I was struggling to identify the villain and victim in the story, as there were two possibilities. For some people this is an enjoyment and they like reading this type of story, but for me I was lost in finding the villain or victim that I couldn’t understand the story. I personally preferred ‘The Speckled Band’ rather than ‘The Gatewood Caper’, and there are multiple reasons for this. I found the plot of ‘The Speckled Band’ extremely entertaining and that it was wrapped up at the end. This is because events such as the snake built up suspense which made me eager to read on. The plot events were enjoyable to read because it was easy to build up a picture from the description. There were far more dramatic events full of suspense and drama in ‘The Speckled Band’ rather than ‘The Gatewood Caper’ which had a lot less description. The main reasons I believe I personally preferred ‘The Speckled Band’ was better because the story had the ability to include interesting characters by using great description. It included many exciting events which built up suspense making me eager to read on and find out what happened. It also included puzzles and mysteries for me to solve during the story. All these factors fulfilled a description of a classic detective story. ‘The Speckled Band’ was like a classic detective story which is why I preferred this story to ‘The Gatewood Caper’ story. To what extent did ‘The Speckled Band’ and Gatewood Caper match the expectations of a traditional detective story ?

Sunday, November 10, 2019

Poetry comparison essay- ‘Poem’ and ‘Sonnet 19’ Essay

For my assignment I am going to compare two sonnets, written in early-mid 1590 and the second in 1990s, by popular poets William Shakespeare and Simon Armitage. I will be writing about their content, meaning, structure, style, rhyme pattern, persona, imagery, language and the tone set in each piece of writing and comparing how each characteristic is similar and different. In the early-mid 1590s, William Shakespeare wrote a sonnet, in his own style – Shakespearean – in the traditional context: love. It was vaguely called ‘Sonnet 19’, which suggests he is displaying that perhaps he was not completely connected, emotionally, with the sonnet. However, this fact could be contradicted in the way that all his sonnets were simply identified with a number, this particular one not being different. The sonnet itself is written as a persona; it is meant to be perceived as coming from a character, possibly from one of his plays? It is about the loved one of the persona, aging with time, and the narrator pleading to ‘devouring’ Time (time, in this case, being classed as a noun) that He shouldn’t age his loved one. In this sense, it is a traditional sonnet; it is about love. Consisting of fourteen lines, and a structure of an octane, followed by a quatrane and then a couplet; it is a typical Shakespearean sonnet. This poem has a rhyme scheme of ABAB, CDCD, EFEF for the first twelve lines of it, however for the final couplet; a simple GG is used instead. This rhyme scheme gives a rhythm to the sonnet, and creates a less drastic and eerie atmosphere when reading; because the rhythm is more bouncy that that of a poem without the use of direct, full rhyme. Also, the iambic pentameter present in the sonnet gives out a more flowing beat when reading the poem. It also makes the sonnet seem a little less dark and tense, as it releases ease for the readers. The ten syllables on each line are important to the poem, to increase flow and to possibly give the audience a little humor; whether or not this was purposeful we don’t know. But we do know Shakespeare mean to include ten syllables in each and every line of ‘Sonnet 19’. The first octane introducing the problem the persona is faced with: in this case the fear that the one he loves will be negatively affected by time. This tells the reader what the person the poem is directed from, is possibly quite shallow- due to the fact he pleads with ‘Devouring Time’ not to ‘carve with thy hours [his] love’s fair brow’. This means that he doesn’t want time to have an effect on his loved one’s appearance, which brings out a hint of arrogance from the ‘writer’. However, this point can be disregarded by the time the reader gets to the couplet at the conclusion of the text. The persona comes to the compromise that, even if time does eat away at his loved one, the beauty and youth will exist forever in his writing; ‘[his] love shall in [his] verse ever live young’. Referring back to the first eight lines of the sonnet, lots of imagery is used in the introduction. At first, the imagery creates slightly more stubborn and fierce images; as if the persona is ordering Time to not touch his loved one. However, on the ninth line, ‘O carve not with thy hours my love’s fair brow’ gives the reader the impression that the persona is suddenly changing his attitude, and possibly realising the harder sense that was given off in the first octane. It paints an image of him almost begging, given the ‘O’ put as the opening to the line softens his tone sufficiently to create an imagery that puts the persona in a much less dominant place. Imagery in the first octane includes more angry phases, as he is almost demanding an answer for Time’s cruelty to the Earth, and to people and animals. This is shown through lines such as, ‘[Time] plucks the keen teeth from the tiger’s jaws’. This is saying that Time makes a tiger age, and therefore be drawn to less youthful features; loss of teeth, sufficiently less strength etc. But instead of saying this, a harsh image of somebody ferociously pulling the set of a tiger’s teeth out is created to add the effect of anger which has overcome the persona. The text itself is about love- along with the majority of other traditional sonnets. However, the poem is believed to be addressed to a man, however this doesn’t indicate a homosexual relationship between the persona and the subject. It is believed that Shakespeare may have been gay, but it will never be known for sure and this is just one interpretation of his writing. The second sonnet I am going to compare is one of which by Simon Armitage and is called, yet again- vaguely, ‘Poem’. Already, a similarity is appearing between the two sonnets with just the name and the appearance of a poor connection between the poet and the actual piece of writing. The sonnet was written in the 1990’s and so will be much newer than that of Shakespeare’s, but there are in fact many similarities between the two, despite the time difference. Once again, the same structure has been used; first an octane, then a quatrane and a couplet to end with. The eight lines and the last two serve the same purpose as the ‘Sonnet 19’ does; to introduce, and the couplet to conclude. However, the quatrane between the two simply continues the first octane in more detail- introducing the situation. Within this structure, yet another pattern was used; speaking in three lines about a positive part of the situation then including one negative fact, before returning to a lighter tone for three more lines. Also, the iambic pentameter is also used in this sonnet- and was likely to be purposeful to lighten the mood slightly, maybe to enhance the slight use of humour in some parts of the poem. However, the rhyme scheme; ABAB CCCC DDDD and EE, also makes the text more rhythmic and upbeat. Although, because the rhymes are mainly just half-rhymes (not full ones) we can’t be sure that the rhyme scheme was purposeful, and if they were, whether they were purposefully just half. Half rhymes generally, if used in deliberate format, dampen any humour included in a piece. This is because rhymes usually make it easier to read and more happy, or upbeat, but when reading ‘Poem’, you get a sense that a deliberate darkening to the mood was put into the text. The actual poem itself is not about love, unlike ‘Sonnet 19’ and many other traditional poems; it is thought to be an obituary. It speaks about somebody’s life, and also as if this person has passed away, or been removed from society. This also adds to the eerie feel, yet speaks of his life with a slightly humorous side. The imagery created in the positive lines of the poem develops a happier phase in this person’s life in each stanza. Phrases such as, ‘he praised his wife for every meal she made’ give off an impression he was a very kind man, and that he was also family-orientated. It tells us he was appreciative of others- showing a kinder, softer side to him. However, the fourth line of each phase cuts out the happier tone and surprises the reader with the fact that he one punched his wife ‘in the face’ for laughing. This immediately develops a cold image of this man and the reader recognises that he had a dark side as well as a good one. It also makes him out to be a violent and possibly incontrollable man. The use of slang is present in this poem, joined by many other of Armitage’s pieces, in the way he uses the word ‘slippered’ when describing the way he punished his daughter for lying. This is not proper English and perhaps was deliberate to create a picture of this man being very common, down-to-earth and possibly just your everyday person. This constantly switching of imagery soon develops a balanced view in the reader’s mind; that perhaps this man represents any normal person- for having both good and bad inside us is in everybody’s mannerisms. In the final couplet of this sonnet- which also includes a half-rhyme, instead of full- Armitage concludes the poem, saying the man the first twelve lines painted of was considered to be normal, and when people ‘looked back’ at his time, their thoughts were ‘sometimes he did this, sometimes he did that’. This tells us that his moods changed, along with his attitude and that he did both good and bad in his time. The way the final couplet concludes is the same as Shakespeare’s finale; and they both end the poem in a generally lighter tone. I believe that the two sonnets compared in my coursework are very similar, despite the change in times. Poetry clearly will not differ over time, and the similarities between the two indicate that sonnets- if kept traditional- will always be very similar.

Friday, November 8, 2019

Free Essays on Causes Of Salem Witch Trials

The Causes of the Salem Witchcraft Trials Page 1 Introduction The Salem Witchcraft trials took place in a Puritan devoted community of Massachusetts in 1692. The trials resulted in the execution of nineteen men and women, and one man who was pressed to death with stones. The theories of what caused the accusations are numerous but I will attempt to explore a few of them. The most widely known theory is that misogyny, the prejudice of women, was to blame for the witchcraft trials. The Puritans were raised with strict religious views on morality and generally oppressed females based on their religious beliefs. Puritans believed that women were more at risk at becoming cohorts with the devil. Another possible explanation for the strange behavior is that is has a physiological origin. Ergotism is a disorder caused by ingesting contaminated grains of rye or other grasses. Symptoms of ergotism include vomiting, hallucinations, and a burning sensation in the extremities, Volk, T. (1999). The accounts of the girls’ behavior suggest the possibility of ergot poisoning. Another physiological theory is that the girls were suffering from encephalitis lethargica. Some of the symptoms of this form of encephalitis include double vision, abnormal eye movements, and behavioral changes including psychosis, Wikipedia Encyclopedia. Many historians also believe that quarrels among the families were a major cause of the disturbing events that occurred in Salem Village. The town was divided into two Page 2 prominent factions; each of which wanted a different leader of the church. There were also many disputes over land between members of the Village and members of the Town. It is possible that members of these families used the trials and accusations as a mean to gain the land of their enemies. The last theory that I am going to look into is psychological in origin. There are two possibilities that fall under the category of psychological: ma... Free Essays on Causes Of Salem Witch Trials Free Essays on Causes Of Salem Witch Trials The Causes of the Salem Witchcraft Trials Page 1 Introduction The Salem Witchcraft trials took place in a Puritan devoted community of Massachusetts in 1692. The trials resulted in the execution of nineteen men and women, and one man who was pressed to death with stones. The theories of what caused the accusations are numerous but I will attempt to explore a few of them. The most widely known theory is that misogyny, the prejudice of women, was to blame for the witchcraft trials. The Puritans were raised with strict religious views on morality and generally oppressed females based on their religious beliefs. Puritans believed that women were more at risk at becoming cohorts with the devil. Another possible explanation for the strange behavior is that is has a physiological origin. Ergotism is a disorder caused by ingesting contaminated grains of rye or other grasses. Symptoms of ergotism include vomiting, hallucinations, and a burning sensation in the extremities, Volk, T. (1999). The accounts of the girls’ behavior suggest the possibility of ergot poisoning. Another physiological theory is that the girls were suffering from encephalitis lethargica. Some of the symptoms of this form of encephalitis include double vision, abnormal eye movements, and behavioral changes including psychosis, Wikipedia Encyclopedia. Many historians also believe that quarrels among the families were a major cause of the disturbing events that occurred in Salem Village. The town was divided into two Page 2 prominent factions; each of which wanted a different leader of the church. There were also many disputes over land between members of the Village and members of the Town. It is possible that members of these families used the trials and accusations as a mean to gain the land of their enemies. The last theory that I am going to look into is psychological in origin. There are two possibilities that fall under the category of psychological: ma...

Wednesday, November 6, 2019

The Funny Thing Of The U.S.president Example

The Funny Thing Of The U.S.president Example The Funny Thing Of The U.S.president – Coursework Example The funny thing of the U.S.president The United of America has been served by a total of 44 presidents since the 18th century. All U. S presidents serve the country in a principal workplace and official residence called the white House. White House is located in Washington; D.C at 1600 Pennsylvania Avenue NW. However, President Barack Obama has served the United State since January 20, 2009. He was inaugurated as the second President to serve the United State in the 21st century and as the 44th President since the 18th century. Barack Obama was a son to a black Kenyan father and a white American mother and grew up in Hawii. He attended a college, and earned degrees from Harvard Law School and Columbia University. In 1992 he married â€Å"Michelle La Vaughn Robinson and in 1996 he started his career (Kurtzman).President Barack Obama has a number of qualities that makes him very amusing especially when making his speech. Most of these ridiculous qualities have been identified by the p olitical humour website. For instance, during the White House correspondents’ dinner in 2013, he made a speech that everyone found being very witty and funny. He said that it was a fact for him to respect the press and that he recognized the difference between their job and his. He said that his job was to be the president while the job of the press was to keep him humble (Kurtzman).Another ridiculous quote that Obama made was in Washington, D.C in 2010 during the Tea Part’s Tax Day protest. He said that there was a communist living in the great White House; a statement that left everyone holding their ribs (Kurtzman). However, the political humour website offer Obama’s funny photos, pics, late-night jokes, and political cartoons. The political cartoons make fun of the latest political issues encountered by president Obama and his entire administration. The funniest things that the U.S presidents do are important to the citizens in the sense that they make citiz ens remember them for the funny things they did more than what they did as groundbreaking things. Indeed, the former George W. Bush and the current president will also be remember, especially during the Happy Presidents Day, for their ridiculous actions. Work CitedKurtzman, Daniel. Happy Star Wars Day! May the Fourth Be With You! Political Humor, 2014. Web. 5 May. 2014.

Sunday, November 3, 2019

The Interactionist View of Crime Essay Example | Topics and Well Written Essays - 250 words - 3

The Interactionist View of Crime - Essay Example The Interactionist view of crime explains delinquent gang behavior in a very elaborate way because it is according to this view that laws banning murder, rapes, and robbery have political undertones. This view of crime states that reality does not exist and therefore crimes are termed either as good or evil. The best example for this view of crime is people viewing some films while others cannot because they think they are not appropriate. Many people refer to criminals condemned under this view of crime as outcasts because they went against the social consensus and norms. All the three perspective views have good points but I think I would go for the conflict view of crime to explain delinquent behavior because I is important to acknowledge the differences between the lower classes compared to the upper class and this is the only perspective that can truly address the problem at hand (Siegel, 2006). First track can help reduce crime from all over the world because short-term effects of crime vary depending on age, sex and culture. Both boys and girls react differently towards crime the same way they handle breakups and heartbreaks. In Belmont for example, adolescents learn how to use guns fast because some are required to do so by their parents for the purposes of self-defense and security just like fast track would help them reduce crime as mentorship from their parents. It is without doubt that crime has spoilt adolescents and the image has stuck in the minds of many people living in America and I believe that fast track can help reduce crime if not fully eradicating it. Crime has seen many people lose their lives from gunshots and fights. According to Nicholas, a researcher who emphasizes more on the use of fast track to reduce crime, many young youths end up in crime due to lack of money and the only way they make quick money is through robbery, selling drugs and engaging in street fights, which relate to violence (Siegel, 2006). The role played by violence in the lives of adolescents in South Bronx is nothing but spoiling them and sending them to grave at an early age.

Friday, November 1, 2019

Bottled water Economics research Paper Example | Topics and Well Written Essays - 5000 words

Bottled water Economics - Research Paper Example The opportunity cost, is the cost foregone as a result of choosing a given alternative, it is the actual value of the next best alternative that was forgone in the process of making a decision about the current business or investment. Opportunity cost, also referred to as economic opportunity loss is a term derived from Keynesian theory which implies a choice between different options which yield mutually exclusive results, this means that you can only choose one and forgo the other option. It explains the relationship between scarcity and choice and is applied in many areas where financial and monetary decisions are made. For example, the opportunity cost investing in a bottled water company will be the cost foregone in investing the money elsewhere (other business ventures if this was the next best alternative) or the interest lost if that money was left in the bank to accrue interest(if this was the next best alternative). Opportunity cost is evaluated in terms of money, time, mat erial and anything of value. for example someone may decide to go for holiday in Africa and forgo staying in his house and improve it, another may prefer to choose to watch one program and forgo another if the occur at the same time and the person doesn’t have the means of recording the other program.The evaluation of opportunity cost is based on several factors, first is the monetary value of the next best alternative that was foregone. ... If the opportunity cost is higher then the risk should be taken, in this case, for the bottling water company the environmental risk is damage to environment due to plastic bottles, however the opportunity cost is higher than the total damage and hence environmental consideration cannot prevent the starting of this business, furthermore, money, less than the opportunity cost can be dedicated into research on biodegradable plastics. Demand Demand can be defined as the ability or wiliness of consumers to purchase goods and services at a given price within a given time frame. The demand graph or the demand schedule is a graphical representation of the effect of price on demand of goods and services holding all other factors constant, if the price of a commodity e.g. bottled water go up, then the demand for it will reduce and vice versa, the graph below illustrates this Figure 1 showing the demand schedule The law of demand states that increase in price of commodities causes corresponding decrease in the quantity demanded. Decrease in price results to an increase in quantity demanded for a given product provided other factors remain constant. Supply These represent the quantity of goods and services that a given producer or manufacturer is willing to bring to the market at a given price. Supply of commodities is greatly influenced by price of the commodity and other factors. The law of supply states that the quantity supplied increases as the price of the product increases holding all other factors constant. This is because the suppliers are able to get a higher profit margin. Figure 2 showing the supply schedule