Analysis Of The Poem Three Quatrains By Faiz Ahmed...

When one thinks about the country India the first thing that will come to their mind is their rich, colorful clothes and animals that are part of their culture. Most do not think of the literature in India, and how life is incorporated into their writing. A common theme throughout Indian literature is life, and literary elements were used to reveal themes throughout their writing. A theme of pain in the narrator s life was explained more to the reader through the use of personification, repetition, and irony. These literary elements make the narrator s pain become more prominent and have more of an impact on the reader. Personification appeared often throughout Faiz Ahmed Faiz’s poems. The use of personification throughout his poems†¦show more content†¦By using repetition it adds more meaning to how the narrator is feeling. There are places that have sentimental value to the narrator, and the reader can see this through repetition. â€Å"[G]ate is still open† and â€Å"no gate opens† the reader can tell that gates are have an important meaning to the narrator since they are repeated (Faiz 551-552). Also since the gate is repeated in a positive and a negative way, the reader can see the connection the narrator has with feeling pain and the gates. The relationship the narrator has can be explained through repetition. The pain is greater than the relationship, â€Å"this night is the tree of pain, greater than you or me,† and, â€Å"this night, the tree of pain, vaster than you or me† ( Faiz 552). Since the narrator refers to the, â€Å"night, the tree of p ain†, could mean that the narrator has levels and parts of pain that are like branches of a tree. It also reveals what causes pain for the narrator. â€Å"My tormenter, my love, be near me† shows the reader the narrator had loved someone, but they left the narrator (Faiz 553-554). The pain will not be perfectly gone unless the person the narrator loves is with him. Along with personification and repetition the author used irony to show the theme of pain in the narrator. Along with Faiz Ahmed Faiz using personification and repetition throughout his poems, he also used irony. Irony is normally used in a

The Torture of Terrorists Violates the Bill of Rights Essay

The Founding Fathers demanded that the Bill of Rights be added to the Constitution, immediately after the federal government was created. They did this because they were aware that a federal government could end up arresting, imprisoning, torturing, and killing people for trumped up reasons (ABC News). They did this to maintain freedom and ensure that all individuals were treated equally by preventing a future, tyrannical regime. What they feared would happen, is happening today and the principles of a free society are being compromised. Even though the use of torture is banned by the Eighth Amendment to the U.S. Constitution, banned by the 1948 Universal Declaration of Human Rights, and the 1977 American Convention on Human Rights,†¦show more content†¦Ã¢â‚¬Å"Torture is ineffective as a means of extracting reliable information, and likely leads to faulty intelligence. Torture has long-term negative consequences for the mental health of both survivors and perpetrators of torture. The use of torture has far-reaching consequences for American citizens: it damages the reputation of the United States, creates hostility towards our troops, provides a pretext for cruelty against U.S. soldiers and citizens, places the U.S. in the company of some of the most oppressive regimes in the world, and undermines the credibility of the United States when it argues for international human rights.† (SPSSI) Consequently, President Obama influenced The War on Terror when he banned all use of torture as soon as he came to power in 2009. The War on Terror allows the government to use the term ‘unlawful enemy combatant’ to describe individuals who wage a war without wearing uniforms of any nation. 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Asian Management Ownership - Networking and Management

Question: Describe the aspects of Ownership, Networking, and Management in the Indian Business System. Answer Introduction Over the past few years, different aspects of the business including the ownership, networking and management have created huge impacts on the Indian trading system. The prime forms of the ownership involve the professional, entrepreneurial businesses, public sectors, international companies, cooperatives and the non-government organizations (NGOs) (Gedajlovic et al. 2012). Moreover, it includes the family trading and interlinked family business groups. Since 1990, the government had launched the major divestment programs. Consequently, it has reduced the emphasis on the particular public sectors (Budhwar et al. 2013). However, after launching the divest program, the emphasis on the public-private partnership has been enhanced in an efficient manner. During that period, most of the entrepreneurial firms have been formed with the facilitation of the co-founding professional partners. For forming the entrepreneurial firms, professional partners have utilized the venture capital and oth er resources of funding. On the other hand, it has been seen that over the past decades, many foreign companies have invested adequate financial resources in India utilizing the joint venture and new investment and acquisition. Besides this, the family businesses are also increasing in the Indian market and most of the family businesses have been following the ownership structure. By analyzing the business report, it can be assessed that in 1990, there was an average of 18 businesses among the top 50 business houses including Tata Group (Garengo, Patrizia and Milind 2014). Hence, it can be assessed that over the years, the process of ownership has been changed in an effectual manner. In the Indian business system, there is a huge impact on the network. The particular business system is defined by the reliance on horizontal networks as well as the vertical networks. The vertical networks indicate the close and long-standing inter-firm relational contacts between consumers and suppliers. Due to the linkage of large component suppliers with the large automotive firms, the automotive industry exemplifies. For instance, in the 1950s, many indigenous automotive firms had been formed through a particular policy framework following the requirement of the local content prerequisites (Jayaram et al. 2014). It indeed encouraged the vertical disintegration. The renowned car selling company Maruti was formed in 1982 through a joint venture between the Government of India and Suzuki of Japan. However, the particular company needed to follow a particular business framework stating the requirements of the local Indian components. Aside from this, the comparative advantages of In dia are leading the value-added services and designs. It indicates the higher potentiality of the growth in a structural manner. The business management style in India is structural. By analyzing the history of the Indian business, it can be assessed that the particular country believes in the hierarchical society. Consequently, it should have some impacts on management style in the business. The managers position demands some roles for executing the business in an efficient manner. Most of the businesses in India follows either participative or the autocratic management style (Budhwar et al. 2013). Most of the multinational organizations have been showing adequate interest in establishing the business in India due to its diverse workforce culture at the workplace. Hence, it can be assessed that the effective management style indeed facilitates the Indian businesses in experiencing the enormous growth within the certain timeline. References: Budhwar, Pawan S., and Yaw A. Debrah, eds.Human resource management in developing countries. Routledge, 2013. Garengo, Patrizia, and Milind Kumar Sharma. "Performance measurement system contingency factors: a cross analysis of Italian and Indian SMEs."Production Planning Control25, no. 3 (2014): 220-240 Gedajlovic, Eric, Michael Carney, James J. Chrisman, and Franz W. Kellermanns. "The adolescence of family firm research taking stock and planning for the future."Journal of Management38, no. 4 (2012): 1010-1037 Jayaram, Jayanth, Mita Dixit, and Jaideep Motwani. "Supply chain management capability of small and medium sized family businesses in India: A multiple case study approach."International Journal of Production Economics147 (2014): 472-485.

Literary Devices in Declaration of Independence free essay sample

In the Declaration of Independence Thomas Jefferson established his position as one of the many persons who wanted to dissolve their bonds with Britain in order to looked for their Independence; they could found a new country based in their ideals in which every person could express one’s point of view, so everyone would be equal in the eyes of the new government. His ideas of independency are incorporate in every paragraph of the Declaration, for visualize what are his thoughts and feelings about his and the colonist people’s situation. For example, the â€Å"establishment of an absolute tyranny over these states† (p. 1 para. 2) led to a large list of complaints against the king of Great Britain, which demonstrates the anger and desperation of the people interpreted by Jefferson words. In the Preamble, Jefferson appeal to Ethos so as to explain that is necessary to people to dissolve their bonds with British and say why of this action, so they would be free. We will write a custom essay sample on Literary Devices in Declaration of Independence or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He used positive connotation words to elevate the confidence of the country, so they could assume the future responsibility of fight for their land. In â€Å"nature’s God entitled them† (p. 1 para. 1) Jefferson emphasize religion, which was in that moment what people put their hope in, as an emotional push, so they would â€Å"assume among the powers of the earth† (p. 1 para. 1). Moreover in the Declaration, based in logos, Jefferson intensify the creation of the new government that has the duty of protect all men’s unalienable right. The use of anaphora is notable during this paragraph like the word â€Å"that†, to summarize the â€Å"truths† of â€Å"that all men are created equal† (p. 1 para.2) giving as a result the use of allusion in words like â€Å"human rights, God laws of nature and founding fathers†. In this, logos is used as cause and effect, so it indicates what people should do if their government doesn’t work as it should be â€Å"whenever any form of government becomes destructive†¦ it is right to people†¦ to abolish it† (p. 1 para. 2), in order to effect â€Å"their safety and happiness†. Furthermore, a list of complaints against the king is presented with a indignant, angry and disliking tone which show the injustices that provoke this Declaration. The use of diction accentuates the anger and the fear of exhausting â€Å"history of repeated injuries and usurpations† (p. 1 para 2) such as the word of death mention in â€Å"the mercenaries to complete the works of death† (p. 2 para 19). This can cause an effect of passionate anger in people’s attitude remembering their hostile live with Britain now that they already have and actively mind for freedom. Finally in the criticism of the British people and the conclusion of the Declaration of Independence, Jefferson use ethos to exalt the fury of the colonist people and the hope of their future government lead it by them. As the previous paragraphs written by Jefferson, he use parallelism with the word â€Å"we† that stand for all the people were angered with the British people because the British never helped them, â€Å"We been wanting in attention to our British brethren† (p. 3 para. 3). Consequently, in the conclusion, Jefferson use strong ethos to establish that â€Å"they are absolved from all allegiance to the British Crown† (p. 3 para. 4),and they were now a â€Å"free and independent states†. References Gerber, Scott Douglas. To Secure These Rights: The Declaration of Independence and Constitutional Interpretation. NYU Press, 1996. Cuddon, John Anthony. Dictionary of literary terms and literary theory. John Wiley Sons, 2012. Becker, Carl Lotus. The Declaration of Independence: A study in the history of political ideas. Vol. 60. Harcourt, Brace, 1922. Wills, Garry. Inventing America: Jeffersons declaration of independence. Houghton Mifflin Harcourt, 2002. Momaday, N. Scott. House made of dawn. Harper Perennial, 1999. Jameson, Fredric. Third-world literature in the era of multinational capitalism. Social text 15 (1986): 65-88. Medvedev, P. N., and M. M. Bakhtin. The Formal Method in Literary Scholarship: A Critical Introduction to Sociological Poetics (1928). Cambridge, MA.: Harvard UP (1985).

Free Essays on Bertolt Brecht And The Caucasian Chalk Circle

Bertolt Brecht and The Caucasian Chalk Circle Bertolt Brecht was one of the most prominent figures in theatre during the twentieth century. A German poet, playwright, and theatrical reformer, Brecht was born in Ausburg in 1898, and died in East Berlin in 1956. Throughout his lifetime, Brecht contributed an impressive body of work, including four volumes of prose and short stories, three volumes of poetry, seven volumes of plays, two volumes of scripts and scenarios, three volumes of essays on theatre, two volumes of essays on literature and art, and one volume of essays on politics and society. Some of his best known works are Baal, Man is Man, The Threepenny Opera, Mother Courage and Her Children, The Good Woman of Setzuan, The Caucasian Chalk Circle, and Galileo. One of Brecht’s greatest contributions to theatre was a technique known as the alienation effect, designed to encourage the audience to detach themselves emotionally from the play. He encouraged his audience members to think rather than feel, or become t oo involved in the story. Brecht developed a form of drama known as epic theatre, in which the ideas or lessons are important, and are the reason for telling the story. Brecht was a socialist, and his political views are evident in most of his work. He used his work as a forum to address the political issues and the current events of his day. He staunchly opposed Nazi rule of Germany, and fled the country in 1933. He lived in the United States from 1941 until 1947, and it was during this time that he wrote The Caucasian Chalk Circle (Stern vii). Brecht had always allowed himself to be influenced by a variety of sources including, but not limited to, the theatres of Japan, India, and China, as well as Greek tragedy, fair-ground entertainments, and the Elizabethans (Bertolt paragraph 2). Brecht borrowed from many sources for The Caucasian Chalk Circle. The story is loosely based on an ancient Chinese leg... Free Essays on Bertolt Brecht And The Caucasian Chalk Circle Free Essays on Bertolt Brecht And The Caucasian Chalk Circle Bertolt Brecht and The Caucasian Chalk Circle Bertolt Brecht was one of the most prominent figures in theatre during the twentieth century. A German poet, playwright, and theatrical reformer, Brecht was born in Ausburg in 1898, and died in East Berlin in 1956. Throughout his lifetime, Brecht contributed an impressive body of work, including four volumes of prose and short stories, three volumes of poetry, seven volumes of plays, two volumes of scripts and scenarios, three volumes of essays on theatre, two volumes of essays on literature and art, and one volume of essays on politics and society. Some of his best known works are Baal, Man is Man, The Threepenny Opera, Mother Courage and Her Children, The Good Woman of Setzuan, The Caucasian Chalk Circle, and Galileo. One of Brecht’s greatest contributions to theatre was a technique known as the alienation effect, designed to encourage the audience to detach themselves emotionally from the play. He encouraged his audience members to think rather than feel, or become t oo involved in the story. Brecht developed a form of drama known as epic theatre, in which the ideas or lessons are important, and are the reason for telling the story. Brecht was a socialist, and his political views are evident in most of his work. He used his work as a forum to address the political issues and the current events of his day. He staunchly opposed Nazi rule of Germany, and fled the country in 1933. He lived in the United States from 1941 until 1947, and it was during this time that he wrote The Caucasian Chalk Circle (Stern vii). Brecht had always allowed himself to be influenced by a variety of sources including, but not limited to, the theatres of Japan, India, and China, as well as Greek tragedy, fair-ground entertainments, and the Elizabethans (Bertolt paragraph 2). Brecht borrowed from many sources for The Caucasian Chalk Circle. The story is loosely based on an ancient Chinese leg...

First Battle of the Marne in World War I

First Battle of the Marne in World War I The First Battle of the Marne was fought September 6-12, 1914, during World War I (1914-1918) and marked the limit of Germanys initial advance into France. Having implemented the Schlieffen Plan at the wars outset, German forces swung through Belgium and into France from north. Though pushing back French and British forces, a gap opened between two armies on the German right wing. Exploiting this, the Allies attacked into the gap and threatened to encircle the German First and Second Armies. This forced the Germans to halt their advance and retreat behind the Aisne River. Dubbed the Miracle of the Marne, the battle saved Paris, ended German hopes of a quick victory in the west, and touched off the Race to the Sea which would create the front that would largely hold for the next four years. Fast Facts: First Battle of the Marne Conflict: World War I (1914-1918)Dates: September 6-12, 1914Armies Commanders:GermanyChief of Staff Helmuth von Moltkeapprox. 1,485,000 men (August)AlliesGeneral Joseph JoffreField Marshal Sir John French1,071,000 menCasualties:Allies: France - 80,000 killed, 170,000 wounded, Britain - 1,700 killed, 11,300 woundedGermany: 67,700 killed, 182,300 wounded Background With the outbreak of World War I, Germany began implementation of the Schlieffen Plan. This called for the bulk of their forces to assemble in the west while only a small holding force remained in the east. The goal of the plan was to quickly defeat France before the Russians could fully mobilize their forces. With France defeated, Germany would be free to focus their attention to the east. Devised earlier, the plan was altered slightly in 1906 by Chief of the General Staff, Helmuth von Moltke, who weakened the critical right wing to reinforce Alsace, Lorraine, and the Eastern Front (Map). Chief of the German General Staff Helmuth von Moltke. With the outbreak of World War I, the Germans implemented the plan which called for violating the neutrality of Luxembourg and Belgium in order to strike France from the north (Map). Pushing through Belgium, the Germans were slowed by stubborn resistance which allowed the French and arriving British Expeditionary Force to form a defensive line. Driving south, the Germans inflicted defeats on the Allies along the Sambre at the Battles of Charleroi and Mons. Fighting a series of holding actions, French forces, led by commander-in-chief General Joseph Joffre, fell back to a new position behind the Marne with the goal of holding Paris. Angered by the French proclivity for retreating without informing him, the commander of the BEF, Field Marshal Sir John French, wished to pull the BEF back towards the coast but was convinced to stay at the front by War Secretary Horatio H. Kitchener. On the other side, the Schlieffen Plan continued to proceed, however, Moltke was increasingly losing control of his forces, most notably the key First and Second Armies. Marshal Joseph Joffre. Photograph Source: Public Domain Commanded by Generals Alexander von Kluck and Karl von Bà ¼low respectively, these armies formed the extreme right wing of the German advance and were tasked with sweeping to the west of Paris to encircle Allied forces. Instead, seeking to immediately envelop the retreating French forces, Kluck and Bà ¼low wheeled their armies to the southeast to pass to the east of Paris. In doing so, they exposed the right flank of the German advance to attack. Becoming aware of this tactical error on September 3, Joffre began making plans for a counter-offensive the next day. Moving to Battle To aid this effort, Joffre was able to bring General Michel-Joseph Maunourys newly-formed Sixth Army into line northeast of Paris and to the west of the BEF. Using these two forces, he planned to attack on September 6. On September 5, Kluck learned of the approaching enemy and began to wheel his First Army west to meet the threat posed by Sixth Army. In the resulting Battle of the Ourcq, Klucks men were able to put the French on the defensive. While the fighting prevented the Sixth Army from attacking the next day, it did open a 30-mile gap between the First and Second German Armies (Map). Into the Gap Utilizing the new technology of aviation, Allied reconnaissance planes quickly spotted this gap and reported it to Joffre. Quickly moving to exploit the opportunity, Joffre ordered General Franchet dEspà ©reys French Fifth Army and the BEF into the gap. As these forces moved to isolate the German First Army, Kluck continued his attacks against Maunoury. Composed largely of reserve divisions, the Sixth Army came close to breaking but was reinforced by troops brought from Paris by taxicab on September 7. On September 8, the aggressive dEspà ©rey launched a large-scale attack on Bà ¼lows Second Army driving it back (Map). Field Marshal Sir John French. Photograph Source: Public Domain By the next day, both the German First and Second Armies were being threatened with encirclement and destruction. Told of the threat, Moltke suffered a nervous breakdown. Later that day, the first orders were issued for a retreat effectively negating the Schlieffen Plan. Recovering, Moltke directed his forces across the front to fall back to a defensive position behind the Aisne River. A wide river, he stipulated that the lines so reached will be fortified and defended. Between September 9 and 13, German forces broke off contact with the enemy and retreated north to this new line. Aftermath Allied casualties in the fighting numbered around 263,000, while the Germans incurred similar losses. In the wake of the battle, Moltke reportedly informed Kaiser Wilhelm II, Your Majesty, we have lost the war. For his failure, he was replaced as Chief of the General Staff on September 14 by Erich von Falkenhayn. A key strategic victory for the Allies, the First Battle of the Marne effectively ended German hopes for a quick victory in the west and condemned them to a costly two-front war. Reaching the Aisne, the Germans halted and occupied the high ground north of the river. Pursued by the British and French, they defeated Allied attacks against this new position. On September 14, it was clear that neither side would be able to dislodge the other and the armies began entrenching. At first, these were simple, shallow pits, but quickly they became deeper, more elaborate trenches. With the war stalled along the Aisne in Champagne, both armies began efforts to turn the others flank in the west. This resulted in a race north to the coast with each side seeking to turn the others flank. Neither was successful and, by the end of October, a solid line of trenches ran from the coast to the Swiss frontier.

Gun Control Unit 2 Part 2 Research Paper Example | Topics and Well Written Essays - 500 words

Gun Control Unit 2 Part 2 - Research Paper Example This could have been a much needed move to woo supporters into his unpopular camp. Apparently, only four senators had publicly declared their support for the bill. However, President Bush’s personal physician, Dr. Burton Lee, was quoted saying that the bill would get support from the White House. A turn of events was what Senator Chaffee prayed for as he sought support from the reluctant public as well as the Congress (Mulligan, 1992). According to Hutcheson (1994), gun control was winning the debate in a 216-214 majority support of lawmakers. It appeared that the NRA constitutional interpretation and hence gun possession proposal was losing approval of the legislature. Rises in death toll by way of drive-by shootings as well as criminal mass killings prompted the decision of the lawmakers. Hutcheson further observes that NRA crackdown on possession of guns would go in line with the new law established by the lawmakers. Runkle and Rock, in the York Daily Record (2001) recorded that more than any anti-crime campaigners, including anti gun campaigners, safety and responsibility agenda was its top agenda. Media portrayal of the National Rifle Association (NRA) as shooters was a major deception that continued to thrive among the public. On the contrary, no other association had attempted to educate the media on safety and gun possession responsibilities than NRA did yet condemnation was in the giving. The Washington Post recorded a series of attacks in protest to the unfair media bias to issues on anti-gun lobbying against the NRA attempts to campaign for education on safe and responsible gun possession. There was a heated debate as to whether the public should continue to be misguided on the issue of gun possession which is legal in the first place. Guns or no guns in the public possession as member argued, giving of wrong information was the cause of all the squabbles in the debate. Apparently, NRA m embers

Answerthe question Essay Example | Topics and Well Written Essays - 1500 words

Answerthe question - Essay Example But can such issues bring about programmatic changes in Muslim societies? In the current context of a referendum on the issue of banning minarets, the media criticized it by proclaiming it â€Å"pure discrimination† by LA Times, â€Å"disgraceful† by New York Times, not paying any focus on the expression of the Muslim societies. In the fear that Muslims are trying to create a â€Å"parallel society† in Europe, the ban was voted that favor the demolition of minarets by 57 percent of the voters. Muslims didn’t react on the issue. Earlier eggs were thrown by the Muslims on Baroness Sayeeda Warsi, a leading Muslim politician in England. Such acts help in presenting a wrong image of the community. In the words of the Swiss Islamic scholar Ramadan, â€Å"Muslims have striven to remain hidden in order to avoid a clash. It would have been more useful to create new alliances with all these Swiss organizations and political parties that were clearly against the initiative† (Amanullah 2009). Not weighing much on Ramadan’s su ggestions to the Muslim community on the issue of banning minarets, important issues need to be attended, which are Muslim’s isolation from the democratic forces, their insistence on following traditions in the name of religion – traditions which are not relevant with the changing times. Muslims the world over should express their views on violence, terrorist attacks, women rights, democracy, and their relations with the West. The movie ‘Who Speaks for Islam? What a Billion Muslims Really Think’ written jointly by Georgetown University professor John Esposito and Dalia Mogahed, Executive Director of the Gallup Center for Muslim Studies, raises issues like political liberty and freedom of speech that have come to the forefront to be explored and followed by the Muslim society to bring programmatic changes (Reef & Suhail 2009). Political liberty and freedom of speech are more demanding issues, as they are

Principles for Implementing Duty of Care in Health Essay Example for Free

Principles for Implementing Duty of Care in Health Essay In my work I have a duty of care to the young people I work with. This means their health, safety, wellbeing and emotional development is my responsibility. For me to do this I follow company policies and procedures and when needed seek advice from the appropriate people. Ac3. Explain where to get additional support and advice about conflicts and dilemmas. While at work for any support I need I firstly will talk to the other member of staff I am on shift with. After that I may call a senior in the office or the out of hour’s duty manager. If problems are still not solved then for the safety of the young person I may need to call the police depending on the situation. 054.3 Ac1. Describe how to respond to complaints. If a yp wants to make a complaint about anything my first action would be to try and resolve the issue myself. After that it may need to go higher up to a senior or my manager, failing that I would assist the yp to fill in a complaint form and then hand it to the manager who would then take the appropriate action from thee. Ac2. Explain the main points of agreed procedures for handling complaints. †¢ Minor/informal complaints such as a yp complaining about the dà ©cor in their bedroom may be dealt with by staff verbally but it still must be recorded on a complaint form and handed to the operations manager. A record will be made in the complaints log. The complaint will be dealt with in 14 days and a written response will be given to the complainant regarding the outcome. †¢ Serious complaints must be written down within two working days and be fully responded to in writing. The complaint must be handed to the operations manager who then should notify the managing director of keys using a complaint referral form. All serious complaints must be resolved within 35 days. †¢ All serious/written complaints must be recorded briefly on a complaints form and in the central complaints file. They will be counted and audited on a monthly basis. The full investigation details will be filed in an individual investigation file. †¢ The operations manager must ensure all serious complaints are entered onto the weekly complaints report by the nominated office. †¢ Any complaint received externally must be logged in the homes central record and copies of any correspondence must also be held in the home. †¢ Copies of any correspondence and the fully completed appendix one must be sent to the complaints administrator at Rawtenstalll office who will ensure the checklist id fully completed.

Unit 1 Info Tech ? Outcome 3/Assessment Task 2 ? Investigation Report :: essays research papers

Unit 1 Info Tech – Outcome 3/Assessment Task 2 – Investigation Report To complete this assessment task, it stated to study and analyze different events that I did during three days. I was asked to describe the sources of information, describe the nature of the information, technologies used to produce it, the qualities and the usefulness of the information. The different types or sources and information consisted of Text, numeric, sound and visual. These are all major ways that information is transmitted to the public. Sound, Visual and Text are the most common ways, as everyone sees them at least 10 times a day. These are shown if forms such as newspapers, magazines, via radio or television, billboards and over the Internet. The information shown originates from ideas, and from what the public wants. An example of this is the news. Major stories are so well organized and picked very carefully. It must appeal to the whole community, in a very strong way, whether it is about a killing, some major court hearing and even something popular in parliament. Probably one of the major things that a news reporter has to think about is â€Å"who is the news targeted at†? Target audience can make the difference between the story being eye catching and appealing to the public, or being just another ordinary story. Depending on what audience the story is aimed at, determines what time the story will be shown, or on what page. For example, the sport is always shown at the end of the news and on the last pages of the newspaper. Accuracy, completeness, consistency, validation, appropriateness and timing are major parts needed to get a message across. Accuracy is very important, yet some news reporter’s change the story around a little to keep viewers and readers interested. Validation and timing is very important, because viewers want to be updated with current news. The information that was shown as texts, picture and sound were the 3 main points that attract people. Sound because it is easy to get through to people without them doing much, reading because people look at the papers everyday as well as billboards, and picture because everyone watches the television at some stage of night.

Civilians and law enforcement should be aware of the basic human rights Essay

In today’s society, we live amongst social media and video recordings trying to expose police officers and other government officials alike. In reality, what could help those issues would be to get educated on both sides of the law. What does it mean to have a search warrant? Are you allowed to be searched without a warrant? These are basic human rights that both a civilian and civil service worker should know which all relate back to criminal procedure. When searching, â€Å"search and seizure† into the United States Code, there were a ton of things that turned up, but one stuck out – an article titled, â€Å"16 USC 706: Arrests; search warrants†. Now, I have seen countless videos on YouTube of people screaming that police are unlawfully searching them without their permission, I’m sure we all have, but I’ve always wondered who was in the wrong. Was it really the civil service workers fault? Were those people right? This article states that the only way someone is allowed to be searched, and therefore arrested, without a warrant is if a police officer visually sees a crime being committed. This makes perfect sense – for example, prostitution. If a police officer pulls up to a prostitute and they offer that officer services, there is no reason for the officer to get a warrant. The prostitute has already committed the crime, which the officer has witnessed first hand. It goes on to state, then, that an officer can search anyone and anything IF they have a search warrant which can be obtained from the judge. But what happens when a person still doesn’t want to be searched? That lead me to the joint article titled, â€Å"18 USC 2231: Assault or resistance†. It is a normal reaction, when a stranger enters your home, to be a bit taken aback. This article, however, talks about what happens when a legal search and seizure take place and a citizen resists and/or assaults an officer. When an officer has a warrant to search and/or seize some of your property, there is nothing you can do. Though, if you decide to take physical action against that officer, even using a deadly weapon, you could be imprisoned for up to ten years. These are just glimpses into some of the United States Codes that make up our criminal procedure and our everyday laws. There is a whole process both parties have to go through when a suspected crime is committed. Not only are these codes in place to help police officers, but to protect a citizen from unlawful treatment. Criminal procedure is meant to help both parties and, hopefully, with a little bit of education, that message can be spread throughout the United States.       References Worrall, J. L. (2015).  Criminal Procedure: From First Contact To Appeal  (5th ed.). Retrieved August 26, 2017. 2231. Assault or resistance. (n.d.). Retrieved August 26, 2017, from http://uscode.house.gov/view.xhtml?req=search%2Band%2Bseizure&f=treesort&fq=true&num=45&hl=true&edition=prelim&granuleId=USC-prelim-title18-section2231 706. Arrests; search warrants. (n.d.). Retrieved August 26, 2017, from http://uscode.house.gov/view.xhtml?req=search and seizure&f=treesort&fq=true&num=18&hl=true&edition=prelim&granuleId=USC-prelim-title16-section706#sourcecredit

Epistemologies; Plato vs. Aristotle Essay

Plato, the father of philosophy, was a rationalist. He was the first systematic metaphysician and epistemologist. He believed that we had innate knowledge; a priori. So to him learning was only a matter of remembering. Plato believed that the â€Å"ideal† world existed beyond our own physical earth because according to him realty could not be changing or imperfect. From his point of view what we see are only the particulars, the mimics of the real thing, therefore, we have to pull back from the world of peculiars and search in our own minds. Things like justice or moral virtues do not exist in this world in a proper form. In Crito & Meno we can clearly see these ideas. The essential argument in Crito is ‘The Many vs. The One’. Socrates says â€Å"We should’t care all that much about what the populace will say of us, but about what the expert on matters justice and injustice will say, the individual authority, or Truth. † With this phrase he is saying that we should never pay attention to the opinion of the many but always find the one who knows because that is the only person whose opinion is valuable. And later on he goes on to say that if it is never good to do injustice then it is also wrong to do injustice in response to injustice which is why he refuses to escape. In Meno we get more in depth into the idea of inborn knowledge. Meno starts with the question ‘What is Virtue? ’ but Meno always answers the question by giving examples of virtue instead of defining the word and going to the roots of what all those virtues have in common. Down in the world of particulars there are many kinds of virtues for example for the male it’s to run the state, female it’s to run the household but what is important, essential is the traits they both have in common; temperance and justice. Socrates uses the dialectical method in order to get answers out of Meno and also clearly demonstrates this method on a slave of Meno to prove his theory about innate knowledge. Even though it can always be used, using the dialectical method is specifically significant when a person believes that we have innate knowledge, because if what we call learning is just remembering then teaching is just pulling out that knowledge, giving opportunities for that innate knowledge to spring forth. Aristotle on the other hand was an empiricist. He believed that we â€Å"learned† through our senses, by gathering knowledge from the world around us; â€Å"a posteriori†. By reading ‘On the soul’ and ‘Metaphysics’ we get a clear sense of Aristotle’s epistemology. Aristotle encourages embracing the particular in order to possibly gain a sense of the universal. According to Aristotle forms are the essence and when we combine form and matter we get human. The reading ‘On the Soul’ discusses that the body and the soul is not one, that sight allows us to absorb the world in very abstract ways and that memory is learning. In the reading ‘Metaphysics’ Aristotle sets forth causes for the explanation of change: Substance (essence), Matter (or substratum), Source of change and the cause opposed to this. Plato and Aristotle both believed in a universal purpose but the ways in which they got to these universal purposes were very different. Plato was an idealist, he despised the physical whereas Aristotle was a scientist, he loved facts and commonsense. Aristotle would argue that we gain knowledge after experience (a posteriori) but Plato would certainly disagree and say that we gain knowledge before experience (a priori). Plato believes that there is a world of ideas where ideas exist perfectly, the objects in our world are just mimics whereas Aristotle says that the ideas we perceive are inside the particular object. By saying that matter and form combined is what makes an individual Aristotle brings Plato’s Forms â€Å"down from the heavens to concrete reality. †

Chronic Obstructive Lung Diseases (Copd) Essays

Chronic Obstructive Lung Diseases (Copd) Essays Chronic Obstructive Lung Diseases (Copd) Paper Chronic Obstructive Lung Diseases (Copd) Paper Chronic Obstructive Lung Diseases (Copd) Introduction: In this paper I am going to discuss Chronic Obstructive lung Diseases (COPDs) which is caused due to partial or complete obstruction by an increase in the resistance to air flow. Excluding tumor and foreign body, the obstructive disorders include: 1. Asthma 2. Emphysema 3. Chronic bronchitis 4. Bronchiectasis 5. Cystic fibrosis 6. Bronchiolitis However Emphysema and chronic bronchitis are the major obstructive pulmonary disorders. In all these diseases, the hall mark is a decreased expiratory flow rate (FEV1: FVC ratio) with either increased or normal total lung capacity. Methodology: In order to complete this paper I searched the internet for various sources, did extensive reading and compared various obstructive pulmonary diseases. Result: In Emphysema destruction of the terminal bronchioles occur leading to abnormal enlargement of air spaces. TYPES: It is classified according to the anatomic distribution of the lesion with in the acinus. a.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Centriacinar: involves upper lobes of lung and apices, usually seen in male smokers along with chronic bronchitis. Bullae may rupture and lead to spontaneous pneumothorax. b.  Ã‚   Panacinar: Predominant in anterior margins of the lungs. It causes uniform destruction and enlargement of the air spaces. It is strongly associated with a-1 antitrypsin deficiency. c.  Ã‚   Paraseptal: involves distal acinus and pleura, in areas of fibrosis and scars. It may lead to spontaneous pneumothorax. d.  Ã‚   Irregular: occurs in cases of old scarred lung from TB, histoplasmosis etc.usually remains   symptom less[1]. Enphysema can be also be classified as 1.  Ã‚   COMPENSATORY EMPHYSEMA: it is a condition in which hyper inflated lungs are found as result of compensation, mostly due to loss of lung substance during unilateral pneumonectomy. 2.  Ã‚   SENIL E EMPHYSEMA: In this type lungs are expanded due to age. It is mostly asymptomatic with no destruction of walls. 3.   Ã‚  OBSTRUCTIVE INFLATION: This condition is due to a tumor or foreign body causing sub total obstruction resulting in lung expansion because of trapped air in the alveolar spaces. Emphysema is aggravated by smoking because smoke particles activate macrophages which in turn recruit neutrophils from the circulation, elastase an enzymes is released from neutrophils which further enhances macrophage elastase activity. An important role is played by free radicals released from activated neutrophils which inactivates a-1 antitrypsin by releasing oxidants. Morphology shows boggy and voluminous lungs. Microscopically air spaces are enlarged, rupture of their thin walls show Honey combing appearance. Capillaries are compressed and contain no blood. Chronic Bronchitis: Described as persistent cough with sputum for atleast 2 consecutive years for atleast 3months.The cause is usually chronic irritation of airways by the substances inhaled esp tobacoo smoke. Smoke illicit bronchitis by eliciting excess mucus secretion with hypertrophy of mucus glands, brochioloitis and metaplasia of bronchiolar epithelium. The injury initiated by smoke is further aggravated by secondary infections[2]. It usually occur in these forms: 1.  Ã‚   Simple chronic bronchitis: It is characterized by marked sputum production, mucoid in nature.The airflow is not obstructed . 2.  Ã‚   Chronic mucopurulent bronchitis: It is mostly after secondary infection followed by simple bronchitis. Sputum contains pus. 3.   Ã‚  Chronic asthmatic Bronchitis: Individuals with hypersensitive airways showing intermittent episodes of asthma and demonstrating chronic bronchitis. Morphology shows a.congestion and edema of mucous membranes of lung, b.hypertrophy of mucus glands, c.filling of air spaces by mucinous secretion, d.mucus plugs, imflamation and fibrosis in bronchioles, e. change of bronchiolar epithelium from columnar to squamous epithelium f. decreased number of cilia Clinical Features Of Copds: Early stage of disease   are asymptomatic because of pulmonary reserve function, later on, with the progression of disease, a wide variety   of symptoms are observed. The spectrum of disease are designated in two extremes, type A and type B. Mostly , features of both type A and type B are present in a single case[3]. Type A patients:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Present with chronic cough either dry or prductive of mucoid f sputum ; progressive dyspnea, and wheezing. They hyperventilate and often sit hunched forward (to bring accessory respirator muscles into action) with mouth open and nostrils dilated in an attempt to overcome the ventilatory difficulty. Their lungs are over inflated with increase anteroposterior diameter of the chest (â€Å"barrel chest†) and flattened diaphragm on chest xray. These patients successfully maintain oxygenation of the blood by hyperventilation. Patients with type A COPD are sometimes called â€Å"pink puffers†. Type B patients: Have marked chronic obstructive bronchitis and canno hyperventilate. There is decreased oxygenation of blood (cyanosis) and increased arterial carbon dioxide content. They also have pulmonary hypertension caused by changes in themicrovasculature of the lung parenchyma. This leads to right ventricular hypertrophy and failure (â€Å"cor pulmonale†), and peripheral edema due to right heart failure is a dominant clinical feature . Type B patients are sometimes called â€Å"blue bloaters† The correlation between these clinical types and pathologic changes is inexact. Type A patients frequently have dominant emphysematous changes while type B patients usually have dominant chronic obstructive bronchitis. Most patients however have varying mixtures of both pathological changes and clinical features. In type B patients with chronic hpercapnia (elevated) Pco2) , the respirator centre becomes insensitive to the Pco2 stimulus and is driven by the hypoxemia. Administration of oxygen in these patients can remove the respiratory centre drive and cause carbon dioxide retention and death (â€Å"carbon dioxide narcosis†)[4]. Pathogenesis The protease antiprotease hypothesis holds that destruction of alveolar walls in emphysema stems form and imbalance between proteases and their inhibitors in the lung. The evidence is as follows:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Individuals with a hereditary deficiency of the major protease inhibitor, alpha-I-antitrypsin, invariably develop emphysema, and at a younger age if they smoke.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pulmonary instillation of proteolytic enzymes, including neutrphil elastase, results in emphysema in experimental animals. EMPHYSEMA AND CHRONIC BRONCHITIS Predominant bronchitis Predominant Emphysema Age (yr) 40-45 50-75 Dyspnea Mild, late Severe, early Cough Early, copious sputum Late, scanty sputum Infections Common Occasional Respiratory insufficiencies Repeated Terminal Cor pulmonale Common Rare, terminal Airway resistance Increased Normal or slightly increased Elastic recoil Normal Low Chest radiograph Prominent vessels; large heart Hyperinflation, small heart Appearance Blue bloater Pink Puffer Conclusion:   COPD covers a broad spectrum of pulmonary diseases. One of the most important and preventable leading factor for COPDs is smoking. One should avoid smoking. Work Cited Page: 1.  Ã‚  Ã‚  Ã‚  Ã‚   Quinn, Campion E. 100 Questions Answers About COPD. Jones and Bartlett Publishers, Inc, 2005. 2.  Ã‚  Ã‚  Ã‚  Ã‚   Currie, Graeme P. ABC of COPD. BMJ Books, 2006. 3.  Ã‚  Ã‚  Ã‚  Ã‚   Schneider, Arthur S., Szanta Philip A.Pathology.Lippincott Willians Wilkins. 4.  Ã‚  Ã‚  Ã‚  Ã‚   Cotran, Ramzi S., Vinay Kumar, Tucker Collins. Pathologic Basis of Disease.W.B. Saunders Company. [1] Quinn, Campion E. 100 Questions Answers About COPD. Jones and Bartlett Publishers, Inc, 2005, pp 65-89. [2] Currie, Graeme P. ABC of COPD. BMJ Books, 2006.pp10-35. [3]Schneider,Arthur S., Szanta Philip A.Pathology.Lippincott Willians Wilkins,pp 70-135. [4] Cotran , Ramzi S., Vinay Kumar, Tucker Collins.Pathologic Basis of Disease.W.B. Saunders Company ,pp 134-190.

How to Make Non-Toxic, Realistic Fake Snow in Minutes

How to Make Non-Toxic, Realistic Fake Snow in Minutes You can make fake snow using a common polymer. The fake snow is non-toxic, feels cool to the touch, lasts for days, and looks similar to the real thing. Key Takeaways: Make Fake Snow One of the easiest ways to make realistic fake snow is to mix sodium polyacrylate and water.The resulting snow is white, wet, fluffy, and cool to the touch. It is also non-toxic and reuseable.Sodium polyacrylate is a polymer used in disposable diapers, growing toys, sanitary napkins, and gel water sources. Fake Snow Materials You only need two simple materials for this project: Sodium polyacrylateWater What You Do There are a couple of ways to get the ingredient necessary to make fake polymer snow. You can purchase the fake snow or you can harvest sodium polyacrylate from common household sources. You can find sodium polyacrylate inside disposable diapers or as crystals in a garden center, used to help keep soil moist.All you need to do to make this type of fake snow is add water to the sodium polyacrylate. Add some water, mix the gel. Add more water until you have the desired amount of wetness. The gel will not dissolve. Its just a matter of how slushy you want your snow.Sodium polyacrylate snow feels cool to the touch because it is mainly water. If you want to add more realism to the fake snow, you can refrigerate or freeze it. The gel will not melt. If it dries out, you can rehydrate it by adding water. Helpful Tips Fake snow is non-toxic, as you would expect from a material used in disposable diapers. However, dont purposely eat it. Remember, non-toxic is not the same as edible.When you are done playing with fake snow, its safe to throw it away. Alternatively, you can dry it out to save and re-use.If you want yellow snow (or some other color), you can mix food coloring into the fake snow.If you want drier snow, you can reduce the amount of water the polymer can absorb by adding a small amount of salt.Skin contact with the artificial snow could potentially cause a irritation or a rash. This is because leftover acrylic acid could remain as a by-product of sodium polyacrylate production. The level of acrylic acid is regulated for disposable diapers to be less than 300 PPM. If you choose another source for the chemical that isnt intended for human skin contact, the resulting snow could be itchy. About Sodium Polyacrylate Sodium polyacrylate is also known by the common name waterlock. The polymer is a sodium salt of acrylic acid with the chemical formula [−CH2−CH(CO2Na)−]n. The material is superabsorbent, with the capacity to absorb 100 to 1000 times its weight in water. While the sodium form of the polymer is most common, similar materials exist substituting potassium, lithium, or ammonium for sodium. While sodium-neutralized polymers are most common in diapers and feminine napkins, the potassium-neutralized polymer is more common in soil amendment products. The U.S. Department of Agriculture developed the material in the early 1960s. Researchers sought a material to improve water retention in soils. Originally, the scientists developed a hydrolyzed product made from a starch-acrylonitrile co-polymer. This polymer, known as Super Slurper, absorbed over 400 times its weight in water, but did not release the water back again. Many chemical companies worldwide joined the race to develop a super absorbent polymer. These included Dow Chemical, General Mills, Sanyo Chemical, Kao, Nihon Sarch, Dupont, and Sumitomo Chemical. The first commercial products resulting from the research were released in the early 1970s. However, the first applications were for adult incontinence products and feminine sanitary napkins, not soil amendments. The first use of a super absorbent polymer in a baby diaper was in 1982. Sources of Sodium Polyacrylate for Fake Snow Disposable diapers and garden crystals arent the only sources of sodium polyacrylate for fake snow. You can harvest it from the following products. If the particle size is too big for snowflakes, pulse the wet gel in a blender to reach the desired consistency. Pet padDrown-free insect and bird feedersSanitary napkinAnti-flood bagGel hot or cold packGrowing toysInside waterbedsWater blocker for wire and cables

3DCS & 3DMS part A Coursework Example | Topics and Well Written Essays - 1000 words

3DCS & 3DMS part A - Coursework Example development as it seeks to infuse aspirations, develop interpersonal and other required skills and make the employees equipped of the necessary skill set which makes them adept to handle their job responsibilities and grow in their career and life. As stated earlier, relationship between mentor and mentee is more on personal lines than formal based. This is so because it is not dependent on any specific task or outcome and as such, involves many outcomes and learning processes. Some of the key aspects in the mentor and mentee relationship are: Mentor mentee relationship is free from implied or open authority as enjoyed by coaches. This is so because coaches are deputed for some specific outcomes and its achievement is crucial to their training purpose. However, mentoring is a relationship free of power and based on mutual trust and respect as both the mentor and the mentee tend to gain from each other. While a coach can insist on the compliance, a mentee has full rights to decide upon the relationship tenure, intensity and focus. In a nutshell, self-selection is the initiator in the mentor mentee relationship where mentee picks up the mentor as contrasted to coaching where coach selects the trainee. The relation being an open and trusted one, objectivity substitutes subjectivity in the outlook of both the parties. When both of them learn from each other, it is essential that no single entity tries to impose one’s opinion or belief onto the other and provide complete freedom to think and act. A mentor is supposed to advise more than mere telling or commanding. In this light, it is imperative that the mentor is aware and knowledgeable of the best interests of the mentee. This is advantageous to allow the mentee think on exact lines as whatever will be advised by him will be taken seriously by the mentee. Thus, only such advises should be put forth which are sure to be accepted and relevant to the interest and situation for the mentee. Mentoring started off as

Indian Religion Essay Example | Topics and Well Written Essays - 500 words

Indian Religion - Essay Example They comprise of two distinct parts, one is the Brahmanas or the knowledge, which deals with the direct realization of God and the Karma Kanda, which deals rituals and their performance. The Vedas are four in number Rig-Veda, Yajur-Veda, Sama-Veda and Atharva-Veda. No Hindu religious text can be based on anything other than the Vedas; hence, the Puranas or Epics are also based on the authority of the Vedas. In the epics, the Divine Incarnations of God are described. These Divine Incarnations also, followed the precepts of the Vedas implicitly, thereby setting an example to the common man. As such, the Vedas are unchangeable and eternal; nothing can be added to, reduced or changed in them. The Puranas serve to illustrate the injunctions laid down in the Vedas. The very same Brahma Vidyas of the Vedas, or direct methods to realize the Ultimate Reality, are to be found in the Puranas. However, the emphasis in Puranas, as they deal with Divine Incarnations, is on Faith or Bhakti. The Bra hmanas with their emphasis on Brahma Vidyas, are what comprises the Path of Knowledge to realize God. It must be emphasized that Sanatan Dharma has many paths or methods to realize God. It is a highly developed religion and has a very strong base in practical religion. Initially the emphasis was on the Path of Knowledge but over a period of time it was realized that such logical reasoning to arrive at the ultimate truth was not possible for everyone. The path of Bhakti or Faith was found to be uncomplicated and very easy.

Battle of art and science Research Proposal Example | Topics and Well Written Essays - 1000 words

Battle of art and science - Research Proposal Example Richard Dawkins, a British ethologist, evolutionary biologist and an accepted science writer was also a professor at New College, Oxford. In 1982, his prominence was further accepted due to his contribution to the field with the theory described in his book The Extended Phenotype, that the phenotypic impact of a gene isn’t restricted to just the body of the organism, but was capable of spreading out into the environment, influencing other organisms as well. Dawkins, an atheist, cynic, methodical rationalist, and an advocator of the Darwin’s theory of natural selection was a loud critic of religion. Dawkins argued that a paranormal creator was non-existent and that belief meets the criteria of a delusion, a permanent misbelieve. Dawkins has established the foundation theory which was presented in the volume Adaptation and Natural Selection authored by George C. Williams's. He presented the term selfish gene as a means of articulating the gene-centric theory of evolution, which give out the idea that evolution, was best observed as acting on genes and that selection at the organism level almost never dominates selection based on genes. Dawkins was of the opinion that organism tries to evolve to capitalize on its inclusive fitness i.e., the numerous replicas of its genes passed on globally rather than by a certain individual. This led to populations being headed towards an evolutionarily stable approach.

Multi Agency Benefits For Children And Families

Multi Agency Benefits For Children And Families †¦ there appears to be a dearth of evidence to support the notion that multi-agency working in practice brings about actual benefits for children and families The local authority and government agencies have been working together for a long time and not entirely new practice. Jones and Leverett quote However, the drive towards integrated working which includes the entire childrens workforce (that is, every individual who works, on an employed or voluntary basis, with children and their families across sectors such as health, education, early years and childcare, play work, social care, police, youth support and leisure services) under the interagency umbrella is a more recent and ambitious innovation (Jones and Leverett, 2008 pg 123) Multi-agency working can be analysed using three primary policy contexts. First, the context of influence, where policy discourses are constructed and key policy concepts for example, partnership or multi-agency working are established. Second, the context of policy text production, or the documents that represent policy (Jones and Leverett, 2008 pg 125). These are usually expressed in language which claims to be reasonable and for the general public good (Bowe et al., 1992). They include texts such as the SEN Code of Practice (DfES, 2001) or the new Working Together to Safeguard Children guidelines (HM Government, 2010). Such texts are then responded to within the context of practice, or what actually happens on the ground for example, schools, childcare or health settings as a result of a particular policy. (Jones and Leverett, 2008 pg 125) Jones (2000) added a sixth context, the context of hidden values. This means positive effect outcomes on policy; such as, legislation that promotes interagency cooperation in childrens services. They aim to protect childrens welfare and improve wellbeing. However, Jones suggests that there may be a range of hidden meanings and outcomes. At a central level, policy can be cleverly constructed to disguise a particular set of intentions, values and beliefs. Intentionally or otherwise, policy may be a wolf in sheeps clothing (Jones, 2000) There is also evidence that practitioners construct their own meanings related to policy, whether these are intended or not. Commenting on the tendency of policy makers to centrally design forms, e-templates and assessment tools. (Jones and Leverett, 2008 pg 126) Both, Garrett (2006) and Axford et al. (2006) note how these are sometimes resisted by practitioners because they are perceived as exerting central control over hitherto fairly autonomous areas and suspected of being a cost-cutting device (Axford et al., 2006, p. 172). Consequently, policy could actually sustain or create circumstances that maintain or exacerbate problems. Rather than being a solution to the perceived problem, the interaction between policy and practice may cause a new set of problems. (Jones and Leverett, 2008 pg 126) The key point is that policy is at three levels local, front line and central. At central level the ideas are made concrete and then articulated nationally and locally. At the time the policy enters the workforce such as schools, practitioners perceptions can consequently be affected. The question is: to what extent is the vision enshrined in central policy on multi-agency working likely to change as it travels on its journey from central government to individual practitioner? (Jones and Leverett, 2008 pg 126) Governments have a tendency to construct their vision for policy as a statement of aims or intended outcomes. Sometimes the vision is embedded within a wider framework; for example, governments in Scotland, Wales and Northern Ireland (Jones and Leverett, 2008 pg 126) In England, childrens wellbeing was defined as the five mutually reinforcing outcomes originally presented in the Every Child Matters Green Paper (DfES, 2003, p. 6): SHEEP is an acronym that stands for: S Stay safe H Healthy E Enjoy and achieve E Economic wellbeing P Positive contribution The next steps is to translate these visions into learning which can be implemented into practice by people working in such sectors. The five outcomes were integrated into the development of the common core skills and knowledge for the childrens workforce (DfES, 2005) consisting of: Effective communication and engagement with children, young people and families Child and young person development Safeguarding and promoting the welfare of the child Supporting transitions Multi-agency working Sharing information. (DfES, 2005) Despite variations, the UK government agreed that all children will benefit from closer working between practitioners and agencies. The Common Assessment Framework (CAF) is a key part of delivering frontline services that are integrated and focused around the needs of children and young people. The CAF will promote more effective, earlier identification of additional needs, particularly in universal services. It is intended to provide a simple process for a holistic assessment of a childs needs and strengths, taking account of the role of parents, carers and environmental factors on their development (ECM, 2008). The CAF form is designed to record and, where appropriate, share with others, assessments, plans and recommendations for support. Section 11 of the Children Act 2004 places a statutory duty on key people and bodies to make arrangements to safeguard and promote the welfare of children. (HM Government, 2004) The ECM states all agencies are required to have: Senior management commitment to the importance of safeguarding and promoting childrens welfare A clear statement of the agencys responsibilities towards children, available for al staff Safe recruitment procedures in place Effective inter-agency working to safeguard and promote the welfare of children Effective information sharing (ECM, 2008) The rationale for the CAF is to help practitioners develop a shared understanding of children, which avoids families repeating themselves to all other agencies. The CAF helps to develop a common understandings of what needs to be done and how. Do not reassess when the information is already there (Parents in consultation about assessment, in Scottish Executive, 2005b, p. 23) The argument is simple and on the surface persuasive, the impetus based on helping individual children. But the relationship between assessment procedures, their purpose and their outcomes is rarely straightforward (Jones, 2004). Assessment is a lifelong process with social consequences and may be influenced by contextual factors and professional value positions. It is literally a point at which certain children are judged to be different (Tomlinson, 1982, p. 82). Some parents and childrens views of their services have highlighted their wanting a coordinated service that is delivered through a single point of contact, a key worker, named person or link worker (Sloper, 2004, p. 572). Within the CAF, a similar role was produced, the lead professional (LP) who takes responsibility for coordinating the action identified as a result of the CAF process and will support the child and their family as necessary. One of the daunting aspects of the CAF is the number of professionals that practitioners will engage with, such as health, education, social services and voluntary agencies. It can be also quite daunting in finding out who the support services are and their contact details. However, with the CAF process it can be away of overcoming tension previously encountered around multi agency working and sharing information. Just as children and their families have a contribution to make to shape the services they receive through the various forms of partnership discussed in previous chapters, so they can contribute to the development of practice and practitioners. This can happen at many levels through evaluation, feedback, consultation and research, as well as direct involvement in training. Practitioners and the organisations they work for need to recognise that children and their families have specific knowledge that cannot be learnt from anywhere else. (Rixon, 2008) Children are party to the subculture of childhood which gives them a unique insider perspective that is critical to our understanding of childrens worlds. (Kellett, 2005, p. 4) Like many who regularly consult children and young people, we find that their views are always serious, concise, thoughtful and highly relevant and cut through the pre-existing agendas and diplomatic avoidances that beset many consultations with professional adults. We find that even very young children are more than able to analyse and give clear views on many issues within their experience. (Morgan, 2005, pp. 181-182) How is the success of more integrated ways of working to be judged? One element of evaluation might be to consider to what extent integrated teams or new initiatives or structures have overcome obstacles and enabled more positive ways of working. (Stone and Rixon, 2008) As we have discussed, government policy and the literature on childrens services all emphasise the importance of agencies working together and the value of partnership structures, yet: Despite such exhortations, there appears to be a dearth of evidence to support the notion that multi-agency working in practice brings about actual benefits for children and families. (Townsley et al., 2004, p. 6) However, Michelle Warren quotes According to Consultancy 4Children (Policy into practice, 4Children, 2009) consistent evidence indicates that parents and children are best served if the support on offer is joined up and well coordinated. It would be appropriate to recognise that although services may be provided in one setting, there is still a risk of services not being joined up, because of different agencies (and competing interests/perspectives) involved. (Warren, 2010) However, Howell states Previously we actually made it incredibly difficult by making children and parents and carers make their own way through the services all being assessed quite separately and getting very mixed messages. So multi-agency working is essential where a child needs it. We mustnt get confused and think multi-agency working has got to be the only way of working. In some cases its actually the school that will make the difference and thats the agency where the vast majority of children will achieve the best outcomes. (Howell, 2008) However, Townsley highlights the actual benefits for families and children. Howell states There are tensions between agencies, some of them driven by the different starting point that different agencies have. So the nature of the targets that agencies are measured by are actually quite different. The health targets that health services are measured by are significantly different from the kind of targets that schools work to and particularly are quite distant from the outcomes of Every Child Matters. (Howell, 2008) As with any Multi agency working, it is crucial to assess whether any new projects or initiatives have been set targets against criteria that can be measured. This is particularly a reflection for evidence based interventions which have been associated with issues, such as value for money. In relation to this, many have targets which have been set and inevitably raise questions whether it is the correct one to be assigned with a particular target. Practitioners recognise that targets can enable clarity and equity, and focus attention on important areas of practice (Banks, 2004). However, Townsley et al. (2004) states review a number of studies that reveal little evidence of improved outcomes of multi-agency working across a range of services and settings. Their review also makes clear that the task of evaluation itself is a complex one. Inherent problems include: difficulties in generalising from individual case studies; diverse views of different stakeholders as to what counts as success; the length of time needed to evaluate change; and causality and attribution. (Glendinning, 2002, cited in Townsley, 2004, p. 6) Consequently, Howell states Childrens participation and engagement is fundamental to the redesign of services particularly with a multi-agency perspective. Its part of the learning about what makes a difference the whole issue around personalisation puts the client, the person receiving the services, as the co-designer of their solutions. (Howell, 2008) To conclude, A formative approach to evaluation that encourages dialogue and ongoing improvements to both policy and practice would appear to offer a positive way forward. However, this is not without its challenges and there are still issues to be addressed, not least training and clarification of roles and responsibilities. It is up to individual practitioners to promote an inclusive approach to professional difference and to develop a range of different models enabling collaboration, respect, reciprocity, realism and risk-taking. (Leverett and Jones, 2008)

Teenage Marriage :: essays research papers

The rapid increase in the number of early marriages over the past several years coupled with the extremely high rate of divorce within this same group makes this subject extremely important. If you are a teenager and are seriously considering an early marriage, these are a number of potential problem areas of which you should be aware, so that, if you do decide that this is the best course of action, you will be alert to the possible difficulties which could lie ahead. First, the problem of adequate financial support is obvious. Although money does not buy happiness, it is true that a tight financial situation can create tensions which can undermine an otherwise happy relationship. While some financial problems are to be expected in almost any new marriage, it is important to take time to think sensibly, so that such problems will not destroy what could otherwise be a beautiful relationship, if not undertaken prematurely. This is not to suggest that you wait about marriage until every possible financial problem has been completely solved, but rather simply suggests that you do not close your eyes to the real situation whatever it may be. Talk with other young couples who have been married for several months to get a more realistic idea of the financial problems you are likely to face. It is unfortunate, but true, that what sounds like a lot of money to you now, may seem to be very little when monthly bills must be met. It is also a good idea to realize that if parents or in-laws are depended upon too heavily for financial support that this can provide the basis for other later family conflicts as well. Regardless of the good intentions involved, it is almost always true that the person who controls the money ultimately rules the situation. Although some newly married couples find it necessary to temporarily make their home with their parents, this is generally not a wise choice unless absolutely necessary and then only for as short a period of time as possible. (Genesis 2:24). The old proverb which states that "no house is large enough for two women" can also apply to other members of the family as well. Not only does this type of arrangement tend to produce family conflicts, but the lack of privacy also tends to make early sexual adjustments much more difficult, thereby producing an atmosphere which can lead to far more serious problems in later years.

Recruitment and Army Essay

1.0 Opportunities and dangers to be considered by the Army in externalising the recruitment processes. a. Preston (2012 P.36) shows how the two-way process of recruitment ‘should be as much about the applicant finding out whether the business is right for them as about whether they are deemed acceptable by the business’. c. Having employment opportunities for the soldiers who are being made redundant will allow the knowledge and experience of ex-soldiers to remain forefront of recruitment helping recruiting the right person be more effective. An explanation by Preston (2012, P.36) tells us how if ‘appointees don’t fit then profitability is affected’; this key can show that the benefits of externalization will bring spending cuts by selecting only the right persons increasing retention. d. Being seen as ‘perverse’ is a danger because if the Army gives a bad image of high staff redundancies while spending highly on hiring this could be open to stereotypic views as Preston explains ‘Many people are deterred from entering certain professions because of general stereotypical images which exist in their society or culture’ (2012, P.38). Col Richard Kemp in the case study says how ‘previously using a civilian company was not a success’. This could have a detrimental impact upon future recruits if the civilian company cannot deliver what is expected. It will also have an  impact upon the Army’s image if it doesn’t work out the second time round. 2.0 Methods of selection and their advantages and disadvantages for selecting soldiers. Interviews – Used to understand key facts of the job and recruit for either parties and determine suitability to one another. This method is an opportunity the Army can utilize to lay out main facts of what they have to offer. It’s also a chance for the recruit to decide whether or not they are happy with the opportunities. The advantage to the Army using this method would remove unexpected expectation at an early stage reducing cost from training soldiers who realized it’s not what they thought at a later stage. The disadvantage however would be that interviews are seen as ‘too subjective to the individual and place a ‘cloud’ over an individual’s ability (Preston, 2012 P.43) Tests – Used to measure a person’s ability and aptitude relevant to the job. This Method would allow the Army to see suitability of potentials under set tests giving a further indication on whether the Army is a job the candidate is suitable for before subjecting them to full training further reducing cost at an earlier convenience. Preston (2012) also explains that this can also be a way to reduce inherent subjectivity of the interview method. This method has disadvantages of not being able to incorporate all what the Amy needs to see as some areas of the Army require more subjective tests. This can increase costs if at a later stage the applicant is found unable to cope with certain areas of the job and pulls out. Assessment Centre – Can show the applicant in certain situations relevant to the job. This shows the Army the recruits in a role play scenario or group activity which can indicate the applicant’s ability under a selection of techniques in multiple combinations. This can incorporate a more subjective assessment of the individual so it can be determined further whether the Army can offer a position to the recruit. This would help the Army in selecting those who are of correct skill level generating more quality recruits increasing retention. However the assessment centers only provide the Army with a short insight to certain scenarios as the Army is a specialized area of recruitment the individual cannot be seen faced with all possible problems the recruit may encounter as  a soldier. 3.0 Recommendations for organising induction and socialisation of newly hired soldiers to enhance retention. Induction is whereby a new recruit is welcomed into the organisation through a short term introduction to areas shown by Preston (2012, P45) like what their job description is, what’s expected of them or underlining policies and procedures. Such inductions are critical to the Army as it helps new recruits become accustomed to their surroundings and allows them to adopt the organisational culture and written rules helping them understand what is expected and what is accepted. Typical activities include group welcoming (showing videos), simple team working (to help get to know each other) and tours of the premises (to learn the surroundings). Socialisation is a long term process shown by Preston (2012) to ‘help understand in terms how the newcomer makes sense of the business and their role within it’. This would be of importance to help the Army ensure the recruits are following the correct procedures and polices but also helping to keep track of the recruit’s process ensuring they are settling in and managing well. To help the activities could include meetings to see the recruit’s progression, group socialising to help with settling, appraisals to show they are doing well and promotions to help encourage further progression. To help improve retention and reduce dropouts induction techniques recommended would be having already serving soldiers at a welcome day to have questions asked and stories from first hand experiences. As documented by Harding (2011) in the case study ‘the most effective recruiters were young soldiers who had already served on operations’. This could expel any rumors and help new recruits understand the demands of Army life at an early stage. This technique would also allow the introduction of policies and procedures and what to expect. Using mentoring as a socialising technique would give recruits quantitative information based on their progression into the business and how well they are integrating into the  role. This information can be persuading for new recruits to show them they are on the right track and doing well, resulting in increased momentum and a desire to keep going. As Preston (2012) says ‘socialisation is understanding how the newcomer makes sense of the business and their role within it’. Mentoring through the early stages can keep track of the recruit and provide them with the help and support to succeed in turn, reducing dropouts and increasing quality recruits. References: Harding T. (2011) ‘Army to pay civilian firm  £1bn to recruit new soldiers’ The Telegraph 11 October [Online]. Available at http://www.telegraph.co.uk/news/uknews/defence/8819327/ Army-to-pay-civilian-firm- £1bn-to-recruit-new-soldiers.html (Accessed 1 September 2014). Preston, D (2012), An introduction to human resource management in business, Milton Keynes, The Open University. Prà ©cis: From the tutor group forum discussions I have learnt that there are many views on what people have in the work place. The work place HRM polices and business cultures can be dramatically different from business to business and different people have different views on them and how they incorporate them into their working lives. Activity 2.3 shown how businesses HRM polices and culture can mix well or clash badly as such Pauls Bourne shows how that if people of a work place buy into the ‘norm’ this can sometimes override what the HRM polices state resulting in problems. However that HRM polices should be a state of first call when people need to be reminded what is truly expected of them in the place of work. All the ideas coming together has taught me to think more logically about the place I work and how the business culture is upheld through normal behaviour of people through unwritten rules up to the policies and procedures in place to help maintain a uniformed business. Reference: Bourne P, (2014) ‘Activity 2.3 HRM and Culture’ The Open University 19 November 2014 [Online]. Available at https://learn2.open.ac.uk/mod/forumng/discuss.php?d=1210164 (accessed 25 November 2014).

Making Research Decisions Essay

Chapter 12 – Discussion Questions (Making Research Decisions) # 5 a Yes—Depends—No: One problem would be that â€Å"depends† is very vague and doesn’t give reasons as to why someone would pick â€Å"no† at some point and â€Å"yes† at another. A way to make this better would be to add a â€Å"please describe† line or change the wording all together. There is no way to express â€Å"don’t know† or â€Å"undecided†. b Excellent—Good—Fair—Poor: One problem with this would be that it may not have as valid a measure as say an 8 point scale, â€Å"as the number of scale points increases, the reliability of the measure increases. Second, in some studies, scales with 11 points may produce more valid results than 3-, 5-, or 7-point scales† (Cooper and Schindler, 2011). What may be â€Å"good† to someone may be â€Å"fair† to another. c Excellent—Good—Average—Fair—Poor: People may have trouble telling the difference between â€Å"good† and â€Å"average† because shouldn’t â€Å"average† already be â€Å"good†? d Strongly Approve—Approve—Uncertain—Disapprove— Strongly Disapprove: An issue with this would be that it is an unbalanced scale, â€Å"unequal number of favorable and unfavorable response choices† (Cooper and Schindler, 2011). Chapter 5 – Discussion Questions (Terms in Review) # 1- 3 1. a Purpose: This is one way that managers can study and chose information. This way evaluates the â€Å"explicit or hidden agenda of the information source† (Cooper and Schindler, 2011). b Scope: The scope applies to the content of the information and the extent to which it covers such as any kind of limitations or time period sensitive data. c Authority: This factor looks at the quality and level of the information, for example what the source credentials are and whether it is primary, secondary or tertiary. d Audience: This has to do with the type, any specific characteristics, of people or groups of people â€Å"for whom the source was created† (Cooper and Schindler, 2011). e Format: This has to do with the way the data is presented â€Å"and the degree of ease of locating specific information within the source† (Cooper and Schindler, 2011). 2. Define the distinctions between primary, secondary, and tertiary sources in a secondary search. A primary source is one that uses a valid original work such as raw data and is the most valid type of data. Secondary sources interpret the data and research from a primary source, an example of this would be a textbook or news article. A tertiary source is one that presents and interprets data that has been found from secondary sources. 3. What problems of secondary data quality must researchers face? How can they deal with them? One of the biggest problems with secondary data is the fact that the information being citied is an interpretation of the original data. The best way to avoid a misinterpretation of the data is to look for the original or primary source that is referenced in the secondary source and directly quote or use the data from that. This will eliminate the chance of having misinterpreted data put into an important project and it will lend you an additional source. Researchers should evaluate and select information sources based on the 5 factors. Read the case study, State Farm: Dangerous Intersections. Answer discussion questions 1 through 5. 1. Identify the various constructs and concepts involved in the study. To answer this question we must define what a concept and construct is, â€Å"an image or idea specifically invented for a given research and/or theory-building purpose† (Cooper and Schindler, 2011). A concept is â€Å"a bundle of meanings or characteristics associated with certain events, objects, conditions, situations, or behaviors† (Cooper and Schindler, 2011). A construct of this study is that if State Farm gives money to the states of dangerous intersections to fix them this will decrease the amount of claims in that area due to the intersection becoming safer due to alternate construct. A concept would be that State Farm cares about their customers. Another construct would be that the amount of claims in a given intersection is due to poor construct. Another concept would be that State Farm wants to help states to improve their intersections. 2. What hypothesis might drive the research of one of the cities on the top 10 †¨dangerous intersection list? An example of a hypothesis that may influence the research of one of the top 10 dangerous intersection list would be â€Å"This intersection is one of the top ten most dangerous intersections in the United States† or â€Å"This intersection is where 50% of the states accident claims occur.† 3. Evaluate the methodology for State Farm’s research. I would say that State Farm’s methodology is concrete because it specifies exactly what the variables are and how the study is constructed. They also implemented a measurement system for classifying accidents. 4. If you were State Farm, how would you address the concerns of transportation engineers? I would provide suggestions of what the constructs of the safest intersections in a comparable size city are and help the engineers come up with a solid and safe plan to reconstruct the intersection. I would need to make sure the engineers understood the idea of future studies as well as how the grant could assist them. 5. If you were State Farm, would you use traffic volume counts as part of the †¨2003 study? What concerns, other than those expressed by Nepomuceno, do you have? My concerns would be out of date data. That data would be almost ten years old and may not be the most accurate at this point. I would want to complete more relevant data for say the last 5 years. I would think it as prudent to include traffic volume counts and compare them to different areas because if there is less traffic at a given site there is more then likely going to be fewer accidents. I would propose to use different studies that compare different volume counts in different geographic areas to make the statistics more complete.