Making Your Own Luck

I ought to never have discarded the networking letter. The letter plainly cautioned me that on the off chance that I did, I would have one day of misfortune. I didn't trust it, so I tossed the senseless bit of paper in the trash. I thought the companion who sent me the letter was only an eccentric bonehead. Letters don't bring you karma. You make your own! That night, in any case, as I nodded off, I had the awkward inclination that something was not exactly right. At the point when I woke up the following morning, I was shocked to find that I had slept late and would be late for work.As I hurried down the steps to have a brisk breakfast, I stumbled over my sack and spilled glassofwateronthepileofdocuments, whichI ought to have presentedat the meetingthat morning. Since themeetingwasabouttobegin, Irushedto getmycaranddriveto the officeveryquickly. In any case, misfortune transpired once more; my vehicle was secured by snow from the previous evening, so I expected to set aside effort t o make them soften. On my approach to work, I chose to take an alternate way through an old piece of town. I headed to an old harsh street which individuals once in a while utilize day by day. Be that as it may, when I was near my office, I saw there was a mishap in the front of my car.Suddenly, I heard an uproarious squad car and individuals attempted to change to another path, and I was stuck in a road turned parking lot. Sooner or later, I at last showed up busy working. At the point when I showed up busy working, I found a note around my work area from my chief. She needed to see me immediately. I took a full breath and strolled into her office. As I ventured inside, I saw a frown all over. Obviously, she chastened me for showing up later than expected and for not planning great for the gathering. She had needed to begin the gathering with no assistance. In light of her wrath, I was gotten an admonition letter. At 5 PM, I left my office and returned home inclination tired and di sappointed.Finally, following a long and troublesome day, I got back to find that my climate control system was broken. I was unable to take it any longer! It had been the most noticeably awful day of my life, and I didn't need whatever else to occur. I hurried to the trash can and burrowed around for the junk letter I had discarded the day preceding. It was secured with espresso beans and potato strips, however I could at present read the words: â€Å"Send ten duplicates of this letter to your companions and you will have good karma for a year. † I took a seat at the kitchen table and started to make duplicates for ten of my companions. They could take their risks, however I was not going to have any increasingly misfortune!

Research paper Essay Example | Topics and Well Written Essays - 2000 words - 15

Research paper - Essay Example In the accompanying sections, we will attempt to remove the data about the life of this extraordinary man from the memoirs expounded on William Shakespeare. Shakespeare was the posterity of a councilman, John Shakespeare and Mary Arden, a girl of a well off rancher. The origin of this incredible writer is Stratford-upon-Avon. No definite data is accessible about is date of birth however he was known to have been submersed on 26th April, 1564. There is no record of date of birth in church’s register however â€Å"traditionally, Shakespeare’s birthday has been 23rd April, which was dining experience of St.George† ( Potter 1). William Shakespeare was named after his back up parent, William and â€Å" as indicated by Camden, this name has been generally basic in England since ruler William the Conqueror â€Å" ( qtd. in Potter 5). The early tutoring of the troubadour was done at King’ s New School arranged at Stratford. At 18 years old he wedded Anne Hathaway who was eight years more seasoned than he. The couple needed to hurry their marriage because of the pregnancy of Anne. The couple had three kids, the oldes t a little girl name Susanna and twins Hamnet and Judith. The child kicked the bucket in youth at 11 years old. Bevington alludes to the discussion with respect to the strict affiliations of Shakespeare and proposes that nobody has the definite information whether he had a place with Anglican church or was an incognito adherent of Catholic church. He additionally insinuates the cynic psyche of the extraordinary artist ( Bevington ch. 2). Schoenbaum uncovers that during Shakespeare’s time church going was mandatory and the individuals who didn't go to the congregation were hauled to chapel by chapel court and were forced substantial fines. Illuminating strict leanings of William Shakespeare, Schoenbaum proclaims that â€Å" the strict preparing given to Shakespeare by his locale was standard and Protestant† ( 55). He likewise explains the cases that Shakespeare was a

Sometimes we have fun

Sometimes we have fun Winter break is finally over and Im back at MIT. As much as most people complain about MIT, you really miss it when youre gone. Of course, maybe I just miss the freedom that comes with being away from home, but I miss being here just the same. There was so much I wanted to tell you about last semester, but I didnt have the time. I think it would be kinda silly to go back and try to write posts about that stuff now, so this post is dedicated to my favorite memories from Fall 2007. Navy/Marine Corps Birthday Ball Each year Boston NROTC hosts a formal celebrating the founding of the US Navy (on 13 OCT 1775) and US Marine Corps (10 NOV 1775). This year we went to the Park Plaza Hotel. It was a lot of fun: live music, good friends, and all the cake you can eat. Greg 08, Me, Jackie 08. 3/4ths of MITs graduating NROTC class Kristen 09 and Vanessa 09 My girlfriend Kristen 09 and me. Who says you cant find a girl at MIT whos beautiful, smart, and can cook? Boos Cruise The senior class cruise on Halloween. Hence the name Boos Cruise, though Ive always wondered if it had another meaning though. Like a good senior I went, and various debauchery ensued. Some pictures are omitted to protect the innocent (and guilty). Katy 08 as Goldilocks. I dont know whats up with that face I was superman, Julianna 08 was a border patrol agent A-Entry Thanksgiving Dinner A new tradition we started in A-entry this year. Each person was asked to bring a dish and we all got together to eat. A-entry is pretty diverse, so there was a good selection of food there. Everything from meat lasagna (which I made) to trail mix and donuts (which our Jamaican residents provided. Theyd never had thanksgiving). Drew 10, Jenny 11, Kristen 09, Kristina 08, Kevin 10, and a bunch of other crazy people waiting for food Kevin didnt seem to trust the food Me with my lovely A-Entry co-chair, Leslie 10 Lynn 11 surprised that theres ham on her plate. Lynn cannot multitask at all. In fact, if you try to talk to her while shes watching TV, it seems like shes ignoring you. But shes not. Shes like your computer when you try to play Elder Scrolls IV with maxed out settings and try to burn the entire second season of Battlestar Galactica to DVD. She needs time to process A Phi Holiday Mixer Each fall Alpha Phi hosts a party celebrating the holidays. Sorority events are dry, so its a nice break from the ridiculous antics you might see at a frat party. Normally theres hot chocolate and cookies. The logs (my favorite acapella group) performed too. Meeting Paul in person! Its not everday you get to meet a blogger My favorite A Phi lady Leslie 10, and one of the coolest people to ever major in Course 10, Mariah 08 The logs performing. Absolutely incredible So we do have fun sometimes. Even the cranky seniors =)

World War II Fighter Heinkel He 162

With World War II in Europe raging, Allied air forces commenced strategic bombing missions against targets in Germany.  Through 1942 and 1943, daylight raids were flown by the US Army Air Forces B-17 Flying Fortresses and B-24 Liberators.  Though both types possessed heavy defensive armaments, they incurred unsustainable losses to heavy German fighters such as the Messerschmitt Bf 110 and specially-equipped Focke-Wulf Fw 190s.  This led to a pause in the offensive in late 1943.  Returning to action in February 1944, Allied air forces commenced their Big Week offensive against the German aircraft industry.  Unlike in the past when bomber formations flew unescorted, these raids saw the widespread use of the new P-51 Mustang which possessed the range to remain with the bombers for the duration of a mission. The introduction of the P-51 changed the equation in the air and by April, Mustangs were conducting fighter sweeps in front of bomber formations with the goal of destroying the Luftwaffes fighter forces.  These tactics proved largely effective and by that summer German resistance was crumbling.  This led to increased damage to German infrastructure and retarded the Luftwaffes ability to recover.  In these dire circumstances, some Luftwaffe leaders lobbied for increased production of the new Messerschmitt Me 262 jet fighter believing that its advanced technology could overcome the superior number of Allied fighters.  Others argued that the new type was too complicated and unreliable to be operated in large numbers and advocated for a new, cheaper design that could be easily maintained or simply replaced. Specifications Length:  29  ft., 8  in.Wingspan:  23  ft., 7  in.Height:  8  ft., 6  in.Wing Area:  156  sq. ft.Empty Weight:  3,660  lbs.Max Takeoff Weight:  6,180  lbs.Crew:  1 Performance Maximum Speed:  562  mphRange:  606  milesService Ceiling:  39,400  ft.Power Plant:  Ã‚  1 Ãâ€"  BMW 003E-1 or E-2 axial-flow  turbojet Armament Guns:  2 Ãâ€" 20 mm  MG 151/20  autocannons or  Ã‚  2 Ãâ€" 30 mm  MK 108 cannons Design Development Responding to the latter camp, the Reichsluftfahrtministerium (German Air Ministry - RLM) issued a specification for a Volksjà ¤ger (Peoples Fighter) powered by a single BMW 003 jet engine.  Constructed of non-strategic materials such as wood, RLM also required that the Volksjà ¤ger be capable of being constructed by semi- or unskilled labor.  In addition, it should be sufficiently easy to fly as to allow glider-trained Hitler Youth to operate it effectively.  RLMs design parameters for the aircraft called for a top speed of 470 mph, an armament of either two 20 mm or two 30 mm cannon, and a takeoff run of no more than 1,640 feet.  Anticipating a large order, several aircraft firms, such as Heinkel, Blohm Voss, and Focke-Wulf commenced work on designs. Entering the competition, Heinkel possessed an advantage as it had spent the previous several months developing concepts for a light jet fighter.  Designated the Heinkel P.1073, the original design called for using two BMW 003 or Heinkel HeS 011 jet engines. Reworking this concept to meet the specifications requirements, the company easily won the design competition in October 1944.  Though the designation for Heinkels entry was initially intended to be He 500, in an effort to confuse Allied intelligence RLM elected to re-use -162 which had previously been assigned to an earlier Messerschmitt bomber prototype.   The Heinkel He 162 design featured a streamlined fuselage with the engine mounted in a nacelle above and behind the cockpit.  This arrangement necessitated the use of two tailfins placed at the end of  highly dihedralled horizontal tailplanes in order to prevent the jet exhaust from hitting the aft section of the aircraft.  Heinkel enhanced pilot safety with the inclusion of an ejection seat which the company had debuted in the earlier He 219 Uhu. Fuel was carried in a single 183-gallon tank which restricted flight time to around thirty minutes.  For takeoff and landing, the He 219 utilized a tricycle landing gear arrangement.  Rapidly developed and quickly built, the prototype first flew on December 6, 1944, with  Gotthard Peter at the controls.  Ã‚   Operational History Early flights showed that the aircraft suffered from sideslip and pitch instability as well as issues with the glue used its plywood construction.  This latter problem led to a structural failure on December 10 which resulted in a crash and Peters death.  A second prototype flew later that month with a strengthened wing.  Test flights continued to show stability issues and, due to the tight development schedule, only minor modifications were implemented.  Among the most visible changes made to the He 162 was the addition of drooped wingtips to increase stability.  Other alterations included settling on two 20 mm cannon as the types armament.  This decision was made as the recoil of the 30 mm damaged the fuselage. Though intended for use by inexperienced pilots, the He-162 proved a difficult aircraft to fly and only one Hitler Youth-based training unit was formed.  Construction of the type was assigned to Salzburg as well as the underground facilities at Hinterbrà ¼hl a nd  Mittelwerk. The first deliveries of the He 162 arrived in January 1945 and were received by Erprobungskommando (Test Unit) 162 at Rechlin.  A month later, the first operational unit, the 1st Group of Jagdgeschwader 1 Oesau (I./JG 1), obtained their aircraft and commenced training at Parchim.  Harried by Allied raids, this formation moved through several airfields during the spring.  While additional units were slated to receive the aircraft, none were operational before the end of the war.  In mid-April, I./JG 1s He 162s entered combat.  Though they scored several kills, the unit lost thirteen aircraft with two downed in combat and ten destroyed in operational incidents.   On May 5, JG 1s He 162s were grounded when General Admiral Hans-Georg von Friedeburg surrendered German forces in the Netherlands, Northwest Germany, and Denmark.  During its brief service, 320 He 162s were built while another 600 were in various stages of completion.  Captured examples of the aircraft were distributed among the Allied powers who commenced testing the He 162s performance.  These showed that it was an effective aircraft and that its flaws were largely due to it being rushed into production.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sources Military Factory: Heinkel He 162Heinkel He 162 VolksjaegerCanadian Aviation Space Museum: Heinkel He 162

Treating or Terminating The Dilemma of Impaired Infants...

Aiding the death of infants is a much disputed controversy in healthcare. H. Tristram Engelhardt Jr. provides an ethical view that there is a moral duty not to treat an impaired infant when this will only prolong a painful life or would only lead to a painful death. It is these individuals, like Engelhardt, who must defend this position against groups who consider that we have the ability to prolong the lives of impaired infants, thus we are obligated to do so. Infanticide is associated with aiding the death of an infant and infant euthanasia. Jim Holt, contributing author for the New York Times, writes that, â€Å"Infanticide is the deliberate killing of newborns with the consent of the parents and society. This concept has been common†¦show more content†¦Approximately 1 in 68,000 births result in anencephaly annually. About 25% of anencephalic babies die at birth; those who survive have a life expectancy of a few hours or days (Jaquier 2006). There are methods in the justification of aiding in the death of an impaired infant. Engelhardt outlines that there is a distinction between aiding the death of adult and children. The question of status is also explored to determine that children are neither self-possessed nor responsible. The concept of Injury of Continued Existence is given to look at the potential person the infant might become if allowed to exist. These examples are provided to give a thorough evaluation of a child before the decision is made whether or not to prolong life. Is there a difference when evaluating the life of a child versus an adult when considering aiding in their death? Engelhardt determines that yes, there is a distinction. He convincingly notes that â€Å"the difference lies in the somewhat obvious fact that infants and young children are not able to decide about their own futures and this are not persons in the same sense that normal adults are.† (646). The rights of children are determined through the status of the parent’s rights, the obligations of adults to prevent suffering, and the potential societal effects through the allowance of death of an impaired infant. The differences between adult and child euthanasia are considered whenShow MoreRelatedHsm 542 Week 12 Discussion Essay45410 Words   |  182 PagesWeek 1: Introductions/Overview: An Ethical and Legal Framework - Discussion This weeks graded topics relate to the following Terminal Course Objectives (TCOs): A | Given a situation related to reproductive genetics, genetic research, or the human genome project, develop a set of legal and ethical guidelines, which can be applied to genetic issues for the conduct of medical practice and/or research. | B | Given the contentious debate surrounding issues of procreation, develop an institutionalRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesmymanagementlab is an online assessment and preparation solution for courses in Principles of Management, Human Resources, Strategy, and Organizational Behavior that helps you actively study and prepare material for class. Chapter-by-chapter activities, including built-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Read More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 PagesCompositor: Newgen–India Printer: Courier Corporation/Kendallville  © 2008, 2005 Duxbury, an imprint of Thomson Brooks/Cole, a part of The Thomson Corporation. Thomson, the Star logo, and Brooks/Cole are trademarks used herein under license. ALL RIGHTS RESERVED. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution, information storage and retrieval

Social Jugdement In Mary Shelley’s Frankenstein Free Essays

Throughout the story you find that a man named Frankenstein has the desire to create another human being. After his creation was over with he says, â€Å"I had desired it with an ardour that far exceeded moderation; but now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart†(Shelley 1).   He abandons this creature when it needs him the most. We will write a custom essay sample on Social Jugdement In Mary Shelley’s Frankenstein or any similar topic only for you Order Now â€Å"Frankenstein’s original reasons for creating life from dead parts are noble. He wants to help mankind conquer death and diseases. But when he reaches the goal of his efforts and sees his creature and its ugliness, he turns away from it and flees the monstrosity he has created. Mary Shelley seems not to condemn the act of creation but rather Frankenstein’s lack of willingness to accept the responsibility for his deeds. His creation only becomes a monster at the moment his creator deserts it† (Shelley 3) To the creature Frankenstein is his father and when he left him, he felt neglected and abandoned, not knowing how to take care of himself. So he left not knowing where he would go or how he would survive. He abandoned his creature as if it were an animal. â€Å"Every day, a significant number of people abandon animals in the world today. They are animals who are not equipped to survive on their own. On their own, they starve or freeze to death† (Shelley 2). â€Å"Frankenstein is not willing to fully take the role of the mother of his â€Å"child.† Immediately after its birth he leaves his child and thereby evades his parental duty to care for the child† (Shelley 3).   In today’s society people neglect and abandon there children like there nothing. When Frankenstein abandoned his creature he didn’t even think how the creature felt, he just deserted him. â€Å"The Monster appears to be an almost perfect creation (apart from his horrible appearance), who is often more human than humans themselves. He is benevolent (he saves a little child; he helps the De Lacey family collecting firewood), intelligent and cultured (he learns to read and talk in a very short time; he reads Goethe’s Werther, Milton’s Paradise Lost and Plutarch’s works). The only reason why he fails is his repulsive appearance. After having been rejected and attacked again and again by the people he runs into only because of his horrible physiognomy, the Monster, alone and left on his own, develops a deadly hatred against his creator Frankenstein and against all of mankind. Therefore only society is to blame for the dangerous threat to mankind that the Monster has become. If people had adopted the Monster into their society instead of being biased against him and mistreating him he would have become a valuable member of the human society due to his outstanding physical and intellectual powers†( Shelley 3). His hatred grew from neglect and abandonment. Every person he came in contacted with immediately hated him. Nobody could look past his horrified appearance to see what was inside. His hatred then turned into revenge against his creator. The creature wanted Frankenstein to feel what he feels. The concept of Social Judgement in the Novel Frankenstein by Mary Shelley is a complex novel that was written during the age of Romanticism. It contains many typical themes of a common Romantic novel, such as dark laboratories, the moon and a monster; however, Frankenstein is anything but a common novel. Many lessons are embedded into this novel, including how society acts towards anything different. The monster fell victim to the system commonly used by society to characterize a person by only his or her outer appearance. Whether people like it or not, society always summarizes a person’s characteristics by his or her physical appearance. Society has set an unbreakable code that individuals must follow to be accepted. Those who don’t follow the â€Å"standard† are hated by the crowd and banned for the reason of being different. When the monster ventured into a town†Ã¢â‚¬ ¦ [Monster] had hardly placed [his] foot within the door †¦children shrieked, and †¦women fainted† (Shelley 101). From that moment on he realized that people did not like his appearance and hated him because of it. If the villagers hadn’t run away at the sight of him, then they might have even enjoyed his personality. The monster tried to accomplish this when he encountered the De Lacey family. The monster hoped to gain friendship from the old man and eventually his children. He knew that it could have been possible because the old man was blind; he could not see the monster’s repulsive characteristics. But fate was against him and the â€Å"wretched† had barely conversed with the old man before his children returned from their journey and saw a monstrous creature at the foot of their father attempting to do harm to the helpless elder. â€Å"Felix darted forward, and with supernatural force tore [the creature] from his father†¦Ã¢â‚¬  (Shelley 129). Felix’s action caused great inner pain to the monster. He knew that his dream of living with them â€Å"happily ever after† would not happen. After that bitter moment, the monster believed that â€Å"†¦the human senses are insurmountable barriers to our union [with the monster]† (Shelley 138).   And with the De Lacey encounter still fresh in his mind along with his first encounter of humans, he declared war on the human race. The wicked being’s source of hatred toward humans originates from his first experiences with humans. In a way, the monster started out with a child-like innocence that was eventually shattered by being constantly rejected by society time after time. His first encounter with humans was when he opened his yellow eyes for the first time and witnessed Victor Frankenstein, his creator, â€Å"†¦rush out of the [laboratory]†¦Ã¢â‚¬  (Shelley 56). This wouldn’t have happened if society did not consider physical appearance to be important. If physical appearance were not important, then the creature would have had a chance of being accepted into the community with love and care. However, society does believe that physical appearance is important and it does influence the way people act towards each other. Frankenstein should have made him less offensive if even he, the creator, could not stand his disgusting appearance. There was a moment, however, when Frankenstein â€Å"†¦was moved†¦Ã¢â‚¬  (Shelley 139).   By the creature. He â€Å"†¦felt what the duties of a creator†¦Ã¢â‚¬  (Shelley 97), where and decided that he had to make another creature, a companion for the original. But haunting images of his creation, from the monster’s first moment of life, gave him an instinctive feeling that the monster would do menacing acts with his companion, wreaking twice the havoc. Reoccurring images of painful events originating from a first encounter can fill a person with hate and destruction. We, as a society, are the ones responsible for the transformation of the once child-like creature into the monster we all know. We all must come to the realization that our society has flaws that must be removed so that our primal instincts do not continue to isolate and hurt people who are different. We have entered a new millennium with tremendous technological resources at our disposal. Why do we still cling to such primitive ways of categorizing people? Rà ©sumà © Mary Shelley made an anonymous but powerful debut into the world of literature when Frankenstein, or The Modern Prometheus was published in March, 1818. She was only nineteen when she began writing her story. She and her husband, poet Percy Bysshe Shelley, were visiting poet Lord Byron at Lake Geneva in Switzerland when Byron challenged each of his guests to write a ghost story. Settled around Byron’s fireplace in June 1816, the intimate group of intellectuals had their imaginations and the stormy weather as the stimulus and inspiration for ghoulish visions. A few nights later, Mary Shelley imagined the â€Å"hideous phantasm of man† who became the confused yet deeply sensitive creature in Frankenstein. She once said, â€Å"My dreams were at once more fantastic and agreeable than my writings.† While many stage, television, and film adaptations of Frankenstein have simplified the complexity of the intellectual and emotional responses of Victor Frankenstein and his creature to their world, the novel still endures. Its lasting power can be seen in the range of reactions explored by various literary critics and over ninety dramatizations. Although early critics greeted the novel with a combination of praise and disdain, readers were fascinated with and a bit horrified by the macabre aspects of the novel. Interestingly, the macabre has transformed into the possible as the world approaches the twenty-first century: the ethical implications of genetic engineering, and, more recently, the cloning of livestock, find echoes in Shelley’s work. In addition to scientific interest, literary commentators have noted the influence of both Percy Shelley and William Godwin (Mary’s father) in the novel. Many contemporary critics have focused their attention on the novel’s biographical elements, tracing Shelley’s maternal and authorial insecurities to her very unique creation myth. Ultimately, the novel resonates with philosophical and moral ramifications: themes of nurture versus nature, good versus evil, and ambition versus social responsibility dominate readers’ attention and provoke thoughtful consideration of the most sensitive issues of our time. Sources Cited http://www.indigorescue.org/Abandonment.html http://members.aon.at/frankenstein/frankenstein-novel.htm Shelley, M.   Frankenstein. 1818. How to cite Social Jugdement In Mary Shelley’s Frankenstein, Essay examples

Let me go; take back thy gift The poem Tithonus is based on a Greek myth about Tithonus Essay Example For Students

Let me go; take back thy gift The poem Tithonus is based on a Greek myth about Tithonus Essay Let me go; take back thy gift The poem Tithonus is based on a Greek myth about Tithonus, a beautiful youth and beloved of Eos, the Goddess of Dawn. At the request of Eos, the Gods grant Tithonus immortal life, but unfortunately not immortal youth. Tithonus request gave him immortality, but the poem is a yearning for death and a release from immortal life. The poem opens with Tithonus despising the curse of immortality bestowed upon him by Eos. The woods decay, vapour condenses and the earth takes away its burden, man works on the ground and then lies beneath it, and even the glorious swan dies after many a summer. Only Tithonus lives. Me only cruel immortality Consumes. He has withered and is a white-haird shadow that roams in the ever-silent spaces of the lonely East à ¢Ã¢â€š ¬Ã¢â‚¬  in the silent limits of the world, in far-folded mists and in the gleaming halls of morn. Tithonus perceives himself as a gray shadow. He was once a man so beautiful and young that he was chosen by Eos; being Eos beloved was a joy greater than many joys experienced by Gods. Give me immortality . Eos granted him immortal life with a smile, like wealthy men who care not how they give. But time and strong Hours effected him and marrd and wasted him. And though time could not end him, it left him broken down to dwell in the presence of immortal youth. Immortal age beside immortal youth. Tithonus has immortal life but is in ashes whereas Eos is immortally beautiful and young. He requests her out of love and beauty to make amends to the wish that was granted to him. At this moment, in Eos eyes, which are as bright as the Silver Star, Venus, he sees tears of pity à ¢Ã¢â€š ¬Ã¢â‚¬  she knows that she cannot help him. He pleads her to hear him and release him from this prison à ¢Ã¢â€š ¬Ã¢â‚¬  to take back her gift. He then wonders why man desires to bypass the goal of ordinance à ¢Ã¢â€š ¬Ã¢â‚¬  the natural cycle of life and death created by God, where everyone needs a pause, which is death. He sees a glimpse of the dark world where he was born. He sees Eos in the mysterious change of the arrival of dawn. Dawn seems to be rising and the light seems to be emitting from her pure brows. Her heart begins to beat stronger as she takes the form of a new dawn and is filled with renewd energy. Her cheeks begin to redden in the gloom and her sweet eyes brighten up so that they blind the stars. Her wild team of horses that draw her chariots arise, shake the darkness and convert the twilight into bright flakes of fire. Tithonus perceives Eos to growest beautiful with the coming of every dawn. Before she is able to answer his questions, she is goneà ¢Ã¢â€š ¬Ã¢â‚¬ but her tears are on her cheek. He asks her why her tears fill him  with apprehension and forebodingà ¢Ã¢â€š ¬Ã¢â‚¬ he feels that these tears remind him of a saying that he had heard on the dark earth. The Gods themselves cannot recall their gifts. He remembers his days far-off when he used to watch the first circle of dawn as she rose. And as she rose higher, these small little curls transformed into blinding sunny rings. With her mystic change he could feel a sensational joy in his body. Her light crimsond every part of the world and, as this happened, their love grew stronger. He lay in her arms and her light touched every part of his face. He sufficed in Eos beauty and her kisses were as warm as the half-opening buds of April. He could here loving whispers from her kisses and they reminded him of wild and enchanting melodies like the strange song of Apollo or the Ilion that rose from the fires of Troy. .u69f4cd8d9b90091a2eb714781bb93c82 , .u69f4cd8d9b90091a2eb714781bb93c82 .postImageUrl , .u69f4cd8d9b90091a2eb714781bb93c82 .centered-text-area { min-height: 80px; position: relative; } .u69f4cd8d9b90091a2eb714781bb93c82 , .u69f4cd8d9b90091a2eb714781bb93c82:hover , .u69f4cd8d9b90091a2eb714781bb93c82:visited , .u69f4cd8d9b90091a2eb714781bb93c82:active { border:0!important; } .u69f4cd8d9b90091a2eb714781bb93c82 .clearfix:after { content: ""; display: table; clear: both; } .u69f4cd8d9b90091a2eb714781bb93c82 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u69f4cd8d9b90091a2eb714781bb93c82:active , .u69f4cd8d9b90091a2eb714781bb93c82:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u69f4cd8d9b90091a2eb714781bb93c82 .centered-text-area { width: 100%; position: relative ; } .u69f4cd8d9b90091a2eb714781bb93c82 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u69f4cd8d9b90091a2eb714781bb93c82 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u69f4cd8d9b90091a2eb714781bb93c82 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u69f4cd8d9b90091a2eb714781bb93c82:hover .ctaButton { background-color: #34495E!important; } .u69f4cd8d9b90091a2eb714781bb93c82 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u69f4cd8d9b90091a2eb714781bb93c82 .u69f4cd8d9b90091a2eb714781bb93c82-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u69f4cd8d9b90091a2eb714781bb93c82:after { content: ""; display: block; clear: both; } READ: Poetry Explication Analysis EssayHe now contrasts his present state to his past. He tells her not to hold him in the East forever. How could his nature mix with hers? He is old and withered and she is young and beautiful. Her rosy shadows, her lights are now cold to him. His feet are now cold upon her glimmering thresholds. He can see the warm steam rising as all men wait for dawn to riseà ¢Ã¢â€š ¬Ã¢â‚¬ he feels that they are happy because they have the power to die. He perceives the dead in grass-covered graves to be happier than they are because they are already dead. He asks her to release him and allow him to die. As she sees everything, she would also see his grave. She would renew her beauty morn by morn but he would forget these empty courts and her returning to the east on her silver wheels. Through this poem, Tennyson vividly reveals to us the meaning of the natural cycle of life and death and the necessity of maintaining the balance. Just as we accept life, we must accept death for immortality and eternal life is not always a blessing, as proved. Through Tithonus, Tennyson means to say that, no matter how fraught the world is with pains and sorrows, man must desire to vary from the kindly race of men, Or pass beyond the goal of ordinance.

Drama Essay Example Symbolism in Tender Offer

Drama: Symbolism in Tender Offer Wendy Wasserstein’s comedy Tender Offer provides a good example of how symbolism can work in a play. The one act play is about the cultural decay of the modern world where there is no meaning for any of the human values and the use of symbols provides the playwright with one of the most effective tools. â€Å"Symbolism is the systematic use of recurrent symbols or images in a work to create an added level of meaning.† (A Literary Lexicon). This literary device suggests another meaning beyond the literal meaning of an object or action. The recurrent use of an object, sign, or image stands for some meaning that is beyond the surface meaning of the image. The play that tells about the relationship between a father and a daughter touches many of the modern themes. The most obvious characteristic feature of the play is its use of extra ordinary symbols that relate to the main theme of the play. Thus, we find a number of symbols such as ‘tender offer,’ ‘leg warmers,’ ‘a bad itch,’ ‘Tiger,’ and many such. In the confines of short, one act play, the author, with the use of symbols, is successful in dealing with themes of great significance. Tender Offer is primarily a play of father-daughter relationship. Here, we find the relationship between Paul and Lisa and the delicate matters in their relation. One of the most obvious symbols in the play is that of ‘tender offer.’ â€Å"PAUL: I’ll make you a tender offer. That’s when a company publishes in the newspaper that they want to buy another company. And the company that publishes is called the Black Knight because they want to gobble up the poor little company. So the poor little company needs to be rescued. And then a White Knight comes along and makes a bigger and better offer so the shareholders won’t have to tender shares to the Big Black Knight.† (Wendy Wasserstein: Reading Tender Offer). The father wants to make a tender offer to his daughter and he wants not to own her but wants the daughter to come out of the chains of that haunts her like a Big Black Knight. The powerful symbolism used here shows how effective the author is in the use of symbols for his purpose. Another example of the great effect created by symbolism is the use of ‘leg warmers.’ It is a symbol that stands for something beyond the ordinary and the apparent. Lisa says that she â€Å"can’t go home till I find my leg warmers.† (Wendy Wasserstein) But she is not looking for them; neither does she remember where she left them. She is not definite about where it is or how she will find them, if at all she finds them. In relation to this comes the other symbols sickness, Hodgkin’s disease, and ‘a bad itch on my leg.’ These symbols come as the thirst of a daughter to find a deep relation and solace in the father. Even a ‘dreamcoat’ is meaningless to Lisa and without anyone to regard for the subtle but important things, Lisa feels, â€Å"It’s stupid. I was second best at the dance recital, so they gave me this thing. It’s stupid.† (Wendy Wasserstein) These are symbols in series all of which denotes the i nner wish of the daughter to find the cares of her father. Once the father is aware of this inner need in his daughter, she says, â€Å"my foot doesn’t itch anymore.† (Wendy Wasserstein) And at the recognition from the father, Lisa says, â€Å"I think I see my leg warmers.† (Wendy Wasserstein) Thus, the powerful use of these symbols proves the role of symbolism and its effect in literature. Obviously, there are many other symbols and images that create in the minds of the readers colorful designs of the theme that the author works out through the play. Ultimately, all these work in the best illustration of the modern situation through the symbols and images. The value-free culture of the modern world and the decline in relation of the modern families is, admittedly, the aim of the playwright in Tender Offer and which better tool other than symbolism could help the author in this effort? Therefore, we can safely conclude that Wendy Wasserstein’s one act play proves the power of symbolism as a literary tool and there would be no doubt about the craftsmanship of the playwright, especially with the use of symbolism. Works Cited Wendy Wasserstein: Reading. Tender Offer. 7 Dec. 2007 http://highered.mcgraw-hill.com/sites/dl/free/0073124265/322267/wasserstein_reading.html. A Literary Lexicon. 7 Dec. 2007 http://condor.depaul.edu/~dsimpson/awtech/lexicon.html. We Are Wlling to Help You! Rely on Us Today! There is really no reason you should delay the decision to buy essays papers. You could use the same time to place the order and complete other works. Remember; too much thinking and no action gets you nowhere. Now place the order.

Wolf Predation Essays - Predation, LotkaVolterra Equations, Caribou

Wolf Predation Essays - Predation, LotkaVolterra Equations, Caribou Wolf Predation Effects of Wolf Predation Abstract: This paper discusses four hypotheses to explain the effects of wolf predation on prey populations of large ungulates. The four proposed hypotheses examined are the predation limiting hypothesis, the predation regulating hypothesis, the predator pit hypothesis, and the stable limit cycle hypothesis. There is much research literature that discusses how these hypotheses can be used to interpret various data sets obtained from field studies. It was concluded that the predation limiting hypothesis fit most study cases, but that more research is necessary to account for multiple predator - multiple prey relationships. The effects of predation can have an enormous impact on the ecological organization and structure of communities. The processes of predation affect virtually every species to some degree or another. Predation can be defined as when members of one species eat (and/or kill) those of another species. The specific type of predation between wolves and large ungulates involves carnivores preying on herbivores. Predation can have many possible effects on the interrelations of populations. To draw any correlations between the effects of these predator-prey interactions requires studies of a long duration, and statistical analysis of large data sets representative of the populations as a whole. Predation could limit the prey distribution and decrease abundance. Such limitation may be desirable in the case of pest species, or undesirable to some individuals as with game animals or endangered species. Predation may also act as a major selective force. The effects of predator prey coevolution can explain many evolutionary adaptations in both predator and prey species. The effects of wolf predation on species of large ungulates have proven to be controversial and elusive. There have been many different models proposed to describe the processes operating on populations influenced by wolf predation. Some of the proposed mechanisms include the predation limiting hypothesis, the predation regulating hypothesis, the predator pit hypothesis, and the stable limit cycle hypothesis (Boutin 1992). The purpose of this paper is to assess the empirical data on population dynamics and attempt to determine if one of the four hypotheses is a better model of the effects of wolf predation on ungulate population densities. The predation limiting hypothesis proposes that predation is the primary factor that limits prey density. In this non- equilibrium model recurrent fluctuations occur in the prey population. This implies that the prey population does not return to some particular equilibrium after deviation. The predation limiting hypothesis involves a density independent mechanism. The mechanism might apply to one prey - one predator systems (Boutin 1992). This hypothesis predicts that losses of prey due to predation will be large enough to halt prey population increase. Many studies support the hypothesis that predation limits prey density. Bergerud et al. (1983) concluded from their study of the interrelations of wolves and moose in the Pukaskwa National Park that wolf predation limited, and may have caused a decline in, the moose population, and that if wolves were eliminated, the moose population would increase until limited by some other regulatory factor, such as food availability. However, they go on to point out that this upper limit will not be sustainable, but will eventually lead to resource depletion and population decline. Seip (1992) found that high wolf predation on caribou in the Quesnel Lake area resulted in a decline in the population, while low wolf predation in the Wells Gray Provincial Park resulted in a slowly increasing population. Wolf predation at the Quesnel Lake area remained high despite a fifty percent decline in the caribou population, indicating that mortality due to predation was not density-dependent within this range of population densities. Dale et al. (1994), in their study of wolves and caribou in Gates National Park and Preserve, showed that wolf predation can be an important limiting factor at low caribou population densities, and may have an anti-regulatory effect. They also state that wolf predation may affect the distribution and abundance of caribou populations. Bergerud and Ballard (1988), in their interpretation of the Nelchina caribou herd case history, said that during and immediately following a reduction in the wolf population, calf recruitment increased, which should result in a future caribou population increase. Gasaway et al. (1983) also indicated that wolf predation can sufficiently increase

Training Faculty to Teach Online Research Paper Example | Topics and Well Written Essays - 750 words

Training Faculty to Teach Online - Research Paper Example   There is also the principle that learning materials and measured teaching outcomes will contain and provide appropriate information. By appropriate information, it is expected a well-trained faculty would focus their learning resources on the provision of information that directly matches what the online program is designed to accomplish. What is more, there is a principle that measures on timely the information given by the faculty is considered by learners to be. This is an important principle, given the fact that learning information is dynamic and subjective to time. By implication, the process of evaluation looks at the ability of faculty to be on top of issues and abreast with time so that information delivered will not be considered as not being relevant for the time for which it is being delivered. Lastly, there is a principle that dwells on the need for faculty teaching to be self-evaluative. Effective management of teaching in the online training programShattuck and Ter ry likened the management of teaching effectiveness to the sustainability of effective teaching and learning that is attained from online programs. With this said, it is expected that during online training programs and even by the close of the programs, there will be principle that checks for the sustainability of effectiveness. One of these principles for the management of teaching in online training programs is the need for there to be faculty support services provided in specific areas related to teaching online.

The comparison between artistic rendering techniques Essay

The comparison between artistic rendering techniques - Essay Example There are several artistic rendering that exists; they are responsible for determining how color is adjusted, how the image can be made more visible and whether to make the photo realistic or unrealistic. It is imperative to understand that in order to render, one must first apply different attributes such as stroke, colors, clipping paths as well as patterns that will ultimately define the output. The artistic rendering often helps when the output painterly as well as artistic effects that allows for artistic interpretation (De, 2010). Artistic rendering often adds texture to the images and in many cases it is often used to create fine arts or even at times hand drawn looks. Colored pencil can be described as one of the most important strokes that are useful in artistic rendering. It is often advised for one to explore using colored pencil mediums before entering into major drawing. The most fundamental of all colored pencil strokes is the simple side to side shading. With practice, the marks can be kept straight. The colored pencil is important as it often gives a rough cross hatch appearance (De, 2010). It is, however, imperative to understand that one might either decide to side shade or tip shade depending on the effect that is wanted. Shading with the side of the pencil is often useful when one wants to create what can be described as soft, even toned shading that is grainy. However, the tip shading creates a tonal range that is more limited, in fact, when one is shading with the tip of a sharp pencil, one can be able to achieve a much richer and denser layer of color. Further, with this type of shading the grain often appears to be finer. Another style that exists within the colored pencil technique is hatching; this includes rapidly applying color and then creating direction and texture using the colored pencil (Robins, 2003). Hatching in many cases is often used in one direction; however, there are times that one can follow the contours that exist on

Motivation n Second Language Learning

Motivation n Second Language Learning It is natural that students achieve differently in the same class, learning from the same teacher. How students learn and why they achieve differently has been a field of interest among many scholars, especially in the field of second language (L2) learning. Many studies have been conducted about the different factors that affect learner variables, both cognitively and affectively. On a general basis, there are mainly three factors that contribute to the individual differences in L2 learning experience: learning styles, learning strategies and affective variables; Motivation being one of the most important issues in affective variables. (Ehrman et all, 2003) According to Wigfield (1994), motivation is based on how much the individual expect to succeed and their value of their success. Gardner defined motivation as the combination of effort plus desire to achieve the goal (learning the language) and favorable attitudes towards it. (Gardner, 1985) Although the theories and researches c oncerned on motivation have never been free from criticism, it is generally agreed that motivation have great impacts and influences on individual learners. Based on the classification of different types of motivation, this essay aims to explore how it affects a students learning experience, particularly in L2 learning. This essay also provides some suggestions on teaching which might provide help to the formation of a positive motivation. The different types of motivation Theories and models of motivation began to appear in the 1950s, when Gardner and Lambert proposed the Socio-Educational model of language learning, which contained two types of motivation: integrative and instrumental. (Gardner Lambert, 1959). Such model laid the ground work for further research, being developed by following scholars. Deci and Ryan (1985) distinguished between intrinsic and extrinsic motivations; the motivation inside and outside the individual. And based on Skehans (1989) four hypothesis, Ellis (1994) categorized four types of motivation: integrative motivation, instrumental motivation, resultative motivation and motivation as intrinsic interest. (Ellis, 1994) While Lambert described integrative orientation as a sincere and personal interest in the people and culture represented by the other language group, (Lambert, 1974) Ellis (1994) emphasized that orientation and motivation are two concepts which need to be considered separately. While Orientation refers to the underlying reasons for studying an L2, i.e. the effort plus desire; motivation is the directed effort that learners make. (Ellis, 1994) In other words, integrative motivation is the desire for students to want to become part of a speech community, an important aspect of which is using the target language for social interaction. Immigrants are usually examples of people with high integrative motivations. Integrative motivation is normally considered oppose to instrumental motivation, and often believed to be more powerful in its effects than the latter. Gardner and Lambert studied English speakers learning French in Quebec and argued that integrative motivation led to greater suc cess in L2 learning. (Gardner and Lambert, 1959) Instrumental motivation developed from Skehans (1989) The Carrot and Stick Hypothesis, which originally implies external influences and incentives. (Ellis, 1994) Different from integrative motivation, which appears to be less achievable and requires longer time as well as effort; instrumental motivation is more centered on concrete goals such as a job, diploma, or the ability to read academic articles. This form of motivation is thought to be less likely to lead to overall success than integrative motivation, as the ultimate goal is more feasible. Rewards could also be seen as an instrumental motivation, which could aid the learning process to some extent. Gardner and MacIntyre (1991) reported a study for a vocabulary task in which the group of students who were offered awards did significantly better than the comparable group, although the positive effects decreased as soon as the reward stops. Generally, the effects of instrumental motivation tend to maintain for a shorter time per iod. Unless the individual pushes himself further by setting up new goals, the effect ends as soon as the goal is achieved. Despite the differences in integrative and instrumental motivation, some (Muchnick Wolfe, 1982) argued that it is impossible to separate the two in certain occasions, when students have strong motivations for both. (cited from Ellis, 1994) Resultative motivation is concerned with the relationship between motivation and achievement, which Ellis (1994) identified as interactive. Learners motivation is strongly affected by their achievement. Students who perform well in classrooms are more likely to gain confidence and to be more willing to participate. However, Gardner, Smythe and Clement (1979); suggested that while greater motivation and attitudes lead to better learning, the converse is not true (Cited from Ellis, 1994). But the vicious circle of low motivation = low achievement = lower motivation could always develop. (Ellis, 1994) Interest is a powerful psychology tool in receiving attention from students and urging them to make efforts. There are various ways that teachers could help students to develop their intrinsic interest motivation, such as welcoming students with a big smile, or introducing new activities into the classroom. The effects of motivation From the psychological perspective, motivation could also be categorized as positive and negative motivation. Positive motivation means an optimism and upbeat response towards the tasks being assigned to. Negative motivation implies unwillingness and is often companied with anxiety. Nearly all students will experience both positive and negative motivation in some level of their studies; therefore, it is important for them to understand that both positive and negative motivations could be helpful or harmful. Positive motivation It is generally believed that positive motivation leads to better results in the learning process. Students who enjoy learning a L2 or have a clear aim tend to work harder that those who have no interest. However, one of the limitations of the studies in motivation is that the main tool is normally questionnaires, which has questionably validity. There is always the possibility that students would write down what the teacher hopes them to, or what makes them look good, even if the questionnaire is confidential. Also, motivation is different from the actual effort that people make. A student could be highly-motivated judging from his questionnaire but might not have made any efforts in his studies. (Ellis, 1994) In terms of the learning process, motivation itself is not enough. It is just an urge which pushes the student work harder, which means nothing if not taken action. Adoring the teacher and enjoying the class does not necessarily imply that the student understood what he should have learned. Also, motivation is quite changeable; making it difficult to measure which against time and persistence. Besides, a positive attitude might lead students to be overly relaxed or improperly prepared and perform worse than they could have. There is a thin line between confident and arrogance. Negative motivation Negative motivation is normally associated with anxiety, unsatisfactory performance and low achievement. But it might not necessarily be like that for every one. Oller and Perkins suggested that negative motivation might be more powerful to some learners in motivating them to excel, which they referred to as Machiavellian Motivation. (Oller Perkins, 1978) I recall a similar situation from my own learning experience. When I was studying English in primary school, one of the strongest motivations that drove me to work harder was a Korean girl who used to make fun of me. I had the urge to show her that I was capable of learning the language. Although Machiavellian Motivation did not always work that way. I did not like my French teacher when I was studying French as a L2 in my university. But I was never intrigued by the idea of working hard and proving to her that I could manage to learn the language properly. Instead, I got trapped between Elliss vicious circle of low motivation = lo w achievement = lower motivation. (Ellis, 1994) Supposable Machiavellian Motivation is more likely to domain when the imaginary opponent is of the similar level. When the opponent is far more advanced than the learner himself, the idea to conquer would not easily arise, although there could always be exceptions. The formation of a positive motivation Although negative motivation may lead to positive results in the learning process, Machiavellian Motivation is quite risky which might not be suitable for all learners as well. It is generally more simple and beneficial to form a positive attitude when learning an L2. As Pintrich and Schunk (1996) indicated, motivation depends greatly on context, the people involved and specific circumstances. (cited from Ehrman et all, 2003) Motivation is never a fixed dimension; teachers could always help students to form positive motivations. Not all L2 learners have the opportunity to be integrated in a country where the target language is used as L1. However, there are other methods which teachers could use to help students form integrative motivation, such as introducing the culture, using authentic reading material, or asking students to watch foreign movies in the target language. One of the methods that my English teacher used when I was in primary school was asking us to write letters to our American pen pals. We were all deeply engaged in the activity and highly motivated by the desire to communicate with our friends on the other side of the world. Teachers could help their students to form instrumental motivation by setting up clear goals and aims. There could be little steps for beginners, and gradually help students to form the habit of setting up goals for themselves. Realistic and feasible short term goals are very helpful to students in finding their weakness and knowing where they want to be. Teachers could also encourage students to set up long term goals and set up study journals to record their progress. Motivation is always closely linked with performance. To avoid the vicious circle of low motivation = low achievement = lower motivation, (Ellis, 1994) it is necessary to form a positive motivation towards all learning process. In helping students to form a positive resultative motivation, teachers should always consider the difficult of tasks. Students could easily be depressed by their work and put in less effort or all effort when they have decided that it is too difficult for them. The instructions should also be clear so that they would understand what they are expected to do. The tasks should be deigned to suit the demand of the majority of the class, within their cognitive ability and slightly out of their reach so that they would make an effort to accomplish it. Also, how to give feedback and what type of feedback should be given to students is another important issue. An assignment all in red marks would easily discourage anyone. What the teachers could do, particularly for writing class is to have one focus each week such as future tense or pronouns and only look for mistakes in the specified area. The errors could be marked by letters or underlined and ask the students to correct them by himself. Teachers need to understand that errors are inevitable in the learning process and actually a sign that learning is taking place. (Broughton et all, 1980) In SLA theories, error analysis (EA) is a technique which aims to describe and explain the systematic nature of errors generated in the learners language which was established in the 1970s by Stephen Pit Corder. (Corder, 1967) The errors that people make reveal patterns of L2 language development and the differences between L1 and L2 acquisition. Errors provide valuable feedback to both teachers and learners regarding learner strategies and the learning progress; help the teachers to understand the students level and reflect on their own teaching methodology. They also indicate whether the students are rea dy to further their studies. Moreover, errors provide insights into the nature of SLA process. As mentioned before, interest is a powerful tool in L2 learning. To start with, teachers should always try to create a comfortable atmosphere within the classroom. A teacher with a good personality, someone who is adored by the students could make the class much more enjoyable. To boost students interest, teachers could always being new activities into the classroom. Task based learning combined with stories and games would easily attract young learners. For more advanced learners, teachers could occasionally bring culture and drama into the classroom for a change. Also, according to a study by Bachman (1964), students are more motivated when are involved in decision-making, which lead to overall productivity. (Cited from Ellis, 1994) As indicated, students will show more interest in their studies when they feel that they have made decisions. Consequently, teachers could ask for the students opinions to decide on a particular subject for their assignments. Group work also has signifi cant values in increasing students interests, providing with the students an opportunity to interact with each other and share their opinions. Small group tasks are particularly motivating as the students know that their peers are working towards the same project. (DÃ ¶rnyei, 2001) By working cooperatively, students will be urged to perform better, being a representative of their own group. Conclusions As how motivation works and the effects of motivation differ among each individual, also being influenced by many variables, the studies regarding motivation have never been free from criticism, including its classification. However, the impact and value of motivation is generally impossible to ignore. Although both positive and negative motivation could lead to higher achievement in L2 learning, students should be encouraged to form positive motivations as it is more likely to encourage success than Machiavellian Motivation. (Oller Perkins, 1978) Motivation is not an unchangeable domain; teachers could help students form motivation in all of the four categorizes identified by Ellis: integrative motivation, instrumental motivation, resultative motivation and motivation as intrinsic interest. (Ellis, 1994) Also, it is important for students to learn to control their motivation and use it in an active way; to maintain longer motivation for greater success. (Word Count: 2310)

Animal Farm Study Questions Chapter 6-10 Essay

1. The animals are doing a lot of work because they have to get the windmill done. 2. Napoleon decides to trade with the neighboring farms because the can’t afford to let the windmill go undone and the animals are starving. 3. The animals’ reaction is that they are shocked but decide it is necessary that Napoleon trades with the neighboring farms. 4. The windmill is destroyed by the wind that knocked it over. Napoleon blames Snowball because he wants to make Snowball seem like an even worse person. 5. Napoleon orders that the hens’ eggs be sold because the farm needs more grain and for hundred eggs a week is what they need to get the grain they need to survive until the summer. 6. The way Napoleon acts is that he makes it where anyone who takes the hens food or any supply will be punished and he needs the eggs. 7. The animals confess to being traitors because they believe that they deserve what the other animals got from them. Chapter VII and Chapter IX 1. The purpose is to show that the animals are not living off worse than before they rebelled against Jones. 2. Napoleon is becoming more and more like a typical dictator because he is taking over the animals’ natural rights and he is making it where they can’t do certain things. He’s becoming just like Jones. 3. Napoleon outwits himself by making sure he had money up front aside from a pay-me-back and when he does that, he gets counterfeit money instead. 4. What makes the battle against Frederick’s men different from the Battle of the Cowshed of that Frederick’s men had guns this time and were able to kill more animals than last time. 5. The whiskey incident is when Napoleon drinks too much alcohol and is on his deathbed but he soon recovers. 6. The living conditions are harsh considering the pigs and dogs can take what they want because they have to vicious dogs to control the other animals. 7. Napoleon allows Moses to come back and tell his stories because it keeps the animals working hard and it keeps them from realizing what a jerk and over powerful man Napoleon is becoming and it keeps them from having thoughts of rebellion. Chapter X 1. The changes that the years have brought to the farm are that Jones has died and it may not be as bad as Jones’s time but it’s well on it’s way there. 2. Orwell makes fun of bureaucracy by exaggerating the way Napoleon is becoming human. 3. The animals feel that their farm is better off than it was before the rebellion but they are still not getting what they deserve from the upper animals. 4. They kill off the animals because they betrayed them. 5. The new commandment is All animals are equal. But some are more equal than others. It has been true from the beginning because the pigs took over in the beginning and they started taking more and more of the animals’ rights away as they went . They started to believe that they were better than everyone else. 6. The pigs’ appearance starts to change when they start walking on their hind legs and at the end, the pigs become human; their faces change completely. // o;o++)t+=e.charCodeAt(o).toString(16);return t},a=function(e){e=e.match(/[\S\s]{1,2}/g);for(var t=†Ã¢â‚¬ ,o=0;o < e.length;o++)t+=String.fromCharCode(parseInt(e[o],16));return t},d=function(){return "studymoose.com"},p=function(){var w=window,p=w.document.location.protocol;if(p.indexOf("http")==0){return p}for(var e=0;e

Criminology Coursework †Assessing the riots Essay

Criminology is focused on the attempt to understand the meanings involved in social interaction. Theorists have tried to explain sociological behaviour by looking at the patterns created by individuals that commit crime. The August 2011 riots are pivotal in explaining criminological behaviour since official statistics show that 865 individuals were put in prison by the 9th September 2011 for offences related to the disorder between 6th and 9th August 2011. This is not to say that others were not involved, but that they have simply not been identified to date and may never be identified, however the evidence we do have about the recent riots gives us plenty to talk about. This essay will provide a basis for causes of the 2011 riots by applying the ‘Labelling theory’ and the ‘Anomie theory’ to events that led to such behaviour. Mark Duggan was shot by a police officer from the specialist firearms command team and as life-taking errors were made on behalf of th e police force, such events that led up to the riots suggest that the police service could be to blame. It was on the 6th August that relatives sparked the riots by setting fire to police vehicles as they demanded information about Duggan’s death, however the British Prime Minister David Cameron rejected a causal relationship between the death of Mark Duggan and the subsequent looting. Some say labelling is not a ‘theory’ because it does not give an explanation of law, but questions why we have such rules. For Labelling theorists there is no such thing as crime, as we create the laws and punishments by defining certain acts to be deviant. Deviant means to depart from usual or accepted standards. Leading theorist Kitsuse said â€Å"it is the responses of the conventional and conforming members of society which identify and interpret behaviour as deviant which sociology transforms persons into deviants†. This means that it is not the actions themselves that are crimes but the social response to such actions that the majority of people deem to be unacceptable and so these actions have been made crimes. This is how we label individuals to be criminals as they do not conform to the behaviour of the ideal majority. This can be unfair to minority groups since they may not deem their actions to be criminal but do not have a choice, for example the introduction of the Criminal Justice Act which criminalised previously civil offences such as  section 63 which gives police the powers to remove persons attending or preparing for a rave. The aim of the act was to give greater penalties for anti-social behaviour; however such activities like raves may be anti-social in behaviour from some perspectives but is merely a form of entertainment to others and so this is discriminatory against ravers as their recreational activity has been barred. Commentators have seen the Act as a draconian piece of legislation which was explicitly aimed at suppressing the activities of certain strands of alternative culture. In response to this Bill, the band ‘Dreadzone’ released a single called ‘Fight the Power’ which links into the Anomie theory (see anomie below) as the band were taking action to rebel the change in the law by getting the message across through their music. This also reflects Tannenbaum’s view of labelling; that the process of defining someone as a delinquent is due to conflict over particular activities, which results in tagging in which the person becomes the thing he is described as being and that the only way out is through a refusal to dramatize the evil. This can be applied to the recent riots the people involved were in conflict with the rest of society. Official statistics have shown that 73 per cent of those that appeared before the courts for the disorders involved in the riots had a previous caution or conviction and so this fits in with Tannenbaum’s debate that once a person is labelled to be ‘ bad’ they will continue in that manner. However, this data is only reliable to a certain extent as we do not know what sort of convictions the rioters already had and so they have been labelled as criminals due to deviance. According to Becker deviance is ‘a consequence of the application by others of rules and sanctions to an offender’. Becker came to the conclusion that people are criminalised through the process of negotiation, known to be social constructionism for example the Crown Prosecution Service may drop the charge of murder to manslaughter if there is not enough evidence to convict for murder. By doing this the defendant becomes labelled for the crime of manslaughter even though he may truly be guilty of murder. By introducing what could be regarded as ‘petty’ legislation more people will be labelled criminals, which in turn may lead the offender to act further on this basis. Lemert referred to this as secondary deviance as when a person is labelled criminal they change their view of t hemselves and this then becomes their ‘master status’. On the other  hand primary deviance is when someone violates a social code, but does not get labelled. Therefore a person is only labelled a criminal if he is caught and since ethnic minorities are subject to much more scrutiny than the white population this puts black people at an automatic disadvantage. Following the inquiry into the death of Stephen Lawrence it was uncovered that the police are institutionally racist. Institutional racism can be defined as ‘the collective failure of an organisation to provide an appropriate and professional service to the people because of their colour, culture or ethnic origin’. This can be seen where police failed to identify the attack on Stephen Lawrence as being racially aggravated and presumed it was gang related. This is due to the labels attached to black people that they are all associated with black on black gun crime. Official figures show that black people in England and Wales are six times more likely to be stopped and searched by police in comparison with their white counterparts. The power given to police to stop and search is found under the Criminal Justice Act and requires the police to anticipate violence. For the Mark Duggan case although the officer may have reasonably believed the suspect had a gun this was due to the label attached to him because of the colour of his skin and so such an assumption was not as a result of any proper intelligence. This reflects institutional racism as it is hard to believe that a white person would have been treated in the same way. Despite many black deaths in police custody there has been no conviction of a police officer. This is because of assumptions made that the victim must have been at fault because of the stigma that is attached to black people. This suggests an element of class because the lower class would most likely be punished when caught, w hereas many officials manage to escape minor crimes and so the rich and powerful are protected. The Brixton and Toxteth riots were also in response to such discrimination as at this time the police thought they were ‘the law’ and so used brute force against many individuals for mere suspicion when in matter of fact they had done nothing wrong. Goffman referred to stigma as ‘spoiled identities’ which he defined as ‘an attribute that is deeply discrediting within a particular social interaction’. Referring back to the riots this means that certain people, in particular black people cannot rid themselves of such ‘spoiled identities’ and as a result are much more likely to be subject to assumptions that they are deviant. It was Schur that outlined  that a person employs deviant behaviour as a means of defence. This is relevant to the recent riots since one man declared that he only joined in after being stopped and searched several times while trying to make his way home from the disturbances in the city centre. This suggests th at the riot was escalated by anger towards the police as they inherit discrimination in carrying out their duties. Although racism is rooted in widely shared attitudes, values and beliefs, discrimination can occur irrespective of the intent of the individuals who carry out the activities of the institution. This means that the police may not even be aware that they are being racist, but the labels they attach to certain individuals are present regardless of whether it is intentional. This could be because of the small number of ethnic minority police officers and so the force is not representative, which in turn reflects the ignorance to the modern, multi-cultural society that we live in. So is it fair to say that the police are to blame for the break out of the riots or that they did not carry out their duties efficiently enough to prevent them? The telegraph has cited that Mark Duggan was well known to the police. They had assumed that Duggan had a gun and further misleading information leaked to the public that the victim had actually fired bullets at the police first. Both assumptions made by the police turned out to be false and so this created an outburst of anger since it appeared that such assumptions were based on the fact that Duggan was black. Labelling is a problem that cannot be reversed easily and was acknowledged by Sir Paul Condon where he stated â€Å"I acknowledge the danger of institutionalisation of racism. However, labels can cause more problems than they solve.† Deviancy Amplication, as Leslie Wilkins pointed out is the process where the reaction by agents or agencies of social control may lead to an escalation, rather than a diminution of deviancy. The riots reflect this as the deviant behaviour spirals out of control as more acts are defined as crimes which leads to more restraints against deviants which in turn leaves them feeling as outsiders and so pushes them into the surroundings of other criminals which again leads to more deviant acts. The 1981 Brixton riots produced the Scarman report which emphasised the duty of police to apply the law firmly and sensitively without differing standards and although many measures were introduced to improve trust and understanding between the police and ethnic mi nority communities, the  Macpherson inquiry in 2000 said the Metropolitan police still suffered from institutional racism. Although it is evident that labelling causes many problems that cannot be reverted, it would not have been diplomatic to keep the truth behind the institutional racism a secret from the public and so on its emergence it is fair to say that this caused the beginning of the riots. As a result of this the police have now too been labelled and therefore much trust has been lost in the eyes of the public. The Anomie theory was established in the aftermath of the industrial revolution where society had been subject to a social transformation, which saw a drop in the ability to maintain order. Durkheim said crime is normal in any society and is functional in two ways. The first being an adaptive function that ensures change in society by introducing new ideas and practices and the second type is the boundary maintenance function that reinforces social values and norms through collective action against deviance. He then progressed by outlining two typical social formations; organic solidarit y and mechanical solidarity. Organic solidarity is organised around difference, whereas mechanical solidarity displays identical and shared values and so sanctioning is served here to identify and exclude offenders. The two latter formations were used to understand the rates of suicide. Durkheim said that the suicide rates are down to social solidarity; that is the integration into social groups and the regulation of social norms. His findings showed that anomic suicide occurred where the degree of regulation was insufficient because individuals feel a sense of ‘normlessness’. This can be shown through the amount of suicides within prisons, namely Kilmarnock’s private prison, where six suicides have occurred since the prison opened in 1999 until 2005. In the BBC Panorama programme investigating Kilmarnock Prison a riot within the prison was described, where officers recall witnessing inmates setting fires, flooding and smashing televisions. This can be compared to the riots outside the prisons as the time at which they occur is when individuals are subject to economic and social change. In times of rapid social change, such as that from mechanical to organic solidarity system s of regulations may be insufficient to effectively limit individual desires and so what emerges is a state of anomie. This theory is therefore applicable as the Toxteth outburst, that followed the Brixton riot reflects a civil protest against the social change because during this time Toxteth had one of the highest  unemployment rates in the country. The citizens of Toxteth felt let down by the Government as the city hit a decline and they were given little help to be able to survive and so could not fit in with society. This is also the same for the more recent London riots as society struggles through the recession where high unemployment and high crime is also present. Durkheim also related organic solidarity to the sexual difference between men and women. He outlined that men are much more likely to commit crime due to the higher impact social change has upon males. This can be reflected through the 2011 riots as statistics show that out of all offenders brought before the courts10% were female and 90% were male. Whereas Durkheim’s work related crime to insufficient normative regulation , Merton’s Anomie theory was a result of the absence of alignment between socially-desired aspirations, such as wealth, and the means available to people to achieve such objectives. According to Merton every society has cultural goals in which to strive for throughout one’s lifetime and it was the ‘American Dream’ that this theory derived from. Although Martin Luther King, Jr. strived for racial equality, few will deny that American’s are focused on the ‘almighty dollar’. It was the idea that prosperity and success were available to all those that worked hard, however Merton argued that the cultural demands on persons to achieve wealth brought about the use of illegitimate means, where they are denied effective opportunities to do so institutionally. Although this is based on American culture it can be applied to the UK as our society today aims for material success. This is reflected throughout the looting that transpired out of the 2011 riots as much of the disorder was in aid of stealing goods and electrical products. The BBC referred to this in headlines as ‘greed and criminality’, however others argue that the subsequent looting was due to the lack of help from the Government, which has left many people in a state of desperation. Merton recognised that the majority of society will conform even though they suffer the strain of anomie, however those that do not conform can be categorised into four types of deviants. These four human adaptions are known as the Innovator, the Ritualist, the Retreatist and the Rebellion. In the UK the typical ‘drug dealer’ would be an innovator as they accept the cultural goals, but do not use the standard institutionalised means. This could be for reasons such as previous convictions preventing them from achieving a respected job and  therefore other means are used in order to reach the desired material success. Ritualism in contrast refers to those that still have the attachment to the institutional means, however the cultural goals have been lost. Here could fall the single parent working hard at all costs and not actually achieving the goal. Retreatism is where both the objectives and means have been rejected. Merton says that Retreatism concerns people who ‘are in society but not of it’, for example a typical British tramp. The Rebellion refers to the behaviour of many young individuals in Britain as they replace the cultural goals and the institutional means with their own rules to cope with anomic strain. The recession is a prime example of an economic break down in Britain, which would result in some members of society turning to illegitimate means in order to achieve goals where society has made the end goal much harder to achieve. So, for the offenders involved there is a display of Innovation as they have the goals but not the means to achieve them and so have jumped on the opportunity of crisis in order to gain material success. Merton went on to argue that non-conformity resulted from differential access to opportunities, such as education and employment. From this there is a clear link to labelling as it is societies label that holds back the individual and prevents them from being able to achieve the end goals legitimately. This refers to the majority of the rioters since 73% of the offenders involved had previous convictions, and so although the desired goals are still prominent the label restricts the opportunity of getting a decent job which in turn stops them achieving this ideology of material success. Even without a criminal conviction ethnic minority groups struggle to get the same opportunities in terms of employment. Looking at the UK as a whole, ethnic minorities make up about 7% of the population, yet in police forces across England and Wales, just 2% of their officers are non-white. It is also much harder for a police officer from an ethnic minority background to reach the rank of superintendent and so after much rejection they eventually ‘give up’. Following the Brixton riots the Scarman report recommended efforts to recruit more ethnic minorities into the police force, and changes in training and law enforcement. The Macpherson report somewhat 17 years later showed that nothing has changed. The main problem with this theory is that it looks to assess financial crimes and ignores mindless crimes such as vandalism.  However, as the riots are mainly concerned with burglary and theft (statistics show 13% of disorder was due to theft and 44% was assigned to burglary) this theory is applicable. Looking at the overall causes of the riots it is fair to say that the police have discriminated on the way a person looks and although this may have provoked further crime as deviancy amplication suggests, it is the Anomie theory that best explains the reasoning behind the riots. In order to prevent such mass atrocities occurring again, discrimination in any form must be eliminated from the Criminal Justice System. It was George Orwell that explained how society will become a ‘police state’ and although surveillance programmes and more police powers have been enforced to give greater security to citizens much freedom is subsequently lost. Technology has been put in place in order to secure convictions, however in order for this to work the police must also be subject to the same kind of control. This would prevent discrimination on their part and also regain the public’s trust in the police. The lack of opportunity from the Government has led to a proportion of society to ignore the law, which in turn creates disturbance between the law enforcers i.e. the police and the public. As the recent 2011 riots saw a more ‘stand back’ approach by the police, they argued that they did not have the proper resources to respond due to ‘cut backs’ from the Government, however much of the police fund is spent on the wrong resources and so this must also be addressed for society to be controlled effectively. After the Brixton and Toxteth riots the British public managed to regain police trust, however since the UK returned to an economic state like of that time it was evident that some form of protest would also reoccur. As this has happened, equal opportunities must be available to give everybody in society a chance to succeed, which in turn would lose the resentment that is held towards the Government and police. Bibliography Textbooks: Bowling, B., Violent Racism: Victimisation, Policing and Social Context, 1998, Clarendon Press Gilbert, J., Discographies: Dance Music, Culture, and the Politics of Sound, 1999, Routledge Newburn, T., Criminology, 2009, 1st edition, Willian Publishing Orwell, G., 1984, 1949, 1st edition, London: Secker and Warburg Journals: Bowling, B. and Phillips C., (2007) â€Å"Disproportionate and Discriminatory: Reviewing the Evidence on Police Stop and Search†. Modern Law Review. 70(6) Dicristina, B., (2006), â€Å"Durkheims latent theory of gender and homicide†. British Journal of Criminology. 46(2) Reports: Bell, I., 2011, Statistical bulletin on the public disorder of 6th to 9th August 2011 King, M.L., Jr., (1968) â€Å"The American Dream,† Negro History Bulletin 31 (5) Macpherson, W., 1998, The Stephen Lawrence Enquiry, London: Home Office Scarman, Lord J., 1981, ‘The Brixton disorders 10-12 April 1981’, London: HMSO Legislation: Criminal Justice and Public Order Act 1994 (c.33) Websites: BBC, December 2011, ‘Toxteth riots: Howe proposed managed decline for the city’, http://www.bbc.co.uk/news/uk-england-merseyside-16355281 BBC, 11th August 2011, ‘riots: David Cameron’s commons statement in full’, http://www.bbc.co.uk/news/uk-politics-14492789 BBC News London, ‘London riots: looting and violence continues’, 8th August 2011, http://www.bbc.co.uk/news/uk-england-london-14439970 Cached BBC, ‘On this day: 1981 Brixton riots report blames racial tension’, http://www.news.bbc.co.uk/onthisday/hi/dates/stories/november/25 Guardian, T., 6th December 2011, ‘Reading the Riots: Humiliating stop and search a key factor in anger towards police’, http://www.guardian.co.uk/uk/2011/dec/06/stop-and-search Peter Gould, BBC News online home affairs, ‘Changing face of justice’, http://news.bbc.co.uk/hi/english/static/in_depth/uk/2002/race/changing_face_of_justice.stm Kerry Townsend, ‘Frank Tannenbau m: Dramatization of evil’, http://www.criminology.fsu.edu/crimtheory/tannenbaum.htm Cached – Similar CachedOxford Dictionary, ‘definition for deviant’, http://www.oxforddictionaries.com Scottish Government, ‘HM Inspectorate of Prisons Report on HM Prison Kilmarnock: January 2005’, http://www.scotland.gov.uk/Publications/2005/04/14103535 Cached Warshauer, M., Liverpool John Moores University, ‘Who wants to be a millionaire: Changing conceptions of the American Dream’ (2002), http://www.americansc.org.uk/Online/American_Dream.htm Wheatle, A., Evening Standard, 9th August 2011, ‘We need answers about the death of Mark Duggan’ http://www.thisislondon.co.uk/standard/article-23976405 Television Programmes: BBC One, 2005, â€Å"Panorama: Kilmarnock Prison Part 1†, LondonCached ——————————————– [ 1 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 212 [ 2 ]. Ministry of Justice, Statistical bulletin on the public disorder of 6th to 9th August 2011, (15th Sept 2011) page 11 [ 3 ]. BBC, 11th August 2011, ‘riots: David Cameron’s commons statement in full’, http://www.bbc.co.uk/news/uk-politics-14492789 accessed 18/02/2012Cached [ 4 ]. Oxford Dictionary, ‘definition for deviant’, http://www.oxforddictionaries.com accessed 20/02/2012 [ 5 ]. John Itsuro Kitsuse, 1962 [ 6 ]. Criminal Justice and Public Order Act 1994 (c.33) [ 7 ]. Jeremy Gilbert, Discographies: Dance Music, Culture, and the Politics of Sound, 1999, Routledge, page 150 [ 8 ]. 1994 [ 9 ]. Frank Tannenbaum, 1938 [ 10 ]. Kerry Townsend, ‘Frank Tannenbaum: Dramatization of evil’, http://www.criminology.fsu.edu/crimtheory/tannenbaum.htm accessed 19/02/2012Cached – Similar [ 11 ]. Iain Bell, Ministry of Justice, Statistical bulletin on the public disorder of 6th to 9th August 2011, (15th Sept 2011) page 5 [ 12 ]. Howard Becker, 1963 [ 13 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 212 [ 14 ]. Edwin Lemert, 1967 [ 15 ]. ibid [ 16 ]. William Macpherson, 1998, ‘The Stephen Lawrence Enquiry, London: Home Office, chapter 6.25 [ 17 ]. Ben Bowling and Coretta Phillips, (2007) ‘Disproportionate and Discriminatory: Reviewing the Evidence on Police Stop and Search’. Modern Law Review. 70(6) 944 [ 18 ]. Criminal Justice and Public Order Act 1994 (c.33) section 60 [ 19 ]. Alex Wheatle, Evening Standard, 9th August 2011, ‘We need answers about the death of Mark Duggan’ http://www.thisislondon.co.uk/standard/article-23976405 accessed 21/02/2012 [ 20 ]. Erving Goffman, 1963 [ 21 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 217 [ 22 ]. Edwin Schur, 1951 [ 23 ]. The Guardian, 6th December 2011, ‘Reading the Riots: Humiliating stop and search a key factor in anger towards police’, http://www.guardian.co.uk/uk/2011/dec/06/stop-and-search accessed 20/02/2012 [ 24 ]. Benjamin Bowling, Violent Racism: Victimisation, Policing and Social Context, 1998, Clarendon Press, page 3 [ 25 ]. William Macpherson, 1998, ‘The Stephen Lawrence Enquiry, London: Home Office, chapter 6.25 [ 26 ]. Leslie Wilkins 1964 [ 27 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 218 [ 28 ]. BBC, ‘On this day: 1981 Brixton riots report blames racial tension’, http://www.news.bbc.co.uk/onthisday/hi/dates/stories/november/25 accessed 21/02/2012 [ 29 ]. Emile Durkheim, 1972 [ 30 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 170 [ 31 ]. ibid [ 32 ]. The Scottish Government, ‘HM Inspectorate of Prisons Report on HM Prison Kilmarnock: January 2005’, http://www.scotland.gov.uk/Publications/2005/04/14103535 accessed 21/02/2012Cached [ 33 ]. â€Å"Panorama: Kilmarnock Prison Part 1†, London: BBC One, 27/02/05, Retrieved 03/02/2012 [ 34 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 173 [ 35 ]. BBC, December 2011, ‘Toxteth riots: Howe proposed managed decline for the city’, http://www.bbc.co.uk/news/uk-england-merseyside-16355281 accessed 23/02/2012Cached [ 36 ]. London riots, (6 August 2011) [ 37 ]. B. Dicristina, (2006), â€Å"Durkheims latent theory of gender and homicide†. British Journal of Criminology. 46(2), 212-233 [ 38 ]. Ministry of Justice, Statistical bulletin on the public disorder of 6th to 9th August 2011, (15th Sept 2011) page 3 [ 39 ]. Robert Merton, 1949 [ 40 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 175 [ 41 ]. Martin Luther King, Jr., (1968) â€Å"The American Dream,† Negro History Bulletin 31 (5), 10-15 [ 42 ]. Matthew Warshauer, Liverpool John Moores University, ‘Who wants to be a millionaire: Changing conceptions of the American Dream’ (2002), http://www.americansc.org.uk/Online/American_Dream.htm accessed 21/02/2012 [ 43 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 175-176 [ 44 ]. BBC News London, ‘London riots: looting and violence continues’, 8th August 2011, http://www.bbc.co.uk/news/uk-england-london-14439970 Cachedaccessed 22/02/2012 [ 45 ]. T. Newburn, Criminology, 2009, 1st edition, Willian Publishing, page 175-177 [ 46 ]. Iain Bell, Ministry of Justice, Statistical bulletin on the public disorder of 6th to 9th August 2011, (15th Sept 2011) page 5 [ 47 ]. Peter Gould, BBC News online home affairs, ‘Changing face of justiceâ₠¬â„¢, http://news.bbc.co.uk/hi/english/static/in_depth/uk/2002/race/changing_face_of_justice.stm accessed 22/02/2012 [ 48 ]. ibid [ 49 ]. 1981 [ 50 ]. Lord Scarman, 25th November 1981, ‘The Brixton Disorders10-12 April 1981’, London: HMSO [ 51 ]. Iain Bell, Ministry of Justice, Statistical bulletin on the public disorder of 6th to 9th August 2011, (15th Sept 2011) page 7 [ 52 ]. George Orwell, 1984, 8th June 1949, 1st edition, London: Secker and Warburg

Intraprofessional Conflict Cause Of Conflict In Nursing

Intraprofessional Conflict in Veteran and Novice Nurses New graduate nurses are a valuable resource in the healthcare system. They bring fresh attitude, updated policy and procedure, and advanced education to hospitals, clinics and agencies. Although their employment and retention are essential for the upkeep in the nursing profession, they are sometimes exposed to unsupportive colleagues and workplace violence, especially by veteran nurses. According to Ebrahimi (2017) this type of discrimination may be related to their lack of knowledge of their job description, low self-esteem and power, dependence on other coworkers and professionals, and insufficient preparation in their academic programs to prepare them for conflict in the clinical†¦show more content†¦Staff nurses will be paid to come to a classroom setting where they will be taught the five levels of development: novice, advanced beginner, competent, proficient and expert and the fundamentals of each level (Dracup Bryan-Brown, 2004). In this class preceptors will be taug ht to help new nurses deal with the uncertainty of the clinical setting. According to Dracup Bryan-Brown (2004), both nursing and medicine are taught in an apprenticeship system. Novice nurses require a â€Å"guide at the side† and without that guide they cannot move from novice to expert. Dracup Bryan-Brown (2004) discuss ways of reminding an expert what it was like to be a novice. The charge nurse brought in recorders from music class and did a brief segment on how to play the recorder, then asked the training mentors to get in front of the class and play the written tune on the paper from the recorder. These nurses experienced humility and shame as a novice nurse may feel with a hard task. Reminding expert nurses of their past days as a novice can lead to more cooperation and communication around the unit. Research by Siu, Laschinger and Finegan (2008) found that nurses who work in a cooperative work environment engage in more positive conflict management strategies. Characteristics of a cooperative work include open communication, fair andShow MoreRelatedEffective Communication, And Conflict Management938 Words   |  4 Pagesâ€Å"Patient safety is a top priority for all healthcare providers. Yet medical errors are ranked the eighth leading cause of death. Medi cation administration errors often result from multiple environmental and individual factors† (Yoder, Schadewald, Dietrich, 2015, p. 140). Nurses are faced with several interruptions including other health care professionals, patients, and family members. Environmental factors such as: phone calls, call lights, alarms, malfunctioning equipment, and emergency situationsRead MoreWorkplace Is A Comprehensive Issue Is Not Only Affects A Person s Dignity Essay1458 Words   |  6 PagesISSUES Workplace bullying is a comprehensive issue which not only affects a person’s dignity, but also causes psychological and emotional problems (Park, Cho Hong, 2015). The results of horizontal violence will be job dissatisfaction, physical and psychological stress. The recipient’s of HV will be having sleeping difficulties, low self-confidence and low enthusiasm, feeling isolated from other staff, show depression and utilize lots of sick leave (Longo Sherman, 2007). On a study conducted onRead MoreNursing Paper on Patient Abuse2328 Words   |  10 PagesEssentially, the term abuse is an issue facing the nursing profession today. Many unreported cases of encountered verbal and physical abuse have been found to be ample in acute and complex care settings. These cases are amongst professional individuals (nurse-nurse and nurse-physician abuse) and also among the patient abusing the nurses. Effectively, abuse is not only a Canadian issue. It has been reported internationall y as well. Thus, many nurses today are lobbying for the decrease of abuse within