What is NATO for?

The North Atlantic Treaty Organization (NATO) is some 1949 alliance involving 26 North America and Europe nations. It objectives are to protect the se4curity and freedom of member states though military and political means. NATO is the principal security association within Europe. The alliance helps shield allies have modernized their shared strategic theory, upheld NATO’s amalgamated military organization, and carry on conducting mutual military scheduling, exercises and training. The allies have generated fresh fora and policies for boosting dialogue with previously communist nations of eastern and central Europe. Most importantly, NATO has had a major contribution in the enforcement of UN Security Council deliberations within what was once called Yugoslavia (Kaplan, 2004, 22). NATO has some significant function in controlling and containing militarized disputes within eastern and central Europe. It even strives to evade such conflicts by vigorously encouraging stability in what was once the Soviet community. NATO aided in stabilizing Western Europe, the states of which were formerly usually bitter enemies. Through solving the dilemma regarding security as well as offering some institutional system for building of shared security strategies, the alliance has had a contribution in rendering utilization of forceful modes as regards the relationships of the nations within such a region almost inconceivable (Duffeld, 1995). NATO persists in the enhancement of member country security with regard to external hazards through a number of methods. Firstly, NATO upholds the tactical balance within Europe by counterbalancing the lingering danger emanating from the Russian military strength. Secondly, is assists to tackle emerging fresh dangers, encompassing the intricate dangers that could result from the disputes among and within the nations of eastern and central Europe. Thirdly, it obstructs such dangers from occurring by working towards nurturing stability within what was once the soviet community (Churchill, 2006). Western European countries strive to uphold some counterbalance to former Soviet Union’s residual armed forces power, particularly the nuclear ability of Russia. Another post-cold war function of NATO is shielding of member states from an assortment of freshly emerging dangers. More focus has been directed to potential perils emanating out of Middle East and North Africa, partly due to the proliferation of expertise for developing missiles as well as weapons of mass destruction within such areas. The most prominent among fresh external dangers are however, territorial, ethnic as well as national disputes among and within the eastern and central European nations. These disputes are able to produce many immigrants or as well overflow into neighboring nations’ territories, NATO member states included. In the most extreme of cases, outside nations could sense the compulsion to get involved, thus stoking broadening of enmity, as happened at the start of World War II. Despite the fact that NATO has not been able to terminate such conflicts so far, the alliance assists in tackling the issues emanating from the disputes through a number of modes. Firstly, NATO shield member nations from probable overflow of armed forces hostilities. Although none of NATO member nations has ever received serious threats in such a way, the alliance’s extensive experience in arranging member nation defenses ensures NATO is adequately ready to handle such emergencies (Sandler, Hartley, 1999, 16). NATO as well assists other nations to avoid being inducted into such conflicts. NATO’s existence assures member nations located near such a zone that they will receive assistance in tackling nearby conflicts in the event that such conflicts shoot up and overflow, thus minimizing the motivation to unilaterally get involved. Instead, the presence of NATO assists in ensuring that military participation of western nations in these disputes, if at all it happens, is consensual and collective. The likelihood of some quick, coordinated response from NATO could deter other nations from interfering (http://www. nato. int/docu/speech/2003/s031103a. htm). NATO in 1992 reached a consensus to avail NATO property in the support of peacekeeping actions sanctioned by the United Nations (UN) Conference on Security and Cooperation in Europe (CSCE). At the beginning of 1994, NATO as well endorsed the construction of some mechanism named Combined Joint Task Forces (C JTF) which would allow member coalitions (coalitions of the willing) to utilize shared alliance possessions for particular actions outside the accord zone. Most spectacularly, NATO has acquired vital experience in what was once Yugoslavia. NATO personnel have imposed the Adriatic maritime barricade as well as a no-fly region over Bosnia. NATO as well offered defensive air authority for United Nations ground forces. They utilized the warning of air ambushes to secure seclusion regions for serious arms around the united nations-selected safe Gorazde zone and Sarajevo. Pursuant to the disintegration of socialism, numerous former soviet community nations have embarked on aggressive economic and political reforms. Europe has substantial stakes in such efforts because failure may result to mass migrations, Domestic strife, armed disputes and direct dangers to surrounding NATO member states as well. NATO encourages stability within the previous soviet community through 2 ways. Firstly, the alliance directly nurtures political restructuring success within the area. Starting in 1990, the alliance has initiated a broad spectrum of institutions and programs for consultation regarding security concerns, most conspicuously the Partnership for Peace (PfP) and the North Atlantic Cooperation Council (NACC). NATO may utilize such initiatives to aid the young regimes to restructure their security structures, planning procedures and policies (Greenwood, 1993). Such fresh arrangements may particularly strengthen democratic management of the military as well as reverence for civilian power through inducting eastern and central European heads to western civil-military associations’ models. Secondly, the alliance boosts eastern and central European security though reassuring such nations that they will be assisted in case they receive outside threats. This helps such states to abandon possibly destabilizing activities as well as to follow their aggressive domestic restructuring agendas with more confidence. Starting from 1990, NATO’S North Atlantic Council has constantly issued candid oral statements of awareness as happened during 1991’s soviet coup d'etat attempt. The NACC permits states in the former Soviet Union to state their issues as well as discuss varied issues regularly as they engage their counterparts in NATO as identical partners. The freshly approved PfP provides every member official dialogue with NATO, in the vent that such a member perceives some direct danger to their security, as well as solid military liaisons with NATO member states through contribution to several military operations and activities (http://www. ato. int/docu/speech/2003/s031103a. htm). Since its formative years, NATO has significantly worked towards normalizing relationships among member states. Extremely important among NATO’s intra-alliance roles is reassurance. NATO’s existence assures member states that they should not fear each other. The alliance minimizes the likel ihood of disputes among western European member states in 3 ways including: increasing stability; tying the US to Europe so as to guarantee the upholding of the equilibrium of authority within the area; and inhibiting re-nationalization of such nation’s security strategies. A significant likely cause of conflict between nations is misunderstanding and misperception among nations. Without reliable and detailed data, policy makers could overstate the offensive armed capacities of other nations or misconstrue foreign objectives, usually regarding them as being more antagonistic that they are in the actual sense. They as well are inclined to overlooking the safety issues their own activities could arouse abroad (Kaplan, 2004, 41). Therefore, international relationships are usually characterized by mistrust and suspicion. NATO assists in avoiding the mergence of such damaging dynamics; it instead encourages mutual self-assurance though facilitating elevated intra-alliance honesty. Contribution to NATO’s force strategizing procedure requires member states to share detailed data regarding their armed forces, defense financial statements as well as future strategies. Owing to this institutionalized transparency, member states only hide a few secret from their counterparts, and they possess minimal motivations to do likewise. NATO also nurtures reassurance for member states through undertaking integration of members’ security strategies. To different but normally significant extents, Nations formulate as well as implement their defense strategies jointly as members of NATO as opposed to on exclusively state basis. Such security strategy denationalization neutralizes the usual competition and enmity for military supremacy that could otherwise happen amongst the key European big shots, it also assists to prevent any usage of armed forces posturing to attain political clout in Europe (Churchill, 2006). In case re-nationalization happens, this could result to issues regarding internal inequities within Western Europe as well as arouse fresh competition, conflict and mistrust. NATO encourages security strategy denationalization in a number of ways. NATO’S consultative arms, force scheduling procedures as well as integrated armed systems assist to develop a shared identity amongst member states. Frequent and comprehensive dialogue results to an elevated level of common understanding. Cooperative force scheduling assists reshape member states armed forces posture in order to reflect NATO-wide, as opposed to, national concerns. Also, assignments to NATO’s military associations and civilian officialdoms socialize military personnel and state officials into some shared NATO customs. Additionally contribution to NATO’s combined military system fosters minimized military independence among member states, particularly within central Europe; because it permits members relinquish or at the minimum deemphasize several components vital for an autonomous military capacity. Numerous European nations, For instance, rely heavily upon the alliance’s multinational space early caution force as well as its combined air protection structures. Small as well as big nations have given up their capability to undertake particular missions, like the sweeping of mines and air surveillance, with the intention of husbanding security resources, after having known that counterpart allies could undertake such missions (Duffeld, 1995). International integration develops a measure of shared control through increasing the extent of joint contribution to operational and organization planning. Therefore, the persistent existence of the multinational military system imposes restraints upon the capability of numerous member states to utilize their armed personnel for purely state objectives, at any rate on the short-to-medium period, as well as assures members regarding the shared objective of their armed might. Without NATO, the likelihood of one nation’s forces raising alarm within another nation would be greater (http://www. direct. gov. uk/en/Governmentcitizensandrights/UKgovernment/TheUKandtheworld/DG_073420). NATO member states regard maintenance of the alliance to be mutually advantageous to them, since it carries on the performance of a number of essential security roles, both internal and external, including incorporation of Canada and the United States into European defense matters. NATO has as well adapted impressively to the dynamic European defense environment, positive example being the experience in Bosnia. Whereas the joint defense of NATO territory is the core function of the NATO alliance, the fresh NATO, through widening its key role to incorporate peacekeeping and crisis handling as well as encouraging cooperation and partnership, including some strategic association with Moscow, has emerged to be the backbone of some European joint defense regime (Sandler, Hartley, 1999, 67).

Accountability and Responsibility

These two words are often used interchangeably, however, they are NOT interchangeable. Let me explain: Responsibility can be, and often is, shared. Many people are responsible to you in your NWM business – Your sponsor, the rest of your upline, the people in your organization as it begins to develop, and, of course, your company, just to name a few. Your sponsor was responsible for bringing you into the business, but it doesn't stop there. In fact, the dictionary definition of sponsor is â€Å"One who assumes responsibility for some other person or thing†. Your sponsor is also responsible for helping to make sure you are properly trained, and that you receive all the necessary coaching, mentoring, and support as you begin your growing Usana business. Similarly, the rest of your upline is responsible to you and your sponsor in much the same way. And you, in turn, are responsible to everyone you sponsor into your business. Every person in your organization (which some people refer to as your ‘downline') is responsible for conducting themselves professionally in introducing the products and business to others. Our company is responsible to all of us to provide quality products, effective business-building tools, and a robust marketing plan to help each of us reach whatever goals we desire. Accountability, on the other hand, CANNOT be shared. We often hear the term â€Å"shared responsibility†, but there is no such thing as â€Å"shared accountability†. Some would call that term an oxymoron. One could define accountability as the â€Å"ultimate responsibility†. Perhaps it would help to think of one of the quotes that former President Harry S. Truman was famous for, and that is, â€Å"The Buck Stops Here†. That is probably the clearest and most well-known statements of accountability ever made, and it leaves no doubt in one's mind as to where the ultimate responsibility lies. Which brings me to the main point of my comments, which is that, while many people are responsible for your individual success in your NWM business, only one person is accountable for your success, and that person is YOU! That's right, the â€Å"Buck† stops with you. Everyone of us deals with numerous obstacles in our business: skeptical prospects, competitive companies, non-committed people in our organizations, and simply just not having enough hours in the day to be able to do everything we want to. Maybe you have a sponsor who doesn't return your phone calls. Maybe you live in a small town like Powell, Wyoming where there's hardly anyone to talk to about NWM. Maybe your family members think you're involved in some type of â€Å"pyramid scheme†. Maybe you have friends who were in network marketing, but gave up and claim that network marketing doesn't work. Maybe you don't have that brand new personal computer that you know will do everything for you. Or, maybe you've had some products or promotional material back ordered by Usana. I could go on for a long time listing dozens of more obstacles, and, like many of you, I've heard of, or experienced, almost all of them at one time or another. BUT, if you, even for a moment, blame even ONE of these, or other, obstacles for your lack of success, then you've given up your accountability. In fact, were Harry S. Truman here today, he'd say that you're â€Å"passing the buck†. Accountability & Responsibility Losing military property is a crime and it is unacceptable behavior that will not be tolerated. Your misconduct and neglect could have resulted in needless expense and has jeopardized the effectiveness of our organization to successfully accomplish the missions at hand. You will receive corrective training for your misconduct but any future violation will result in UCMJ action. Article 108 is a punitive article and can result in a Bad-conduct discharge, forfeiture of all pay and allowances, and confinement for 1 year for loss of property through neglect. As a leader, you are responsible for what your subordinates do and fail to do. Responsibility and accountability are two of the main factors in being a successful soldier in today's Army. Responsibility is the obligation for the proper custody, care, and safekeeping of property or funds entrusted to your possession or supervision. Responsibility increases when you have personal control over your mission performance and when you have a single, clear set of rules that apply to a specific event. Your sense of responsibility becomes more effective and efficient when you perform out of desire to do well instead of just following orders. On the other hand, when guidelines are unclear when more than one set of rules seems to apply to an event, responsibility is decreased. This type of conduct continues, actions may be initiated under the Uniform Code of Military Justice to separate you from the Army prior to your scheduled ETS Date IAW AR 635-200. If you are involuntarily separated, you could receive an Honorable Discharge, a General (Under Honorable Conditions) Discharge, or a Under Other Than Honorable Conditions Discharge. If you receive a discharge Under Other Than Honorable Conditions, you will be ineligible for reenlistment and for most benefits, including payments of accrued leave, transitional benefits, the Montgomery GI Bill, VA benefits, and you may also face difficulty in†¦

Applying Critical Discourse Analysis on a news report Essay

Applying Critical Discourse Analysis on a news report - Essay Example Quoting Byzantine emperor Manuel II Palaeologus, and referring to the concept of jihad or holy war, the Pontiff challenged, â€Å"Show me just what Mohammed brought that was new and there you will find things only evil and inhuman, such as his command to spread by the sword the faith he preached† (Pope Benedict XVI, â€Å"Pope’s Speech at University of Regensburg,† para. 8). The Pope later indicated the remarks were taken out of context and that he was merely quoting statements made by the medieval emperor, for which he later apologized. The textual excerpts below gleaned from Reuters news reports are particularly interesting in terms of discourse analysis. The first section of the paper analyses both texts using methods of analysis including Critical Discourse Analysis (CDA) methodology of Norman Fairclough and those suggested by Jan Blommaert. A second section applies other approaches that are useful and relevant, such as member categorization analysis (MCA). Indians set fire to an effigy of the Pope as a wave of protests ripples through the Muslim world. Words written more than 600 years ago still cause offence when taken out of context. The Pontiff’s care to point out that he was quoting someone else doesn’t seem to have prevented an angry reaction in some quarters. The statements are ugly and unfortunate. The Pope needs to take a step back, and should apologize to the Islamic world. Further north police had to restrain protestors in Jammu and Kashmir. Churches in the West Bank and in the Iraqi city of Basra were attacked, although the damage was minor. The church in Basra is Christian Orthodox and not aligned with the views of the Pope. Extra security outside the Pope’s summer residence on a very unsummery day. The Pontiff made a further apology, this time in person, to try to quell the anger in the Muslim world over his quote of a medieval philosopher. Pilgrims outside the Castel Gandolfo residence

The Family Term Paper Example | Topics and Well Written Essays - 1000 words

The Family - Term Paper Example Functions of family: Functions of a family arise from the basic needs of humans. Every human being requires mental peace and physical satisfaction. Performing fornication outside marriage is forbidden on religious grounds. Therefore, a man and a woman start a new family when they get married. In the capacity of being husband and wife, the two can make love and satisfy their physical needs while respecting the standards of ethics, law and religion. The couple has babies with the passage of time which enlarges the family. Now, in the capacity of being a mother and a father, the two have certain defined responsibilities towards their children. In a nuclear family, father assumes the roles of bread earner for the family, whereas the mother is supposed to spend that money wisely for the wellbeing of the family. The children, in turn, have to respect their parents. As parents, people dedicate themselves to their children. Children give a meaning and purpose to the life of parents. They all live together as a family and their interests, objectives and everything in life is shared. Problems of family: In the contemporary age, families are facing a lot of problems. Some of the common problems of families are discussed below: 1. Unemployment: In the present age of economic recession, unemployment has become one of the biggest problems specially for people who are responsible to earn for the whole family. Unemployment makes one feel worthless and hurts one emotionally (Grace). Not only does it deprive the individual of the ability to meet the physiological needs, but also, it puts one into psychological distress. One can not pay for the health care, education and general wellbeing of the children. Quite often, unemployment becomes the fundamental cause of tension between the husband and wife and the two, may develop conflicts leading to divorce. 2. Dual working parents: In order to bear the increased cost of living in the contemporary age, in a vast majority of cases, bot h husband and wife need to work and earn. In the dual working parent families, parents mostly do not find sufficient time for proper nurturing and upbringing of their children. Children require time and attention from their parents in addition to their everyday needs related to money. Dual working parents have to remain away from their children for most part of the day, and the children may feel neglected. This can have, and often does have, very severe consequences. In the lack of parental supervision, children do not concentrate upon their studies, spend time with spoiled children, and may be exposed to violence. On the other hand, the parents are no less in trouble. After the whole day of work, parents need to relax, but they can hardly ever manage to with innumerable issues of children waiting to greet them as they appear on the gate of the home. 3. Childlessness: Many couples who start the families are suffering from childlessness. Childlessness is a problem that can be attribu ted to infertility of male, female or both. Also, some women get married too late to be medically fit to give birth to a child. Other families may not be suffering from childlessness, but they may have abnormalities in children which is no less distressful. Children are very important. Childlessness becomes a source of embarrassment for the couple and is a great blow to them (Rosenblatt and Hillabrant). Sometimes childlessness becom

Health care, psychological and social support for teen parents Coursework

Health care, psychological and social support for teen parents - Coursework Example Because this is a government site, it was important to find out whether it was an accurate site. The homepage was very helpful because it gave contact information for the different programs that pertained to teen parents. They had phone numbers and email directions for each program and you could link directly to their email. The information was informative and gave several resources that teen parents could use in addition to the programs at the County office. As to authority, the website was last updated May 27, 2003 which means that some of it could be outdated now. The site itself has a lot of information that was probably written by people who were involved in the County offices. There were not people who had written articles or any real information that would pertain to anything other than the programs themselves. However it did show that there were a variety of programs available to anyone in California. The information was straight forward and told exactly what parents needed to do to be eligible for programs. The website was originally produced in 1997, but it was "last updated" on December 18, 2003 (eligibility page). Each page had been updated on a different day in 2003. There was a link at the top to all staff with their phone numbers and email addresses; this also included a directory. The website was very easy to get around and it didnt seem to need any specific software. There were no frames so it would be easily read by teen parents with disabilities. If I needed information for a client in California that met the criteria of this site I would definitely send them to it. There were so many programs that I am sure that a client would be able to qualify for something. This site was very different from the other one because it consisted of articles and information for teen parents. This is basically a womens health site that includes many different conditions and teen

Oil Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Oil - Research Paper Example Hence, forming a potential market to the oil-producing states where mostly they tend to have the final say regarding the commodity’s price. However, it is not that America lacks its own reserves, but their yield is inadequate to provide for its large population that normally consumes approximately 6.6 billion barrels annually (Bruce, 2007). This prompted the state to seek other sources of oil that will manage to cater adequately for its demand. America yielded to 21% investing in other states compared to its direct dealing operations. This was in the form of establishing corporations that will specialize in either oil drilling or having other diverse roles in ensuring adequate attainment of oil in the oil rich states, and in turn benefit; hence using diplomacy (Hitchcock, 2010). Currently, America produces 21 billion barrels that normally provide 6.6 billion barrels of oil meant for its population’s demand annually. According to conservationists, this annual consumption is adequate in providing America for 3.5 years, but only through proper application of other substitute saving methods besides effective technology especially in the transport sector. However, studies indicate America’s oil consumption trend continues to augment, where by the year 2020 according to Ghouri’s statistics would read 24,900, 2,596, 2,321 thousand in USA, Canada and Mexico respectively. This was a comparison with the year 1999 oil consumption statistics having 19,519, 1,943, 1,970 thousand in USA, Canada and Mexico accordingly (Ghouri, 2001). The augmenting demand trend has prompted America to depend on imports from other states, since the reserves, that it possesses does not equal its consumption. This is because the demand is outdoing the already diminishing reserves’ production. Studies indicate that American shore reserves are diminishing, which leaves the state with no alternative except offshore drilling, which is expensive. This is due to the capital necessitated

Case 5-3 Assignment Example | Topics and Well Written Essays - 500 words

Case 5-3 - Assignment Example After inspecting the roof, Joel requested Don to seal a deal that would see Joel’s company replace Don’s roof. The author describes this technique in chapter 16 and its efficiency in promoting sales. Joel’s use of the foot-in-the-door technique may be considered as manipulative because he begins by proposing a small request to Don, which he is sure that Don cannot decline. Don is committed to maintaining his home and he would benefit immensely from the inspection of his roof by an expert. Therefore, he easily gives into Joel’s request. However, Joel utilizes Don’s compliance to manipulate him further so that they can discuss the roof’s condition and that he may introduce his company’s offer. Without a doubt, Joel calculates his moves effectively to ensure that Don easily closes the deal allowing the company to replace his roof (p. 342). Without a doubt, Joel uses the technique to evoke the emotions of Don a factor that may contribute to him accepting the offer blindly. As Chapter 16 highlights, manipulative sales representatives are more likely to use this technique. Chapter 16 gives attention to vulnerable consumers, but highlights that the vulnerability of consumers may be defined in various ways. The chapter reveals that elderly consumers are more likely to exhibit high levels of vulnerability, which is exploited by sales representatives. If a sales representatives recognizes that a consumer is vulnerable, he or she takes the advantage of such vulnerability and influences their purchasing decisions. From a superficial point of view Don seems to be a vulnerable consumer because of the value he attaches to his home and the commitment he has to maintain his home in perfect condition (p. 343). However, a deeper analysis of the situation reveals that he has little knowledge about roofing and that he is unable to inspect his roof regularly. His lack of sufficient knowledge about Roofing serves as a point of vulnerability. However,

Production Chain and Sector Matrix Essay Example | Topics and Well Written Essays - 1500 words

Production Chain and Sector Matrix - Essay Example 13) in firms. In reaction to the low profits and high cost of capital in the 1980s and 1990s, several firms embarked on a wave of financialisation - creating, buying, or expanding financial subsidiaries to acquire financial assets - for the purpose of giving management greater flexibility in managing earnings, creating shareholder value, and satisfying the capital markets (p. 34). Most publicly listed firms, therefore, were "pressured" to show good results on a regular basis using the basic language familiar to capital markets: stock price reflects shareholder value that is a function of operating efficiency, lower expenditures, growth in turnover and earnings, and a steady flow of dividends. The more consistent the numbers, the better, as Froud et al., (2005) pointed out in their study of the American company GE. The main challenge to managements in a financialised universe of firms was to make ambitious strategic plans and deliver consistently on their promises. Firms became slaves to a ruthless capital market that, with a single recommendation, can punish poor performers by depressing a firm's stock price and raising its cost of capital. In a world obsessed with financial performance, managements searched for suitable analysis and planning tools. The production chain and the sector matrix were two of the many that, in this age of globalisation and management fads, were developed to help firms map out value-creation strategies. We explain each briefly, then compare and differentiate them with examples. The Matrix The matrix is a strategic tool that presents in a grid or table the strategic factors affecting the firm. The coordinates of the grid can vary, as shown in examples of two well-known models. The first is H. Igor Ansoff's product/market expansion grid or matrix (Ansoff, 1957) that recommends four strategies (market penetration, market development, product development, and diversification) a firm can adopt to grow or increase its turnover depending on the life cycle of the firm's new or current products and markets. The other is the Boston Consulting Group's Market Growth-Share matrix (Henderson, 1970, 1976a, 1976b) designed to help the firm identify businesses/product types by market share (an indicator of the firm's ability to compete) and market growth (indicator of market attractiveness). Firms, in effect, can manage their businesses as a portfolio of investments, much like a bank or an investor would hold, buy, or sell financial instruments. Firms that want to grow should hold or buy stars (high growth and high share businesses) or cows (low growth, high share, cash generating businesses), sell dogs (low growth and share), and think of what to do with question marks (high growth, low share, needs cash injections, but risky). Example of Matrix Use A prime example of how the matrix was used for strategic management is recounted in the study (Froud, et al., 2005, pp. 8 and 38) of General Electric (GE) that, with the help of consulting firm McKinsey and Co., adapted the BCG matrix and developed its own Nine-Cell Industry Attractiveness-Competitive Strength Matrix (Thompson and Strickland, 2001, 327-330), a three-by-three grid that mapped out alternative business positions and attractiveness of markets, on which are superimposed several scaled circles representing different markets and their sizes and showing the firm's market share within each market (See Figure 1). [Insert Figure 1 here] GE claimed that the matrix provided at a glance

Chapter 8 Assignment Example | Topics and Well Written Essays - 250 words

Chapter 8 - Assignment Example dictates a manufacturing plant’s materials handling equipment, such as loading and unloading equipment and the design of the receiving and shipping docks. An order-management methodology that encourages maximum consolidation of shipments between common points enables a company to give larger shipments to its carriers and take advantage of volume discounts. Customer service goals influence the type and quality of carrier and carrier service selected by the seller Transport infrastructure such as roads, ports and airports is indispensable for a country economic activity, and is characterized such that its appropriate provision justifies or calls for involvement of the public sectors. There are three principles on the question of who should bear the costs of a large-scale facility such as transport infrastructure: the user pay principle, the indirect beneficiary pay principle and public financing. Institutional arrangements for developing transport infrastructure include public corporations, special budget account and private finance initiative (PFI), which tap private sector resources. Transport infrastructure such as harbors, airports, roads are usually provided with some form of public involvement within a variety of institutional frameworks. The globalization of the world economy means that an increasing number of shipment are being transported between multiple countries. Inland water transport is relatively inexpensive to user. At one time inland water was consider to be the least expensive form of transportation when compared to rail and motor carrier transportation. On a ton mile basis, rail cost approximately twice as high as inland water carriers, whereas truck cost are approximately 20 times higher then inland water carrier. Although inland water carriers tends to focus on lower bulk commodities that can be handle by mechanical means such as pump, scoop, and conveyor, many different kind of product can be carried. Other product that move extensively

Stereotyping Genders from Everyday Use Essay Example for Free

Stereotyping Genders from Everyday Use Essay Stereotyping men and women have always been an issue in literature and media but it should not be so if one accepts that all people are different and it is this difference that affects the social perception being expressed in the different forms of literature and media. In a speech made by Professor Amy Wax of the University of Pennsylvania School of Law, she explained that stereotyping studies have become too focused on the achievement levels of men and women but never really gave in-depth analysis to why men seem to have more â€Å"success† in popular fields such as authorship in literature, engineering, etc. Professor Wax argues that men and women possess differences that explain this circumstance such as their views on competition, ambition and aggression. Women, she believes, â€Å"possess a greater attraction to and interest in people rather than things, a relative reluctance to focus on career advancement at the expense of domestic pursuits, and a stronger desire to achieve life balance† compared to men. (Silvester 2008) This can be seen in the short story, â€Å"Everyday Use† written by Alice Walker in 1973. The story portrays three very different women within one nuclear family. Mama is big-boned and strong enough to do work that men are fit to physically do. Maggie is timid and insecure about many things probably because she had always been the practical and not worldly sister. Dee, on the other hand, is very prone to social pressures and is more assertive than most women. These three different characters show that women live beyond what others are suggesting as stereotypical. Alice Walker is very vivid in her descriptions of these women. She used Mama as a narrator to show her strength of character and make many descriptions of how the two daughters had grown up to become who they are now. Maggie’s dialogues also gave many insights to the family’s heritage while Dee’s behavior created a very vivid picture of how she had succumbed to the media hype and commercialization of women being worldly. The exchanges of thoughts and words among the three women made the literature vibrant and technically excellent in its character depictions. Dee obviously had given in to the social pressure of being a modern woman who seemingly knew more about the world through her education and disdain for domestic life. She wanted to be the modern woman who never let limits stand in her way. Maggie, on the other hand, gave in to becoming just a simple shadow behind her sister because she looked up to her stronger personality. Mama, on the other hand, did not let anything stand in the way of things that had be done. She was practical and accepting of her circumstances and was content to do what was necessary to survive without minding what Dee thought of as domestic or backward. In creating intense mother figures in fiction or recalling them in memoir, African American writers such as Alice Walker have paid tribute to the beauty, struggles and sorrows of black motherhood. (Davis 2005) The theme of how these three women view the world and fight back at its pressures are still very relevant to today’s society simply because it showed that people, even within one gender type and blood type, can be different. People may or may not be affected by what the world throws at them through the different forms of media and social pressures that come their way. It is difference in perspective and personality that expresses character whether or not it is stereotypical of any gender. References Davis, Bernadette. â€Å"Remembering mama: images of mothers, good, bad, real or fictive abound in our literary tradition. † May-June 2005. Black Issues Book Review. 14 March 2009 http://findarticles. com/p/articles/mi_m0HST/is_3_7/ai_n13721824 Silvester, Tim. â€Å"Stereotype Threat: Fact or Fiction? † 25 November, 2008. Docket Online. 14 March 2009 http://media. www. docketonline. com/media/storage/paper744/news/2008/11/25/News/ Stereotype. Threat. Fact. Or. Fiction-3565977. shtml Walker, Alice. â€Å"Everyday Use. † Robert DiYanni, ed. Literature: Reading Fiction, Poetry, and Drama. 6th ed. Boston: McGraw-Hill, 2007. 743-749.

Crime and Society Essays criminal justice considerations

Crime and Society Essays criminal justice considerations INTRODUCTION the problems of society become most visible when change occurs, and recent decades have brought immense social and economic changes (Pampel, 2000: 52). This can be revealed most clearly in the sociological aspects of youth crime. However, it has also been claimed that social policy should evaluate how policies impact on peoples lives (Blakemore, 1998: 5). Durkheim noted that society works best when it exercises control over individuals (Pampel, 2000: 72). Acceptable behaviour is enforced through law and morality which is maintained through rules and principles: the cement of society (Devlin cited in Elliott and Quinn, 1998: 449). This cement illustrates legal moralism that has been identified as socially significant (Cotterrell, 1989, Page 1). Accordingly, an analysis of laws conceptual structures (Cotterrell, 1989, Page 3) could be ascertained and the importance of shared values emphasised, ultimately influencing individuals behaviour (Pampel, 2000, Page 57). This has been reflected in a decline of organic solidarity, differentiating societys collective conscience, and thereby creating an environment for an increase in crime. This philosophy of inter-related support has been recognised as structural functionalism which, taken to extremes, acknowledges that poverty and crime are normal and natural functions within any healthy society (Pampel, 2000, Page 75). The rule of law should represent the ideal of a universal goodness exhibiting no negative impact on any given society, and no negative characteristics that could apply to its nature according to Thompson (Thompson, 1975, Page 266). Unfortunately, it appears to be this concept that has swung too far in the favour of societys miscreants, to the detriment of their victims, the communities in which these offenders live, and the weaker members of society, prompting the current debate on victims rights and David Blunketts intentions to re-address the balance to deliver real justice to victim s and the wider community (Blunkett, 2002b). This essay evaluates the wider issues surrounding the criminal justice system, social policy and how feminism and the study of gender impacts on these sectors. Classicism and positivism are particularly relevant to any study of criminology and lead to an introduction of criminological theories which attempt to put feminism into the context of social policy within the criminal justice sector. Crimes amongst the youth might also be considered to be a reflection of the current social trends and this facet has briefly been evaluated in terms of social environment. The conclusion summarises many details introduced in this essay. 2. DISCUSSION 2.1 Definitions of crime The Royal Commission on Criminal Justice was set up to: examine the effectiveness of the criminal justice system in England and Wales in securing the conviction of those guilty of criminal offences and the acquittal of those who are innocent (Zander, in Martin, 1998). The Runciman Commission made 352 recommendations in 1993, from police investigations to disclosure of evidence (Field and Thomas, 1994 cited in James and Raine, 1998: 40). All aspects of the criminal justice system came under scrutiny, with 600 organisations contributing to its evidence (Martin, 1998: 115). During this period, the Criminal Justice and Public Order Act 1994, the Criminal Appeal Act 1995 and the Criminal Procedure and Investigation Act 1996 were all implemented, with varying interpretations and capricious emphases which altered according to Management changes. Pampel observes, however, that: the problems of society become most visible when change occurs, and recent decades have brought immense social and economic changes (Pampel, 2000: 52). Durkheim, meanwhile, noted that society works best when it exercises control over individuals (Pampel, 2000: 72) with Weber maintaining that: societies work more smoothly when the use of power has legitimacy in the eyes of both the rulers and the ruled (Pampel, 2000: 113). Deterrence, retribution, rehabilitation and incapacitation constitute the four major theories of punishment. Deterrence aims to reduce crime through threat of punishment, or through its example. The concept is that the experience of punishment would create an impact unpleasant enough to prevent any further offence. Penalties are established to prevent crime being contemplated, with the idea that the example of unpleasant consequences would make potential criminals reconsider any future offence. Retribution requires an offender to contribute community-based endeavours through proportionality related to the crimes committed. The concept involves cleaning the slate through enforced labour to account to society for any misdemeanour. With the intention of better justice through more consistent sentencing, the White Paper preceding the Criminal Justice Act 1991 suggested that convicted criminals get their just deserts (HMSO, 1990a). This concept does actually limit the States power through limiting exemplary sentences, achieving parity when two offenders receive similar punishments for similar crimes. The National Victim Support Programme was considered a way forward with respect to societys acceptance of restorative justice but both of the major political parties have pursued half formed and in many ways half hearted policies in relation to victims of crime. There is little indication of change in this area (Newburn and Crawford, 2002: 117). Conformity through inner positive motivation exemplifies the theory of rehabilitation, although it has been criticised for disparity in proportionality. The concept is not based on the degree of offence committed or focused on the criminals past, but on future rehabilitation to preclude re-offending through changes of circumstances. Conversely, incapacitation recognises that some offenders fail to respond to deterrence or rehabilitation and continue to commit crimes as and when an opportunity to do so presents itself. For criminals with this mindset the only option is protective sentencing to prevent further crimes being committed, thereby punishing the offender for crimes committed with a further implication of punishment for future crimes that could be envisaged if released. An equally important part of restorative justice must be in measures to prevent crimes being committed. Funding of 6 million has been invested in a Government programme to reduce crime. Some of these measures include restorative justice, enforcement of financial penalties, CCTV initiatives, treatment of offenders, youth inclusion initiatives, targeting policies and intervention work in schools To be effective in developing suitable policies the criminal justice system need to approach the problem from different angles simultaneously, and adopt a policy of co-operation and co-ordination across all involved parties. Since the inception of the Regional Crime Squads (South cited in Maquire, 1994, 423), co-operation has existed across autonomous police forces, and surveillance intelligence squads can acquire information which, along with co-operation from the other agencies which make up the criminal justice system, can be collated and used to prevent some of the worst excesses of violen ce and crime erupting. Novick argues that the basis of the State is a need for a single and efficient protective association in a territory (McCoubrey White, 307) with Jacques considering that economic efficiency needs to be assessed in respect of its impact on human feelings, on community and on social relationships and the quality of life in society (Jacques, 1976, 15). Adjudication provides a formal mechanism for resolving disputes, with rules of change available to deal with new problems requiring further elucidation and rules of recognition involving prerogative powers and the sovereignty of Parliament. These rules do not account for those natural rules which acknowledge those inherent fundamental human rights. According to Finnis (2002), each individual is aware that deviation from societys code of behaviour would result in sanctions being applied to avoid injustice. The ethos Finnis applies to his explanation of retribution is considered to rectify the distribution of advantages and disadvantages b y depriving the convicted criminal of his freedom of choice in proportion to his unlawful act. Regardless of theories, an escalating scale of crimes continue to be committed, with 5.2 million offences recorded in England and Wales during 2000 (Recorded Crime, HMSO Press Release, 19/01/01) which, when compared to 3.87 million in 1989 and 479,40,018 in 1950, has an effect on long term projections in the prison population to 2008 (British Crime Survey 2001 2002). Evidence of this was exhibited when the disturbances in Strangeways prison took place in 1990, prompting the Woolf Report (Custody, Care and Justice, HMSO, 1991). It was published as a White Paper in 1991 and highlighted the relationship between overcrowding in prisons and the maintenance of control, promoting ongoing discussions about the aims of imprisonment. Meanwhile, the crime response and solving rate has fallen from 45% to 29% despite the number of police officers having increased from 63,100 to 126,500 (British Crime Survey 2001 2002). Maguire suggests that: increasing numbers of police officers, an increase in telephones making reporting easier, increasing use of insurance, and reduced levels of public tolerance to violence have all contributed (Maguire, cited in Croall, 1997). Stern recognises the system often precludes dedicated people from a more effective route of exacting retribution (Stern, 1989: 247). The diversity of ideas and practices associated with the restorative justice movement exemplify the difficulties associated with the concept. Johnstone (2003) highlights the paradigm of justice associated with practical experimentation that underlies the values and ideas which involve a number of models of theoretical law covering criminal and civil law together with restorative justice. The relevance of this earlier part of the essay reflects the ethos of restorative justice: this is not a new concept, nor can it be viewed in isolation. 2.2 Classicism, Positivism and Realism The divergence of positivism from its precursor, classicism, was described by Austin as a rule laid down for the guidance of an intelligent being by an intelligent being having power over him. (Austin, 1995: 9). Parallels with this concept can be illustrated within the feminist model whereby women were classed as irrational beings and of secondary importance to men. It has been acknowledged that criminological theories have been developed by men for men and attempts to categorise women offenders in accordance with these precepts fails to be applicable (Gelsthorpe and Morris, 1990: xii-8). In other words, men have acquired a dominant position in society. Left realism reflects this dominance. The ethos of left realism illustrates that certain types of behaviour that is more prevalent amongst the less powerful would be classed as criminal. Criminal laws were then introduced to reflect this concept. Rather than the criminal being regarded as an acquiescent offender, left realism would ha ve them portrayed as a victim of society. Furthermore, it is from the concept of left realism that the notion of a number of actors, involving the offender, the police, the victim and the criminal justice system has developed. Left realism distinguishes between a macro level of crime theory and a micro level, the former involving the sociological aspects and the latter a more micro level involving an individual and personal viewpoint of crime (Lilly, Cullen Ball, 1995) and takes into account the role of the victims of crime. Constraints on space preclude a detailed discussion on left and right realism, but an overview identifies four important factors which are regarded as being inter-related and which contribute to a holistic image of crime on both a micro level and a more integrated macro level (Young, 2002). The various theories, such as Labelling Theory, represent right realism and tend to focus on the offender and the reasons why they acted in the way they did. The emphasis on feminism within the field of criminology evolved through the ethos of left realism, where male dominance was recognised for its fundamental contributions to traditional criminological theories. A universal assumption relates to womens particular role within society and, accordingly, studies of women offenders are considered particularly relevant to the sociological facets such as morality and economic situations (Smart, 1976). It has been recorded that 84% of known offenders in 1984 were men, from which Heidensohn notes: Women commit a small share of all crimestheir crimes are fewer, less serious, more rarely professional, and less likely to be repeated (Heidensohn, 2002, 491). Furthermore, according to Barclay (1995, page 20), just 8% of women were convicted of an indictable offence from a population born in 1953 (cited in Heidensohn, 2002, 494). It must be noted that, whilst violence is most often perpetrated by men, 1 in 5 occurrences of violence against women were committed by other women (Coleman and Moynihan, 1996, page 97). According to Gelsthorpes model, however, any studies focusing on womens criminality often tend to focus on their gender rather than the crime itself (1986: 138 149), resulting in sweeping generalisations being made and an assumption that women are mad not bad (Lloyd, 1995: xvii cited in KeltaWeb, 2005). Taken further, it has been suggested that laws are constructed and enforced by men to the disadvantage of women (Burke, R, 2001). Criminology from the feminist perspective is exemplified through either liberal, radical, Marxist or socialist models, the latter also incorporating post-modernism and eco-feminism. The significance of the feminist stance within the criminal justice system relates partly to societys perception of their biological function and lack of rationality, in accordance with Lombrosos theories of atavism. This positive philosophy is a disparate variation from classicism, and was introduced into criminological theory by Lombroso, Ferri and Garofolo (Williams and McShane, 1991: 35) although it was noted that They failed to find the numbers of born female criminals marked by physical, atavistic traits which they anticipated (Heidensohn, 2002, page 492). Heidensohn notes, however, that the evidence of Lombroso and Ferreros work has survived whereas their equivalent rese arch relating to men did not (Heidensohn, 2002, page 493), although other research revealed the importance of sociological and environmental factors (Heidensohn, 2002, page 493). The distinct theories of classicism and positivism have been recognised in criminological studies as the two major hypotheses in the science of penology, conceding criminal anthropology as inherent in identifying criminals through their genetic structure, likening it to atavism (Lombroso, 1876). All people are considered equal according to classicist precepts and governments are created by those individuals to protect the peoples rights through the recognition of a social contract (McCoubrey and White, 1999: 60 84). Classicists aspire towards civil rights, realised through the law as a system of due process. It is this emphasis on the social contract that compounds the deviance as a moral offence against society. Punishment is proportional to the seriousness of the offence and can only be justified to preserve the social contract and deter others (Williams, 1997: 8). The constrained concept of Classicism identifies as autonomous a person who is the result of their environment. Positivism, however, has been documented as either internal, [assuming an atavistic involvement of the psychological or biological aspect], or a sociological aspect of positivism which is outside an individuals control (Burke, 2001: 272) and assumes a dependency in individuals. Positivists approach deviance from a scientific perspective which enables deviance to be rectified through a combination of power and knowledge. The correlation between positivism and criminological theory identified criminals through an inherent genetic structure, perceived as atavistic features edifying villainous characteristics which could be identified through isolationist principles and surveillance experiments and through case studies (Lombroso, [1876] in Williams and McShane, 1991: 35). These sociological studies exhibited a reciprocity which was attributed to a specific social order, deviation from which society recognised as a criminal act. Positivist theory attributed this deviation to an abnormality that could be treated, with the hypothesis suggesting that criminals could be reformed. As the final result was intended to protect society from harm, punishment was sanctioned to provide treatment, not to punish, with cognitive treatments involving group therapy sessions and the use of drug therapies to achieve these objectives. Conversely, Bentham and Beccaria propounded the classical theory of fundamental rights associated with natural law. Their utilitarian principles of autonomy, liberty and rationality acknowledged deviance as a rational act against the rules of society and from which these miscreants needed to be dissuaded through the application of punishments (Burke, 2001: 270). 2.3 Criminological Theories Hobbes observation of human actions being ultimately self-serving, including the concept of morality, related cognisance to a state of nature which guarantees the survival of the fittest. Classicists such as Hobbes, Bentham and Beccaria considered that deviance is an inherent characteristic in the psyche of all individuals (Gottfredson and Hirshi, 1990), displayed as an expression of human rationality towards the presence of bad laws (Beccaria, 1963). Beccaria suggested that punishments should be consistent and logical and bound within the legal system. From the basis on non-conformity to societys rules, deviance has been regarded as a miscreants response to temptation and the exercise of their power over others. Use of a structural method elucidates relationships between a hierarchy of individuals and groups which have been considered to be inherent within the structural approach to criminology and, equally important, societys reactions to criminal behaviour. Crime tends to exhibit specific reactions against deviance, evidence of which can be seen with the Labelling Theory (Lemert, 1967) which focuses attention on the hierarchical role of crimes in society. Control theory, meanwhile, unearths links between individuals and institutions, for example family background and upbringing and corresponding behavioural actions and reactions. Hagan relates this philosophy to what he terms the structural study of crime (Hagan, 1988: 3) and the Power-Control Theory which plays a significant role in explaining the social distribution of delinquent behaviour through the social reproduction of gender relations (Hagan, 1988: 1 287) and affects the social distribution of delinquency. Moreover, one important aspect of this theory is the ethics associated with crime and delinquency, for example, the effects of gender on criminality. Gottfredson and Hirschi (1990), meanwhile, suggest that classicism is revealed through the control theories which exhibit consequences painful to the individual. (Gottfredson and Hirschi 1990) Positivism in relation to criminology depended on the scale of rationality between free will and determinism according to precepts of Cesare Lombroso whose explanations of criminal behaviour resulted in the criminal born man or woman who exhibited physical attributes leading to their recognition as criminals, a situation not supported by Durkheim. Too many variables made Lombrosos theory precarious but his typologies were correlated between certain offenders committing certain kinds of crime (Gottfreddson and Hirschi 1990). A number of other theories exist to explain a psychological or sociological basis to the science of criminology. Bandura and Eysenk studied observational learning, conditioning and personality traits, whilst the Strain Theory and the Anomie Theory of Merton blame environmental pressures on deviance, with the Subculture Theory attributing lack of attainment to societys expectations to be at the heart of offending. 2.4 Sociological Aspects of Youth Crime Whilst all people might be considered equal according to classicist precepts, with governments created by those individuals to protect the peoples rights through the recognition of a social contract (McCoubrey and White, 1999, Page 60 84), David Blunkett singles out a specific sector of society by suggesting that: nearly three quarters of street crime offenders are under 17 and a hard core five per cent of juveniles are responsible for 60 per cent of offences for their age group (Blunkett, 2002c). Clearly, despite the introduction of innumerable projects designed to re-integrate offenders back into their communities, the growth in lawless behaviour has not diminished. Many measures to restrain unacceptable behaviour are now available, amongst which are Youth Offending Teams, Final Warning Schemes, Detention and Training Orders, Acceptable Behaviour Programmes, Parenting Orders, Reparation Orders and Anti-Social Behaviour Orders (Blunkett, 2002c) although, retrospectively, little appears to have improved. In December 2003 Lord Falconer of Thoroton emphasised that this: crime and anti-social behaviour corrupts communities, eating away at the fabric of the way we all want to live our lives (Lord Falconer, 2003). An increasing lack of morality appears to be more prevalent within modern society, with Chief Superintendent of Greater Manchester Police describing these amoral youths as feral (The Times, 2005). Despite all the legislation at the disposal of the criminal justice system, however, the yob culture appears to be endemic, with the vulnerable in society more at risk of becoming victims than ever before. The media report lurid headlines on a daily basis: Beaten to death on his doorstep (Daily Mail, 2005); Beaten up on Video Phone (Daily Mail, 2005); Hoody ban eases shoppers fear (Daily Mail, 2005, page 8). The edition on May 19th 2005 reported how thugs attack a funeral car by launching an 8 foot length of wood through the windscreen of the car travelling immediately behind the hearse. It has been reported that some forces are not making good use of legislation and tackling the imitation firearm problem (Deputy Chief Constable, Daily Mail, 2005, Page 8) when children, some as young as 13, routinely carry replica BB guns, which can cause serious injury to targets up to 30 yards away, around the streets. CONCLUSION In 2002 the Home Secretary intended: to deliver real justice to victims and the wider community and strike a fair balance between the rights of victims and the accused (Blunkett, 2002a). The Legal Action Group suggest that victims and defendants rights are mutually incompatible (Cape, 2004, page 1) and suggest that victims rights are not being catered for; their rights are neither acknowledged nor respected. However, they also ascertain that, in making it easier to convict defendants is not in the best interests of the victims. The fragility between rights to security and freedom and the obligation to protect communities, reflects a natural result of shared morality without which rules would lack meaning (Pampel, 2000, Page 67). This factor was clearly recognised by David Blunkett who acknowledged the public felt that the system had swung too far in favour of the accused (Blunkett, 2002a). This intensely deep-rooted problem of lawlessness within communities cannot be solved by the police alone. Henham observes that this can only be achieved through: disregard of formal legal controls which prove an obstacle to the production of a high conviction rate although he acknowledges that due process maintains an adherence to courtroom procedure and protection of the individual (Henham, 1998, Page 592). Many organisations have highlighted the growth in recorded crime despite measures in place to punish the offender. Punishment falls into various areas from incapacitation to retribution, deterrence to rehabilitation. A large number of theories abound, all attempting to explain the reasons behind criminal actions. These theories investigate the backgrounds of criminals, their psychological and physical attributes and their positions in society together with their abilities to cope with expectations placed on them by society. As yet there has been no definitive answer and, due to so many variables, there possibly never will be. Controversially, Durkheim believed that a certain amount of crime failed to harm society and was normal and valuable in a healthy society (Cotterell, 1992: 159), with the ideas of right and wrong being reaffirmed through the existence of crime and punishment (Pampel, 2000: 59). This reflects a natural result of shared morality without which rules would lack meaning (Pampel, 2000: 67), promoting the concept of the durability of social life inevitably assuming a definite form. Individual and collective morality would assume that offenders should be punished to maintain the stability of the community and maintain their safety. Our collective conscience ensures that the majority accept the rule of law and accept that deviance needs to be punished. Psychologically, restorative justice is assumed to invoke aesthetic sentiment of forgiveness for miscreants and release for victims. What it fails to do is provide society with assurances that their safety and integrity will be maintained in an atmosphere where the offenders rights appear to be upheld in variance with those of the victim, or the fundamental rights the victim is entitled to expect. A personal view could be recorded which considers that restorative justice exhibits illusionary tendencies to pacify the reformers at the expense of societys status quo. Clearly, not a supporter of restorative justice this writer intuitively distorts the semantics and cognitively refers to this concept as retributive justice: more aptly named, and far more appropriate for the majority of offenders who, regardless of intervention programmes to rehabilitate them will continue to offend despite societys best efforts. BIBLIOGRAPHY Austin, 1995, cited in Martin, J (1999): The English Legal System: Oxford, UK, Hodder Stoughton, p.115 Beccaria, Cesare. (1963) [1764]: On Crimes and Punishments. Indianapolis: Bobbs-Merrill. Blakemore, Ken (1998): Social Policy: an Introduction: Buckingham, UK: Open University Press Blunkett, David (2002a): Balance of rights essential to effective justice. June, 19 Speaking at the Metropolitan Police Modernising Criminal Justice Conference http://www.cjsonline.org.uk/news/2002/june/balance_of_rights.html Blunkett, David (2002b): Justice for All Radical reform of the Criminal Justice System unveiled. July 17Criminal justice reforms unveiled. Announcement from Home Secretary to the Police Superintendents Association of England and Wales http://www.policesupers.com/police-supers-news.asp?news_id=139 Blunkett, David, (2002c)introducing the publication of the new White Paper, Justice for all, 2002, November 14: speaking at 3.30pm at the Youth Justice Board Annual. Cape, Ed (2004): Reconcilable Rights: analysing the tension between victims and defendants. Legal Action Group, 2004. http://64.233.183.104/search?q=cache:FHPdMNH7Xw0J:www.rethinking.org.uk/informed/lagbriefing.pdf+current+debate+regarding+victims%27+rightshl=en Burke, Roger Hopkins (2001): An Introduction to Criminological Theory. Cullompton: Willan publishing Cape, Ed (2004): Reconcilable Rights: analysing the tension between victims and defendants, Legal Action Group, 2004. In Victims and defendants rights: can they be reconciled?. Rethinking Crime Punishment, 2005, April, http://www.rethinking.org.uk/informed/lagbriefing.pdf Coleman, Clive and Moynihan, Jenny (1996): Understanding Crime Data: haunted by the dark figure. Buckingham, Philadelphia, USA: Oxford University Press Cotterrell, Roger (1989): The Politics of Jurisprudence: a Critical Introduction to Legal Philosophy: London, UK: Butterworths Cotterrell, Roger (1992): The Sociology of Law: London, UK: Butterworth Daily Mail Newspaper, 2005, May 20: Green, Deputy Chief Constable, Greater Manchester, Page 8 Daily Mail Newspaper, 2005, May 19: Thugs attack a funeral car Daily Mail Newspaper, 2005, May 20: Hoody ban eases shoppers fear, Page 8 Daily Mail Newspaper, 2005, May 21: Beaten to death on his doorstep, Front Page Daily Mail Newspaper, 2005, May 20: Beaten up on Video Phone, Front Page Devlin cited in Elliott, C Quinn, F (1998): English Legal System (2nd edition): Essex, UK, Addison Wesley Longman Ltd Field Thomas (1994) cited in James, A Raine, J (1998): The New Politics of Criminal Justice: London, UK, Longman Finnis, John (2002): Natural Law: the Classical Tradition. In Coleman, Jules L and Shapiro, Scott (eds): The Oxford Handbook of Jurisprudence and Philosophy of Law Oxford: Oxford University Press. Pages 1-60 Gelsthorpe and Morris, 1990: xii-8 cited in KeltaWeb (2005): A Feminist Perspective on Women and Crime. Available from: www.keltawebconcepts.com.au/efemcrim1.htm. [Accessed 09/08/05] Gelsthorpe, L (1986): Towards a sceptical look at sexism. International Journal of the Sociology of Law 14: 125-53 Gottfredson, Michael R and Hirschi, T (1990): A General Theory of Crime. Stanford: Stanford University Press Hagan, John (1988): Feminist Scholarship, Relational and Instrumental Control, and a Power-Control Theory of Gender and Delinquency. In British Journal of Sociology 39 (3):301-336. Heidensohn, Frances (2002): Gender and Crime. cited in The Oxford Handbook of Criminology. Maquire, Mike; Morgan, Rod; and Reiner, Robert. Oxford: Oxford University Press Henham, Ralph (1998): Human Rights, due process and sentencing. In British Journal of Criminology, Issue 38, Page 592 Home Office (2002): Prevalence of Drug Use. Key Findings from the 2001 2002 British Crime Survey. London: HMSO. Available from: http://www.homeoffice.gov.uk/rds/pdfs2/r182.pdf [Accessed 10/08/05] HMSO, (1990a): Crime, Justice and Protecting the Public. Cm 965. London: HMSO. http://64.233.183.104/search?q=cache:n-zy-8yFCIEJ:webjcli.ncl.ac.uk/1996/issue3/rtf/henham3.rtf+HMSO%2BCrime,+Justice+and+Protecting+the+Publichl=en Jacques, E (1976): A General Theory of Bureaucracy: London, UK, Heinnemann Johnstone, Gerry (2003): A Restorative Justice Reader: Texts, Sources and Context. Devon: Willan Publishing Lemert, E M (1967): Primary and secondary deviance. In S H Traub C B Little (Eds.), Theories of Devianc

BATTLE OF NEW ORLEANS :: essays research papers

The battle of New Orleans was a significant battle in the war of 1812. It was a crushing defeat for the British, increased patriotism, and Andrew Jackson emerged an American hero. The United States acquired the Louisiana Territory from France in 1803, thereby gaining control of the Mississippi River, and its watershed at the golf of Mexico. The U.S. government realized how important this was and its potential of becoming a great trading post. By 1812 this area called New Orleans grew as expected in size and importance. In peace it was a commercial outlet and trading center of the western United States.   Ã‚  Ã‚  Ã‚  Ã‚  The British chose to attack the Americans from the north by way of Isle aux Pois in the mouth of the Pearl River because this was the only only stable water they had found that ships could ride and anchor. When hearing that the british where coming this way, Lieutenant Thomas Ap Catesby Jones and his five gunboats went to try and Barackade the Rigolets trying to make sure they wouldn’t enter. His 185 men and 23 guns awaited the British. At 10:30 on December 14th 1814 three columns of British ships, 42 to 45, armed with 43 guns and 1,200 under the command of Captain Lockyer met the American blockade. Fierce fighting began and the British had finally captured the five American boats. Losses were 17 British and 6 Americans killed, 77 British and 35 Americans wounded. This gave Gerneral Andrew Jackson six days more to improve his defenses. The British at the very beginning of the war had demolished almost all of Jacksons sea power. Jackson only had the Carolina , Louisiana, and one gunboat left.   Ã‚  Ã‚  Ã‚  Ã‚  When Jackson heard of the attack on Jones’ ships on December 15 he issued crises orders to forces nearby. One General by the name of Coffee received orders from Jackson stating â€Å"You must not sleep until you reach me or arrive withink striking distance.† The next day Jackson placed New Orleans under Martial Law. When General Coffee received his orders he immediately gathered his 1250 men and where off to help Jackson. Each man brought with him a hunting knife and long rifle. The Tenessee brigade commanded by Major General William Caroll arrived on 21st December. Only one in ten of them had a firearm.

Impact Of Values Essay -- essays research papers fc

The Impact of Values-Clarification on Ethics in the Helping Profession America is faced with an overwhelming abundance of moral and social problems which seem to consume the fragilely woven fibers of our nation. What has happened to America? What can be done to rescue the innocents in society from those who seem to prey upon them? Can one person make a difference? Those in the human service profession have felt a calling, have been affected by the seeming hopeless perils of the weaker members of society and have stood to make a difference one step, one person one life at a time. How can one person make a difference in a world so big and so full of problems? America is a society that is morally starving. Values clarification, which is taught in public schools today teaches "since there are no eternal truths which are valid for this generation and succeeding generations, everybody has to find his own values in his own time. There is nothing which is right and wrong for everyone, thus there are no absolutes" (Ed. DeMoss, 1986). Ethical issues lead to ethical decisions. These decisions quite often place the social worker in an ethical dilemma. The concept of values-clarification is reinforced by Marianne and Gerald Corey, authors of "Becoming A Helper". In their book they say "Reasonable differences of opinion can and do exist among social workers with respect to the ways in which values, ethical principles, and ethical standards should be rank ordered when they conflict" (1994). Deciding what is morally right or morally wrong has been placed in the hands of the individual. This lack of moral absolutes has produced a generation miserably lacking solid direction for life. Society is filled with men, women, teenagers, and children of all races, cultures, and ethnic backgrounds seeking or requiring counseling for a myriad of reasons. Many are victims of abuse, many are the abusers, but all are victims of society's demon of moral disintegration. Sexual and physical abuse on children are painful realities of these demons that exist in society. The practitioner assigned to the father who is the perpetrator in the abuse case is faced with an ethical dilemma when facing him in a helping relationship. Is it possible to be nonjudgmental toward this man? "Recognizing that all human beings have strengths and weakness... ...ook beyond the small cuts and look into the soul of a person and offer help and hope for healing and change. The burden is great and society's declining value system makes the challenge sometimes seemingly unbearable but change can come. Help is available. There is hope. The famous editor, humanitarian and writer of the book "Man without a Country", Everett Hale, gives those in the social service profession a candle in the darkness with these words, "I am only one, but I am one. I cannot do everything, but I can do something. What I can do, I should do and, with the help of God, I will do" (ed. DeMoss, 1986). Works Cited Bass, N, (Executive producer) (1999, October 18). Today. National Broadcasting Company. Bullard, M. (Ed.) (1999, October 1-3). USA Weekend, 4. Chavez, L. (1999) Not Wrong at All. Reader's Digest, 45-46. Corey, G. & Corey, M.S. (1998). Becoming a Helper, 119. DeMoss, N.L. (Ed.) (1986). The Rebirth of America, 123,223. Heffernan, J., Shuttlesworth, G., & Ambrosino, R. (Eds.) (1997). Social Work and Social Welfare, 110, 111, 140. Olasky, M. (Ed.) (1999, July 31). World, 71. Rosenblatt, R. (1999, May 3),Time Magazine, 88.

Isolation and Alienation of Troy in Wilsons Fences Essay -- August Wi

     Ã‚   August Wilson's Fences is a play about life, and an extended metaphor Wilson uses to show the disintegrating relationships between Troy and Cory and Troy and Rose. Troy Maxson represents the dreams of black America in a predominantly white world, a world where these dreams were not possible because of the racism and attitudes that prevailed. Troy Maxson is representative of many blacks and their "attitudes and behavior...within the social flux of the late fifties, in their individual and collective struggles to hew a niche for themselves in the rocky social terrain of postwar America" (Pereria, 37). Much of the tension in the play stems from Troy Maxson, and his inability to change, his, "refusal to accept the fact that social conditions are changing for the black man" (Pereria, 37). Troy's wife, Rose, recognizes this early on, saying to him, "Times have changed from when you was young, Troy. People change. The world's changing around you and you can't even see it" (Wilson, 40). This inability to change diversely affects Troy's relationship with his second son, Cory, who is a promising athlete. Sports provide the arena for the continuing conflict and foreshadows the characteristic that will eventually lead to Troy's downfall. There is a constant struggle between Troy and Cory because Troy will not allow his son to pursue his athletic dreams, telling him instead to keep his after-school job. This stems from Troy's past, when he was a promising baseball player who was prevented from playing because he was black. Troy's fears carry into the new generation when he prevents his son from pursuing a football scholarship because of his past, even though the world was changing at this time, and colored people were expanding into... ...: 2000. Web. 24 June 2015. http://www.jstor.org/stable/2903299?seq=1#page_scan_tab_contents Nadel, Alan. May All Your Fences Have Gates: Essays on the Drama of August Wilson. University of Iowa Press, U.S.:1994. Web. 22 June 2015. http://www.jstor.org/stable/3042198?seq=1#page_scan_tab_contents Pereira, Kim. August Wilson and the African American Odyssey. University Of Illinois Press, Chicago:1995. Web. 27 June 2015. http://www.jstor.org/stable/3042485?seq=1#page_scan_tab_contents Shannon, Sandra G. The Dramatic Vision of August Wilson. Howard University Press, Washington D.C.:1995. Web. 29 June 2015. http://www.jstor.org/stable/2901368?seq=1#page_scan_tab_contents Wilson, August. Fences. Penguin Books U.S.A. Inc., New York:1986. Wolfe, Peter. August Wilson: Twayne's United States Authors Series. Ed. Frank Day. Twayne Publishers, New York, 1999.

Paula and Christina’s Haunted Adventures Essay

The night was very chilly and all the kids were running, laughing, and having a lot of fun at the third grade’s fall festival. The Roosevelt Elementary school decided to do a haunted house maze. The haunted maze was pitched black and filled with gory decorations. One room had a bed with a dead woman laying on it and the walls were stained with blood. In another section of the maze was a cemetery, where zombies were walking by. The haunted house maze also had a garage where a car was parked and there was also room filled toys and with many clowns. The children of Roosevelt Elementary were thrill to go inside wondering what they would encounter and how scary it might be. There were two little girls, barely nine year’s old, seeking the frightening adventure, but they were also very scared. One of the little girls was shivering with fear and she slowly walked from room to room looking at the decorations and the scary people. She knew this was make-believe, but she was still very cautious. The other little girl had made her way into the room where the dead woman was laying on the bed. She slowly tried to make her way across the room to the other door. She never noticed the woman rising from the bed and was walking towards her very rapidly. The dead, bloody woman touch the little girl, which made her scream and take off running. The little girl ran as fast as she could, turning all corners until she ran straight into the other little girl. They both ended up falling to the ground. Looking up, they both smiled at one another. One little girl says, â€Å"Hi, my name is Paula Ramirez. † The other little girl replies, â€Å"Sorry for running into you, my name is Christina Lopez. Paula and Christina help each other get up from the ground and agree to finish the haunted house maze together. They felt less scared and even laugh at some of the scary people. As they are exiting the haunted house maze, Paula tells Christina â€Å"wow, this was so much fun†. Christina replies, Paula let’s make a pact, every year we will seek a scary haunted house and we will both go together†. Paula smiles and agrees. Since then Paula and Christina have become best friends and they search for scary haunted houses to visit every year. The family vanishes in 1925 leaving the sole survivor James Clark. Christina does not read the paragraph, but smiles and turns to Paula and says â€Å"perfect†. The two girls get together every day preparing for the trip they will make to the haunted house. They go to the mall and shop for costumes. They buy food so they can take for the road, and plan on when they should head to the haunted house. The night of the haunted house arrives and Christina goes to Paula’s house. Paula is sitting in her room when Christina enters and asks, Paula â€Å"Are you ready? Paula replies â€Å"of course† Then, the two girls go down the stairs, out the house and enter Paula’s car. Paula drives thirty miles and arrives and Saddle Creek Ranch where the haunted house is located. The yard is filled with many trees and with old rusted decorations on the lawn. The house has busted windows, and the painting of the house is falling apart. Paula notices that there is two boys standing in the entrance of the house. Paula and Christina exit the car and make their way to the boys. One boy says â€Å"Come on Erik, stop being scare and let’s go in already. Erik replied â€Å"Scott, if you are so tough you open the door†. Just as soon as Scott was going to touch the door knob the door swings open and a tall dark figure stands there looking at them. The tall dark figure steps forward and says â€Å"Do you dare to enter? Beware this may be you last hallows eve† â€Å"YES! † replied all four of them. Paula and Christina follow the two boys and the tall man into the house. The man leads them into the living room and directs them to stand in a circle. He looks at each one, studying them from head to toe. He says â€Å"My name is Mr. Clark; Saddle Creek Ranch is y family’s home. They lived here many years until they all vanish one night, but you can still hear them, and if they want you to, you can definitely see them†. He goes on to give directions and instructions how to enter the house, and to exit the house. When Paula and Christina turn to see each other, Mr. Clark vanishes. A light turns on and leads the group into the kitchen, you hear can hear the water running but the water is off; Paula grabs Christina’s hands and says â€Å"this house is different†. The sound of people talking suddenly starts and is very loud that makes Scott jump up. The group makes their way to the door but the light to the kitchen turns off and then turns on again and leads them to the dining room. As they enter the room the talking suddenly dies down, and a chair is thrown to the group. As the group separates to avoid being hit, the lights go out and it is so dark that Paula cannot see where Christina is at. BANG. Suddenly the lights turn on and Paula looks for Christina, Erik calls out to Scott but he is nowhere to be found. Paula and Christina start to get worried and scare sets in. Erik starts to whimper, and continues to call for Scott but his call is not answered. Paula and Christina continue to make their way out the dining room and Erik follows. The lights to a hallway turn on and the group passes many rooms, and walk down some stairs. They reach a door it creeks open, Christina turns towards Paula and says, â€Å"Paula let’s not go in, we should turn around and go back†, before Paula can reply, Erik replies â€Å"let’s just continue this could be the end†. Erik pushes the door open, the room is completely dark, and the lights do not turn on like before. Suddenly a rustling and whimpering sound begins Christina is so frightened that she begins to cry. Paula hold Christina’s hand so tight and tries to reassure her that everything will be okay. The sounds get louder and louder and suddenly â€Å"BANG†. Paula and Christina stop walking, the lights turn on, both girls try to search and look around to see where and what room they are in. Paula is the first to notice that they are in the basement but someone is missing, Erik is nowhere to be found. Christina falls to the floor and begins to sob very loud and yells â€Å"Paula, let’s get out, I do not want to be in here anymore! Paula holds back her tears and replies, â€Å"Christina we will be okay, I will get us out, I promise†. Paula begins to look for something that can be a used as weapon, and looks for an exit. Paula finds a hammer, and notices a window. She rushes to it, and then the lights go out again. Seconds pass by but to Paula it seems like an eternity, she calls Christina’s name, â€Å"I am here† replies Christina. The lights turn on again; Paula looks to find Christina, and sees Mr. Clark holding her with a knife to her throat. â€Å"Did you think I was being funny when I said this would be your last hollows eve? Mr. Clark asked Paula. Paula replies â€Å"this trip was meant to be fun I never imagine it would be like this. † Mr. Clark looks at her and gives her an evil smile. Then, he says to Paula, â€Å"Let’s play a game, if you win you and your friend may leave, but if you lose you and your friend must stay forever. † Paula thinks for a long minute and nods her head up and down. He looks at Paula for a moment and says â€Å"Answer me this if you are correct you and your friend may go. Am I alive or is this your imagination? † Paula stares at Mr. Clark and responses â€Å"you are alive†. Mr.  Clark laughs, â€Å"Child, how can I be alive if I died in 1963† replies Mr. Clark. Paula begins to cry along with Christina, and mouths the words â€Å"I am sorry†. The lights turn off again, bang, bang, bang. Paula holds her hands out trying to feel for Christina; the lights turn back on again. Mr. Clark is nowhere to be found. Paula grabs Christina’s hand and yells â€Å"hurry, the window, now! † Paula and Christina, crawl out the window, look to see where the car is parked and ran towards it. The girls quickly get in, crying and scare. Paula turns the car on, put it in gear and head out the ranch. As both Paula and Christina seat in the car crying for a long while Paula breaks the silence and says â€Å"Christina, promise me that this will be our last haunted house†. Christina replies â€Å"definitely, Paula this was our last one†. The girls continue to drive on the dark road, without realizing the road does not end. Then Christina turns to Paula and asks â€Å"Paula, are we getting closer to your house now? † Paula looks at the road and realizes it’s the road to Saddle Creek ranch. Paula realizes what has happened and turns to Christina and says â€Å"Christina, I am sorry but Saddle Creek ranch is our home now. †

Principles of Education

Theoretical and practical teaching and learning are the fundamental aspects of education. Since the early 20th century, education has been an essential part of nursing (Bastable 2008). Nurse educators encounter a diversity of learning styles and are challenged when needed to develop and adapt their teaching methods to accommodate students learning (Arthurs 2007). Mentors have a responsibility to assist the student within practice, building upon the students level of training (Kinnell and Hughes 2010). This essay will discuss the importance of the nurses role in relation to teaching both students and patients and will critically evaluate the literature used to build a lesson plan (Appendix 2) whilst discussing the process of learning and teaching. An important role of the nurse since the mid-1800s has been the responsibility of teaching. Educating other nurses for professional practice and promoting health were included. Florence Nightingale, the ultimate educator, influenced the nurse’s role to include educating families, patients and colleagues (Glanville 2000). Tilley et al (2006), states that by the 1900s the importance of the nurse as teacher was understood as preventing disease and promoting health. The National Midwifery Council (NMC) has for years put forth statements on the functions, standards, and qualifications for nursing practice. Patient teaching and the nurse’s role as educator to colleagues and student nurses are key elements (NMC 2002). Obtaining formal preparation in the principles of teaching and learning is an important part as there is much knowledge and skill to be acquired as educator with efficiency and effectiveness. A learner cannot be made to learn, but an effective approach in educating others is to actively involve learners in the education process. † (Bodenheimer et al. 2002 cited in Bastable 2008: 13). By working as a team a partnership philosophy should allow the nurse’s role as teacher of patients, families and students to be obtainable. A growing body of evidence suggests that effective education and learner participation go hand in hand. The nurse should act as a facilitator, creating an environment conducive to learning that motivates individuals to want to learn (Arthurs 007). Nurse educators encounter a variety of learning styles when faced with prospective nurses. Nursing students will have a variable age group with younger students possibly unaware of their learning styles as well as mature students who may be rooted in one way of learning (Arthurs 2007). Nursing education being primarily clinically focused results in limited knowledge of teaching strategies causing challenges for the nurse educator, this mix can lead to student and teacher frustration with poor academic performance among nursing students. Dunn and Griggs (2000) argue that teaching styles more closely aligned to a variety of adult learners will promote retention and application of new knowledge, these factors were taken into account when designing appendix 2. Blooms Taxonomy (1956 cited in Moseley et al. 2005: 102) is a system that describes, identifies and classifies three domains of learning – cognitive, affective and psychomotor. These domains are used for the development of instructional objectives and learning outcomes (Appendix 1), the first steps in the development of appendix 2. These steps identify what is expected as a result of the students learning experience (Connolly and DeYoung 2004). Airasian (2001) argues that objectives limit the learning experience and does not expose the student to further their knowledge. Gronlund (2000) explains that the need to clearly communicate the teacher’s expectations to the students, specifying what a student should know and be able to do at the end of the session is the most important part. These points guided the learning objectives of appendix 1 aiming to allow the student to strive to achieve their own personal best in order to enhance the learning experience. Reece and Walker (2000) believed that a lesson plan is designed to help teachers proceed with a lesson logically. Can every possibility be provided for? Surely a lesson plan has to be tentative and accommodating allowing substitute teachers to follow if necessary. Therefore it is only a step by step guide with estimation of time, questioning and probability, however needs to retain adequate content in order to be followed and understood. Fleming and Mill’s learning framework typology (Nilson 2003) reflects learning in a physical sense of visual, auditory, read/write and kinaesthetic preferences. Visual learners rely upon sight for their learning needs, such as presentations, diagrams and pictures with the use of colour to enhance knowledge retention (Susskind 2005). Nilson (2003) explains that the auditory learner prefers information to be explained and benefit from verbal presentations such as lectures and discussions. Students with preference of reading or writing benefit from well-structured textbooks in order to understand new information. In contrast to this type of learning the kinaesthetic learner usually has excellent eye-hand-mind coordination valuing practical information with active involvement (Nilson 2003). The lesson plan of Appendix 2 is structured to accommodate varied learning styles and planned towards delivering a variety of teaching strategies helping the student retain and learn. The wide range of learning styles represented in a large group of nursing students makes a single type teaching strategy ineffective for some of the class (Arthurs 2007). Appendix 2 allows for Visual learning through the use of diagrams and direct observation of role play, Auditory learning by a power point presentation and discussion on own experiences, Reading/Writing learners gain from the use of hand outs with limited information encouraging further reading as well as a textbook style informative diagram with rational. Kinesthetic learning is accommodated by the use of a practical section for the clinical skill. Nilson (2003) distinguished that individuals only retain 10-20% of what they hear, by including visual material to the presentation this can increase by 50%. Speaking involves active cognition as well as hearing and can increase recall to 80%, by combining speaking and applied methods retention increases to 90%. Producing a lesson plan to teach in auditory, visual and experimental modes is important, increasing the successfulness of a session by allowing individuals a variety of learning styles enhancing the storage of the material to 97% (Knowels, Holton III and Swanson 2008). Learning to accommodate a range of learning styles will improve retention of intricate information for both student and patient (Arthurs 2007). However this could be argued that this is time intensive to design. Time is a premium for the nurse, it may be unrealistic to have time to design lesson plans that accommodate all learning styles present in large classes, Appendix 2 is applicable to a small class of 10-12 students, and would not work in a large lecture theatre of over 100 due to the structure. Information may only be taught through lectures due to time constraints requiring the student to further the topic at home. It is therefore imperative that the environment, and number of students is assessed in onjunction with a lesson plan otherwise these variables could result in an unsuccessful teaching session. When teaching a patient, the approach will change, however styles will remain similar. A patient will always learn best from a one to one short session that is informative with use of written sources such leaflets allowing the information to be kept by the patient for further reference. Hands on or observation experi ence is also an excellent form to teach a patient (Quinn 2000). The success of a one to one session with a patient or family relative will rely deeply on interpersonal skills. The pace of the teaching has to be judged carefully to ensure that the patient is keeping up, and the atmosphere needs to be informal and relaxed. Factors that might affect patients or students' ability and readiness to learn could include physical issues, psychological or emotional issues, and difficulties with cognition or the environment. Appendix 3 identifies a range of common expectations that are appropriate to nurse education students and contrasts these with a patient. There will be variations within the two learners, however the information will be valid for both. It is designed to ensure that nurse educators clearly understand the importance of assumptions towards learners (Quinn 2000). In reference to Appendix 4 different teaching methods would be used to manage the learning styles required by the patient and that of the student. Mrs Helen would need a substantial about of teaching and guidance in order to continue with her oral care and understand the importance of oral hygiene (Rosdahl and Kowalski 2008). This information would need to be informal, sensitive, and professional, working at the level of knowledge the patient comprehends, allowing Mrs Helen to understand through Visual learning with the use of leaflets and diagrams, Auditory through the giving of information and Kinesthetic through demonstration. As a mentor the nurse would teach the student through direct observation, possible contribution to the teaching of skills, followed by questioning and further research to develop the students’ knowledge (Kinnell and Hughes 2010) allowing for Visual, Auditory and Kinesthetic student learning. It is important to be able to consider and address your own learning needs in order to meet the needs of others in practice. Education is an important aspect of nursing, attaining the skills required for learning and teaching something new within the profession every day is vital as research and technology is always progressing. Key differences in the ways of approaching teaching within nursing include adoption of either a nurse focused approach or a patient focused approach (Forbes 2010). Without the correct understanding of learning styles the correct teaching strategy cannot be adopted which could result in poor education, misunderstood information retained by a student which could be passed onto a patient. Adopting patient focused approaches to nursing will allow the nurse educator to adapt to the teaching style necessary for the patient, ensuing exceptional guidance, support and education. Without this educating structure within the Nursing Programme, student nurses would not be prepared for the practice setting of communication, demonstration and most importantly continual education and teaching.

A Certain Night Essay

Knowledge and Understanding 1. As it is quite obvious in the story, the narrator does not think that these men and women deserve to die. This is abundant when in the very last line of the story the narrator states, â€Å"when will it be light?† 2. Throughout the story, the narrator describes the communists as young, brave and handsome, although they are powerless martyrs. The narrator makes the nationalist seem â€Å"murderous looking,† and â€Å"cunning, malicious and smug.† The chief executioner has a â€Å"revolting moustache,† and an â€Å"evil voice†, as well as an â€Å"ugly and vicious face, which seemed to symbolize the cruelty of all the rulers to the oppressed.† This made it easy enough to distinguish between the communists and the nationalists. 3. The nationalists regard to the commended prisoners with no respect at all. It was because they didn’t care for them, because they were communists, and the nationalist police were just there to execute them. They were very rough towards them as they â€Å"pushed them clumsily and hard, hitting them with rifle butts and putting ropes round their chest to tie them†¦Ã¢â‚¬  As well, they would refer to them as â€Å"criminals†, as they would count them one by one making them seem no more important than counting the hairs on your chin. The nationalist’s regards towards these prisoners were cruel and very careless. 4. Near the beginning of the story, the young poet becomes overthrown by anger and pain that he actually passes out. Once he saw a familiar face, he began to calm down and gather a sense of encouragement. This familiar face started to make him feel more brave and resolute. Near the end, the mood is totally flipped around when they remembered their g overnment was being formed. Their attitudes were now positive as they died, proudly singing for their country. 5. Ting Ling wrote this store to raise awareness of the disapproving murders the nationalist party committed. I think she honored her husband with the passionate, loyal, hardworking poet. Maybe she wrote this story more for her self, as a forever memory of her husband. Not only of his death, but also by showing her passion for her beliefs. 6. A major theme in the story is to stand your ground, and fight for what you believe in. In other words, be willing to die for what you stand for, but proudly. Another theme is showing the absolute cruelty of humans. It is showing the brutal behaviors humans can portray on one another. Thinking and Inquiry 1. The tone of this story is dark and bitter. Ting Ling achieves this in the characters emotions throughout the story. This is also shown through imagery, through the gloomy vibe of the story. Ting Ling used figurative language and vivid descriptions to make the story come across as both bitter and dark. 2. The setting of the story contributes to the tone because it is set up during a dark, cold, windy, snowy night. The overall mood of the story was both gloomy and somber, which contributes to the tone I think Ting Ling was going for. Everything from the prisoners falling down in the snow, to the soldiers stomping throughout it, made the tone come alive through the text. 3. There are many different symbols throughout the story. For the chief executioner, he resembles both cruelty and oppression whereas the young poet symbolizes innocence and better reform. At the end when the prisoners are singing to their death, it shows a sense of resistance, which symbolizes the acceptance of their death. 4. The sound of trampling feet connotes punishment as a result of the communists standing up for their beliefs. It also shows desperation because the prisoners have basically hit rock bottom, and have nothing left to do. Ting Ling repeats this image to implement the despair in the prisoners, and to get the point across. 5. This story reflects a political bias because they make the communists seem innocent, as if they have done nothing wrong. Not saying they are innocent, but it is persuading the audience as if they are so. Yes, it is wrong for the nationalists to execute them, but you don’t hear the past story between the two groups. Therefore, it reflects a political bias by only showing the â€Å"innocence† of the communists.