Critically Examine the Trend and Size of Poverty in Hong Kong

No city in the world is as ironic and contradictory as Hong Kong. This city has not only the 6th highest per capita GDP, but also the highest Gini coefficient in the world (World Bank, 2011). Fortunately, the Hong Kong government isn’t turning a blind eye towards this dilemma but are instead actively looking for a trade-off between economic performance and social welfare. One notable example is the re-establishment of the Commission on Poverty, it is hoped that a clearly-defined poverty line will shed a new light into the poverty situation in Hong Kong.Another important policy in recent years is the implementation of minimum wage law, which has been in effect for two years aiming to guarantee a basic wage for low-income workers, however its effect on overall employment level in Hong Kong is still to be determined. In this essay, I will first examine the overall trend and size of poverty in Hong Kong, then move on to assess the effectiveness of the present social security syste m, as well as the minimum wage in eradicating poverty in Hong Kong. Poverty, is an ambiguous term especially in Hong Kong.The United Nations places the benchmark for poverty as living under a monthly income less than or equal to half of the median household income of equal size households. This is the definition that the Commission on Poverty is likely to adopt. But before the launch of official poverty line people are considered poor only if they apply for Comprehensive Social Security Assistance (CSSA), which eligibility is largely determined by nominal income. As a result, the number of people applying for CSSA decreased after minimum wage law has been imposed.In this essay therefore, I will adopt the UN definition of poverty in examining its trend and size in Hong Kong. Poverty rate up to the year 2011 was the lowest since that of 2001. Before 2011, there had been an overall increasing trend in both the number of households living in poverty as well as the poverty rate. In this sense, 2011 can be seen as a watershed year; the poverty rate plummeted to 17. 1% when compared to 17. 9% in the previous year, which meant a reduction of 55000 people suffering from poverty.Additionally, the total number of poor households had been rising from 2001 to 2007, but this trend started to decline from then on. The total number of poor households in 2011 was 444,000, when compared with that of the years 2007 and 2010; there had been a reduction of 11,000 and 7000 households respectively. In spite of the declining poverty trend and size, income disparity in Hong Kong has been worsening. In the year 2001, the median monthly income of high-income group was $31,000 while that of low-income group was $10,000, which meant that the former was 3. 1 times that of the latter.However, this disparity continued to grow and in the year 2011, the median monthly income of the high-income group increased to $35,000, while that of the low-income group plunged to $9000, which meant that the high-income group had a monthly income 3. 5 times more than that of the low-income group. In brief, it is undeniable that the declining trend and size of poverty has been promising, but that was largely due to the thriving economy instead of governmental efforts, at the same time, the income gap has been widening despite the implementation of minimum wage law.These statistics all indicate that the current social policies are inadequate in eliminating the imminent threat of poverty. The social security system in Hong Kong is a three-tier system consisting of social assistance and social allowance in the form of Comprehensive Social Security Assistance and Old Age Allowance, mandated occupational pension in the form of Mandatory Provident Fund as well as private saving. In the remaining part of the essay, the effectiveness of the above social security policies in lifting poverty will be assessed one by one.The Comprehensive Social Security Assistance was renamed after the Public Assi stance Scheme in 1993 has the sole purpose to provide â€Å"a safety net for those who cannot support themselves financially. It is designed to bring their income up to a prescribed level to meet their basic needs. † (Social Welfare Department, 2012) It is a non-contributory and means-tested scheme financed wholly by the government. CSSA payments can be broadly classified into three categories: standard rate, supplements and special grants.Standard Rates from 2012 is divided into 5 types: elderly person aged over 60 or above, ill health adult under 60, disabled child, able-bodied adult aged under 60 and able-bodied child. The amount of standard rates payable to each type differs, but they are under the same guiding principles; the standard rates for children and seniors are higher than those of the adults, rates for single individuals living alone are greater than those of family members, and rates will increase with levels of severity of disability. Tsoi, 2002) Additionally, there are five types of supplements. Long-term supplement is an annual payment to recipients who have been receiving assistance for at least 12 months for the replacement of household and durable goods. Single parent supplement is a monthly payment to single parent families with special difficulties in bringing up their families. Community living supplement is a monthly payment to old, disabled and certified ill-health CSSA recipients living in the community instead of any institutions.Transport supplement aims to promote social integration and geographical mobility by providing monthly assistance to certified 100% disabled as well as population between 12 to 64 years of age. Last but not least, the intention of the residential care supplement is to relieve the accommodation burdens of old, disabled and certified ill-health CSSA applicants who are not living in subsidised housing estates. Besides, a range of special grants are also set up to meet applicants’ special needs in cluding school fees, school-related expenses, essential traveling expenses and so on.Famous English philosopher Midgley once commented that redistributing wealth in the form of social assistance has the â€Å"most direct potential impact on the poverty problem. † She identified three necessary conditions in order to fully realize this potential, first, social assistance must be financial by progressive taxation, second, the level of benefit provided must be sufficient to raise recipients out of poverty and third, needy people must have easy access to social assistance schemes and that these schemes would not deter them from applying for help. Tsoi, 2002). With applies the above mentioned three principles to Hong Kong, it is worthy to highlight that Hong Kong only fulfilled the first condition out of the three. In the following paragraphs, the low effectiveness of the CSSA will be discussed with respect to its level of benefits, process of application as well as incentives for its recipients to reintegrate into the job market. The level of benefits by the standard rates of the CSSA cannot reflect the actual needs of its recipients, but are in fact set arbitrarily. At the oment, the standard rates of CSSA recipients are reviewed and adjusted annually by the Legislative Council to reflect the changes in Price Level by the Census and Statistics Department. The Consumption Price Index however, is a reference to the household expenditure of the 25% of the population with the lowest income. It is highly dubious as to whether the household expenditures of the poor households would be an authentic indicator and correspond to what they actually need to support their daily living. In addition, some CSSA recipients described the process of application as humiliating and intimidating.According to a joint project by the Department of Applied Social Sciences in Polytechnic University and Oxfam Hong Kong on Perception and Utilization of the CSSA in 2007, it was found t hat some recipients felt that their applications were always delayed and mishandled. Some applicants even accused the social security officers as having bad manners and lack empathy. These findings were found out after in-depth interviews and group discussion, although it is questionable as to the representativeness of the sample size, the critique to the â€Å"humiliating† application procedures must point to some bearing of truth that the CSSA recipients feel.Besides, some social workers in the study also complained that â€Å"some officers tend to insult and threaten the applicants by making unreasonable requests†. Going back to Midgley’s third condition in order to eradicate poverty which concerns the access to social security must not deter the needy from applying; the Social Services Department could clearly do a better job. Furthermore, there is always an unspoken concern that receiving CSSA would encourage a â€Å"dependency culture†, especially w hen the CSSA mechanisms do not encourage able-bodied recipients to attain economic independence.Contrary to common misconception that only able-bodied lazy people and new immigrants would apply for CSSA, most CSSA applicants, amounting to 60% (Oxfam, 2007) treat social security as the last resort to alleviate their dire financial circumstances. However, due to a lack of support services, only 8%-10% of able-bodied CSSA recipients are able to re-enter the competitive job market (Ming Pao Daily News, 2000) through the Special Job Attachment Programme. In addition, the additional cost for attempting to re-enter the job market may ut an extra toll on the families receiving CSSA, let alone some single parent’s families with insufficient child-care facilities may choose to keep on receiving welfare instead of working. In short, CSSA do not provide sufficient incentive for its recipients to re-join the work force, which is the only way to escape poverty. Another aspect of the social security system in Hong Kong is mandated occupational pension, which is in the form of Mandatory Provident Fund in Hong Kong. It is a compulsory, occupation-related scheme with defined monthly contribution by both employers and employees.The Mandatory Provident Fund Schemes Ordinance was passed in 2000 with the hope of strengthening the safety net and retirement protection. Contribution to the MPF is mandated to be 10% of the employee’s income with which 5% is contributed by his/her employer. Besides, the mandatory contribution is adjusted with relevance to employees’ income. After the implementation of minimum wage, the monthly relevant income is readjusted, for employees with monthly income less than $6500, only their employers are mandated to contribute 5% of relevant income, this becomes the minimum contribution.On the other hand, for employees with income higher than $25000, both employers and employees are required to contribute $1250, this becomes the maximum c ontribution. All MPF contributions will be injected into registered MPF trustee in the market chosen by the employers, but now, employees will be able to choose new MPF scheme annually based on their performance. In the following paragraphs, the limitations of the MPF scheme will be discussed including its limited coverage as well as inadequate retirement protection which undoubtedly hamper its effectiveness.As aforementioned, MPF is an employment-related protection scheme, which means that only people with long-term employment contract will receive retirement protection. The MPF only have limited coverage and do not have universal protection as people excluded from the workforce including the sick, the disabled, housewives, hawkers, domestic employees and so on are unprotected, this amount to quite a sizable portion in the population. Besides, the employers might try to evade from the mandated contributions by altering the terms of employment contract.Employers are legally bound to contribute to MPF for their employees if they are employed for more than 60 days, therefore, some employers may deliberately change the employment contract to 59 days or terminate the contract and re-employ the employees. In brief, the MPF scheme does not provided for universal protection in the sense that a significant portion of the population is left unprotected, let alone some canny employers attempt to alter the employment contract in order to avoid contributing to their employees’ retirement protection scheme.Furthermore, the predicament of the MPF Scheme is that despite its objective is to provide retirement protection and reinforce the safety net, the protection is in fact far from sufficient. MPF is a define-contribution scheme but it is not a defined-benefits scheme, which meant that employees’ contribution is contingent upon many factors including the duration of contribution, returns from investments by the trustees after deducing the high administrative a nd transaction costs incurred, as well as the amount of contribution.This led to the inevitable unpredictability of benefits which is neither guaranteed by the trustees nor protected by the government. Besides, the scheme was introduced only in 2000, which meant that people around retirement age at that time would receive either little or no protection at all due to the short contribution period. At the moment, elderly poverty was one of the severest forms of poverty in Hong Kong. In short, contrary to its initial intention, the MPF does not guarantee retirement protection, instead only added more uncertainties and unpredictability to lives after retirement.The statutory minimum wage was passed in 2010 and fully implemented Labour Day of 2011. It aims at â€Å"striking an appropriate balance between forestalling excessively low wages and minimising the loss of low-paid jobs while sustaining Hong Kong’s economic growth and competitiveness (Labour Department, 2011). The initia l minimum wage rate was set at $28, but the commission set up by the government to review the minimum wage rate biannually has agreed to increase to $30 an hour. From a theoretical standpoint, setting up a wage floor would upset the balance of the labour market by forcing some low skill workers to be laid off.Nevertheless, the government estimated that 273800 grassroot workers would benefit from the law and could sustain a basic level of living by avoiding from being underpaid. After about two years since the law has passed, however, it seems that reports about employers trying to cut the fringe benefits of employees were not uncommon and the actual effect and repercussion of minimum wage on the labour market is yet to be unravelled. In the following essay, I will examine the implementation of minimum wage law with regard to its effectiveness in eradicating poverty in Hong Kong.In order to assess the effectiveness of minimum wage, the first indicator is changes in monthly income of the lower income groups when compared with higher income groups in the lower half year of 2011. If we divide the whole population equally into ten decile groups with the first decile group being the poorest 10% of the people and the tenth decile group being the wealthiest 10%, it was found that in the first three decile groups all experience increase in monthly income ranging from 6. 9% to 9. 3%, while the last three decile groups experience either no change or negative growth in their monthly income (HKCSS, 2011).However, looking at income alone would not be a comprehensive assessment of the effect of minimum wage law given that the economic began to boom around the time minimum wage was implemented. Therefore, a much more reliable assessment would be to compare the living standards of low income households before and after the minimum wage came into force. A study commissioned by Oxfam Hong Kong adopted a two-stage stratified surveys that interview impoverished households with at least one family member receiving minimum wage and compare their livelihood from March 2011 to January 2012.In the following paragraphs, findings from this study will be further analysed. In terms of monthly income, the minimum wage law has indeed increase the nominal household income. About 70% of interviewees, representing 131125 families reported an increase in household income after the introduction of minimum wage. Moreover, 72. 6% of them also reported a rise in individual workers’ income. In spite of an increase in monthly income and in fact, hourly income as well, working hours of workers decreased.The average hourly wage of respondents who stayed in the same job before and after implementation of minimum wage increased, 56. 8% of them even receive an hourly wage that exceeded $28. However, the same group of people who remain in the same job also experience an average cut of about 13. 9 working hours. This reduction of working hour is more often than not, at the expen se of the workers’ benefit such as cancelling paid lunch hour or meal break and no overtime payment and so on. 46. % of respondents complained that the previously paid rest days were cancelled since the enforcement of minimum wage law. Taking into account of the loss of paid rest days as well as other fringe benefits, coupled with the reduction in working hours, over half of the respondents, 55. 8% of them experienced a drop in individual income despite the apparent increase in nominal monthly income. In the paragraph above concerning CSSA recipients, it was briefly mentioned that they treat social assistance as their last resort to mitigate their financial situation.In fact, most of them felt â€Å"perceivable prejudice† against them. The introduction of minimum wage has a wide application, but it affects most significantly low-income jobs that CSSA recipients crave. About half of the respondents receiving CSSA in the Oxfam study affirm the effectiveness of wage floor as an impetus to quit receiving social assistance. This in brief, could address the need of CSSA recipients to self-reliance and eliminate the stigmatization or label that they feel attached to them by re-entering the job market.Nonetheless, increase in income to a certain extent does not mean or signify poverty alleviation. The most pivotal finding in the Oxfam study is that it reveals 40. 5% of households still live in deprivation despite the minimum wage law. This is because they define â€Å"deprivation† as the inabilities to afford at least three items that are dubbed essential by most Hong Kong residents including dental check-ups, leisure activities, afford to go to private clinics when sick and tea house and so on.According to Townsend (1979), â€Å"a person is considered to be in poverty if he or she does not have enough resources to enable him or her to participate in normal activities commonly engaged by ordinary members in the community and therefore cannot beco me fully integrated into the mainstream of society. † Therefore, when 40. 5% of respondents, representing 531354 households are still deprived of a chance to engage in social activities simply due to the fact that they still could not afford the items they need highlighted just how ineffective minimum wage legislation has been in eradicating poverty.In conclusion, lifting people out of poverty is a difficult problem that could not be solved by any social policy alone, let alone the many flaws and limitations that are embedded in social policies. However, it is only through identifying the imperfection in social welfare policies could we make improvement on them and hopefully attain the final goal of eradicating poverty at the end. Reference list: Hong Kong Council of Social Service, The Statistic review of the Low Income Household in Hong Kong, 2011. w. hkcss. org. hk/index_e. asp Labour Department (2011). Statutory Minimum Wage: Reference Guidelines for Employers and Employee s. Legislative Council (2012). Before and After the Statutory Minimum Wage Ordinance in Hong Kong: Survey of Low-income workers and their Families. Oxfam Hong Kong and Centre for Social Policy Studies, Department of Applied Social Sciences, Hong Kong Polytechnic University (2007). Perception and Utilization of CSSA: a Study on the Views of the Public and the Lower Income people.Social Welfare Department (2012), Comprehensive Social Assistance Scheme, retrieved from: http://www. swd. gov. hk/en/index/site_pubsvc/page_socsecu/sub_comprehens/ Tsoi Kcon-wah , â€Å"Poverty Eradication and Social Security in Hong kong†, in Advances in Social welfare in Hong Kong, ed. ,) by D. T. L. Shek, 2002, Chapter 9. World Bank (2011), Gini Index, retrieved from: http://data. worldbank. org/indicator/SI. POV. GINI

It Is Often Easier to Figth for Principles Than to Liv Up to Them

Adlai Stevenson once commented, â€Å"It is often easier to fight for principles than to live up to them. † Based o your reading, observation, or experience, to what extent to you agree or disagree with Stevenson’s words? Please give examples that support your point of view. One man said, â€Å"I don’t agree with what you say, but I defend with my life your right to say it†, thus, expressing the importance of the right of free speech. Many principles, for example justice, democracy and equality, which nowadays are taken for granted in the developed world, are the outcome of a long struggle through the ages. However, it is often said that people are more eager to fight for what they believe is right and just, than to live by the rules they have fought for. In my opinion, this is a solid argument which can be proven by several examples. Throughout human history there have been many examples of rebellions, which begun urged by idealism but afterwards lost their way. The most recent are the ones who took place for the sake of communism. To be more precise, communist rebels declared equal rights and a society without social classes, principles that were left aside as soon as the revolution was over and the government was a communist one. Communist leaders then, justified extreme measures as the only way to establish and maintain their ideals against capitalistic foes, depriving human rights, which were the main incentive of the rebellion. Another clue is how most people differentiate their principles and priorities as they grow older. It is mostly youngsters, especially the literate ones, who demonstrate a rebellious spirit against any violation of their principles. However, as years go by and student life is replaced by career and family obligations, these principles begin to fade away. Life is full of dilemmas and only the strong ones put aside personal interest for the sake of principles and beliefs. When someone is fighting for an ideal, he is comforted by the thought that, despite the danger, he is doing the right thing. He is doing something for the common good and that makes him feel a part of a larger group of common believers. One the other hand, when the goal is achieved and his ethical defenses are down, it is difficult and inconvenient to live by lofty principles. Priorities change and principles are considered a luxury for those with no responsibilities.

The Lesson of the Moth

Do you feel like you live your life to questionable? Or do you feel that life is to short and you should take every beautiful moment? Similar situation to the poem â€Å"the lesson of the moth†, the moth, he takes life for granted and rather risk his life for one moment. As for the roach he likes to take things slow as in living a longer life. He wouldn’t just throw his life away for nothing, Quality over quantity (moth) v. quantity over quality (roach). The moth is suicidal and the cockroach is a pansy. My reaction to the poem is that I agree. Also, I was surprised at how the author used animals as examples, instead of humans. it should be a combination of the two, because you should do exciting things in life but at the same time be careful what you do that way you don’t live a short life, but it is exciting at the same time. Because it’s okay to take the risky side, but if you fail it’s on you. And like the roach you’re taking more steps to a better life without any worries. I think this story teaches the lesson that some people become so sucked in with what they want in life and what they believe will make them happy they let all their inhibitions go, and their sense of reason almost disappears. What we think will make us happy, doesn’t always turn out the way we predict it to. Man and the moth are trying to accomplish the same thing†¦ a better life. Man wishes to live his life with half of the happiness and live twice as long, while the moth would rather live its life to the fullest even if it means it will be cut short.

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Inferential Statistics - Term Paper Example d without the need for pre-determined questions; or, it could also be an interview of a participant who is allowed to freely express himself or herself on a wide range of topics sans specific questions. A researcher selects a research method according to whether the objective is to identify a certain type of information that is gathered before the onset of the study, or whether participants will be the source of that information. In addition to this, data may also be in the form of numerical information that is collected using scales of instruments documenting and reporting the participants’ voices. Sometimes, both quantitative and qualitative information are gathered. Instrument data could be reinforced by responses to open-ended questions, or census data may be supported by exploratory yet in-depth interviews. In carrying out research, I will begin by indentifying the questionnaire that will be administered during the interview. After the questionnaire has been prepared, the sample population will be selected. A series of interviews will be conducted. Each participant in the research will be given a questionnaire to fill. The research questioner will be structured in a manner that does not offend the participant of the research. Only the qualitative design is appropriate for this, particularly with the use of Grounded Theory, because this phenomenon has not been much explored. The quantitative method will not be effective for this because of the possibility that significant and relevant phenomena may be overlooked because of the focus on theory and hypothesis testing. Moreover, the knowledge generated from the quantitative method could be too abstract to be applicable to the target population. Meanwhile, the mixed methods will not be effective also since this will be too challenging for a single researcher. b) Unbiased estimator is when the parameters used in estimation have a mean equal to the true mean. Unbiased statistic will sometimes fall above the

End of the Century Essay Example | Topics and Well Written Essays - 2000 words

End of the Century - Essay Example Opening the introduction of Reading the 'Fin de Siecle', Sally Ledger and Roger Luckhurst say: "The Victorian fin de siecle was an epoch of endings and beginnings. The collision between the old and new that characterised the turn of the century marks it as an excitingly volatile and transitional period; a time when British cultural politics were caught between two ages, the Victorian and the Modern; a time fraught with anxiety and with an exhilarating sense of possibility, (2000, p. xiii). According to them, women, imperialism, realism, journalism, drama, art, psychology, science, communication, education, democracy, politics, and meaning and expression of sex were all changing, at the turn of century. Intellectuality had a new meaning and geography of Europe, relationships between governments and countries were fast altering beyond recognition. They say that the allure of fin de siecle, its 'naughtiness' were reflected in the fantasies of the late twentieth century. Those are the ending of Victorian days, days of Charles Dickens, Victor Hugo, Arthur Rimbaud, Thomas Hardy, Oscar Wilde, steam engines, literary groups, learned institutions, proud cultural heritages. In Europe, everything was so well established that people and intellectuals were craving for some change to break the monotony. It was a moment that started a literature movement in almost all the regions. As the authors say, the end of the century was also the beginning of another century in the true sense. World was ready for a new era full of new ideas, wars, scientific discoveries, new art and individuality in every scene. The era of Postmodernism had started. They were the days when Paris was full of radical ideas in literature and various forms of arts. "When German troops withdrew from Paris after the Franco-Prussian War of 1871, French anarchists briefly established the Commune of Paris. Though the Commune of Paris was not long-lived, it seemed to set off a time in French culture when radical ideas in literature, art, theatre, and architecture were allowed to blossom. Paris became the center of avant-garde culture" http://lala.essortment.com/literaturemovem_rzkb.htm The unconventional ideas of writers like Stephan Mallarme, Guy de Maupassant influenced the new generation enormously. The saddest moment of fin de seicle came when Captain Alfred Dreyfus was falsely accused of spying for Germans, convicted and was deported into Devil's Island. Writer Emile Zola in his famous open letter 'J'Accuse' defended Dreyfus and eventually Dreyfus was brought back and exonerated, after much turmoil. Zola himself had to flee to English accused of a libel case and his novel Germinal kicked up a great scandal. This experience, in no way, hindered either Zola or other writers of fin de seicle. Then there is the most famous Art Noveau movement, started by two stalwart architects, Hector Guimard and Victor Horta. They initiated the entire art movement of the century. "The fluidity and asymmetry of these works had never been seen before, and was shocking to the bourgeoisie.

Madison Environmental Justice Organization Essay

Madison Environmental Justice Organization - Essay Example The Madison environmental justice organization is located at Madison in the United States of America. The broader Madison area covers Dane County which has four freshwater lakes in Dane County called the Yahara Lakes. Madison lakes are used for the purpose fishing in large scale by ‘thousands of recreational, subsistence, and ice anglers’ from Madison and surrounding areas (About MEJO). The Madison environmental justice program creates awareness within the community about issues regarding environmental justice, guides in facilitating the abilities of communities to publicize these issues, and provides support to the cause of environmental justice for well-being of the general public. The Madison environmental justice organization has been working with people of color and low-income residents for more than two years, discussing and addressing issues regarding toxins in locally caught fish, and learning about the cultural practices regarding fishing and preparing and eating fish. The local air and water pollution has a disproportionate impact on the people belonging to poor and minor communities. This issue is not being addressed by the institutions or the community as a whole. Madison environment justice organization aims to change this (About MEJO). The Madison environmental justice organization was founded in the year 2006. The prime objective and mission of the organization is to educate the community regarding the issues of environmental justice, engage in work to address the critical issues of environmental justice.... The Madison environmental justice organization has been working with people of color and low-income residents for more than two years, discussing and addressing issues regarding toxins in locally caught fish, and learning about the cultural practices regarding fishing and preparing and eating fish. The local air and water pollution has a disproportionate impact on the people belonging to poor and minor communities. This issue is not being addressed by the institutions or the community as a whole. Madison environment justice organization aims to change this (About MEJO). Organization’s history and mission The Madison environmental justice organization was founded in the year 2006. The prime objective and mission of the organization is to educate the community regarding the issues of environmental justice, engage in work to address the critical issues of environmental justice, and support the cause for the benefit of the common people. The organization has been working with peop le of color and low-income people for more than two years, regarding the issue of high toxic level in the fishes that are caught in the local lakes by the members of the community (Powell and Powell, 1). The programs that the organization is currently working on The Madison environmental justice organization has its prime focus presently on the rising toxic levels at the waters of Madison’s north side. It is entrusted with the duty to control the spreading of the toxins, and to spread awareness amongst the local people of the community, as they are engrossed in fishing activities and their diet also includes fishes obtained from the local water. The main purpose of the project is to engage in work activity with minority people and the subsistence anglers to gain knowledge about fishing

Electromagnetic Energy Storage Research Paper Example | Topics and Well Written Essays - 750 words

Electromagnetic Energy Storage - Research Paper Example Electromagnetic field influences the behavior of objects in the vicinity of an electromagnetic field. The Electromagnetic waves that carry electromagnetic energy is a family of waves based on the frequency and wavelength (Tom and Heather 34). Arranged in order of increasing frequency then we have Gamma rays, ultraviolet radiation, X-rays, Visible light, Microwaves Infrared, and Radio waves. Gamma rays have the highest frequency hence a high energy while the Radio waves have the lowest frequency and therefore have less energy. Electromagnetic energy can be stored in electrical devices such as the capacitors and Inductors. For an electric field, the total energy density which is given by energy stored per unit volume can be determined to be . Where the symbols assume their scientific meaning, this relation is useful in the evaluation of the total energy stored in a capacitor. An inductor is a coil of electrical wire with parameters that enable it to store energy in the form of the magnetic field (David, 1989). The magnetic field energy density is given by. This energy density is useful in the determination of energy stored in the Inductor. Both the electric and magnetic fields play important roles in energy transport as described by the pointing vector (Mats and Jonsson 23). It is however important to notice that the energy associated with magnetic and electric fields is equal and therefore the use of one the equation above can be used to represent the other. It is also important to realize that for an ele ctromagnetic wave with particular energy, the electric field is directly proportional to the energy of â€Å"the magnetic field with a constant of proportionality equal to the speed of light† (Mats and Jonsson 30) â€Å"According to Faradays law, a changing magnetic field† (Chegg 31) such as a magnet moving inside a conducting

Task 2 Essay Example | Topics and Well Written Essays - 750 words

Task 2 - Essay Example The Other will always be lesser, not as good, and below the members of the group at large. This is not a new phenomenon. It is something we have seen play itself out throughout history and it is reflected in many works of literature as well. To some extent, the concept of the Other is a means of social control. It is a method of separating out into groups those who think as we do and those who do not. If someone does not think as we do, then they must be lesser than we are. They must also be ‘against’ us. Thus, caution should be exercised when dealing with a person who is an Other. In Melissa Algranati’s essay, â€Å"Being an Other,† otherness is presented as a state of being wherein you have no peer group or cohort, outside of your own family. â€Å"I learned at a young age that there are not too many Puerto Rican, Egyptian Jews out there† (Algranati, 1996, p.135). For Algranati, the realization that you are a one-of-a-kind is startling. It forces a separateness from other people. She could not simply choose one group to identify with. She explains: â€Å"For most of my life I’ve been living in two worlds, and at the same time I’ve been living in neither† (135). Algranati finds her state of being an Other most disconcerting when she is asked to choose identification for herself on the PSAT. She talks about her confusion at even being asked to select only one group with whom to identify, since choosing one means leaving out the other, which is, as she put it, â€Å"leav[ing] out so much† (135). Our identity is i n part shaped by how other people perceive us. â€Å"But when the criteria for ascribing a certain identity include things over which you have no control –as is the case with gender, race, and sexual orientation—then whether you identify with that identity†¦is not only up to you† (Appiah, 2005, p. 70). For Algranati, both parents have spent their lives as Others as well. Her father’s family was displaced—first

ANALYZE THE CORPORATE STRATEGY AND OPERATING ENVIRONMENT Essay

ANALYZE THE CORPORATE STRATEGY AND OPERATING ENVIRONMENT - Essay Example A business responds to its operating environment through the corporate strategy. Strategies need to be monitored with care with regular reviews and adjustments to make sure that they are focused on the accomplishment of organizational objectives. They involve the utilization of human resources and finances in a particular period of time through a comprehensive scheme that is targeted at achieving the business corporate goal. This paper is a critical analysis of the corporate strategy and operating environment. HRM actions that can improve the organization’s effectiveness have been discussed. Factors that can affect the operations of the business in a foreign country in comparison to the U.S. have been highlighted. There are several HRM actions that can contribute to the company being more effective and efficient. These include; flexible working, career development through training and upgrading the skills of supervisors. Flexibility can be achieved through various ways. These include policies on flexible hours. Flexibility of working hours allows fulfillment amongst the employees within the place of work as well as outside. This is usually beneficial to the business through improved productivity amongst the employees, which is attributed to job satisfaction. The employees are able to take care of family obligations as well as those of the work place (Bratton, and Gold, 2007). In that state, it is most likely that they will be more productive than working under tight schedules that do not allow them to take any other responsibility outside the paid work. The needs of employees towards work life balance are specific to individuals. These usually depend on the age, marital status, gender and oth er such factors (Bach, 2005). High productivity in employees is attributed to job satisfaction. Productivity in employees results when managers ensure flexibility in their objectives and careful analysis

Leadership Essay Example | Topics and Well Written Essays - 250 words - 18

Leadership - Essay Example The first and foremost way in which the Japanese nation is helping the government is by acting normally. They take disaster as a destined event, and maintain a realistic approach towards perceiving and reacting towards it. Earthquake happened, but people maintained their regular life style. They went to work, so that systems keep functioning in the routinely fashion, and the government may be facilitated in assisting the nation. Along with the whole nation, the government is displaying excellent leadership skills. Japanese government is using all resources and leadership skills to help improve the conditions that have resulted from the recent disaster. Leadership skills require rational decision making at the right time to cope with the difficulties. Government is constantly working to provide the population with safety. The government had moved disaster management teams right from the instant the incident took place. Affected people have been provided with food and shelter, and are being compensated in order to improve their

My Vision for holistic nutrition Essay Example | Topics and Well Written Essays - 750 words

My Vision for holistic nutrition - Essay Example While holistic nutrition does not make any claims that a certain food, or a vitamin or mineral contained therein, will cure any degenerative disease, for instance cancer, adequately giving the body what it needs will help the body to heal itself. In holistic nutrition every person is viewed as an individual with different nutritional needs. The Holistic community believes that many variables play a role in establishing what may be a normal nutritional requirement, resulting in a â€Å"tailored† nutritional chart for individuals based on their needs. In contrast, Allopathic medicine looks at the population as a whole; it determines the norm based on an average requirement and applies that calculation to the individual, regardless of biochemical, environmental and physical differences. Holistic nutrition, as mentioned earlier, looks at the person as a whole, keeping the differences in body systems (neurological, structural, immune, reproductive, etc.) in view, and helps deal with the various challenges facing the body for optimal nutritional functionality. For example, instead of approaching depression, skeletal pain, and fatigue as three separate issues, thus calling for three separate prescriptions, a holistic nutriti onist will look at these three different weaknesses on the whole: what do they have in common and what systemic condition could be causing it. Such an approach treats the systems of the body as being interconnected and seeks to improve the health of the person on the whole. Holistic nutrition teaches that food is the best medicine. Dietary intake and supplements are important considerations when seeking to prevent illnesses or to strengthen a body already in crisis. Prescriptions medication may quiet or silence the symptoms of illness, but may not be able to identify and correct the root cause of the illness, which, in turn, will continue to weaken the body. A holistic

Uniform accounting standards produce Essay Example for Free

Uniform accounting standards produce Essay In the last decade, various countries around the globe have shifted towards a uniform accounting standards or the International Financial Reporting Standards (IFRS). The main motive behind this movement is to come up with a global language for accounting which will be comparable and understandable beyond the borders of a nation. As of today about 120 countries require IFRS for domestically listed companies, although only about 90 countries have fully conformed to IFRS . While some argue that it is necessary to have a system of accounting that is clear and transparent to global investors and companies, some others are skeptic about it being efficient. Furthermore, some feel that the costs of implementing IFRS can be too high and hence uniform accounting will not be worth the cost. Hence, critically analyzing IFRS and understanding its impact on accounting principles will help us to recognize the costs and benefits of this system. One of the main objectives of IFRS is to increase the efficiency and transparency in accounting. However, the main tension in the model rests due to the non- uniform nature of firms as well as nations. For instance, countries differ on myriad ways such as capital and labor markets, nature of government, involvement of government in the company and so forth. Similarly, firms differ from each other in various ways including size, growth, types of products, geographical location and technological advancement . Therefore, coming up with a detailed accounting system or a set of principles to fit all of these can be challenging. Thus, IFRS uses a principle based system, rather than a rule based system which wi ll allow the companies to apply IFRS according to their situation and prepare their statements. However, this flexibility can itself be seen as a big down- side of this system. This will provide a way for companies to manipulate the statements which in turn can encourage fraud. Trancy Coenen comparing the fraud under the system of GAAP and IFRS says that, As IFRS is largely based on judgment in applying principles, it only stands to reason that the risk of fraud in the financial statements will increase with the change . For example, Fair Value judgment is one of the corner stones of IFRS system of accounting. However, it is unclear as to who gets to value things and how can these figures checked for reliability. Thus, IFRS, which is created to form a uniform and transparent system of accounting can itself lead to non-uniform accounting practices with very little information about who makes the judgment behind numbers presented in  the financial statements. Furthermore, another crucial concern that rises with the implementation of IFRS is the balance between the capital alloc ation benefit of a uniform accounting standard against the social cost of forcing diverse firms to adhere to the same rigid standard says Korok Ray, a professor of Economics from George Washington University . Hence, for a small company the cost of shifting from its current accounting practice to IFRS might be too high whereas for a big company it might be small. Furthermore, the time in which all the companies will have to shift from their old system to IFRS can decrease the quality of the financial statements. Lack of experience in this new system of accounting can also increase mistakes making the system less accurate . Nevertheless, it is undeniable that in an increasingly more globalized world, a cross-border accounting system will immensely benefit firms and investors. This system will lead to investment comparisons between various countries, making investors better off. In fact, Marc Fogarty, a Certified Public Accountant says that the single set of standards will cut down the costs to which foreign companies investing in the U.S. markets will have to adhere. He also believes that, the U.S. GAAP standards along with other strict accounting regulations have long been deterrent to foreign companies trying to raise money in the U.S. capital markets . Small investors will be benefited from this change, as they will have an access to more financial information which can be easily understood. In short, implementing IFRS will lead to easy to understand, clear and efficient financial data which will be made available to the general public. Just the implementation of IFRS does not mean investors are prot ected against fraud or misrepresentation of a company’s financial statement. In addition, IFRS also has numerous short term problems that can have a huge impact on its initial adaption and implementation. However, company’s and investors can protect themselves against risks by learning IFRS which will increase their understanding of the financial statement. This will not only help them to critically analyze the numbers represented on the statement but also help them to better compare and contrast one statement from the other nationally or internationally.

US criminal justice system: case study

US criminal justice system: case study Introduction The criminal justice system of the United Statesis made up of three key institutions that follow up a case from the arrest to punishment. These institutions include the law enforcement, the court system and the corrections system that work together to enable a sooth process from arrest to sentencing. A case normally begins with law enforcement agencies that investigate a crime and arrest an offender enhancing public safety and maintaining order. The case then continues with the court system that analyzes the evidence and decides on whether the accused is innocent or guilty. The corrections system then takes over the case by punishing and rehabilitating the offenders. The three components of the criminal justice system therefore play a critical role in the criminal justice process and without one component, the system would come to a halt(Sorensen, Snell and Rodriguez, 2006). This research paper discusses how the criminal justice works and the processes involved in solving the case st udy 1 that involves murder. This paper also discusses the weakest and the strongest linksin the criminal justice process. A brief description of the crime The murder occurred at 114 Front Street whereby police found two bodies of Lucy Lane laying dead at the 114 Front Street driveway and Rodney Hill on the dead in the rear of the house. The police discovered the two bodies in response to a 911 call by John Wolf of 115 Front Street. Ms. Lane had multiple stab wounds from the front and rear torso while Mr. Hill had multiple stab wounds to his chest and abdomen. According to Mr. Wolf, he had heard a commotion at the house across the street from the front yard. This was later followed by yelling and shouting for several minutes which were ended by a terrible scream. From his window, Mr. Wolf saw Mr. James Lane, a former resident drive away in a Ford Bronco. He called the police when he saw a body lying still on the driveway across the street. Police investigations confirmed that Ms. Lane did own the house at 114 Front Street and that she and Mr. Hill had been in an intimate relationship for months. Ms. Lane was recently divorced from Mr. Lane and on the day of the murder, Ms. Lane had obtained a restriction order against James Lane alleging prior physical and emotion abuse and threats against her and Rodney Hill. Mr. Lane denied killing his ex-wife and Mr. Hill following interrogations by the police and he could not explain his whereabouts during the incidences. A search warrant in Mr. Lane’s house discovered a six-inch lock-blade knife in a dresser drawer and clothing in the basement that appeared to be soaked in blood. Following scientific tests, the blood on the clothing were found to match the blood type and DNA of both Lucy Lane and Rodney Hill. The knife also gave the same results for the blood samples. This evidence led to the arrest of Mr. Lane for the murder of Lucy Lane and Rodney Hill. Processes in the adult American criminal justice system This murder case involves the state against James Lane for the murder of Lucy Lane and Rodney Hill. The correct due process of the criminal justice system in this case starts by the lawful arrest of Mr. James Lane as the police officers have reasons to believe that he committed the offence. The witness statement by Mr. Wolf, the relationship between the deceased and the suspect as well as the six-inch blade and the clothing with blood are the incriminating evidence against Mr. Lane. Once Mr. Lane has been arrested, the witness who is Mr. Wolf may identify him and make a statement with the law enforcers. the police officers will search Mr. Lane and the officers will have a warrant to seize any piece of evidence discovered in the search. theevidence to be collected will be the proceeds of the crime from Mr. Wolf’s statement, the six-inch blade and the clothing with blood stains. Other items that will be collected that connect the defendant with the murder will be the scientific tests that match the blood stains on the clothing and blade with that of the murder victims. Once the defendant is arrested, the police will take his fingerprints, prepare the arrest report, as well as other police forms like the complaint report(Wolfgang, 1990). Once the arrest has been made, the court system shall take over the murder case. The prosecutor decides to prosecute the case based on the amount and validity of the evidence. The prosecutor will be representing the state and the murder victims while the defense attorney will be representing Mr. Lane. The courts act as the guardian of the constitution and so accord the accused with rights under the US bill of rights. There are therefore several restrictions on the court’s ability to prosecute the murder case against Mr. Lane. Other restrictions will be the right to a jury trial, right against self-incrimination and a right to counsel. A court judge will then decide the terms of the bail for this murder case of which it is likely to be $ 2 million dollars based on the nature of the case. The defendant has chosen to plead not guilty and hence he will have a counsel and a jury trial for the case. The defendant has the right to choose an attorney who will represent him if he can afford one and if he cannot, the court will appoint the counsel. Mr. Wolf will be convicted of two accounts of second degree because Ms. Lane was recently divorced from Mr. Lane, Mr. Lane had been physically and emotionally abusing Ms. Lane and even issue threats against Ms. Lane and Mr. Hill, and that Ms. Lane had obtained a restriction against Mr. Lane. After the jury finds Mr. Hill guilty of second-degree murder, the sentencing is passed. Based on the mitigating factors, the offender’s history and the federal statute criminalizing second-degree murder, Mr. Lane will be sentenced to a minimum of 40 years institutionalized jail term. An alternative sentencing would be a life term with parole possibilities(Sorensen, Snell and Rodriguez, 2006). After the sentencing, James Lane will move to third part of the criminal justice process that is correctional agencies. The correctional agencies include the system of probation including prisons, parole or jails. From the courts, Mr. Lane will be sent to a reception center from where he will be transferred to a correction institution. The classification score will be processed at the reception center based on the length of the sentence, Mr. Lane’s occupation and stability. Mr. Lane will serve his sentence at a state prison, but the classification score might change over time based on the Mr. lane’s behavior and other case factors. In the corrections department, Mr. Lane will undergo educational and vocational programs that will earn him work time credits and if he is in best behavior, he will continue to participate in the programs. Once Mr. Lane completes his sentence, he will be released under the state supervision. The state parole will require Mr. Lane to follow pa role conditions like not contacting the victims’ family or the witness(Wolfgang, 1990). The weakest and strongest links in the criminal justice process All the three components of the criminal justice system play a critical role in the process. The correctional agencies are definitely the weakest link in the criminal justice system. The correctional system in the US is afflicted by overcrowding and failure to rehabilitate criminals. The prison population explosion in the American correctional facilities is mainly due to tougher criminal laws that have seen more people being sentenced to prison. Despite this growing population , the correctional facilities have failed to keep up with services and rehabilitation programs for the inmates. Research shows that it is difficult to fully rehabilitate offenders in the correctional facilities. This has been witnessed byincreasing number of offenses after institutionalization of an offender. The correctional system will therefore need to adopt rehabilitation techniques that work best to rehabilitate offenders. The strongest link in the criminal justice system is the law enforcement agencies. The principle roles of the law enforcement agencies are criminal investigations, patrols, emergency response and crime prevention. The law enforcement agencies enforce all laws set by the federal government in the United States. This component of the justice system is the strongest link as it introduces the offenders to the process ensuring that there is law and order in the society. The US has more than 17,000 law enforcement agencies that employ close to a million officers. These agencies include sheriff’s departments, police departments, state police, and 50 agencies that enforce federal law. The diversity of the law enforcement agencies makes it efficient for the law enforcers to ensure law and order. Other than ensuring security for citizens and using all means to prevent crimes, the law enforcement agencies have been able to investigate criminal activities as well as arrest the offenders. For the murder case of Lucy Lane and Rodney Hill, the law enforcement agencies responded to the emergency call by Mr. Wolf, and they efficiently carried out investigations, collected evidence and arrested the accused. The law enforcement agencies bring offenders to justice by introducing them to the criminal justice system(Sorensen, Snell and Rodriguez, 2006). Conclusion In conclusion, all three components of the criminal justice system are equally important for the process. A case has to follow the whole process form arrest to sentencing that involves the three components. America would not need the law enforcement agencies if there were no courts to punish the offenders or place them in correctional facilities. Likewise, the society would not need the court system if there are no correctional facilities from where offenders can serve jail term and punishment. In order to ensure a smooth criminal justice system, all the three agencies involved need to work together so as to ensure the common role of maintaining law and order(Wolfgang, 1990). Throughout the criminal justice process, there are constitutional protections that ensure the respect of the rights of the accused and offenders. These protections will enable the criminal justice system to arrest, punish and rehabilitate James Lane based on the fundamental rights. This research paper discusses the parts and processes of the criminal justice system together with the strongest and weakest links and how a murder case is solved. References Sorensen, J., Snell, C. and Rodriguez, J. (2006) An Assessment of Criminal Justice and Criminology Journal Prestige, Journal of Criminal Justice Education, 17:297-322. Wolfgang, M. (1990).Crime and Punishment in Renaissance Florence.Journal of Criminal Law and Criminology (Northwestern University) 81 (3): 567–84.

Language Key Stage 1 2 Teaching Essay

Language Key Stage 1 2 Teaching Essay Research, such as that undertaken by Piaget (1978) and Vygotsky (Krause et al, 2003), Erikson (1997) and, later on, Bronfenbrenner (Krause et al, 2003), has put child development within social, economic and environmental contexts. Language, its acquisition, and how children talk, are recognised an essential constituents of these approaches. For example, at a Piagetian level, language acts as an indicator of a childs age and stage. For Vygotsky and Erikson, it reflects the students pre-conceptions, interpretations and understandings of the world and its workings as well as levels of pro-social skills. For Bronfenbrenner, language reflects the individuals environments within specific systems ranging from personal (microsystems family, peers, teachers) to external (macrosystems culture, beliefs). Currently, the value to student learning of specific talk types has come to the fore. For example, the importance of exploratory talk (Dawes et al, 2004) within the classroom talk context (Grugeon et al, 2005) has been realised as a means of developing pro-social and thinking skills. The first section of this essay extends this validation of childrens linguistic development. It does this through a survey of how theory, reason and practise combine to define childrens talk at primary level. It also looks at the formats that have been generated to support this (e.g. National Curriculum for Key Stages 1 and 2 and the National Literacy Strategy for Key Stages 1 and 2). The second section gives a general discussion of forms of talk. The third section focuses on the classroom environment and the teachers role in an increasingly holistic approach to students language and learning. It looks at the different language forms as exemplified in Figure 1 and how a teacher can best develop a students skills through talk. As the brief survey above shows, the basic human urge to communicate has been much studied, qualified and quantified. Many of the educational models of communication (eg Lasswells, 1948 adaptation of the 5 Ws and Johnsons processes of interpersonal communication, 1986, both cited in Marsh, 2004) place parameters on childrens talk by encouraging specific forms of talk. The National Curriculum emphasises exploratory and questioning (see Table 1) language. It provides frameworks within each learning area and stage where these forms of talk can be scaffolded into a students means of communication. Understanding how children interpret, manage and convey information in important in order to effectively encourage questioning and exploration. Table 1. Examples of talking and listening in the National Curriculum Examples from the National Curriculum frameworks of teaching talk Listening Mathematics Group discussion and interaction Religious education Group discussion and interaction Science Speaking Design and technology Listening PSHE Listening Information and communication technology Listening Art and design Group discussion and interaction Music From the perspective of childrens talk, language must move through a number of stages and in doing so reflects both physical and cognitive development. It could be argued that two functions of talk, at the early stages, are as a means of learning and as something to be learnt (although arguments to a universal basic grammar point to language as instinctual eg Chomsky, 2000: Jackendoff, 1993). Gradually the parameters for this talk develop into more efficient tools with which to gather, interpret and communicate knowledge. It is important to bear in mind that language is more than just a tool for representing knowledge(Karmiloff-Smth, 1979, p.14). The influences on the childs way of, and purpose in, talking, may start as parents and carers and their specific attitudes and values their cultural capitol as Bourdieu would put it (cited in Webb et al, 2002). They also include culture and environments and, as Jackendoff (1993) points out, society. Children arrive at school with this background of child-directed speech. The amount and type of expansion and recasting appears to be linked to social, cultural and economic environments and impacts upon how a child can interpret and respond to school. Whilst this essay cannot give syntactical, phonetic, semantic or grammatical elements in childrens language development the space they deserve, their importance is acknowledged. However, the importance of oral language is now enshrined in the National Curriculum and integrated across the Key stages. As Dockrell et al (2004) point out in their examination of methods of supporting language development in young children, the approach initiated in Teaching speaking and listening in Key Stages 1 and 2 (QCA, 1999) increasingly focuses on teacher modelling. Research shows (e.g. Hart and Risley, 1995; Peterson and Siegal, 1999) how socio-economic factors and environments can influence a childs basic linguistic knowledge (eg the literacy hour (National Literacy Strategy, 1999) has intended to make up for short fall in a students pre-existing language. As the previous section briefly covers, the mode of childrens talk helps identify cognitive stage, personal knowledge, preconceptions, pro-social skills and terms of reference. It also mentions the reciprocal determinism, as Bandura (cited in Krause et al 2003)would put it, where environment is a product of both the individuals internal and external factors. However, this next section takes a level playing field approach to modes of talk. For example, leaving learning difficulties and ESL aside for the moment, a teacher would not expect a five year old to still be using the telegraphic speech (two word sentences) typical of a two year old. You may expect some over and under-extension, but essentially key stage 1 students should be demonstrating more metalinguistics awareness. Encouraging the development of metalinguistic awareness runs throughout the National Curriculum. For example the English section states: Pupils should be taught about how speech varies: in different circumstances [for example, to reflect on how their speech changes in more formal situations] to take account of different listeners [for example, adapting what they say when speaking to people they do not know]. Clearly, at the basis of this are two fundamental skills the ability to explore an issue and the ability to communicate within the parameters that have been established. Exploratory talk, as pointed out by Dawes and Wegerif (1998) is an essential skill that, for many primary school situations, needs to be taught. Their example is with regard to the use of computers by small groups. It stresses the need for children to learn to take turns talking, to listen to each other, respect each others opinions, question each other, discuss and finally agree on an outcome. Students need to know the necessary formats for this to work. For example, one student may have a very clear idea of the issue but may not be able to explain it well. Without the tools to communicate effectively, the students knowledge cannot contribute to the group. This brings us to the issue of the teacher as facilitator of constructive talk. language acquisition cannot take place in the absence of shared social and situational contexts (Chapman, 1978, cited in Bransford et al, 2000, p.94) With the goal of allowing students to develop their communication skills (and the associated processes such as literacy, pro-social skills etc), teachers need to provide a learning environment based on building confidence in enquiry. This guiding introduces a number of important issues. Firstly, the teachers must be aware of their own preconceptions, attitudes and values. For example, the curriculum demands that teachers maintain high expectations for their students. Without this, students can at best loose their enthusiasm for learning in specific areas, and at worst can sabotage their own learning. As much as a students language reflects their background values and conceptions, so can a teachers. An effective teacher needs use a number of strategies to enable students to contribute orally in a number of different formats. Modelling and motivation are just two of these strategies at work in each format. Both through drama and other exploration, children can develop a better understanding about effective communication, both verbal and non-verbal. Speaking, Listening, Learning: working with children in Key Stages 1 and 2 DfES 0626-2003 p.7 Good modelling is an essential part of a teachers repertoire. The words confidence and fluency run through the National Curriculum and one part of achieving this is to provide the students with both the vocabulary a situation demands and the means of using it. For example, Listening Mathematics involves practical activity, exploration and discussion (5.1.a Mathematics, National Curriculum). However, as Dockrell, Stuart and King (2004) consider, difficulties in defining a good oral go beyond modelling: it is not sufficient simply to provide good models; the language from the adult needs to be carefully tuned to the childs language. It needs to be offered in such a way as to extend and support, and children need plenty of opportunity to practise their fledgling skills. Dockrell et al, Supporting early oral language skills, 2004 A positive learning environment needs several elements. One, as Figure 1 shows, is motivation. This is a key element in producing types and forms of childrens talk. Young children will often talk out loud as they explore a problem, new situation, and put the issue into self-questioning and self-resolution. At this early stage, exploratory talk is often self-generated. At primary level, the teacher takes responsibility for ensuring that valid learning is taking place. Whilst exploratory talk is to be encouraged, it is more guided and learning more scaffolded, be that in a constructivist paradigm or a more structured setting. If the teacher can catch the students interest, then motivation occurs naturally. The curriculum gives four groups of speaking, listening, group discussion and interaction (Speaking, listening, learning: Working with children in KS1 and KS2 extends and supersedes the Teaching speaking and listening in Key Stages 1 and 2 (QCA, 1999)). Specifically, the teacher needs to provide individuals with talking formats and opportunity to practice them. The following is one from the English Framework: What is being talked about? Who is talking? What kind of talk? Speaking, Listening, Learning: working with children in Key Stages 1 and 2 DfES 0626-2003 (2003) Added to this could be what does this mean and how should I respond? Sadly, there is no space here to go into the excellent lesson plans and strategies (see for example Grugeon et al, 2005) for enhancing enquiry learning through exploratory talk or activities such as Talk Box activities (Dawes et al, 2004). In summary, the effective teacher needs to: develop a safe and motivational learning environment be clear and explicit (Johnston, 2004) provide and scaffold the basic tools for communication to listen and judge how successful their strategies are and reflect on how to improve them to tailor communication to individual learning styles to provide ample opportunity for students to practise these skills to use small group work develop a students metalinguistics awareness encourage a students self-regulatory processes enthuse and encourage students maintain high expectations These are just a few of the important elements in producing well-rounded, confident students. It should also be taken into account that school is a format in itself, for example playground talk is a valid component of student learning. Therefore, it is as important to listen to the vernacular as to teach confidence in the more formal contexts. Finally, this essay hopes to have conveyed an understanding of the importance of oral language. It also recognises the effect that talk has on other areas of a students learning. Good oral work enhances pupils understanding of language in both oral and written forms and of the way language can be used to communicate. It is also an important part of the process through which pupils read and compose texts. The NLS Framework for teaching YR to Y6 References and further reading Bransford, J.D., Brown, A.L., and Cocking, R.R. (eds) (2000 expanded ed) How People Learn: Brain, Mind, Experience and School. Commission on Behavioural and Social Sciences and Education, National Research Council, Washington, DC: National Academy Press Chapman, R.S. (1978) Comprehension strategies in children. Pp.308-329 in Speech and Language in the Laboratory, School and Clinic. J. Kavanaugh and W. Strange, (eds) Cambridge, MA: MIT Press Chomsky, N. (2000) New Horizons in the Study of Language and Mind. Cambridge, UK: Cambridge University Press Dawes, L. and Sams, C. (2004) Talk Box: speaking and listening activities at Key Stage 1. London: David Fulton Publishers Dawes, L., Wegerif, R. and Mercer, N. (2004) Thinking together: Activites for Key Stage 2 Children and Teachers. Birmingham: Imaginative Minds DfES. The NLS Framework for teaching YR to Y6 DfESFramework for teaching (DfES 0500/2001) National Literacy Strategy: DfES Speaking, Listening, Learning: working with children in Key Stages 1 and 2 (DfES 0626-2003) DfES Grammar for writing (DfEE 0107/2000) National Literacy Strategy DfES Developing early writing (DfEE 0055/2001) National Literacy Strategy DfESMathematicalvocabulary book(DfES 0313/2000) National Numeracy Strategy DfES NLS Framework for teaching(DfES 0500-2001). National Literacy Strategy Dockrell, J., Stuart, M., and King, D. (2004) Supporting early oral language skills in Literacy Today, September 2004 Vol. 40 Erikson, E.H. (1997) The Life Cycle Completed: Extended version New York: W.W. Norton and Co. Gee, J.P. (2004) Situated Language and Learning: a critique of traditional schooling. Abingdon, Oxfordshire: Routledge Grugeon, E., Hubbard, L., Smith. C. and Dawes, L. (2005) Teaching Speaking and Listening in the Primary School. London: Fulton Press Hart., B and Risley, T.R. (1995) Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H Brookes cited in K. Krause, S. Bochner and S. Duchesne, (2003) Educational Psychology for learning and teaching. p.21. Southbank, Victoria: Thomson Jackendoff, R. (1993) Patterns in the Mind: language and human nature. Hemel Hempstead, Herts: Harvester Wheatsheaf Johnston, P.H. (2004) Choice Words: how our language affects childrens learning. : Portland, Maine :Stenhouse Publishers Krause, K.L., Bochner, S., and Duchesne, S. (2003) Educational Psychology for learning and teaching. Southbank, Victoria:Thomson Karmilloff-Smith, A. (1979) A Functional Approach to Child Language. Cambridge: Cambridge University Press Marsh, C. (2004) Becoming and Teacher: Knowledge, skills and issues. (3rd ed). Frenchs Forest, NSW: Pearson Education Australia Peterson, C.C., and Siegal, M. (1999) Representing inner worlds: Theory of mind in autistic, deaf and normal hearing children. Psychological Science, 10(2), pp.126-129 cited in K. Krause, S. Bochner and S. Duchesne, (2003) Educational Psychology for learning and teaching. p.21. Southbank, Victoria: Thomson Piaget, J. (1978) success and Understanding. Cambridge, MA: Harvard University Press Robertson, M., and Gerber, R. (Eds) (2000) The Childs World: triggers for learning. Melbourne, Australia: The Australian Council for Educational Research Webb, J., Schirato, T and Donaher, G. (2002) Understanding Bourdieu. Crows Nest, Australia: Allen and Unwin Winch, G., Johnston, R., March, P., Ljungdahl, L., and Holliday, M. (2004) Literacy: reading, writing and childrens literature. (2nd ed). Oxford: Oxford University Press Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., and Nosworthy, M. (2004) Learning for Teaching: Teaching for Learning. Southbank, Victoria: Thomson Wolfe, P. (2001) Brain Matters: translating research into classroom practice. Alexandria, VA: Association for Supervision and Curriculum Development Websites Play and effect. http://www.genkienglish.net/playandaffect.htm. Accessed 5 Jan 2006 National Curriculum. http://curriculum.becta.org.uk/docserver.php?docid=728. Accessed 3 Jan 2006 Oral language skills.http://www.literacytrust.org.uk/Pubs/dockrell.html Accessed Jan 4 National Curriculum frameworks. http://www.standards.dfes.gov.uk/literacy/publications/framework/

Samuel Clemens in Buffalo: A Woman and an Artist Essay -- Samuel Cleme

Samuel Clemens in Buffalo: A Woman and an Artist Preface While literary critics and historians alike have thoroughly examined the influence of Samuel Langhorne Clemens’ Missouri boyhood and foreign travels on his writing, scholars outside of Western New York consistently overlook the importance of the eighteen months he spent in Buffalo from August 1869 to March 1871. Though a Buffalo resident for the past twenty years, I was also only vaguely aware that Clemens passed through until Dr. Walter Sharrow of the Canisius College History Department mentioned his local stay. The suggestion that America’s best satirist lived in Buffalo—a location that could provide a contemporary wit with a wide range of material—tickled my historical sensibilities. Nearly immediately, I began to speculate why America’s most famous writer would migrate to Buffalo. After I discarded my first ideas—the weather, the Buffalo Bills, the efficiency and effectiveness of our local political leaders—I concluded it must be because of a woman. Indeed, my early research echoed this assumption, reinforcing my interest in Twain’s experience here and inspiring the first section of this paper. When furthering my research, I developed a second point of interest. Two local scholars, Martin B. Fried and Tom Reigstad both suggest that Buffalo was a major point of transition for Clemens. Fried writes, â€Å"His Buffalo experience, scanted in most biographies, has significance because it was the final stage in a long campaign for an artistic existence free of financial worries and of the burdens of journalistic writing.† This suggestion—that his time in Buffalo inspired his development from humorist and journalist to the novelist who produced Huck Finn—intrigued me de... ...287 _____________. 11 and 13 March 1871.Mark Twain’s Letters, vol. 4, 349-350. Langdon, Olivia. 17 June 1868. Mark Twain’s Letters, vol. 2, 286. Twain, Mark. â€Å"Salutatory,† Buffalo Express. August 21, 1869: reprinted in Joseph B. McCullough and Janice McIntire-Strasburg, Mark Twain and the Buffalo Express, 5. Twain, Mark. â€Å"A General Reply.† Buffalo Express. November 12, 1870: reprinted in Joseph B. McCullough and Janice McIntire-Strasburg, Mark Twain and the Buffalo Express, 254. Secondary Sources Martin B. Fried, â€Å"Mark Twain in Buffalo,† Niagara Frontier 5, no. 4 (Buffalo: Buffalo Historical Society, Winter 1959): 89. Justin Kaplan, Mr. Clemens and Mr. Twain, (New York: Simon and Schuster, 1966), 52. Joseph B. McCullough and Janice McIntire-Strasburg, Mark Twain and the Buffalo Express. DeKalb: Northern Illinois Press: 1999, xix.

Evelina And The Subordination Of Women Essay -- essays research papers

Woman as a Subordinate Throughout history, women have been treated as a subordinate. There have been different standards for education, at women’s disadvantage, different social standards, different responsibilities for men and women, different expectations, different standards for â€Å"goodness†, different criteria for virtuousness. We see examples of these injustices throughout the text of Evelina as well as in the excerpts in the course packet. Eighteenth-century English jurist Sir William Blackstone declared in a magisterial passage, â€Å"By marriage, the very being or legal existence of a woman is suspended, or at least it is incorporated or consolidated into that of the husband, under whose wing, protection, and cover she performs everything, and she is therefore called in our law a femme-covert† (The Nineteenth Century Intro. Pg. 171). It was not until 1848, in the married woman’s property act of New York that women gained some rights regarding material possessions. Education (differences in what men and women are taught) A â€Å"liberal education† as described in Defoe’s Essay on Projects, 1697, consisted mainly of embroidery, modeling in wax, painting on glass, and musical accomplishments, although some girls’ schools did put on plays and teach cooking skills. Most girls were trained for domestic service at the charity schools for women, and there was no form of formal higher education, such as college, available for women. Oxford, Harvard, Cambridge, Yale and Princeton were all solely men’s institutions. Also, while women were taught mainly the native tongue and perhaps French, men had more extensive opportunities to learn other such Roman and Greek languages. (An essay in Defense of the Female Sex, 1696) Also, if a woman did obtain any extensive knowledge other than the normal trades taught at school, she was urged to keep quiet about it lest men be jealous of her intelligence. This is evident in Evelina on page 3 61 where Mrs. Selwyn is criticized for being an intelligent and logical woman in a time where women were supposed to be quieter and not engage in a match of wits with someone, especially a man, as we see Mrs. Selwyn challenging the intelligence of Mr. Lovel. These are all reasons why women authors during this time chose a pseudonym when publishing their books for fear that they would be ridiculed and their work not accepted for the mere fact... ... not know how to handle this situation. p. 384 Where Evelina is pleading with her father to see her and she here is the picture of what a good mannered woman should be- humble and gracious. Image as applies to association with people of questionable character: Although they are her family, Evelina is completely embarrassed to be seen with the Branghtons and Madame Duval because they are such loud, rude, unrefined characters. They are not of the same social standing as her and they know even less than Evelina how to behave in social situations with grace and dignity. They are lower-class people and this is because they are of the working class. Evelina is always in the company of people who come from â€Å"old money† and do not work for a salary. Pg. 233 where Evelina is separated from her party at the fireworks event and asks two ladies to protect her and they turn out to be prostitutes and Lord Orville sees her with these women and Evelina is completely embarrassed at her predicament because it makes her look bad. Evelina’s good reputation was at stake when she was in public with the Branghtons, with Madame Duval, in the alley with Clement, and on the arm s of those two prostitutes. Evelina And The Subordination Of Women Essay -- essays research papers Woman as a Subordinate Throughout history, women have been treated as a subordinate. There have been different standards for education, at women’s disadvantage, different social standards, different responsibilities for men and women, different expectations, different standards for â€Å"goodness†, different criteria for virtuousness. We see examples of these injustices throughout the text of Evelina as well as in the excerpts in the course packet. Eighteenth-century English jurist Sir William Blackstone declared in a magisterial passage, â€Å"By marriage, the very being or legal existence of a woman is suspended, or at least it is incorporated or consolidated into that of the husband, under whose wing, protection, and cover she performs everything, and she is therefore called in our law a femme-covert† (The Nineteenth Century Intro. Pg. 171). It was not until 1848, in the married woman’s property act of New York that women gained some rights regarding material possessions. Education (differences in what men and women are taught) A â€Å"liberal education† as described in Defoe’s Essay on Projects, 1697, consisted mainly of embroidery, modeling in wax, painting on glass, and musical accomplishments, although some girls’ schools did put on plays and teach cooking skills. Most girls were trained for domestic service at the charity schools for women, and there was no form of formal higher education, such as college, available for women. Oxford, Harvard, Cambridge, Yale and Princeton were all solely men’s institutions. Also, while women were taught mainly the native tongue and perhaps French, men had more extensive opportunities to learn other such Roman and Greek languages. (An essay in Defense of the Female Sex, 1696) Also, if a woman did obtain any extensive knowledge other than the normal trades taught at school, she was urged to keep quiet about it lest men be jealous of her intelligence. This is evident in Evelina on page 3 61 where Mrs. Selwyn is criticized for being an intelligent and logical woman in a time where women were supposed to be quieter and not engage in a match of wits with someone, especially a man, as we see Mrs. Selwyn challenging the intelligence of Mr. Lovel. These are all reasons why women authors during this time chose a pseudonym when publishing their books for fear that they would be ridiculed and their work not accepted for the mere fact... ... not know how to handle this situation. p. 384 Where Evelina is pleading with her father to see her and she here is the picture of what a good mannered woman should be- humble and gracious. Image as applies to association with people of questionable character: Although they are her family, Evelina is completely embarrassed to be seen with the Branghtons and Madame Duval because they are such loud, rude, unrefined characters. They are not of the same social standing as her and they know even less than Evelina how to behave in social situations with grace and dignity. They are lower-class people and this is because they are of the working class. Evelina is always in the company of people who come from â€Å"old money† and do not work for a salary. Pg. 233 where Evelina is separated from her party at the fireworks event and asks two ladies to protect her and they turn out to be prostitutes and Lord Orville sees her with these women and Evelina is completely embarrassed at her predicament because it makes her look bad. Evelina’s good reputation was at stake when she was in public with the Branghtons, with Madame Duval, in the alley with Clement, and on the arm s of those two prostitutes.

Geopolitics in humanitarian action Essay

The analysis of how political decisions are conditioned by geographical settings is the subject matter of geopolitics. In purely spatial terms, geopolitics is the study of boundaries and areas. In conceptual terms, geopolitics comprises the study of international relations and the outcome of power struggles, at local and global scales. It explores events such as the emergence of new states, the fragmentation of countries, and regional conflicts affecting several countries. The most important and long-lasting geopolitical event of the 20th century is the Cold War. The international humanitarian system has witnessed a dramatically transformation since the end of the Cold War, and even more so since the â€Å"war on terror†. To understand humanitarian intervention in contemporary complex emergencies, the course will analyze the humanitarian action and the changing geopolitical system. We will discuss many of the fundamental debates concerning the nature, effectiveness and evolution of the humanitarian actions, the different humanitarian actors and the accompanying political dynamics that arise in variety of regional contexts. Among other issues, students will critically analyze the relationship between aid and conflict; concepts of neutrality; relationship to military intervention; among others. We will use case studies to understand the growing complexity and the political weave of actors and influences affecting all those involve in humanitarian action and the changing operating environment. The course will encourage students to consider what is or could be the international community‘s ―carrying capacity for response in a future of small-scale and regional wars producing humanitarian crises in the years to come. Finally, the course discussion will focus in on models of cooperation among actors that empower rather than marginalize those populations and communities trapped in conflict, displacement and deprivation. Course general objectives This course examines the evolution of the humanitarian action in relation to changes in the international system. The students will be able to: a) Analyze the political economy of conflict and humanitarian assistance; b) Analyze the evolving nature of conflict in the international context; c) Understand the evolving architecture of the international humanitarian system; d) Analyze contemporary aspects of security and conflict, the concept of state sovereignty, and the uneven geopolitics of humanitarian action; e) Explore major debates and controversies of contemporary humanitarian action. Methods of assessment Grading will be based on the following marks: VG or G (Distinction or Pass) as well as ECTS grades. Grading will be a combination of the in-class team oral presentations (40%), a written final essay (50%), and the active participation of students in class (10%). The groups will be integrated by 5 or 6 students each. They will present to the class one selected humanitarian intervention case in 30 minutes with 15 additional minutes for questions and answers. All members of the group should participate. Presentations will be scheduled the first day of the course. The humanitarian intervention recommended for presentations are: Syria, Iraq, former-Yugoslavia (Kosovo), the Horn of Africa, Ruanda, Afghanistan and Sudan. We can discuss other humanitarian interventions. This course is heavily participatory. For this reason, presence and active participation will be expected at all sessions. Participation shall reflect critical analysis and reflection based on readings. The final written essay will be submitted during the IX Session of the course (Friday 22 November). The professor will explain the essay ´s topic in the beginning of the course. The essay consists of a maximum of 2500 words. Preparation for class includes readings from books, articles, and websites. Classes are a combination of lecture, discussion, presentations, and videos. Sessions overview Session I: Mon 4 November, 10-12 Room TBA Introduction: Overview of course and topics presented; course requirements and expectations. Objectives: 1. Review of Syllabus; 2. Discussion of course requirements; 3. Selection of oral group presentations. Session II: Wed 6 November, 10-12 Room TBA Geopolitics: Overview Conflict analysis and the political economy of violence Objectives: 1.- Understand the changing dynamics of conflict in the international system; 2.- Develop alternative means of analyzing conflict and understanding the impact of conflict; 3.- Understand the interaction of humanitarian programming and conflict. Session III: Fri 8 November, 10-12 Room TBA International and regional organizations in the global system Objectives: 1.- Understand the role of governmental and non-governmental actors in the international system; 2.- Discuss the role of security institutions: What is the role of NATO, UN, UE, OAS and the other regional organizations in dealing with interstate and intrastate conflicts? Session IV: Mon 11 November, 10-12 Room Eng TBA The evolving nature of humanitarian crisis Objectives: 1.- Understand the changing nature of humanitarian crises; 2.- Analyze the implications for state sovereignty of International humanitarian action. Session V: Wed 13 November, 10-12 Room TBA An introduction to humanitarian action and the evolving architecture of humanitarian intervention Objectives: 1.- Describe the historical evolution and trends in humanitarian action; 2.- Understand the normative foundations of humanitarian action; 3.- Understand the normative frameworks that have guided humanitarian action. Session VI: Fri 15 November, 10-12 Room TBA Main players and actors in humanitarian action Objectives: 1.- Understand the definitions, types and organization of humanitarian agencies. Session VII: Mon 18 November, 10-12 Room TBA The contemporary operating environment Objectives: 1.-Explore the major debates and controversies of contemporary humanitarism Presentation of 2 Case Studies Session VII: Wed 20 November, 10-12 TBA The future of humanitarian action 1.-Understand a complex political emergency and its consequences; 2.-Identify recent trends in humanitarian action. Presentation of 2 case studies Session IX: Fri 22 November, 10-12 Room TBA Final discussion on models of cooperation among diverse actors that empower rather than marginalize vulnerable populations and communities trapped in conflict and humanitarian action. Presentation of 2 case studies and final essay submission. Literature List Books required: Walker, Peter & Daniel Maxwell. Shaping the Humanitarian World. New York: Routledge, 2009 http://www.amazon.com/Shaping-Humanitarian-World-Global-Institutions/dp/0415773717#reader_0415773717 Electronic resources: Anderson, Mary. The Do No Harm Handbook. Cambridge, Local Capacities for Peace, Project, 2004. Accessible on: http://www.cdainc.com/dnh/docs/DoNoHarmHandbook.pdf Barnett, Michael. Humanitarianism transformed. Perspectives on politics, Vol. 3, No.4 (Dec., 2005), pp. 723-740. Accessible on: http://www.jstor.org/stable/3688176 Bellamy, Alex. The Responsibility to Protect—Five Years On. Ethics & International Affairs Vol.24 (2), 2010, pp. 143–169. Accessible on: http://responsibilitytoprotect.org/Bellamy.pdf Collinson, Sarah, Samir Elhawary and Robert Muggah. States of fragility: stabilization and its implications for humanitarian action. Disasters. Vol. 34 Supplement, 2010, pp. 275−S296. Accessible on: http://www.odi.org.uk/resources/docs/5978.pdf Klare, Michael. The New Geography of Conflict. Foreign Affairs, Vol.80, No.3 (May-Jun., 2001), pp. 49-61. Accessible on: http://www.jstor.org/stable/20050150 Moore, Jonathan. Deciding Humanitarian Intervention. Social Research, Vol. 74, No. 1, Difficult Choices (SPRING 2007), pp. 169-200. Accessible on: http://www.jstor.org/stable/40971894 Rieff, David. Humanitarianism in crisis. Foreign Affairs, Vol.81, No.6 (Nov-Dec 2002), pp. 111-121. Accessible on: http://www.jstor.org/stable/20033348 Chapters of books recommended: Bellamy, Allex. †Humanitarian Intervention in world politics† in Baylis, John et al. The globalization of world politics: An introduction to international relations. Oxford: Oxford university Press, 2008, pp. 522-538. Duffield, Mark. †Global Governance and the New Wars† In Duffield, Mark. Global Governance and the Causes of Conflict. New York: Zed book, 2002, pp. 108-136. Keen, David, †Going to War: How Rational Is It? in International Committee of the Red. Cross, War, Money and Survival. Geneva, 2000, pp. 28-31. Kupchan, Charles A. †Empires and Geopolitical Competition: Gone for Good† in Crocker, Chester et al. (eds.) Turbulent Peace: The challenges of managing international conflict. Washington: United States Institute of Peace, 2001,pp. 39-52. Spearin, Christopher. †Humanitarians and mercenaries: Partners in security Governance?† in Krahmann, Elke. New threats and new actors in international security. New York: Palgrave Macmillan, 2005, pp. 45-68 Rufin, Jean-Christophe †The Economics of War: A New Theory for Armed Conflicts† in International Committee of the Red Cross. War, Money and Surviva, Geneva, 2000, pp. 22-27 Recommended reports and electronic articles: ICISS. The Responsibility to Protect. Report of the International Commission on Intervention and State Sovereignty. New York, UN, 2001. Accessible on: http://responsibilitytoprotect.org/ICISS%20Report.pdf The Sphere Project. â€Å"Humanitarian Charter & Minimum Standards in Disaster Response† http://www.sphereproject.org/content/view/27/84/lang,english/ de Torrente, Nicolas. Humanitarian Action under Attack: Reflections on the Iraq War. Harvard Human Rights Journal. Vol. 17(1), 2004, pp. 1-30. Huysmans, Jef. Shape-Shifting NATO: Humanitarian Action and the Kosovo Refugee Crisis. Review of International Studies, Vol. 28, No. 3 (Jul., 2002), pp. 599-618. Accessible on: http://www.jstor.org/stable/20097813 Weiss, Thomas and Peter Hoffman. The Fog of Humanitarianism: Collective Action problems and Learning-Challenged Organizations. Journal of Intervention and Statebuilding, Vol.1 (1), 2007, pp. 47-65 Useful Humanitarian websites: Relief Web http://www.reliefweb.int Alert Net http://www.alertnet.org Collaborative learning project http://www.cdainc.com/cdawww/default.php United Nation Office for the Coordination of Humanitarian Affairs. http://www.unocha.org/ World Food Program: http://www.wfp.org The Humanitarian Policy Group www.odi.org.uk/hpg/ The Humanitarian Practice Network www.odihpn.org/ The Sphere Project http://www.sphereproject.org/ Action Learning Network for Accountability http://www.alnap.org/ And Performance (ALNAP) The Humanitarian Accountability Partnership www.hapinternational.org/ International (HAP-I) People in Aid www.peopleinaid.org/ Websites of major humanitarian agencies UN Office for the Coordination of Humanitarian http://www.unocha.org/ Affairs (OCHA) International Committee of the Red Cross http://www.icrc.org/ International Federation of Red Cross and http://www.ifrc.org/ Red Crescent Societies Mà ©decins sans Frontià ¨res http://www.msf.org/ The World Food Programme http://www.wfp.org/ Oxfam http://www.oxfam.org/ World Vision http://www.wvi.org/ CARE http://www.care.org/ Journal of humanitarian Assistance: http://jha.ac Videos: Kofi Annan: Center of the Storm, PBS Video, 2002

Police and armed force in the USA Essay

The second amendment of the US musical composition expresses that an all-around managed civilian array is crucial to the guarantor of a free conjure up and that the privilege of the widely distributed population to bear on and remain combat-ready might not go on . The second rescript is obsolete. At the time, it was do and sat back when the state army was the general population. It was made with the goal that single(a)s could battle the British, which isnt the situation like a shot, particularly now that we put one across our own full-working build up take and law implementation. It was set aside a few minutes to hold a domineering government under wraps. We ar not anyto a greater extent under the tame of an oppressive government so for what effort would it be advisable for us to in any case save the revision? At the point when a township was assaulted it was the residents obligation to get their rifles and guard the town. there is currently nobody on US soil as saulting multitude groups homes and if there was we control police and the armed force to shelter us. In this time, there is no fatality for Minutemen, their firearms, or the second change.To proceed, there is a significant deception on the contradicting side. religious mangleering firearms to just individuals who wouldnt apply them for fault would not work. You cant break up amongst great and awful individuals since all individuals with weapons argon possibly awful. There is nothing preventing a generally blameless individual from perpetrating a wrongdoing with his firearm. You cant open just great individuals firearms. With respect to the general population that will be permitted to legitimately claim weapons (e.g. police, armed force) it is exceptionally preposterous to expect there will be such a significant outcome of degene wander individuals that the great wont have the capacity to satisfactorily test you. A nullification of the second field of study would make America a more than secure place to live and that is recyclable for everybody. The nullification would prompt bring muckle the measure of passings from firearms since weapons be a generous measure of passings in the US.Likewise, it would bring down wrongdoing rate all in all since individuals who utilize firearms to perpetrate violations, for example, stealth, would never again have the capacity to do as such. Besides, the capital individuals would have spent on firearms could be spent on additional security highlights, similar to locks or alerts, rather than an appliance of death. The handiness of weapons if frequently misrepresented. Right off the bat, there is no confirmation to battle array firearm proprietorship prevents general theft rate. Besides, a great many people have firearms to avoid theft, yet clout a weapon on a thief could make him act fiercer. Thirdly, having a firearm could empower him to take it from you and consummate you. Finally, all the more relatin g to families, a baby bird could discover a weapon and carry through him or herself as well as others. As indicated by these first focuses it appears that firearms lawsuit more mischief than help.I accommodate that it was made by the establishing fathers and put in the first constitution, which influences it to appear to be solely imperative, however, nowadays it is obvious that the revision isnt as pertinent as it at once seemed to be. In light of the undeniable contender about self-preservation, the police power and armed force, which werent set up before, argon fit for assaulting us. Plus, if the individual assaulting you presumably wouldnt have a firearm, for what reason would it be a good idea for you to have one? To put it plainly, for the requirement for forward motion of a nation, the purpose of a more secure nation, and the exposing of the need for weapons, I accept that the second correction ought to be revoked on the grounds that regardless of how unadulterated th e individual or expectation, firearms can cause pain among the all-inclusive community.