COMPANY LAW Essay Example | Topics and Well Written Essays - 2500 words

The cooling off period Assignment Example | Topics and Well Written Essays - 750 words

The chilling time frame - Assignment Example The ensuing passages will investigate and characterize every class into subtleties with a point of recognizing them from each other, Mass killers allude to people who kill at least four individuals in a single area at a specific time. It could be a couple of moments or most recent a few days however the area continues as before. The majority of this sort of executioners do wind up ending it all or are murdered by the police. Mass homicides are impacted by a few components. Mass slaughtering can result when the executioners pick a particular objective which they believe is causing them push and along these lines execute killings to fulfill their sense of self. It could likewise take another structure where the executioners assault focuses on that have no association with them yet has a place with bunches the executioner loathes. It has additionally been seen that most mass killings are persuaded by the presence of some disdain among attackers and their casualties which is incited by a particular occasion that starts the killings. Binge killers or executioners then again allude to the individuals who slaughter at least two casualties in more than one area in a genuinely quick progression. Binge killings will in general be uncommon and the binge executing groups comprise of an accommodating darling and a predominant pioneer. The event of their killings in isolated areas is viewed as a solitary occasion since it comes up short on a chilling period. Mass and binge killer are really uncommon yet it is accepted that exacting firearm controls may help forestall a few frequencies of the eventual binge or mass killings. In any case, this measure is probably not going to control sequential executing. Sequential executioner or killer alludes to an individual who has killed at least three people, the homicides have occurred in at least three separate areas at various occasions and has been included or occupied with a passionate chilling period between the killings. It is evaluated that sequential slaughtering alone has added to 20% of the killings in the United States. Four subtypes of sequential

How I Lost Control of My Ereading

How I Lost Control of My Ereading This is a guest post from Justina Ireland. Justina enjoys dark chocolate, dark humor, and is not too proud to admit that she’s still afraid of the dark. She lives with her husband, kid, and dog in Pennsylvania. She is the author of Vengeance Bound and Promise of Shadows, both currently available from Simon and Schuster Books for Young Readers. Her essay “Me, Some Random Guy, and the Army of Darkness” is in the forthcoming The V-Word, an anthology of personal essays by women about having sex for the first time, published by Beyond Words (SS). You can find Justina on twitter as @tehawesomersace or visit her website  justinaireland.com. ____________________ I was an early adopter of the ereader.  The idea of a limitless library in my purse was awesome.  I remember going to the library as a kid and walking up to the circulation desk with an armful of books, only to be told that I could only check out ten. Ten?!? Ten was never going to be enough to last me until my next visit. So the idea of ALL the books with me at all times was a thrilling one, similar to the way some people feel when they hold a gun.  Sure, I wasn’t going to kill a man with my ereader, it was kind of pricey.  But I could download a book and learn how to kill a man, so it was almost as good. Plus, with an ereader I never had to worry about awkward book interactions.  I read what I wanted where I wanted!  No one was going to side-eye my Scottish vampire erotica in the waiting room.  For all they knew I was flushed because it was a bit warm, not because I reading a particularly inventive scene featuring a handsome footman and a lusty lady of the manor. All the books I wanted whenever I wanted wherever I wanted.   It was a heady time. Alas, I should’ve remembered Ben Parker’s warning to young Peter: “With great power comes great responsibility.”  Because my ereader was my single greatest downfall. Having all of that content so easily available has made me a terrible and thoughtless reader. It started with the books I’d buy.  Discounted ebooks are the Jello shots of the book world.  No one goes to the bar thinking “I’m going to get hammered on raspberry Jello spiked with bottom shelf vodka!” Similarly, no one goes to their favorite etailer thinking “I’m going to get this book I’ve never heard of with bad cover art and a recommendation from the Toledo Association of Cat Fanciers.” But at $1.99, everything looks appealing.   And so I bought things I’d never normally pick up.  Slews of first books in a series, anything cleverly named The Fill in the Blank’s Daughter, vegetarian cookbooks, even though my favorite vegetable happens to be steak.  I bought it all. Because I could. But what to do with such a magnificent bounty of the written word?  Well, read it.  Only, most of the books I’d bought weren’t things that would hold my interest.  With limits in both space and money I’d been choosy about my book purchases.  At a twenty dollar price tag I was a careful consumer, picking up stories, sampling the first chapter, trying on the writing to see if the phrases came together in an appealing way.  But at $1.99 I was mad with power, buying first and sampling later. So when I finally did get around to reading my purchase I ended up quitting the book early on, putting it aside because of bad writing or terrible characterization or just a simple lack of interest. When I did find that diamond in the rough, that rare discounted ebook that was just freaking amazing, I’d read it twice as fast as a paper book.  Somehow, pushing the next page button was an addiction, a finger twitch that my eyes rushed to keep up with.  And finding that gem of a story made me anxious to see what else was out there, so that I’d buy an author’s entire back catalog, especially if it was also $1.99. I was an ebook junkie.  I told myself I could quit at any time, but there I’d be, back at the etailer, trolling for titles I didn’t have, like an ebook was some unusual Pokémon.  I had to have them all. After about a year of this the madness, I had to stop.  I put my ereader away and used my book money for buying hardcovers and trade paperbacks.  When the announcement for some fantastic $1.99 ebook came across Twitter I’d restrain myself, only purchasing the book if it had actually been on my list.  For obscure titles I read the sample first and tried to evaluate if I would actually read the book.  Usually the answer was a no, so I’d carefully click the buy window shut before I could talk myself into purchasing it. I’d like to say I’m better now, that my to read pile is smaller and that there aren’t seven hundred books sitting on my ereader right now.  But that is a lie.  The truth is, there are still good days and bad days.  I still buy more meh books than amazing books.  I still have more books than I could ever hope to read in four lifetimes, and I’m still buying more every day. But I also buy physical books, only reading on my ereader once or twice a month.   So I think I’m at least doing a little better. Maybe. ____________________ Book Riot Live is coming! Join us for a two-day event full of books, authors, and an all around good time. Its the convention for book lovers that weve always wanted to attend. So we are doing it ourselves.

Democracy And Violent Civil Conflict - 1666 Words

Democracy and violent civil conflict Democracy is believed to have a pacifying power. With electoral processes, the rule of law and freedom from state oppression it makes sense that the populations has enough avenues to express grievances without resorting to full scale civil violence. Democracy beyond mutual democratic pacifism would thus have an impact on internal civil relations positively but this is not the case. There have been an increased number of cases of civil and ethnic violence in government systems that we might consider to be in stages of democratization. Evidence would seem to suggest that there are greater levels of violent civil conflict in these sort of regimes as opposed to full blown dictatorships or democracies. I†¦show more content†¦[4] Hypothesis. There are two major hypothesis in this paper i. Pseudo democracies have greater levels of civil violence than do democracies ii. Pseudo democracies have greater levels of civil violence than autocracies. Theory I argue that this could be as a result of a number of reasons, while an autocratic government might be able to use force to keep the population under tight control, a weak democracy with its relative political and civil freedoms is likely to bring strife as soon as institutions are not functional and transparent enough. Ethnic groups, religious groups or party faithful soon take to violence when the institutions in place is not trusted either due to incapacity or lack of transparency and since the citizens now have a voice and might not be exposed to the dangers of brutal crackdowns they soon are exposed to strife that soon become violent. This might be due to introduction of unpopular or controversial laws, dissatisfaction with government performance or suspicion of government’s actions. Competitive elections presents a whole new avenue for disagreement and where the representatives are disconnected from the electorate, they turn to violent conflict as a route to voice grieva nces with less fear of extreme crackdown by the government. The problem is that most often what would start as a peaceful demonstration explodes into an all-out riot with

Right or Privelege Free Essays

There has been an ongoing debate for quite some time now about whether health care is a privilege that one earns or is a right. Throughout the news on television and throughout the newspapers and internet has been a lot of talk about the different types of insurances that we use to pay for medical care. Those insurances include the new Obama Care, Medicare for the elderly, Medicaid for the deemed needy as well as regular insurances that either employers or employees pay for out of pocket. We will write a custom essay sample on Right or Privelege or any similar topic only for you Order Now Listening to the news as well as reading in the papers and on the internet all I hear and see is all the same things. What I haven’t seen or heard was anything about our values and ethics as people. WSDL anyone think that it is okay to let someone die due to lack of health insurance or the wrong insurance? Everyone is different with their morals and values but I do not think that anyone would agree to letting someone die because they do not have insurance. I for one do not think that it is right at all and no matter what I think that if someone is ill then they should be treated right away. There was a Harvard Health study done that estimates around forty-five thousand people a year die due to not being adequately insured. Not only do those forty-five thousand die but according to a study done by the American Journal of Medicine they estimated about sixty-two percent of bankruptcies are due to medical illness and seventy-five percent of those people had coverage by insurance. I don’t believe that health care should be considered a privilege. If it were considered a privilege then most of this country population would not be able to afford to pay for it. With the growing number or illness, especially within the elderly and knowing that they are on fixed incomes they need health coverage. I care for a stroke Health Care victim. She was originally paying for her health insurance out of her own pocket until her Medicare came into effect. With permanent disability they have to be disabled for two years before they are covered by Medicare which I don’t think is right either. Thankfully I was able to get her into the Medicaid program as well because she could not afford the health insurance out of her own pocket and she needs her medications which are quite expensive. Imagine if all of the elderly and disabled had to pay for their own medications, they wouldn’t be able to live and function. As stated by The Stillwater Gazette (2012), â€Å"l believe medical care is a right that a civilized country provides its citizens. I do not the right employer. † I agree with The Stillwater Gazette, that medical care is something that everyone deserves because it is very important. For less fortunate who cannot afford to pay for their own health care and a lot of times cannot afford to pay for coverage through work. What happens is that it tends to â€Å"clog† the emergency rooms making it harder for the nurses and doctors to care for those who truly need trauma treatment. I have read and heard of people who do not have health coverage going to the emergency rooms for colds, coughs and general illnesses including the flu because the emergency rooms cannot turn anyone away. If there was a cheaper and easier way for everyone to get medical insurance then the emergency rooms would be less crowded and open and ready for those who truly need it. It would then also help regular Mad’s with their practices because they would be able to have more patients to keep themselves in business. Driving through towns here in New Jersey I was able to Health Care count numerous doctors, even my old childhood doctor, losing their medical buildings due to a lack of patients. Due to recent technological advances our morbidity rates have dropped and our mortality rates have increased. Even though our technology has advanced it has caused the cost of health care to skyrocket our of reach for those who cannot afford it ND do not have health coverage. If health care was a right then the forty-five thousand people would have survived and gotten the care that they needed no matter how much the cost has risen. WSDL anyone be able to let an elder go without their routine check ups and their medications? I know I wouldn’t be able to and I couldn’t let my mother-in-law go without hers. What they need to do is come up with a general health care plan for everyone who cannot afford insurance to cover general doctor visits, emergency care when needed, eye care and also dental. How to cite Right or Privelege, Papers

Moulin Rouge Essay Example

Moulin Rouge Paper Taking risks are essential for one to live life to the fullest. Indeed, taking risks may be dangerous and impacts one’s life negatively, but this allows individuals to encounter experiences that may be beneficial as it is a positive way to learn new skills and to test one’s limits and the limits of others. This is evident in both Baz Luhrmann’s 2001 romantic, musical film ‘Moulin Rouge’ and Libby Hathorn’s children’s book, ‘Okra and Acacia : The Story of the Wattle Patterned Plate’. These two texts present the protagonists and other characters taking risks such as romantic risk, social risk and professional risk. In Luhrmann’s film, Moulin Rouge, Christian takes a romantic risk by fraternising with Satine who is a courtesan and romancing the Duke because he has claimed rights to the Moulin rouge. During the scene where Christian and Satine are having private rehearsals together, the lovers are viewed in a mid shot showing their affect towards each other, is then disrupted by the intrusion of the Duke. The couple’s fast-reacted body language of the two separating form each other’s arms display the severity of the romantic and professional risks that Christian and Satine are partaking. In spite of this, this risk is worth taking as it allows the writer and the courtesan to experience love. We will write a custom essay sample on Moulin Rouge specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Moulin Rouge specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Moulin Rouge specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The owner of the Moulin Rouge, Harold Zidler takes a professional risk by giving the rights to the Moulin Rouge to the Duke for closure to his exclusive claim that binds Satine to him. Harold’s surprised facial expression refects his reaction when the duke demands for the rights to the Moulin Rouge. Horald slowing falling into his chair conveys the shock and his understanding of the decision he has to make to receive funding for the musical ‘Spectacular Spectacular’. For this reason, Harold’s slow paced response â€Å" I completely understand† reflects his realisation on what he must decide on and his reaction to the Duke’s obsession fit, wanting Satine to himself. The close up shot of Harold signing the contract emphasises his agreement to take the risk of giving the Moulin Rouge to the Duke. His decision to partake in this professional risk is worth taking as he would be able to produce the new musical and gain more customers and clients, in creasing his money and business. In Libby Hathorn’s children’s book ‘Okra and Acacia: the story of the Wattle Patterned Plate’, Acacia, a high-classed daughter is taking a social risk as she is romancing with Okra, an aboriginal stockman. The symbolism of the colour of the characters faces on the front cover represents the societal difference of the two lovers, emphasising that due to their social status, the who protagonists should not be associating with each other. However, okra and acacia takes of the risks of romancing each other even knowing the consequences. In the part of the story when Acacia kisses Okra on the cheek, Hathorn utilises visual and auditory imagery â€Å"No lighting flashes and no thunder roared† displays the paradoxical effect of the two classes mixing with each other, therefore conveying that the protagonists should go forth and be together. Furthermore, the two lovers also takes a romantic risk even knowing that their classes do not associate with each other, but also that Okra would be killed for ‘kidnapping’ acacia who in reality fled with okra to escape her engagement. Okra’s dialogue â€Å"they’ll kill me if they get me this time† displays the consequence of being together, placing stress and pressure on both lovers to be unnoticed and prevent being seen by her father and his men. The social and romantic risks that the lovers endured were worth taking as is proved that these people can be together and by taking these risks allowed them to live a happy life together. Therefore it can be seen in Baz Luhrmann’s film ‘Moulin Rouge’, , and Libby Hathorn’s children’s book, ‘Okra and Acacia: The Story of the Wattle Patterned Plate’ , taking risks allows one to gain new experiences, skills and test one’s limits and the limits of other. Christian and Satine and Okra and Acacia were able to experience love and Harold’s business has increased due to his decision to give rights the Duke allowing him to fund the musical. Because these characters had decided to take these risks concerning their class, love and profession, they lived life to the fullest. Moulin Rouge Essay Example Moulin Rouge Paper The most frequently non-diegetic sound in this trailer is the background music which is played over frames. Background music is also used to link shots together. These are known as sound bridges. The interesting and unusual part of the Moulin Rouge trailer which is probably the most persuasive selling tool for the audience is the background music. The background music is very cleverly used by Baz Luhrmann and this is very unique. The songs played are specifically applied to the situation that is occurring in a particular shot to convey what is happening; for e. g. when Satine and Christian are together showing love towards one another the music is happy, soft and gentle rhythm, whilst when the Duke is in the frame, the music in the background has a strong, heavy drum beats with a fierce, angry rhythm. By using background music and musical lyrics rather than just spoken conversation between characters it adds more weight to the emotion being conveyed in that shot. This adds to the effect and makes the feelings between characters more heightened and recognisable for the audience. We will write a custom essay sample on Moulin Rouge specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Moulin Rouge specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Moulin Rouge specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This persuades the viewers to go and watch the film. The music which is used throughout the trailer is contemporary, modern music of the current day: songs which the audience are familiar with, for example Your Song by Elton John and Roxanne by Sting. Although the film is set at the end of the 19th Century and the images in the shots show this, the music conveys feelings and emotions which have no historical boundaries, meaning the shots and music relate to each other. The director has chosen to use these contrasting but well relating devices as it shows that peoples emotions have not changed even though music and fashion has. An example of this interesting film language is used in frames shot inside the Moulin Rouge were people are dancing, dressed in historical costumes. Over these shots Roxanne is played expressing passion and emotions of characters even more. Baz Luhrmanns clever directing influences the viewers into going to see the film by using sympathetic background music. By using familiar songs this captures the audiences attention, persuading them further into going to watch the film Moulin Rouge. The director uses different cinematic shots to vary the frames in the trailer. Different shots have different terms which are used to indicate the amount of subject/character within a frame, how far away the camera is from the subject/character, and the perspective of the viewer. Each different shot has a different purpose and effect on the audience. An Extreme Long Shot (ELS) is generally used as a scene setting shot. In this trailer, in shot 5, it shows a shot of Paris ranging from the Eiffel Tower to the Moulin Rouge. This informs the audience where the film is set making them more interested in the film as they can really relate to the place where the film was shot. Baz Luhrmann has chosen use many long shots (LS) to view characters as approximately life size i. e. corresponding to the real distance between the audience and the real screen. Long shots show a full length shot of the character from head to toe. Long shots are very popular in this trailer when the shots are inside the club and show many people dancing together. This interests the audience more as they feel involved in the trailer as the viewers enter the mind of the Moulin Rouge. The director uses long shots to introduce characters to the audience so they know what they look like. This persuades the audience to go and watch the movie at the cinema. The most popular shot in the Moulin Rouge trailer is the Medium Shot (MS); which includes variation called the two shot and three shot. A medium shot contains characters from the waist up and they are mainly used in dialogue scenes. The medium shots are frequently used in the Moulin Rouge trailer and there over 30 dialogue shots between characters. If a shot contains two characters from the waist up these are called the two shot. These often occur in this trailer when there is a narrative between characters. For example the most frequent two shots are of Satine and Christian, the lovers. These are shots which include dialogue informing the audience of the storyline. The three shot are also used. This is when a shot contains three figures. The director uses the three shots when three characters are talking for example, a three shot is used between Satine, Christian and the Duke. Here the audience feel tension and suspense as the Duke wants to split the couple up and make Satine his but the audience do not want this. Medium shots focus in on the characters actions and show the audience more clearly of the relationships between the characters making the audience wanting to go and see the film. A Close Up Shot (CUS) concentrates on either a face or detail of Mise-En-Scene and shows very little background. Examples of close up shots in the Moulin Rouge trailer are close up shots of Satines diamante necklace, Satines face and the Dukes facial expressions. These close up shots magnify the object showing the audience the importance of things, i. e. the expression on the Dukes face where he scowls and strokes his moustache, gives the audience the feeling that he is not to be trusted and he is sincere. The close up shots take the audience into the minds of the characters as people who the viewers really trust are only allowed to get that close to their face, for example Satines loving face as she gazes at Christian. The director uses a close up to make the audience feel comfortable or uncomfortable about characters. A close up of the Duke makes the audience feels tense and hatred towards him, compared to the loving, protective relationship between Satine and the audience. These close up shots influence the viewer more to go and see Moulin Rouge as audience develops strong relationships towards characters. The director has chosen to use extreme versions of the close up shot which magnifies on a part of the face i. e. eye. These shots are known as Extreme Close Up Shots (ECUS). In the 53rd shot the director uses an extreme close up on Satines eyes focusing the audiences attention on to them. The audience are allowed to wander further into Satines mind increasing the feeling of care between Satine and the audience. The audience become involved in the film as they now feel they know Satine like a sibling as the extreme close up develops the emotions of the audience. By doing this the viewers feel even more persuaded to go and see the movie where they can find out what happens in Satines life at the Moulin Rouge. A trailer is a montage of shots which persuades the audience to go and see the film which is being advertised. A major part of the trailer is how the shots and frames have been put together. This is known has editing. Editing is a term used to describe the process of looking at all the footage which has been shot during the making of the film, placing it in a desired order and then joining it together. Editing consists of two major parts: the speed of editing i. e. how long does a shot last? The style of editing i. e. how are the shots joined together? The Moulin Rouge trailer consists of around 120 shots most of which are set inside the Moulin Rouge. The speed of each shots relates to the situation being portrayed and the background music which is playing. The tempo (speed) of the editing shots for the Moulin Rouge trailer starts reasonably slow, with each lasting about 2 to 3 seconds as the characters are introduced and the synopsis of the storyline begins. The speed of editing relates to the rhythm of the particular background music being played over the shots. The first montage of shots shows Satine and Christian meeting and how their love for one another develops whilst your song is played linking the shots together. The audience are meant to feel relaxed and sense the love between the couple growing as a romantic slow song is played linking the shots together. The speed of editing increases around the 67th shot where the Duke is intervening and meddling in the couples relationship. Here the background music quickens. The rhythm becomes faster and more random creating an atmosphere of tension and suspense for the audience as the couple begin to fall apart because of the Duke. Here the speed of editing increases to about 1 second per shot as the tension mounts. Will the couples love resist the evil Dukes temptations? This makes the trailer more interesting for the viewers as they are left with unanswered questions about the characters meaning the trailer has been successful, as the audience need to go and see the movie so their questions can be answered. By using background music with a strong rhythm it makes the speed of editing more noticeable so the audience feel these certain feelings. The second part of editing is how the shots have been joined together to create a 3 minute trailer for Moulin Rouge. The most frequent and popular style of editing is the straight cut were one frame is joined to the next straight on. The director must be able to combine shots without distracting the audiences attention from the images and narrative on screen. Baz Luhrmann is successful in doing this with straight cuts as well as with other styles of cut. At the end of this trailer the finally screens are the credits (names of actress and actors) and then the screen fades to black meaning that is the end of the trailer. This method is called fade-out. This style of editing is used to signify to the audience that something tense is about to happen or has just happened, or that the trailer has ended. This leaves the audience in suspense so they have to go and watch the Moulin Rouge. In the tenth to eleventh frames these are joined with a dissolve cut. In the tenth shot it shows the inside view of the Moulin Rouge club. Then the eleventh shot, which is a shot of Satine standing on the stage, is slowly brought in beneath the other image. A dissolve cut blends shots together without the audience noticing them. The director uses dissolve cuts to join shots together to add a variety of different styles of editing to the trailer, to make it more interesting to watch for the audience. The director has chosen to use a jump cut to draw the audiences attention onto an object very suddenly. Baz Luhrmann uses a jump cut when focusing the viewers attention onto Satines diamond necklace in a blue velvet box. It is a quick shot but the audiences attention is brought into focus very quickly as the Diamonds sparkle in the light. This is significant as the jewellery is a present from the Duke to Satine, who the audience know this is unusual as Satine feels tense around him. The director does this to influence the audience by suggesting the Duke is buying Satines love with the necklace. This makes the viewers detest the Duke even more. By using a variety of different style editing methods this makes the trailer more unique, persuading the audience to go and see the film.

The Body Farm essays

The Body Farm essays Many people have never heard of the University of Tennessees Forensic Anthropology Facility, otherwise known as the Body Farm. So the purpose of this paper is to give you a brief description of what the body farm is, and what goes on at it. First let me explain to you what anthropology is. Anthropology is the use of certain tools, technology, and techniques/applications along with analyzing corpses and skeletons to find out information dealing with crimes involving death. The Forensic Anthropology facility was started by Mr. William Bass in the fall of 1980 with a small area of land and a single body. The facility is located in Tennessee. The facility became known as the Body Farm because that is what novelist Patricia Cornwell referred to it as in one of her best selling novels in 1994. Originally, Mr. Bass was taking courses to earn a major in Psychology but he enrolled in an Anthropology course for fun, and was asked to go onto the scene of an accident. When he realized what this was all about he decided to change his major to Anthropology and this led to his claim for fame. At first research was slow and tedious because Mr. Bass was not quiet sure where to get started at, but soon the picture became clearer to him and he got his first real start. He began by doing simple research on teeth, bones, flesh, and insects. He observed, tested, and recorded his findings which led to new heights and future research. Soon after beginning his research, Mr. Bass was helping to discover the statistics of a body found on the roadside and was quoted as saying "To refine my estimate of age and to gauge the woman's stature, I needed to remove the remaining tissue from the bones. Short of leaving the skull and femur outdoors and allowing insects and scavengers to pick the bones clean a slow process, and one that could mean losing the femur or mandible to some scavenging buzzard or coyote the only good way t...

A Beginners Guide to the Industrial Revolution

A Beginner's Guide to the Industrial Revolution The Industrial Revolution refers to a period of massive economic, technological, social, and cultural change which affected humans to such an extent that its often compared to the change from hunter-gathering to farming. At its simplest, a mainly agriculture-based world economy using manual labor was transformed into one of industry and manufacturing by machines. The precise dates are a subject for debate and vary by historian, but the 1760/80s to the 1830/40s are most common, with the developments beginning in Britain and then spreading to the rest of the world, including the United States. The Industrial Revolutions The term industrial revolution was used to describe the period before the 1830s, but modern historians increasingly call this period the first industrial revolution. This period was characterized by developments in textiles, iron, and steam (led by Britain) to differentiate it from a second revolution of the 1850s onwards, characterized by steel, electrics, and automobiles (led by the U.S. and Germany). What Changed Industrially and Economically The invention of steam power, which replaced horses and water, was used to power factories and transportation and allowed for deeper mining.The improvement of iron-making techniques allowing for vastly higher production levels and better material.The textile industry was transformed by new machines (such as the Spinning Jenny) and factories, allowing for much higher production at a lower cost.Better machine tools allowed for more and better machines.Developments in metallurgy and chemical production affected many industries.New and quicker transport networks were created thanks to first canals and then railways, allowing products and materials to be moved cheaper and more efficiently.The banking industry developed to meet the needs of entrepreneurs, providing finance opportunities that allowed the industries to expand.  The use of coal (and coal production) soared. Coal eventually replaced wood. As you can see, an awful lot of industries changed dramatically, but historians have to carefully untangle how each affected the other as everything triggered changes in the others, which triggered more changes in return. What Changed Socially and Culturally Rapid urbanization led to dense, cramped housing and living conditions, which spread disease, created vast new city-dwelling populations, and a new sort of social order that helped to establish a new way of life: New city and factory cultures affecting family and peer groups.Debates and laws regarding child labor, public health, and working conditions.Anti-technology groups, such as the Luddites. Causes of the Industrial Revolution The end of feudalism changed economic relationships (with feudalism used as a useful catch-all term and not a claim that there was classic-style feudalism in Europe at this point). More causes of the Industrial Revolution include: A higher population because of less disease and lower infant mortality, which allowed for a larger industrial workforce.The agricultural revolution freed people from the soil, allowing (or driving) them into cities and manufacturing, creating a larger industrial workforce.Proportionally large amounts of spare capital for investment.Inventions and the scientific revolution, allowing for new technology.Colonial trade networks.The presence of all the required resources located close together, which is why Britain was the first country to experience the industrial revolution.A general culture of hard work, taking risks, and developing ideas. Debates Evolution, not revolution? Historians such as J. Clapham and N. Craft have argued that there was a gradual evolution in industrial sectors, rather than a sudden revolution.How the revolution worked. Historians are still trying to pry apart the heavily interwoven developments, with some arguing that there were parallel developments in many industries and others arguing that some industries, usually cotton, surged and stimulated the others.Britain in the 18th century. The debate still rages over both why the industrial revolution began when it did and why it began in Britain.

Select one or more events to research and compare coverage of the Essay

Select one or more events to research and compare coverage of the event in a US news outlet and that of at least one other country - Essay Example In such a scenario what the media feeds the people plays a crucial role in their thinking and opinion. CNN a famous American based media channel reported about the issue. There is a difference between how the issue is portrayed by the media in Iran and America. The choice of words by CNN reporters portrays Iran as a rigid nation and is not cooperative when it comes to honoring the deal. The article states that Iran will only sign the deal ‘if sanction against Iran is lifted. On the other hand, a Middle East media channel known as The Jerusalem Post choice of words and style portrays America as untrustworthy and a dangerous nation when it comes to honoring deals. The article uses words such as ‘Iran not trusted to honor the deal by most in the US which portrays Americans as selfish and does not trust other people especially the Arabs easily. In both cases, it is clear that public relation technique is being applied. The agenda-setting theory is used in a case where the media manipulates how information is passed to the people in order to achieve an intended response. It is a common phenomenon in the democratic world today. Powerful politicians are who can pay more are portrayed as the most efficient politicians in comparison to other politicians. It all goes down to resources and political strategies applied (Carroll

Sales Management Essay Example | Topics and Well Written Essays - 1250 words - 3

Sales Management - Essay Example ales representative, it is importance for a sales manager to take note of the situation and take charge in order to avoid losing customers simply because of a sales representative’s behavior. (Churchill, 2000). There are some basic steps that the sales manager can take in order to convert the sales person’s behavior from inacceptable to acceptable. (Johnston, Churchill, Marshall, Ford, Walker, 2005). Some of such steps are discussed below. The first and the foremost concern of a sales manager should be to understand what a sales representative’s actual problem is. (Forsyth, 2002). He should investigate to know why the sales person is behaving in that particular way. He should talk to the sales rep in detail in order to understand the underlying causes of his behavior. (Churchill, 2000). These causes might be psychological (e.g. inferiority complex, frustration, prejudices and biases based on cultural, ethnic, racial, national, religious or other differences, etc.), emotional, or some other causes (e.g. if the employee has a grudge against a particular customer, or the customer’s attitude towards the sales rep is inappropriate, etc.) (Hughes, McKee, Singler, 1999). Once the sales manager has a good knowledge of the sales person’s problems, he can sit with the sales rep and try to work out an appropriate solution. (Schwartz, 2006). For example, if the sales person has lack of motivation, the sales manager can help him boost his morale through various motivational exercises and techniques. (Spiro, 2003). Or if the sales person has time management issues, he should try and instill such qualities in him. The manager should try and convince the sales person that the customer is the king and even if the customer is wrong, the sales person should be polite with him and should extend respect towards the customer at all times. (Honeycutt, Ford, Simintiras, 2003). The manager needs to empathetic and polite while discussing the issue with the sales rep so that his

Mark Twains The Adventures of Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays

Huckleberry Finn There may never be another novel written quite like Mark Twain's Huckleberry Finn. It combines adventure, suspense and comedy to create a most accurate account of the times. Huckleberry Finn warms the heart of the reader by placing an ignorant white boy by the name of Huckleberry Finn in some strange situations, having him tell his remarkable story the way it streams into his own eyes. Huckleberry Finn is nearly always confused on account of so many different kinds of people having such different impressions upon him; he turns to his own heart and intelligence for guidance. Huckleberry Finn has a heart of gold, and grows as a person throughout the story. Huckleberry Finn's setting jumps around to a number of different places. The beginning takes place in St. Petersburg, Missouri in around the 1840s, before the Civil War. Huckleberry lived in a very "sivilized" household; a rather prosperous one as well, with the Widow Douglas. It was a time of slavery, though throughout the entire novel there was very little said to put down African Americans. The characters in the book, as many as there were, were all created by Twain to respect and acknowledge the decency in their slaves. There are two main characters in Huckleberry Finn: Huckleberry Finn, and Jim, a runaway slave. Huckleberry Finn finds himself torn between his own judgement of helping Jim escape, and the people around him who support slavery in it's entirety. He is in a bad and dangerous situation while with Jim, because anyone might possibly think Jim a runaway "nigger" and turn him back in for the reward of cash, as well as clout for being honest. But Huck is a very bright and creative young man, and uses his intelligence to both his and Jim's advantages in order to save their lives, on more than one occasion. He is quite brilliant under pressure, as when encountered by two men looking for runaway "niggers". The men inquired about who else was with Huck. The men threatened to come closer and see, and Huck replied, "I wish you would, because it's pap that's there, and maybe you'd help me tow the raft ashore...He's sick..." and Huck let on that he needed the men's help, and that hi s "pap" was awful ill, and soon enough the men hollered, "Keep away, boy. Confound it, I just expected the wind has blown it to us.

Curriculum Development for Inclusive Practice Essay

Curriculum Development for inclusive practice Curriculum is defined as the following; a specific blueprint for learning that is derived from content and performance standards. Curriculum takes content and shapes it into a plan for effective teaching and learning. Thus, curriculum is more than a general framework, it is a specific plan with identified lessons in an appropriate form and sequence for directing teaching (Wiggins and McTighe, 1998). The word ‘curriculum’ is actually a Latin word for ‘racecourse’. Curriculum is the activities that learners will undertake to achieve their learning goals. The planning, learners experience and order in which it occurs are all part of the curriculum. There are a huge and vast amount of elements that help shape a curriculum. There are many different methods and approaches to the design and implementation of curriculum and a lot is dependant on the teachers’ approach of it. In the world of training, the curriculum can designed around the objectives of the clients specifications. Most of the time curriculum is based on the organisational needs of learning and objectives, for example, their curriculum. Approval from external agencies, for example, awarding bodies give approval for the qualification to be delivered. The awarding bodies supply the syllabus or guidance which gives the teacher the information and framework for delivery and assessment of the subject matter. External agencies may provide funding in some cases and in this instance the course will only be provided once the funding has been attained. Within the training in-house sector of teaching, it is normally the business and individual needs’ that sets the benchmark for the requirement of bespoke training courses. In house training/teaching cater for the needs of the staff and in the majority a lot of the courses attained by the learners do not lead to formal qualifications. In all of the above instances the organisation will supply the syllabus or course content to shape the curriculum. If the syllabus or course content is not available the teacher will have to develop their own based around the subject that has to be delivered. The aim of the teachers is to identify the learning needs, styles and the potential of the learners, this needs’ to be achieved at the prior to the start of the students learning. As an example of this a school’s curriculum comprises both statutory elements (including the National Curriculum, religious education and careers educations) and non statutory elements (priorities defined by the school). An area where there will be a significance of equality and diversity in the design of the curriculum would be children with multi-sensory impairments. One of the fundamental principles of the code of practice is that all children, including those with special educational needs should be offered full access to a broad, balanced and relevant education. This is what the national curriculum was designed to provide. Some children who are multi-sensory-impaired will follow the National Curriculum, usually with additional support. Others will follow a modified form of it. Still others will follow more specialised developmental curricula which will include teaching a child things that non-disabled children already know by the time they start school. Even children who follow the same curriculum as non-disabled peers, however, will usually need additional elements because of their sensory impairment. These may relate to: * mobility skills, communication, sensory development or other aspects specifically affected by deaf blindness * therapy needs – for example, physiotherapy * concepts usually learned incidentally – for example, the interpersonal and independence skills used at break or meal times All teachers modify the curriculum in order to meet the range of learning needs in their class. Children who are multi-sensory-impaired are likely to need the curriculum modified on an individual basis, because each child’s combination of hearing impairment, visual impairment, other disabilities and learning characteristics will be different. There are many models which affect the delivery of curriculum, way in which a teacher must attain the end result, should and could deliver to the learners. For example, the product model focuses hugely on the outcomes of a course. The product model is also referred to as the behavioural objectives model. An example could be of a first aid course, the teacher has to teach what must be taught in order to facilitate the learners to pass. Training in the workplace is very much honed to the product/behavioural model of curriculum development. The teacher focus predominantly on what must be taught rather than focusing on what should or could be taught The behavioural model of learning concentrates on the measurable outcome of curriculum. The advantages of the behavioural model are that there is normally a general statement of intent and this is hopefully ensuring avoidance of vagueness. The assessment process is actually more precise. The learning should be step by step and it should focus on the previously learned material. Ralph Tyler (1971) stated that there is a guideline for curriculum development that the interacting influences of organized scholarship, the learner, and society should provide the dominant source and influence for curriculum development. Tyler organized his model into four fundamental questions, which he stated should be answered when designing curriculum: 1. What are your curriculum aims and objectives? Which learning experiences meet these aims and objectives 3. How can these learning experiences be organised into a curriculum programme? 4. How can this programme be evaluated? The Tyler theory to date is the most influential model of all in preparation of curriculum, the needs of society at the time of development and the needs of the learner at the time of development should be imperative. The ever evolving social psychology of our society must be accounted for, exactly what are the educational purposes needing to be attained. The focus should be related to previous learning and experiences and after analyse the factors how is the curriculum design going to encompass and attain the objectives that may not have been reached previously. The philosophy of education will profoundly affect a student’s life. It is providing the foundations, the aspects of knowledge and social experiences are needed to improve learner’s futures. An example could be of training, the different settings and mutli-cultural workforce will have a variation on the curriculum. The curriculum will need to be designed in partnership with the employers, so a competency framework will be met. Aims and objectives will have to set within in the competency framework which over time changes with legislation and regulations. The learning experiences should organised into the curriculum and depth, complexity of the subject, ensuring that it covers all levels of learner’s attainment. Then course needs to be evaluated, how will the course be evaluated and the key objectives attained? Simplistically the Tyler theory in practice is the most fool proof design of curriculum. The curriculum can be subjective and open to interpretation. Needs analysis previous to design of curriculum is imperative, the findings should be summarised and should formulate part of the curriculum development documentation, which is practice is fantastic if you have the relevant information prior to course delivery. The world of training can be ad-hoc and trainers are not always privy to this information. However, the behavioural model approach has received criticism. One of the arguments against the behavioural model is that the ‘affective domain’ cannot be considered adequately in terms of specific behaviours. The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection, thus it cannot be assessed adequately and the behaviour model will discourage ‘creativity’ on the part of both learner and teacher. In the 1980’s behaviourism was superseded by the humanistic approach to curriculum design and implementation. The process model concentrates on course content, relevant knowledge and skills that can be learnt and applied. This model focuses on teacher’s activities, the conditions in which the learning takes place and the learner activities. An example could include when a person pays for their course of study. The learner would be getting the benefit of what ‘must’ and ‘should’ be covered as well as ‘what’ could be delivered. Stenhouse (1975) quoted the English dictionary when defining curriculum as ‘a course; especially a regular course of study as at school or university’. Most of the time the course design/curriculum is what the governing bodies have decided should be taught. The sets what exactly as teachers in advance what learning is going to be planned, achieved and what goals should be produced to the subjected being taught. Stenhouse challenged the view that teachers need to be objective in their view of curriculum, realistic even, to ensure that there is a balance between the ‘intentions and realities’ that the curriculum design will get the best outcomes for their students. He draws comparisons the process of curriculum as to a recipe in cookery, the recipe is followed and the result would be a dish. In theory this can be a tried and tested, for example, how to you know if the curriculum design has achieved all the education goals until the there is a evaluation at the end of the course? How many pass grades and how many failures. Like making a cake it doesn’t always rise the way you’d wished it to. Often when baking the ingredients need to be adjusted or the timings. In 2001, DDA (Disability Discrimination Act). was introduced, fortunately this means that teaching must always be inclusive, counting for the needs all of learners The curriculum must encompass best practice principles of equality and diversity in all areas. Equality of opportunity and provision means giving every student the same learning environment, and is an important element of schooling. Equality and diversity means giving students what is necessary to extend them to their full potential. Some may need additional tuition to bring them to the standard of the rest of the group, while others may need additional tuition to take them beyond the group because they are capable of further development and learning. It is imperative to ensure that all students are able to access the curriculum it is important to consider the curriculum content, as well as the teaching and learning practices used within a design. With regards to design of curriculum we have to attain why and what. The educational ideology such as the fundamental values, beliefs and assumptions this is extremely prevalent in the world of care, the format is normally set out by the governing bodies such as the Commission of Social Care Inspection. Normally the needs that the course must met are the needs set out by the governing body to attain the best level of care for Service Users. For the main part with training, cost analysis plays heavy, is the course a requirement under the recommendations that have been implemented by the governing body? Learners in this social care field are normally trying to achieve and meet performance criteria, the learning outcomes are normally behavioural as the learning is skill based. However the curriculum is not considered a complete entity and does not provide every opportunity relevant to qualifying as a health care worker. Ongoing learning will provide opportunities to evidence knowledge, skills, experience, values and ethics. Some of the methods used to deliver the curriculum are essential; others that are not are open to negotiation. A diversity of methods of learning is useful to meet the different learning styles of students. The main objective must be continuity for the learners’ and teachers alike. Coordinated Curriculum is very much relevant in the Social Care Sector. Coordinated curriculum is the method of linking different subjects/contents together. It establishes the links between the subjects for example in Social Care it would link the psychology, sociology, biology and practice together. Coordinated curriculum means that there is a greater emphasis on the total context in which teaching and learning take place. Realistically in Social Sector teachers/trainers will be using both product and process models. The process objective happens when you can’t tell in advance will exactly the student will learn advance, health and social can unmanageable in the fact that you are dealing with human beings (patients/service users) and they don’t always follow the curriculum recipe. Therefore, evaluation will be invaluable in ascertaining if effective learning has taken place. This should help identify any problems within the curriculum design, reflection on the needs of the organisation, the syllabus and learners. Evaluation is should be the process through which teachers judge the quality of their work, their own work and their students. Formative evaluations, which involve a continual stream of reflection and feedback, and allow the educator or student to continually adjust and improve their work while it’s ongoing. Traditionally, teachers have emphasized summative evaluations, where feedback is gathered only after instruction has been completed. Both strategies are necessary to provide for effective curriculum assessment and student education. A teacher’s skill in the classroom assessment is essential to the goal of student success. In evaluating the curriculum can only lead to a teachers continuing professional development in the Life long learning sector. If the evaluation and assessment of curriculum is to be meaningful, teachers must be able to relate their learning to their personal experience and practice. Kolb’s Learning Cycle, outlines the four stages involved in any successful learning experience. Learning is defined as a process in which experience is changed into knowledge. In turn, knowledge creates a foundation and opportunity for learning. In Kolb’s four-staged cycle, the individual reflects on experience and draws on conclusions, which can be used to influence future action. In this way, practice, reflection, theory and action become essential parts of professional development and therefore assist with the future of improving practice in inclusive curriculum design. After reading and studying the different models of curriculum, one can draw comparisons from the Ralph Tyler’s Basic Principles of Curriculum Instruction (1949). As a trainer clear definitive learning objectives are set out by the customer, the learning will hopefully be a useful experience to the candidate and will have a cumulative effect. Tyler’s model applies the importance of evaluating the curriculum and revising any aspects that do not prove to be effective. Thus the importance of continuing professional development, evaluation, assessment and reflection play heavy in the product model of curriculum. The other model used in training would be the process model by Laurence Stenhouse An introduction to Curriculum research and development (1975). Teachers or trainer have to have a high level of professionalism and competence in their specialist subject area. The content is defined in cognitive terms; the process is that the learner needs to go through to learn. As mentioned earlier in the assignment, Stenhouse draws comparison to making a cake and with the social care sector the same methodology can be used. If a candidate/learner has been taught to use a hoist but then drops the patient then this would question the realities and intentions of the curriculum. In conclusion, it is important that the teacher is always involved at all stages of any curriculum development and review. This will ensure that quality assurance happens at all stages of development. The teacher therefore can be positive that all parts of curriculum contains all the relevant information such as the course goal, aims and objectives, rationale, entry requirements, evaluation, assessment etc. Any curricula should ensure that schools/higher education programs must be delivered in the most effective and up to date manner as possible. In reviewing the subject of curriculum it should enable a teacher to reflect on addressing the identified needs of the students within the educational establishments or programmes. Curriculum should also provide a tool for examining the quality and completeness of the curriculum’s components for, example, instructional principles, functional knowledge, self-perceptions, attitudes, skills, and duration. Through constant analysis it will help to determine the degree of fidelity between the curriculum and its application in the classroom; and assess the impact of the curriculum on students’ knowledge, attitudes, and behaviour. As David Ausubel (1969) suggested the learning process should be approached like a mental journey! Geoff Petty quotes ‘We should seek a win-win curriculum that puts the needs of individuals on equal terms with economic and other factors’. The quote really say it all as we are purely developing curriculum with the main objective of imparting knowledge and skills on the learners of the future which will hopefully have a positive effect on the economy in the 21st century.

Unethical Practices For Business Success Essay - 1263 Words

We have heard the well-used phrase, â€Å"When in Rome, do as the Romans do,† and have applied it well as we travel among other countries and cultures, with great success. However, in business, it does not prove to be as much of a reliable phrase to live by. General practices of businesses can sometimes prove to be unethical, even though they are quite legal, or were simply unethical in their conduct and operations, with no remorse. Unethical practices by businesses have often been a catalyst in their demise. Hence, for business success, we might say, â€Å"When in business, practicing integrity is good business,† because if it is adhered to, it can be a recipe for success. According to an article, Unethical Rationalizations and Misconceptions, which was published by ethicsalarms.com, there are countless excuses and reasons people justify unethical practices, whether they are legal or illegal. Every form of excuse, â€Å"It’s done all the time,† to â€Å"It’s always been done this way,† to â€Å"Everybody accepts it,† to â€Å"Nobody’s complained before,† to â€Å"It’s too late to change now,† to â€Å"No harm, no foul,† to name a few. These justifications are clearly evident that the ABCDs of ethical decision-making have been bypassed. When operating a business, it is more profitable to consider every aspect of the outcome of the decisions that we make. We need to be aware of the facts of the entire situation. Who will it impact most and to what degree? How do I feel about the decision I am going to make?Show MoreRelatedIts a Good Business by Solomon1525 Words   |  7 PagesIt’s Good Business The author Robert Solomon argues that ethics has to an integral part with regard to business management. He does not believe that business management must include unethical or illegal methods to be able to succeed. 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