Freedom And Its Effect On Society - 1344 Words

Freedom comes in many different levels in our society with freedoms being tested and tried differently in various countries. The term ‘freedom’ as with many things can be interrupted in many different ways with different cultures and religious beliefs affecting what freedoms you may or may not have. we live in a society where we are lucky in that we are able to express our freedoms more widely than a lot of states can. Decisions like going to school or holiday is expressing our freedom without really realising as many children cannot go to school or be able to afford or even go on holiday. Even though sometimes we might be limited to our freedoms for example we might not be able to play our music as loud as we want to at home because the neighbours might complain (Andrews. G, Czajka. A, O’cain. A, Prokhovnik .R ,2015). But this is a negotiating in society we have to deal with in order for a society to work. In terms of political freedoms we have the right to vote and to choose our next government which is a fundamental freedom as it insures that our freedoms will still continue (Andrews. G, Czajka. A, O’cain. A, Prokhovnik .R,2015). Equality is concept which we should all value highly. Equality should mean that everyone should be fundamentally treated the same does not matter what gender, nationality, colour or sexual preference (Andrews. G, Czajka. A, O’cain. A, Prokhovnik .R ,2015). To protect our equality laws might have to be passed in order to sustain that everyoneShow MoreRelatedEssay Exploring John Mills Harm Principle1580 Words   |  7 Pages Freedom is a necessary principle to abide by in order for the human race to function. On the other hand, freedom can be taken advantage of, thus resulting in harmful consequences to those directly and indirectly involved. The article, â€Å"On Liberty† by John S. 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Ethnic Disadvantage Has Not Disappeared from the Labour Market Free Essays

string(88) " categorisation of them as dependent and deviant carries an implicit moral judgment’\." LUBS3001 Gender and Equality at Work in Comparative Perspective Ethnic disadvantage has not disappeared from the labour market despite legislation. What theoretical explanations have been put forward to explain why people from ethnic and racial minorities experience discrimination? Which do you consider to be the most helpful in explaining disadvantage in the labour market? Ethnic and racial discrimination in the workplace is a controversial topic, which has been researched and assessed thoroughly over the past years. Although the terms ‘ethnicity’ and ‘race’ are often talked about in union, they have different meanings and stem from different social contexts. We will write a custom essay sample on Ethnic Disadvantage Has Not Disappeared from the Labour Market or any similar topic only for you Order Now Race is an ideology with a particular concept in mind, and can be understood in various social and historical contexts, for example when slavery was prevalent and race was an important factor for distinguishing groups in society. Race can also refer to particular physical features someone may have, for example someone’s skin colour. Ethnicity on the other hand, relates more to groups of people who share significant, common beliefs that are part of their embedded culture, and usually passed down through their heritage. Race and ethnicity are key issues in the workplace because evidence shows that when analysing different measures of achievement in the workplace, such as unemployment rates, earnings and progression into higher levels of work, ethnic minorities are disadvantaged (Cabinet Office), and although the magnitude of these disadvantages are generally decreasing over time, it is still an un-resolved issue affecting millions of people every year. Although many theoretical explanations have been proposed regarding this ‘glass ceiling’ theory (The economist, 2009) in the workplace, it is important to recognise that many of these theories are linked, and therefore there is no one prevailing answer to resolve the issue. During this essay I will discuss the Underclass theories, with reference to Murray (1989) and Wilson, (1987) theories of discrimination and racism focusing on Macpherson’s concept of institutional racism (1999), and theories of ethnic diversity in relation to human and social capital, concluding with which theories I deem to be the most explanatory in reference to this topic. Evidence of ethnic disadvantage in the labour market is plentiful, with statistics covering multiple areas of the subject. In the TUC report of Youth, Unemployment and Ethnicity (2012) it shows that the unemployment rate for White people (male and females) is 20%, for Indian, Pakistani and Bangladeshi the figure increases to 29%, and for Black/African Caribbean the figure is more than twice than that for Whites, at 45%. However, when analysing this research it is important to recognise that these employment rates may be particularly high due to the economic recession around this time affecting the labour market, but the variation in figures amongst the groups is still apparent. Similarly, this research cannot be fully analysed as different ethnic groups have been grouped together, and between these ethnicities there are substantial variations with regards to employment. An example of this arises from statistics from the Labour Force Survey (1999), which show that the unemployment rate for Indians is closer to that of Whites than it is to Bangladeshis. In the Cabinet Office report of Ethnic minorities in the Labour market (2003), information states that ‘while ethnic minorities are disadvantaged on average, the labour market successes of the Indians and Chinese show that the old picture of White success and ethnic minority under-performance is now out of date’. Although this is extremely positive progress for Indians and Chinese, there is still much more to be done to further bridge the gap between other ethnic groups in the labour market. Statistics from the Labour Force Survey (1999) show White people had an unemployment rate of just 6%, Indians 8%, Pakistanis 16%, Black Africans 17%, and Bangladeshis 24%. It is evident that Bangladeshis have the highest rate of unemployment out of these ethnic groups, and one reason for this could be due to an English language barrier. If Bangladeshi parents are not fluent in English, then not only will it be considerably harder for them to find a job, but also this disadvantage will be passed down to their children when they attend school, therefore this particular weakness is transmitted over generations, and may be one explanation for the on-going trend of high unemployment levels. Statistics also show that different ethnic groups are more susceptible to be employed in particular areas of work. Rex and Tomlinson (1979) found that in Birmingham, ‘immigrants and employed predominantly in less attractive industries and in less rewarding jobs’, (Pilkington, 2003, p61) and evidence for this can be found in the National report by Green, Owen and Wilson (2005). Research from this report shows that in the UK on average, around 8% of all jobs are filled by ethnic minority employees, yet there are various different structural positions in the labour market. Ethnic minorities are under-represented in occupations such as managers and administration, with only 12. 7% occupying these types of jobs, compared to 15. 5% for Whites. Furthermore, ethnic minorities are over-represented in occupations such as sales, at a figure of 10. 5%, compared to 7. 4% for whites. As previously mentioned, one of the main reasons employees from ethnic minorities may work in lower skilled jobs could be due to insufficient language skills. In the National report it states that in London, where 28. 8% of the population are from ethnic minorities (Ethnic minorities, Information Centre Guide 2003), there are opportunities for people to learn English via English for Speakers of Other Languages (ESOL) provisions, however local studies in the area show this opportunity needs to be made even more accessible and on a wider scale for a positive impact to be made (Africa Educational Trust 2002). The Underclass thesis was first developed in the United States and later gained awareness in Britain due to an American journalist, Auletta in 1982. Auletta claimed that the underclass had ‘four distinct categories’, these comprising of the ‘passive poor’, ‘hostile street criminals’, ‘hustlers’ and ‘the traumatised drunks†¦and released mental patients’ (Pilkington, 2003, p52). Morris (1994) stated ‘Auletta’s categorisation of them as dependent and deviant carries an implicit moral judgment’. You read "Ethnic Disadvantage Has Not Disappeared from the Labour Market" in category "Essay examples" Although there are various definitions of the underclass, the majority of them share similar characteristics, these being unemployed by choice, dependent on welfare benefits, social exclusion, and links to crime and delinquency. It could be seen that by labelling such a diverse group as ‘the underclass’, whilst assuming they all possess these negative qualities would ultimately be extremely de-motivating, and may even result in a self-fulfilling prophecy (David Straker 2002-2012) If so, this may result in members of the underclass feeling hard work is not expected of them, resulting in little or o effort to strive for employment and integrate with society. The concept of the underclass is linked to social divisions based on gender and class, as well as race, making it a widespread topic with significance to various groups in society. Therefore, the explanations put forward for this thesis are fundamentally opposing. Conservative writers of the underclass place specific e mphasis on cultural factors, such as the surrounding environment a person has grown up in, resulting in deviant values and behaviour. On the other hand, liberal writers maintain that structural factors such as the way our society functions, result in an underclass forming due to insufficient opportunities and on-going racism. Two of the most influential accounts of the underclass that have been provided derive from Charles Murray (1984) and Wilson (1987). Murray believed a Black underclass developed in the late 1960s due to the ‘culture of the ghetto’. He claimed this shared culture amongst the Black community created lack of education and stunted employment opportunities. Evidence of this theory can be seen in the U. S. National Canter for Health Statistics (1970s), whereby statistics report more than 50% of black babies were conceived out of wedlock, an increase of more than 33% in the 1950s (The Atlantic, 1986). Murray states that these changes took place during economic expansion; therefore the reasoning for these statistics is the existence and availability of welfare benefits. Murray believed that whilst state benefits were available, there was no incentive for women to go to work, meaning when they had children these values of state dependency would be passed on and it would become the norm to be unemployed. One example of a state benefit for women was Aid to Families with Dependent Children (Social Welfare History, 1988) which provided single mothers with financial security, acting as a disincentive for both mothers and fathers, as it took away the pressure of having to provide for the family. Murray said ‘because poor, uneducated single teenaged mothers are in a bad position to raise children’ poverty and deviant values are transferred from parents to children, with the end result being a general lack of motivation and contribution to the labour force (Murray 1984). There has been considerable amount of criticism for Murray’s theory and it was generally rejected by most sociologists. One critic of the theory is Devine (1997) who argued ‘the value of AFDC benefits declined in the 1970s while the number of single parents were growing’. This would suggest there is a further underlying issue, other than welfare benefits, for the explanation of growth of unemployed single parent mothers. Morris (1994) also disputed that ‘young employed are one group in American society who have no claim to state support as of right’. Again, this would suggest that dependency on state benefits is not the main cause for unemployment amongst young people. Wilson criticised Murray’s theory by saying it ignored racial discrimination and did not account for deindustrialising, whereby there was a change from a goods-producing economy to a service-producing economy meaning people who did not possess the required skills were out of work. Wilson went on to provide a structural theory of the underclass, this being the major liberal response to Murray’s explanation. Although Wilson also acknowledged an urban underclass and agreed that their ‘behaviour contrasts sharply with that of mainstream America’ (Wilson 1987), he argued that it was because of the unfair structures of society and existing inequalities that caused lack of education and unemployment. Wilson also acknowledged that unemployment was linked to discrimination and stemmed as a result of economic changes. Racial discrimination in the rural South encouraged migration to inner cities in the North, however the situation was not aided as service work replaced the manufacturing industry, requiring skills that the majority of Black and Hispanic citizens had not acquired. Townsend (1991) agrees with Wilson’s structural theory, and concluded from his major study, Poverty in the UK (1979) that the underclass emerged due to government policies in the areas of trade unions, industry and taxation. Therefore it was due to the way that society was structured and designed which caused an underclass of unemployed, low-paid or prematurely retired workers. Although sociologists deemed Wilson’s theory as more credible that Murray’s, there is still substantial criticism on the matter. Fainstein (1992) argues that Wilson fails to recognise ‘the continuing significance of race’ which, for Black people, causes ‘segmentation into low wage employment’ (Pilkington, 2003, p55). Furthermore, Miles (1982) criticises both theories by stating that migrants have not developed a whole underclass they are just simply a ‘fraction’ of society (Sociology Central 2010). It would appear than in general the underclass theory is not the most valid explanation for inequality in the labour force as there is a lack of empirical evidence with regard to the cultural theory, and both the cultural and structural theories generalise all members of ethnic groups together, when in fact statistics vary hugely amongst individuals within these groups. Another major theory used to explain the position of ethnic minorities in the workforce is ‘institutional racism’, also referring to direct and indirect discrimination. Institutional discrimination is defined by Macpherson (1999) as ‘the collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture or ethnic origin’ (Pilkington, 2003, p85). Macpherson launched a police investigation into the murder of a Black teenager by five White youths, and through this inquiry concluded that all major British organisations are characterised by some form of institutional racism (Parliament UK, 2009). For Macpherson, this concept did not mean that all policies of institutions were intentionally racist; rather it arises through ‘social and cultural processes’ (Parekh 2000). The fact that institutional racism is said to stem from the occupational culture of the organisation is a major concern, as the culture of a company is usually embedded within the employees who share similar values and beliefs, and they tend to remain consistent over time. Although the Macpherson report has created new awareness regarding institutional racism (Solomas 1999), and remains to be a valid explanation for ethnic minority disadvantage in the labour market, it has also been critiqued for various reasons. One of the main critiques is that the concept is too ambiguous, with Pilkington (2001) referring to it as a ‘blunderbuss concept’. This is because the concept does not specifically refer to the different components within institutional racism. The term ‘institutional racism’ is rather broad, as it may contain elements of individual discriminatory behaviour and also direct intentional discrimination. Regardless of anti-discrimination legislation, for example The Race Relations Act (1965) intentional discrimination can still be found in some areas of the present labour force. Evidence of this type of discrimination can be seen through discrimination testing, whereby testers from different ethnic backgrounds both apply for the same job at the same time, using identical application forms. A study performed by Modood et al (1997) found one in five ethnic minority employees felt they had experienced racial discrimination, in the form of being refused a job due to racial or religious reasons, yet only one in twenty white employees felt they had every experienced any form of discrimination. This evidence may suggest that employees who have been faced with discrimination could be discouraged from future job opportunities. Ethnic minority groups may also be faced with indirect discrimination, whereby an organisation unintentionally discriminates against certain groups, for example an up-market clothing store may only employ people who fit certain appearance criteria. Combined, these various forms of discrimination in the labour force would be extremely detrimental to ethnic minority groups and appear to be one of the major contributors to patterns of employment amongst ethnic groups. Ethnic diversity and patterns of discrimination amongst ethnic minority groups can also, to an extent, be explained by patterns of inequality. Social capital can be seen as an important aspect of society, which may provide some explanation for the diversity amongst ethnic groups. Putnam (1995) defines social capital as ‘features of social life –networks, norms, and trust that enable participants to act together more effectively to pursue shared objectives’. Social policy is linked to all members of a community and the social networks, and social norms or values within our society. The fact that social policy is composed of shared customs within a society, would suggest that members of minority ethnic groups may not be part of this concept, as they are likely to have different values as their cultures and backgrounds will vary. This could result in ethnic minority groups feeling segregated from the local community, especially if they have not lived there for very long, and therefore have not yet integrated with neighbours or fellow citizens. The terms ‘social capital’ and more specifically, ‘bonding social capital’, are significant when discussing the labour force as they refer to networking with people and communicating through shared objectives. Nowadays, with high levels of competitiveness in the work force, it is extremely advantageous to have general networking links into different areas of the labour market, and often the phrase ‘It’s not what you know, but who you know’ is used. Employers will often create a workforce of people that they can trust, or at least someone who has come with a trust-worthy reference, perhaps suggested by a colleague. Therefore, if ethnic minority members do not share this same sense of social capital and appear to have few or no network connections, it will be harder for them to succeed in the labour force and ultimately could it have a significant effect on their employment status. This theory of social capital can also be linked to why less ethnic minority graduates are taken on by large firms after university, than Whites. Statistics provided by the Higher Education Statistics Agency from 2007-08 showed 66% of Whites found full-time or part-time employment within one year of graduation compared to 56. % for minority ethnic groups. Although the figure is not alarmingly higher, one reason for the difference could be due to social capital and networking advantages. Work experience completed throughout university years can often be acquired using contacts, and the majority of employees will consider the quality and amount of work experience endured before employing a graduate. Although this essay is primarily focused on ethnicity, it is also important to consider religion as a contributory factor for patterns of inequality in the labour force. Religion can often be a trigger for discriminatory behaviour, for example since the 9/11 terrorist attacks the term ‘Islamophobia’ was used more widely, this referring to fear of Muslims. Many types of religion are expressed using distinctive types of clothing, such as a turban, making it apparent to others what religion someone may be, which could lead to discrimination. Lindley (2002) compared employment and earnings across ethnic groups within five religious groups, and compared these results with that of Whites. Evidence was provided to show Muslims were substantially disadvantaged compared to other ethnic minorities, however other factors such as individual attitudes and levels of motivation may have also contributed to these statistics. Religion can also be linked to the previously mentioned topic of social capital, as members of a particular faith may choose to socialise only with people who share their same beliefs and values, which would affectively limit opportunities of bridging social capital in mainstream society. To conclude, with the aid of various legislation and trade unions, the positioning of ethnic minorities in the labour market has advanced over the past forty years. However, regardless of this improvement, discrimination in the workforce and ethnic penalties are still prominent. From examining theoretical explanations for the disadvantage of ethnic minorities in the labour force, it would seem that the answer lies within a number of different causes. Although some of the theories seem more plausible explanations than others, for example theories that recognise racial disadvantage along with the concept of ethnic diversity are more accepted than that of the underclass thesis, it is still important to acknowledge all of the theories, as individually they all provide possible explanations. There is not one possible reason for ethnic and racial disadvantage, more than it is due to a combination of factors such as discrimination in the workplace, economic restructuring overtime, and race, religion and ethnicity. Further aspects are also relevant to consider, such as historic patterns of migration and also class and gender. Various elements of these theories will be more applicable depending on the group in question, and it is also essential to recognise that within different ethnic groups, statistics vary considerably making it un-reliable to treat groups as one whole instead of addressing the individuals within. Bibliography Books BRADLEY, H. , HEALY, G. , FORSON, C and KAUL, P. 2007 Equal Opportunities Commission. Manchester. BRADLEY, H. , HEALY, G. , 2008 Ethnicity and Gender at Work. Inequalities, Careers and Employment Relations London: Palgrave Macmillan CHEUNG, S. Y, HEATH, A and SMITH, S. N, 2007 Unequal Chances: Ethnic Minorities in Western Labour Markets. Proceedings of the British Academy. Oxford: Oxford University Press CLARK, K. and DRINKWATER, S 2007 Ethnic minorities in the labour market: dynamics and diversity York: Joseph Rowntree Foundation. HOLDAWAY, S. and O’NEIL, M. (2007) ‘Where has all the racism gone? Views of racism in constabularies after Macpherson’. Ethnic and Racial Studies, 30, 3: 397-415. PILKINGTON, A. 003 Racial Disadvantage and Ethnic Diversity in Britain. Basingstoke: Palgrave Macmillan SHAH, P. , 2011 ‘Ethnic and religious diversity in Britain. Where are we going? ‘ in HEALY, G, KIRTON, G. , and NOON, M Equality, Inequalities and Diversity. Basingstoke: Palgrave Macmillan TOWNSEND, P, 1979 Poverty in the United Kingdom. Great Britain: University of California. Websites CABINET OFFICE. 2009. Ethnic mi norities and the Labour market Final report [online]. [Accessed 26 October 2012]. Available from: http://www. irr. org. uk/pdf/em_labour_market. pdf GORDAN, L. 1998. Aid to dependant children, the Legal history [online]. [Accessed 21 October 2012]. Available from: http://www. socialwelfarehistory. com/programs/aid-to-dependent-children-the-legal-history/ GREEN, A. OWEN, D. WILSON, R. 2005. Changing patterns of employment by ethnic groups and for migrant workers [online]. [Accessed 27 October 2012]. Available from: https://docs. google. com/viewer? a=vq=cache:KVKNA4lMHX4J:dera. ioe. ac. uk/6250/1/nat-changingpatternsofemploymenttechnicalreport-re-may2006. pdf+national+report+green+owen+wilsonhl=enpid=blsrcid=ADGEES HIGHER EDUCATION STATISICS AGENCY. 1993. [online]. ]Accessed 29 October 2012]. 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Available from: https://docs. google. com/viewer? a=vq=cache:zWnhexhVW8cJ:www. ons. gov. uk/ons/rel/lms/labour-market-tren ds–discontinued-/volume-110–no–12/the-new-ethnicity-classification-in-the-labour-force-survey. pd STAKER, D. 2002-2012. Self-Fulfilling Prophecy [online]. [Accessed 26 October 2012]. Available from: http://changingminds. org/explanations/theories/self-fulfilling_prophecy. htm THE NATIONAL ARCHIVES. [online]. [Accessed 21 October 2012]. Available from: www. legislation. gov. uk/ukpga/1976/74 TUC report. 2012. Youth, unemployment and ethnicity [online]. [Accessed 28 October 2012]. Available from: www. tuc. org. uk/economy/index. cfm? mins=364 WALL STREET JOURNAL. 1986. The Economist [online]. [Accessed 27 October 2012]. Available from: http://www. economist. com/node/13604240 Word count – 3201 How to cite Ethnic Disadvantage Has Not Disappeared from the Labour Market, Essay examples

Napoleon Argumentative Essay Example For Students

Napoleon Argumentative Essay World History Term paperNapoleon was one of the most influential people in the history of the world. He has affected people throughout the globe in many ways. He rose through the confusion of the French revolution to become Emperor of the French. His goal was to conquer all of Europe. Through out his lifetime he nearly succeeded in his goal. Napoleon was probably one of the greatest military leaders that ever lived. Napoleon Bonaparte, who is also known as the little Corsican†, was born on August 15,1769 in Ajaccio, Corsica. He was known as the â€Å"little Corsican† because of his height of 5 feet 2 inches. He had 7 brothers and sisters. His original name was Napoleone Buonaparte in Corsica but it became Napoleon Bonaparte in French. His parents were Carlo (Charles) Buonaparte (1746-1785) and Letizia Ramolino Buonaparte (1750-1836). His original nationality was Corsican-Italian. He hated the French. He thought they were oppressors of his native land. His father was a la wyer, and was also anti-French. One reason Napoleon may have been such a conqueror was he was raised in a family of radicals. When Napoleon was nine, his father sent him to a French military government school. He attended Brienne in Paris. While there, the French students teased him. Because of this, Napoleon started having dreams of personal glory and triumph. In 1784 to 1785, Napoleon attended Ecole, Militaire in Paris. That was the place where he received his military training. He studied to be an artillery man and an officer. He finished his training and joined the French army when he was 16 years old. Napoleon was a National Guard for Corsica until 1793 when Corsica declared independence. Napoleon and his family then fled to France. He was then assigned, as a captain, to an army that was approaching Toulon. Napoleon soon took over France. After the French monarchy was overthrown on August 10, 1792, Napoleon decided to make his move up in the ranks. After this, Napoleon started becoming a recognized officer. In 1792, Napoleon was prompted to the rank of captain. In 1793, he was chosen to direct the artillery against the siege in Toulon. He seized ground where he could get his guns in range of the British ships. Soon after Toulon fell, Napoleon was promoted to the rank of brigadier general. In 1795, he saved the revolutionary government by controlling a group of rioting citizens by using a famous technique of his. He loaded a bunch of pellets into a cannon and fired it at the crowd. Napoleon was made commander of the French army in Italy. He defeated four Austrian generals in succession, and each army he fought got bigger and bigger. This forced Austria and its allies to make peace with France. But after this, Napoleon was relieved of his command. He was poor and was suspected of treason. Napoleon had no friends. No one would have suspected what Napoleon would do next. In 1796, Napoleon was appointed to put down a revolt in Paris. He calmly took complete co ntrol of the situation. He had his men shoot all the rebels in the streets. The French government was saved, but they decided to form a new government called the Directory. Under the new government, Napoleon was made commander of the French army in Italy. During this campaign, the French realized how smart Napoleon was. He developed a tactic that worked very efficiently. He would cut the enemys army in to two parts, then throw all his force on one side before the other side could rejoin them. This method was extremely effective against the Sardinian troops, because he defeated them five times in 11 days. This made the King of Sardinia to try to make peace with France. Napoleon could not be stopped. He was a fast thinker who moved his troops extremely fast. Soon, instead of taking the defensive position, Napoleon started taking the offensive position and thus, he started his conquest of Europe. He started his attack on Austria. It was his first big campaign. During one attack, he sho wed his bravery by forcing his way across a burning bridge. After that his troops gave him the name Petit Caporal or in English Little Corporal. He then attacked the Austrians in Mantua. Austria sent troops there four times, and every time Napoleon crushed them. In 1797, he came within 80 miles of Vienna when Austria surrendered. Napoleon had won 14 pitched battles and 70 combats. He had made the rich lands he conquered feed and pay the French soldiers. Plus millions of francs were sent to France. This helped Frances poor economy tremendously. Napoleon negotiated a treaty called Campo Formio with Austria. Austria gave up Netherlands and Lombardy to France. Austria also recognized the Rhine as the eastern boundary of France. In return, France gave Austria most of the old Venetian Republic. When Napoleon returned to Paris, he received a huge welcome. He then began thinking of pursuing political power and military power. He wanted to become the next Alexander the Great, so he asked the Directory if he could take a large army to Egypt. That way he could conquer an empire that included Egypt, India, and other middle and Far East places. Napoleon came up with a neat idea to accomplish this. If he conquered Egypt, he could attack the Englishs route to India. He won the battle of the Pyramids in July 1798. But his fleet was destroyed at the Battle of the Nile in Aboukir Bay. So, Napoleon decided to invade Syria. The English and Turkish troops in Syria had held up against Napoleon. Napoleon then retreated to Egypt. Then later in July 1799, he defeated 10,000 Turks at Aboukir. He returned to France shortly after. Napoleon returned to find the Directory a mess. He, in his selfish way, saw this as the perfect time for self-advancement. Napoleon worked with Emmanuel Sieyes to overthrow the Directory, succeeding on 9 November 1799. Napoleon set up a government called the Consulate. He was the first of three consuls. About three years later the grateful French nation voted t o make him Consul for life. Everyone in France loved Napoleon at that time. Then he started increasing his power. Napoleon became known as Napoleon I, Emperor of the French, instead of General Bonaparte. He had complete political and military power in France. But alas, he still hadnt built up his great Eastern Empire. He wanted to recreate the empire Charlemagne was ruler of many years ago. The Austrians had been defeated at Marenegro. The German states and England were tired of fighting so they signed a peace treaty of Aimens in 1802. This was the first time since 1792 that France was at peace with the whole world. During the next 14 months of peace, Napoleon changed Europe greatly. He became president of the Italian Republic and reshaped Switzerland with France. He annexed Piedmont, Parma, and the island of Elba to France. Napoleon also reshaped a lot of France. He re-established the University of France, reformed the education system, and founded the Bank of France and the Legion of Honor. He also codified the Napoleonic Code: The first clear, compact statement of the French law. The Napoleonic Code has served as a base for legal systems around the world! Napoleons most lasting effect on France and much of the world was the set of civil laws that he instituted that still bears his name to this day. This code was so impressive that by 1960 over 70 different states either modeled their own laws after them or adopted them verbatim. The Code of Napoleon took the over 14,000 decrees that had been passed under the Revolutionary Government and simplified them into one unified set of laws. In 1803, war broke out again, this time between France and England. Russia, Austria and Sweden allied with Britain forming The Third Coalition against the French. Napoleon didnt have any trouble with this. He defeated Austria and Russia at Austerlitz on December 2, 1805. He crushed the Prussians at Pena and defeated more Russians at Friedland. He then created a peace treaty calle d the Peace of Tilsit that brought all of Europe to his feet. Napoleon had planned to invade England whom he called a nation of shopkeepers but the right moment never showed up. In preparation for that war, he sold Louisiana to the United States for $15 million dollars to raise funds for his wars. Englands navy, under the capable hands of Admiral Lord Horatio Nelson, crushed Napoleon’s sea power together wit the Spanish fleet at Trafalgar Cape on October 21, 1805. With his defeat at Trafalgar, Napoleon went back to the drawing board figure out how to defeat the British. Meanwhile back in France, the people allowed Napoleon to remove the Consulate and turn it into an empire. He decided to hand the throne down to his descendants. But he had no descendants. He ended his marriage to Josephine de Beauharnais in 1809 and remarried in 1810. He married Hapsburg Archduchess Marie Louise, who was the daughter of the Austrian emperor. Well, he got what he wanted, a son. He named his son King of Rome. Napoleon had also made all the rulers of his kingdom either family members or good friends. This made him very secure. He wiped out most of the German states, which totally dissolved what was left of the Holy Roman Empire. By this time, he was the ruler of a huge empire. He had over 42 million people at his control. A short time after napoleon’s victory at the Battle of Austerlitz, Napoleon finally defeated both the Austrian and the Prussian forces. Austria was defeated at Wagram and began to withdraw from their territories in France. After that, Napoleon eliminated the Prussians after he had defeated them at the battle of Jena-Auerstadt. Then, he annexed Prussia to his huge empire and stripped it of its dominions. Napoleon had goals for improving education in France. After coming to power he discovered he did not have enough trained personnel to administer his empire. This included architects, engineers, and scientists. Additionally he viewed education as a me ans of teaching the masses with the right principles. This meant removing education from the control of the church and placing it under state control. (This was something the Revolution had only partially done.) That being said, he expected two things from the schools. First was the training of middle-class boys to be civil and military leaders. Secondly, he wanted the educational system to be absolutely uniform. He wanted to be able to pull his watch out of his pocket at any time and tell what was going on at any school. . By 1812, it was estimated that only one child in eight was enrolled in a primary school. The institutes of higher learning had a large percentage of its students in professional studies, with almost 30% studying medicine or science. However, the difficulty of finding subordinates with the technical training to execute his industrial and engineering projects, and the bent of his own genius, led Napoleon to emphasize the training of the scientist as equally importa nt with the training of the scholar, and his efforts helped to make France the home of scientific thought in the early years of the nineteenth century. As an indoctrinating tool, it was more successful. In the latter years of the Empire, when manpower became scarce, French teenagers on the whole, responded to the call to arms even after almost twenty years of continual warfare. In 1807, Napoleon reached an agreement with the Russians after the Battle of Friedland, which was a bloody battle. However, Russia did not lose any of its territories and agreed to cooperate with Napoleon in the future. After a series of military victories, Bonaparte finally defeated the Holy Roman Empire that existed since 926 A. D. In1812, Napoleon began his fatal Russian campaign, a landmark in the history of the destructive potential of warfare. Virtually all of continental Europe was under his control, and the invasion of Russia was an attempt to force Czar Alexander I to submit once again to the terms o f a treaty that Napoleon had imposed upon him four years earlier. Having gathered nearly half a million soldiers, from France as well as all of the vassal states of Europe, Napoleon entered Russia at the head of the largest army ever seen. The Russians, under Marshal Kutuzov, could not realistically hope to defeat him in a direct confrontation. Instead, they begin a defensive campaign of strategic retreat, devastating the land as they fell back and harassing the flanks of the French. As the summer wore on, Napoleons massive supply lines were stretched ever thinner, and his force began to decline. By September, without having engaged in a single pitched battle, the French Army had been reduced by more than two thirds from fatigue, hunger, and raids by Russian forces. Nonetheless, it was clear that unless the Russians engaged the French Army in a major battle, Moscow would be Napoleons in a matter of weeks. The Czar insisted upon an engagement, and on September 7, with winter closing in and the French army only 70 miles (110 km) from the city, the two armies met at Borodino Field. By the end of the day, 108,000 men had diedbut neither side had gained a decisive victory. Kutuzov realized that any further defense of the city would be senseless, and he withdrew his forces, prompting the citizens of Moscow to begin a massive and panicked exodus. When Napoleons army arrived on September 14, they found a city depopulated and short of supplies, a major comfort in the face of the oncoming winter. To make matters worse, fires broke out in the city that night, and by the next day, the French were lacking shelter as well. After waiting in vain for Alexander to offer to negotiate, Napoleon ordered his troops to begin the march home. As the south route was blocked by Kutuzovs forces (and the French were in no shape for a battle) the retreat retraced the long, devastated route of the invasion. Having waited until mid-October to depart, the exhausted French army found itself i n the middle of an early and cold winter. Temperatures soon dropped well below freezing, food was hard to get, and the march was five hundred miles. Ten thousand men survived. The campaign ensured Napoleons downfall and Russias status as a leading power in post-Napoleonic Europe. Yet even as Russia emerged more powerful than ever from the Napoleonic era, its internal tensions began to increase. Budgetary Slack As A Management Control Mechanism Accounting Essay By the 23rd of June 1812, all the troops had taken their positions. Napoleons main army was between Kovno and Pilviszki. Eugenes army was around Kalvaria. Jerome with his VII Corps was near Novrogod. Macdonald with X Corps was at Tilsit. Swarzenbergs Austrians were near Siedlice. All of these forces totaled up to 499,000 men, with 1146 guns. At the time, Russians had an army of 183,000 men and 15,000 Cossacks with 938 guns. Napoleons main army reached Kovno after crossing the river Niemen between June 24-25 1812. At the same time, Macdonald went over Niemen at Tilsit, eighty miles downstream. Jerome did not cross Neimen until the June 30th at Grodno. Napoleon established headquarters at Kovno and remained in that town for three days. Until Kovno, everything had gone according to the plans, but the following days were to reveal much tougher challenges in terms of climate and road quality. After the Russian incident, Napoleons empire fell apart. England, Russia, Prussia, and Austria allied together to fight the French. On June 13, 1813, Czar Alexander I, the head of the Russians, joined the Prussians and thus, the War of Liberation started. Lucky for Napoleon, he defeated the Russian and Prussian armies in Lutzen and Bautzen. In a three-day battle at Leipzig, also known as the Battle of the Nations, the French were outnumbered in every way. The French had to retreat. Then on March 30, 1814 the allies captured Paris. Even Napoleons generals realized it was a lost fight and gave up. Napoleon was forced to give up the throne on April 6, 1814. Napoleon was exiled from France. He took a few soldiers to his new empire, the small island of Elba, a small island within sight of Corsica. He was allowed to keep his title of emperor and promised to pay two million francs every year to France. After Napoleon’s Exile, European leaders quarreled upon the division of spoils of Napoleon’s empire. The work of deciding the fate of Europe was done at the Congress of Vienna. The congress was hosted by Austria and presided over by Prince Klemens von Metternich, the guiding genius of the conference. Meanwhile, Napoleon has been in Elba for 10 months and in the midst of the squabbles of the quarreling Congress, he had escaped from the island set forth back to France. In conclusion, Napoleon Bonaparte has been a great military genius. He was one of the most powerful people, in my opinion, that I have ever read about. I have learned many things about warfare, strategic importance, and power while doing this paper. French history seemed very interesting to me. I will look forward to doing more history papers about the French. History

Verbal Aggression Essay Example For Students

Verbal Aggression Essay Verbal aggression is message behavior which attacks a person’s self-concept in order to deliver psychological pain.(Infante, 1995) Studies of verbal aggression have focused primarily on children and adolescents in educational and social settings. Very few studies were found to examine verbal aggression in adults in the workplace.(Ebbesen, Duncan, Konecni, 1974) The consequences of verbal aggression in the workplace can lead to social isolation, job related stress, health related problems, as well as problems in career advancement. It therefore should be considered important, for the individual and management, to identify and address the causes of verbal aggression. This program attempts to understand verbal aggression by 1) identifying the various functions of verbal aggression. We will write a custom essay on Verbal Aggression specifically for you for only $16.38 $13.9/page Order now 2) identifying the antecedent conditions of verbal aggression. 3) Avoiding the antecedent conditions of verbal aggression. Method Subject The subject, Shirley J., is a 49 year old African American female. Shirley J. has several advanced degrees and is employed as a school psychologist in a metropolitan school district. She is married with two adult children. The subject readily agreed that the target behavior, verbal aggression, is a problem as it interferes with her relationships with others. She was enthusiastic in her desire to reduce, if not eliminate, this behavior. It would seem that self-monitoring for verbal aggression and antecedent control would be valuable as it would allow for consistent avoidance of verbal aggression. As a school psychologist the subject was very familiar with the basic principles of applied behavioral analysis and frequently offered programmatic suggestions. A behavioral contract was developed jointly between the therapist and subject. The contract outlined the target behavior, success criteria, and individual responsibilities of the therapist and subject. (see Appendix A) Apparatus A basic checklist was used to document the frequency of verbal aggression on a daily basis. The checklist was designed to track only the occurrence of the behavior. It was felt by the therapist that the content of the verbally aggressive message would be too open for subjective interpretation and that no meaningful data would be gained from such documentation. In addition the subject made frequent comments of significant success or failure in avoiding verbal aggression for discussion with the therapist. The weekly discussions were used to evaluate the appropriateness of the procedures used and make any necessary adjustments to the program. Procedure For the first two weeks of the program no intervention was applied. Given that the subject self-reported that verbal aggression was a problem it was important to determine if the frequency of the behavior merited intervention. Therefore, the subject documented the daily frequency of verbal aggression. The results of the baseline period revealed a high rate of verbal aggression. (see Appendix B) Given the results of the baseline data as well as the demanding, often stressful, nature of the subjects job, it was mutually agreed that reducing verbal aggression would be the focus of the program. Verbal aggression was defined as cursing, yelling, and screaming at others. The agreed upon goals of the program was to decrease verbal aggression by 75% of baseline for four consecutive weeks. Treatment would consist of identifying and avoiding the antecedent conditions to verbal aggression. Avoidance of the antecedents is considered less restrictive, more proactive, and most effective. During the initial consultation it was determined that the antecedent conditions included, but was not limited to: work stress, time of day, verbal behavior of others (ie. tone of voice, inflection of voice and content of conversation, etc.), and non- verbal behavior of others (ie. facial expression, body posture, eye contact, etc.). In addition, the subject was required to self monitor for the following antecedents: clenched fists, tight jaw, rapid heart beat, and the emotions of anger, frustration and disappointment. Lastly, it was suggested by Infante (1995) that appropriate strategy must be taken to prevent verbal aggression from escalating. Successful avoidance of the antecedent conditions consisted of removing oneself from stressful situations, when possible, as well as not responding verbally when provoked. Weekly consultation revealed that verbal aggression was most often used to: 1) Escape demand situations. .u3d274c5dfb4f8c663810612a96ee12c2 , .u3d274c5dfb4f8c663810612a96ee12c2 .postImageUrl , .u3d274c5dfb4f8c663810612a96ee12c2 .centered-text-area { min-height: 80px; position: relative; } .u3d274c5dfb4f8c663810612a96ee12c2 , .u3d274c5dfb4f8c663810612a96ee12c2:hover , .u3d274c5dfb4f8c663810612a96ee12c2:visited , .u3d274c5dfb4f8c663810612a96ee12c2:active { border:0!important; } .u3d274c5dfb4f8c663810612a96ee12c2 .clearfix:after { content: ""; display: table; clear: both; } .u3d274c5dfb4f8c663810612a96ee12c2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3d274c5dfb4f8c663810612a96ee12c2:active , .u3d274c5dfb4f8c663810612a96ee12c2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3d274c5dfb4f8c663810612a96ee12c2 .centered-text-area { width: 100%; position: relative ; } .u3d274c5dfb4f8c663810612a96ee12c2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3d274c5dfb4f8c663810612a96ee12c2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3d274c5dfb4f8c663810612a96ee12c2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3d274c5dfb4f8c663810612a96ee12c2:hover .ctaButton { background-color: #34495E!important; } .u3d274c5dfb4f8c663810612a96ee12c2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3d274c5dfb4f8c663810612a96ee12c2 .u3d274c5dfb4f8c663810612a96ee12c2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3d274c5dfb4f8c663810612a96ee12c2:after { content: ""; display: block; clear: both; } READ: Lock harts Lament Paper Essay 2) Avoid demand situations. 3) Relieve job stress. The subject was to document the frequency of verbal aggression and record the circumstances of significant success or failure during the

Davids Depiction of The Death of Marat Essays

Davids Depiction of The Death of Marat Essays Davids Depiction of The Death of Marat Paper Davids Depiction of The Death of Marat Paper During the late eighteenth century French citizens were deep into fighting for a republic. Problems began when, the third estate started to fight for a horizontal form of government instead of the vertical monarchy that was taking place. To overthrow the monarchy the third estate formed the National Assembly and announced the end of feudalism and serfdom in France. But as the revolution progressed, different factions arose within the National Convention. Jean- Paul Marat, a popular newspaper publisher during the Revolution, was a representative of the Mountain faction in Pariss National Convention. The Mountain Faction represented a completely horizontal government. However, a popular bourgeois group, the Girondians, wanted a decentralized form of government in which various provinces or departments would determine their own affairs. The Girondians wanted this type of government to defend their principles of property and economic freedom. After the National Convention, Marat became disliked by the Girondians because of their opposing view points. He was especially detested by an educated Girondian woman named Marie- Anne Charlotte Corday. She believed Marat was the biggest problem of the Revolution because of the material printed in his newspaper. Corday loathed Marat and his viewpoints so much, stabbed and killed him with a kitchen knife. Marats death was a shock to France and especially to Jacques- Louis David, another political leader and reprehensive of Paris during the National Convention. David, also a prominent artist, was assigned to paint a commemoration of Marats death. The characteristics of Davids painting give Marat a religious pathos by making him appear to be a saint-like martyr. The objects in the painting suggest Marats revolutionary ethos. By painting the Marat i son dernier soupir, David also made a political statement to defile the Girondians. Various components of the painting symbolize Marat as having a religious pathos making him appear saint-like. In the Catholic society, saints are seen as superior figures in society that the community is meant to respect and emulate. During the French Revolution, Christianity was abolished making it impossible for Marat to be a saint. However, David depicted Marat as being saint-like so that the third estate would see him as a respectful leader that should be praised. David used a religious pathos to make a beneficial political statement about Marat. The painting has a lot of open space. Marats face the focal point, because it is the first object to appear out of the painting. The light and the expression on his face make him look calm and peaceful. Even though he has just been stabbed, his tranquil face makes him appear saintly because he has no fear of death. Marat has died for a noble cause. The painting also has a small spectrum of colors consisting mostly of white and brown tones. Marats body is pale and covered in white sheets, but the background of the painting is mostly dark tones which contrast with Marats body. This affect makes Marat become even more prominent in the painting. The white sheets around his body and on his head give Marat purity. The sheets make him appear more divine and glorify his death, because they suggest that Marat was an excellent leader that thought about the benefit of the Revolution before anything else. In Davids painting Marat appears to meet all of the requirements to being a saint. Marat is venerable because he is surrounded by the work of the Revolution in the painting. Marat was very heroic to be leading the people to a republic, because with so many different view points in the Revolution he, consequently, formed many enemies. In the painting, Marat also appears to have a miracle attributed to him. He has the light shinning down upon him, making him look angelic. Marat helped France to become a horizontal government which is a miracle because he gave people freedom and the ability to have control over their own country. Lastly, Marat is a martyr because he died for the Revolution. This is displayed as the deep gouge on Marats chest and the blood in the painting. Marat died for the Revolution and became one of its immortal icons. Through the symbolism in the painting Marat is displayed as being saintly. The few objects in the painting, the box, writing utensil, and letter, are very symbolic and important objects because they depict Marats a revolutionary ethos. The use of space in the painting is very simple. Marat is only surrounded by a few belongings which David wanted Marat to be associated with. The box that Marat has his paperwork on is directly in front of the green cloth that covers Marats bath. This makes the light brown box that Marat has his work on become very prominent. By doing this the box looks very sturdy and unbreakable. This is symbolic for Marats dedication to the Revolution. The box shows that Marat was always working for the revolution even when he was sick and forced to stay in his bath. The writing utensil in his right hand is extremely noticeable, despite its shady surroundings. Even the letter in his left hand and the papers under his arm are accentuated to stress the seriousness of Marats work. David wanted the audience to be able to see the physical state of Marat when he was assassinated. Even though various items that were really in the room where left out of the painting, David wanted the community to associate Marat with the work and dedication of the Revolution. David also wanted Marat to be remembered by these objects because they make him appear as though his life was devoted to the revolution. By adding remnants of Corday and by using specific coloring and lighting, David made a political statement to degrade the Girondians. David wanted to defile the Girondians in his painting because of their opposing viewpoints and because they killed Marat. The darkness in the painting is associated with the Girondians. Most of the canvas of the painting has been painted in darker tons. Where there are darker tons of colors, there are also ruminants of how Corday killed Marat. The knife Corday used to stab Marat is placed on the dark floor. The knife is also very hard to see itself. Even Marats chest, where he was stabbed, is darker than the rest of his body. Because she was a Girondians, Corday thought she was serving France by killing Marat, but the painting expresses how even though Marat was killed, the other leaders of the Mountain faction would continue to support and enforce his ideas. David was telling his audience that the Girondians would never be successful in winning the Revolution because the will of Marats followers was greater than the Girondians could ever be. The uneven parts of the lighting on the top of the canvas suggest betrayal by Corday against the Revolution, because Corday tainted the community by killing one of its popular leaders. Marat represents the light colors which are pure and good, while Corday represents the dark colors that could possibly ruin the French Revolution and all it stands for. David knew that his painting would be displayed in public, which gave him great power to persuade the ideas of the community. Because of the influence he had, David depicted Marat as having a revolutionary ethos. In his painting, Marat i son dernier soupiralso, David also gives Marat a religious pathos because it makes him appear like a saintly martyr that died for the revolution. David makes a political statement against the Girondians and Corday. During the turmoil of the Revolution, the Girondians were a faction from the National Assembly. They were a bourgeois group that wanted to protect their property and economic freedom. However, the Mountain faction favored and fought for equal sovereignty between classes. After many years of fighting the Mountain faction dominated and France became a Republic. Amongst all of the chaos, Marats death helped the third estate fight for their equality and to overthrow the monarchy.

Procure the Perfect Length for Your CV

Procure the Perfect Length for Your CV Procure the Perfect Length for Your CV Achieving the perfect length for your curriculum vitae (CV) can be highly confusing. A quick Internet search reveals that the perfect length should be anywhere between two to 20 pages (not a lot of help). While around five pages is a generally accepted length, ultimately your CV is relative to your experience and the job to which you’re applying. Here are some tips: Know Yourself Take time to evaluate your experience. If youve just been graduated, you’ll have less background and work history and your CV will be shorter. That’s to be expected. Also consider how much experience you have that’s related to the particular job for which you’re applying. If youve done a lot of volunteer work that relates to the position, your CV will be longer. Consider the experience your recruiter wants to see. Know Your Audience Determine what your recruiter/potential employer desires from a candidate. This will give you a better idea for the CV length. A position in academia will call for an extensive CV (often including all relevant research and publications). An entry-level position at a manufacturing company will not require as much information as one in academia. The key here is to balance what the recruiter wants to see with what you have to show. Give enough information for the employer to request an in-person interview. Don’t overwhelm him or her with information worthy of a novel. Consult The Experts If you’re still confused about the length of your CV, consider getting help from professionals who offer CV writing services. They’ll know the ideal length for someone in your field. can help you with length or write your CV for you.

Make Good CV Essay Example | Topics and Well Written Essays - 500 words

Make Good CV - Essay Example To work in an organization where I will be more of an asset, while developing my career in management, and utilizing my experience in organizing people and coordinating organizational processes to completion The main activity included coordinating various departments in order to ensure that all worked in line with the strategic plan. It also included scheduling of hot tapping/ cold tapping activities between Aramco and contractor as well as management of all piping related activities from piping fabrication, installation and pipe stringing and hydro testing. Planning and coordinating the installation and erection of pipe racks, scraper launchers and receiver including all, associated piping works. It also involved coordinating the Installation of the scrapers for both launcher and receiver including its accessories and appurtenances Overseeing the installation of the flow lines coming from well head to headers lines (drain line header, test line header and production line headers for both Arab C oil and Arab D oil) including MOV’S

The Social Factors Influencing Consumer Decision Essay - 1

The Social Factors Influencing Consumer Decision - Essay Example Similarly, the purchase situation also has an impact upon the consumer decision making procedure (South-Western College Publishing, 1997). Hereby, the main objective of the report is to critically discuss the role of internet upon the five stages of consumer decision making process and how internet assists the consumers in their ultimate decision regarding purchase. The first step of the consumer decision making process prompts all succeeding activities. The consumer is bound to fill the gap that exists between the actual state and the desired state when the person’s threshold regarding the problem awareness is reached. It is the external as well as the internal factors that assist in triggering the problem recognition in such cases. In traditional markets, conventional marketing communication increases the demand by means of conventional media such as advertisements made on the television. However, the internet as a medium tends to be comparatively new and therefore novel forms of communication is required. Computer-mediated environments facilitate recognition of the individual needs (Amazon, 2012). In the context of consumer problem recognition, it becomes quite significant for the internet marketers to acquire the consumers in the initial stage. The marketers with the assistance of the databases related to the consumer information are in a good position to identify and predict the requirements of the customer. Amazon.com can be considered as one of the good examples of online business that intends to narrow the service gaps so that the customers demand can be satisfied. When the consumer begins to shop at Amazon’s online store, Amazon tends to comprehend their expectations.

Exclusionary Rule Evaluation Essay Example for Free

Exclusionary Rule Evaluation Essay The Exclusionary Rule was designed to exclude evidence obtained in violation of a criminal defendant’s Fourth Amendment rights. The Fourth Amendment protects against unreasonable search and seizures by law enforcement personnel. If the search of a criminal suspect is searched unreasonable, the evidence obtained in the search will be excluded from trial. The Exclusionary Rule is a court made rule it is not in any of the statutes, it was not created by the Legislative bodies but rather by the United States Supreme Court. The Exclusionary Rule applies to the federal courts by virtue of the Fourth Amendment. Police misconduct plays a key role the rule and if there wasn’t misconduct within our police department the Exclusionary Rule would not exist today. The Fourth Amendment and the Exclusionary Rule go hand in hand; the 4th Amendment protects us from unreasonable (illegal) search and seizures and if there is evidence steaming from a violation of the 4th Amendment then that evidence ikest thrown completely out of the trial. The rule mostly is there tas the enforcer on the government, the Exclusionary Rule was introduced by the Supreme Court in 1914 from the case Weeks v. United States. I think that the rule does not need to be abolished because the government should be held accountable for their actions; even though the government is a system divided. I think that we the people are held accountable in the court of law then it is only right they are too. Have you ever taken a leap in good faith? Well, the Exclusionary Rule has a good faith exception And it provides that when an honest mistake is made during the course of a search and seizure any subsequently obtained evidence will be considered admissible. (Worrall, 2012) I think some things could be updated not only in the criminal justice system but the Constitution and statutes. The judges are given absolute immunity protecting them from any of their decisions and the prosecutors are given qualified ammunity References www.findlaw.com www.studymode.com Criminal Procedure John Worrall, (2012)

Give Children the Vote? I Vote No Essay -- Essay Critique Children Vot

Give Children the Vote? â€Å"What I suggest is that children be allowed to grow into their own right to vote at whatever rate suits them individually,† argues Vita Wallace as her major claim in the essay â€Å"Give children the vote† (1998, p.147). This is a thoughtful argument by Wallace, but I disagree with it. In this essay, Wallace presents her opinion, but the major claim could also be presented as a fact, judgment, or policy (McFadden, 2003). Throughout the essay, I see the interesting approach Wallace takes to try convince the audience. In my opinion she is unsuccessful. Wallace’s major claim, giving children the vote, is a good one and something many kids cringe about these days. She presents this argument in defense of kids, including herself, which she feels are being discriminated against. Wallace was home schooled, so she believes children should not be punished for choosing not to attend school. She continues saying, â€Å"Learning about discriminatory laws preventing high school dropouts from getting their driver’s licenses†¦Ã¢â‚¬  (1998, p.145) made her think about the unfair treatment of kids. Realizing all the rights children miss out on, Wallace focuses on the right to vote. She was 16 when she wrote this essay and feels ready to vote. In fact she states, â€Å"I think I would not have voted until I was eight or nine, but perhaps if I had known I could vote I would have taken an interest sooner† (1998, p.147). The qualifiers also play a big role in â€Å"Give children the vote.† A qualifier is a word or two that modifies the claim (McFadden, 2003). Wallace does a good job with the qualifiers, and makes the claim stand out a little better. Wallace’s major claim, again, is children should have the right to vote. But ... ...-election depends on the well-being of the voters† (1998, p.146). Here, again, she uses a statement that has no evidence and more importantly, doesn’t even focus on the issue of kids voting. Wallace has worthwhile ideas, but I believe she needs to develop her research methods and legitimate arguments. Unfortunately, she uses her own examples, reasoning, and analysis to argue for the claim to allow kids to vote. Credible sources or harder evidence might be more useful in Wallace’s case. References Clark, I. L. (1998). The genre of argument. Boston: Thompson-Heinle McFadden, J. (Sept. 12 & 14, 2003). The toulmin method: From classical logic to modern argumentation. Lecture. Buena Vista University. Storm Lake, IA. Wallace, V. (1998). â€Å"Give children the vote.† The genre of argument. Ed. Irene L. Clark. Boston: Thompson-Heinle. p.145-48

Forest School/Reggio Emilia Essay

The forest school approach embraces the outdoors as a learning environment for children to explore. It first originated in Denmark and was introduced to the UK in the 1950’s. This approach is important as it helps to raise a child’s self-esteem, confidence and also enable problem solving. Forest school provides a challenging environment for children as it allows children to take risks and accomplish various tasks using their own inactive and problem solving skills. Whereas the natural world provides them with different opportunities that they may not have experienced before. Forest school is an outdoor education for children where they are permitted to visit local forests and woodland areas where children are given a range of opportunities for learning from hands on experiences; increasing their understanding of the world. The outdoor environment of forest school helps to support children’s development and learning by helping children who struggle within a classroom environment, for example: some children who struggle with maths may find that numbers don’t make sense on paper therefore finding it hard to solve mathematical problems. However, by using an outdoor environment a practitioner may ask a child to go find ‘6 bugs and 8 leaves’ where a child could use those natural items as visual aids for interpreting, calculating and solving mathematical problems. Forest school benefits children in a number of ways, for example: the outdoor environment of forest school, helps children build their self-esteem and independence as well as enhancing a child’s personal and social skills as it allows children the time and space to explore the outdoors in order to develop their own interests. On the other hand, some children don’t like the outdoor nature environment for example: some children don’t like to get dirty and generally may not like the great deal of exposure when it comes to the outdoors. Therefore a practitioner has to be careful how to introduce the forest school curriculum to the child; starting off small and taking it step by step giving that child support, reassurance and the confidence to feel comfortable in an outdoor environment. Forest schools are led by the child’s interests, allowing them to investigate, which encourages children’s curiosity and exploration using all of their senses, empowering children in the natural environment and their overall holistic development. Forest school empowers as it is led by the child’s interests meaning as practitioners must listen to children attentively and by engaging with children asking them to express their opinions and their participation in decisions which guides them to find their own voices and understand their own strengths. Reggio Emilia The Reggio Emilia approach is a signature educational philosophy which mainly focuses on preschool education; this is one of many preschool programs around the world. The Reggio Emilia approach centres its philosophy on the ‘unique child’ featured in the EYFS framework by which, this method of teaching is to focus on the nature of the child’s development by displaying a link that they share with the natural environment. This approach is bases upon a set of principles: ‘children must have some control over the direction of their learning’, ‘children must be able to learn through experiences of touching, moving, listening, seeing and hearing’, ‘children have a relationship with other children and with material items in the world that children must be allowed to explore’ and ‘children must have endless ways and opportunities to express themselves’. Therefore, the Reggio Emilia approach centres its attention on a child centred approach; this is where children have the ability to choose what they want to do or play with rather than the practitioner choosing for them. A child centred approach is important because, if a child has an option to choose what they want to do, they will be able to process information more efficiently through the motivation of play, and how much time they have to explore by themselves. The EYFS declares that â€Å"children learn though actively investigating the world around them. † Therefore the more they engage with an activity of their choice the more they will take from it and learn. Therefore emphasis on the Reggio Emilia approach is placed upon children’s many ‘symbolic languages’; these languages help the child explore and being to develop their own view of the world. These languages are based on: drawing, sculpting, dramatic play and writing, in order to achieve the best in a child and basing activities on aspects of: creative thinking, exploration and discovery, free play, following the interests on the child, valuing and encouraging all ways children express themselves, allowing children to talk about their ideas and then to re-visit them. A child’s environment has always been considered important in their learning and features in the Reggio Emilia approach; this hilosophy claims that a child’s environment is known as a ‘third teacher’ as children must be able to learn through their experiences of senses: touching, moving, listening, seeing and hearing; which all contribute to how the environment supports and extends a child’s development and learning. Whereas the Reggio Emilia approach in schools create a homelike environment for children. The homelike atmosphere is designed to help make children feel comforta ble and learn practical life issues; in which this environment helps support children’s development, their play and encourage children’s input. The Reggio Emilia approach benefits children as they are given a range of opportunities to express their ideas, thoughts and feeling in a variety of expressive art inspired ways, for example: if children watched a film and observed dinosaurs and then decided to draw them they would also be encouraged to find out more about dinosaurs, interact with others about dinosaurs, move like dinosaurs, sound like dinosaurs, act out dinosaurs and even paint and model dinosaurs. The Reggio Emilia approach empowers children to become more independent and self reliant in terms of completing tasks and activities as well as enhancing their decision making skills in terms of solving problems and thinking of effective solutions.

Is fashion important?

Deposit agreement 0 When you opened your account, you received a deposit agreement and fee schedule and agreed that your account would be governed by the arms of these documents, as we may amend them from time to time. These documents are part of the contract for your deposit account and govern all transactions relating to your account, including all deposits and withdrawals. Copies of both the deposit agreement and fee schedule which contain the current version of the terms and conditions of your account relationship may be obtained at our banking centers.Electronic transfers: In case of errors or questions about your electronic transfers 0 If you think your statement or receipt is wrong or you need more information about an electronic transfer (e. . , ATM transactions, direct deposits or withdrawals, point-of-sale transactions) on the statement or receipt, telephone or write us at the address and number listed on the front of this statement as soon as you can.We must hear from you no later than 60 days after we sent you the FIRST statement on which the error or problem appeared. Tell us your name and account number. Describe the error or transfer you are unsure about, and explain as clearly as you can why you believe there is an error or why you need more information. Tell us the dollar amount of the suspected error. For consumer accounts used primarily for personal, family or household purposes, we will investigate your complaint and will correct any error promptly.If we take more than 10 business days (10 calendar days if you are a Massachusetts customer) (20 business days if you are a new customer, for electronic transfers occurring during the first 30 days after the first deposit is made to your account) to do this, we will credit your account for the amount you think is in error, so that you will have use of the money during the time it will take to complete our investigation. For other accounts, we investigate, and if we find we have made an error, we c redit your account at the conclusion of our investigation.Reporting other problems 0 You must examine your statement carefully and promptly. You are in the best position to discover errors and unauthorized transactions on your account. If you fail to notify us in writing of suspected problems or an unauthorized transaction within the time period specified in the deposit agreement (which periods are no more than 60 days after we make the statement available to you and in some cases are 30 days or less), we are not liable to you for, ND you agree to not make a claim against us for the problems or unauthorized transactions. Is fashion important? Deposit agreement 0 When you opened your account, you received a deposit agreement and fee schedule and agreed that your account would be governed by the arms of these documents, as we may amend them from time to time. These documents are part of the contract for your deposit account and govern all transactions relating to your account, including all deposits and withdrawals. Copies of both the deposit agreement and fee schedule which contain the current version of the terms and conditions of your account relationship may be obtained at our banking centers.Electronic transfers: In case of errors or questions about your electronic transfers 0 If you think your statement or receipt is wrong or you need more information about an electronic transfer (e. . , ATM transactions, direct deposits or withdrawals, point-of-sale transactions) on the statement or receipt, telephone or write us at the address and number listed on the front of this statement as soon as you can.We must hear from you no later than 60 days after we sent you the FIRST statement on which the error or problem appeared. Tell us your name and account number. Describe the error or transfer you are unsure about, and explain as clearly as you can why you believe there is an error or why you need more information. Tell us the dollar amount of the suspected error. For consumer accounts used primarily for personal, family or household purposes, we will investigate your complaint and will correct any error promptly.If we take more than 10 business days (10 calendar days if you are a Massachusetts customer) (20 business days if you are a new customer, for electronic transfers occurring during the first 30 days after the first deposit is made to your account) to do this, we will credit your account for the amount you think is in error, so that you will have use of the money during the time it will take to complete our investigation. For other accounts, we investigate, and if we find we have made an error, we c redit your account at the conclusion of our investigation.Reporting other problems 0 You must examine your statement carefully and promptly. You are in the best position to discover errors and unauthorized transactions on your account. If you fail to notify us in writing of suspected problems or an unauthorized transaction within the time period specified in the deposit agreement (which periods are no more than 60 days after we make the statement available to you and in some cases are 30 days or less), we are not liable to you for, ND you agree to not make a claim against us for the problems or unauthorized transactions. Is fashion important? Deposit agreement 0 When you opened your account, you received a deposit agreement and fee schedule and agreed that your account would be governed by the arms of these documents, as we may amend them from time to time. These documents are part of the contract for your deposit account and govern all transactions relating to your account, including all deposits and withdrawals. Copies of both the deposit agreement and fee schedule which contain the current version of the terms and conditions of your account relationship may be obtained at our banking centers.Electronic transfers: In case of errors or questions about your electronic transfers 0 If you think your statement or receipt is wrong or you need more information about an electronic transfer (e. . , ATM transactions, direct deposits or withdrawals, point-of-sale transactions) on the statement or receipt, telephone or write us at the address and number listed on the front of this statement as soon as you can.We must hear from you no later than 60 days after we sent you the FIRST statement on which the error or problem appeared. Tell us your name and account number. Describe the error or transfer you are unsure about, and explain as clearly as you can why you believe there is an error or why you need more information. Tell us the dollar amount of the suspected error. For consumer accounts used primarily for personal, family or household purposes, we will investigate your complaint and will correct any error promptly.If we take more than 10 business days (10 calendar days if you are a Massachusetts customer) (20 business days if you are a new customer, for electronic transfers occurring during the first 30 days after the first deposit is made to your account) to do this, we will credit your account for the amount you think is in error, so that you will have use of the money during the time it will take to complete our investigation. For other accounts, we investigate, and if we find we have made an error, we c redit your account at the conclusion of our investigation.Reporting other problems 0 You must examine your statement carefully and promptly. You are in the best position to discover errors and unauthorized transactions on your account. If you fail to notify us in writing of suspected problems or an unauthorized transaction within the time period specified in the deposit agreement (which periods are no more than 60 days after we make the statement available to you and in some cases are 30 days or less), we are not liable to you for, ND you agree to not make a claim against us for the problems or unauthorized transactions.

Chills Bar and Grille Essay Example

Chills Bar and Grille Essay Example Chills Bar and Grille Essay Chills Bar and Grille Essay Chills Bar and Grille is a family dining restaurant specializing in southwestern recipes. Like many other restaurants Chills strive to provide the best customer service along with quality food and a Inviting atmosphere. What sets Chills apart from other chain restaurants Is their extensive on-boarding training and the family atmosphere wealth the company. With such a close knit staff, Chills employees are able to Integrate this quality Into providing the best customer experience for Its patrons. Strengths and Weaknesses are very important components when determining the strategy for a company. Luckily Chills is fortunate to have many strengths to compensate for their weaknesses. For example, one of Chills many strengths is their Brand portfolio. Chills operates under a parent company which is Bringers who also runs and operates On the Border Mexican Grill and Magicians Little Italy. (Salad, 2009). This strength is Important because with all three restaurants each is getting exposure through advertisement . Gift cards to the restaurants identify that the customer can use the card at any of the three restaurants mentioned, which heightens curiosity and the opportunity for new customers. Another notable strength Is the strong worldwide business. Today Brinier Is one of the largest casual addling restaurant companies In the world with more than 1,500 restaurants In 50 states and foreign countries. (Salad, 2009). However like other restaurants one of Chills weaknesses is inconsistent sales volumes. Restaurants usually follow a trend where sales volumes fluctuate seasonally and are generally higher in summer months and rower in the winter months. (Salad, 2009). Chills like many other organizations does have a strategy. However their strategy isnt one that is very extensive as other companies but is tailored to achieve the results that they set forth for the company. This strategy Is simply to stay relevant among chain restaurants through brand recognition and creativity . This is achieved by theme songs, the bright logo of the chill pepper, and specials and promotions tailored to the demographic area. Chills overall objectives can be seen In their Nilsson statement. The company loud like to achieve their goals of becoming a profitable well recognized company by, focusing on employees, expansion, and customer service. Employees are the backbone of customer orientated businesses. Brinier states Our teams and our guests represent a broad range of cultures , each bringing their own experiences, ideas, and insights to our table. (Brooks, 2012). This shows how patrons and employees collectively work together to move this company forward. One way to insure more profits is expansion. Bringers is always expanding, with currently 1500 assistants and 100,000 team members the company is destined to reach more guests to share this experience. Brooks, 2012). Last but not least customer service, Bringers and all participating restaurants could not have achieved the success theyve earned without excellent customer service. This objective Is also described In the Nilsson statement, At Brinier were about serving from our hearts, serving our communities, and serving the world a great taste of life through the power of As an employee I believe I fit into the implementation of Chills strategy because I exemplify the companys mission statement. I carry out the simple goals of providing excellent customer service which ultimately boost sales because guests are more likely to return. How I contribute to the companys business strategy may seem very small but its also the most important.

Anxiety Among Patients Receiving Radiation Therapy

Anxiety Among Patients Receiving Radiation Therapy REVIEW OF LITERATURE The review of literature in a research report is a summary of current knowledge about a particular practice- problem. (Nancy (b) patients with a moderate level of treatment anxiety before radiation therapy reported no change; and (c) patients with low levels of anxiety reported significant increase. The study concludes that patients who were either low or high in state anxiety were also characterized by more anger or hostility than patients with moderate level of treatment anxiety. Hans Geinitz, FrankB (2003) conducted a study to evaluate fatigue 2.5ÂÂ  years after radiation treatment in patients with breast cancer and to assess its relation to pre- and immediate post-treatment fatigue values. Totally 41 patients were included in this study whose fatigue value was evaluated during the time of radiation therapy. Out of these 41 patients, 38 were alive and free of cancer 2.5ÂÂ  years after radiation therapies, received the Fatigue Assessment Questionnai re, a visual analog scale on fatigue intensity as well as on cancer-related distress scale, the Hospital Anxiety and Depression Scale, and Health Survey per mail. All 38 patients returned their questionnaires. The values were compared to pretreatment and immediate post-treatment levels. Cancer-related distress values correlated with the patient fatigue scores. Results showed that Patients with functional impairment had slightly higher fatigue values. Patients with pretreatment elevated fatigue, anxiety or depression levels were at high risk for chronic fatigue.

The Black Swan Essay Example | Topics and Well Written Essays - 750 words

The Black Swan - Essay Example Based on the example given, it is clear that the Internet is one of the encouraging events that have occurred. Conversely, Bp Mexican Gulf oil spill could be termed as a discouraging unforeseen event. Question 2 Yes, it makes sense to allocate resources to prevent a black swan event. Based on what happened to BP, it could be seen that the company would have prevented the disaster by allocating reasonable financial resources for structural expansion. BP’s partner, Anadarko, points out that the company made a poor choice and unreasonable measures by allocating money to the firm but instead management of the company advanced personal issues leaving the company with structural issues. This made the company vulnerable to any disaster. Both BP’s partner Anadarko and American oil industry agreed that BP has been in the forefront to cut the cost of company instead of improving the company technically (Correa n.d). Question 3 Yes, it makes sense to devote resources to contain a black swan event in case it occurs, which this is clear from the Bp oil spill. The spill occurred after installation of pipes with the use of limited centralizers. From the manager’s email, it is clear that the financial allocation was insufficient. If the company had allocated more money for procurement of more centralizers, the oil spill disaster would not have occurred. In addition, the American oil industry and the Bp partner agree with allocation of more resources for risk management. The company tried to cut costs, which is clear from the unjustifiable number of centralizers. The number of centralizers installed was six instead of 21 recommended centralizers by the engineers (Marianne 2010). Furthermore, there is a need for more financial resources for structural strengthening to avoid future catastrophe, the case of Bp Oil Company, it would have averted black swan had it allocated $7 billion to $21 billion for safety measures like procurement of safer head pipes. Quest ion4 Yes, human error is different from a black swan event because it is a decision that individuals make and at the end, it causes a disaster. For example, Bp oil company management decided to use six centralizers instead of the recommended 21 centralizers. This is a human error because someone made an undesirable decision. Conversely, black swan events cannot be the same as a human error because it cannot be predicted using past information or scientific approach. Yes, human error can lead to Black Swan, considering the 2008 financial crisis, it would have been easily prevented if financial experts had taken into consideration the financial mistakes which were already visible in the year 2006 (Marianne 2010). The case of Bp Oil Company, whereby the disaster of oil spill occurred, it is clear that human error leads to black swan, oil spilling and causing huge environmental pollution and making the company to into financial crisis. As pointed out above the use of less number of cent ralizers against the recommended number is human error that leads to black swan. Question 5 As an executive of Bp, my consideration would be redundancies wells. With little amount of money available I will have to invest on the remaining well. The extra well will help incase another disaster occurs. Precautionary measures should also be put into consideration. For example, the company will have to install acoustic shutoff switches to prevent offshore oil spills. In addition, an insurance

Strategic Alignment Assignment Example | Topics and Well Written Essays - 500 words

Strategic Alignment - Assignment Example Hong Kong is the heart of for the group with three properties in this city. These include the Landmark, Excelsior, and Mandarin Oriental. These properties have registered a greater performance despite the competition in the hotel segment in Hong Kong. Landmark, Excelsior, and Mandarin Oriental generate 38 percent of the total revenues of the group. Mandarin Oriental performs best and utilizes well the market space in Hong Kong contributing an approximate of 15 US dollars per square meter. The group has witnessed a heavy growth of visitors from the mainland China to Hong Kong. In the year 2011, China attracted about 28 million of visitors to Hong Kong. Mainland China recorded 28,100,129 in 2011 and 22,684,388 in the year 2010 (Group Communication 2). It was 67 percent of the total clients of the Mandarin Oriental. Relaxation for individual Visa Scheme in China to people visiting Hong Kong will benefit Mandarin Oriental in its ambitious project of investing in branded residences. This is the principal value driver, which will support Mandarin Oriental competitive method in the hotel industry in Hong Kong. The competitive method capitalizes on the growth of tourism industry in Hong Kong. Tourism industry contributed to growth of Hong Kong GDP by 15.2 percent. There are projections that GDP in Hong Kong will increase by 2.4 percent in 2012. The rate of visitors’ expenditure is favorable for this future and ambitious project of Mandarin Oriental. In 2011, the visitors’ spending was 6,094 US dollars. This was approximately 21 percent increase of the record of 2007 (Group Communication 1). This consistent growth in tourism expenditure will be an advantageous to Mandarin Oriental in Hong Kong. Currently, the Mandarin Oriental uses creative marketing strategy that lays a lot of emphasis on the strengths of the group. The marketing plan addresses a comprehensive set of factors that influence the marketing for the hotel. Sound