Of Mice and Men – Isolation – Curley’s Wife

Curley’s wife is the only female on the ranch and is described in a very feminine and incongruous manner, â€Å"full, rouged lips and wide spaced eyes, heavily made-up. Her fingernails were red. Her hair hung in little rolled clusters, like sausages. She wore a cotton house dress and red mules, on the insteps of which were little bouquets of red ostrich feathers†. The bold, heavily made-up appearance matches her personality as she disguises her true feelings and emotions with lies like the colourful, interesting appearance disguises her lonely, isolated life. As the only woman, she is segregated from the ranch society and Steinbeck makes her seem more isolated and friendless by never giving her a name but being identified as Curley’s possession. She is seen throughout the novella searching constantly for Curley yet this is just an excuse to talk to the other people, â€Å"â€Å"I’m looking for Curley,† she said, her voice had a nasal, brittle quality. † She struggles to create friends or let alone have a civilised conversation with the men on the ranch. She uses this feminine appearance and flirtatious, predatory behaviour in an attempt to communicate and attract attention to herself. However this backfires and leaves her in a no-win situation as her heavily sexualised manner is the key point of criticism amongst the men as they describe her as a â€Å"tart† and â€Å"a piece of jail bait† who, if approached, will only lead to trouble as she can ultimately cause the destruction of their own versions of the ‘American Dream’. Her isolation throughout the novella is caused by her gender, sexual appearance and predatory behaviour.

Argumentive Essay on Bilingual Education Essay

Abstract In this argumentative essay, the pros and cons of bilingual education in universities are both discussed and how it might affect the professor in dealing with non-English students in his class. Then we take a look at the opposing side on why would university students and professors benefit from bilingual education and what opportunities open up for them in the future. Then in my body paragraphs, I discuss my reasons for why bilingual education doesn’t work. Lack of instructors that are proficient in a second language and why these educational institutions don’t have the funds necessary to bring them over nor have the time to do so. Would you rather have a professor that speaks one or two languages? People may think that knowing two tongues is impressive and important to the students, but it could also bring confusion to the other peers. A student in an English class would feel more comfortable knowing that the instructor’s first language is English. Then by surprise the students find out that the instructor messed up the student’s attention by speaking in Spanish. Students will start to think, â€Å"I thought we were in an English class?† The reason why the instructor spoke in a different language may be that he/she has students from Mexico, the most common language spoken around here is Spanish, or perhaps Spanish is the first language he/she learned. University campuses nationwide always branch out to outsource the professors, but is that a good idea? Should they bring people from other countries to teach in schools and colleges/universities? Professors in a University should not be force d to learn two languages because the professor might have a difficult time understanding a second language and it provides a lack of expert professors. On the opposing side, Professors that work at a University have bilingual students and this presents the opportunity for him to not only learn a new language just for his foreign students but also will benefit the professor as well because he learned a new tongue that will open up other better opportunities for himself. First, having a professor who is bilingual benefits the students to better understand the class so they know what the professor is talking about and in doing so they will be in sync with the other peers of the class.â€Å" Besides that, a student who is exposed to multiple languages will be able to develop a better sense of appreciating various cultures and understanding societies.† For example, if he embraces the Spanish tongue, he will be intrigued by the amazing culture of Mexico and its fascinating history.â€Å" Added to these advantages, the student can easily use his native language in groups and he won’t feel ashamed of it.† The student sh ould not be afraid in using his native tongue in front of his group of friends because the student will never know if they are going to be interested in learning more about it, prompting the student to jump in and help in whatever way he can. In case he is just aware of one language, he may face problems of hesitation in expressing himself. Second, with the instructor’s new found language it will open up other better opportunities for him in his career like teaching a Spanish class, or landing a job in a prestigious university in Mexico. After all, now we’re living in a global world and so being multilingual is always an asset in firms and businesses. Technically and simply speaking, bilingual education is any educational system that favors education in more than one language. According to its proponents, the most important benefit of this system is that a student who is from a non-English speaking background, can easily learn English, owing to his language development in his native language as well as in English. â€Å"And isn’t it good to be proficient in various languages?† What problem does it create if a student is well conversant in English and in his mother tongue? It’s a beautifu l form of education, as minority speakers can learn English even while being able to strengthen their cultural bonds by being proficient in their mother tongue. One of the main reasons for what I believe is the heavy reason for being against bilingual education is, according to a source that I found, â€Å"It can  be difficult to staff bilingual schools with enough teachers that are native speakers of the second language and the upfront cost can be greater than an English only school because all materials have to be purchased in both languages.† For some educational facilities, it is difficult getting enough instructors that know a second language for they’re students. Like for example, here in South Texas there is an enormous amount of Hispanic students so the local schools/colleges/universities have to get enough instructors to take care of the increase in students that speak Spanish or any other tongue. â€Å"One of the problem presented by bilingual education is the quality of the teachers in the schools. It can be difficult to find enough teachers who are properly qualified and skilled in both languages to teach in these settings. For instance, some schools have hired teachers from abroad with solid Spanish skills to come into bilingual schools, but the result has been teachers without English skills at an adequate level.† Sources Used: (â€Å"Bilingual Education Pros and Cons†, n.d., para. 2) (â€Å"What are the advantages and disadvantages of English-only and bilingual education?†, n.d., para. 5) (â€Å"The Disadvantages of a Bilingual Education†, n.d., para. 3)

Health care Capstone Discussions week 4 Essay Example | Topics and Well Written Essays - 750 words

Health care Capstone Discussions week 4 - Essay Example How important is it for human resource to address training and development needs within the workplace? Evaluate and discuss two situations from a health care setting in which one method would be more appropriate vs. the other method. Question 1: Analyze the overall concept of leadership as reflected in the activities of those who may be referred to as â€Å"managers,† â€Å"supervisors,† or others who direct the efforts of people. How do you believe leadership relates to the concepts of authority, power, and influence? In your discussion post, provide examples of leaders from real life to clarify/support your ideas. As reflected in the activities of those who may be referred to as â€Å"managers† and â€Å"supervisors†, the concept of leadership varies among others who direct the efforts of people. Being a manager or supervisor gives you the authority to accomplish certain tasks and objectives in the organization but not the power of being a leader. Managers or supervisors get assigned leadership by position, making them the â€Å"boss† and not the leader who take a lead to influence others in achieving great things. Based upon the reflection, one can see the relevance of leadership to authority, power and influence. Leadership can be formal or informal and is defined as the ability to influence others towards the attainment of a goal (Marshall, 2011, 62); thus, one must have the skill of influencing other to take the role of leadership. Authority is derived from a formal position or endowed ability, accountability, or right to act and make decisions in an organization which extract obedience from others (Marshall, 2011, 62). Having authority corresponds to assigned leadership by position and does not guarantee that influence towards other members despite obedience. On the other hand, power is the ability to exert influence and the key to leadership (Marshall, 2011, 62). Effective leadership comes with power. In general, one must have the

Equality and Diversity Policy of an Organization Essay

Equality and Diversity Policy of an Organization - Essay Example This research tells that the environment of business is very competitive, and for an organization to be successful, performances and employees engagement is a key factor. Age UK Oxfordshire is an organization that is promoting the well-being of old persons and is working to make later life most enjoyable and fulfilling experiences. They understand that all people are individuals with diverse preferences, abilities, and needs. The organization is aiming to reflect diversity and equality in everything it undertakes. They make their services accessible and inclusive to old persons from all sections of the community, retaining and attracting diverse employees. Age UK Oxfordshire believes that inequality violates human dignity and should face active resistance. Diversity means variety, difference, and multiplicity. It means an approach to tackling an inequality that stems from forms of inequity because of impairments, age, in addition to domestic situations, tribal or national origin, and sex. In addition, they want equality regardless of nationality, race, religion or belief, political affiliation, sexual orientation, and trade union membership. Age UK Oxford shire is aiming at treating people in a fair manner, dignity and with respect. The organization cannot give room any form of victimization, harassment, and discrimination. Their aim is to value differences in a positive manner. Age UK Oxford Shire has the opinion that, in order to be the best place for working and effective, they require harnessing attributes, experiences, and contributions. The organization prioritizes equality as their mainstream part of the work. They make sure that their policies, practices, and plans embrace equality targets and objectives appropriately. Age UK Oxford shire organization is committed to doing something visible and practical publicly about Diversity and Equality.

The Theory of Utilitarianism Essay Example | Topics and Well Written Essays - 250 words

The Theory of Utilitarianism - Essay Example This paper illustrates that the actions of Cooper meet utilitarianism by the fact that the outcome of his actions benefits both himself and others. His liver donation helps the family of those who are in need of the organ and brings joy to that family. Cooper’s actions also make him and his family happy for the act of saving another person’s life through considering their previous experience. Furthermore, everybody who knows him acknowledges his action as the right thing. Our actions according to utilitarianism should emulate Cooper’s in ensuring benefits to the majority and not a single individual. In our daily actions and decision, we should consider benefits to others and not personal gains. Cooper does this and goes far enough to ensure that he saves the life an anonymous individual and feel right while risking his own. However, act like that of Cooper is too extreme in risking personal life while there are many other options that can benefit the majority. Co oper and his family passed through fear of all the risks before and during the surgery.

Managing the supply chain Essay Example | Topics and Well Written Essays - 750 words

Managing the supply chain - Essay Example The theoretical opposite of this is the Material Requirements Production (MRP) system, which operates using more of a ‘push’ approach. It gives more importance to predicting the raw material that will be required for production, through a budget costing approach. This means the goods are produced in advance and stored until they are demanded and consequently sold. These two methods teach very different styles of supply chain management, and yet neither of them has lost their value in the field of supply chain management due to their unique advantages for different types of goods. Furthermore, there are even some products, the production of which may benefit from the employment of a hybrid of these two methods instead of just one strict methodology. Each of these two systems is still in existence because they are very useful for products of different nature. JIT is system which is more useful goods which are of a perishable nature, or are in danger of not being demanded l ater on. For example, considering a factory which produces food products which are not made with preservatives will employ the system of JIT in its supply chain. This is because JIT ensures minimum wastage of goods produced (Hirano, 2009). The protocol it follows for production is that the production chain waits to receive an order from the customer, and only then starts the process of production. If, for example, a firm that implements JIT receives the order for a thousand units of the product, they will not already have the product in stock. Instead, they will begin their manufacturing after the order is received and confirmed, which means that these thousand units will be produced only after the order. This reduces the chance that there will be some units, which will lie in stock after production because they are not in demand. Such a situation would lead to the good either spoiling, due to its perishable nature, or becoming obsolete in sometime. The perishable goods refer mostly to food products or other goods which use perishable materials in their production, thus rendering the nature of the good prone to expiry. This is relevant to consumer goods other than food also, such as beauty products or lotions, all of which have set expiry dates. JIT is useful for such products, because otherwise if the goods are left in stock for too long, they expire and cause losses to the manufacturer. This is also relevant to durable goods, which run the risk of becoming obsolete due the continuous technological advancement that is taking place, such as computers. Thus, such goods also need to be produced in a supply chain implementing JIT, since if the goods stored in stock become obsolete, they will become useless and cause loss to the manufacturer. Another advantage of the JIT system is that it minimizes the need for storage space for the company. A disadvantage, however is that the company is forced to streamline their production method in order meet each demand in an efficient and timely manner, so that the customer does not have to wait for unreasonable amounts of time. In contrast, the MRP system ensures that the customer receives an immediate response to their demand (Hall, 2008). This system implements budgeted production, which forecasts the demand for goods it will have to meet in the near future, and then produces accordingly. The advantage of this system is it saves time and provides a

CASE STUDY Essay Example | Topics and Well Written Essays - 1500 words - 1

CASE STUDY - Essay Example The business’ vision to be the most consumer-centric business in its industry reflects how Amazon continues to develop strategies, both corporate-level and business-level, to ensure that it fulfils these promises for focus on providing value to its many diverse markets. One method of promoting this value and convenience is the recent program entitled Frustration-Free Packaging, which was designed to ensure consumers could easily remove their products from Amazon’s packaging. Cloud computing, additionally, provides its developer customers with low-cost IT services and the ability to outsource many business functions for further cost-savings. The continual development of new services, such as the MP3 Music Store, IMDb.com allowing for television program viewing, and launch of the Office Supplies Store in 2008, illustrates the constant evolution of the business model that caters to a wide variety of target markets with varying needs. Innovation, as compared to competition, is what makes this business model difficult to replicate by rivals and secures the promises of being consumer-centric that makes up the foundation of corporate strategy. Amazon’s CEO, Jeff Bezos, is a firm believer in corporate frugality. In the company’s headquarters, this thrift is evident with employee desks that have been recycled from doors, at an estimated cost of $130 USD and monitors that rest on telephone books to avoid the high costs of stands (University of Graz 2013). Amazon maintains very powerful competitive advantage as it relates to human capital, having established a firm set of values and a shared vision that allows for decentralised business function for better teamwork and interpersonal relationship development. In order to develop the appropriate service culture necessary for Amazon to achieve its mission of consumer-centrism, the organisation must have leadership that

Women Authors as a Mirror of Society Essay Example | Topics and Well Written Essays - 750 words

Women Authors as a Mirror of Society - Essay Example The period of 1865 - 1912 marked one of the most important events in the history of America - the end of the Civil War. The war had claimed many lives and marked the end of slavery. It also marked the beginning of the Industrial Revolution which would make America, a young nation then, the world's richest country in the future. During the change of the century, from 1865-1912, American women struggled to obtain freedoms and independence that is taken for granted today. The roles of women during this era were mostly defined by men, often in one of the many books of etiquette that taught them a proper "code of manners" and stated flatly, "The power of a woman is in her refinement, gentleness and elegance; it is she who makes etiquette, and it is she who preserves the order and decency of society". This was particularly true of middle-class women, and men strived to keep them restrained within the influences of the home. The expectation was for the woman to be "fixed firmly within their sphere of home and hearth", tending to the needs of the family, caring for children, and taking care of the home. Women were expected to remain virtuous and pure, to be modest, devout in their faith, and submissive to their male counterparts (The Yellow Wallpaper, 2008). During this period, the literary representations of writers underwent a massive change. ... Romanticism, as a literary movement started in England and also flourished in America. Much of it was also in the Gothic vein, such as the work of Edgar Allen Poe, Washington Irving, and Nathaniel Hawthorne. Transcendentalists like Henry David Thoreau and Ralph Waldo Emerson stressed the beauty of nature and man's identity as a natural being, themes echoed in the later work of poet Walt Whitman. At the end of war, there was a shift to Realism and later on to Naturalism. American Realists concentrated their writing on select groups or subjects. Important among them was Kate Chopin and her views on marriage and women's roles in the society. Married at the age of nineteen to Oscar Chopin and widowed at the age of thirty-one with six children and a failing cotton plantation business, Kate's life was difficult and dissatisfactory. The lack of a husband's influence led her to have an affair with a married farmer, an act that was considered outrageous at that time. Her emotions and needs are portrayed through Edna Pontellier in The Awakening. With her husband busy with his brokerage firm in Carondelet Street and not having anything to do, she falls for Robert Lebrun, an immature young man, who "since the age of fifteen, which was eleven years before, each summer at Grand Isle had constituted himself the devoted attendant of some fair dame or damsel. Sometimes it was a young girl, a gain a widow; but as often as not it was some interesting married woman." (Chapter 5). On the other hand is Adele Ratignolle, Edna's friend. She sympathizes with Edna, warns Robert not to play with her emotions, and has imaginative cramps and fainting spells and who altogether manifests the way women were expected to behave during those times. Kate Chopin's masterpiece

Mexico Case Study Example | Topics and Well Written Essays - 1750 words

Mexico - Case Study Example Large numbers of multinational automobile manufacturers are either shifting their base from Canada to Mexico or are limiting their operations in Canada and expanding the same in Mexico (Althaus â€Å"Mexico Sets Auto Production Record, Aims for More†). Mexico has gained significant attention of automotive producers, as a result of several factors that deliver geographical and other competitive advantages to manufacturers. These advantages include extremely low wage rate, free trade agreements with approximately 45 countries across the globe, well-developed transport system with year-round ice free coastal ports and high level of financial incentives from Mexican government. Owing to these features, global automakers announced investment of $7 billion in Mexico as opposed to $750 million in Canada. Mexico’s stable and lucrative business environment has caused most automakers to adopt global strategy for business expansion (Keenan â€Å"Mexico races ahead in auto industry as Canada stalls†). Contextually, it is imperative to comprehend the distinction between international and global strategies even though they are frequently used interchangeably. These differentiating factors are degree of central involvement and coordination in strategic activities, degree of standardization in products and responsiveness towards local business environment and strategic integration and competitive steps. Since internationalization in Mexico is mainly about achieving competitiveness in production and operations, almost all companies adopt global strategy (Twarowska and Kakol 1005-1011). Under the purview of global strategy, most automakers ensure and exercise central control over production in Mexico and as automotive industry is about ensuring standardization in products, global strategy is most effective herein. Unlike international

Analytical essay - Homage a rameau Example | Topics and Well Written Essays - 1750 words

Analytical - Homage a rameau - Essay Example r Jean-Philippe Rameau does not copy Rameau, but creates a textural analysis of his work, paying homage to his history, his life, his theories, and his compositional style. Jean-Philippe Rameau was a composer during the Baroque period whose music was marked by a technicality that expressed his desire to reflect music theory in his work. His work, â€Å"Hippolyte et Aricieâ€Å", was considered one of the best operas in the form of the tragedie en musique since the death of Jean-Baptiste Lully. Rameau desired to create new styles within new forms. â€Å"His harmonies were said to be more novel, his rhythms more skillful, his orchestrations more brilliant than Lully’s† (Arvey 101). Rameau In creating his work, Rameau also sought to develop the artistic side of the compositions. He said that â€Å"I try to conceal art by that same art†(Arvey 101). In creating his theory that harmony was derived from a natural sense of sound, he was reaching into the philosophical realm and extracting a way of thinking about music that was elevated above the pragmatism of the mathematical equations of harmony. He wrote with an â€Å"impressionistic palate† (Girdlestone 571) that was dramatic and emotional, however because of his time period, he was unable to break through the binding forms that Client’s diminished the brilliance of his construction. The way in which Rameau devised is theory allowed for the concept of the chord to be defined by the nature of the harmonic development. â€Å"Rameau brought theory into line with practice: realizing that the days of melody were over and much of the expressive power even of counterpoint was due to significant clashes of sound, he began his investigations with the chord given by the vibrating stringâ€Å" and in searching for the place to find that sound, he searched â€Å"in the sound of which can be detected the upper octave, the twelfth, the second octave, the major seventeenth, and higher harmonics† (Girdlestone 519-520). The way in

Dolphins as Persons Essay Example for Free

Dolphins as Persons Essay Dolphins are toothed sea mammals which closely resemble whales. There are over forty kinds of dolphins in the world and are said to be friendly to humans unlike many marine creatures. They are the most intelligent of all sea creatures and the trained ones are able to understand or decode human messages. There are cases where lost travelers have been guided by dolphins and also in other instances where some drowning victims have been saved by them. Many people have argued that dolphins should be considered as persons something that has elicited a lot of mixed reactions with some backing this argument while others strongly refute it. This paper is going to take a stand and support the claim that dolphins should be considered as persons. The first incident that left many questioning themselves as to whether dolphins should be treated as animals or persons was when two bottle-nosed dolphins from the University of Hawaiis Marine Biology department meant for experimentation were released back to the waters by La Vasseur who from a human perspective considered capturing of dolphins and keeping them in an isolated place from the rest, rationing their food and denying them the environmental conditions they enjoyed in the sea considered it as mistreatment and unethical. His argument was that these animals should be accorded some rights so as to protect them from being mistreated and he even went to an extent of asking if the Thirteen Amendment human rights could be extended to them. The ruling in this case to some extent closed the doors for dolphins to be accorded the rights they deserve by refusing the case to take a moral perspective when judge Doi termed it as pure theft (Miller and Williams, 1983; 365). There are many facts about dolphin that go unexplored or if this is not the case, they are simply ignored. If these facts are given the attention they deserve then one would be in a better position to comprehend why these animals should be treated as persons. One thing that should be known is that just like human beings, dolphins have a sense of humor. According to Blackstock (2003), dolphins try to joke by surprising unsuspecting pelicans by grabbing some feathers from its tail or inching stealthily to unsuspecting fish and grab its tail. In other cases, dolphins would be seen tricking some turtles where it would make it roll a number of times. Still in another incident, a dolphin was seen trying to bait a fish only to snatch the bait before it could be eaten thereby leaving the fish puzzled. This is indicative of possession of high intelligence as it only human beings and other primates that possess a sense of humor. Dolphins like human beings have a way of communicating. Their bodies are designed in such a manner such that they produce whistles and clicks as they swim using their nasal passages. This communication keeps them away from any danger for example, they whistle as they swim in the sea to ensure they are together. Apart from this, they maintain body contact by swimming close to one another where they can rub and hit each other with their pectoral fins. They also use their pectoral fins to greet each other just like humans use their hands and shoulders to hug one another. This is said to happen when two different dolphins come together and touch each other with their pectoral fins something that is interpreted to mean greetings (Robins Island. org. 2009). To detect whether there are dangers ahead, dolphins send ‘clicks’ into the water which if they hit a solid object such as rocks, boats, logs and other sea animals are rebuffed. By using their complex means of detecting the echo, they estimate the distance at which these objects could be located depending on the strength of the echo. Also dolphins are capable of producing whistles with different emotional tones that send specific emotional messages. A study that was done shown that when this sound was produced, other dolphins responded and behaved in a particular way. Just like a human mind which through experience acquires or gains knowledge, dolphins too can acquire knowledge. Studies that were done shown that trained dolphins have been able to mimic certain human sounds or perform some spectacular tricks that one would imagine could only be done by a human being like somersaulting in water. Having realized the level of intelligence these animals possess, the United States navy had at one time thought of training them so that they would help them in their undersea operations but it was later realized that they if they were trained, they would interfere with nuclear submarine operations. The truth is that if trained these animals are able to survey the security of the area and give the feedback before any naval operation is conducted just like humans do. The only difference between these animals is that it is their nature to stay in water and thus they are better adapted to swimming in the sea than human beings. They are able to relate well with human beings and because they are able to communicate and work with human beings in various marine operations, they should be treated as a non-human person and not like animals as this show that they think and reason just like human beings. For example, according to the Science Daily (2003), the US navies used dolphins in 2003 to detect the bombs that might have been planted by Iraq troops in the sea channel where ships carrying hospital and other war materials would pass through. The only notable difference between humans and dolphins is that one is a sea mammal while the other is a primate and thus there would no good reason as to why these animals should not be protected and accorded the rights they deserve. Using its intelligence, bottle-nosed dolphin seems to understand the value of human life and that it is why it saves swimmers from being attacked by sharks. This is something that was attested by Howe who according to New Zealand Press went to swim with his daughter and was about to be attacked by a three meter shark before he was saved by a herd of dolphins who kept it at bay (Jones, 2004). This shows that just like how human beings protect their pets, dolphins also value humans and thus treat them as their best friends. This shows that their level of intelligence is close to that of humans and thus people should awaken to the role they play in their lives and treat them like other humans. Indeed, dolphins should be treated and categorized as persons. Their level of intelligence is much close to that of human beings and they seem to understand human beings as humans do and that is why they save swimmers who are at danger of being eaten by sharks. Dolphins in some cases have worked closely with humans for example during the transportation of hospital aid to Iraq where they were used in detecting bombs set in the sea by Iraq rogues soldiers. Most of the characteristics that dolphins possess are like those of human beings for example they have a way of communicating, system of danger detection, emotion appeal or aspect and they are social animals as they stay in herds or in pairs. For these reasons dolphins’ rights should be treated and protected just like human rights are protected by the constitution. References: Blackstock, Regina. 2004, Dolphins and Man equals. Available at http://www. littletownmart. com/dolphins/ Jones, S. November 24, 2004. Dolphins save swimmers from shark. Retrieved from http://www. guardian. co. uk/science/2004/nov/24/internationalnews Miller, H. B. and Williams, W. H. 1983. Ethics and Animals. Humana Press. Robins Island. org. 2009. Facts and Information about Dolphins. Accessed from http://www. robins-island. org/dolphins_facts. php Science Daily. 3rd July, 2003. Men, Mammals, And Machines: Underwater Drone Works With Men And Dolphins. Accessed from http://www. sciencedaily. com/releases/2003/07/030701224407. htm

T.H. Marshalls Theory of Citizenship

T.H. Marshalls Theory of Citizenship Critically discuss T. H. Marshall’s theory of citizenship as outlined in Citizenship and Social Class (1949/1992). At the centre of the development of citizenship in modern Britain is the pioneering work of T.H. Marshall (Faulks, 1998). T.H. Marshall proposed an extremely influential theory in regards to citizenship (Dwyer, 2010). Through his analysis of citizenship, Marshall has to be acknowledged as identifying an original theoretical stand point from which to understand a social phenomenon (Held and Thompson, 1989). Few British Social Scientists other than Marshall have directly considered the concept of citizenship and made it their central focus in their work (Lister, 2010). Therefore, it has been Marshall’s contribution that has been considered a starting point for further research into the subject of citizenship rights (Held and Thompson, 1989). Furthermore, as Roche (1992) has identified, Marshall’s writings form a central text which he has labelled the ‘Dominant paradigm’ within citizenship theory in Britain (Faulks, 1998). When critiquing the work of Marshall it is important to recognise how defining citizenship is integral to understanding the concepts expressed in his work and others to date. Marshall defined citizenship as ‘full membership of a community’ (Marshall, 1963: 72). Marshall then clarified that full citizenship status involved membership of a national community (Dwyer, 2010). Marshall’s implication was that each individual considered a citizen could, therefore, expect certain rights of entitlement from the state and in return would be expected to uphold certain standards or duties within the community to be considered a ‘citizen’. As the definition of citizenship has developed over the years so has the concepts of which it encompasses. As such, when critiquing Marshall’s work it is important to acknowledge the era during which the theories considered were proposed as noted by Dwyer (2010). The circumstances during the time of this essay were substan tially different to those of modern society within Britain. Marshall’s work was considered following the Second World War and the establishment of the post war welfare settlement (Dwyer, 2010). Consequently, this has led to critical discussion of Marshall’s theories regarding citizenship and its value by a number of academics to date (Alcock, 1989; Delanty, 2000; Dwyer, 2010 and Lister, 2010). Marshall considers each aspect by analysing each approach historically to the development for rights. Marshall outlined three interlinked elements of rights that took the form of civil, political and social rights (Lister, 2010). The concept of civil rights in Britain came to prominence during the eighteenth century and included; ‘the rights necessary for individual freedom, liberty of the person, freedom of speech, thought and faith, the right to own property and to conclude valid contractors, and the right to justice’ (Marshall, 1963: 74). Discussion of political rights followed during the nineteenth century, which included, the right to vote and stand for political office (Marshall, 1949/1992). The final element of rights was concluded with the possession of social rights to fully categorise somebody as a citizen. The concept of social rights developed primarily in the post Second World War period. Marshall’s definition of social rights has undergone much scrutiny due to his ambiguous theoretical perspective. Powell (2002) and Dwyer (2010) in particular comment on this lack of clarity, â€Å"He is clear that there is no overarching universal principle that emphatically defines what citizenship grants or requires† (Dwyer, 2010:39). As Marshall (1949/92) highlights on several occasions, civil citizenship rights are entirely of the conditions of a free market economy, including a free labour market. Conversely, Marshall appears to be rather aware of the contradictions within the various strands of citizenship, although the aspects seem to interlink it would seem they do not always agree. Potential contradictions between social and civil citizenship, Marshall openly discussed in terms of the conflict between citizenship and class (Bagguley, 2013). As Turner (1993) indicates, Marshall’s analysis of capitalism versus democracy contained a number of ambiguities, but as a whole, Marshall strongly argued that the welfare state would limit the negative impact of class differences on individual life-chances. Ultimately this would enhance the individual’s commitment to the system. Additionally, the era of which social rights were development may affect how some individuals may interpret them (Lister, 2010). The development of civil freedoms was a crucial step in the undoing of the hierarchical primitive limitations of status or duty to an individual’s social superiors (Lister, 2010). Civil freedoms were also a necessary foundation for the later development of the second type of rights noted by Marshall as political rights. Marshall acknowledges four major aims to his essay. Firstly, he examines whether citizenship is compatible with the class structure in a capitalist society such as Britain. Although he states this is possible, individuals such as Faulks, (1998) feel he is ‘cautious’ in stating this. The tension between citizenship and capitalism arises out of the fact that citizenship highlights equality, while capitalism presumes inequality (Dwyer, 2010). For Marshall, the compatibility of citizenship with capitalism was due to social rights by ‘civilising’ the impact of the market (Faulks, 1998). Marshall identifies the increase of incomes, the growth of savings and the success of mass production as enabling society to redistribute wealth and social power (Lister, 2010). Developments such as the progressive tax system and the use of legal aid are shown to reduce the influence of class, effectively, creating social justice via social rights (Held and Thompson, 1989). As his second consideration, rightfully, Marshall argues that citizenship in Britain cannot be fully achieved without altering market operations of the time (Faulks, 1998). Thirdly, Marshall identifies the shift to rights away from responsibilities and the effect of this, and he considered this to be the most important aspect of citizenship in modern Britain (Somers, 2004). Finally, Marshall attempts to establish the limits of social equality and determine just how far the struggle for social justice could realistically go (Tilly, 1996). Marshall contended an image of an ‘ideal citizenship’ and thereby, a goal towards which aspirations can be directed. T.H. Marshall’s approach to social citizenship has been regarded as a democratic socialist view. As Delanty (2002) recognised, social democracy and Marshall’s egalitarian liberalism had several aspects in common. Other influential thinkers such as Richard Titmuss shared a similar passion within the social democratic tradition (Dwyer, 2010). Dwyer (2010) and Alcock and Oakley (2001) have identified the approaches of Titmuss and Marshall, who share several resemblances. Each writer showed a considerable importance to universal unrestricted welfare rights. Furthermore, both Marshall and Titmuss, outlined the identification and consideration of the ‘class struggle’ which is notably identified as an important aspect of the development of social citizenship. Marshall and Titmuss also suggest that the development of British industrial capitalism is of greater significance for the emergence of social rights (Dwyer, 2010). Additionally, the two writers shared the sa me optimism about the motivations that underpin human nature. Titmuss and Marshall both assumed that citizens would mostly behave in a responsible manner and look to enhance their own lives, and the lives of fellow members of their national community, rather than abuse any benefits that social rights may bring for individual gain (Alcock and Oakley, 2001) As Dwyer (2010), rightfully states, personal interpretation is ultimately what pins down the decision about whether or not the work of T.H. Marshall can be seen as social democratic. Key themes that are central to Social Democracy have been identified as: the promotion of equality, freedom, social integration and universal rights to welfare (Held and Thompson, 1989; Turner, 1993). Arguably Marshall’s (1949/92) endorsement of these beliefs identifies him as a social democrat of sorts, even if perhaps he moved away from this position in later life. Delanty (2000) refers to Marshall’s views as a socially democratic left wing liberal approach to citizenship. Marshall’s Citizenship theory, although seen as pioneering, has been the forefront of many critiques (Dwyer, 2010). As Tilly (1996) states, Marxist critics of Marshall’s work on citizenship are widely known, describing the analysis Marshall has given as superficial as it does not highlight, a citizen’s right to control economic production, which has been argued as a necessity for continual shared affluence (Somers, 1994). Furthermore, feminist perspectives as stated by Lister (2008) states Marshall’s theory as being extremely confined in being solely on men, while not acknowledging, the social rights of women. (Held and Thompson 1989). Therefore, Marshall’s Theory reflects that of only the working class white male perspective (Lister, 2003). His statement that in England all people were free and had civil rights can be seen as fabricated, as at the time only men had ‘legal freedom’ or the capability to exercise political or civil rights (Lister, 2008). Additionally, Marshall does not discuss other aspects of society including second class citizens and gender and racial hierarches (Tilly, 1996). Although Marshall did not discuss the issues associated with second class citizenry, he acknowledged that citizenship itself plays a part in social inequality (Marshall, 1942/92). As once noted earlier it is important to understand the circumstances during the time of this essay were substantially different to those of modern society within Britain (Dwyer, 2010) Furthermore, Neo-liberal perspectives and free market ideology asserts that the nonparticipation of the state from economic protection is the foundation of a society with strength and goodness (Held and Thompson, 1989). Consequently they are entirely opposed to the social rights proposed by Marshall (Turner, 1993). Neo-liberals instead suggest that welfare programs such as some of the social responsibilities discussed by Marshall to help the poor in effectively util ising their civil and political rights, have promoted passivity among the poor without improving life chances and have created a culture of welfare dependency (Held and Thompson, 1989; Roche, 1992). Citizenship, or the equality of rights it generates, becomes an integrative process counteracting the tendencies towards social division and conflict generated by the economic system. For Marshall, inequality was not an issue within itself. His focus was to find an acceptable balance between the forces for inequality and those for equality (Lewis 1998). Marshall distinguished between areas of the welfare state where greater degrees of inequality where acceptable and those where this was not the case, as the contrasts between the health service system and legal aid highlight (Marshall, 1949/92). Furthermore, this illustrated that for Marshall, citizenship constructs an affinity between rights and duties. However, this balance is not distributed equally among all who might make the claim to citizenship (Lewis, 1998). To conclude, while considering whether citizenship is compatible with the class structure in a capitalist society such as Britain, Marshall seems cautious in stating that this is possible (Faulks, 1998). Marshall provided an evolutionary view of citizenship, developing through various stages and levels to reach its final embodiment in the principles of British welfare politics (Turner, 1993). The extent of rights and duties that citizenship entails is open to on-going debate and has been challenged over time. Nonetheless, Marshall seems positive about the enrichment of citizenship at the time of writing (Dwyer, 2010). Initially, Marshall put the relationship between the citizen, the state and the social welfare at the centre of his analysis. Marshall achieved this by his suggestion of comprising citizenship into three interlinking aspects. Marshall viewed civil, political and social rights as a result of an evolutionary process, with each element overlapping (Turner, 1993). Marshallà ¢â‚¬â„¢s citizenship is a status rendered to people who can claim full citizenship of a community. Although, as noted by Lewis (1998) Marshall did not clearly state a criteria to which people may acquire such membership. Furthermore, there is a long and ongoing debate as to whether Marshall intended his historical analysis to be interpreted as a general theory of citizenship or whether the essay was just a commentary on the developments of citizenship within England (Faulks, 1998). Bibliography. Alcock, P. (1989). ‘Why Citizenship and New Welfare Rights Offer new Hope for Welfare in Britain,’ Critical Social Policy, Vol 19, no 2, pp 32-43 Alcock, P. and Oakley, A. (2001). ‘Introduction’, in P.Alcock, H Glennerster, A. Oakley and A. Sinfield (eds) Welfare and Wellbeing: Richard Titmuss’s contribution to social policy, Bristol: The Policy Press, pp1-9 Bagguley, P. (2013) Industrial citizenship: a re-conceptualisation and case study of the UK, International Journal of Sociology and Social Policy, Vol. 33 no: 5/6, pp.265 279 Delanty, G. (2000) Citizenship in a Global Age: Society Culture and Politics, Buckingham: Open University Press Dwyer, P. (2010). Understanding Social Citizenship: Themes and perspectives for policy and practice. 2nd ed. Great Britain: The Policy Press. Faulks, K (1998). Citizenship in Modern Britain. Edinburgh: Edinburgh University Press. Held, D. and Thompson, J. (1989). Social Theory of Modern Societies: Anthony Giddens and His Critics. Cambridge: Cambridge University Press. Lewis, G. (1998). Citizenship. In: Hughes, G. Imagining Welfare Futures. London: Routledge Ltd. pp 103-50. Lister, R (2003). Citizenship: Feminist Perspectives. 2nd ed. New York: New York University Press. 2003. Lister, R (2010). Understanding Theories and Concepts in Social Policy. Great Britain: The Policy Press. Marshall, T.H. (1949/92) ‘Citizenship and social class’, in T.H. Marshall and T.Bottomore, Citizenship and social class, London: Pluto Press Marshall, T.H. and Bottomore, T. (1992) Citizenship and social class, London: Pluto Press Powell, M. (2002) ‘The Hidden History of Social Citizenship’, Citizenship Studies, Vol 6, no 3, pp 229-45 Somers, M. R. (1994), Rights, Relationality, and Membership: Rethinking the Making and Meaning of Citizenship. Law Social Inquiry, 19: 63–114. Tilly, C (1996). Citizenship, Identity and Social History. International Review of Social History, 40, pp 1-17. Turner, B (1993). Citizenship and Social Theory. London: Sage Publications Ltd. Student Exam number: Y82850301

Power In Discourse Includes Powerful Participants English Language Essay

Power In Discourse Includes Powerful Participants English Language Essay Introduction: Norman Fairclough, observes that there is a correlation between unequal power relations and the way language is used. In this essay, Im going to comment on language and power in analyzing discourse. Ill discuss different encounters that display power in discourse. Therefore, I categorize areas of constraints enacted through discourse and Provide examples of language indicators of power in the quoted discourse. Power in discourse includes powerful participants who control contributions of non-powerful participants. Constraints of speakers contributions have three types; Content: what is said or done. Relations: Social relations involved in discourse. Subjects: Subject positions which people can occupy. Ive chosen an encounter which displays power in discourse as a conversation between members of a family about buying a new house in Kuwait; 1.Husband: I think about buying a new house.Thus,I d like to ask about your opinions. 2.Wife: A good idea but you should think about which are and location rather than size of the housev or number of rooms. 3.Husband: Which area do you prefer? 4.Wife: internal areas such as Shweikh or Abdallah AL-Salm. 5.Husband:(angrily)Are you crazy?Dont you know that the house costs one million dinar in this area but we have got only one hundred fortyà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ 6.Wife: What about other areas such as AL-Rawda,AL Sora,AL-Odyleyaà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. 7.Husband:I told you that we dont have price of one house in these areas as the smallest one costs about one hundred seventy but we need a large house containg three rooms at least. 9.Sarah:(the oldest daughter) I need a private room as Im a university student and cant study with my little daughters.Thus,we need gour rooms at least. 10.Ahmed(the oldest son): I also need a private room. 11.Abdallah and Abdalaziz(twins):we alsop need a private room and dont like to change our school where we have all our friends.What about buying in this area? 12.Wife:(angirly) you will go to a better school and make new friendships. 13.Husband:What s your opinion,my parents? 14.Grandfather: what can I say as you decided to desert us? 15.Father:No,father,you will come with us. 16.Grandfather: I wont leave my house. 17.Grandmother: I wont leave my house.how vabout staying with us as the house is very large. 18.Wife: What about selling your house inorder to be able to buy a large house in luxurious areasà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. 19.Husband: I dont admit that as it is unfair to my brothers so Ill buy a house at our expenses only. 20.Ahmed:Dewanya is the most important place inh the house where all men meet,isnt it? 21.Father:Yes,it is very important. 22.Wife:(angirly)Where willyou build a house? 23.Husband: May be,in Said Al-Abdalah 24.Wife:(exclaiming),in Al-jahra.Ive never visited it.What can I say to all friends and relatives. 25.Husband: It have decided to do that. 26.Grandfather: You can stay with us after we reconstructed our house as we cant live without you. 27.Grandmother:It is good.Then,you can stay here , wont change your schools and have your private rooms. 28.Wife:It is agood idea.Then,we can do business to get more money and buy the house which we like,cant we? 29.Daughters and Sons:It is great father,we will stay with gramndparents and wont change our school. 30.Husband: Ill think about this idea. Father, as a power holder, exercises control over contributions of all family members in conversation as follows; In the opening turn,father,as a power holder in the house, announced to other members of the family what he is thinking about and identify their contributions in this subject Id like to ask about your opinions..In turn(1)He told them that he needs to know their opinions about buying a new house so he allows them indirectly to start talking and participate in such a conversation. Again in turn(13),father practices control of power over discourse when he asks his parents to tell their opinions What s your opinion,my parents?.However,he gives equal instructions to all participants to tell their opinions explicitly about buying a new house but when he notices that grandparents are silent, he asserts his desire to know their own opinions in turn(13).Father evaluated a lot of contribution from other members of the family in turns(21) explicitly when he asserted the importance of Dewanya Yes, its very important as his son suggested and in turn (30) implicitly when he decided to think about this idea. Father used positive evaluations in order to encourage other participants to continue their contributions in conversation. These are considered as arrogant if father address equal partners or more powerful ones. Wife made series of questions in turns(6),(18),and (22) which indicates that wife fails to master power in discourse. This is an appropriate tactic to maintain a lot of control on conversation as he asks most questions which all members of the family answer and express their disagreement on some suggestions or ideas concerning a new house. Family members answers show that they adhere to rights of conversation.However,some people cant imagine that father as a power holder can be asked and answer questions in turns(7),(15) and (19).Thats because father provides some space to other members of the family to make conversation continue on longer term. Obligations of family members to contribute in conversation are emphasized in turns (14),(23) and (26) by a pause(marked by a space dot) where there is a brief silence in which all eyes are on this participant who are responsible to tell his opinion. In turn(5),father uses a negative question Dont you know that the house costs one million dinar in this area but we have got only one hundred fortyà ¢Ã¢â€š ¬Ã‚ ¦which may be dependent on intonation or other circumstances of discourse. This question as if father suggested something before and wife contrasts this suggestion so his negative question makes his wife to look silly.Finally,in turns(25) and (30),father uses short sentences which seems to be hardly spoken as if he would like to end conversation as a power holder because he reaches his final decision concerning buying a new house or not. Question tags are used in (20)isnt it? and (28)cant we? which refers to the speakers suggestion but others may seem to disagree these suggestions. Question tags are used depending on intonation and other factors which affect conversation stream. Interruptions and overlaps occur in turns (6),(7) and (14) as constraints on content, relations and subjects arent well adopted. Wife and husband interrupted each others in these turns as if father fails to master power in discourse. Relations and subjects of the conversation are closely related as all these interruptions occur in the conversation. We have all types of constraints in this example. Concerning content, family members are required to tell their opinions about buying a new house. Relations are social between father and other family members. Subject positions include an aspirant father and other members of the family including grandparents. These constraints lead to particular forms of language. All constraints on discourse, whether content, subject or relation, dont appear to have direct control of power in discourse on other family members who participate in this conversation. When we examine conversation continum,we notice that father is the only responsible for giving all directive acts of speech particularly questions to other members of the family who are obliged to answer or at least give their opinions to father as a power holder over discourse. Family members play the role of fathers subordinate who must contribute by their views about topic of discussion which is buying a new house. Father doesnt control the discourse directly but family members are already constrained by conventions of discourse type which is previously identified. Although, father is a power holder who determines which discourse can be admitted, other powerful participants, such as a wife, can produce directive speech acts particularly making questions as what occurs in turns (6),(18) and (22) so wife as a powerful participant can indirectly constrain the participants by selecting the discourse type. The most important constraint is self-constraint as all participants adhere to conventions of discourse whether powerful or non powerful participants.However,father as the most powerful participant manages to master discourse very skillfully and provides space for other non-powerful participants to make their contributions or even interruptions in different degrees and distances. In turn(6),wife interrupts father not because she would like to do all the talking or control discourse but because she would like to relieve fathers anger from her previous contribution in conversation.However,in turn (7),father interrupts wife in order to control her co ntribution in the conversation as a power holder who has the right to practice power in discourse over other family members particularly his wife who should give correct participation as he expects. Power in discourse or behind discourse isnt always attributed to a particular person or social groupings. On the other hand, power may be lost or won in the discourse according to social struggle.People,who dont hold power usually look forward to gaining sources of power. This applied to0 the speakers at different levels whether situational, social or institutional. Let us begin with a text where struggle is clear in an interview between a student(S) who is accused of making trouble at school and a teacher(T); 1.T: Why didnt you leave school at 2 p.m? 2.S: I didnt use to leave school immediately at 2.p.m. 3.T: Why is that? 4.S: That is clear, isnt it?I,m waiting for may classmates to go together. 5.T: Well. There arent any students at school at that time, are there? 6.S: No, none of students are there at that time, are they? what about .students who were collecting there? 7.T: That was last year.However,Iamnt convinced that you are innocent as you said.Hence,did you go to the court instead of going straight home? 8.S: I thought that my classmates might come to the court.Anyway,we usually meet at the court. In this conversation, the teacher exercises control over students contributions. They both adhere to rights and obligations of discourse which readers or listeners can expect in such an interview.However,I dont expect that a student asks a question and a teacher answers. Audience may expect that teacher exercises more control over discourse than all people expect. He tends to exceed his discourse rights and doesnt adhere to his obligations.Firstly,the student challenges teachers questions in two occasions(turn 2 and 4),instead of answering teachers questions directly.However,the student provides an answer to a question implicitly in (2) and introduced it after he challenges the teachers question in (4).In addition in (6),the student asks a question which the teacher answers as all listeners or readers dont expect. On the other hand, a student gives an answer in turns (6) and (8) which is irrelevant to what the teacher wants to know.However,all expect that the teacher can force the st udent to requirement of an interview or which should have a relatively formal setting but he deals with a teacher as a peer. It is evident in a students vocabulraystudents,collecting,the court,meet.Audience thinks that a student who uses these vocabulary Must be influenced by the interviews setting,occasion,power and distance which separates him from the teacher. The teacher maintains a lot of control on an interview as he asks most questions which the student answers fairly with some complaint. The students answers indicate some adherence to rights and obligations of conversation., The teacher, as a power holder, yields some ground to the student in order to pursue a strategy of a long term. This may be an interpretation of the teachers failure to immediate challenge to the students questions but he answers them and let his challenge pass as he accepts it. This example shows how a social struggle of power between a student who shows that he isnt affected by school authority as he challenges conventional constraints of discourse in such situations. There are three levels of social organisation;situational,institutional and societal. We have described what is going on a situational level.However,we havent a adopted a social pattern to which a student belongs to the same class of society as all young people so the teacher uses appropriate tactics which are standard for dealing with all individuals of his class. At institutional level, law and the family are similar institutions which shows the same struggle between young people as a social struggle at an institutional level as the school can be considered as a social institution. Power in discourse or behind discourse isnt always attributed to a particular person or social groupings. On the other hand, power may be lost or won in the discourse according to social struggle.People,who dont hold power usually look forward to gaining sources of power. This applied to0 the speakers at different levels whether situational, social or institutional. Conclusion: In conclusion, some speakers have power in discourse as they exercise control on other participants of discourse. discourse is seen as a place where speakers exercise relations of power. On the other hand, power behind discourse is related to how relations of power constitute discourse order in society. Power cant be held by definite persons for ever but it is won and lost through social struggle. In my opinion, there is continuous inequalities between people, there is always power in discourse, power behind discourse and social struggle in discourse.

Death, Decay and Disease in Hamlet :: Shakespeare Hamlet Essays

Death, Decay and Disease in Hamlet Within ‘Hamlet’, Shakespeare makes a number of references to Denmark's degraded state due to the deceit that lies within. These references are made by Hamlet, Horatio as well as the apparition, thus enforcing the strong theme of death, decay and disease. As aforementioned Hamlets makes a number of references to Denmark. Preceding the death of his father and the marriage of his mother, his mental state begins to fall into demise . Although he appears to not have much courage at first, his focus remains on avenging his father whose murder is described as being "most foul." As noted in one of Hamlet's first soliloquies, his downward spiral has already began and already he is contemplating suicide; "O that this too too sullied flesh would melt, thaw, and resolve itself into a dew (I, II, 130)" and "seems to me all the uses of this world... Things rank and gross in nature posses it merely (I, II, 136)." To be degrading to be thinking of imagery including flesh melting shows that Hamlet is not in the state that he ought to be in. Furthermore Shakespeare encourages us to empathize with these emotions by using such rich descriptions. It could be perhaps argued that Hamlet's state of mind which has become debased, but this is until Horatio claims, "Something is rotten in the state of Denmark (I, IV, 90)." The notion of festering carrion being a metaphor for King Hamlets death epitomizes this notion. The ghost furthers this idea by stating at the moment of his death, his skin became "Most lazar-like with vile and loathsome crust all my smooth body (I, V, 72)." This attempts the elucidate on the feeling of death almost like becoming like a leper before death finally takes its toll. Decay also becomes a strong theme weighing heavily on Hamlet's mind. Whilst talking to Polonius he says, "For if the sun breed maggots in a dead dog, being a good kissing carrion (II, II, 182)." Although Polonius' appears not to notice this, we can see the constant references to death being made by Shakespeare’s tools, i.e. the characters. Moreover associated with Shakespeare's use of decay and disease imagery is his use of horror, "Roasted in wrath and fire thus o'ersized with coagulate gore (II, II, 431)," is a perfect example of this.

Malcolm X :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚   Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Malcolm X was a great African American Leader, but there is one question that comes to mind when his name is mentioned. Why was Malcolm X such a controversial man? I will now tell you about the life and times of Malcolm, and while doing so, attempt to answer this, o so timely question that so many have asked. Early Life   Ã‚  Ã‚  Ã‚  Ã‚  Malcolm Little was born in 1925, in Omaha, Nebraska. His mother, Luis Little was a house wife. His father, Earl Little was a well-known Baptist Minister. When Malcolm was three years old, white supremacist's threats to his father forced the rather large family the parents had, to move. They chose to settle in Lansting, Michigan. But this homestead would not last for long. Soon after, their house was turned to ashes by more Area Nation members. But the hate would not stop there.   Ã‚  Ã‚  Ã‚  Ã‚  Only two years later Earl Little has found dead on the trolley tracks. The Police, of course, presumed both the death, and the fire, accidents. But Malcolm and his family knew the hateful truth.   Ã‚  Ã‚  Ã‚  Ã‚  These Events led to the mental sickness of the tattered widow and mother, Louis Little. She was committed to an Institution (Barbara Haberman, 2002). Malcolm and his brothers and sisters were split up into foster homes and orphanages.   Ã‚  Ã‚  Ã‚  Ã‚  Despite all this tragedy, Malcolm became a good student in Elementary and middle school. He had dreams of becoming a successful lawyer someday. But one teacher, that Malcolm had favored, shattered these dreams in just one ignorant statement. He told him that this aspiration of becoming something of such a profession, was â€Å"no realistic goal for a nigger†-Teacher‘s name not known- (Barbara Haberman, 2002). This statement, that if told to any white man of that time, would have been thought to be true. Malcolm soon turned away from school and all he had cared about. Malcolm’s Imprisonment   Ã‚  Ã‚  Ã‚  Ã‚  In High School, Malcolm became rebellious. After he later dropped out, he became a hustler while going through odd jobs. New York City was the place for this zoot suit wearing bad boy. For four years he shifted between NYC, Boston, and Michigan. Soon Malcolm had gotten caught up the conation and lost trace of his morals. He was even caught staling from friends and family. Once Malcolm said he wanted â€Å"to fight for the Japanese and kill crackers (white people)† ((whole paragraph) William Strickland, 1964)   Ã‚  Ã‚  Ã‚  Ã‚  In 1946 Malcolm was sentenced to 10 years in Massachusetts State Prison for the burglary he had recently committed.

Manage Your Cash Flow after You Buy a Website :: Sell Websites Buy Web Sites

Manage Your Cash Flow after You Buy a Website Reprinted with permission of VotanWeb.com There is no magic formula to determine the necessary working capital for a website. Sure, every accounting-textbook provides a definition of working capital, but how does this translate into the virtual world? The bottom line is, working capital is the cash that you need to continue operating your website when your current expenses exceed the cash flowing in from Paypal or the credit card companies. Working capital is critical to the survival of your website. Sadly, for most website entrepreneurs, it tends to take a back burner until it begins to cripple their website. Website owners contact me weekly requesting a simple formula to determine working capital. Unfortunately, working-capital requirements are different for every website. In an attempt to provide some help to website owners, I offer the following observations. Websites with a fast inventory turnover don't have huge working-capital requirements because the cash flows in from Paypal or other sources 24/7. This type of website might require 10% to 15% of its annual sales as working capital, as a rule of thumb. Websites that sell a large variety of items require a larger working-capital cushion. A website that must maintain a large inventory, for instance, incurs high costs upfront for materials, but has to have the means to keep the servers up and running until it receives payment form the customers. It might be reasonable for a website such as this to keep at least 25% of annual sales as working capital, speaking generally. The better a website owner manages working capital, the less he needs to borrow and depend upon lenders. There are many examples of websites that did not manage their working capital. I know of one website that was booming and the owner had money in the bank. But it wasn't enough. The owner had decided to dramatically expand the services he offered through his website. The development of the much larger website was substantial. Meanwhile, there was the weekly payroll to cover, the monthly rent for the servers and other expenses. Moreover, as is typical with any website expansion, it takes some time for customers to learn that you are offering additional services. This means that there is some delay between spending the money for the expansion and receiving the money from the increased sales activities. On theory, the website was doing great.

Landmarks of the Philippines

1. Lingayen Beach, located in the capital of Pangasinan Province, is a very relaxing place. With it's long shoreline, pristine waters and cool, fine gray sand, it is fast becoming a destination of Manila residents in search of recreation. The province itself has always been famous because this was the landing site of Gen. Douglas McArthur when he returned to the Philippines to liberate Luzon in 1945. Facilities like picnic sheds and bathhouses were put up by the government about 20 meters away from the shoreline.El Puerto Marina offers standard rooms with queen-sized bed, crisp linen sheets and tiled flooring. All the rooms are furnished, hot and cold shower with bathroom products. Each room is equipped with individual cooling systems, television and closet. Facilities like ATVs, swimming pool and jacuzzi are also available. 2. ILOCOS NORTE CAFE BOJEADOR LIGHTHOUSE, Burgos – Built in 1892, the Lighthouse is still in use today. MALACANANG OF THE NORTH, Paoay – Built as t he official residence of President Marcos in Ilocos Norte, overlooking legendary Paoay Lake.This imposingstructure  is now a museum. MARCOS MUSEUM AND MAUSOLEUM, Batac – Located in his  home town  of Batac, the museum showcases the  memorabilia  of President Marcos. His embalmed body is displayed next door. PAOAY CHURCH – Built of coral blocks and stucco plastered bricks, the church is a unique combination of Gothic, Baroqueand Oriental designs. ST. WILLIAM'S CATHEDRAL, Laoag – Built by the Augustinians in Italian Renaissance design in 1612. STA. MONICA CHURCH, Sarrat – Century-old church of Nee-classical and Baroque architect 3.Declared as a National Shrine, it is located in the Municipality of Gregorio Del Pilar. Tirad Pass was the last stand of the Filipino Revolutionary Forces under the command of Genera Emilio Aguinaldo. The Battle of Tirad Pass was led by the youngest Filipino General Gregorio del Pilar. 4. Traveling by land, although coul d take a couple of hours is the main mode of Laoag transportation available to those coming from  the southern  part of the Philippines including Metro Manila. This form of Laoag transportation is frequently used by those coming from the  capital  of the Philippines and Pampanga.Aside from being affordable, the bus ride although long, is comfortable with  air conditioned  buses making at least 2 trips everyday. Choose from big names such as Philippine Rabbit, RCJ Trans, Victory Liner and GV Florida to help one get to Laoag safely. The trip should take 15 hours at most. 5. Region: 1. Ilocos Provinces 1. Illocos Norte 2. Illocos Sur 3. La Union 4. Pangasinan 6. Nueva Vizcaya is the southernmost province of Region 2. It is bounded onthe north  by  Ifugao, on the northeast by  Isabela, on the east by  Quirino, on the south by  Aurora,  Nueva Ecija, and  Pangasinan, and on the west byBenguet.  Also you can read about  History of the Culinary Arts.It is acces sible by land and by air. Coming from  Metro Manila, Nueva Vizcaya can be reached through the Maharlika Highway passing the historic Dalton Pass. Terrain is mountainous with a river valley drained by Magat River, a major tributary of the Cagayan River. This valley is where majority of the people of Nueva Vizcaya live. Climate is of Type III in which seasons are not very pronounced, relatively dry from November to April and wet during the rest of the year 7. Sambali Festival – an honor to our lady of piat The most popular religious festival in Region II (Cagayan Valley) is the Sambali Festival.I Tagalog History: Ang  Pista ng Sambali  ay ipinagdiriwang taun-taon sa Piat, Cagayan mula Hunyo 23 hanggang Hulyo 2 bilang paggunita sa mahimalang birheng imahen ng Piat at ang pagiging Kristiyano ng mgaSambali. Ang pista ay kinabibilangan ng iba't ibang programang nagpapakita ng mayamang kultura ng mga 8. Cagayan Valley  (Lambak ng Cagayan  in  Filipino;  Tana' nak Cagay an  in the Ibanag Language;  Tanap ti Cagayan  in the Ilocano Language) is a  region  of the  Philippines, also designated as  Region II  or  Region 02. It is composed of five  provinces, namely:  Batanes,  Cagayan,  Isabela,  Nueva Vizcaya, and  Quirino.It has three cities; Industrial center-Cauayan City, its regional center-Tuguegarao, and its commercial center-Santiago City. 9. Palanan in Isabela is best known for what historical event? Answer: Aguinaldo Shrine is located in  Palanan,  Isabela, Philippines. The historical place where  Gen. Emilio Aguinaldo  was captured by the American forces, thus ending the Philippine Revolution in 1901. It is accessible by aircraft, pumpboat and trekking thru Sta. Ana, Cagayan, San Mariano/Cauayan and Ilagan, Isabela respectively. 10. Penabalanca is Cagayan Province is the site of what natural tourist attraction?ANSWER: A favorite tourist destination of mine in  Cagayan, is the famous Callao caves in Pen abalanca and I thought this is the fitting final mission for the day. 11. Name at least two World War II Shrine in Region III, and their location? Answer:1. One of the tourist and historic spots is the Shrine of Valor in Bataan. It is constructed in honor of the Filipino soldiers that fought during World War II. 2 The Barasoain Church is as historic as the aforementioned, being the place where the First Philippine Republic was founded in January 23, 1898.It was also the place where the Malolos Congress opened and the first Constitution was created. 12. Both Subic Bay and Clark Special Economic Zone are situated in Region III. What are the main tourist attraction in this zones? Answer: 1, For those who appreciate the game of chance, they can visit the following three casinos: Casino Filipino inside Mimosa Leisure, Casino Fontana, in the Fontana Lei For thrill-seeker, Omni Aviation offers skydiving, aerobatic fun flights or aerial trips to get a fantastic view of Mt. Pinatubo. sure Pa rk, Casa Blanca Casino inside Hotel Stotsenberg. . Zoobic Safari The Subic Bay Freeport Zone hosts a unique theme park where animals roam free. The Zoobic Safari is one of the attractions in the Freeport area. Various exotic animals can be seen within the protected area including tigers, which are some sort of a main attraction here. Safari rates are quite cheap, which is less than P500. Covering 15 hectares, this sanctuary and preserve is divided into several sections. The Petting Zoo runs through the forest and you can get up close and personal with deer, goats, bearcats, horses, and more.The Serpentarium contains a wide variety of snakes, and there is also a nearby pond housing some crocodiles. 13. What is the best known Eco-tourism destination in Region III? Why? Answer: MT. PINATUBO Location: Botolan, Zambales Mt. Pinatubo is an active volcano located on the island of Luzon at the intersection of the borders of the provinces of Zambales, Tarlac, and Pampanga. The volcanoâ€℠¢s eruption in June 1991 came after 500 years of dormancy, and produced one of the largest and most violent eruptions of the 20th century. Before 1991, the mountain was inconspicuous and heavily eroded.It was covered in dense forest which supported a population of several thousand indigenous people called Aetas, who fled to the mountains from the lowlands when the Spain conquered the Philippines in 1565. 14. After the fall of Corregidor island to the Japanese imperial forces, the â€Å"Death March† took the place. Where did it start and where did it end? Answer: From San Fernando, the prisoners were transported by rail to Capas 15. Name of the province that make up Region III. Answer: †¢ Aurora †¢ Bataan †¢ Bulacan †¢ Nueva Ecija †¢ Cabanatuan †¢ Palayan †¢ San Jose †¢ Pampanga †¢ Angeles †¢ San Fernando Tarlac †¢ Zambales †¢ Olongapo 16. Name the two most popular beach destination in Mindoro island, and hot to get t here? Answer: White Beach This is the beach where you will find the webmaster during his visits to the Philippines. White Beach is located west of San Isidro and is one of the better stretches of sand, offering inexpensive accommodation. There are rows of small resorts, with tropical style restaurants and bars opening to the beach. Some entertainment and during Holy Week concerts are held on the beach. Sabang Beach Want to party the night away? Then bustling Sabang Beach is for you.Actually, it's a very short strip of rocky beach, plus a maze of narrow side streets crammed with tourist inns and for rent cottages. It's a lively area with a few go-go bars, a disco, an open air karaoke joint, and the usual beer gardens. HOW TO GET THERE Public Transport This is certainly the cheapest option if you are a seasoned traveler. However, it is not convenient or easy if you have too much luggage. Carry only the bare essentials needed for your stay in Puerto Galera. Most hotels have luggage sec urity facilities for travelers wishing to leave excess luggage.Also, beware of pick-pockets on public buses and ferries, they are very experienced in their trade and ussually operate in teams. Regular BLTB, JAM and Tritran airconditioned buses depart from the major bus terminals in Pasay City near Manila Airport to bring you to Batangas Port. Depending on traffic conditions the trip will take approximately 3 hours and the fare is approximately P100 per person one way. Once in Batangas Port proceed to the air conditioned Terminal (P10 entry fee) to board one of the following ferries: 17. Name province of Bulacan is rich in history.Name the two historical sites in the province and their location. Answer: BARASOAIN CHURCH, Malolos – One of the leading historical spots in  the nation. The seat of he tshod-lived Philippine Republic and the site of the Malolos Congress in 1898. BIAK-NA-BATO, San Miguel – A huge split boulder, which was the mountain hideout of the Revolutio nary Forces and the place where the Malolos Constitution was signed. 18. Corregidor Island is a major tourist destination. Name tree levels of sites in the island included sightseeing tour Answer: Malinta TunnelThe highlight of the visit would be the 30-minute  Lights and Sound Show  at the tunnel, which chronicles the significance of the place when it served as the center of American operations during the World War II. Former Philippine President Manuel L. Quezon and Vice-President Sergio Osmena tost atiok their oath on December 30, 1941 under this hideaway to begin their second term in office. This passage was converted into a hospital, arsenal, and fuel reservoir, where thousands of Filipino, American and Japanese soldiers died. The Lights and Sound Show is shown once in the afternoon. 9. Name three (3) emerging tourist attraction in Rizal Province. What makes this attractive this attractive to visitors? Answer: Tourist Attraction Rizal boasts of several tourist attractions l ike Daranak and Batlag Falls, Villa Virginia Resort and Conference Center, Hinulugang Taktak National Park, Boso-Boso Ruin Church, Baras Church, Antipolo Cathedral, And Kalbaryo, Manansala Landmark and other galleries. It is also rich in cultural heritage. Various cultural plays, enactments and dances are held throughout the year to commemorate certain occasions.The town fiestas are celebrated during the birth of patron saints of the different municipalities. Perhaps the most outstanding point of its heritage is in the field of the arts created by many distinguished artists. Some are world renowned and already proclaimed national artists. Thus, the title, â€Å"Crade of Philippine Art†. 20. What provinces make up region IV? Answer : Region IV-A: CALABARZON †¢ Batangas †¢ Batangas City †¢ Lipa †¢ Cavite †¢ Cavite City †¢ Tagaytay †¢ Tres Martires †¢ Laguna †¢ San Pablo †¢ Quezon Rizal Region IV-B: MIMAROPA †¢ Marinduque â € ¢ Mindoro Occidental †¢ Mindoro Oriental †¢ Palawan †¢ Puerto Princesa 1. Name the island- provinces of region IV. Answer: its  provinces, which are:  Occidental Mindoro,  Oriental Mindoro,  Marinduque,  Romblon  and  Palawan. 22. State all the information you know about Enchanted Kingdom. Answer: Enchanted Kingdom  is a  theme park  in the  Philippines. It is located in  Santa Rosa City,  Laguna, about 29 kilometers (18  mi) from  Manila. It has a land area of 17  hectares  (41  acres). The park is managed and operated by Enchanted Kingdom Inc. , formerly named Amtrust Leisure Corporation. Enchanted Kingdom is a member of the International Association of Amusement Parks and Attractions.History The park was conceptualized by the  Landmark Entertainment Group  and modeled after  Knott's Berry Farm. It was built at a cost of P1. 2-billion. The park first opened on July 28, 1995. Location The park is located at RSBS Blvd. , S an Lorenzo South, Balibago,  Santa Rosa City,  Laguna,  Philippines  . Park zones Victoria Park The  Victoria Park  is inspired by the  era of Queen Victoria's rule and displays it in elegance. There are entertainers and mascots in this area of the park and, most notably, one of the entertainers found is Eldar, the mascot of Enchanted Kingdom AttractionsGrand Carousel –  Carousel Merchandise Grand Era Gifts Parkside Sweets & Culinary Delights Stroller/Locker Rental Victoria Scrap Book Souvenirs Portabello Portabello  is a replica of  Portabello, a place in  Panama  in the Caribbean Sea where the riches of the  Incas  were shipped by the Spaniards. It features treasures hidden by the Spanish sailors. Portabello hosts the Rio Grande — the largest attraction found in the park. Other attractions in Enchanted Kingdom’s Portabello are the Flying Fiesta, giant  swing ride, Xtreme Paintball, Portabello Show, and 4D Discovery Theater. Attrac tions D Discovery Theater –  4-D film  Theater Flying Fiesta –  Wave Swinger Rio Grande Rapids –  River rafting ride Shake, Rattle and Roll: The Experience!!! (SRR:X!!! ) –  Haunted attraction Xtreme Paintball Merchandise Discovery Photo Enchanted Kingdom Cafe Stir Fried Rice Purefoods TJ Hotdog Kiosk Treasure Island Gift and Rio Grande Photo Boulderville Boulderville  has a prehistoric theme with dinosaurs as main characters. There are rides that are designed for children, two examples are Petreefied House and Rock Quarry. Puppet shows and dinosaur mascots are mostly found in this area.Attractions Air Pterodactyl Boulderville Express –  train ride Bumbling Boulders –  teacups Dinosoarus Petreefied House Stone Eggs –  kiddie Ferris wheel Triassic Tag Rock Quarry Merchandise Ice Age Ice Cream Purefoods TJ Hotdog Kiosk Stone Age Souvenirs Midway Boardwalk The  Midway Boardwalk  is colorful and carefree zone inspire d by in  Coney Island, known as â€Å"America's Playground† in the 1930s. There are other attractions found around the place, mostly including  mimes,  clowns  and  jugglers. Attractions Anchors Away –  pirate ship ride Bump N' Splash Dodgem –  bumper carsEKstreme Tower Ride –  drop tower Midway Games Roller Skater –  mini roller coaster Steeplechase Arcade –  arcade game Up, Up and Away –  balloon ride Wheel of Fate –  Ferris wheel Merchandise Feltman's Harry Houdini's Magic Shop Henna Tattoo & Face Painting Purefoods TJ Hotdog Kiosk Sips Ahoy Stir Fried Rice Brooklyn Place Brooklyn Place  is a theater and shopping zone designed after 1940s  Brooklyn,  New York  where slapstick comedies and silent movies are reminisced. Attractions Broadway and Brooklyn shows Funhouse Express Parade at the Cobblestone street Rialto –  Simulator RideMerchandise Soda Fountain Five N' Dime Emporium Spacepo rt The  Spaceport  is inspired by sci-fi films and the  NASA  space program of the 1960s. Notably, an 11-story ride, Space Shuttle, stands out in the park, it is the first roller-coaster in the Philippines. Attractions Bandstand Eldar's Tent Exodus: The ATV Ride –  All-terrain vehicle  Adventure Trail Kart Trak –  Kart racing Jr. Kart Trak –  Kiddie Kart racing Jr. ATV Launch Time Space Shuttle Max  Ã¢â‚¬â€œÃ‚  Vekoma  Boomerang roller coaster supsup Merchandise Galactic Treats Pizza Hut Pop Noggins Wizard's Delight Ice CreamJungle Outpost The  Jungle Outpost  offers a jungle adventure. It was designed after the  Amazon jungle. There is a calm ride, Swan Lake, and some other rides like the Jungle Log Jam, a Log Flume attraction that slides rapidly from a tall slide. Attractions Amazon Hoops Jungle Log Jam –  Log flumes Swan Lake Safari Shoot Out Tropics Trading Post Merchandise Amazon Grill Amazon Rice Meals Burgers Jungle BBQ Kiosk Jungle Photo Purefoods TJ Hotdog Kiosk Tacos (Mexican Outlet) EK Biki Waterworld EK BiKi Waterworld  is a first world-class inflatable water park in the  Philippines.It has a variety of six giant  inflatable  swimming pools  with  water slides, games and rides that is a safe and hygienic water environment. Other Attractions Fireworks Display The park features spectacular  fireworks  display during weekends and  Philippine Holidays. Incidents Space Shuttle† ride On December 12, 2007, 5:30  p. m. , many riders hung mid-air when the â€Å"Space Shuttle†Ã‚  roller coaster  ride stalled on the ride's boomerang (cobra roll element). Rescuers arrived and assisted the 25 passengers – mostly students – and brought them down to the ground. The ride first stalled on June 19, 2004 with 25 people on board. 1]  A  Meralco  crane arrived and 25 trapped students (from the  University of Batangas  in  Batangas City, Holy Infant Jesus of Prague Catholic School in  Binan, Laguna  and Felizardo Lipana National High School in  Guiguinto, Bulacan) were rescued safely and brought to St. James Hospital in  Sta. Rosa City  for treatment of possible injuries. [2]  The shuttle reopened on December 25, 2007, but closed for renovations until the fourth quarter 2009. [3]  It was renamed as Space Shuttle Max in its opening, sporting a new train and coaches from  Holland. [4] Exodus† rideOn January 4, 2008, a 21-year-old woman suffered a broken leg after she rode â€Å"Exodus†. The accident took her 2 months to walk, as the management apologized but stated that it will not pay for any damages. As the result, the exodus ride was closed to the public, but the ride was reopened as of May 2, 2009 Trivia The name of their mascot is â€Å"Eldar† The theme park is also a setting of previous  GMA Network  primetime programs:  Ako si Kim Samsoon,  Ã‚  and  Stairway to Heaven. The theme par k is used for  QTV  Children shows: Kids on Q and Q-Lets & Co. The park is holding â€Å"Asian Sky Wizardry Fireworks Competition† yearly every October.The Champion in the 2nd Asian sky Wizardry is  Singapore. The park in an episode was also featured on  Pepito Manaloto  on GMA where Pepito's best friend celebrated his birthday there. Platinum Fireworks is their official distributor of  Fireworks Last October 22, 2011 they launched their brand new jingle † I love EK! † 23. Draw a map of northern Palawan and point- out the general location of calauit Island. El Nido and Aman Pulo Answer: 24. What do you know about Taal volcano, Taal Lake Taal town? Answer: Taal Volcano is recognized as the  smallest active volcano  in the world.The volcano can be found in the interior part of Taal Lake, and 70 kilometers south of Metro Manila. It is distinctive because of the fact that the volcano itself forms a landmass that has a lake inside its crater, and known as the â€Å"Crater Lake†. The Crater Lake’s water has a diluted form of sulfuric acid with extreme absorption of aluminum, boron, magnesium and sodium in salt structure. The volcano can be best viewed in  Tagaytay City  because of its high altitude. The lakeshore towns of San Nicholas, Agoncillo and Talisay are places in Batangas you can have a closer view, and actually take you to the top of the crater.Taal Lake  is the third largest lake in the Philippines. A waterway calledPansipit River  connects the lake thru  Balayan Bay  and is considered to be very rich in natural resources and different kinds of marine species that thrives in the river. A delicacy in the town of Taal, one would surely love and yearn for is Tapang Taal. One cannot say that he/she has been in Taal, Batangas if you haven’t tried the most sought-after food in a town popular for its heritage. 25. What major tourist attraction can be accessed through Puerto princesa? Answer:Puert o Princesa Subterranean River National Park Among the top 5 tourist spots in Puerto Princesa Philippines is the Puerto Princesa Subterranean River National Park. Explore the Underground River that winds through banks lined with trees and a stunning cave. End up in a beach where monitor lizards and monkeys live, close to the cave. The Subterranean River National Park, which is a mountain-to-sea ecosystem, is on the UNESCO World Heritage List. If you want to be detached from the rest of the world and be in a place that feels like paradise, head over to this famous national park. 6. What is the tourist attraction are situated near Legaspi City? Marvel at Mt. Mayon and Zipline on Lignon Hill Lignon Hill is that hill that obstructs the perfect view of Mt. mayon when you get off your plane at the Legaspi Airport. A visit to Lignon Hill is often part of Legaspi City Tour package. But for those who are DIYers, there are two ways to get  to the view deck on top of Lignon Hill. After visiti ng the Japanese Tunnel, you can either decide to hoof it, a good 20min walk uphill or take the habal-habal waiting at the foothill.As of last March 2011, the quoted price for habal-habal rental is P200/RT. Each habal-habal can accommodate 2 persons. There is actually a shorter way up, this will save you a lot of time and it's a cooler way to get to the view deck. BUT it's a little riskier and trickier. 🙂 As you walk up the hill you will see a set of wooden stairs (looks rickety) on the right side of the road. You can take this up and you will find a well trodden path leading through a little. 27. Whar are the gateway to region V? which airline service these –

Diversion in the Criminal Justice System Essay

Diversion has been known to be called, â€Å"the easy way out†, or â€Å"a slap on the wrist†, but diversion entails more than an offender saying, â€Å"They got an easy way out†. According to the book diversion can be a type of rehabilitation, â€Å"The National Academy of Sciences defines it as â€Å"any planned intervention that reduces an offender’s criminal activity† (Walker 2008, pg 251). Most criminal activity is done by people from the ages of 14 and 24. The main goal of rehabilitation programs is to reduce crime sooner than later the book refers to it as, â€Å"planned intervention program, that might include counseling, education, job training, or some other program† (Walker 2008, pg 251). Diversion is meant to help keep people out of the criminal justice system; due to the fact most of them are not violent offenders. It refers to people that are not a serious threat to society, but made a wrong choice and it is their first time of fending. Using diversion, the courts hope that it will not only keep people out of the criminal justice system, but it will help them, rehabilitate them, or try to resolve the problem. It also is an additional way to keep from overcrowding jails, courts, and any kind of correction institution. In doing this the courts can focus on more serious offenders. According to the text book, â€Å"diversion is a planned intervention with a treatment component and the goal of getting offenders out of the criminal justice system as early as possible† (Walker, 2008,pg.262). In diversion the offender is given a jail sentence as in â€Å"11/29† if the offender does not commit any more crimes then they will be expunged from the criminal justice system and then they will have a clean record. However, if they recommit a crime, they will have to serve 30% of their original given jail time. For example- 30% of â€Å"11/29† in jail, would  be 109 days. When given diversion, the offender is usually given probation as well. With probation the offender usually has a class that he/she has to attend that is part of their rehabilitation process. According to the peer reviewed journal, â€Å"Probation and Diversion: Is There a Place at the Table and What Should We Serve states that, â€Å"Three times as many offenders participate in probation and/or diversion programs than incarcerated. Probation and diversion programs are considered â€Å"alternative† punishments, and public policy has not focused on how to strengthen community corrections. New developments on targeting specific behaviors through the use of theoretical models of supervision can improve outcomes, or at least delay further offending?† (Taxman, 2010). Probation is a way to stay in touch with the offender, by having them come in and have meetings with their probation officer. The reasoning for this is to keep the officer up to date with the offender and the offender’s progress. They make sure that the offender is doing everything they are suppose to do, paying court cost, trying to find a job, not getting in any more trouble, and to just make sure the offender stays on top of their priorities. The classes and programs are meant to help the offender in many ways such as; realizing that they made a mistake and to see how they could possibly better themselves, or whether it’s hanging out with a different crowd, or just saying â€Å"NO Thanks†. Diversion has been around for centuries. According to the text book, â€Å"Diversion was one of the great reforms of the 1960s† (Walker, 2008, pg.262). This statement backs up some of the history behind diversion. A article concludes more information about the history of diversion, â€Å"The concept of diversion of juveniles from the juvenile justice system has a long history in the scholarly literature as well as in federal juvenile justice policy. The theoretical background of diversion is based on the â€Å"labeling† principles dating back to Tannebaum (1938). The scholarly debate was further developed by the research of Becker (1963) as well as Lemert (1951). Becker (1963) argued that labeling by certain social groups in power have a detrimental effect on juveniles. The work of Lemert (1951) discussed the effect of secondary deviance of juveniles that were processed through the juvenile justice system and contributed to the argument that the system, instead of help ing, may actually contribute to further delinquent acts of  juveniles† (Marsh, 2005). This makes complete sense why this would be thought of in the way it was. Tannebaum, Becker, and Lemert were all right in the idea that juveniles should be dismissed from the criminal justice system, to be given another chance. They also said that if juveniles were not dismissed from the criminal justice system that â€Å"labeling† could take affect very easily. If a juvenile is proven guilty an certain crime, that could essentially lead the individual to living up to their â€Å"label† and lead them to commit more deviant acts. This is why they try to give them another chance and treat them with a diversion program of some sort. An additional quote from text book states that, â€Å"Commission gave it strong endorsement in 1967, and in the 1970’s an estimated 1,200 diversion programs were established† (Walker,2008,pg.262). Given this information one could conclude that during the 1960’s the criminal justice system was establishing more of a variety of ways to help people and trust them with a second chance. The text book does explain that this was not the â€Å"first† form of diversion, â€Å"Historically, many offenders were diverted from the criminal justice system at an early age. Police officers routinely chose not to arrest someone even though there was probable cause, and prosecutors dismissed the cases when prosecution would not serve the â€Å"interest of justice†. We call this old diversion† (Walker, 2008,pg. 262). Police officers have been practicing diversion for a long time. They trusted that the offender would not recommit once they had been caught once, considering it was their first time, or they only committed a minor crime. However, the diversion that is used today is more of a modern approach. Programs are offered, that instills goals in people, and is managed by a professional staff that offers assistance and treatment. According to Taxman, â€Å"These models are important since they help provide a meaning to the core practice of diversion/supervision programs—face-to-face contacts. Moving away from generic contacts to ones that are focused on specific behavior holds promise in elevating the value and importance of probation and diversion programs in correctional policy and practice†(Taxman,2010). This is how program and treatment are today. The professional workers are more involved and tuned in to their clients’ problems. All of this is to try to keep people out of the criminal justice  system. The more people that are kept out of the system, the better off the system will be. Diversion puts that fear into someone, because they know if they mess up again then they have to serve 30% of their jail time. Diversion is meant to act not only as a â€Å"second chance†, but also a deterrent to not commit future crimes. Has diversion been proven to help people? Everyone is different and diversion helps some people and for others it does not work. For the people it does not work out for, are usually trying to ride out the system, getting in trouble, getting longer probation sentences, according to a academic journal, â€Å"Developing restorative practice: contemporary lessons from an English juvenile diversion project of the 1980s.† states that, â€Å". As a result, the projects quickly became skilled in negotiating solutions in the interests of, and according to the wishes of those affected, while also enabling young people to acknowledge their own responsibilities and to take action accordingly. These successes have not been built upon effectively† (Smith,425-438,2011). In this sense diversion has not been successful; the people that were involved in this research had not taken diversion seriously and had been irresponsible for the actions they had taken. On the other hand, some peopl e do take it seriously and it has been proven successful. Diversion can be tough, according to an article concerning diversion programs, â€Å"Maryland’s diversion program for alcohol-impaired drivers (i.e., PBJ) allows a driver to plead guilty or nolo contendere, or to be found guilty in a criminal proceeding but have judgment stayed pending completion of a probationary period. Conditions of probation may include participation in treatment, an alcohol education program, selfhelp groups (e.g., Alcoholics Anonymous), and/or the ignition interlock license restriction program. Drivers who violate the terms of probation (including having another alcohol-related offense) may have the original charge reinstated and be further prosecuted for violating probation† (Ahlin). This is an example of a diversion program, it explained the proceeding s and the conditions that went along with the program and what would happen if the  offender failed to participate successfully. It also explained that in doing the following treatments that go along with the program are considered â€Å"self help† groups, like Alcoholics Anonymous and this can be a way to help someone while they are under probation and eventually help them be expunged out of the criminal justice system in the near future. Diversion programs are initially a way to help individuals make better choices in the future, and to have hope in the offender that he/she learned their lesson the first time. Another time of diversion program is called Adolescent Diversion Program (ADP). This program is based on juveniles. This particular program is to help juveniles be more involved and it emphasizes on community service work. The article states, â€Å"a community centered paradigm where students are taught to work with communities to better understand contexts surrounding a social problem, as opposed to merely volunteering to provide a service to a community. The Adolescent Diversion Project (ADP), which has been operating for over 30 years, demonstrates critical community service through the type of relationship built between students and the local community† (American Journal of Community Psychology, 2010). This program focuses on young adults and to try to steer them away from crime by having them do community service work and be more involved. An article inquires that, â€Å"Diverting juvenile offenders from the traditional juvenile justice system has been influenced by various theories but most prominently, labeling theory and differential association theory. Differential association theory’s basic premise is that through association with deviant groups, individuals are more likely to become deviant themselves. Juveniles incarcerated with other juvenile offenders will interact and are more likely to join deviant groups† (Marsh 2005). This is a good reason why the ADP program deals and focuses on juveniles. If more attention is paid to young adults and they are stopped right when they get in trouble it could be a factor in reducing crime, because if they are stopped and corrected while they are young, they will not commit when they get older, or possibly age out of it. People debate whether diversion and diversion programs work, in the sense of reducing further crime and deterring people from recommitting according to an article, â€Å"Scholars have examined which types of sanctions are more likely to reduce recidivism and have found that punitive approaches such as conviction or jail do not significantly deter future incidents of DWI  (Taxman & Piquero, 1998; Wheeler & Hissong, 1988; Yu, 2000)† (Alhin). In this quote it explains that jail time, or convictions do not always work as a â€Å"deterrent† for the offender when he/she gets out of jail. Due to this, they will have to use other significant deterrent applications, or at least try them. They could use probation as a deterrent instead of putting everyone in jail. Putting everyone in jail causes a big overcrowding issue and some people they put in jail are not huge criminals, they may have just committed a minor crime. However, by putting them in jail they could â€Å"learn† how to be a criminal and when they get out, they could potentially commit crime. The article extends to explain how the deterrence theory could work in this situation, â€Å"Consistent with deterrence theory (Beccaria, 1764/1963), swift license sanctions such as suspension and revocation have been shown to reduce DWI recidivism (Ross, 1991; Yu, 1994; but see Yu, 2000), and less punitive, treatment-based sanctions can also reduce recidivism among drivers with an alcohol disorder (Taxman & Piquero, 1998)† (Alhin). This quote states that by using the deterrence theory, revocation has been proven to reduce DWI recidivism. It also says by using more â€Å"treatment† based corrections could help the offenders not recommit drinking and driving. If the offenders can receive help with drinking intensively, or get help with drinking and driving, this could keep people out of jail and also save lives by not having peo ple out on the road drinking and driving. Diversion has been around for a very long time, and over the years there have been many studies, researches, and experiments done to try and understand what the most effective way to make diversion programs work. There have been several people that have conducted studies to see what they could encounter on the subject of diversion. One group an author states was, â€Å"Kammer and Minor (1997) evaluated a program that intervened in cases of juveniles ages 11 to 18 years charged with status or low-level delinquent offenses and no prior record. The program was 16 months long and only handled 12 offenders at a time. Of the 86.2% (N = 81) who graduated, 67% were rearrested during the evaluation follow-up. Of the juveniles originally arrested for status offenses, those that recidivated were charged with delinquent acts† (Marsh 2005). This statistics are just from one study, but over half of the offenders were rearrested, so this complies that their study on diversion programs were not successful enduring that when juvenile offenders receive diversion, in their study over half were arrested again. However, an academic article states â€Å"Although much research has been conducted to test diversion methods, few have taken advantage of true field experimental conditions (Campbell, 1969; Severy & Whitaker, 1982). Unfortunately, utilizing true experimental designs in the juvenile justice setting can have serious political implications† (Severy & Whitaker, 1982). Yet the absence of a control group design prevents testing from a baseline. The methodology of the current project allowed the comparison of the groups to each other and the comparison of the different treatment interventions to a baseline control group† (Marsh 2005). In the quote it explains that when research is not done in the field, using expe riments with offenders could lead to trouble when it comes to trying to understand diversion and its effectiveness. This is an important part of research, because one is learning through the actual offenders and studying their ways of doing things. In addition the author states, â€Å"One of the most significant issues raised by diversion was the â€Å"net-widening† effect of this type of program. In an evaluation of 11 California diversion projects, Bohnstedt (1978) found that one half of the 3,871 clients served would not have been processed by the system if court diversion programs were available† (Marsh 2005). Another study conducted encountered juveniles and the use of tobacco. The juveniles that were caught using tobacco were given options of different punishments, â€Å"Juveniles cited for use of tobacco were given the option of going to court, paying a fine, or attending a single 2 ½-hour diversion course that discussed the harms of tobacco use† (Marsh 2005). Most of the juveniles chose to pay the fine instead of attending the class. The article intended that this study the juveniles that attended the class and the juveniles that paid the money had no change in behavior, or attitude. However, the juveniles that paid the fine, they were proven to have lower tobacco usage. With having this knowledge, one now would know that using the right kind of treatmen t is very help when doing research in diversion based programs, because if something is off, or missing it could through the whole experiment off. Another issue that was brought up is having diversion everywhere in the United States, because the overcrowding  in jails is one of the biggest, money rackets U.S. citizens and the government deal with. If diversion programs were offered everywhere then it could possibly cut down on the incarceration rates in the United States, â€Å"Treating youth in the community diversion is seen as a way to reduce further involvement with the juvenile justice system. The idea has been particularly intriguing because of its added benefit of relieving an overburdened judicial system† (Whitaker, Severy, & Morton, 1984, pp. 175-176) (Marsh 2005). If diversion was used more often and courts were able to keep more people out of jail by using diversion programs, it would cut down on the tax payers that pay for people to stay in jail and possibly help the people get rehabilitated. Diversion is a good idea for first time offenders and helps them steer clear of trouble, if they actually follow the rules and do not recommit any offenses. Diversion programs have been proven to help people, but it has also been proven to not show any difference in the offender’s actions. I believe that aging out of crime has a lot to do with juvenile offenders and even adult offenders. However, it is a personal choice whether, or not t hey choose to learn their lesson by completing diversion programs and move forward with their lives. References Ahlin, E. M., Zador, P. L., Rauch, W. J., Howard, J. M., & Duncan, G. D. (2011). First-time DWI offenders are at risk of recidivating regardless of sanctions imposed. Journal of Criminal Justice, 39(2), 137. Patrick, S., & Marsh, R. (2005). Juvenile diversion: Results of a 3-year experimental study. Criminal Justice Policy Review, 16(1), 59-73. Smith, Roger. Contemporary Justice Review, Dec2011, Vol. 14 Issue 4, p425-438, 14p; Abstract Taxman, Faye S.. Victims & Offenders, Jul-Sep2010, Vol. 5 Issue 3, p233-239, 7p; Abstract Walker, Samuel. 2011. Sense and Nonsense about Crime, Drugs, and Communities. Wadsworth Cengage Learning. Seventh Edition. 251-263.