Night World : Dark Angel Chapter 8

Gillian stood perfectly still and watched David disappear around a corner. (It's not time for the plan yet, kid. Now buck up. A cheery face is worth diamonds.) Gillian tried to put on a cheery face. The strange day continued. In each class, Gillian appealed to the teacher for a new book. In each class, she was bombarded with offers of notes and other help. And through it all Angel whispered in her ear, always suggesting just the right thing to say to each person. He was witty, irreverent, occasionally cutting-and so was Gillian. She had an advantage, she realized. Since nobody had ever noticed her before, it was almost like being a new girl. She could be anything she wanted to be, present herself as anyone, and be believed. (Like Cinderella at the ball. The mystery princess.) Angel's voice was amused but tender. In journalism class, Gillian found herself beside Daryl Novak, a languid girl with sloe eyes and drooping contemptuous lashes. Daryl the Rich Girl, Daryl the World-weary World Traveler. She talked to Gillian as if Gillian knew all about Paris and Rome and California. At lunch, Gillian hesitated as she walked into the cafeteria. Usually she sat with Amy in an obscure corner at the back. But recently Eugene had been sitting with Amy, and up front she could see a group that included Amanda the Cheerleader, Kim the Gymnast, and others from The Clique. David and Tanya were at the edge. (Do I sit with them? Nobody asked me.) (Not with them, my little rutabaga. But near them. Sit at the end of that table just beside them. Don't look at them as you walk by. Look at your lunch. Start eating it.) Gillian had never eaten her lunch alone before-or at least not in a public place. On days Amy was absent, if she couldn't find one of the few other juniors she felt comfortable with, she snuck into the library and ate there. In the old days she would have felt horribly exposed, but now she wasn't really alone; she had Angel cracking jokes in her ear. And she had a new confidence. She could almost see herself eating, calm and indifferent to stares, thoughtful to the point of being dreamy. She tried to make her movements a little languid, like Daryl the Rich Girl's. (And I hope Amy doesn't think I'm snubbing her. I mean, it's not as if she's back there alone. She's got Eugene.) (Yeah. We're gonna have to talk about Amy sometime, kid. But right now you're being paged. Smile and be gracious.) â€Å"Jill! Earth to Jill!† â€Å"Hey, Jill, c'mon over.† They wanted her. She was moving her lunch over to their table, and she wasn't spilling anything and she wasn't falling as she slid in. She was little and graceful, thistledown light in her movements, and they were surging around her to form a warm and friendly bulwark. And she wasn't afraid of them. That was the most wonderful thing of all. These kids who'd seemed to her like stars in some TV show about teenagers, were real people who got crumbs on themselves and made jokes she could understand. Gillian had always wondered what they found so funny when they were laughing together. But now she knew it was just the heady atmosphere, the knowledge that they were special. It made it easy to laugh at everything. She knew David, sitting quietly there with Tanya, could see her laughing. She could hear other voices occasionally, from people on the fringes of her group, people on the outside looking in. Mostly bright chatter and murmurs of admiration. She thought she heard her name mentioned. †¦ And then she focused on the words. â€Å"I heard her mom's a drunk.† They sounded horribly loud and dear to Gillian, standing out against the background noise. She could feel her whole skin tingling with shock and she lost track of the story Kim the Gymnast was telling. (Angel-who said that? Was it about me-my mom?) She didn't dare look behind her. â€Å"-started drinking a few years ago and having these hallucinations-â€Å" This time the voice was so loud that it cut through the banter of Gillian's group. Kim stopped in mid-sentence. Bruce the Athlete's smile faltered. An awkward silence fell. Gillian felt a wave of anger that made her dizzy. (Who said that? I'll kill them-) (Calm down! Calm down. That's not the way to handle it at all.) (But-) (I said, calm down. Look at your lunch. No, at your lunch. Now say-and make your voice absolutely cool-â€Å"I really hate rumors, don't you? I don't know what kind of people start them.†) Gillian breathed twice and obeyed, although her voice wasn't absolutely cool. It had a little tremor. â€Å"I don't know either,† a new voice said. Gillian glanced up to see that David was on his feet, his face hard as he surveyed the table behind her as if looking for the person who'd spoken. â€Å"But I think they're pretty sick and they should get a life.† There was the cold glint in his eyes that had given him his reputation as a tough guy. Gillian felt as if a hand had steadied her. Gratitude rushed through her-and a longing that made her bite down on her lip. â€Å"I hate rumors, too,† J.Z. Oberlin said in her absent voice. J. Z. the Model was the one who looked like a Calvin Klein ad, breathlessly sexy and rather blank, but right now she seemed oddly focused. â€Å"Somebody was putting around the rumor last year that I tried to kill myself. I never did find out who started it.† Her hazy blue-green eyes were narrowed. And then everyone was talking about rumors, and people who spread rumors, and what scum they were. The group was rallying around Gillian. But it was David who stood up for me first, she thought. She had just looked over at him, trying to catch his eye, when she heard the tinkling noise. It was almost musical, but the kind of sound that draws attention immediately in a cafeteria. Somebody had broken a glass. Gillian, along with everyone else, glanced around to see who'd done it. She couldn't see anybody. No one had the right expression of dismay, no one was focused on anything definite. Everybody was looking around in search mode. Then she heard it again, and two people standing near the cafeteria doors looked down and then up. Above the doors, far above, was a semi-circular window in the red brick. As Gillian stared at the window she realized that light was reflecting off it oddly, almost prismatically. There seemed to be crazy rainbows in the glass†¦ And something was sparkling down, falling like a few specks of snow. It hit the ground and tinkled, and the people by the door stared at it on the cafeteria floor. They looked puzzled. Realization flashed on Gillian. She was on her feet, but the only words that she could find were, â€Å"Oh, my God!† â€Å"Get out! It's all going to go! Get out of there!† It was David, waving at the people under the window. He was running toward them, which was stupid, Gillian thought numbly, her heart seeming to stop. Other people were shouting. Cory and Amanda and Bruce-and Tanya. Kim the Gymnast was shrieking. And then the window was going, chunks of it falling almost poetically, raining and crumbling, shining and crashing. It fell and fell and fell. Gillian felt as if she were watching an avalanche in slow motion. At last it was over, and the window was just an arch-shaped hole with jagged teeth clinging to the edges. Glass had flown and bounced and skittered all over the cafeteria, where it lay like hailstones. And people from tables amazingly distant were examining cuts from ricocheting bits. But nobody had been directly underneath, and nobody seemed seriously hurt. (Thanks to David.) Gillian was still numb, but now with relief. (He got them all out of the way in time. Oh, God, he isn't hurt, is he?) (He's fine. And what makes you think he did it all alone? Maybe I had some part. I can do that, you know-put it into people's heads to do things. And they never even know I'm doing it.) Angel's voice sounded almost-well-piqued. (Huh? You did that? Well, that was really nice of you.) Gillian was watching David across the room, watching Tanya examine his arm, nod, shrug, look around. He's not hurt. Thank heaven. Gillian felt so relieved it was almost painful. It was then that it occurred to her to wonder what had happened. That window-before the glass fell it had looked just like the mirror in her bathroom. Evenly shattered from side to side, spidery cracks over every inch of the surface. The bathroom mirror had cracked while Tanya was being catty about Gillian's room. Now Gillian remembered the last thing she'd wanted to ask Angel last night. It had been about how the mirror came to do that. This window †¦ it had started falling a few minutes after someone insulted Gillian's mother. Nobody had heard it actually break, but it couldn't have happened too long ago. The small hairs on the back of Gillian's neck stirred and she felt a fluttering inside. It couldn't be. Angel hadn't even appeared to her yet†¦ But he'd said he was always with her†¦ An angel wouldn't destroy things†¦ But Angel was a different kind of angel. (Ah, excuse me. Hello? Do you want to share some thoughts with me?) (Angel!) For the first time since his soft voice had sounded in her ear, Gillian felt a sense ofover- crowdedness. Of her own lack of privacy. The uneasy fluttering inside her increased. (Angel, I was just-just wondering†¦) And then the silent words burst out. (Angel, you wouldn't-would you? You didn't do those things for my sake- â€Å"break the mirror and that window-?) A pause. And then, in her head, riotous laughter. Genuine laughter. Angel was whooping. Finally, the sounds died to mental hiccups. (Me?) Gillian was embarrassed. (I shouldn't have asked. It was just so weird†¦) (Yeah, wasn't it.) This time Angel sounded grimly amused. (Well, never mind; you're already late for class. The bell rang five minutes ago.) Gillian coasted through her last two classes in a daze. So much had happened today-she felt as if she'd led a full life between waking up and now. But the day wasn't over yet. In her last class, studio art, she once again found herself talking to Daryl the Rich Girl. Daryl was the only one of that crowd that took art or journalism. And in the last minutes before school ended, she regarded Gillian from under drooping eyelashes. â€Å"You know, there are other rumors going around about you. That you and Davey-boy have something going behind Tanya's back. That you meet secretly in the mornings and†¦Ã¢â‚¬  Daryl shrugged, pushing back frosted hair with a hand dripping with rings. Gillian felt jolted awake. â€Å"So?† â€Å"So you really should do something about it. Rumors spread fast, and they grow. I know. You want to either deny them, or†-Daryl's lips .quirked in a smile-â€Å"disarm them.† (Oh, yeah? And just how do I do that?) (Shut up and listen to her, kid. This is one smart cookie.) â€Å"If there're parts that are true, it's usually best to admit those in public. That takes some of the punch out. And it's always helpful to track down the person starting the rumors-if you can.† (Tell her you know that. And that you're going to see Tanya after school.) (Tanya? You mean-?) (Just tell her.) Somehow Gillian gathered herself enough to repeat Angel's words. Daryl the Rich Girl looked at her with a new expression of respect. â€Å"You're sharper than I thought. Maybe you didn't need my help after all.† â€Å"No,† Gillian said without Angel's prompting. â€Å"I'm always glad for help. It's-it's a rough world.† â€Å"Isn't it, though?† Daryl said and raised already arched eyebrows. (So it was Tanya who spread that stuff about my mom.) Gillian almost stumbled as she trudged out of art class. She was tired and bewildered. Somehow, she'd have thought Tanya was above that. (She had help. It takes a really efficient system to get a rumor to peak circulation that fast. But she was the instigator. Turn left here.) (Where am I going?) (You're gonna catch her coming out of marketing education. She's alone in there right now. The teacher asked to see her after class, then unexpectedly had to run to the bathroom.) Gillian felt distantly amused. She sensed Angel's hand in these arrangements. And when she poked her head inside the marketing ed room, she saw that Tanya was indeed alone. The tall girl was standing by a cloudy green blackboard. â€Å"Tanya, we need to talk.† Tanya's shoulders stiffened. Then she ran a hand across her already perfect dark hair and turned. She looked more like a future executive than ever, with her face set in cool lines and her exotic gray eyes running over Gillian in appraisal. Without Angel, Gillian would have dried up and withered away under that scrutiny. Tanya said one word. â€Å"Talk.† What followed was more like a play than a conversation for Gillian. She repeated what Angel whispered to her, but she never had any idea what was coming. The only way to survive was to give herself up completely to his direction. â€Å"Look, I know you're upset with me, Tanya. But I'd like to deal with this with a little maturity, okay?† She followed Angel's instructions over to a desk and brushed absent fingers over its imitation-wood top. â€Å"I don't think there's any need for us to act like children.† â€Å"And I don't think I know what you're talking about.† â€Å"Oh, really?† Gillian turned and looked Tanya in the face. â€Å"I think you know exactly what I'm talking about.† (Angel, I feel just like one of those people in a soap opera-) â€Å"Well, you're wrong. And, as a matter of fact, I happen to be busy-â€Å" â€Å"I'm talking about the rumors, Tanya. I'm talking about the stories about my mom. And I'm talking about David.† Tanya stood perfectly still. For a moment she seemed surprised that Gillian was taking such a direct approach. Then her gray eyes hardened with the clear light of battle. â€Å"All right, let's talk about David,† she said in a pleasant voice, moving tigerishly toward Gillian, â€Å"I don't know about any rumors, but I'd like to hear what you and David were doing this morning. Care to tell me?† (Angel, she's actually enjoying this. Look at her! And she's bigger than me.) (Trust me, kid.) â€Å"We weren't doing anything,† Gillian said. She had to tip her chin up to look Tanya in the face. Then she looked aside and shook her head. â€Å"All right. I'll be honest about that. I like David, Tanya. I have ever since he moved in. He's good and he's noble and he's honest and he's sweet. But that doesn't mean I want to take him away from you. In fact, it's just the opposite.† She turned and walked away, looking into the distance. â€Å"I think David deserves the best. And I know he really cares about you. And that's what happened this morning-he told me you guys had made a promise to each other. So you see, you've got no reason to be suspicious.† Tanya's eyes were glittering. â€Å"Don't try to pull that. All this †¦Ã¢â‚¬  She waved a hand to indicate Gillian's dress and hair. â€Å"In one day you turn from Little Miss Invisible to this. And you start prancing around the school like you own it. You can't pretend you're not trying to get him.† â€Å"Tanya, the way I dress has nothing at all to do with David.† Gillian told the lie calmly, facing the chalk-misted blackboard again. â€Å"It's just-something I needed to do. I was-tired of being invisible.† She turned her head slightly, not enough to see Tanya. â€Å"But that's beside the point. The real issue here is what's best for David. And I think you're best for him-as long as you treat him fairly.† â€Å"And what is that supposed to mean?† Tanya was losing her legendary cool. She sounded venomous, almost shrill. â€Å"It means no more fooling around with Bruce Faber.† (Oh, my God, Angel! Bruce Faber? Bruce the Athlete? She's been fooling around with Bruce Faber?) Tanya's voice cracked like a whip. â€Å"What are you talking about? What do you know?† â€Å"I'm talking about those nights at the pool parties last summer in Macon's cabana. While David was up north at his grandma's. I'm talking about what happened in Bruce's car after the Halloween dance.† (In a cabana?) There was a silence. When Tanya spoke again, her voice was a sort of icy explosion. â€Å"How did you find out?† Gillian shrugged. â€Å"People who're good at spreading rumors can be a two-edged sword.† â€Å"I thought so. That brat Kim! Her and her mouth†¦Ã¢â‚¬  Then Tanya's voice changed. It became a voice with claws and Gillian could tell she was moving closer. â€Å"I suppose you're planning to tell David about this?† â€Å"Huh?† For a moment Gillian was too confused to follow Angel's directions. Then she got hold of herself. â€Å"Oh, of course I'm not going to tell David. That's why I'm telling you. I just want you to promise that you're not going to do anything like that anymore. And I'd appreciate it if you'd stop telling people things about my mom-â€Å" â€Å"I'll do worse than that!† Suddenly Tanya was standing right behind Gillian. Her voice was a yelling hiss. â€Å"You have no idea what I'll do if you try to mess with me, you snotty little midget. You are going to be so sorry-â€Å" â€Å"No, I think you've done plenty already.† The voice came from the door. Gillian heard it, and in that instant she understood everything.

Explanatory Story

You will want to interview more than two people to get good material, but you must include quotations or paraphrases from two people who are identified by name and their university of Illinois affiliation or other local tie. At the end of your story, make an Informal source list. Include websites and background resources. Include contact Information for your Interviewees for possible use In verification. For both direct and indirect quotations, be sure to attribute your information to a primary source document, to your interviewees, or to other sources.Remember that o cannot use information from other news outlets. For example, instead of quoting the Associated Press, track down the sources the AP used and quote those documents or people from your own direct contact, if you want to use the information. Be sure to answer the who, what, when, where and why of your story. And the how. Explanatory stories tell how. You may use a feature lead or a summary lead. Possible outline l. Attenti on-getting lead that uses an anecdote or sets a scene (one or two paragraph II. Nut Graff. Why this is a story now – some sort of news peg that includes 5 Was.Ill. Quotation from source that backs up the lead or nut Graff. IV. More facts about topic. V. Quotation that explains the facts or reacts to them. VI. More facts, reaction, quotations VI'. Strong ending. Telling fact or punchy quotation. What kind of story An Interesting one. Http://www. Washington's. Com/WAP-sir/special/metro/urban- story describes owl encounters and Incorporates quotations. It also builds In natural links too map of the area and a Youth video. Communications Library; Enter 122 Gregory Hall and then go downstairs 2 to 5 Wednesdays and 1 to 5 Thursdays

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Bill of Material - Essay Example The prime activities of procurement department include hiring of the best services along with the material in accordance with the requirements of the organization. The decisions so made must be equally balanced between a quality product and service consideration and the budget limits and its implications on the rest of the project and organization. The kind of expertise and services availed by procurement department are subjective in nature and vary between industries and types of organizations. Bill of Material (B.O.M): The bill of material involves all the costs incurred in acquiring the services and equipment .Making use of the bill of material by the procurement department involves direct hiring and purchasing from the market. This discipline needs the presence of able personnel who can make the right choices without compromising on neither the quality nor the budget. In this case the procurement department services are needed for establishment of a manufacturing industry that la rgely relies on I.T infrastructure for conducting its daily activities and communications. Therefore the demand list consists of the electronic products that are mainly the daily use products and equipment in the industry. The total number of employees in the organization are 200 which includes the top management, the middle management and the work force group. Since focus is on establishing an automated and computerized environment, large percentage of employees will be provided with a computer facility. The margin for this purpose is estimated at 150 items of personal computers. The computers so provided will be state of the art equipped and will meet the employees’ requirements in fulfilling the tasks. The general specifications of a single desktop computer that are being purchased are as follows: Processor name: i7-2600 Price= $274.99 Number of cores: 4 Number of threads: 8 Clock Speed: 3.4 GHz Instruction Set: 64 bit Board Specs: Chip set: GIGABYTE GA-H61M-DS2 LGA 1155 I ntel H61 Micro ATX Intel Motherboard Form Factor: Intel H61= $54.99Â   Memory: 4GB Type: DDR3 = Samsung MV-3T4G4Â  = $29.00 Tested Speed: 1333 MHz Hard Disk: Capacity: 500 GB Seagate Barracuda 7200Â  = $78.38 Interface: SATA 6GB/s Spin Speed: 7200 RPM LAN Card: Intel PWLA8391GT PRO/1000 GT PCI Network Adapter = $33.25 Integrated LAN: Gigabit Optical Drive: NEW HP 24X DVDRW SATAÂ  =$50.89 Audio: Audio Code: Real Tec GO groove Bass PULSE 2MX High-Fidelity USB Powered 2.0 = $25.19 Video: EVGA 02G-P3-1469-KR GeForce GTX 560 Graphics Card - 850 MHz Core - 2 GB GDDR5 SDRAM - PCI Express 2.0 x16 = $267.78 Chassis: Case type: ATX GAMMA Classic Series ATX Mid Tower Interior Steel Chassis = $39.99 Motherboard Type: ATX/Micro Expansion Slots: 7 Power Supply: Cooler Master GX Series 650W ATX 12V V2.31 80 PLUS SLI Ready Power Supply RS650-ACAAE3-US = $79.99Â   Output Capacity: 450 Watts Fan: 120 MM Model: GX-450w Pre Installed Softwares: Microsoft Windows 7 (Professional) (registered) = $24 9.99 Anti Virus Software: Norton Anti Virus 2012(registered)= $33.20 Adobe Flash player: version 11 Microsoft Office 2010 (registered) = $219.99 Display: Dell E-series 18.5 inch flat panel monitor with LED= $139.00 Specs: 1366 x 768 pixels Resolution 1000:1 (typical) contrast ratio Response Time of up to 5 ms Printer: Epson Work Force 645 Wireless All-in-One Color Inkjet Printer, Copier, Scanner, Fax (C11CB86201)= $114.88 Keyboard: Model Logitech Keyboard K120= $14.30Â   Mouse: Model: A4 TECH N-551FX= $29.99 Scanner: HP Scan jet G2710 Photo Scanner= $145.16 U.S.B Flash Drives: (20 items) Kingston: 16 GB= $11.98 Projector: View Sonic : PJD5123 SVGA DLP Projector 120Hz/3D Ready, 2700 Lumens, 3000:1 DCR= $328.89Â   Web cam: LOGITECH WEBCAM C-160= $12.49 Routers: Linksys Wireless-N Business Notebook Adapter

Clausewitz, Jomini, WWII and Operation Overlord Essay

Clausewitz, Jomini, WWII and Operation Overlord - Essay Example The paper tells that Jomini served in the Russian and French armies in the 19th century during the Napoleonic wars. He contributed largely on the terms used in modern U.S theory and doctrine. Jomini believed that war was a science and with careful study on rules one could discover its conduct. According to Jomini he depicted strategy as art of war upon the map, which comprehended the entire theater of war. â€Å"The main tactic being posting troops in accordance with the accidents of the ground, of placing them into battle, and art of fighting upon the ground, in contradiction to planning upon a map†. Jomini further stated that a defensive war had its advantages when wisely conducted. He depicted passive defense as being pernicious and the active on the other side accomplishing greater success. Jomini’s principle on political war was that the cause of defensive war is to protect the countryside that was being threatened by the enemy, and all operations to be designed to retard his enemy’s progress. This is to be achieved by increasing difficulties and obstacles in the enemy’s way, however taking care not to compromise one’s own army. The idea behind it was that for one to invade, he does so with intention of superiority. The defense on the other hand desires delay till the adversary is weakened by fatigues, marches and sending off detachments to his progress. These ideas by Jomini are important as they are the only ones that were worth considering when it comes to modern war, especially the strategy of exhaustion used to eventually strangle the Confederacy. (Archer 130). Williams in his book Lincoln and his Generals found that most of Jomini’s ideas were seen as misleading and isolated, in many cases would lead to high casualties, uncertain battles, and a war that drug on for so long (Williams 204). Clausewitz ideas on war According to Clausewitz war was a tragic and complex enterprise, always threatening to break away from human control (Archer 126). Bartholomees in his article states that much of what Clausewitz purported was either ordinary or 19th century specific with an exception of three ideas (Bartholomeees 21). First his encouragement of seeking battle. In his book he states that â€Å"†¦ pursuit makes up the second act of the victory and in most cases is more important than the first† (Clausewitz 267). According to his view, he sees war as a nonlinear phenomenon that is naturally unpredictable through analytical means (Bayerchen 86). The second idea that Clausewitz gave was attacking the enemy’s centre of gravity. This was to be achieved by attacking the enemy’s army then followed by seizing his capital and attacking his alliances. The final idea is the â€Å"how to†, which is a concept of the culminating point. Clausewitz defines culminating point as strategic attacks that lead to the point where the remaining potency is just enough to sustain a cover an d wait for peace. Past that point then tables turn and the reaction follows with force that is usually a lot stronger compared to the original attack (Clausewitz 82). Difference between the two theorists There are a lot of differences between the two theorists and their ideas but with only one that can be considered over the others. Their difference mostly came in because: Clausewitz theories mainly dealt with how to win the war unlike Jomini’s which emphasized on teaching the leaders how to fight their battles. Conclusion Jomini’

Police Patrol & Different Patrol Programs in New York Assignment

Police Patrol & Different Patrol Programs in New York - Assignment Example For the most part, most people will meet up with the police on the streets or highways, when stopped for traffic infractions. Therefore, in downtown areas, it is good to have another presence, that of the police officer who is available to the public and who provides more a level of protection rather than of fear. Introduction Police departments in any city maintain their presence through a number of ways: foot patrols, bicycle patrols, patrolling neighborhoods in squad cars or motorcycles, and in some areas, horse patrols. The patrol system is the means by which the police are able to interact with the communities they serve and build relationships of trust and respect (Craven 2009). When neighbors in a community get to know who is patrolling their sector, then they are far more likely to confide in the members of the police that they see on an almost daily basis (Shelden 2003). Generally, members of the police department are assigned to a ‘beat’ which means they get to know the area through its streets, buildings, businesses, and homes that are part of the individual’s sector of patrol (Hunter & Barker 2011). Accordingly, as part of this beat, police officers get to know the people who live and work in the area and are able to build relationships with local people. ... As large cities had numerous neighborhoods to contend with, as well as business districts, the police were required to walk their beats which also provided opportunities to get to know the people in their area (Craven 2009). In the early days of foot patrols, this was the preferred method of patrolling the beats until bicycles, and then cars, were utilized. Bicycles allowed the police officer to get to one area of his beat to the next spot quicker than ever before. When the automobile was brought into the patrol system, then the police could get around in any weather and go wherever needed, at any time, as well as be able to transport prisoners (Hunter & Barker 2011). It also provided a sense of protection for the police officer, particularly in dangerous areas. Some cities also had the horse patrols in earlier years although maintaining horses could be somewhat expensive. As a consequence, horse patrols were used more often for ceremonial purposes than the actual police beat. New Yo rk City is famous for having a horse division for some of its patrol sectors (Cordner & Scarborough 2010). In other areas of the United States, the motorcycle is the alternative to the car patrol and is more likely to be a part of ceremonial processions rather than horses. 2.Traditional policies in community relations refer to engaging with the public in the various communities which are patrolled on a regular basis. There are several levels of community operations and interactions: individual, as a group and also, as political actors, whereby the police tend to represent those who are in legislature of the city or state under which they work (Hunter & Barker 2011). While the police officers can maintain a friendly attitude towards members

Magnet Recognition Program for Nurses Research Paper

Magnet Recognition Program for Nurses - Research Paper Example There was a distinction between the two roles in the 1960’s but today the role of the RN is not as distinct; each level of education received the title of RN after successful passing of the state boards of nursing licensure test to become a practicing registered nurse (Pellico et al., 2009). Previous distinction of role included the definitions of the technical nurse and the professional nurse. The technical nurse was in the beginning educational preparation stage and attended a 2 year community college. The professional nurse was enrolled in a four year nursing program at a colleges or university; the distinction of roles is consistent with accreditation standards of thinking at the time (Donley & Flaherty, 2008). The goal was to expand the nursing programs and assist the technical nurse to transition into professional practice (Donley & Flaherty, 2008 & Nelson, 2002). These attempts notwithstanding, the needs of the educational curriculum were still not fulfilled for the RN at both levels after taking the state board licensure exam receives the same title, â€Å"RN†. There is a continued effort for nursing to elevate the profession at a higher educational level. healthcare facilities with Magnet ® status help to push this process forward with the continued excellence in nursing practice outcomes. In 1965, the American Nurses Association’s First Position on Education in nursing was published to describe the need for educational reform in nursing (ANA, 1965). This argument continues today. The goal for a standardized nursing entry level of education has yet to be resolved. According to Smith (2009) the environment of nursing has evolved considerably and educational advances need to be changed.... Magnet Recognition Program for Nurses With the advent of the Magnet Recognition Program ® more healthcare facilities are seeking attainment of a higher level of professional nursing practice. The rationale for healthcare facilities in seeking Magnet Status is driven by healthcare institutions wanting to serve the communities with the highest level of care possible in the use of innovative technology and excellence in care. Bargagliotti, West-Sands, Burchum & Selbe, note that in year 1960s, most nurses were trained at a diploma level, which was a two or three year hospital based nursing program where nursing students learned the basic skills to care for patients in the hospital. In the 1960’s, undergraduate programs were recognized as a path that nursing students should take to function at the professional level of nursing. This system was generally quicker and cost effective to utilize the diploma programs to produce a high functioning nurse to care for the large number of patients. The diploma programs were the first to be extinguished from the education framework as the profession moved into the ADN and BSN programs of study. All nurses at every level should be encouraged to go back to school and continue the path of lifelong learning in the profession of nursing. Lacey, Cox & Lorfing (2007) anticipated that the entry level for nursing will be the BSN which consists of entry level by the year 2020. This process continues and will continue until all can agree to the level and expectations of the professional entry level of the nurse.

Langston Hughes Essay Example for Free

Langston Hughes Essay Langston Hughes had become one of the most resounding names in American Literature. Of course, the primary reason for his success would be his adept use of words and the message he wants to convey. However, his racial profile could have also come into play in his popularity. But no one could deny the talent of Hughes in his work. His works display intricate design and a significant message such as on â€Å"Salvation. † Langston Hughes had become one of the best known writers because the messages that he wants to convey are of great value to the society, particularly the value of being proud of one’s race. He was born into a relatively large family wherein he had eight siblings. His parents had separated and he had to be taken in by his grandmother. Unfortunately, his grandmother died and again he had to be taken in by family friends. This unstable custody of Langston Hughes could direct us to the assumption that he did not live a happy childhood. Although, it could also lead us to the assumption that his unstable childhood had profoundly influenced him to be writer later in life. At a very young age, Langston Hughes was seemingly being trained unknowingly by the people around. As a child, he used to listen to the black American oral tradition of storytelling. His young mind was inculcated with the value of race to an individual. As the young Langston Hughes develops consciousness about the things that are happening around him, he is introduced to the bitter realities of life. During Hughes’ time, racism is a prevalent problem of the society. This aspect of his biography is one of the most likely reason why Langston Hughes had become a writer. His passion to fight racism is one of the main driving force of his writings. His first poem was titled â€Å"Crisis†, which was published in 1921. The concept of salvation had captivated the mind of Langston Hughes. And in relation to his writing, he may have wanted to convey how people like him, who experiences racism, experience real salvation. His works seemingly suggests that salvation could be found from within one’s self. His messages for the young people are seemingly a call for being saved from the oppression set against them by the society. If Langston Hughes did not become a writer, it is likely that he would have become a full time activist against racial discrimination. His concern for the society, especially for Black Americans is something that even he could not dismiss easily. One of his best known work is on the poem â€Å"The Negro Speaks of Rivers. † From the title alone, the readers are already hinted that this poem would be about race, as hinted by the term â€Å"Negro. Although there could be multiple readings about the poem, the point is that it is a beautiful poem. Hughes may have wanted to tell the world that Black Americans are just as good as any race in terms of poetry. The poem is like Hughes’ statement that dares racists to say to question if Black Americans could write beautiful poems. All in all, Langston Hughes had become of the best known writers because he had become the voice for the underrepresented black community. In many respects, he had introduced the black community to the world.

Country Lovers Essay Example for Free

Country Lovers Essay The narrative elements of literature are crucial when writing a story as they are what raises the story above being a line of strung together sentences and give the story meaning. It is especially important to have a clear idea of these elements when wring short stories because, unlike novels, the writer is only given a small amount of space to get his/her point across. By reading literature and searching for these narrative elements one can get a true feeling for their importance to the story and improve their own writing. Recently I have had the pleasure of reading the short story â€Å"Country Lovers†, by Nadine Gordimer and in this paper I will explain how she used the narrative elements of plot, theme and point of view to enhance her story and make it a richer experience. The story â€Å"Country Lovers† written by Nadine Gordimer is a story about love and race. This story starts with a childhood love and grows into adulthood. â€Å"Country Lovers† is a story that deals with a forbidden love between a black woman named Thebedi and a white man whose name is Paulus. Thebedi gets pregnant by Paulus which is not allowed in the 1900’s and Paulus did not know about this pregnancy. Thebedi decides to get married after Paulus leaves for collage and the man she marries accepts the child as his own. After Paulus returns and finds out about the pregnancy the child mysteriously dies. In W. R. Clugston’s book, The Journey Into Literature he defines plot as â€Å"a dynamic element in fiction, a sequence of interrelated, conflicting actions and events that typically build to a climax and bring about a resolution† (Clugston, 2010, p. 5. 1). This is a story of a romance between a white man and a black woman who discover their love is restricted by the law, which is troublesome for them both because they love each other deeply and in the end this restriction ends in tragedy. In W. R. Clugston’s book, The Journey Into Literature, he also describes how to identify the theme in a story: â€Å"To identify a storys theme its necessary to look beyond the plot. The plot tells you what happens in a story, but the theme tells you what the story is about† (Clugston, 2010, p. 7. 1). The theme of the story helps the story evolve and come to life. The theme of this particular story is love and race and as I pointed out earlier the race part of the theme is a white man falls in love with a black woman. Even though there is so much going on in this the overall theme to this story is love, specifically a forbidden love. Now let talk about the point of view of the story â€Å"Country Lovers†. Cluston defines point of view as, â€Å"Point of view refers to who tells the story—how the action is presented to the reader. When you read a story, you are sensing everything in it through the eyes of the narrator. Its important to remember that the narrator, whether a character inside the story or one looking on from outside the action, is a voice invented by the author for the purposes of the story† (Clugston, 2010, p. 5. 1). The point of view in this story is third–person omniscient. This means that the narrator is not a character in the story and we are reading the story from the narrator’s and not the character’s view. The omniscient part of the point of view is the narrator is helping us to experience the feelings of the characters. Point of view has so much impact on the story because it gives us the feeling of the story. The article â€Å"Country Lovers† explains why the third person narrative is essential to this story: â€Å"It [†¦] used third person because then we get a neutral point of the story, and we don’t natural[y] take side[s] with one of them†( Country Lovers, 2012,). If someone writes a story in a first person you are getting everything from the character s point of view and a person reads what they see, feel, and hear. This will change the story dramatically because people don’t know if what they see is real or not. It is the character who makes people feels the way someone does. As for third person the narrator tells us what is really going on in the story. People know what the truth is and what is not. When someone gets to read a story in third person they get the whole perspective. All of the literary elements help a story come together. If someone does not have all the parts of the story such as plot, theme, tone and point of view then the story will be lacking. The plot of the story lays everything out what is going to happen, the theme of the story tells you what kind of story it is going to be, the tone determines how the story will be told (Clugston, 2010, p. 5. 3), and the point of view can change everything. These elements are all critical in turning words on a page into literature and if you take even one piece away even the great works of history would be reduced to nothing. I. B. singer said it best when he said, â€Å"A story to me means a plot where there is some surprise. Because that is how life is full of surprises† (Singer, 2001).

Constructivism in International Relations

Constructivism in International Relations Explain and discuss how constructivism in IR attempts to re-shape discourses on security away from materialistic conceptions of power politics and towards a conception that takes account of power of ideas. Since the end of the Cold War, security studies in international relations have witnessed an overwhelming emergence of new academic literature reflecting the changes in international political environment. Concept of global security has evolved throughout the history going back as far as ancient Greece but arguably never been challenged and re-structured to the extent that it was in post Cold War era. Critical theories in general and constructivism specifically added a new dimension to the international relations studies with focusing on influence of social elements such as norms and ideas and rejected the notions of purely materialistic approach to world politics and security.  [1]  Collapse of the Soviet Union, following the suspension of the activities of the Communist Party by Supreme Soviet, the parliament of the U.S.S.R on August 29 1991, validated and renewed the International relations scholars concerns about the methodology of the international relations study and the ex tent in which it had played a role in the production of international powers.  [2]   The aim of this essay is to identify and discuss how constructivism influenced the concept of security in international relations with emphasising on the role of social elements and the extent in which constructivism has criticised the materialistic approach. In doing so this paper explores the structure of global security from the standpoint of constructivism and its core elements regarding the power of idea in response to the materialistic view of power politics. Furthermore, it will analyse the constructivist response and effort to alter the discourses of security in international politics theory by studying the process of social interaction in forming identity and role of norms and ideas in global security. Finally, concepts of Human Security and Collective Security will be looked at from both viewpoints. The end of the Cold War came as a surprise to the classical dominant scholars, who failed to predict or explain the changes in global politics, whilst simultaneously providing the opportunity for further development of critical thoughts, which were around since the mid 1980s. Realist theory and positivist methodology in international relations were criticised for their materialistic approaches by constructivism, which quickly flourished and was recognised as a theory that emphasised on the social dimension of international politics. This advance towards the possibility of change equipped the theory to capture important features of the worlds relations  [3]  .Among the many aspects of mainstream presumptions and beliefs in world politics, which were challenged by constructivism, was the pessimistic view towards peace and over-deterministic nature of these theories about the conflict, threat and the world security. Constructivism challenged the theory of power politics, dominant pe rception of the threat and struggle in global politics and took a completely different approach in studying the transformation of the security dilemma by focusing on subjects such as evaluation of security factors, construction of the threat, and appropriate responses.  [4]   Constructivisms approach to the subjects of threat, conflict and security in global politics originated from their fundamental emphasis on the social dimensions of international politics, thus it defined them as socially constructed elements in the process of identity formation under the influence of the norms and shared values of society. Over the years and especially after the Cold War, constructivism positioned itself as a major critique of the dominant theories in international politics by addressing issues such as balance of power, democratic peace and the re-introduction of the phenomena of collective security, security community, human security, human rights and many other social elements to the field of security studies of international politics. One could argue that most of the constructivists work was formed around their aim in explaining the changes in world politics in the period towards the end, and after the Cold War when dominant international relations theories failed to predict the sudden change in the global politics and old security regime. These changes to the international political environment, which occurred in the 1980s, raised questions about social construction and the methodology of international relations theories and their involvement and effects in the production of international power. The term constructivism was introduced by Nicholas Onuf in 1989 and identified simply as people and societies construct or constitute each other.  [5]  According to Wendt, constructivism assumes that the fundamental structures of international politics are social and these structures shape actors identities and interests.  [6]  World in constructivists term is constituted by both knowledge and material factors and moreover as a social theory, it is concerned with the relationship between agents and structures. Furthermore, all constructivists share a common concern when explaining how international structures are defined by ideas and how identities and interests of the states and non-state players are shaped by the structures.  [7]  It is at this juncture when a comparison is needed to understand the differences between mainstream international relations theories and constructivism in security studies. As a result, it is crucial to see global security from realisms point of view to fully understand the role of the elements such as threat, response and survival in constructing the realists approach to the security dilemma. Likewise, it is necessary to analyse constructivisms view of ideas and knowledge and to study the relationship between structure and agency as well as the construction and identification of threat. Security studies is a multidimensional subject in the field of international relations and has changed and evolved throughout history. This evolution was impacted, probably more than any other subject in international relations, by recent technological advancements and historical events. However, as far as history goes the core concern of security studies has centred on the states strategy to defend and protect its borders against external threats. Attempts to understand security and provide an answer to security dilemmas can be traced back to Greece in fifth century BC when Thucydides theorised the violence and war and describe the security dilemma based on Peloponnesian war. Many centuries later Carl Von Clausewitz and Thomas Hobbs devoted much of their time and work to define these contemporary security dilemmas. By following the work of these scholars we reach the conclusion that despite the differences in language, economical development, social and political intuitions, religio us and cultural beliefs, states faced almost identical threats and suffered from the same security dilemmas throughout history. Here a comparison is needed to understand the differences between mainstream international relations theories and constructivism in security studies. It is crucial to see the global security issue from realisms point of view to fully understand the role of the elements such as threat, response and survival in constructing the realists approach to security dilemma. Similarly, it is necessary to analyse constructivisms analysis of idea and knowledge in order to study the relationship between structure and agency as well as construction and identification of threat. In recent decades critical schools and other theories of international relations have challenged the traditional materialistic approach to security study, which focused on politics and power. Among them constructivism played an important role in developing an ideational approach that emphasised the effect and role of norms and ideas in global security.  [8]  Norms are produced through social practice as intersubjective beliefs about social and the natural world that defines the identity of the players, their roles and the possibilities of their actions.  [9]  Thus actors and their meaningful actions are constituted by the norms on the basis of their social roles and environments. These norms could also balance the actors behaviour by defining the appropriateness and effectiveness of their action.  [10]   Constructivisms approach differs with regard to the actors and social structures of the international politics in comparison with the rationalists view. The political environment in the Realists and Neo-liberalists view is comprised of rational actors, whose actions are self-interested in order to maximise their ultimate goal of survival and relationship between these actors, and is structured by the balance of material power.  [11]  In contrast, constructivism focuses on the actors and structures in a dynamic context, where actors are influenced by the environment and social elements and structures and are produced and reproduced by the actors.  [12]  On the other hand, in the constructivists view idea plays an important role in forming the actors and their actions.  [13]  This means that when ideas become norms, they can constrain the actors behaviour and reactions but at the same time they constitute actors and legitimise their action by opening the space for them to a ct and influence the social structure.  [14]   In essence, constructivism criticises the rationalist approach of ignoring the role of social factors in interaction between players in International relations. The constructivists critique of neo-realists and neo-liberalists concerns not what these scholars do and say but what they ignore: the content and source of state interests and social fabric of world politics.  [15]  According to Paul Kowert, rationalist theories explain how states should choose or how they should bargain. They offer answers to some important questions about when states should cooperate and when they might be expected to fight. Yet they say nothing about who the actors are or how their interests were constituted.  [16]   Constructivism believes in the dynamic nature of international politics and promotes the vision of change. In doing so it criticises the rationalist view of static material and considers the system of self- help, power politics and threat as socially constructed elements of international politics. Alexander Wendt notes, that self-help is an institution, one of the various structures of identity and interest that may exist under anarchy.  [17]  In examining the subject of security in international politics, constructivism concludes that threats are constructed in the process of social interaction in the process of formation of identity and interests. In such an environment therefore, norms and shared values play a role in improving the cooperation between actors by forming the economical and political structures that promote peace between the actors in international politics.  [18]   The constructivist account of identity formation in the process of social interaction in security studies attempts to answer the important question of how threats are formed and how international actors act against this threat. Both traditional and defensive realists share the view that threatening forces are formed around the phenomena of the balance of power, and states reactions are determined and guided by the state-centric system of self-interest and the anarchic nature of international politics. However, they engage in a different view when defining the kind of reaction states portray, as traditional realists believe that states balance their power against threatening forces whilst the defensive realists maintain the view that states form allies to increase their capability and security against the common threat. In contrast to this opinion, constructivists developed the idea of legitimacy and demonstrate that states reactions to threatening forces are influenced by social elem ents such as norms and shared values in the process of interaction, and are directed by the logic of appropriateness. In other word, norms and shared values define the legitimacy and appropriateness of states actions, as opposed to the traditional view of logic of consequence. Another aspect of global security is the phenomenon of security dilemma, which can be defined as a states uncertainty in evaluating and assessing the intentions of others. Hopf argues that while the security dilemma is an important factor to understand the conflictual relationship between the states, it may not be relevant to many others which face less or no conflict and have many common interests.  [19]  The constructivists account of security dilemma is quite different to that of the realist. In constructivisms view the reality of the world, which includes the world of international relations, has been socially constructed via a complex of inter-subjective understanding . In other words, anarchy as the prime structural feature of the international sphere around which all considerations of security and insecurity revolve is not an autonomous phenomenon that generates its own inescapable logic. This also means that the security dilemma, for example, does not exist before any int eraction between states but is in fact a product of social interactions of states.  [20]  In addition, Hopf notes that norms can reduce uncertainty: by providing meaning, identities reduce uncertainty. Enabling states to recognise their enemy may not result in security, but identity can replace the uncertainty with certain insecurity.  [21]   Constructivist security theory has also addressed the absence of war between liberal democracies or namely, the concept of democratic peace. Here liberals believe that democracies do not oppose each other since norms of compromise and cooperation prevent their conflicts of interest from escalating into violent clashes.  [22]  This can be interpreted in various ways first; it could be argued that these norms are bound to competition and constituted by domestic democratic principles,  [23]  or second, that they can be seen as the product of domestic institutions and their effect on states behaviour.  [24]  One could also argue that domestic principles and practice work together and therefore are mutually constituted. In constructivist ideology, the important aspect of peace or absence of conflict among the democratic states is the role played by norms within this context. Thus without accepting or rejecting any of the above arguments it could simply be stated that democrati c peace could be made possible with the concept of norms playing an important role in preventing conflict.  [25]   Constructivist interpretation of global politics as a socially constructed structure provides the necessary means, for the theory under examination, to respond to another important subject in international security study namely that of security community. The concept of security community was introduced by Richard Van Wagenen  [26]  in the early 1950s and further developed in a study by Karl Deutsch and his associates in the same period.  [27]  Theories and ideas evolved around this concept by attempting to explain the states actions in the face of a security threat from a different perspective than the rationalist view of balance of power. One theory included the idea of formation of a security community developed around the concept of collective security with the focus on the states effort to strengthen their own security by acting together. The distinctive feature of the security community idea, which set it apart from the traditional concept of democratic peace, was in it s emphasis on the states security and not on the democratic structure of the states. Lawson commented on this approach by adding that in a constructivist approach the idea of community is not limited to democracies.  [28]   The study of collective security and the constitution of the security community aim to explain how states react when facing threat and insecurity in the international political environment. In other words, a group of states identify a common threat and form a relationship to defend themselves by acting as a unified whole. Formation of such communities, based on a collective knowledge of a common threat not only improves the security of the states against the threat, it also results in peace between the members of such a community. More succinctly, those who are acting as one against the common threat would not fight each other for the same reason. As Deutsch illustrates, the security community as a group of states come together to the degree that they feel real assurance that members of the community will not fight each other physically, but will settle their disputes in some other way.  [29]  He identifies the states sovereignty as the point of differentiation in formation of tw o types of security communities and explains that a pluralistic community forms when states retain their sovereignty, whereas in an amalgamated type states formally unify in order to form a community security. Despite the earlier references to collective security by traditional international relations theories such as liberalism, the modern concept of collective security and states acting as a community against a common threat is a relatively new idea and has only been seriously considered subsequent to the Cold War in both academic and practical senses. The fact that the Cold War almost ended without serious confrontation between the two blocks has positively changed the international political atmosphere. A move towards a more peaceful future has been attained as well as an enhancement of the influence of theories, which have emphasised the role of identity, norms and social basis of the structure of international politics. Moreover, states once again saw the opportunity for constructing a new foundation to achieve a peaceful and stable international order.  [30]  Meanwhile, the social elements of international politics have received much more attention accompanied by friendlier treatment from politicians and Deutschs original ideas of shared understanding, transnational values including the possibility of peace, which were brought back to attention again.  [31]  In his observations Adler tried to address the issue of the circumstances where states are more likely to agree on forming a security community in the face of thre at, and noted that, those who realise the devastating effects of the insecurity of war on the economical, political and social aspects of a democratic system will agree on coming together in order to defend themselves and promote peace and stability. He believed that such an agreement was founded on shared values and actors identities and notes: security communities are socially constructed because shared meaning, constituted by interaction, engenders collective identities. They are dependent on communication, discourse and interpretation, as well as on material environment.  [32]  Almost all the literatures about security community agreed on the critical and centric role of identity, and identity formation processes in the construction of the collective security and formation of a security community. Identity in this case, is the distinctive characteristic of one group against another. Unlike the mainstream theorys approach to actors identity as a static and pre-defined status of the states, constructivism defines identity as a variable factor, which changes with time and is associated with cultural, political, historical and social contexts. As stated before, the introduction of collective security and security community can be traced back to the 1950s. However, despite Van Wagenen and Deutschs efforts to develop the idea, it did not receive much attention until the end of the Cold War. It can be argued that the dominance of the realist paradigm during the Cold War in the realm of global politics on the one hand, and the hostile circumstances of bi-polar structure of global security on the other hand are to blame for the states lack of interest in any security arrangements other than one which could guaranty their survival. The United Nations failure in bringing the sovereign nations together from both sides in order to form a pluralistic security community at an international level also added to the uncertainty of the nations in considering any order other than a bi-polar system. Following the Cold War, international politics has witnessed a new wave of ideas and theories which have found a voice in an attempt to theorise the new world order in global politics. At this time it can be said that the concept of security community and collective security has benefited from the critical theories emphasis on social dimensions of international politics and their special attention to social norms, culture, identity and shared values. For many decades realism and neo-liberal institutionalism were dominant forces in global politics and security studies and consequently played a major role in defining international politics. Whilst both of these theories assume that war is inevitable and always expected, realism identifies the distribution of material power as the defining element of global politics and relationships between states following with the conclusion that, factors such as the balance of power, the role of superpowers and alliances are only the means for preve nting war and not for creating peace. Neo-liberal institutionalism shows more interest in finding the means to encourage cooperation between the states and focuses on the role of institutions in enhancing cooperation between self-interested states in order to prevent conflict. As it appears in both paradigms, war and material capability remains inevitably at the centre of these theories about war and conflict, which continues to dominate global security in both theory and practice until the end of the Cold War.  [33]   Peaceful change and the idea of achieving long term peace and global security, not on the basis of material capability and deterrence but based on the concept of identity-formation processes and the role of norms and values, became the feature of critical theories in the mid 1980s. This notion was developed further with the rise of constructivism as an international relations theory. Constructivism explained how ideas and identities are created and how norms and shared values shape the states affairs, strategies and reactions to global security. Since it is unrealistic to ignore the power of material in the backdrop of international relations and security studies, constructivism complemented the existing theories by adding the social dimension to the international relations field and emphasising the importance of collective identities and shared values in developing security in particular, and the idea of collective security in general.  [34]   Human security is a relatively new subject in international relations and has dominated an integral portion of international security studies after the Cold War. Human security in its current form is the product of the shift from state-centric views of security and power politics towards accepting the role of social elements in global security.  [35]  The phenomena of security in the area of international relations has traditionally been limited to the military defence where states compete with each other for gaining or improving their security and survival in an anarchic system with their focus on military power. In such an anarchic structure national security becomes equally as important as defending the territory against external military threat.  [36]   The more modern approach in security studies accepts the crucial role of traditional views in protecting the states but does not believe that it is sufficient to protect human welfare, whether within the states borders or internationally. Basic human needs are the focus of modern security studies in the context of human security and as such the 1994 Human Development Report of the UN Development Program stressed that: for most people today, a feeling of insecurity arises more from worries about daily life than from the dread of cataclysmic world events. Job security, income security, health, environmental security, security from crime these are emerging concerns of human security all over the world.  [37]  The changing context of state security, especially after the Cold War, opened the space for the critical ideas to challenge state-centric, power-based systems of global politics that gave priority to high politics. It has also increased the opportunity to address transnational issues around the globe such as HIV/AIDS, the control and management of weapons of mass destruction, illegal arms and rug trades and environmental and population problems.  [38]   Widening the boundaries of security studies following the introduction of social and economical elements, which were not traditionally considered as part of the field of security, was not received well by the mainstream classical theorists and attracted criticism from traditionally dominant theories in international relations. The key argument against the critical thinkers and constructivists was that security should only engage with issues centred around the use of force and threats thus, elevation of the social and economical issues to the study of security and the promotion of non-military issues to the same level of real security elements is a threat to the coherence of the subject. Therefore, the broadening of security studies was criticised by a wide range of traditional scholars. On one side of the spectrum were those who believed that only military power and threatening force were subject to the field of security studies, and on the other side were scholars who could see the need for change. Furthermore, while they endorsed the conventional view that the military is the primary factor in security studies they also accepted the fact that especially in post Cold War era there is a need for opening the international studies to non-military cases of conflicts as well.  [39]   For traditional thinkers such as Chipman, opening the concept of security to non-military issues was only acceptable if they played the role in a context of utilised force and threats between political actors. He noted: the structuring elements of strategic analysis must be the possible use of force.  [40]  The essential point in Chipmans hypotheses is that he acknowledges the role of non-military aspects of security but at the same time emphasises that the use of military force should remain at the core of strategic analysis. Despite the shift among the traditionalists of moving away from the state-centeric system towards the wider approach to security, some traditionalist thinkers never accepted the idea of social elements playing a role in security and strongly argued against it. One of the most strongest traditionalists Stephan Walt, defines security as studying the threat and use of military force and opposes the widening of security fields and the inclusion of issues outside the miliary domain into security studies. He argues that, (it) runs the risk of expanding security studies excessively; by this logic, issues such as pollution, disease, child abus

Incredible Galileo Essay -- Catholic Church, Scientific Method

Stillman Drake, the author of Discoveries and Opinions of Galileo, describes Galileo's opposition as â€Å"... professors who regarded the new method as injuries to philosophy and by priests who believed the new criterion of truth to be inimical to religion.† Drake is accurate in his statement that the opposition put forward by Galileo's accusers was regarded as an injury to philosophy, but Galileo's opposition focused primarily on the need to check unbridled spirits about the judgment and interpretation of holy scripture; in addition Galileo's opposition and defense also had undeniable scientific and epistemological aspects. Moreover I argue that Galileo in return created an argument that focused upon his belief that scientific discovery should not be held in the jurisdiction of the catholic church, that the core of Galileo's argument revolves around his belief that the components of a new â€Å"scientific method† and the new criterion of truth should not be he ld under church scrutiny. During a time of protestant reformation, the Catholic Church convened the Council of Trent (1545-1563) in order to maintain orthodoxy among the people. The Catholics primarily focused on traditional and appropriate individuals of the church to interpret holy scripture whereas the protestant reformation preached individual pluralistic interpretation, thus threatening the catholic church and causing the church to become highly sensitive. (12) In the year 1954, the council decreed that â€Å"...no one relying on his own judgment shall, in matters of faith and morals pertaining to edification of Christian doctrine, distorting the Holy Scriptures in accordance with his own conceptions, presume to interpret them contrary to that sense which holy mother Chur... ...s reply to Ingoli (1624), eight years after the Inquisitions verdict, remained devote on his belief that scientific discovery should not be at the jurisdiction of the Catholic church since he boldly stated to Ingoli that â€Å"...I must tell you that in natural phenomena human authority is worthless.† (178) Throughout his entire defense Galileo argued that natural phenomena and scientific discovery should not be under the church’s jurisdiction. Galileo's magnificent discovery gave way to the everlasting feud of religion versus nature, the new criterion of truth, the new scientific method, scientific independence, and ultimately the foundation of humans natural inalienable rights. By defending his beliefs Galileo was able to convey his message by means of science, religion, and philosophy and ultimately paved the road for future scientists and moral philosophers.

Democracy and Dictatorship in Lord of the Flies :: essays research papers

William Golding said â€Å"I learned during World War II just how brutal people can be to each other. Not just the Japanese but everyone†. In the book â€Å"the Lord of the Flies†, Golding tells us about World War II and the Holocaust by making Ralph represent democracy and Jack represent dictatorship. In the beginning of the story the airplane that is going to take the boys to a safe place gets shot down and landed in an island. Ralph represents democracy, when he and Piggy find the conch, Piggy suggested â€Å"We can use this to call the others. We have a meeting. They’ll come if they hear us† (16). Ralph is being democratic because he is giving them a choice if they want to go or not. He is also fair because he is going to have a meeting to decide what they are going to do. When they get together they decide that they need to have a chief. Roger says â€Å"Let’s have a vote† â€Å"Him with the conch† â€Å"Ralph, Ralph, Ralph† (22). They started to notice that Ralph would be a good leader. They see in him what a chief needs to have, and the conch in his hands means power and authority. They all start talking at the same time and discussing about who has to be chief, the choir boys think that Jack should be the chief but the rest want Ra lph to be the chief. â€Å"I got the conch† said piggy indignantly â€Å"you let me speak† (42). Piggy gets the conch because represents power so the rest of the boys had to let him talk and show respect, Piggy was really intelligent so that helped Ralph be a better leader because he would listen to Piggy and choose what was right. William Golding says that Jack represents dictatorship. He wanted to be the chief but the rest chose Ralph â€Å"I cut the pig’s throat† (69) he said. He was the one that hunt the pigs but he needed to paint his face so the pig couldn’t see him but he was also trying to hide from himself. He wanted to be better than the other and made them think he was tough. Jack was selfish and arrogant. He says â€Å"who cares what you think fatty†. He didn’t care about the other’s needs and concerns. He thought that all he did and believed was right and nobody could beat him.

Management of a 40 Acre Sugar Maple (Acer saccharum) Stand in Southern Michigan for Sustained Production of Sawtimber. :: Ecology Sugar Maple Trees Essays

Management of a 40 Acre Sugar Maple (Acer saccharum) Stand in Southern Michigan for Sustained Production of Sawtimber Sugar maple (Acer saccharum) is a hard maple used primarily for its lumber and sap. In fact, 9% of the hardwood sawtimber volume in the U.S. comes from this species (5). My client would like to begin extracting sawtimber from her 40 acre maple-dominated stand that has been unmanaged to this point. She sees a market for her sawtimber in the regional flooring industry, but would also like to manage for sustained yield. The sugar maple needs a cool, moist climate in which to grow, and my client ¡Ã‚ ¯s stand in southern Michigan is well within its natural range. The Lake States in general have the following habitat characteristics optimal for the sugar maple (5): . temperatures averaging 00 to 600 F, . precipitation averaging 15 (west) to 40 (east) inches per year, . a growing season of 80 to 260 days, . well-drained, loam soils, . elevations up to 1,600 ft., and . associated Beech, Basswood, Yellow Birch, and Red Spruce trees. Under these conditions, the sugar maple is commonly the dominant species, because it is so shade tolerant. Its seedlings are aggressive under the canopy ¡Ã‚ ¯s shade and restrict the establishment of other species (11). Natural sugar maple regeneration is typically sufficient for this reason, and the selection harvesting system is commonly chosen. I will now describe characteristics of various sugar maple growth stages, beginning with the seed stage. Seed The sugar maple is a very prolific seed producer. It produces a good seed crop every two to five years and can disperse 8.56 million samaras per acre in a virgin stand or 4.3 million in a selectively cut stand during an exceptional year (5). This is a large number, but only about 1 in 100 of these seeds will reach the seedling stage because of mortality, predation, competition, and the very low light levels in a sugar maple stand. Artificial regenerative measures are usually unnecessary in places such as the Lake States where the sugar maple grows naturally. A sugar maple tree begins seed production between the ages of 40 and 60, with the best seed coming near ages 70 to 100 (9). My client ¡Ã‚ ¯s stand should be producing adequate seed, as the oldest age class is over 100 years old. The seed that is produced has a high germination capacity of 95% (5).

Explain Rote Learning. How Might Teachers Use This Aspect of Behaviourist Theory to Guide Their Practice in the Classroom? What Are the Benefits for Learning and What Are the Drawbacks?

Behaviourist theory is a type of teaching approach that can be used by a teacher within a classroom in the form of rote learning. This will be discussed throughout this essay with the benefits and drawbacks. I will briefly discuss reinforcement as a behaviourist approach too. Behaviourism is the idea that everyone responds to a stimulus. Pritchard believed that behaviourism is based on the idea that learning is a change in behaviour and that changes in behaviour occur as a response to a stimulus of one kind or another’ (Pritchard 2005:11).Children’s behavioural response is influenced by the stimulus. Skinner is a psychologist who analysed children’s behavioural responses and came up with the theory of operant conditioning: This concept shows ‘how behaviours are learned through reinforcers and punishment’ (Hughes 2001:22). The behaviour response is dependent on how the child reacts to the stimulus. A reinforcer is something that increases their behavi oural response whereas punishment decreases their behavioural response.If the behaviour is followed by a reward then it will occur again but if the behaviour is followed by a punishing stimulus then it will less likely to occur as the child will have to change their behaviour to get a reward. Skinner proved this by experimenting with animals. He placed rats in a box and wanted to see how they would respond to the given stimulus which was the trap. ‘He found that an organism will tend to repeat a response that has been reinforced and will suppress a response that has been punished’ (Papilia 2002:31).Positive reinforcement was shown on placement as the teacher positively reinforced the child by saying ‘well done’. This praise meant that their behaviour occurred again. This reinforcement allows the child to keep engaged in their learning and focused on the tasks ahead. Another example was where the teacher gave out stickers to the children who helped tidy away after play which meant they would repeat this behaviour again next time. Rote learning is an example of a behaviourist approach that involves a child learning key information through the use of repetition. This can be in the form of facts, numbers or the alphabet.Short relevant information allows the children to process information enabling them to recall it when needed. The child doesn’t necessarily understand the learning but knows when to use it. It is commonly used at the early stages of child development as it allows the children to process small amounts of information. The use of rote learning was massively seen whilst I was on placement in a number of forms. The children had to say the order of the numbers from one to fifty repeatedly. The use of repetition allowed the children to process this information and allow them to learn the order.Another example that ties in nicely is where the teacher asked the children to go through the different parts of a book. This allow ed the children to reflect on their past understanding and recall the parts of the book showing the learning process of knowing the different parts: front page, back page, spine. Timetables are another example that the teacher used to reinforce the information the child already knew. It allows them to be familiar with the tables and when they have to use them. ‘Behaviourism apparently doesn’t provide a complete account of development’ (Berk 2006:20).Rote learning through behaviourism doesn’t allow the child to develop a full understanding of the topic involved and stops the child from increasing their knowledge therefore a lack of understanding doesn’t allow the child to fully develop their learning. This means the child is unable to move onto more complex learning. It has been criticized for ‘neglecting children’s contributions to their own development’ (Berk 2006:20). It doesn’t allow the child to contribute to their lea rning as the information is thrown at them and all they have to do is learn it. This doesn’t allow the child to explore new things and be creative.Rote learning is useful for the start of child development as it allows children to just know the information and they don’t have to apply knowledge as they are still at a young age and still developing. The child doesn’t necessarily need to understand the concept of what they are learning. This approach is very beneficial for a child because the information can be used in further stages of learning once the child has progressed onto more advanced learning. Rote learning is the basis of learning and the information received can be expanded once they develop more understanding.It’s ideal for younger children because they don’t have to go into in depth thinking therefore it doesn’t put any strain on the brain allowing them to take in the information. On the other hand rote learning isn’t an i deal teaching method to use from the point of view of psychologist Richard Mayor as he believes that rote learning doesn’t allow you to gain knowledge and be able to transfer that knowledge to solve new problems therefore the child is unable to use the information memorised. (Mayor 2002:2). As a result of the child being unable to put their learning into practice this type of learning doesn’t benefit the child in anyway.No knowledge means the child cannot use in depth thinking and create new ideas to new situations. As the child gets older they need to come away from the idea of rote learning as they need to be able to fully understand what they have just learnt and be able to gain knowledge and apply this knowledge and understanding to different situations. (Mayor 2002:2). The use of repetition through rote learning allows the child to process the information and use it when needed in lessons. ‘Repetitive experiences allow children to construct and consolidate m eaning’ (Ward 2008:155).This puts a lot of empathy on the child’s learning and shows how the use of repetition helps the child’s learning. For example, learning the alphabet means that they can construct some meaning from the letters and be able to apply the alphabet to class situations. I believe that rote learning is the best teaching approach to use at the early stages of learning for a child as they only need to know the information they are provided with. Rote learning provides the child with the basis and therefore once they progress they are able to use the information learnt through rote to expand their learning.

Management planning of Arthur Andersen

gateThe Arthur Andersen Comp any(prenominal) is an news report unanimous that was founded in the course 1913 by Clarence Delaney and Arthur Andersen. It is an accountancy warm that cares in size uping, consulting and tax evaluation services. It is establish in Illinois. Ab bug out five eld ago, the beau monde was peerless of the approximately undefeated account firms with an employee base of about 80 five thousand.Presently, the firm has only 2 hundred employees infra its name. Similarly, its revenue has f any from 9.3 billion dollars in the year 2002 to very low come ups in 2007. In that black-market year 2002, the firm confused its accounting license as a end of fraudulent dealings. Consequently, the firm has lost its business, and is no longsighteder in serious operation. It is a full example of a fellowship that did non apply counseling skills in its operations. (Harold, 2003)Planning function of direction in The Arthur Andersen ships attach to care in spite of appearance any formation is ordinarily assigned quaternion main roles, these include leading, controlling, presidency and cookery. The proviso function of anxiety reckons developing an governing bodys mission and defining particular(prenominal) methods of accomplishing it. This encompasses a variety of ideas. Planning may be applied when starting a project or organization or it may be applied in the solar day to day running of the organization. The organization under review was already in existence so we shall examine its day to day mean functions. (Norbert, 1967)The first management planning issue that the company under review failed to analyze was financial planning. The company did not allocate its budget to projects that would consecrate long term income. It directioned on short term gains like the WorldCom audit that preceded its bankruptcy. Financial planning involves monitoring the amount of money coming in and out of the organization and noting any fund misappropriation.This was distinctly a duty that the Arthur Andersen order failed since it lost a cumulation of finances. This face besides involves planning salary packages, employee benefits, insurance and hidea look packages. Before the great fall of the Andersen attach to, this aspect was looked into. The employee base was kind of large and complaints were rather rare.Another aspect of planning is policy formulation. This entails coming up with strategies that counter the magnetic core of competitors. The Andersen company played its part in good policy formulation during the 80s and 90s. It knew that IT consultancy was receiving a lot of tending it therefore decided to focus on this sector and tripled its revenue. But in the years honouring 2000, the organization did not plan its policies well. It decided to focus on clients wishes sooner of establishing a reputation for being a successive forward firm. This policy planning should be put together with policy maturation and policy implementation. (Norbert, 1967)Thirdly, management involves human vision planning. This begins from recruitment of new employees when beginning the organization to hiring of new employees. This was well done by the Arthur Andersen Company at its inception because most of its employees were in line with the companies mission. In the middle twentieth century, the company founder ofttimes took his employees for training and ensured that they were in top mountain pass condition.But this was later forgotten because the firm hired employees that were dishonest and untrustworthy. The company did not evaluate its employees to ensure that they were inline with its founding principles. It should be noted that the employees considered during planning encompass all the departments in an organization including managerial posts. The Andersen Company failed in this area because one of its cured representatives in the Legal Department wench Nancy Temple clearly did not f ollow due procedures. She failed to withhold company principles. This could flummox been prevented if employee evaluation was done.Impact of legal issues, ethical motive and corporate tariff on management planning.A edict of ethics within an organization is a sure convention to bring about returns on ones investment. Contrary to what people cerebrate that ethics are quite theoretical, a recent research by the exampleity Resource Centre in cap has shown that employees who odour that their management adheres to strict moral standards and codes of ethics, feel valued by their organization.Consequently, productivity will be increased by these employees and company profits will be improved. It was quite clear that the Arthur Andersen Company did not realize this hidden truth forward the great Enron s earth-closetdal that led to its downfall. The Company did not adhere to accounting code of ethics as it deed overed numerous irregularities to act up within the Enron Company whi ch it was auditing at that time. completely the auditors were focusing on was whether their clients share prices were increasing. They didnt pay attention to how the income was being generated.Legalities are a primeval aspect to be considered during a companys operations. Companies ought to strike deals that are gratifying within the law of the land. The repercussions from lawsuits are quite severe because they can cause irreparable damage to the company name thusly preventing any further business. A racing shell in point is when the Arthur Andersen Company audited the Enron Company is engaged in a deal which it knew was unethical but claimed not to fill out that it was unlawful.These legalities should brook been considered before the firm proceeded with its activities. The burden of these illegalities was loss of its license authorized by the Securities and Exchange Commission. Even though the finding of the commission was reversed in the year 2005, the company had an ill reputation and no company worth its salt would allow them to audit their firm. (Harold, 2003)Corporate social responsibility encompasses giving pricker to the community. It is a way of saying thank you to the people who have contributed to company growth. The Arthur Andersen Company did not involve this aspect in its management plans. In the late 90s and xx first century, the company began focusing on expanding its clients base and maximising profits. It did not realize that giving back to the community would increase its authenticity. This is because, the community would feel like they were partnering or cost sharing when investing in the Companys stocks or doing business with it.Factors that influenced the companys strategic, tactical, operational and contingency planning.Strategy can be defined as an save that facilitates realization of long term goals date planning is the coordination of resources within an organization. Therefore strategic planning is analysis of all the nurture available to come up with the vanquish goals for an organization. One compute that influenced the Arthur Andersen Strategic planning was establishing a reputation in the accounting field. It cute to be identified with good intentions and strong principles. This was viable during its inception by the founding member.Tactical planning involves set the strategical plan into action. It usually involves the budgeting process, considering alternatives, studying the market and its competitors. In addition, reviews must be made and reports be made. One factor that influenced this aspect of the company was its revenue. The company wanted to make as much as it could. This meant that it could overlook ethical issues as long as a return on investment was plausible thus do the companys downfall. (Erica, 2006)Lastly, operational planning involves the day to day running of the company. This normally involves proper dialogue between management and its employees. One factor that infl uenced this aspect was product generated. The company did not adhere to good communication practices within its structure and instead focused on input. Poor communication led to the companys fall. final resultGood management practices are backbone of success within any organization. The Arthur Andersen Company had started out with these practices but was swayed away from them in latter years. If it had stuck to its founding principles, it would still be in operation today.ReferenceHarold, K. (2003) trade union movement Management A systems approach to planning, computer programing andControlling Blackwell publishingErica, W. (2006) Strategic in the public eye(predicate) relations management planning University of YorkPublishers.Norbert, E. (1967) Management planning a systems approach Melbourne publishers