Conflict in the Niger Delta Essay

The conflict happening in the Niger Delta stated in 1990. The tensions involve foreign oil corporation and members of some Niger Delta’s minority ethnic groups, particularly the Ogoni and the Ijaw. The instability continued from the 1990s until recently even though there are major changes in the government structure. The area surrounding the Delta is now heavily militarized by the Nigerian army and police forces, and numerous armed groups belonging to the ethnic groups (Barrett). According to the Center for International Development and Conflict Management (â€Å"Minorities at Risk. A Country Case Study†) violence and high crime rate is a common scenario in the Delta because of the stiff contest for oil. Government atrocities with civilian as victims are also recorded in the area. One of the most conflicted areas in the Delta is Oganiland. Located in the southeast of the Niger Delta, Oganiland is a region comprising 404-squale-mile of the area. Shell and Chevron set up their exploration and drilling facilities in the area upon the discovery of oil deposits in 1957. The rich oil deposit in Oganiland is considered as Nigeria’s first petroleum deposit for commercial purposes. During the exploration of the two largest foreign oil companies, government authorities and agents forced residents of the area to leave. This government-initiated forced evacuation on the area affected almost half a million ethnic minorities belonging to the group Ogonis and other ethnic groups (Agbu). They also attest that the government and the foreign oil companies did not conduct any consultation with them and offer any damages. Despite the strong opposition from the affected minorities, the federal government supported the atrocities by amending the Constitution that the government has the full ownership on all lands within Nigeria and compensation will be based on the crops and products located in the land during the taking and not the actual value of the land. These further allow the taking of foreign oil corporations on almost all of the lands in Oganiland with the help of the government (â€Å"Minorities at Risk. A Country Case Study. †). In the 1980s, the situation of Oganiland and the Oganis deteriorated economically, socially, politically and environmentally. Dissatisfaction and discontent among the people in Oganiland steadily mounts that in 1992 they formed the Movement for the Survival of the Ogoni People (MOSOP). It became the main organization campaigning for various issues of the Oganis, primarily ethnic and environmental rights. MOSOP became the main opposition of the Nigerian government and foreign oil companies in Oganiland (Agbu). The conflict between MOSOP and oil companies escalated that it resulted to violence disrupting some of the oil companies’ major activities in the area. MOSOP required $10 billion as royalties since the companies started and for the degradation of the environment in Oganiland (Olusakin). However, according to Agbu (2004) the oil companies, Shell, Chevron and the Nigerian National Petroleum Corporation, with the help of government authorities answered the MOSOP’s demand through violence also. Mass actions and protests started to occur in a daily basis in Oganiland that resulted the banning of public assembly by the government. It also pronounced as acts of treason any disturbances of oil production and related activities in the area. Militarization and repression rose in 1994 where in four village chiefs were murdered. The head of MOSOP, Ken Saro-Wira was detained because of the killings. Hundreds were also arbitrarily arrested and detained because of the killings. By June of the same year, there were almost 30 villages totally ruined, almost 2,000 deaths and leaving nearly 100,000 Oganis as internal refugees (Human Rights Watch). In 1994 Saro-Wira with other eight Ogani activist were arrested and sentenced to death. They are executed though hanging by the Nigerian government. The deaths of Saro-Wira and his companions enraged the people of Oganiland that resulted to more disruptive and violent actions against the oil companies. The militancy of the Oganis inspired other ethic groups to start their own struggle against the government and the foreign oil companies (Olusakin). The Ijaws organized the Ijaw National Congress and Ijaw youth organized the Ijaw Youth Congress. These two groups raise the political consciousness and militancy of the Ijaw people. They started to lay down their demands against the irresponsive central Nigerian government and to the foreign oil companies. They are asserting that these companies should have direct and concrete plans to uplift the lives of the people in the Niger Delta (Obi). Recently, armed and more militant groups like Niger Delta Peoples Vanguard (NDPV), Movement for the Emancipation of the Niger Delta (MEND), Niger Delta People’s Volunteer Force (NDPVF) and the Nigerian Delta Vigilante (NDV) were organized. Although these groups were formed because of the continuous environmental degradation, government neglect and social and political unrest in the area, they are now in conflict on varying ideologies and forms of actions (Obi). Most of them aim to gain control of the area’s rich oil resources. NDPVF and NDV are in conflict with each other. Violence between the groups rose resulting to disruptive activities in Port Harcourt, the Delta’s oil capital. Supporters of NDPVF transferred to NDV escalating more the conflict between the two groups (Agbu). After the local and national elections of 2003, NDPVF announced their all-out war against the government (Olusakin). However, MEND is closely affiliated with NDV. They reached their international reputation when they hijacked oil tankers crossing through the country and nearby countries. They arbitrarily detained workers in the tankers for months and demanding for ransom for their release. Last year, they attacked various oil installations and facilities of oil company Shell that resulted to oil price increase. They also attacked a facility of Chevron, forcing the company to halt operations in the region for that year (Obi). In 2005, the central government called the National Political reform Conference. Representatives of the Niger Delta raised various concerns on the development of the region. Numerous non-government and human rights organization have also called the attention of the central government to introduce reform in the region. There are proposals to divide the region into two, Eastern Niger Delta and Western Niger Delta, to make developmental projects easier to implement (Taylor). The ventral government should also convert new states in the region with at least one city in every state. Taylor (2007) said that federal offices and ministries should also set-up their branches in the region to make government services more accessible to ethnic minorities in the region. The government is also urged to enact legislations compelling oil companies to implement developmental projects in their host communities and strictly follow environmental laws. International civil society groups have also suggested that the central government implement policies to have more transparency in the revenues and fiscal matters on the oil industries. The Washington-based Human Rights Watch (2002) also strongly recommends that state security forces should be investigated and persecuted on their abuses on the civilians in the region (p. 5). The conflict in the region is already decade-old and seems will never end. The Nigerian government should seriously implement reforms and developmental projects in the region to alleviate poverty among its people. The more delay on these developments needed, the more people will be agitated to join the armed resistance fueled by inequality among the oil company and the ethnic minorities of the Niger Delta. Works Cited: Agbu, Osita. (2004). Ethnic Militias and the Threat to Democracy in Post-Transition Nigeria. Uppsala: Nordic African Institue. Barrett, Ejiroghene. â€Å"Why the Troubles in the Niger Delta. † New African 456 (2006): 40-45 â€Å"Minorities at Risk. A Country Case Study. † 2 April 2009. Center fro International Development and Conflict Management. . Olusakin, Ayoka Mopelala. â€Å"Peace in the Niger Delta: Economic Development and the Politics of Dependence on Oil. † International Journal on World Peace 23 (2006): 3 Obi, Cyril (1997). Globalization and Local Resistance: The Case of the Ogoni versus Shell. Ibadan: University of Ibadan. Obi, Cyril (2001). The Changing Forms of Identity Politics in Nigeria under Economic Adjustment: The Case of the Oil Minorities Movement of the Niger Delta. Uppsala: Nordic African Institute. Taylor, Darren. â€Å"Niger Delta and Lack of Infrastructure: Major Issues in Nigeria Elections. † Voice of America. 22 March 2007. 2 April 2009 â€Å"The Niger Delta: No Democratic Dividend. † October 2002. Human Rights Watch. 2 April 2009. < http://www. hrw. org/legacy/reports/2002/nigeria3/nigerdelta. pdf>

How to Write a Industry Outlook

What is the size of your industry? What sectors does this industry include? Who are the major players in this industry? What are the markets and customers for this industry? What are the industry's estimated sales this year? Last year? The year before? What national/economic trends have affected this industry and how? What national/economic trends might affect it in the future and how? What is the long-term outlook for this industry? Writing a Business Plan: Position in the Industry What products or services will your business be selling? What is your Unique Selling Proposition ? What is it about your business that makes it unique and sets it apart from competitors? ) What are the barriers to entry in your industry? How will you overcome these barriers? Who are your competitors? What is the market share of your competitors? What is your business' competitive advantage (i. e. your market niche or estimated market share)? What is your target market? How are you protecting your product or process (i. e. patents, copyrights, trademarks, franchise rights that you either hold or plan to acquire)? How to Write a Business Plan: The Industry SectionOnce you have all this information, you'll write this section of the business plan in the form of several short paragraphs. (Remember, each of these paragraphs is a summary, not a detailed point-by-point explanation. ) Use appropriate headings for each paragraph. (See the sidebar for a business plan sample of this section of the business plan, from the Royal Bank. ) But where do you find the information that you need for writing the Industry Overview section of your business plan? Page 2 of this article provides some Canadian resources to make your task easier and some tips for conducting business plan research.

Benefits of promoting Stem and liberal arts education

Benefits of promoting Stem and liberal arts education In many modern societies, there has been a push in schools to emphasize the STEM fields (Science, technology, engineering and math). While there are many societal benefits such as to this educational trend, such as new technologies and scientific advancements. However, there are just as many flaws. While test scores in the sciences may look attractive, they don’t tell the whole story. To combat this growing problem, a more well-rounded style of education, such as the Liberal Arts, should be adopted. As more and more countries push the sciences, there should be an equally large push for the Liberal Arts. A more whole education is important for not only those in the STEM fields, but society a well. Today’s society is becoming more and more reliant on technology. In turn, many countries have felt the need to educate more people capable of working in these fields. For example, the Wall Street Journal recently published an article about Japan and their recent education reforms. Japan’s â€Å"goal is to transform Japans government-funded universities into either global leaders in scientific research or schools focused on vocational training† and consequently, limit the study of the humanities and Liberal Arts (Obe 2). The Japanese hope to model school’s like the California Institute of Technology and maximize their tech-ready personnel. However, in doing so, the effect on the humanities and social sciences would be immense. Culture and history would no longer be taught, and it could be lost forever. Simply studying and creating technology for the sake of doing so is not beneficial to society as a whole nor the person. Is it really necessary to put TV sc reens in our cars? What consequences would this have on society? Questions like these are why the humanities and social sciences are a necessary part of any school, college or university. A school system lacking the human aspect of life is flawed and not complete. Furthermore, countries that contain a high percentage of technologically based companies are not necessarily doing the best economically. In Fareed Zakaria’s Washington Post article, he illustrates the economical and educational differences from a nationwide view. Zakaria recognizes Sweden and Israel as countries with a large number of high tech companies who have also pushed the STEM fields. He also relates this to an internationally based study of foreign economics and technological advancements. Israel ranked first, the US second, and Sweden sixth in providing the world with technological advancements. Contrary to popular belief, this did not lead to them having high economic position. In the study, â€Å"all three countries fare surprisingly poorly in the OECD rankings. Sweden and Israel performed even worse than the United States on the 2012 assessment, landing overall at 28th and 29th, respectively, among the 34 most-developed economies† (Zakaria 7). Both Israel and Sweden have made leaps and bounds in regards to their STEM programs. Due to their focus on the sciences, their children score very well on standardized tests. While test scores and their technological production seems to look good on paper, it does not have the true desired effect on their respective societies. To effectively engage and change kids into well rounded adults, we must adopt a more liberal education. All-encompassing styles of education have been highly regarded for centuries. From the days of Plato to modern philosophers like William Cronon, the benefits of Liberal Arts have transgressed time. Cronon especially notes the benefits and helpfulness the Liberal Arts endows upon its students. His list of ten benefits are extremely relevant to modern society and the workforce. His ideas are echoed by Zakaria. Zakaria makes note that simply teaching math and science is not enough. It will not matter â€Å"how strong your math and science skills are, you still need to know how to learn, think and even write† (Zakaria 11). This speaks volumes to the Liberal Arts. It is not necessarily what you learn in college, but how you think and grow as a person by seeing more than one perspective. That is one thing STEM education may not teach you. As many countries begin to advance towards STEM, there needs to be an equally large look at the Liberal Arts. It is possible to learn a lot in a STEM field, yet it being a part of a Liberal Arts school or higher education. However, there is a difference between learning only your field, and learning about your field relative to the world around you. The real value of the Liberal Arts lies with the beholder, and what it truly means to be a complete human being.

Control room Movie Review Example | Topics and Well Written Essays - 250 words

Control room - Movie Review Example Jehane Noujaim has interviewed a number of journalists and producers, like senior producer Sameer Khader, journalist Hassan Ibrahim, and producer Deema Khatib, who had been reporting and managing war news to Al-Jazeera. American correspondents David Shuster from NBC and Tom_Mintier from CNN have also been interviewed. The film shows the time when the war was just about to begin, and when the war occurred, it shows the confinements of a press complex where the viewers see a myriad of foreign news channels, like CNN, NBC, Fox, etc. The film also shows Lt. Josh Rushing, an American serviceman, who reacts differently on seeing Arab military personnel and civilians dead one night, and American military personnel the other night. An American military spokesperson, Brooks, showed a deck of cards with most wanted enemy military personnel. The statue of Saddam Hussein was shown coming down in the square of Baghdad. In short, the film is all about the way Al-Jazeera covered the

In the past half century, the developing countries have experienced Essay

In the past half century, the developing countries have experienced major compositional shifts from exports of primary products - Essay Example Over the past half century the shift in the export strategies of the developing countries have been noticeable. The shift in the composition of exports is mainly attributed to the developments and modification of the world’s production procedures. The dependence on land and food of the developing countries were gradually replaced by the advent of new technologies that redefined the production of industries in the economy (Dijck and  Linnemann, 1987, p.39). Gradually, the trend of exports of the developing economies shifted from the primary products and agriculture based items to industrial goods produced with the use of advanced technologies. Historical developments: Compositional shift of exports in the developing countries A look at the historical developments of the developing countries reveals that the developing countries in the early part of the twentieth century consisting of China, India, etc. were dependent on land and agriculture. The land was the major source of i ncome and value of land was very high to the state. The transitional of the stages of the development of the economies and the compositional shift in the exports of the countries over the last fifty years have been described below. Initial phase of exports by developing countries The economies of the developing countries in the initial phase of the historical development were highly dependent on agriculture. It would be correct to mention that developing countries before half a century were agriculture based economies. The land was the major source of livelihood and the income of the state and the people were highly dependent on agricultural produce of the land. The developing nations at that point of time used to produce high quantities of rice, wheat, pulses and other agricultural crops. The enhanced activities on farming and the activities of farmers all over the nation formed a considerable part of the gross domestic product. In international trade, the countries had primary pro ducts and raw materials, agricultural products available in large quantities for export. The foreign exchange earnings occurred majorly through the exports of primary goods, raw materials and agricultural goods produced by the countries. The singly dominant item in the developing economies at early stages of history was food products. This trend of exports underwent a radical change in the compositional shift as the developing countries started to open up their economies in the age of liberalization. Changing trend of compositional exports of the developing countries The composition of exports of the developing countries underwent radical shift in the last half a century as the developing countries like India and China opened up their economies in the era of globalization. The advent of new technological developments brought about changes in the production process and the composition of the products produced by the economies. The developing countries in the last fifty years underwen t economic reforms and adopted policies on liberalization. This was done by attracting foreign investments in the developing countries. Investments on development of infrastructure for supporting the growth of industries were the focus areas in the later stages of historical develo

Rubber Band Model of Communication Essay Example | Topics and Well Written Essays - 750 words

Rubber Band Model of Communication - Essay Example The first scholar who attempted a communication model is Aristotle. Aristotelian view of communication influenced the perspectives of communication thinkers until the mid twentieth century. In the late 1940s, and through the 1950s and 1960s, a number of new communication models were advanced, most of them preserving the basic themes of the Aristotelian perspective. Later in 1949, Claude Shannon and Warren Weaver published a model that they called the "Mathematical Model of Communication." and later in 1954 he proposed an interactive model. In 1960 Berlo proposed the SMCR model. These models were considered the major linear models of communication. and Becker's Mosaic Model (1968). The others that invited attention of communication experts included the multidimensional models. The major contributions were Functional Model by Ruesch and Bateson (1951) and Transactional Model by Barnlund (1970). All these models contributed only to further the discussions and research of communication and proved different points of the communications process. (Jones & Jones, 1997) The Rubber Band Model of communication, as the term denotes uses the analogy of a rubber band. The elastic property of the rubber band is used to explain the communication process. ... The Rubber Band Model can be explained with the following diagrams. The figures Fig.1 and Fig.2 show the communication process as proposed by the Rubber Band model. Fig.1 shows a stretched rubber band. The black portion is the piece of rubber band and the dotted lines show it in the stretched position. If we consider the piece of rubber band as the message transmitted by the sender the stretched portion explains the transmission of the message. The elastic property of the rubber band can be attributed to the nature of the message, transmission process and the channel. If stretched further, the message will reach a different receiver. It requires a more elastic material (a strong rubber band or a lengthy one) to stretch to a considerable length. The process of communication is similar. If the message has to be reached to a wider audience it has to be powerful, or in other words a mediated communication has to take place which occurs only in mass communication. Similarly the stretched rubber band when released (See Fig.2) gets back to the previous destination, which also explains the feedback. Critique of the Rubber Band model of communication The Rubber Band model is a dynamic model when compared to the linear models of communication as it proves that message can be send to an intended direction. This helps to explain interpersonal communication as well as group communication. The elastic property of the rubber band and its analogy used in the model also explains the mass communication process. The model has significance as it also give explanation for the feedback in communication. The limitation of the model is that it makes the feedback compulsory. Works cited 1. Marsha Jones and Emma

Computer Virus Charges Sought Assignment Example | Topics and Well Written Essays - 250 words

Computer Virus Charges Sought - Assignment Example 3. The I Love You Virus, as one of the first major viruses since the internet exploded in the late 90s and early 2000s shook people’s faith in the internet as a secure place. It also taught users that they had to be very careful of attacks that take advantage of their emotional states (by encouraging them to click/download something in order to cause a virus on their computer), such as the â€Å"I love you† message or other questionable content.   4. Guzman did not face any direct punishment for his crimes. Though Pilipino authorities tried to charge with a variety of crimes from theft to criminal mischief, none of the charges landed because of lack of evidence and the fact that the Pilipino criminal justice system was simply not set up to deal with cyber attacks. His name, however, will forever be associated with this virus and he will have a hard time finding employment in the future (Landler). I think that this punishment might fit the crime – it’s impossible for someone to make reparations for billions of dollars worth of damages, and people need to take some responsibility for their own internet behavior. If Guzman didn’t do this, someone else would have.   

OPEC's Failure in the 1980s Essay Example | Topics and Well Written Essays - 500 words

OPEC's Failure in the 1980s - Essay Example The oil market of the early 1980's saw supply increase as producers found the higher price was worth the opportunity cost to produce more (Tucker, 63). Consumers, willing to conserve at those same high prices, decreased consumption and OPEC was forced to obey the Law of Supply and Demand while its diminished market share neutralized the cartel effect. OPEC, formed in 1960, had seen steadily falling value in a barrel of oil until key events of the 1970's reversed that trend. Arab solidarity in response to Israel's involvement in the Yom Kippur war of 1973 triggered an oil embargo on nations supporting Israel. OPEC's ability to act in concert while controlling a large percentage of the supply resulted in a market shortage. Consumers were immediately faced with few, if any, practical product alternatives. However, new producers entered the market to produce in locations that were now profitable at these prices. The North Sea began production and the Soviet Union peaked at 12 million barrels per day making it, a non-OPEC member, the world's top producer ("Supply"). The high price also made new technologies feasible that would have not been economical at the lower prices. These forces combined to increase supply. Consumers also reacted by reducing consumption.

Collection Scandal - Strategy Memo Coursework Example | Topics and Well Written Essays - 750 words

Collection Scandal - Strategy Memo - Coursework Example uck & Company to make repayments each month worth $28 for TV, an auto battery, and other merchandise bought using a Sears, Roebuck & Company card before his bankruptcy (ORourke, 2013). On the investigation, it emerged that Sears, Roebuck & Company did not comply with the requirement of filling a reaffirmation in court for the payment. In this regard, legal policy and requirements were ignored. Judge Kenner ordered for further and in mid-March revealed that 2,800 legal violations on reaffirmations had been committed in MA alone. The unlawful business led to the collection of $160 million (ORourke, 2013). The memo aims at stating the critical stakeholders and the concerns that emerge from the case. The meaning of the critical concerns and why the understanding and action being taken matter are the other areas that will be dealt with in the memo. The specific recommendations and the best way to communicate with the different stakeholders affected by the concerns raised in the case are the final areas that the memo will address. The concerns include understanding the legal requirement, determining how the scandal happened, developing mechanisms for evaluating credit provision and approval, retraining of staff tasked with collecting credit and accepting wrongdoing and take full responsibility. The critical concerns mean that the company has a lot of problems with some of its major stakeholders starting with the government, customers, shareholders, and the general public. The critical concerns matter because depending on the outcome and measures undertaken by the company, a lot of revenue, customers, money, and sales will be lost. The concerns matter also because the reputation of the CEO, management of the company, employees, and board of management is on the line. There are a number of ways that Sears, Roebuck & Company can take in solving the scandal that affected the company in the case. Recommendations include: Engaging with law enforcement agencies through

Richard IIIs Battle speech Essay Example for Free

Richard IIIs Battle speech Essay Question a) Examine the literary elements such as diction, symbolism, rhythm, and tone in this extract, and analyze their significance. b) Then, examine how this extract is translated onto film, paying close attention to the ways in which the film adaptations by Laurence Olivier and Al Pacino enhance/ modify your understanding of the play text. Answer a) The extract passage from Shakespeares Richard III depicts how King Richard gives his battle speech to his army, focusing on the raggedness of Richmonds army and their opposition to him as a King. The extract passage is right after King Richard had a dream where the ghosts of all the people he had killed spoke and condemns him. I will be analyzing extract passage from the play, commenting on theme, settings, diction, symbolism, rhythm and tone. In part (b), I will be analyzing the film adaptations of Olivier and Al Pacino on this particular extract, commenting on how each director interpret the extract passage, particularly on the Mise-en-scene of each film adaptation. As Richard was giving his oration to the army, there is structural irony in his speech. It is an irony that he tells his army they having lands, and blest with beauteous wives, Richmonds army will restrain the one, distain the other because in the first place, Richard and the other Yorkists were the ones who killed Henry IV and overthrew the Lancasters who were ruling then. Another irony is that he was the one who uses the power of language to manipulate and seduce Lady Anne, stealing the beauteous wife of Henry IV first. Such irony is engaged by Shakespeare to emphasize one of the themes of the play which is the allure of evil. Richard III does not explore the cause of evil in the human mind so much as it explores its operation, depicting the workings of Richards mind and the methods he uses to manipulate, control, and injure others for his own gain. Another literary device Shakespeare used in this play is the rhyming couplet: March on, join bravely, let us tot pell-mell/ If not to heaven, then hand in hand to hell. In Shakespeares poem, the rhyming couplet has an important significant. We see Richard, after this extract passage, obsessed with his own self-preservation, as indicated by his cry of [a] horse! A horse! My kingdom for a horse!. Richard clearly reveals his priorities. He would trade everything for a horse on which to improve his chances of surviving the battle rather than die honorably for his cause and this is contradicting his prior speech to the army. Richard III is written in blank verse. Blank verse is unrhymed lines made up of ten syllables in which every second syllable is stressed (study unit 1 pg 26). The rhythms of the verses are caused by these unrhymed iambic pentameters Shakespeare uses. Iambic pentameter is a line made up of five pairs of short/long, or unstressed/stressed, syllables. For example: de-VISED at-FIRST to-KEEP the-STRONG in-AWE. This gives the verses rhythm and makes the verses interesting to read. The tone of the extract passage is strong. There are uses of exclamation marks, for example: Off with his son Georges head! to show the wrath of Richard. Richard also poses questions. For example: Shall these enjoy our lands? Lie with our wives?. Questions can engage the viewers, making the viewers enter his thinking. The lines are also kept within ten syllabus and the words are short so that it will produce a more punchy effect as it is being read out. The short words and rhythmic tone in turns make the diction of the extract clear too. b) In Pacinos film adaptation of extract passage of Richard III, Richard was filmed giving the oration to his army. When examining the cinematic space of the film, the camera shot from a very low angle as Richard was giving the oration. Richard is in the foreground and this makes him look very much bigger. Since it is shot from a low angle up to Richard, Richard seems to be looking down on everyone as he is speaking, emphasizing his power and authority. His oration is quite long and this emphasizes the power of language in achieving political powers, which is one of the central themes to Richard III. Language may not always be a necessary instrument of power, but for Richard, it is a crucial weapon. His extraordinary skill with words enables him to manipulate, confuse, and control those around him. In this case, Pacino is trying to show us that Richards words are powerful and he uses them to control his army. Also, as they shot from the low angle, it depicts the round, bird-like silhouette of Richard, emphasizing on his deformity even more. His deformed body is a symbol of corrupted nature and Pacino make the viewers see that. Richard was the only one being filmed when he was giving the oration. He is in power, but he is alone: his brothers, nephews, and even his own wife are all dead at his hand, his mother has cursed and abandoned him, and even the person who was once his closest friend-Buckingham-has been sent to execution. His army was also not in the frame. Pacino probably wants to emphasize the fact that his army is not actually with him. His army served him not out of respect and loyalty but because they were afraid of him since he constantly beheads anyone who comes into his path. In this film of the extract passage, it vividly dramatizes the contrast between Richards character and Richmonds character, shifting the scene back and forth between them a few times. The leaders, in their respective camps, make almost identical preparations as they ready for the next days battle, but the difference between them can be seen in the way they go about their business. Richard speaks brusquely to his lords, and, as we can see, essentially is isolated from all human contact. Pacino made Richmond appeared gracious. The pre-battle preparation of the two leaders clearly shows their different styles: Richmond was filmed praying to God. In contrast, Richard simply mocks the enemy soldiers, calling them a scum of Bretons and base lackey peasants Looking for Richard is a documentary film and for this scene, Richard is actually not dressed in the medieval costume. It is more like a rehearsal. This suggests Pacinos search for the most effective way to bring the world of King Richard to life for a contemporary audience. It also points to their conviction that Shakespeares characters and themes are timeless: Everyone can look for Richard, and find him, in the world around them. In Oliviers film adaptation of the extract passage Richard III, Richard was not filmed giving the long oration to his army. Instead, the viewers were treated to a battle to watch. The film adaptation was very much close to Shakespeares play. Olivier spoke with rhythm as Richard addresses his army. As he spoke March on, the army shouted a hail as a reply. After he spoke the rhyming couplet: pell-mell and to hell, he leads his army forward on his horse. It was dramatic as he was about to go to the battle. The film was in technicolour and this probably appeals to the viewers at that time. With the technicolour used, the viewers were able to see vividly the colour of their medieval costumes and this makes the whole film real and engaging. The scene of the film was a long shot. There was not much editing done. Spatially, it was shot from afar so that both the army and Richard can be seen. There was not much close up shot except for when Richard has fallen off the horse and his crown rolled away. This foreshadows Richards dethroning. In conclusion, the literary elements such as rhythm, diction, tone, settings, symbolism and themes compliments each other, making Shakespeares play a classic read all time. Both Pacinos and Oliviers film adaptation of Richard III provides viewers with different interpretation of the play, widening the viewers perspective of the play. Bibliography ELT370 Shakespeare on film study guide. SIM University. 2011 Looking For Richard. Dir. Al Pacino. Perf. Al Pacino, Vincent Angell, Harris Yulin, Alec Baldwin. Twentieth Century Fox Film Corporation, 1996. Film.

Misbehaviour Should Be Accepted In Organisations Commerce Essay

Misbehaviour Should Be Accepted In Organisations Commerce Essay Normal behaviour in an organisation has been analysed by many university experts and management theorists. These people believe that these positive activities contribute a lot to the organisation. Hard-work and discipline are good examples. However, the opposite theory misbehaviour in organisation behaviour is attracted by more and more people in a modern well-run organisation. The purpose of this report to ascertain what is a well-run organisation, what the accurate definition of misbehaviour is, and how misbehaviour influences a well-run organisation. After we have researched this theory comprehensively, it will be clear to see the reason why companies accept misbehaviour and how misbehaviour can create a positive effect in modern companies. The scope of this report will cover employees misbehaviour in the workplace and the relation between management hierarchy and workers. 2) Definition of a well-run organisation: The key characteristic of an organisation is that it is an purposefully organised group, department or family to achieve present targets set in the decision making state, and organisational present constitute member should adapt to the change of exterior or interior situation in order for the organisations survival. Generally, an organisation must be able to effectively implement and integrate with some controlling power for the successful continuation of the organisation. (Wilson Ronsenfeld, 1990). Organisations are always expected to successfully achieve targets in the process where from output to input, it then of course depending their resources should be used appropriately. Otherwise, an organisation is not only supported to be successful but also to be effective related to the output, involved in their final result and target. There are some related factors that could improve organisational performance, such as increasing profitability, improved service delivery and to maximise efficiency in key activities. In addition, efficient organisations must ensure that it reaches a satisfactory target, understanding the clients demand and requirements, and are compliant to specific requirements, adaptable in the change of exterior and the demand situation. (Mullins, 2007). 3) Definition and classification of misbehaviours: Organisational misbehaviour is defined as any intentional action made by members of an organisation that defies and violates shared organisational norms and expectations, and/or core societal values, mores and standards of proper conduct. (Yoav Vardi and Yoash Wiener 1996). However, all errors, mistakes, or even unconscious negligence do not constitute organisational misbehaviour, despite the bad effect it produces in the organisation. We will be focusing on individuals who are directly and intentionally involved in some form of misconduct in a well-run organisation. But this phenomenon may also come from a group of individuals or indeed the organisation itself. Organisational misbehaviour may also change in different situations and it can be functional or dysfunctional, positive or negative, short term or long term; it depends on the circumstances and manner of acting. The organisational misbehaviours are grouped into 3 major categories: misbehaviours that are intended to benefit the self, misbehaviours that intend to benefit the members employing organisation as a whole and misbehaviours that intend to inflict damage and be destructive. Misbehaviours that are intended to benefit the self are internal and often victimise the employing organisation or its members. Examples of such misbehaviour is the distortion data, the stealing and selling manufacturing secrets, the harassment of others, misleading customers and sabotaging processes. Misbehaviours that intend to benefit the members employing organisation as a whole are for the most part external in nature, usually directed toward outside victims such as public agencies, customers, social institutions, or other organisations. This sort of misconduct is self-serving and organisations members will take benefit of this cheating. Falsifying records, cheating governments and the misleading of customers belong to this category of misbehaviour. Misbehaviour that intends to inflict damage and be destructive can be both internal and external with the main goal being to hurt others or the organisation, to cause minor or considerable damage, both visible and invisible such as mistreatment, sabotage and theft. 4) Why can we accept misbehaviours in well-run organisations? Organisational misbehaviour can be as minor as being late for work, or as serious as theft, such as the stealing company resources. One research done in 2003 in the United States for example, claimed that over 95% of all businesses experience employee theft, with an estimated loss of $25 billion every year. Before we discuss whether or not misbehaviour is acceptable within an organisation, we should first know the source or reason of such behaviour. Peter Michael Blau, an Austrian sociologist and theorist, produced many theories about social phenomena and population structures. One of them, namely the Social Exchange theory, explains organisational misbehaviour. The Social Exchange theory is a combination of theory of economics, psychology and sociology, used to explain social behaviour of humans, based on exchanging benefits between two parties. When putting this theory in a workplace, it explains that the relationship between employees and employers are built based on the exchanging of benefits. Employees devoted their effort and time to work in exchange of their salary paid by their employers. When one party gives more to another, it is expected to receive more in return. There are both material and non-material benefits. Financial rewards or salaries for employees are both material benefits. Whereas, non-material benefits can be appreciation from managers and supervisors, or merely a certain level of support. Employees might receive their salary each month but they might not receive non-material benefits as frequently, such as job satisfaction. Employees have the potential to feel mistreated, causing the relationship between employees and employers to be ruined. When employees feel that they are unfairly treated in the workplace, while there is little chance that they can come forward or take a stand against their employer, the only way employees can repay such mistreatment is to engage in organisational misbehaviour. Understanding the reason of organisational misbehaviour, we then know why we should accept such behaviour other than taking eliminations and punishments. As an unkind action will repaid by an unkind response, making misbehaviour counter-productive. 5) Advantages of misbehaviour: Despite the fact that misbehaviour can be destructive, misbehaviour can also be seen a useful tool for well-run organisation. The hierarchy can see the dysfunction in the organisation: In the organisation, an employee will not always obey their superior; they will argue their point if there is something wrong or if they simply have a different opinion. It is preferable if the management can clearly see the dysfunction in the organisation. Therefore, the management is forced find the best way of preventing mistakes in advance of any challenges to their decisions. Increasing the rules, procedures, and bureaucratic control: Misbehaviour in an organisation also can be explained there are some leaks in the regulation of the organisation. For instance, in some organisations, discrimination is a normal situation. Regardless of race discrimination or the discrimination between the upper class and the lower class, there must be set rules to control them, in order to treat everyone equally. The management need to be in control of the organisation because misbehaviour will arise if ignored. As a result, the potential for misbehaviour encourages improved control by the management. Hierarchy need more concern to their employees: In certain situations, there will be a conflict when employers feel that they are unimportant, or indeed they feel that they are not totally involved in the organisational culture and feel uncomfortable in their position. Therefore, the organisation could understand they need to pay more attention to their employees and ask their opinion. When these employees feel that they are important to the organisation and they can contribute to the organisation, they will be more obedient and productive. Stimulate innovation and adaptation: Innovation is a very important part in an organisation. Misbehaviour means people challenge the status-quo, the result being that they misbehave. To stimulate innovation and adaptation not only benefit the organisation but also its employees who are stimulated by new challenges. Increasing the quality of decision making: Should one person make a decision independently of others, this course of action will ultimately cause others to challenge it. Many people will have differing opinions which they will want to put forward. To gather and coordinate the employees differing opinions on finding the best way to deal with a given issue will increase the quality of the decision making process and will remove the chances of disobedience, as the employees can voice their opinions. 6) Conclusion: Based on the information we have gathered, including the text book and internet sources, we have come to the decision that misbehaviour should be accepted in a well-run organisation. Organisations should emphasise misbehaviour as well good behaviour. Employees work for organisations, the aim employee working is variety, but in common the aim is to earn money to support themselves and their families. On the other hand, the employer has the employee, that is an equivalence exchange. Bosses should not be angry if an employee misbehaves with economic efficiency. An organisation is consisted by group, and a group consists of employees. Due to different backgrounds and different learning capacities, these people will definitely conflict when their opinions differ. The upper management power need rules and regulations to stop the dysfunction in a well-run organisation. Overall, satisfaction for employees is very important in well-run organisation, because employees may misbehave if they feel dissatisfied with the working conditions and management decisions. Companies are willing balance the benefits between the employer and employee. At last, employees can make a valid contribution to the organisation and enhance the companys productivity and competitiveness in the markets in which it competes.

Teens, Sex, and Virginity - I Lost My Virginity Essay -- Personal Nar

I lost my virginity i arrived at college a seventeen year-old virgin who had been drunk only once before. it wasn't a concious decision to change all that, but i definately had no intention of remaining the awkward, hesitant good girl i had been throughout high school. i had resolved to try everything without fear, which was one reason i signed up for a rock climbing orientation trip. it is here that martin enters the picture. he was one of my trip leaders, a twenty three year old senior from california. he was a runner and a republican, and his looks were not unlike those of teen heartthrob scott wolf. i quickly dismissed the idea of his being interested in me. he seemed too hot, too experienced, too suave. i was so young. the rock climbing trip was quickly over, and i returned back to campus covered in bruises and pride. classes started, i settled into the swing of things, and i gave martin no further thought, except when i ran into him at parties. i learned to drink, a lot, and learned to pass out at parties to avoid having to go back to my room alone. i experienced my first...

Narrative of the Life of Frederick Douglass Essay -- American History

Narrative of the Life of Frederick Douglass In learning about the history of America from the colonization to the reconstruction I decided to read The Narrative Life of Frederick Douglass. Frederick was one of the very few literate slaves. He was an incredibly important character in American and African-American history. Though he was blessed with intelligence most slaves were not, he still lived the same kind of life of the typical slave. Fredrick Douglas was born in Maryland; he does not know the date of his birth, as did most slaves. He never really had a chance to know his mother, only having seen her four or five times. Fredrick taught himself how to read and write despite it being against his slave-owners wishes. He could not let his knowledge be known to anyone except for other slaves. Fredrick saw his knowledge of words both as a blessing and a curse. White men were given supreme power over their black slaves and it corrupted their character. Most African Americans of the early to mid-nineteenth century experienced slavery on plantations similar to the experiences described by Frederick Douglass; the majority of slaves lived on units owned by planters who had twenty or more slaves. The planters and the white masters of these agrarian communities sought to ensure their personal safety and the profitability of their enterprises by using all the tactics-physical and psychological-at their command to make slaves obedient. Even Christianity was manipulated in a way that masters communicated to their slaves that God had commanded them to obey their masters. People like Frederick Douglass who preached abolition of slavery, only had to nurture the already existing spirit within slaves to strive for freedom. Only a tiny fraction of all slaves ever took part in organized acts of violent resistance against white power. Most realized as Frederick Douglass did that the odds against a successful revolt were very high, and bitter experience had shown them that the usual outcome was death to the rebels. Consequently, they devised safer ways to resist white dominance. For Frederick Douglass, it was clear that his way of fighting the power was to become educated so that he may better understand his situation. However, he described that knowing that: "wit†¦[was] the pathway from slavery to freedom." (Pg. 20) "†¦Reading†¦ enabled me to utter my thoughts, and... ...obey his master-to do as he is told to do." (Pg. 57) He was referring to the wrongfulness of his wife's attempt to educate Frederick Douglass. This was the view held by most whites toward African Americans. Consequently, other adjectives such as: lazy, irresponsible, childlike, and simple-minded were used by whites to describe the African American character. This portrayal stole the African American sense of independence and created the false image of black childlike dependence on their white masters. That combined with the fact that most African Americans were born into slavery disallowed them any experience of freedom or of Africa by which they may make comparisons to their situation of total bondage. The slave owners struggle to control the slave brought out an evil in them that cannot be brought out by any things. The slaves’ struggle for freedom and the suppression by their masters broke their spirit, which is a large part of human character. America would not have grown to be so great in such a short time without slavery, because of the economic value of it. But, it would not have been such a violent society then or such a violent society now if slavery had never existed.

College Admissions Essay: Remembering Mom :: College Admissions Essays

Remembering Mom    The memory of that Christmas Eve years ago still lingers in my mind. Who would have known that a simple candle made of wax and wick would change my way of thinking forever...    Christmas Eve was a special time for Momma and Poppa. Even though there never was enough money to go down to the neighborhood stores to buy presents, Momma and Poppa always made sure I had one present on Christmas morning. In years past I had received a doll made from worn out clothing, with a painted face and hair of yarn. A box made of wood carved by Poppa with my name encircled with a heart. One gift to a young child may not be much, but Momma and Poppa always made sure there was something under our tiny Christmas tree.    But this year Momma was not home for Christmas. The Angels had come for her earlier the summer before. Poppa had grown weary working jobs that paid very little and kept him away for days on end. Leaving me to tend to the house and to keep up with my schooling. Momma always knew what the perfect gift would be that would make my Christmas complete. She was the one who made the doll and suggested the box that I still hold dear today. But now Momma was gone and Poppa was away, leaving me alone on Christmas Eve.    I sat alone reading by the dim light of the last candle that I found in Mommas nightstand. Momma made such beautiful candles, dipping each wick lovingly into the hot wax over and over until the candles took form. Before gently hanging them up to dry she would take a knife and carve a word on each one. Through the years, I had seen the words hope, love, giving, along with a multitude of others. I took the candle down from stand and this one had one word cut delicately in its side...remember.    How odd a word to put on one of her lovely candles. It seemed strange not to see a word of hope, love, charity or even family. Remember. Why would Momma put such a simple word on this last candle? Taking the candle down from the shelf, memories of Momma flooded into my mind. Her soft golden hair, the smell of her favorite perfume, even the memory of her voice seemed to echo in my ear.

What are the scope, breath and units of ethics according to the following theorist: Plato’s Euthypro and Republic

Plato. Scope: The freedom of choice of a man is very dangerous and harmful phenomenon. The man can not choose what is holy and unholy and so the only thing directing the person in life if fear. The fear of the gods would have saved you from the danger of acting wrongly, and you’d have been cursed in front of human beings. Breath: since the essence of every phenomenon, including life of breathing creatures is to fulfill a certain function. In these measures men should fulfill their function – to live proper life for the good of the city-state. But life is not a function of a soul, but its proper quality. Units of ethic: just man is not wise or good, and just man is not supposed to live a long and happy life, while unjust miserable and unhappy? The difference between two is that the man who practices justice does so unwillingly, since he lacks the power to violate it. And in life in general he will walk the only possible road he knows – the just one, while the unjust man will yearn for more, and it doesn’t matter for what exactly, since he has options. Republic. Scope: the freedom of choice or deliberate decision is a punishment for human beings given by gods. And free choice depends on the essence of our soul. Breath: Can evasion or violence be succeeded with the gods? Well, if they don’t exist or don’t involve themselves with human affairs then what’s the point to consider their observation in our deeds? But if they exist, we shall pay a just penalty for our crimes in the place called Hades. The choice is of men or of his destiny†¦ Units of ethic: two people just and unjust given the same opportunities would act the same – temptation would be too strong. And this is the evidence that none are just willingly, but only by compulsion. And they act the very way because everyone thinks that in personal case injustice is much more profitable than justice. If anyone having this licence to refuse to do any injustice, or to posses the property of others, all who were aware of it would consider him a most contradictive and irrational creature, though they would praise him before each other faces, deluding one another through their fear of injustice influence. Euthyphro. Scope: everyone has the choice, and the only difference of a choice is what we should pay for the results of it. Whoever has unjustly killed another should be punished by all means. Breath: Holy is all gods love and people are meant to worship them and follow their will. What is holy and just have to do with the gods, and the rest (unlawful and pious) of it has to do with ministering of human beings. Units of ethic: we shouldn’t get nervous about people laughing at our predictions, the public recognition is of a soon. One must not tolerate a profane man, no matter who he may seem to be (even if it’s your own father).

Task Two Cathy Ann Wilson-Bates Western Governors

Task Two Cathy Ann Wilson-Bates Western Governors University EVIDENCE-BASED PRACTICE & APPLIED NURSING RESEARCH EBP 1 Brenda Luther, PhD, RN January 25, 2012 Task Two Introduction: What I have learned about working with children in a chronic healthcare setting like dialysis is that they are resilient beings with the propensity for rapid changes in their medical condition. Children almost always surprise me in their unique description of symptoms and pain. Depending on their age, they may not be able to describe the symptoms they feel or tell me â€Å"where it hurts†.A simple ear ache may be described as a â€Å"drum in my ear† or may be observed with non verbal cues like tugging on the ear. Acute Otitis Media is seen quite often during the cold and flu season. Recent clinical guidelines suggest waiting twenty four to seventy two hours before beginning antibiotic therapy. Parents of children with symptoms of otitis media are accustomed to receiving a prescription for ant ibiotics before they leave the medical office. Adults as well are preconditioned for the little white slip of paper from their physician. You can read also Coronary Artery Disease Nursing Care PlanWaiting twenty four to seventy two hours to evaluate the need for antibiotics will definitely reduce the over-prescription of antibiotics as well as their efficacy. The waiting and watching of several days may seem like an eternity to a parent caring for a sick and crying child. Educating parents during routine visits to the physician office about the risks of over-prescribing antibiotics will help when the physician needs to discuss the possibility of waiting and evaluating before prescribing antibiotics.Providing a list of comfort measures parents can follow may help relieve the anxiety they have in caring for a sick child. Any comfort measure taken to reduce crying is helpful to the parent of a sick child, but mostly to the child. The following table and paragraphs will share the results of how one group of nurses at an outpatient clinic used clinical evidence to manage this situation. Source |Type of Resource |Source appr opriate or |Type of Research | | |general information, |inappropriate |primary research evidence, | | |filtered, or unfiltered | |evidence summary, evidence-based | | | | |guideline, or none of these | |American Academy of Pediatrics and American Academy of|Filtered |Appropriate |Evidence-based guideline | |Family Physicians. Clinical practice guideline: | | | | |Diagnosis and management of acute otitis media. | | | |Causative pathogens, antibiotic resistance and |Unfiltered |Appropriate |Evidence-based guideline | |therapeutic considerations in acute otitis media. | | | | |Pediatric Infectious Disease Journal. | | | | |Ear, nose, and Throat, Current pediatric diagnosis and|General |Inappropriate |None of these | |treatment. | | | | |Treatment of acute otitis media in an era of |Filtered |Appropriate |Evidence –based guideline | |increasing microbial resistance.Pediatric Infectious| | | | |Disease Journal | | | | |Results from interviews with parents who have brought |Unfilte red |Appropriate |Primary research evidence | |their children into the clinic for acute otitis media. | | | | | | | | | Subcommittee on Management of Acute Otitis Media. (2004). American Academy of Pediatrics and American Academy of Family Physicians. Clinical Practice Guidelines: Diagnosis and Manegment of Acute Otitis Media. American Academy of Pediatrics , Vol. 13 No 5 1451-1465. This article is an evidence-based clinical guideline. It is a systematic review making it a filtered resource which is very appropriate for this situation. The article describes the current, (as of 2004) recommendations for the diagnosis and management of Acute Otitis Media (Subcommittee on Management of Acute Otitis Media, 2004). These guidelines show several different ways to treat acute otitis media depending on the symptoms of the child. It states that sometimes waiting to give antibiotics is good and sometimes waiting to give antibiotics is not good. This article is appropriate and provides clarity on the topic. Block, S. L. (1997).Causative pathogens, antibiotic resistance and therapeutic considerations in acute otitis media. The Pediatric Infectious disease Journal , Volume 16 (4) pp 449-456. This article discusses antibiotic resistance and describes the bacterial pathogens which are responsible for infections causing acute otitis media. This article is appropriate. It contains a comparison of studies performed based on the different types of bacteria which cause acute otitis media. It stresses the importance of identifying the bacteria causing the infection before giving antibiotics so that number one the bacteria can be eradicated and other bacteria will not become resistant (Block, 1997).PE Kelley, N. F. (2006). Ear, Nose and. In M. L. W. W. Hay, Current Pediatric Diagnoisis and Treatment (pp. 459-492). Lang. This textbook source contains general information on the ear, nose and throat. There is much more information here regarding basic anatomy and physiology as well as characteristics of the ear nose and throat. The information regarding otitis media is basic and not an appropriate source of research in this situation for three reasons. Number one, the information is very basic, number two, it does not give any up to date information on how to treat this type of infection, and number three there is too much non-relevant information.McCracken, G. H. (1998). Treatment of acute otitis media in an era of increasing microbial resistance. The Pediatric Infectious Disease Journal , Volume 17(6) pp576-579. This article is a review of the known etiologies that may cause acute otitis media. The article gives up to date information on therapeutic approaches when selecting an appropriate antibiotic therapy. We don’t practice â€Å"cookie cutter† medicine. The same prescription is not always right for all patients or all communities where some bacteria’s may be more prevalent than others (McCracken, 1998). This is appropriate information f or this group of people or community. media, P. o. (n. d. ).Interviews. (C. nurses, Interviewer) This set of interviews is simply raw data. General information can however provide great insight as to what is happening out in the community. For example, this information might shed light on the fact that if the parents are willing to hold off on antibiotics for example, would they be more likely to follow up and come back into the clinic when asked? The reaction of parents is dependent upon other several basic factors like finances, a belief system and possibly the ability to obtain transportation. Knowing how the community is going to respond to their choice may have a great effect on the decisions they make.When evaluating the findings of these sources cumulatively, one must first determine the causative pathogens infecting patients in this given community with acute otitis media. After pathogen determination we can determine which antibiotics may be most useful in eradicating the g iven bacteria. Careful selection of antibiotic therapy will reduce the propensity for antibiotic resistance. Watchful waiting may be a good thing from the perspective of increasing microbial resistance however we must always evaluate patients on their individual needs or on a patient by patient case. One size doesn’t always fit all. Patient education is the key to keeping the public informed of current practice.Physicians and Nurses need to be consistent in the lesson plan shared with patients and remain true to our scope of practice. Communication is essential between the physician, nurse and other multidisciplinary team members in order to provide the best care. There are many considerations in assessing if patients are able to withstand the waiting and evaluation period. Low income families are one example of how the waiting and watching method might not work. Parents may have to take time off work to come to clinic with a sick child. They might struggle finding money for the additional return trip to the clinic and may risk losing their job if they take more time off work.Many low income families may have already waited before seeking help thus creating their own watchful waiting period. They also may not be able to afford antibiotics and as a result may not give the full dose if symptoms have subsided. The perception is that they will save the medication for the next time symptoms arise. Confidentiality might be an issue in smaller communities. People tend to be concerned about neighbors and co-workers and some may not care to share their experience with others. This may be an issue for parents who don’t share custody as in the case of divorce. It is a greater issue when parents or partners don’t share the same fundamental values, especially those related to healthcare. Conclusion:Watchful waiting like the nurses in this clinic are looking at may be useful for some of the patients, but not all. Again, a one size fits all philosophy is not always appropriate in healthcare. Tools like algorithms may be helpful in determining the appropriateness for watching and waiting versus immediate action as determined by physical findings and social circumstances like parental adherence for follow up and ability to afford treatment. Whatever course you choose, watchful waiting or immediate antibiotics the best practice remains a plan of care based on the individual needs of our patients. References Block, S. L. (1997). Causative pathogens, antibiotic resistance and therapeutic considerations in acute otitis media.The Pediatric Infectious disease Journal , Volume 16 (4) pp 449-456. McCracken, G. H. (1998). Treatment of acute otitis media in an era of increasing microbial resistance. The Pediatric Infectious Disease Journal , Volume 17(6) pp576-579. media, P. o. (n. d. ). Interviews. (C. nurses, Interviewer) PE Kelley, N. F. (2006). Ear, Nose and. In M. L. W. W. Hay, Current Pediatric Diagnoisis and Treatment (pp. 459-492). Lan g. Subcommittee on Management of Acute Otitis Media. (2004). American Academy of Pediatrics and American Academy of Family Physicians. Clinical Practice Guidelines: Diagnosis and Manegment of Acute Otitis Media. American Academy of Pediatrics , Vol. 113 No 5 1451-1465.

Mob Mentality

Mob mentality, or mob psychology, has been observed in numerous rock concerts and sports events in the United States, which often ends in riots and numerous people trampled to death. These events imply that there are certain influences exerted by a group that affect a person's behavior (Waddington & King, 2005). The effect of these observations is the conduct of many studies and theories in the field of social psychology.As early as 1895, Le Bon, who was writing about crowd psychology, published his work entitled, The Crowd: A Study of the Popular Mind. His work posits that people who form a large crowd lose their conscious personalities, and these are â€Å"replaced by a sinister uncivilised and potentially barbaric ‘collective mind (Waddington & King, 2005).’†The concept of mob psychology is rooted on the idea that the persons involved are burdened with an incapacity for self-control. Thus, these people who are susceptible of being part of the mob easily succumb to pressures, influences, and temptations (Feasibility and Admissibility of Mob Mentality Defenses, 1995).The perceived reason underlying mob mentality is classified into three complementary mechanisms. First among these is anonymity. A person who usually acts as a distinct person is prevented from behaving badly because his actins would be associated with himself alone. However, a person who loses his personality and becomes merely a part of large crowd becomes anonymous, making him feel liberated from personal responsibility from their actions (Waddington & King, 2005).Another mechanism involved in crowd disorder is suggestibility. Le Bon asserts that people in a group become â€Å"less resistant to the ‘hypnotic’ powers of suggestion.† Thus, the mob is compelled into engaging in abnormal and unsavory behavior. This mechanism suggested by Le Bon is built upon by Allport in 1924, who suggested that mob psychology involves â€Å"social facilitation† where by mutual stimulation causes the overriding of customary self-restraint exercised by people in normal circumstances (Waddington & King, 2005).  Finally, there is contagion. This mechanism refers to the fact that the â€Å"†high emotions spread contagiously† as if such effect is inevitable. This leads to the often-observed violent frenzy of mobs (Waddington & King, 2005).Mob mentality is a defense against criminal liability, and is based on psychological theory. In technical terms, it is referred to as Mob Violence Proclivity Syndrome. It belongs to other psychological defenses to criminal liability, such as child sexual abuse syndrome and rape trauma syndrome (Feasibility and Admissibility of Mob Mentality Defenses, 1995).The idea is that group criminal behavior is explained by the tendency of humans to get caught up in the excitement of situations and people such that they are unable to make meaningful, real, and rational decisions about their behavior (Feasibility a nd Admissibility of Mob Mentality Defenses, 1995).The legal community has observed the effects of an understanding of this human behavioral tendency on public policy, the law, and criminal liability. Whereas in the old times, crimes committed by a group had been made graver by the fact that several people participated in the act, nowadays, such fact is used to mitigate criminal liability of the offenders.Thus, the fact that people who merely followed the mob did not have the opportunity to make rational choices about their actions is enough to help them negate or avoid criminal responsibility for their acts (Feasibility and Admissibility of Mob Mentality Defenses, 1995). This particular effect of the psychological concept of mob mentality raises serious concerns on public policy and the law.ReferencesFeasibility and Admissibility of Mob Mentality Defenses. (1995). Harvard Law Review 108(5),   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1111-1126.Waddington, D. & King, M. (2005). The Diso rderly Crowd: From Classical PsychologicalReductionism to Socio-Contextual Theory – The Impact on Public Order Policing   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Strategies. The Howard Journal 44 (5), 490–503

The Axis were motivated by expansionism

The Axis primary nations were Germany, Japan and Italy.   Allied principles were the United States, United Kingdom, and the Soviet Union.   Each of these entities had their own vision and mission.The Axis were motivated by expansionism.   Germany because of the self perceived humiliation after World War One and the Treaty of Versailles. (Trueman).   Japan was seeking expansionism due tolimitations they felt were on their emperor on the Japanese Islands.   Italy was seeking their own expansionism due in large part also to the Treaty of Versailles that ended the First World War.Germany was the largest and most powerful of the Axis nations.   The vision of the nation was mirrored in the vision of their leader – Adolf Hitler.   He envisioned a powerful and dominating powerto repeat the glory of the German Empire (1871-1918) and the Holy Roman Empire.   These are the first two empires or Reich.   His motivation to the people was not one of conquest – but on e of regaining what was rightfully theirs before the Treaty of Versailles.To accomplish this he blamed the one group of people in the nation who had prospered since the end of the First World War.   These were the Jewish people.   He was able to unify the people under a common goal (becoming a strong nation again) and against a common enemy (the Jewish people and all who sympathized with them).The Allied nations were unified under the doctrine of protectionism and repatriation of conquered nations that would be sympathetic with the Allied cause at wars end.The United States was initiallymotivated by isolationism – the policy of staying out of the war.   Their sympathies were with the nations that were being attacked   and conquered by the Axis powers.The USA initially wanted to stay out of the war – it was only after they were attacked by the Imperial Navy of Japan did they take an active role in the war.By unifying the peoples of all the Allied nations against possible invasions by the Axis powers, was the United States able to build the coalition needed to defeat the Axis.Individual human rights and national rights were the banners of unification used by the Allied powers.   No individual nation was strong enough to defeat the Axis Powers.   Unified the Allied Nations proved to be an unsurmountable body that was able to ultimately defeat the Axis nations – one by one.BibliographyTrueman, C.   (2000).   History Learnings.   The Treaty of Versailles.   Retrieved February 8, 2009 from http://www.historylearningsite.co.uk/treaty_of_versailles.htm   

Land law Essay Example | Topics and Well Written Essays - 1000 words - 3

Land law - Essay Example There, however, lacks any requirement as pertaining to whether the paper owner should be aware or not of the trespass as can be seen in Rain v Buxton.8 Nonetheless, if the possession is based on a given legal entitlement, then it cannot be termed as adverse. Factual possession: Kevin has taken care of the land and erected a permanent building in the land. The council has not been in possession of the land in this time period while Kevin has been actively using the land for 20 years. Courts must have evidence of the land being possessed as passed in Buckinghamshire County Council v Moran.9 The Council’s possession of the land is limited to shortcuts. The courts need continuous possession with some form of development. Trespass is not sufficient as was seen in the case of Powell v McFarlane.10 Presence of implied licence: The council has not objected for over 20 years despite the fact the Council’s management team uses the land as a shortcut and could see the developments made by Kevin. Implied license is limited by the Limitation Act 1980, schedule 1, paras 8(4). Intention to possess: The courts need proof that trespasser needs to use the land (animus possidendi) as given in Powell v McFarlane.12 The trespasser’s approach to possession does not matter; however, he must have intentions to possess the land exclusively.13 The trespasser must have the intent to take full control of the land and exclude everyone else including the paper

Research methods of supply chain management Essay - 1

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Vietnamese History in the 20th Century Essay Example | Topics and Well Written Essays - 750 words

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Basketball Case Essay Example for Free

Basketball Case Essay Introduction   Ã‚  Ã‚  Ã‚   Basketball, a game that was born in nineteenth century with the purpose to provide an â€Å"athletic distraction† to the students at the School for Christian Workers in Springfield, soon became a successful sport. More than 300 million people play basketball worldwide. The History of Basketball Invention and Rules   Ã‚  Ã‚  Ã‚  Ã‚   Basketball was invented by Dr. James Naismith, physical educator at YMCA Training School in Springfield, Massachusetts, USA.   He has four degrees in the diverse fields of Philosophy, Religion, Physical Education and Medicine. Naismith’s investigations in sports physiology and sports science helped him to create really successful game.    The concept of basketball was borrowed from the simple child’s game â€Å"duck-on-a-rock†, which involved attempting to knock a duck off the top of a large rock by tossing another rock at it. â€Å"James Naismith needed a game that could be played indoors in a relatively small space. The first game was played with a soccer ball and two peach baskets used as goals†. [1]   Ã‚  Ã‚  Ã‚   James Naismith devised a set of thirteen rules of basketball, through which you can look in enclosure 1 of this paper.   Ã‚  Ã‚  Ã‚   In 1959, James Naismith was inducted into the Basketball Hall of Fame (called the Naismith Memorial Hall of Fame.) Evolution of the game   Ã‚  Ã‚  Ã‚  Ã‚   Since invention basketball was greatly changed: Equipment. The early baskets were with the bottom and someone had to retrieve the ball. Later they were transformed into the metal rim with a net hanging below, and in 1906 people began opening the netting to let the ball fall through. The first basketballs were made from panels of leather stitched together with a rubber bladder inside. The molded basketball was introduced in 1942. Rules. Beginning in 1910 a player could dribble the ball, but could not shoot after dribbling. In basketballs early days, a players second foul would mean removal from the game until the next field goal was made. If a team committed three consecutive fouls, the opposition would be awarded a field goal. Beginnings in 1894 players were given a free throw when fouled. Beginning in 1908 players who committed five fouls were disqualified from the game. Based on the severity of the foul, the rules were soon amended so that players were awarded either two shots or one shot plus a bonus shot, which was attempted only if the first shot was made. The rules also determined that an offensive player could commit a foul by playing too aggressively.   Ã‚  Ã‚  Ã‚   In 1892 basketball was introduced to women by Senda Berenson Abbott. The rules of women’s basketball were modified (the court was divided into three equal sections, with players required to stay in an assigned area; players were prohibited from snatching or batting the ball from the hands of another player; and players were prohibited from holding the ball for longer than three seconds and from dribbling the ball more than three times.)   Ã‚  Ã‚   In May 1901 several schools, including Yale and Harvard universities and Trinity, Holy Cross, Amherst, and Williams colleges, formed the New England Intercollegiate Basketball League.   Ã‚  Ã‚   In 1915 the Amateur Athletic Union of the United States (AAU), the NCAA, and the YMCA formed a committee to standardize rules.   Ã‚  Ã‚   The first national collegiate tournament was held in Kansas City, Missouri, in 1937.   Ã‚  Ã‚  Ã‚   Professional basketball began in 1896 at a YMCA in Trenton, New Jersey. A dispute between members of the YMCA team and a YMCA official led to the players forming a professional team and playing for money. In 1898 a group of New Jersey newspaper sports editors founded the National Basketball League (NBL). The NBL consisted of six franchises from Pennsylvania and New Jersey. Stars of this league included Ed Wachter, who played in about 1,800 professional games, and Barney Sedran, who played on 10 championship teams in 15 years.   Ã‚  Ã‚  Ã‚   The first successful national professional league was the American Basketball League (ABL), which lasted from 1925 to 1931.   Ã‚  Ã‚  Ã‚   In 1926 a national tournament for women’s teams was formed. Notable players from this era of womens basketball include Babe Didrikson, Alline Banks Sprouse, and Nera White, who was one of the first two female players elected to the Basketball Hall of Fame. In 1938 the three-court game was changed to a two-court game, with six players on a team.   Ã‚  Ã‚   In the mid 1930s another National Basketball League (NBL) was founded and 1946 in a year of foundation of Basketball Association of America (BAA). Later four strongest teams in the NBL joined the BAA. Then the NBLs six teams also joined the BAA, forming a three-division league that was renamed the National Basketball Association (NBA).   Ã‚  Ã‚  Ã‚   In the late 1940s and early 1950s, the Minneapolis Lakers, led by center George Mikan and coached by John Kundla, won five NBA championship titles (1949, 1950, 1952-1954). In the 1950s guard Bob Cousy and forward Bob Pettit had the greatest individual impact on professional basketball.   Ã‚  Ã‚  Ã‚   For two decades after its founding, the NBA was the only major professional basketball league. But in 1967 the American Basketball Association (ABA) was formed. In the late 1970s, the NBA experienced a crisis of popularity but in March 1979 the public interest had revived.   Ã‚  Ã‚   In the late 1960s some rules in women’s basketball had changed: unlimited dribbling became legal, five-player team and full-court game became official.   Ã‚   The law called Title IX (1970s) prohibited discrimination on the basis of gender in educational institutions receiving federal aid, meaning that womens athletic programs had to be treated as equal to mens programs. In 1978 the AIAW championship was televised, and the same year a professional league called the Womens Basketball League (WBL) was founded.   Ã‚  Ã‚   Beginning in the late 1980s basketball became so popular that students began leave schools and colleges before graduation and go to NBA to play for large sums of money. So in 1995 the league enacted a limit on the amount of money a rookie could earn.   Ã‚  Ã‚   Following the 1997-98 season NBA owners and players could not agree on rules regarding a salary cap and several other issues, and the NBA owners instituted a player lockout. The dispute cancelled all league play until an agreement was reached in January 1999, resulting in a strike-shortened, 50-game season followed by a regular playoff schedule and championship series. NBA Legends 1950s and 1960s –     Bill Russell, Wilt Chamberlain 1980s – Larry Bird, Magic Johnson 1990s – John Stockton, Karl Malone, Michael Jordan, Scottie Pippen.    Records of NBA Highest score. 370 when â€Å"Detroit Pistons† defeated â€Å"Denver Nuggets† 13 December 1983. The largest number of victories per season. 72 times per season (1995-1996) won â€Å"Chicago Bulls.† The largest number of games. Robert Perish played 1611 matches during 21 seasons. The youngest player.   Germen O’Neal was in the age of 18 years and 53 days when debuted in NBA. The oldest player.   Robert Perish from â€Å"Chicago Bulls† played in the age of 43 years 231 days. The highest player  Ã‚   George Maureshan   from â€Å"Washington Wizards† has a height 2.31 meter. Conclusion   Ã‚  Ã‚   During more then hundred years basketball had greatly developed and changed, experienced a lot of difficulties, but it is still one of the most popular games in the world. Of course basketball as any other sport has a lot of problems today (e.g. U.S. team does not have a national program for international competition, devalues the World Championships and does not develop fundamentals), but it has a large potential and great future.       The Bibliography Laughead, George. â€Å"History of Basketball†. Kansas Heritage Group. 2004. University of Kansas. 15 Sep. 2005. http: //www.ku.edu/heritage/graphics.people/maismith.html Bellis, Mary. â€Å"Basketball – James Naismith (1861 1939)†. 15 Sep. 2005. http://www.inventors.about.com/library/inventors/blbasketball.htm                                  Enclosure 1.   Naismith’s rules of basketball: The ball may be thrown in any direction with one or both hands. The ball may be batted in any direction with one or both hands, but never with the fist. A player cannot run with the ball. The player must throw it from the spot on which he catches it, allowance to be made for a man running at good speed. The ball must be held in or between the hands. The arms or body must not be used for holding it. No shouldering, holding, pushing, striking or tripping in any way of an opponent. The first infringement of this rule by any person shall count as a foul; the second shall disqualify him until the next goal is made or, if there was evident intent to injure the person, for the whole of the game. No substitution shall be allowed. A foul is striking at the ball with the fist, violations of Rules 3 and 4 and such as described in Rule 5. If either side make three consecutive fouls it shall count as a goal for the opponents (consecutive means without the opponents in the meantime making a foul). Goal shall be made when the ball is thrown or batted from the ground into the basket and stays there, providing those defending the goal do not touch or disturb the goal. If the ball rests on the edge and the opponents move the basket, it shall count as a goal. When the ball goes out of bounds, it shall be thrown into the field and played by the first person touching it. In case of dispute the umpire shall throw it straight into the field. The thrower-in is allowed five seconds. If he holds it longer, it shall go to the opponent. If any side persists in delaying the game, the umpire shall call a foul on them. The umpire shall be judge of the men and shall note the fouls and notify the referee when three consecutive fouls have been made. He shall have the power to disqualify men according to Rule 5. The referee shall be the judge of the ball and decide when it is in play in bounds, to which side it belongs, and shall keep the time. He shall decide when a goal has been made and keep account of the goals with any other duties that are usually performed by a referee. The time shall be two 15-minute halves with five minutes rest between. The side making the most goals in that time shall be declared the winners.† [1]