Law Enforcement and Policing- (Deputy Sheriff) Essay

Law Enforcement and Policing- (Deputy Sheriff) - Essay Example The sheriff is the head of the department-wide authority. Different ranks have the scope of authority in a given county for analysis purpose we shall take an example of Montgomery county in Tennessee. Here we find that the sheriff is the department-wide authority with an insignia having five gold stars arranged in a pentagon, second in command is the chief deputy sheriff with a badge having four gold stars arranged in a line the chief deputy sheriff is responsible with department-wide jurisdiction with the authority to act in the stead of the sheriff. The captain is third in command where he acts as a division commander his badge is a double gold bars. The lieutenant is forth in command whom is the section commander and carries a insignia with a single gold bar (Inwald, 1988). The sergeant is the fifth in command who his responsibility is the unit or the shift commander for identification he has 3 chevrons. Next to him the investigator is basically called school resource officer, their responsibilities are to provide direction for deputies at crime scenes there is no way of identifying them since they do not wear any insignia. The corporal is responsible for field training officer for patrol shift supervisor or detection division, the corporal wears 2 chevrons with FTO notation for patrol. lastly in the basic organizational structure is the deputy sheriff who is the only one whose badge is silver as opposed to others who have a gold badge in color, he has no insignia (Inwald, 1991). The sheriff has is important in every county due to the functions that he is responsible for within the county, the sheriff is the chief law enforcement officer who is charged with the responsibility of policing the county and keeping the peace, he has the power to make arrests and administration of jail and custody of the inmates. The sheriff also serves as the treasurer of the county and is responsible for collecting all taxes which are levied by the

Report on Primary School Essay Example for Free

Report on Primary School Essay Drop-out problem is not caused by any single reason, in fact, a whole lot of different factors work behind it. These factors are also inter-related to each other and therefore one factor influences many other factors. For example, poverty has inter-linkages with many other factors that influences drop-out like quality of education, parental attitude etc. Poverty also has intra linkages with facts like direct cost, indirect cost and opportunity cost of schooling, early pressure for marriage. As poverty is one of the major reasons behind drop-out, it has various linkages with most of the other problems. Although primary education is declared as tuition-free, there are many direct costs like exam fees, enrollment fee; certain amount from the stipend money is also taken for various reasons. These expenses become a big problem for the poor households and it influences dropping out because when survival is the issue, things like education is less important. Another problem was the hidden costs of schooling that are clothes, pen and paper, etc. all of the 12 samples and their parents said that buying clothes, pen and papers was a huge problem for them. All of the parents said that as they are poor people, these extra costs of schooling are unbearable to them. Almost all of 12 dropouts have missed school frequently due to failure in obtaining these articles. They feared that they will be punished if they go to school without pen or paper. Teachers said that children who come to school without pen or paper cause a lot of trouble because they are unable to do any class work and disturb the other students. So they are given punishment. The opportunity costs of schooling include chore time, sibling care and foregone earnings of children. The opportunity costs of educating children are higher in poor families because these families rely more on each member to contribute to the family’s economic survival. Girls and women are the unpaid household labourers. All of the 6 female samples’ labour in the household is an economic necessity because it frees others to earn outside. All of them had to do important works like collecting water and firewood, washing utensils, helping in cooking and taking care of siblings. Dropouts who belonged to large families, less earning members and unstable income due to illness of earning members had to do wage work for  cash. All of the female samples told that they had worked in rich households as domestic helps when their family needed cash or could not afford a satisfactory meal. It is difficult for poor families to afford the opportunity cost of schooling because the contribution of their child’s labour at household work or earning is essential at certain times for the survival of their families. All of these direct, hidden and opportunity costs are intra-linked with poverty, which causes poor attendance rate. This encourages dropping-out as the school terms clash with the agricultural cycle and those who miss school over several weeks drop behind, teachers withdraw their books and they are disqualified for stipend, as a result, they ultimately abandon school. Poverty is interlinked with quality of education as poor families cannot afford private tuitions for their children. Apart from a few parents most of them were illiterate and they could not give any effective help to their children in their studies. Hence these parents have regarded the need of going to private tuitions as a very urgent one. All the samples agreed that students who took private tuitions performs in the class and does well in exams. All the parents agreed that if the teachers had taught the students well in the class, then the parents would not have to spend extra money to send their children for private tuitions. The parents even said that the teachers do this deliberately to earn money. The students who receive private coaching get promoted to the next class regardless of their results, so they do not get dropped from the PESP receiver’s list. As a result, only the children from solvent families are able to continue their studies. Dropping out due to disqualifying for PESP have been observed in this research amongst those households who sent their children to school after hearing about the PESP. During harvest period, there are many works to be done, so a lot of the children do not go to school. Consequently, many of them fail in the exams as they fail to catch up with the class due to absence. As a result, they get dropped from the PESP receiver’s list. So again the economic factors affect the situation because it can be seen that only the children of the well to do families can receive stipend. This is because since the children of solvent people do not have to work at home, they can attend school regularly and on the other hand, they can attain private lessons by using the money they get from stipend, so they can pass in the exams. Poverty is interlinked to students’ eagerness to learn. As the drop-out children belonged to the poor households they all suffered from certain extent of malnutrition. The samples told that usually they went to school after eating rice, rice crisps, banana, molasses etc and 7 of the children said that very often they had to take insufficient food and so they felt hungry in the class. Some of the children had to do household works and they felt tired and sleepy in the class. All of these children said they found it hard to concentrate in the study. So the eagerness and motivation of the children of the poor households are affected by their economic condition. The irregular and low salary of teachers influences their motivation to teach and forces them to depend on alternative income sources like private tuition. As a result they are obligated to favour their private students which create frustration amongst the other students. These children found school unfriendly and unfair. They become reluctant to attend school and as a result they miss classes and this causes poor performance in exams. All of these factors contributes to disqualifying from stipend program and finally leads to drop-out. Societal reasons are also found to be affecting drop-out of children, especially girls. The people of this village are very pious and they think that school education is the trend of the new age. They think that receiving religious lessons is more important since it will help them in the afterlife. Maximum people think that it is foolish for children of poor people to receive higher education because there are no such job opportunities for them, and the people who have no certainty of their day meal will obviously send their children to work and earn money to run the family, this is reality. Pressure for early marriage is also present as most of the community members agreed that this the safest option for the parents. Incidents of eve teasing were seen and sadly the societal pressure was on the girl as she will earn a bad reputation and her prospect of marriage will be ruined. These types of societal pressures are interlinked with unsupportive parental attitudes, because all parents and especially the poor parents do not have much of a say in the society and they are the most vulnerable ones. So the parents of a girl child prefer marriage over education as that is safest option and also this is what the society expects them to do. So all of these different factors are interlinked with each other which affects dropping out of children. CHAPTER 7: IMPACTS OF PESP 7. 1 BACKGROUND OF PESP. The most notable among the incentive programs undertaken by the government at the primary level were the Food for Education Program (FFE) and the Primary Educational Stipend Program (PESP). The FFE Program was launched in 1993 to increase the enrollment, persistence, and attendance rates of children from landless and very poor families. Forty percent of the children enrolled in primary schools in the targeted poor areas received a monthly allocation of wheat or rice for their family if they attended primary school regularly. To be eligible for receiving the food, the children were to be present at school for 85 percent of classes each month. A sliding scale increased the amount if more than one child per family attended school. Ultimately, the FFE was implemented in 1255 unions, covering 27 percent of the country. The World Bank’s 1998 Poverty Assessment found that the FFE did raise enrollment and attendance rates, and by 2000, the FFE program had covered about 27 percent of all primary schools in Bangladesh. Out of 5. 2 million students enrolled in schools with FFE, about 40 percent received food grains (mostly wheat) through the program. About two million families benefited from the FFE program. But there negative issues related to the FFE program as well. It suffered from high levels of leakage (it cost 1. 59 taka to transfer 1 taka in benefits) and was poorly targeted (50 percent of the beneficiaries came from households above the lower poverty line). Increases in the price of the food commodities in 2001-2002 caused the government of Bangladesh to reduce the amount of food assistance, until the program was discontinued in June 2002. However, universal primary education was still far from achieving. So, a new program, the PESP was introduced. The new Primary Education Stipend Project was designed to provide cash assistance through a stipend program to poor primary school pupils and their families throughout rural Bangladesh. The targeted beneficiaries of the PESP were an estimated 5. 5 million pupils from the poorest households who were enrolled in eligible primary schools in all rural areas of Bangladesh (469 upazillas). In order to qualify for the stipend, selected pupils were to maintain 85 percent monthly attendance and attain a minimum of 50 percent marks on the annual exam administered for each grade. To continue to participate in the program, a school must demonstrate at least 60 percent pupil attendance, and 10 percent of its grade 5 pupils must sit for the Primary School Scholarship Exam. Households of qualifying pupils would receive 100 taka (about $1. 76) per month for one pupil (not to exceed 1200 taka annually) and 125 taka per month for more than one pupil (not to exceed 1500 taka annually). Six designated national banks would disburse the stipends on a quarterly basis to authorized parents/guardians on a pre-determined date at the local bank branch or at a temporary distribution post (â€Å"camp’) established at a convenient location within 5 kilometres of the school site. Stipends would be disbursed to pupils’ parents or legal guardians who present the proper PESP bank-issued identity card. Preferences were to be given to issuing cards to the mothers of the selected pupil. The new features of the PESP were: †¢Ã¢â‚¬ ¢ Subsidies provided in cash, rather than in kind (as in the FFE Program) would ease transfer to poor recipients and would limit the involvement of school personnel in distribution (FFE required teachers to dole out the wheat and rice). †¢Cost-effectiveness would increase as the government of Bangladesh can offer stipends to more families for the same cost and not be vulnerable to increases in food prices (as with the FFE Program that necessitated decreasing the amount of food provided). †¢The stipend amount is fixed at a level that will significantly offset household poverty (unlike the 25 taka offered through the PES Project). †¢The cash stipend is more flexible, so the family can determine its best use according to their needs—whether it is used for food purchase, school expenses or financing income generating activities (unlike the FFE Program where households often sold the food at less than market value to obtain cash). †¢Disbursing the stipend funds to the mother will increase her power within the household and she will be more likely to spend the money to improve the children’s welfare (earlier programs disbursed to fathers or male household heads). †¢Leakage will be reduced because (i) commodities (such as the FFE Program’s wheat and rice rations) are more liable to misappropriation and (ii) bank-mediated distribution eliminates scope for underpayment or kick-backs. †¢Provision of stipends on a nation-wide basis (rather than in selected areas) will reach the poor families throughout rural Bangladesh who must restrict their children’s participation in primary school. 7. 2 ProgramME Performance. The Primary Education Stipend Project (PESP) aims to increase the educational participation—enrollment, attendance, persistence, and performance–of primary school-aged children from poor families throughout Bangladesh by providing cash payments to targeted households. The new Primary Education Stipend Project is designed to provide cash assistance through a stipend program to poor primary school pupils and their families throughout rural Bangladesh. The impacts of PESP in the research area are described below according to the official objectives of the PESP: †¢ Increase the enrolment rate among primary school-aged children from poor families. The researcher found this objective successful to some extent because the statistics provided by the teachers show that enrolment rate has increased after the PESP have been introduced. The school enrolled the new students in only class one. The numbers of enrolment of last five years has been shown in the table below. YearNumber of students enrolled in class 1Total students of the school 200084270 200195280 2002102288 2003108295 2004116309 Table 6: The number of students enrolled in class 1. †¢ Increase the attendance rate of primary school pupils. The PESP rationale is that regular attendance will improve pupils learning outcomes and contribute to good grades on exams. Attaining 40 percent marks will motivate the pupil to study and the pupil’s family to support his/her studies, by ensuing school attendance (not withdrawing for labour) and providing the necessary supplies and inputs. Combined these conditions are expected to lead to reduced repetition and drop-out and increased completion. Meeting the attendance requirement on a monthly basis will  determine the amount of the quarterly stipend disbursement. If a pupil does not meet the condition, the stipend will not be paid for that month. Classroom teachers record attendance daily, checked by head teachers. The 85 percent target is relatively high, compared with average primary school attendance rates that are reported to be 61 percent or below and even with the FSSAP which has a target of 75 percent. This objective was not very successful as the attendance rate was very poor in the primary school were this research have been done. Teachers said that in general attendance rate is well below 85 percent. Students from the poor households are the most irregular ones. The reason for absenteeism is primarily due to the inability to pay for school expenses and/or the need to work either at home or outside the home. However, in some of the cases, reasons behind absenteeism were temporary or chronic illness, disinclination for schooling, bad weather, flooding, etc. During the rainy season the attendance was low as the roads were muddy and slippery and transportation was unavailable. During the bad whether some of them stayed absent as they didn’t want to damage their clothes. Two of the samples said that they had only two clothes, of which one was torn so they wore it in the house and the other one they wore in the school. They remained absent if the better cloth was wet as they couldn’t were the other one. The direct and opportunity costs of schooling, cultural constraints and prejudices, and special needs of vulnerable children—prevent these children from going to school. Although primary education is declared as tuition-free, there are many direct costs like exam fees, enrolment fee etc and with this there are many indirect costs like pen, papers, clothes etc. Though the stipend money was a help to some extent to the poor families, it was distributed after 3 months and during that time whenever the family couldn’t afford the necessary equipments, the children remained absent. Although the stipend receivers said that they bought pen, papers, clothes etc, they also said they still missed school whenever they couldn’t manage them as they were given punishments. Another reason for low attendance of the students was the opportunity cost of the child. Students frequently remained absent during different times of agricultural cycles as their labour was needed by their family. In the rainy seasons some of the boys helped their father in boat rowing so they stayed absent and because of this, they were dropped from the stipend receivers list. †¢ Reduce the drop out rate of primary school pupils and increase the cycle completion rate of primary school pupil. Unlike enrollment, persistence in primary school requires an ongoing household commitment that, especially among the vulnerable poor, is easily assailed by family circumstances (e.g. illness, death), the economy, and a host of other factors. The continuous payment of a stipend for the pupil’s entire primary school career—does provide both motivation and a monetary cushion for the family by helping to offset the opportunity costs associated with economic hardship that could pull a child from school. However, as a child ages both the direct and opportunity costs (for boys in the labour market and girls in the marriage market) increase, and the stipend is not sufficient to meet these costs. In addition, considerations other than monetary—such as lack of interest in schooling, dissatisfaction with the quality of schooling, cultural imperatives to marry, etc. –may come into play that are not amenable to financial incentives. Although primary education is declared as tuition-free, there are many direct costs like exam fees, enrolment fee; certain amount from the stipend money is also taken for various reasons. These expenses become a big problem for the poor households and it influences dropping out. The number of drop-out children in last five years is given below. Table 7: Number of dropouts in the last 5 years provided by the school YearNumber of drop-out childrenNumber of children completed class fiveTotal students in class five 1999104555 2000124254 2001114455 2002114960 2003124759 Chart: The number of dropouts and completions during last five years Although the dropout numbers provided by the school shows that dropout from school in class five is around 10 to 12, the researcher found that in reality the number was more than that as certain amount of underwriting is done so that the school remains in the PESP allotting list. The PESP stipend does not appear to meaningfully offset the opportunity costs of child labour, averaging less than 5 taka per day or $2 per month. But, its ability to attract children from the labour market to school clearly depends on the situation of the family. It is unlikely that a desperately poor family would be able to forego the income or even the food earned by a regularly-employed child. However, in some cases the child may continue to earn a sufficient amount outside of school hours and during school absences tolerated by the PESP (15 percent). The additional 25 taka per month for any subsequent children enrolled in primary school represents a much smaller contribution towards meeting the opportunity cost of schooling, and acts more as a reward to those households who have already made the decision to send their children to school than to encourage households to send non-attending children to school. Since opportunity costs must also be added to direct costs of schooling to assess the real cost, families of working children may not be able to cover both the sacrifice of a child’s income or labour and the cash outlays for the direct costs discussed above. Both the direct and opportunity costs of schooling increases as the child ages and progresses in primary school, increasing the burden for very poor families. Consequently, the PESP stipend may not be sufficient to overcome the financial barriers to primary schooling in families where children must work constantly to increase household production or income or to feed themselves. †¢ Enhance the quality of primary education. The PESP is least likely to be successful in improving the quality of education (as defined by learning outcomes and completion rates), because it places the entire burden of quality improvement on the child (maintaining high attendance) and household (purchasing educational inputs to ensure good grades), rather than on the teacher or school. First, failure to achieve is more often the result of poor instruction than of incapable students. Second, families targeted for support are poor, and it is far more likely that the stipend will be used to provide additional food and clothing for the family than purchase educational materials or tutoring for a primary school child. And while it would not be reasonable to expect a stipend program to also be a quality improvement program, the PESP may have negative consequences for educational quality of the 75-85 percent of primary school-age children already in school by diverting resources away from  needed supply-side improvements. The impact of PESP in the research area seemed to favour access over quality. The teachers said as the most of the parents who enrolled their children for stipend, they don’t worry about the quality of education; instead they want to receive the stipend money anyhow. This attitude can never help to improve quality of education. †¢ Ensure equity in the provision of financial assistance to primary school-age children and alleviate poverty. Bangladesh ranks as one of the poorest countries in the world, with a GDP per capita of $350. The poor account for about 50 percent of Bangladesh’s total population, and 37 percent are counted among the â€Å"hard-core† poor, who live in the direst circumstances (Bangladesh Human Development Report 2000, BIDS). That fifty-three percent of pupils in the primary education system come from poor households reflects the high demand for primary education among Bangladeshi parents. Ultimately, much of the success of the PESP in combating poverty and helping families deal with the direct and opportunity costs of sending their children to primary school will depend on the validity of the targeting mechanism and on the real value of the stipend in offsetting those costs. Primary school-age children become eligible for stipend benefits if their families meet at least one of the following five targeting criteria: ? Children from a landless or near-landless household that owns less than half an acre of land; ? Children of day labourers; ?Children from female-headed households (i. e. , a household headed by a female who is widowed, separated from husband, divorced, or having a disabled husband); ? Children from households that earn their living from low-income professions (such as, fishing, pottery, weaving, blacksmithing, and cobbling); and ? Children of sharecroppers. At present, the targeting methodology does not appear sufficiently well-defined to ensure that the poorest families in Bangladesh benefit, but rather the poorer families relative to their specific locale (which may not be terribly poor). With no clear-cut guidelines or empirical methods for identifying the poorest students, it is not clear how poor children can be identified. More over, a lot of community members and parents of the dropout children blamed the teachers and SMC members of deliberate biases and distortions. Almost universally, those interviewed said that SMC members and teachers complicit in giving favour to local elites and the non-poor in school admission and enrollment in the PESP or extracting some form of payment for consideration. Because the SMC members are generally members of the local elite, it has been told by the parents of the drop-outs and community member that they have a tendency to favour their own friends and relatives. The stipend amount appears sufficient to cover the education costs of one child, but the PESP often employs a rationale that double- and triple-counts the stipend, by stating that it will offset direct costs, eliminate opportunity costs, and increase household income. It is unlikely that the stipend is adequate to address all three at the same time. It does not appear to fully recognize that the PESP will also cause the families—especially those with working children—to incur significant costs that may not represent a net gain for the household (at least in the short-term). The PESP may be too expensive for very poor households whose children are not already enrolled, as the stipend amount is not sufficient to pay for education, compensate for lost wages/production and increase household income as well. Poverty impedes households’ ability to pay for school fees and/or other direct (e. g. textbooks) and indirect (e. g. â€Å"donations† for school authorities) costs that may be required for school admission or full participation in primary school. Poor households are more likely to need children’s labour for income-producing or cost-saving activities, and be less able to sacrifice the child’s time to schooling, resulting in frequent absenteeism and/or early withdrawal from school. The poor are more prone to disease and malnutrition than the non-poor. Poor health and nutritional status among young and school-aged children can result in illness and/or physical and cognitive impairment or delays, causing late enrollment, drop-out, absenteeism and poor learning outcomes. Additional objectives (mentioned by MOPME officials): Eradication of child labour and empowerment of women were the additional objectives. PESP could not eradicate child labour as it was seen that the samples often missed classes because of various household works. All of the 6 male samples helped their fathers in the field at different times of agricultural cycles. The boys who worked in the agricultural field worked in two phases. For working in the morning from 8AM to 1PM, they received 1 meal and 50 to 70 taka and for working from 2PM to 5PM, they are given 30 taka. In the rainy season a some of the male samples helped their fathers in boat rowing. Girls and women are the unpaid household labourers. All of the 6 female samples’ labour in the household is an economic necessity because it frees others to earn outside. All of them had to do important works like collecting water and firewood, washing utensils, helping in cooking and taking care of siblings. Because of these reasons, parents were reluctant to spare their daughters for schooling. There is no evidence of gender disparity in enrollment rates among the poor, but it is likely that girls who belonged to poor families are less likely to persist and perform in school than boys. But as there is a stipend programme for the secondary female students, girls are now getting the opportunity for higher studies. Social Impact of PESP: Irrespective of the PESP’s impact on primary education or its reaching the poorest 40 percent of families, the prevalence of poverty in Bangladesh is such that the PESP must be regarded as a positive move in improving social welfare, in that it represents a substantial redistribution or transfer of income from the wealthier sections of society to the poorer ones. Given the rural focus, it is seen that these cash transfers has some positive impact on the economies of small rural communities. As households spend the PESP stipend on commodities (books, food, clothing, etc) and services (tutoring, medical, etc. ), the effects are rippling through the community, generating additional income for merchants and suppliers. Insofar as mothers are the stipend recipients, it is expected that they will have decision-making authority over its use and their economic prestige will be enhanced somewhat. The political and social impact is also positive as beneficiary poor families and community members appreciate the recognition of need and the benefits offered by the PESP. But the major negative impact of this program is that those parents who sent their children to school after hearing about the stipend money, many of them withdrew their children when they were dropped from the stipend receivers list. These parents were unaware of the rules for achieving the stipend and they became angry and  annoyed by the rules. They also claimed that rules are strictly followed in the cases of poor students and teachers showed biasness while distributing stipends. According to them, the students who take private tuitions from the teachers and the children of the rich and powerful people receive stipend even if they are irregular or have failed in exams. Many of the parents said with anger that the strictness of rules happens only for the poor. Thus even though the stipend programme has increased the enrolment rate it has also became a reason for dropping out of children. The people who have two or more children enrolled in school do not support the rule of Tk. 125 for two children. They feel that all of their children should receive Tk. 100 each. Some of the parents of the dropouts were very annoyed with this rule. Few dropout children had their siblings reading in the same schools as well, so the amount of money received from PESP due to this rule made the parents take different strategy. Although both children received stipend, many of these parents withdrew their eldest child from school and engaged them in work, while the other children continued studying as long as they receive stipend. It is difficult for a poor family to afford the opportunity cost of more then one child. Matrix 1—Knowledge, attitude and perception towards the primary education stipend project Key issues Students ParentsTeachersCommunity 1. Knowledge regarding the project. Selection criteriaFor poor and regular students, in primary school are eligible for stipendFor poor and regular students85% attendance and at least 45% pass marks in each subjects in all examsGiven to all poor and good students schools Retention CriteriaRegular attendance and at least pass marks in all examsRegular attendance and good result85% attendance and at least 50% pass marks in each subjects in all examsRegular attendance in school and good result Disbursement ProcessDistributed by bank officials or teachers to the students in school/nearby camps arranged for disbursement. Distributed from school and received by studentsDistributed from school or camps arranged by UPO in the presence of headmaster, class teacher, and SMC members Distributed by school among students 2. Attitude towards the projectBeneficial for all especially the poor. Helpful for allHighly beneficial particularly to the poor studentsHelpful for children Adequacy of stipend amount Disbursement processNot sufficient and should be increased ReasonableInadequate for expenses of direct and hidden costs but still helpful. ReasonableThough inadequate but helpful for the very poor students Though reasonable but takes a whole working day Key issuesStudentsParentsTeachersCommunity 3. Impact of the project Enrollment Attendance Increased, particularly for the poor students Increased a little Increased Increased a little Increased for all, and especially increased for poor students Attendance is still the same amongst poor students but in general increased a little Increased Probably more regular than before Dropout Completion rate Incidence of early marriage. Support towards female education Family pressure for marriage Social pressure for marriageDecreased High Still the same Same as before Still the same Still the sameLess than before Higher than before Still the same Increased a little Decreased a little Still the sameDecreased a little Higher than before Still the same Increased a little Still the same Still the sameDecreased a little Higher than before Still the same Increased Decreased a little Still the same Key issues Students ParentsTeachersCommunity 4. Problems regarding the project. Inadequate stipend amount Late distribution of text books Late disbursement of stipend Extortion of stipend money in forms of school fees and private tuitionInadequate stipend amount, Indirect cost of schooling (fees, uniform, cost of education aids), Late distribution of stipend Extortion of stipend money in forms of school fees and private tuitionInadequate stipend amount for the very poor students, Lack of training opportunities for teachers in the project Late disbursement of stipend money by the government Inadequate stipend amount 7. 3 IMPACTS ON BENEF.

The crime scene is most important area of forensic science

The crime scene is most important area of forensic science Forensic science is science used for the purpose of the law (White 2010), it has three main phases, which are, the recovery of evidence from the crime scene, forensic examination of the evidence at the laboratory and the presentation of evidence test results in court (Jackson 2008). A crime scene is any location or locations which contain evidence that can help with a criminal investigation. Therefore, a crime scene can take many forms, it can be indoors or outdoors, i.e. a road accident or a burglary and it can consist of just a finger mark or it can include acres of land. Subsequently, many types of evidence can be found at a crime scene, from the smallest fibres which are invisible to the naked eye, to something as obvious as a broken window. It is up to the scene of crime officers (SOCOs) to gather relevant physical evidence to send to the forensic laboratory for further examination (Jackson 2008). Forensic laboratories are either provided within the police service (known as the forensic science service department (FSS)) or by independent forensic services which offer different areas of expertise depending on specialist equipment and expert scientists in any given field (Jackson 2008). Hence, forensic laboratories cover a broad area of expertise which include: Pathology, which would for example be involved in cases of rape or unnatural death; firearms experts, who among other things would be involved in examining bullets found at a crime scene; and questioned documents experts, who would be involve in cases of fraud (Eckert 1996). The forensic scientist is responsible for providing a report of the evidence that can used in court, it must be written so that those that are unfamiliar with scientific terms can still understand the conclusion of the results. This essay aims to explore the importance of the work carried out at the crime scene in comparison with the work carried out by the forensic laboratory, in order to establish whether the crime scene is the most important area of forensic science. The crime scene is important because, if dealt with carefully, it can provide the physical evidence which is needed to build a criminal case against a suspect. The evidence recovered from a crime scene can be used in various ways, including: to establish if a crime has in fact occurred, as this is not always obvious at first glance, for instance, in the case of a fire scene it would need to be established if the fire was started either accidentally or deliberately; identification, evidence can help to identify the victim, offender and any other persons that may be involved in the crime; To corroborate or refute statements and to gather intelligence in order to make associations between different crime scenes and to find any links between the persons involved (White 2010). In order to produce such crucial evidence a crime scene is generally separated into two categories depending on the seriousness of the crime committed; less serious crimes such as burglary would be classified as a v olume crime and more serious crimes such as murder would be classified as a serious crime, and so crime scenes which involve volume crimes are typically investigated by a lone scene examiner and serious crimes typically involve a team of scene examiners (Jackson 2008). Only reliable and impartial evidence can be used in court, therefore the evidence samples recovered from a crime scene need to be properly handled, preserved, packaged and transferred throughout the whole process of investigation. This careful process is known as the chain of continuity and needs to be demonstrated in order for the forensic laboratory to gain valid evidence which can be used in juridical proceedings (White 2010). Therefore, in order to recover valid and useable evidence the most important rule of a crime scene after preserving life is to preserve the scene of evidence in order to prevent contamination (White 210). The crime scene must be defined, secured and cordoned off, allowing as few people as possible entry and a scene log should be used to record those that do enter. Inside the perimeter of the crime scene a forensically cleared common approach path (CAP) is established by using either scene tape or stepping plates or a combination of both. The CAP enables access to the investigators whilst preventing contamination of the evidence by keeping everyone to a designated route which avoids disturbing that of the offender whenever possible. Also, anyone who enters the crime scene must wear protective clothing, including over-shoes, gloves (preferably two pairs as the first can be contaminated just by putting them on), scene suits, head covers and masks, which must always be changed into bef ore entering or leaving a crime scene. This is to prevent foreign matter being brought into the crime scene and also to prevent evidence from being transferred elsewhere; both of which can compromise the investigation (white 2010). The crime scene is the first link in the chain of investigation and if any evidence is compromised then so is the whole investigation. Therefore, In order for evidence to be used in court it must be carefully and systematically handled throughout the investigative process; the continuity of evidence must be sustained from when it is recovered at the crime scene, throughout its transference to the forensic laboratory and then into court, where the evidence will be scrutinised by the defence (Eckert 1996). The forensic laboratory is an important part of the criminal investigation because it examines the evidence that is found at the crime scene and on victims and suspects, in order to find a link that can be used as expert evidence in court. Forensic examination aims to validate the evidence found at the crime scene with scientific proof that can withstand harsh cross-examining in court. Forensic analysis can support a criminal investigation in many ways, among others, it can prove that a crime has been committed, by identifying drugs or alcohol in a persons blood stream, it can provide investigative leads, for example, by identifying a blood type or shoe size, and it can help identify a suspect via DNA in seminal fluid (Jackson 2008). Laboratories offer different fields of expertise depending on the many different types of evidence they examine (Eckert 1996). For example, the toxicology and drug identification laboratory would be used to test drugs and poisons and the forensic serolog y laboratory would be used for the analysis of body fluids, such as blood and semen (white 2010). Therefore, the laboratory plays an important role in the investigative process, but unless due care and continuity has taken place to preserve the evidence at all stages of the investigation, i.e. preservation, documentation, storage and transportation, then the work carried out at the laboratory is discredited.. Therefore all recovered evidence must be carefully labelled and stored appropriately, different sample types must be stored in different ways, for example, blood stains need to be air dried before packaging so as to avoid bacterial activity which can hinder the analysis (Eckert 1996). Continuity forms, notes and labels must be properly filled out and it is important that the relationship between the physical evidence and the crime scene is maintained, through photographs, diagrams and written notes. Also, good communication between the SOCOs and the laboratory examiners is important in developing a good understanding of the crime (Jackson2008). The crime scene is the first link in the chain and the whole of the forensic investigation process can be rendered useless if the correct procedures are not followed. Therefore, continuity throughout the whole process of investigation is paramount in order to keep the validity of the evidence so that it can be used in juridical proceedings. The crime scene is an important area of forensic science because it is the starting point of the whole criminal investigation, all consequent areas follow on from it and if mistakes are made here then there will be repercussions throughout the whole process. The crime scene is the most important area from which evidence samples are gathered because without this evidence the forensic laboratory would have nothing to work with. Conversely, without the scientific skills of the laboratory much of the recovered evidence would be fruitless; some evidence can be analysed without a laboratory but it takes more time and is less efficient. In conclusion, both the crime scene and the forensic laboratory are important areas of forensic science and when they work together effectively they can be the deciding factor in a criminal court case. However, even without the use of a forensic laboratory the crime scene would be a useful source of evidence but in contrast the forensic laboratory would be rendered useless without the evidence samples that are supplied from the crime scene. Consequently, the crime scene is the most important area of forensic science.

Victimization of Women Essay -- History, Ancient Regime, Sexual Violen

â€Å"People dominate animals, men dominate women.† Each is a relation of hierarchy, an inequality, with particularities and variations within and between them. (Cite Orange book pg. 92.) For centuries, women have been viewed and used as a man’s â€Å"property†, whether it is being used for sexual satisfaction or for the sake of bearing children and taking care of the home. Men are typically perceived as head of the household and whatever they say goes; anything to satisfy their hunger for power and control. Have women ever had a say about what they want to use their bodies for? Laws against rape may have changed over time, but men’s consistent aggressive behavior unfortunately, has not. Dating back to the ancien rà ©gime, referring mainly to the social and political era established in France from the fifteenth century to the eighteenth century, there are several reported cases of women being attacked and sexually harassed by men to the point where the man’s sword was drawn. In fear of their lives, they were unable able to cry for help with a deadly weapon influencing the outcome of their situation. (Cite Book 1) The court systems â€Å"tolerated† this type of violence to the point where the perpetrator had little or few repercussions for his forceful actions. â€Å"Sexual violence was a part of a system where violence reigned almost as a matter of course for no apparent reason [in our eyes]; children were beaten by adults, women by men or by other women, servants by their masters. Sometimes the aggressor broke his stick or his sword on his victim’s back, sometimes he killed him. It would have seemed highly artificial, in such circumstances, to isolate sexual crime from the other forms of aggression that were constantly present, or latent, in ... ...ributions of blame in sexual assault cases. Many lay people assume that a victim will fight back physically to prevent the sexual assault, although research indicates that victims do not struggle physically for various reasons (i.e. drugged, fear, shock, coercion, etc.) In one of the first studies of its kind, it was found that women who did not show obvious resistance were less likely to be viewed as being sexually assaulted. (Cite Article 5) â€Å"Women are the animals of the human kingdom, the mice of men’s world. Both women and animals are identified with nature rather than culture by virtue of biology. Both are imagined in male ideology to be thereby fundamentally inferior to men and humans. . . Qualities considered human and higher are denied to animals at the same time as qualities considered masculine and higher are denied to women† (MacKinnon, 2005).

Emilia & Documents Essay

Emilia is only a secondary character in the play but her role is crucial one. Though she is wife of Iago, she is ignorant of the real nature of his plots and she even aids his designs without any awareness of their consequences on one side. On the other side, she is coarse-minded, earthy but devotedly attached to her mistress. So Shakespeare portrays her in a realistic light, attributing to her strengths and weaknesses, combining in her character the qualities of loyalty and service, with a commitment also to the more worldly side of human nature. Shakespeare also uses her as toll to carry out the malicious motives and evil designs of Iago. She also acts as a foil to Desdemona. Her being a companion to Desdemona enables her to reveal not only her own wide experience of the world but also to highlight Desdemona’s innocence and idealism. The commonsensical realism of Emilia provides a refreshing contrast to Desdemona’s unpractical idealism. Emilia is a woman of the world and her understanding of the real nature of men and their affairs is more realistic and mature than that of Desdemona. In this respect she serves as a foil to throw into sharp relief the childlike nature of her mistress. For example, while Desdemona thinks that there are no women in the world who would play false to their husbands, Emilia knows that there are many such; â€Å"Yes a dozen: and, as many the vantage as would/ store the world they played for. † (IV. iii. 82-83) She changes over the course of the play from a passive Elizabethan domestic woman to an active and dynamic character who fully endorses the chastity of her mistress and protests over the unfair and rude behavior of Othello toward her. She remains silent in the first half of the play like a typical Elizabethan woman who solemnly accepts all the pathos and miseries of life afflicted upon her by her husbands. Her very first dialogue in the play indicates the matrimonial and domestic strife she was suffering from. Her response to Iago’s comments; â€Å"I find it still, when I have list to sleep: /Marry, before your ladyship, I grant, /She puts her tongue a little in her heart, /And chides with thinking. † (II. i. 891-894) She says, â€Å"You have little cause to say so† (II. i. 895). Adamson is of the view that â€Å"She knows. . . . it is less painful to suffer his scornful abuse than to challenge and try to change him† (247). So her silence and so short a reply is tool to hide herself in her own cocoon and an agonizing acknowledgement of triviality in the domestic sphere. Her silence is due to the complexity of the situation in which she is entangled as Iago’s wife and Desdemona’s intimate. This produces in her paradoxical emotions about one or the other. â€Å"The female connection between Desdemona and Emilia demonstrates a level of personal intimacy that is free of the professional distinctions in the male relationships, but is complicated by class distinctions and compromised by Emilia’s divided loyalty as Iago’s wife and Desdemona’s serving lady† (Nostbakken 21). So Iago exploits this role of Emilia. In the first place it is she who provides Iago with the handkerchief which he puts to such a terrible use. But she should be blamed for the tragedy as she makes matters more complicated when she professes ignorance as Desdemona asks her whether she knows where she could have dropped her handkerchief. In both these instances, Emilia is culpable, but it may be said in her defense that she is quite unaware of committing anything more than a minor violation of truth. So her silence is not a criminal silence and audience understands it that it is due to her subservience to social norms that force her to behave more as Iago’s wife than Desdemona’s maid. Whenever she becomes more vocal, it is owed to her love for her mistress. Toward the end of the play she emerges as a changed individual who has broken down the shackles of conventionalities, social compulsion and accepted behaviors. Her emotional attachment to Desdemona overpowers her alter in the play. Emilia’s stout defense of Desdemona proves futile because Othello decides to regard her as Desdemona’s bawd. However, Emilia has other functions in the play. At the death of Desdemona she felt herself very much grief stricken: â€Å"Villainy, villainy, villainy! /I think upon’t : I think smell’t: O villainy! /I thought so then: I ‘ll kill myself for grief:/ O villainy, villainy! † (V. ii. 191-194) When she once realizes that her husband used the handkerchief to implicate her mistress, she condemns and exposes him without fear although she loses her life in doing so; Good gentleman, let me have leave to speak,/‘Tis proper I obey him, but not now:/ Perchance, Iago. I will ne’er go home. (V. ii. 196-198) M. R. Ridley believes that â€Å" in all the plays there is nothing more characteristic of Shakespeare than the way in which Desdemona’s death kindles in her (Emilia) a bright flame of self-forgetful courage; it is not just that she faces the threats of both Othello and her husband(Iago), but rather that she neglects them, brushes them aside as irrelevant trivialities. †(46) Emilia may be said to represent the ordinary people who commonly figure in Shakespeare, people who are not extraordinarily virtuous in daily life, but who are gifted with a reasonable perceptiveness and commonsense and are capable of heroism in times of crisis. Her complete transformation comes with the resolution to reveal the truth when she says; ‘Twill out, ’twill out: I peace! /No, I will speak as liberal as the north†¦Ã¢â‚¬  (V. ii. 3561-62) And her disclosure; â€Å"O thou dull Moor!that handkerchief thou speak’st of /I found by fortune and did give my husband†(V. ii. 3570-71) A. C. Bradley remarks about this transformation;† Till close to the end she frequently sets one’s teeth on edge; and at the end one is ready to worship her† (p. 205). The only character to perform a complete transformation of character over the course of Othello’s action, Emilia progresses rapidly from her early role as coarse and subservient foil) to Iago(as depicted earlier) into a resolute and effective defender of Desdemona’s virtue. Works Cited Adamson, Jane. Othello as tragedy: some problems of judgment and feeling. Cambridge: Cambridge UP, 1980 Bradley, A. C. Shakespearean tragedy : lectures on Hamlet, Othello, King Lear, Macbeth. London: Macmillan. 1971 Nostbakken, Faith. Understanding Othello, A Student Casebook to Issues, Sources, and Historical Documents. Westport, CT: Greenwood Press, 2000. Ridley, M. R. Othello. Cambridge: Harvard University Press. 1958.

True Meaning of Giving Thanks

History To 1877 Tia Edwards 5 October 2012 Native and European Relationships â€Å"Why must you take by force what you could obtain by love? † (Chief Powhatan) This was a famous quote said by Pocahontas’ Father to early English settler John Smith. The quote helps illustrate the brutality that settlers used to obtain land and goods during early colonization.The articles â€Å"Your People Live Only Upon Cod† and â€Å"The Print of My Ancestors’ Houses are Every Where to be Seen† help show, through the perspective of the Natives, that the nature of relationships of Natives and Non-natives in early America was at first beneficial, but over time the relationships became corrupted and would slowly deteriorate due to Europeans belief of supremacy over Natives, Europeans forced conversion of Natives’ lifestyle to Europeans’ beliefs, and Europeans hostile take over of Native land. The act of gift giving created a kinship between Natives and Eur opeans and eventually a very lucrative trading market was formed.Even though the kinship between Natives and Europeans was a booming economic opportunity the incoming settlers always looked down upon the Native people, seeing them only as savages who had no morals or religious guidance. â€Å"In the document â€Å"Your People Live Only Upon Cod† the French view the Mimacs’ lifestyle as horrible and unbearable due to the fact they didn’t display manners, social order or vast quantities of material possessions like the French. The French are even amazed at the Mimacs outdated mobile housing and try to persuade them to settle down and live in stationary houses instead of wigwams. The English also see themselves as a superior race and would discriminate against the Natives by refusing to trade with or engage in kinship rituals unless the Natives become reformed and lived a more English lifestyle. Thus, Colonialism became not only an economic move, but it also becam e a â€Å"civilizing mission† in order to bring social, political and religious change among the Natives. Europeans were aggressively pushing conversion on the Natives and it would lead to violence and war. All European settlers tried to reform Natives to a more civilized lifestyle by trying to convert Natives to believe in Christianity. In â€Å"Your People Only Live Upon Cod† the document states that European missionaries would actively interact with Natives to persuade them to take on a sophisticated European lifestyle with Christian beliefs. Occasionally Natives who were so overcome with grief, over the constant warfare with colonists and new diseases that devastated their tribes, they would succumb and take on a more reformed lifestyle. † Thus, Conversion became a crucial key point in Colonialism. The single most controversial issue that Natives and Europeans faced was land.The Natives believed that the land was nobodies to own, and that everyone should be a ble to share its resources. The European colonist believed in ownership of property just like owning possessions, and believed that the resources should be possessed and sold. In â€Å"The Print of My Ancestors’ House are Every Where to be Seen. † Little Turtle, who is chief of Miami Tribe, believes that the land in the Ohio Valley solely belongs to the Natives and the land should not be able to be sold or settled by white colonists. Little Turtle’s ancestors settled there many years ago and The Great Spirit told his ancestor to preserve the land.General Wayne, however, believes that since Britain gave that land to the Americas it should be their land and although Little Turtle’s ancestors may have settled there, they had no proven ownership or entitle to the land. Also, many British colonies were settled there as well and they are the ones that were in possession of it and gave it to America without acknowledging the Natives feelings. This testimony from General Wayne shows that the Colonists were more interested in gaining land and building settlements then keeping a peaceful; alliance with the Natives.The Natives and Europeans tried to engage in a friendly complimentary relationship where the two groups could help enrich and protect one another, however due to Europeans belief of over all superiority to the Natives, the European colonist’s authoritative conversion of Native life, and Europeans never ending conquest for Native land, the two groups couldn’t stay in a compatible alliance for long and then war would soon arise. The Natives and Europeans were in constant turmoil with each other and that turmoil only stopped once theNatives were irradiated and the America colonist could capture the rest of there land. King Philip’s Herd of Problems Livestock became the most popular and essential life resource for early colonists’ survival. Livestock not only helped maintain a food source to be easily availab le to the colonists, but the animals also provided several other products like hides and lard. Although livestock made colonists’ lives easier, the destructive costs of maintaining the animals would lead to much controversy with the local Natives.The scholar article â€Å"King Philip’s Herds: Indians, Colonists, and the Problem of Livestock in Early New England† describes the tension that arose from the colonists’ livestock, hogs specifically, and the events that would lead up to war. Primarily, the reasons livestock caused conflict between Natives and Colonists was because hogs were causing disruption in local Natives’ land, Colonists’ continuous development on Native land and the injustices Natives faced in the English government. Eventually Natives would take up animal husbandry, but it would not be enough to settle the uprising unrest that livestock damages caused.As tension began to build up between the English colonists and Natives, on e person became the mediator of the conflict. This man was Metacom, Chief of the Wampanoag tribe; also know as King Philip by the English. King Philip was constantly going to English courts trying to resolve the problems Natives faced with English hogs disturbing Native land. In King Philip’s article it states that Native lands and English settlements were usually in close proximity of each other and on countless occasions English hogs would wander unto Native cornfields, and would begin feasting upon their crops.Soon, Natives had to use more extreme measures to protect their food sources like building fences around crops and moving trees in from of underground food storages. These constant problems with livestock lead to tensions to rise. Furthermore, Natives would cause accidental damages to the livestock unknowingly aware of their presence, which Natives were required to pay for. These unfair laws that were required by the English government lead to a fast growing concern. John Winthrop argued that the Natives had no actually entitlement or possession of the land, so all land should be available to be settled on or bought by the Colonists (King Philip’s Herds, 604). As land stated to decrease so did the dear population. Since hunting populations were beginning to decrease drastically, some Natives had to find alternative food sources. Wampanoag began actively engaging in rising of livestock, also known as animal husbandry, even though the integration of owning animals as property did not fit well with Native customs (King Philip’s Herd, 606).The Natives at first despised the animals for their savage like nature. Eventually Natives were able to domesticate hogs and be trained to be more efficient. Although some natives had to abandon hunting altogether, the use of hogs became an even more important commodity to the Wampanoag (King Philip’s Herd, 613). This progressively intrusions on Wampanoag land lead King Philip to fight for his people by turning to local governments for help. However, the law favored towards the English colonists more then Native concerns.King Philip’s article describes how Natives were soon required to fence off their crops in order to stop hogs from damaging their food. If the Natives refused to construct a fence to guard their crops, the government would deny any legal action to be persuaded on colonists if crops were damaged by livestock. King Philip even went to court himself to resolve the conflicts, and although the courts passed many laws to protect the natives, colonists ignored the ruling and continued to take advance on Wampanoag territory (King Philip’s Herd, 619).Finally conflicts passed the tipping point when good land for livestock became more limited, English colonies and Wampanoag land were approaching each other more rapidly and soon livestock causing damages to both Wampanoag and Colonists became so common that colonial government decided to instate a hand s-off policy on trespassing. Trespassing was a violating on the Wampanoags’ rights and felt that their land should be treated with respect (King Philip’s Herd, 622). This caused an up roar of anger on both sides and eventually King Philip declared war on the English settlers.The Wampanoag people not only attacked colonists but they primarily attacked livestock as a metaphoric gesture for all the trouble the animals had caused them. And although King Philip had died in the war on August 1676, the Wampanoag people had caused massive amounts of damage to colonists and their settlements, plus casualties of livestock reached about 8,000, although this amount of death was not enough to destroy the colonists food source (King Philip’s Herd, 623).King Philip had tried diplomacy time and time again in order to prevent the uprising, but due to the livestock’s destructive nature, settlers invading of Wampanoag land, and the government’s helplessness to stop t he constant incoming of livestock caused problems, war was all but inevitable. Although livestock was an essential to helping colonists survive in the new world, it was the catalyst for many problems and conflicts that ended with the death of many English, Wampanoag, and Livestock lives.Had all three groups learned to live harmoniously with one another, war could have been avoided and peace could have been restored. Colonization in the New World Colonization and Colonialism are the most important principles for any developing country. Colonization helps to create new settlements on which citizens can live on and make earnings. Colonialism is when a greater power uses a lesser power in order to gain control over their resources to enrich the greater power. Both of these principles were key elements for the Spanish, French and British in establishing territories to make profits and expand trade.Each empire experienced change in their colonization strategies however by the Spanish star ting with a violent military conquest and altering to a more peaceful kinship resolution, French started as a small peaceful colony with no desire to colonize to maintaining control over most of the North American region, and the British colonized to gain land and gain new economic developments for poorer citizens which turned to citizens rebellion and claiming their independence from the British empire. Every empire’s tactics helped shape North America into a new colony for early English settlers to search for independence.The Spanish where the first to arrive in North America near the Caribbean, and begin creating foundations for the first colony. Christopher Columbus was the first settler in the new world and when he arrived in 1492 he was immediately intrigued by the local Native tribe. He saw the Natives as potential slaves and servants to help achieve the goals of power and wealth. Even in the beginning the Spanish saw natives only as tools to be used, not allies to be coexisted with. The Spanish discovered gold and started to capture the local natives and enforce them to serve in the mines.Soon the Spanish started to explore and establish colonies on local islands such as Puerto Rica, Jamaica, and Cuba (Boyer, The Enduring Vision, p. 35-36). The Spanish mainly focused on colonizing highly populous areas, which cause a back lash of new diseases to effect the inhabitants, due to lack of resistance, and caused many deaths. The Spanish were even able to overtake many powerful empires, such as the Aztecs, due to the immense death toll from disease and the Spanish’s overwhelming technologically advanced army (Boyer, The Enduring Vision, p. 40).Military conquest and war would continue until in 1598 priests and colonists arrive in a colony in which the Spanish called â€Å"New Mexico†. The Spanish viewed New Mexico as a possible agricultural colony which would supply food to the Spanish Empire. The Catholic priests were at first greeted and rejoiced because heavy rain fall had started soon after their arrival. The priests even tried to convert the Pueblos to Catholic beliefs to save their souls but once a severe drought and small pox epidemic broke, the Pueblos decided to deny Christianity and revolt.The Pueblos drove away the Spanish forces, even with their diminished numbers, and became a free colony again. In order to for the Spanish empire to regain control over the land, the Spanish sent Diego de Vargas who used a more peaceful approach with the Pueblo people, hoping to rely more on kinship ceremonies and think less like a military force. Diego de Vargas even went to the Pueblo colony himself in order gain kinship and began trade with the Pueblos. The Spanish even helped protect the Pueblos from their enemies in order to solidify a more peaceful treaty between the two groups.Even though the New Mexico colony eventually became self sustaining the tension between the two groups still existed due to the Spanish†™s originally military conquest of the land. Coexistence and cooperation was finally achieved but only after the Spanish changed from their warfare, violence and forced conversion of native lifestyles ideals. When the French began their colonization of the new world they had no desire to colonize in North America, they simply wanted to gain profits and receive new items through trade.The most successful and profitable colony called New France, around present day Quebec, was established in 1608 (Boyer, The Enduring Vision, p. 45). Unlike the Spanish and British, The French had considerably small group of colonists. Instead of actively engaging in warfare and acquiring land and diminishing the remainder of their population. The French took up kinship and fur trading as opposed to violence. This act of non-violence caused very few occasions of warfare to occur, and thus natives were more open to helping and trading with the French.In the document â€Å"Your People Live Only Upon Cod †: An Algonquian Response to European Claims of Cultural Superiority† it states how the French were so unable to fend for themselves that the local Algonquian tribe had to help them survive. They would fish out cod for them and helped them develop ways to make food. Even though the French always thought they were better then the Natives, the kinship that the French shared with Natives helped them survive. With the help of the Natives, the French became more profitable in trading then any other empire.In order to gain a more concrete kinship with the Natives, French started interbreeding with the Natives. This created a new group called Metis, who were children that would be ingrained with both French and Native culture. The French also had Catholic Jesuits who tried to convert the Natives but they were more open to native religion then any other empire. Instead of forcing Catholicism on the natives and having coercion occur. The Jesuits used peaceful integration like Die go de Vargas used on the Pueblos. This created less resistance and more accepting by the Natives.In the document â€Å"Your People Live Only on Cod† The French also helped protect their native allies against enemies. In the document â€Å"The Iroquois were much astonished that two men should have been killed so quickly† Samuel de Champlain and a few of his men help aid the Montagnais, Algonquian, and Herons in a battle with the Iroquois. During the battle Samuel takes out a gun and shoots at the three head chiefs, which his allies requested he kill. After one shoot two of the chiefs were instantly dead with one was so injured he died soon after. The enemy soon fled in fear of the weapon.With the French having a technological advantage over the enemy, many of their allies would trade to have possession of these new and powerful guns, making their allies more powerful. Soon the French stated to maintain huge portions of land due to the protection that was aided by their allied Natives. The natives would help fight for the French in many battles including the Seven Years’ war with Britain. Also, in the same document, Samuel and his men take about a dozen Iroquois men as prisoners. This became a common practice in warfare for enemy men to be captured after a war.Captives began being traded for kinship and became very popular among the French. Captive taking was used more to embarrass the enemy, but it soon became more profitable to trade them to the French. Consequently, as demand for more captives, to be used as slaves, increased the allied Natives would engage in more warfare causing a massive increase in violence to occur between Natives. Although the French started small and never intention to massively colonize, over time became the largest and most profitable empire to settle in North America.The British Empire’s goal for colonizing was to gain land. Britain had a huge increase in population and a vast decrease in economic growth in the 15th century. This caused a lot of hostility to build with lower class citizens and it lead to crime and poverty starting to occur more frequently in British cities. In order to ease the tension, the Virginia Company is created to start colonization in the North America with the first colony of Virginia. It was used as a scapegoat to transport poorer citizens away from the cities to decrease risk of revolution.Once they arrived, a town called Jamestown is built in 1607. This was the first commercial colony with tobacco being its main cash crop. War between Natives and British only worsened as more colonies began to be developed. The warfare hit an all time high after the death of the Powhatan Chief’s daughter Pocahontas, after she was taken to be civilized in Britain. This was the start of the first Anglo-Powhatan war and it ended after the Powhatan Chief died (Boyer, The Enduring Vision, p. 48). Like the Spanish, Britain used warfare and military conquest in order to gain land.In order to provide food for all the new growing population in the colonies, livestock and animal husbandry became very important. In the scholar article â€Å"King Philip’s Herd, it showed how dependent colonists were on livestock, and how it helped develop the economy caused many issues with the neighboring natives. Although livestock became popular among the natives, the disregard colonists showed toward the natives and their land lead to King Philip’s War. In order for Britain to gain more land to colonize, they would constantly be at war with natives.Britain would primarily use violence to gain control of land. As land increased, more workers would be needed to work. At first Britain used captured natives like the French. The British demand for slaves became so high that colonists began stealing Yamasee men away from their villages; this caused another war between Britain and Natives. Britain begins alliance with Cherokee in order to stop warfare. After the war ends, the South Carolina colony promises to stop using native slaves, and begins a massive switch to Africa slaves.After 1680 there are fewer indentured servants and almost all labor is done by slaves. The process of forced labor moves from Natives to Africans, coercion continues in British colonizes. As colonization continues, British decide they want land in the Ohio Valley because of its fertile farmland. However, the French had already occupied that in their colony New France. Soon a war breaks out between the French and British with the French being allied with Natives and the British using their colonists. Eventually Britain wins the war and is able to take control over the land.Soon, Britain decides to decrease all kinship relations with native and focus more on establishing new settlements and fort building. This angers local natives so the Ottawa tribe unify with the Ojibwa, Delaware, Shawnee, Mongo, Potawatomie in Pontiac’s Rebellion. The fighting ends in a stalemate and in order to appease the Natives the Proclamation Line of 1763 is created in order to stop colonists settling in the Ohio Valley, and leave it all to Natives. T he British Empire saw that in order to stop another Native uprising, they most stop invading on their land and coexist.However, when Britain decides to forbid any colonization on the Ohio Valley many English colonists become outraged. More Conflicts would soon unfold with Britain and the colonists, especially with the fear of taxation. The idea of taxation and the denial of the Ohio River Valley begin a united revolt against the British in order to gain independence. English colonists want to govern themselves and control the land the Britain Empire controls to colonize. The Colonists soon revolt by declaring the Revolutionary War.With the help of both French and Spanish empires the colonists win the way. At the end of the Revolutionary War Britain gives all the land they gained through colonization to the Colo nists. The original British goal of colonization was gaining land. After the war however they lose all the land they had originally gained, and must return home empty handed. Once the colonists are free and have their own independent government, U. S. colonization begins. The U. S. colonization was exactly like the British Empire’s original goal, gaining land by any means necessary.Once the colonists take control over British lands, they start rapid expansion of land possession. George Washington believed in â€Å"Expansion with Honor† The idea was that colonists would purchase land through treaties. However Washington wanted to conquer natives and remove them similar to what the Spanish empire wished to due. Washington sends armies to defeat the Native Confederacy and without the British Empire supporting them the Native Confederacy and is defeated. Anthony Wayne becomes big part in helping to achieve Washington’s goal.In the document â€Å"The Print of My Anc estors’ Houses are Every Where† The article shows how Washington and Wayne didn’t care about the fact they were invading on the Natives spiritual land and found it more important that they obtain the land in order to colonize more. Wayne even uses alcohol as bribery to agree to the treaty of Greenville. Although this method worked, many people viewed it as an authoritative method to colonize. Thomas Jefferson was a big supporter of this fact. Jefferson claimed he would do things more respectively and honestly if he was elected president.Once elected, his policy was called the â€Å"Civilization Program†. This plan was to force natives to take on a more American lifestyle. Natives would be forced to change religions and adapt to more customary American culture. Jefferson’s hopeful goal was if Natives were Americans they would sell their land for profit. This will open native land to American expansion. However, just like Washington, Jefferson used an y method necessary to gain native lands. Jefferson believes Louisiana Purchase could be where all where Natives could go to be civilized in American culture.Jefferson even abandons his beliefs in strict constitutional interpretation and uses implied power in order to justify the Louisiana Purchase. When it came to U. S. Colonization the colonists believed they were more democratic and fair then during European empires. In actuality colonists used the same tactics of violence and coercion in order to get rid of Natives and take control of their land. Colonization and Colonialism helped build empires up while it tore other ones down. While these two methods it enriched the empires while made other countries suffer.Through the course of time the empires changed their tactics in order to better coexist and survive like the Spanish switching form a military campaign to using more peaceful alternatives, The French starting small and through trading and kinship with natives becoming the do minant power, The British who cared only about gaining land, gave it back to avoid tensions with natives. The three major empires learned to coexist and adapt to Natives; however U. S. colonization was all about warfare and forcibly taking land away from natives. The U. S. was all about expansion and it didn’t matter who they hurt in order to achieve their goals.

Plagarism essays

Plagarism essays The act of plagiarism or plagiarizing is taking someone elses words and using them in your own work without giving credit or using them as if they were your own words. If a person were to say, I am not a crook, then they would be plagiarizing. However, is it really deemed plagiarizing? Plagiarism has been an ethical dilemma throughout and beyond anyones school career. How do teachers catch us when we do plagiarize? They use software that searches the web and scans the students articles. If anything matches to an extent, it is considered plagiarism. However, why do the teachers scan the article in the first place? The software works by taking a given article and scanning a given database, if a return appears and the paper has a lot yellow marks in big blotches, the student has obviously been plagiarizing in their paper. In the wake of the recent scandals at newspapers and other publications, some academics are taking a look at whether students understand what constitutes academic plagiarism, especially in journalism and mass communication classes (Fulwood III, Sep/Oct 2003). Is it not possible for the person to have the same exact thoughts as one of the millions of people that can have access the Internet? However, why do teachers scan the article in the first place? Teachers trust their students with the honor code by saying that there will never be cheating or plagiarizing in any of their work. Is it that the teachers do not trust any of their students to never cheat? Then, why do the teachers not trust us enough not to scan the article? This is why this could be considered an ethical dilemma. Computer access has made it much easier to plagiarize and to catch plagiarism at the same time. The vast majority of information on the Internet has made a significant change in the way people think. In the past, a pape ...

A Separate Peace

A Separate Peace Grace UnderhillMrs. MatoneEnglish 9H-F3 October 2013In a Separate Peace, John Knowles suggests that Devon is a microcosm of the world at that time. a microcosm is a smaller version of a larger world. For example, John Knowles suggests this is through the boys jumping off the tree, which was sometimes used a form of training for the war. In addition, the boys at Devon have enemies just as there are in war. Finally, the ultimate goal in war is peace, which the boys search for throughout the book.To begin with, jumping out of a high tree is a form of training for the upperclassmen, the seniors. Gene explains this type of training on page 15 as "The class above, seniors were caught up in a physical hardening regimen, which included jumping from this tree." In the beginning of the book Gene and Finny creates a club that members would jump from this tree every night, the Super Suicide Society of the Summer Session.In this club, every night the members woud meet to jump out of the tree. To be on this club you had to jump from the tree and the leaders, Gene and Finny, would jump first. Also, Finny refers back to jumping out of the tree as a form of training when he was talking to Mr. Prud'homme on page 22 "The real reason, sir, was that we just had to jump out of that tree We had to do that naturally because we're all getting ready for the war."Another way Devon is a microcosm is just like there are enemies in war, there are many enemies at Devon. These enemies aren't all between two different people, a multitude of them are between people and themselves. One example of...

Barbauld

# 8217 ; s Prophecy And Blake # 8217 ; s Imagination Essay, Research Paper Barbauld # 8217 ; s Prophecy and Blake # 8217 ; s Imagination The Romantic Era was a clip of widespread cultural, societal, and political reform. Industrialization was taking the topographic point of the agricultural life style, which introduced jobs such as higher poorness, a larger segregation of category, and overworking of both grownups and kids. The wars in America and France paved the manner for political turbulence by presenting new ways of thought and groups who wanted alteration. With all of this convulsion and pandemonium many authors turned to escape, which involved both imaginativeness, and prognostication. Imagination and prognostication are simply two ways the authors of this clip thought, hence, being deemed the Romantic Era. Anna Laetitia Barbauld # 8217 ; s # 8220 ; Eighteen Hundred and Eleven # 8221 ; displayed a great trade of prognostication while William Blake # 8217 ; s usage of imaginativeness and opposing antonyms is clearly apparent in # 8220 ; The Marriage of Heaven and Hell. # 8221 ; The component of prognostication was common in the verse forms and prose of the Romantic period. Prophecy didn # 8217 ; t needfully intend that the events were really traveling to go on. When meeting the word # 8220 ; prophecy or prophetic # 8221 ; we tend to believe about those visionaries as Moses and Nostradamus, but their usage of prognostication was different. Writers such as Anna Barbauld wrote in conformity with what was traveling on at that clip ( American and Gallic Revolutions ) . It wasn # 8217 ; t as though she was stating that the death of Britain was traveling to go on, but that it could if things didn # 8217 ; t alteration. # 8220 ; ? The revelatory vision of England in decay? # 8221 ; ( Damrosch, 29 ) , that is how Barbauld # 8217 ; s # 8220 ; Eighteen Hundred and Eleven # 8221 ; is described. Although the bulk of this piece is synonymous with the above quotation mark, there are a few cases when Barbauld indicates that no affair what happens, England will bo om and will neer be left in the shadows. Thine are the Torahs environing the provinces revere, Thine the full crop of the mental twelvemonth, Thine the bright stars in Glory # 8217 ; s flip that radiance, And humanistic disciplines that make it life to populate are thine. If westbound streams the visible radiation that leaves thy shores, Still from thy lamp the cyclosis glow pours, Wide spreads thy race from Ganges to the pole, O # 8217 ; er half the Western universe thy speech patterns roll # 8230 ; Barbauld conveys that even though England is losing her appreciation on America, # 8220 ; ? If westbound streams the visible radiation that leaves thy shores? , # 8221 ; She will still predominate and stand strong, # 8220 ; ? Still from thy lamp the cyclosis glow pours. # 8221 ; Barbauld # 8217 ; s manner of composing seems to saccharify surface the message she is directing by her usage of rime and beat ; yet, it is apparent that this verse form is prophetic. Her prognostication, nevertheless, is filled with contradictions. # 8220 ; ? That clip may rupture the Garland from her brow/ And Europe sit in dust, as Asia now. # 8221 ; ( Barbauld, 38 ) insinuates that one twenty-four hours, America will thrive as England had, and that Europe will be left in the dark as Asia is. Ultimately I believe that the prognostication of Britain # 8217 ; s death is her purpose, as by the terminal of the verse form she writes, # 8220 ; But fairest flowers expand but to disintegrate? thy glorific ations pass off? # 8221 ; The imaginativeness was a utile and necessary tool for the authors and poets of the Romantic Era. There was frequently debate about utilizing 1s imaginativeness instead than confronting what was true and existent. Poets found imaginativeness peculiarly of import and instead than specifying what it was, their definitions would explicate what it wasn’t. â€Å" ? Thus, imaginativeness vs. world ; imaginativeness vs. ground ; vs. scientific discipline ; vs. the apprehension ; vs. mere ‘fancy’ ; even vs. spiritual truth.† ( Damrosch, 4 ) In other words, the imaginativeness had nil to make with the material universe. William Blake’s â€Å"The Marriage of Heaven and Hell† is a merchandise of the dark side of imaginativeness and faith. He taps into the dark side of his readers’ heads by stating the narrative of the autumn of adult male from the Devil’s position ( the evil side of the narrative ) . It’s far more exciting to read something that society may see to be morally â€Å"bad† than to read a narrative through the eyes of the good cat. Damrosch wrote, â€Å"Blake nowadayss Satans who are a batch more merriment than his angels.† We are so used to reading the Bible and related narratives from the position of God and Heaven that Blake’s position, while being loaded with sarcasm, still shocks us. He seems to be dallying with the heads of his readers by narrating it from a more negative point of position ; it’s about as if he knew that â€Å"The Marriage between Heaven and Hell† could be controversial. He besides uses the binary device, which is opposites working against each other, such as Love and Hate, Good and Evil, and Passive and Active. Ultimately they all tie in, love peers good and inactive piece hatred is tantamount to evil and active. The â€Å"Proverbs of Hell, † while obviously satirical, catches the reader’s oculus, and even though it is the â€Å"evil† point of position there are many Proverbss that are humourous. The Proverbs, entirely, must hold taken a great trade of imaginativeness to contrive. â€Å"The rat, the mouse, the fox, the rebate ; watch t he roots/ the king of beasts the tyger, the Equus caballus, the elephant, watch/ the fruits.† That is such an inane line, I truly have no thought what to believe of it, and I believe that might be his point. There are besides many Proverbss that are serious and â€Å"good.† â€Å"Improvent makes strait roads, but the crooked roads/ without Improvement. are roads of Genius.† This merely means that frequently times the consecutive and narrow isn’t ever the smartest way to take. It besides implies that the true mastermind may lie within the head of the individual who is bizarre, the non-conformist. Blake was a non-conformist in his authorship and today is a portion of the canon. He refers to his lighted verse forms as â€Å"The Bible of Hell.† In Plate 4 he claims that imaginativeness is the lone life. I think that is stated in the first reverse, # 8220 ; Man has no Body distinct from his Soul/ for that calld Body is a part of Soul discernd/ by the five Senses, the main recesss of Soul in this age. # 8221 ; ( Blake, 128 ) Of class, the full Plate exemplifies it better, but I understood it more when reading the first reverse. The Romantic Era produced a great many authors and poets. Escape was besides a merchandise, which included the usage of imaginativeness and prognostication. Through the convulsion of what was taking topographic point in world, the authors of this clip such as Blake and Barbauld, saw the importance in the strength of the head and subjective authorship. Blake # 8217 ; s usage of imaginativeness in # 8220 ; The Marriage of Heaven and Hell # 8221 ; was both of import and exciting. Barbauld # 8217 ; s prophetic # 8220 ; Eighteen Hundred and Eleven # 8221 ; was insightful and enabled us to see the pandemonium of that clip. Damrosch, David, erectile dysfunction. The Longman Anthology of British Literature. New York: Longman, 1999.

Please answer the following questions Assignment

Please answer the following questions - Assignment Example Functional structure classifies the people with the function they perform. Divisional structure- These are structures which based upon various divisions within organizations. This is further divided into; product structure which is based on the organizational of the staff and a duty which is based on different products the company produces. Market structure which classifies the employees according to the market the company deals in. Geographical structure which is applicable to organizations working in different places (Schein 59). Other kinds of structures include; bureaucratic structures, pre bureaucratic structures, network structure and team structure. Bureaucratic structures are advantages in organizations with complex managements. Pre bureaucratic is suitable when administration is centralized. While network structure help maintain coordinates. b) What is organizational culture-These are the behaviors and the values that explain the social uniqueness and the organizational psychological environment. It is therefore the summation of organizations preset and past experiences and philosophy hat defines and hold the organization together. It is rooted on the customs, beliefs, attitudes and norms. It is manifested through the strength of the staff, flow of power and information, autonomy and freedom in the organization and the ways business is conducted in the organization. The organization culture is regarded either strong or weak. This is depends on how it spreads within the organization. Culture affects organizations productivity and the quality. It also influences marketing and advertising strategies. In India the major drivers are power distance; people are not equal in the society 77. Individualism; this explains the degree of interdependence maintained among members is rated at 48 Masculinity/Feminist indicating success n competition 56. Uncertainty and avoidance and the long term orientation which involves dealing

The Rights Of The Accused And Their History Essay

The Rights Of The Accused And Their History - Essay Example According to the 6th Amendment to the Constitution, everyone is entitled to a speedy trial and they have a right to counsel. However, there are circumstances that would seem that the person is not entitled to a trial because the crime they committed was so heinous that they do not deserve one. In these cases, the public has a tendency to want to fall back on the older laws where the individual should receive a judgment right away because they are guilty of the crime. In America, the individual is not guilty until they have been proven guilty by the jury. When thinking about the issues that were presented in this assignment, it would seem that the law of the land (that which most people would think was right) and the official law of the Constitution are in conflict. Some people would expect that in order to have justice, the individual who was found guilty by the public, would not stand trial, and would be taken quickly to a conviction. The challenge with this way of thinking is that just because a person was found to be guilty by the public, does not mean that they are the guilty party. If we were to adhere to this type of law, we would find that we were convicting some innocent people. This is the reason why a trial is important to anyone's life. If they are given a trial and there is enough evidence to convict the individual, it can then be said that the law withheld the judgment. When thinking about whether these laws can stand the test of time, we have to say that they can. They are there to protect not only the person accused, but also to protect the public. Although the crimes today seem to be larger and more outrageous than those in the 18th Century by our standards, they are still in need of an impartial jury. The problem is, that many people who sit on a jury are already biased by the crime that was committed.

Logitechs Quality of Strategy Case Study Example | Topics and Well Written Essays - 2750 words

Logitechs Quality of Strategy - Case Study Example Their product line incorporates Internet video cameras, mice and trackballs, keyboards, audio and telephony products, interactive gaming devices and 3D controller. Logitech's founding stones were kept in Apples, Vaud, Switzerland, in 1981 by two Stanford Masters alumni, Daniel Borel and Pierluigi Zappacosta, Logitech revolutionized the computer peripheral industry by introducing the first mouse ever it now leads the computer industry with a wide range of innovative products that ease the PC navigation. Logitech's specialty is creating an interface between humans and the digital domain. But what started out as a niche market is now a major business operating in more than 150 countries worldwide, maintaining an excellent global brand image with huge shelf space and an extended line of products. "Each year, we roll out 100 new products," claimed Sandro Isteri, Director Swiss Operations Logitech International recognizing the leadership of its company. Logitech's success pivots on a number of factors of which the greatest change was the recruitment of Guerrino De Luca, the current President And CEO of Logitech International, in 1997. Guerrino De Luca had the experience that Logitech needed when he became its president and chief executive officer in 1998: he was an engineer who knew marketing. Under his direction, sales of Logitech products exploded, in less then a span of seven years Logitech's Co-founder and current chairman saw its not so very competent company quadrupling profits every year and leading the charts in NASDAQ and Japanese exchange. De Luca's achievements at Logitech accounted for his outstanding leadership and innovative qualities, firm determination and above his luck, "As our luck always worked for us.." remarked De Luca while discussing he thoughts on company's performance at a quarterly meeting. Logitech's business strategy has centered on efficient pricing and innovation and the major change that De Luca brought to the company was a swing from technology-centered operations to Consumer-centered policies. He realized that despite being in the technology business, the focus should be on successfully marketing the product rather eliminating technological barriers. This is the reason why Logitech's products are efficiently designed and aesthetically developed. "People buy our mouse because it glows", said De Luca emphasizing on the need to lure customer with visual quality and design. The Key factor of De Luca's leadership was a revision of market segmentation strategies which resulted in shift from OEM (Original Equipment Manufacturer) products to high-margin branded commodities for the retail market. This adjustment to the target market worked wonders for Logitech as it was exposed to the mass market segment and by the Fiscal Year 2006 it generated 89% of its revenues from the retail market. In less then two years, at the brink of the Millennium posed huge threats to its closest competitor Microsoft and it now positioned itself as the company providing accessories to users of PC rather than only novel buyers. Logitech's management soon realized that in order to rule the market it was necessary to concentrate on the basic principle of Marketing and to employee the "You" attitude with the customers and actually finding out what they want rather then mere assumptions. For this purpose a more flat

Critically assess the usefulness of Gabriel Almond's political Essay

Critically assess the usefulness of Gabriel Almond's political cultural approach in his 1956 article Comparative Political Syste - Essay Example Various regimes in Europe have experienced such political unrest due to conflicts among the nations’ different leaders, giving rise to political instability and eventual economic breakdown, which include France’s Third and Fourth Republic, Germany’s Weimar Republic, and Italy’s Post-World War II government. The rise and fall of such regimes in these countries can be explained through two lines of thought: one is Gabriel Almond’s comparative political systems which differentiate the various kinds of governance in countries according to how the country is run by the government; and another is Giovanni Sartori’s theory of polarised plural systems, which points out the importance of political parties needing to work together and not strongly-opposing one another. By combining these two concepts, it will better explain why political instability plays a major role in governance, both in the past such as in France’s Third and Fourth Republic and Germany’s Weimar Republic, as well as the persistence of this issue in Italian governance for a much longer time. Comparative Political Systems by Gabriel Almond Gabriel Almond published a classification system which compares various kinds of political systems, how each one governs the nation, as well as stating where such kinds of governance are mostly found. ... ssible that the kind of governance in each country may depend on their internal resources, customs and ideologies, and other factors that may or may not align with the definitions of the extant classification systems (Almond, 1956). Thus Almond proposes other kinds of political systems which are much more defined by the culture where each one is based on: Anglo-American political systems, usually composed of a uniform and secular group of people; Pre-industrial political systems, wherein there is a mixture of political systems due to the proliferation of traditional ideas and culture amidst modernist views; Totalitarian political systems in which leadership is centralised and there is actually no need for an overall consensus due to the dominance of only one party or one leader; and the Continental European political systems, wherein the lack of a unified political culture is due to the persistence of various cultures, both new and old and their wide gaps in terms of growth, developm ent and acceptance among the leaders, various parties, and among the citizens. According to Almond, France, Germany and Italy belong to the Continental European political systems due to high variations between the ruling parties and of differing views within the leadership system (Almond, 1956, p. 406). In explaining the political instability in France during the Third and Fourth Republic, of Germany during the Weimar Republic and of Italy after World War II, their respective politics are included in the Continental European political systems because of the various subcultures that exist within each country that causes disunity within the leadership itself. In the case of France, in both the Third and Fourth Republic issues such as the distrust between the leftists and the rightists were