Mahatma Gandhi, Martin Luther King, and Nelson Mandela

Mahatma Gandhi, Martin Luther King, and Nelson Mandela Non-violence is a concept that people participate in social and political change without violence. It is a form of social and political change between passive acceptances and armed struggle. Non-violence way to participate in the social and political change is including nonviolent civil disobedience against, acts of civil disobedience or other powerful influence uncooperative antagonistic form; it is similar with pacifism, but it is not pacifism. Since the mid-20th century, non-violence and civil disobedience become the main form of social change, and it also is respected political and social philosophy. As the practice of social and political change, non-violent has the essence†¦show more content†¦Apartheid policies entrenched race as the basis for access to power and resources. Conflicts resulted from increasingly polarized groups â€Å"Blacks† in majority and ‘Whites† in minority. The Apartheid gov ernment relied on security forces to maintain its authority and on the other hand, the African National Congress fought against discriminatory and exploitive social policies both using passive resistance and armed struggle (Democracy in South Africa). Finally, with international support Mandela successfully overthrows the unjust legislation and establishes a justice new republic of South Africa. Therefore, Mandela’s non-violence is successful. Mahatma Gandhi, Martin Luther King, and Nelson Mandela work for the human rights and against the injustice laws with non-violence, Gandhi also work for nature independent. They have similar objective of the struggle, so they have some four similar ideas. First one is non-violence, all of them achieve their objective by non-violence way, and non-violence is their key idea of their work goal. They use their non-violence in social movement is second similar idea. The third similar idea is all of them against with injustice law such as discrimination; they know this is main problem of social. The last one is all of them have wide mass base, they know any social movement can’t without people, and they know how to make thousand and thousand have same voice. Base on their similar ideas, we can conclusion the modern non-violenceShow MoreRelatedBiography Of Martin Luther King, Mahatma Gandhi, And Nelson Mandela1430 Words   |  6 PagesLeadership.The word leadership was once thought of as something that you were born with, hence the very popular saying Great leaders are born, not made (What Makes An Effective Leader). Martin Luther King, Mahatma Gandhi, and Nelson Mandela were all great examples of people who were natural born leaders. These three leaders were very charismatic, which enabled them to gather many followers. 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The Philosophy That Underlies The Counseling Profession

The philosophy that underlies the counseling profession is unique among mental health professionals. According to Remley Herlihy (2014), the philosophy is made up of four components. First, counselor s view mental health challenges through a positive, wellness-oriented lens. The primary goal of the wellness model is for the client to achieve the highest degree of mental health possible. Psychiatrists, psychologists, and social workers follow the medical model of mental health. The goal of these clinicians is to cure the client’s illness, which differs drastically from counselor’s view of clients. Second, counselors believe most mental health challenges are developmental in nature. Therefore, counselors must have an understanding of human growth and development to be effective in their work. A client may experience developmental challenges that resulted in emotional dysfunction and the development of maladaptive coping skills. 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Sexual Offences Act 2003 Free Essays

string(123) " act as an accomplice of a male rapist then they can be charged with â€Å"causing a person to engage in sexual activity †\." One of the driving forces behind the creation of the Sexual Offences Act 2003 was the low conviction rate on rapists. In 1999 9,008 rape cases were reported and only 1 in 13 resulted in a conviction . Within this essay I will discuss whether or not the changes introduced by the Sexual Offences Act 2003 add greater clarity to the area of rape. We will write a custom essay sample on Sexual Offences Act 2003 or any similar topic only for you Order Now In order to fully understand this question one must first define rape. The standard definition of rape is â€Å"unlawful sexual intercourse with a woman who at the time of intercourse does not consent . I say standard because with each Sexual Act the definition of rape has changed in some way. When rape was first introduced as a statutory offence in the Offences Against the Person Act 1861 it simply stated that ‘it is a felony to rape a woman . ’ The Sexual Offences Act 2003 now defines rape as the ‘intentional penetration of the vagina, anus, or mouth of another person who does not consent . ’ Each Sexual Offences Act attempts to further clarify the area of rape. The main change in the Sexual Offences Act 2003 has to deal with the definition and the area of consent. The Sexual Offences Act of 1956 elaborates to a great extent on the area of rape; it goes more in depth where rape is concerned than the Offences Against the Person Act 1861. The Sexual Offences Act 1956 states: â€Å"Rape of a man or woman (1)It is an offence for a man to rape a woman or another man. (2)A man commits rape if— (a)he has sexual intercourse with a person (whether vaginal or anal) who at the time of the intercourse does not consent to it; and (b)at the time he knows that the person does not consent to the intercourse or is reckless as to whether that person consents to it. 3)A man also commits rape if he induces a married woman to have sexual intercourse with him by impersonating her husband. (4)Subsection (2) applies for the purpose of any enactment. † Like Offences Against the Person Act 1861, this act also failed to clarify or to give further direction on the matter of consent. Thus, it was still up to the â€Å"judiciary to determine the constituent e lements and develop the factors that might vitiate an apparent consent. † In 1975 the case of DPP v Morgan prompted Parliament to amend this act in order to attempt to clarify the area of consent. The amendment to this act is found in the Sexual Offences Act 1976. This act states: (1)For the purposes of section 1 of the M1Sexual Offences Act 1956 (which relates to rape) a man commits rape if— (a)he has unlawful sexual intercourse with a woman who at the time of the intercourse does not consent to it; and (b)at that time he knows that she does not consent to the intercourse or he is reckless as to whether she consents to it; and references to rape in other enactments (including the following provisions of this Act) shall be construed accordingly. 2)It is hereby declared that if at a trial for a rape offence the jury has to consider whether a man believed that a woman was consenting to sexual intercourse, the presence or absence of reasonable grounds for such a belief is a matter to which the jury is to have regard, in conjunction with any other relevant matters, in considering whether he so believed. † In the case of DPP v Morgan the husband invited three friends o ver to have intercourse with his wife. He told them that she might be acting like she was resisting but she was actually just role playing. Though the wife struggled against them they still had sex with her because they were under the belief that she had consented. They were tried with rape. The judge’s remark to the jury simply was if you believe that the wife did not consent then the defendants belief that she did indeed consent is not a defense. They were all convicted of rape. Due to the confusion caused by this case section 1(2) (as shown above) of the Sexual Offences Act 1976 was created. This gives a definition of mens rea in regards to consent . Although this act tried to further clarify consent and the meaning of rape there were still some tweaking that had to be done to it. For instance it defines rape but it doesn’t establish the need to show that there was â€Å"force, fear, or fraud affecting the woman’s consent. † The Jury was just instructed to give consent its ordinary meaning. That being stated this act also failed to provide a legal definition of consent. All of these changes were made in the Sexual Offences Act 2003. The Sexual Offences Act 2003 states: â€Å" Rape (1) A person (A) commits an offence if— a) he intentionally penetrates the vagina, anus or mouth of another person (B) with his penis, (b) B does not consent to the penetration, and (c) A does not reasonably believe that B consents. (2) Whether a belief is reasonable is to be determined having regard to all the circumstances, including any steps A has taken to ascertain whether B consents. (3) Sections 75 and 76 apply to an offence under this section. (4) A person guilty of an offence under this section is liable, on conviction on indictment, to imprisonment for life. † Although these changes were made does it actually add clarity to the area of rape? The first change that must be mentioned is the inclusion of oral as a point where penetration can occur. This was included because it was decided that oral sex was just â€Å"as abhorrent demeaning and traumatizing a violation and equally, if not more psychologically harmful than vaginal and anal rape . † Secondly, section 1(1) of this act makes rape gender specific. Since it states that penetration must be done with a penis then only males can commit rape. Thus, women cannot legally be charged with rape but if they act as an accomplice of a male rapist then they can be charged with â€Å"causing a person to engage in sexual activity †. You read "Sexual Offences Act 2003" in category "Essay examples" Although this section shows that a woman cannot be a rapist section 79(3) which state, â€Å"references to a part of the body include references to a part surgically constructed (in particular, through gender reassignment surgery), † is a deviation of this rule this shows that if it is a transsexual, who committed penile surgery then she can be charged with rape, for rape is the penetration of the penis, whether it is a surgically constructed penis or a natural one. It does not matter the gender of who is raped or that of the rapist . Those with surgically constructed vaginas can also be raped as per R v Matthews . Thirdly, the actus reus for rape is no longer unlawful sexual intercourse. In the previous Sexual Acts 1956 and 1976 unlawful intercourse was the actus reus. Unlawful meant sexual intercourse outside of marriage. This was discovered to be a common law action as per R v R , and was abolished. Now a husband can rape his wife. The actus reus for rape according to the Sexual Offences Act 2003 is penetration . In accordance with this act in order for it to be rape several elements must be meet. Firstly, it has to be proven that the vagina, anus or mouth was intentionally penetrated by the defendant. The mens rea for rape is the intentional penetration. Once penetrated it is thought that intent is there unless the penetration is minimal. In that case it can be argued that the defendant only â€Å"meant to stay on the outside† . Intoxication cannot be used as a defense as per R v Woods , due to the fact that rape is still a crime of basic intent. Before this act the actus reus for rape was unlawful intercourse (outside marriage)it is now penetration. Section 79(2) defines penetration as â€Å"a continuing act from entry to withdrawal ,† as per Cooper v Schaub . For it to be penetration full entry is not necessary. Thus, the vagina includes the vulva this is explained in section 79(9), which simply states that â€Å"Vagina includes vulva † As per R v Tarmohammed the penis should be removed if at any point consent is withdrawn. This brings me to my next point that of consent. Secondly, it has to be determined whether or not the victim gave consent. Section 74 defines consent as â€Å" a person freely agreeing by choice and who has the freedom and capacity to make that choice . The phrase capacity to make a choice is a tricky phrase especially if one is dealing with a person with a mental disorder. To help clarify this in the Offences related to persons with a mental disorder section 30(2) is used. This states: â€Å"B is unable to refuse if – He lacks the capacity to choose whether to agree to the touching (w hether because he lacks sufficient understanding of the nature or possible consequences of what is being done, or for any other reason), or he is unable to communicate such a choice to A. Therefore if one does not understand the complete nature of the act then they cannot consent as per R v Williams . More clarification on whether or not a woman has consented is given by sections 75 and 76 of the Sexual Offences Act 2003. These sections each contain a presumption about consent. Section 75 contain evidential presumption which may be challenged by the defendant, whereas, section 76 cannot be challenged as it is conclusive presumptions . The evidential burden is not a burden of proof; it simply means that the defendant needs to provide some evidence that supports his case. Section 75 states: â€Å"(1) If in proceedings for an offence to which this section applies it is proved— (a) that the defendant did the relevant act, (b) that any of the circumstances specified in subsection (2) existed, and (c) that the defendant knew that those circumstances existed, † If (a), (b), and (c) are proved by the prosecution then it can be assumed that the victim did not consent to the act nor did the offender reasonably believe that he had consent. If the judge does not think that the evidence is enough to raise an issue then the jury is instructed to look at section 75(2) . This states: â€Å"The circumstances are that— a) any person was, at the time of the relevant act or immediately before it began, using violence against the complainant or causing the complainant to fear that immediate violence would be used against him; (b) any person was, at the time of the relevant act or immediately before it began, causing the complainant to fear that vio lence was being used, or that immediate violence would be used, against another person; (c) the complainant was, and the defendant was not, unlawfully detained at the time of the relevant act; (d) the complainant was asleep or otherwise unconscious at the time of the relevant act; (e) because of the complainant’s physical disability, the complainant would not have been able at the time of the relevant act to communicate to the defendant whether the complainant consented; (f) any person had administered to or caused to be taken by the complainant, without the complainant’s consent, a substance which, having regard to when it was administered or taken, was capable of causing or enabling the complainant to be stupefied or overpowered at the time of the relevant act. (3) In subsection (2)(a) and (b), the reference to the time immediately before the relevant act began is, in the case of an act which is one of a continuous series of sexual activities, a reference to the time immediately before the first sexual activity began. When looking at sections 75(2)(a) and (b) violence is not given a legal definition here but uses its normal definition. Violence is â€Å"any action using physical force intended to hurt, damage, or kill . † The one who does the act does not have to be the one that used violence in coercing the victim. In regards to section 75(2)(d) if one is asleep they then cannot give consent to the act as per R v Larter and Castleton . When dealing with section 75(2)(e) if one cannot communicate it may be due to a physical or mental disability. In regards to section 75(2)(f) if the offender knew that the substance used would render the victim ‘overpowered’ then he can be charged with rape. The conclusive presumptions found in section 76 are: (1) If in proceedings for an offence to which this section applies it is proved that the defendant did the relevant act and that any of the circumstances specified in subsection (2) exi sted, it is to be conclusively presumed— (a) that the complainant did not consent to the relevant act, and (b) that the defendant did not believe that the complainant consented to the relevant act. (2) The circumstances are that— (a) the defendant intentionally deceived the complainant as to the nature or purpose of the relevant act; (b) the defendant intentionally induced the complainant to consent to the relevant act by impersonating a person known personally to the complainant. This simply means that if the offender intentionally deceives the victim in regards to what the act is which is taken place or to who he is then the consent is not valid. Thirdly, it has to be proven that the offender did not reasonably believe that the victim consented. Consent of honest but mistaken belief is not available where â€Å"due to self-induced intoxication, there was recklessness as to consent, or where D failed to take all reasonable steps that might be expected in the circumst ances. † In the case of DPP v Morgan it was decided that a person would not be guilty of rape if they had an honest belief that the victim did indeed consent. With the Sexual Offences Act section 1(2) it is no longer as simple as that. Section 1(2) states: â€Å"Whether a belief is reasonable is to be determined having regard to all the circumstances, including any steps A has taken to ascertain whether B consents. † The offender may in fact have made an honest mistake in regards of consent but it must be decided if the mistake was a reasonable one. This is left up to the jury to determine using a subjective approach. This means that the jury must look at all the facts including the offender characteristics, thus, giving a subjective view. In conclusion, it is my belief that the Sexual Offences Act 2003 does add a greater clarity to the area of rape. When one look at the previous Sexual Acts and compare them with the current act it is easy to see the changes that has been made Not only can a biological male commit the act of rape but now a transgender individual can as well. Due to this act rape now entails oral sex and consent is given a legal definition. Section 75 and 76 of the act helps to further clarify the area of consent. Thanks to the changes made in this act the elements for rape are now more defined. ? BIBLIOGRAPHY Card, Richard (2008) Card, Cross, and Jones Criminal Law. New York, Oxford University Press Cooper v Schaub [1994] Crim LR 531 DPP v Morgan [1976] A. C. 182 Martin ,A, Elizabeth. ed)(2006) Oxford dictionary of Law. New York, Oxford University Press Office of Public Sector Information. The UK Statute law Database. (online) available from: http://www. opsi. gov. uk/ (Accessed 3rd April 2009) R v R [1993] 1 All ER 747 R v Larter and Castleton [1995] Crim LR 75 R v Tarmohammed [1997] Crim LR 458 R v Williams [19 92] All ER 322 R v Woods (1981) 74 Cr App R 312 Soanes, Catherine. (ed)(2007) Oxford English Mini Dictionary. New York, Oxford University Press Stevenson, Kim. et al (2004) Blackstone’s Guide to The Sexual Offences Act 2003. New York, Oxford University Press Tomaselli, Sylvana. , Porter Roy (ed)(1986) RAPE. New York, Basil Blackwell Ltd. How to cite Sexual Offences Act 2003, Essay examples

Essay On The Articles Of Confederation Example For Students

Essay On The Articles Of Confederation The principle goal of the American Revolution was to secure theliberty of the American colonies against the tyranny of the British. Yet, in many ways, once this goal was achieved, the problems of the newrepublic had just begun. Under the Articles of Confederation, the newstates were much more like thirteen separate countries than a singlenation. It was still questionable as the whether or not the fledgingcountry, the United States of America, would survive. The problems for the country under the Articles of Confederation wereconsiderable. Pertaining to the economy, it lacked the authority toestablish tariffs and to regular commerce, or even to levy taxes(Anonymous, 2002). Pertaining to foreign relations, the central governmentdid not have exclusive authority over US international policy. Consequently, a number of states, after the victory over Great Britainbegan their own negotiations with foreign powers (Anonymous, 2001). Ninestates organized their own armies, and there was a hodgepodge ofcurrencies, a bewildering variety of state and national paper bills, allfast depreciating in value (Anonymous, 2002). The government under theArticles of Confederation had no power to establish courts, or to controltrade between the states(INS, 1990). Some states even had their owncustoms offices in regards to interstate trade. George Washington was appalled to see the new nation that he hadfought to establish falter. During the American Revolution, the efforts ofCongress had been ineffectual at best, but afterwards, the actions ofCongress were actually hampering the viability of the new republic. One ofthe most serious problems was still with Great Britain. English merchantswere giving liberal credit to their old customers in the US, encouragingthe former colonies to buy. But the England still closed its ports toAmerican ships, so the trade was all in one direction, and many coloniesgoing into debt to England relented, but this strategy would do no goodunless all the states cooperated. Washington urged that Congress should begiven the power to impose such sanctions, but simultaneously despaired atthe thought of giving power to men who had obviously demonstrated theinability to use it. This and other problems caused American leaders toconvene a Constitutional Convention. Washington was asked to preside(Morg an, 1977). While all agreed that the Articles of Confederation were insufficientto hold the new nation together, there was still considerable dissensionabout how a new government could be structured. When the ConstitutionalConvention was called in 1787 the fate of the young nation, literally hungin the balance. The tasks for the delegates at the convention were noteasy. For one thing, only twelve states were represented, as Rhode Islandwas too independent to even attend (INS, 1990). The delegates began withonly two issues in full agreement-a stronger, more centralized federalgovernment was needed, and this new government must not take away any ofthe hard-won freedoms of the people (INS, 1990). One of the most problematic issues facing the Convention was the issueof representation. The Great Compromise that was worked out has sincebeen copied time and again by other governments. This compromise entailedhaving a bicameral legislature with two lawmaking branches-the House ofRepresentatives, where representation is based on the number of people inthe state; and the Senate, where every state has two senators no matterwhat the size of the state. Small states, such as Rhode Island, weresatisfied because they had equal representation in the Senate. Largestates, such as New York, were satisfied because they had many morerepresentatives in the House to represent their greater numbers. .u144dea77fb10b3912bc123c4180eaba5 , .u144dea77fb10b3912bc123c4180eaba5 .postImageUrl , .u144dea77fb10b3912bc123c4180eaba5 .centered-text-area { min-height: 80px; position: relative; } .u144dea77fb10b3912bc123c4180eaba5 , .u144dea77fb10b3912bc123c4180eaba5:hover , .u144dea77fb10b3912bc123c4180eaba5:visited , .u144dea77fb10b3912bc123c4180eaba5:active { border:0!important; } .u144dea77fb10b3912bc123c4180eaba5 .clearfix:after { content: ""; display: table; clear: both; } .u144dea77fb10b3912bc123c4180eaba5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u144dea77fb10b3912bc123c4180eaba5:active , .u144dea77fb10b3912bc123c4180eaba5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u144dea77fb10b3912bc123c4180eaba5 .centered-text-area { width: 100%; position: relative ; } .u144dea77fb10b3912bc123c4180eaba5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u144dea77fb10b3912bc123c4180eaba5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u144dea77fb10b3912bc123c4180eaba5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u144dea77fb10b3912bc123c4180eaba5:hover .ctaButton { background-color: #34495E!important; } .u144dea77fb10b3912bc123c4180eaba5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u144dea77fb10b3912bc123c4180eaba5 .u144dea77fb10b3912bc123c4180eaba5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u144dea77fb10b3912bc123c4180eaba5:after { content: ""; display: block; clear: both; } READ: Tempest Character Analysis EssayHowever, it is also true that Washington wrote at about this time thathe had been told about respectably people speaking of a monarchy form ofgovernment, which was news that upset Washington greatly (Morgan, 1977). As this suggests, many citizens were not yet completely committed to whatGreen (1975), calls the grand experiment in federalism (pg 1). Whilesome people talked of monarchy, others were hesitant to allow the states togive up even a little of their autonomy to a central government. So whathappened was there was a resistance to the ratification of the newConstitution. While the Constitution offered solutions for the problemscaused by the Articles of Confederation it said what the government coulddo the original draft of the document failed to state what the governmentcould no do (ACLU, 2000). Therefore, the Bill of Rights was added in order to institutionalizethe freedoms of speech, press and religion that the American people to cometo expect as there natural right. It is a misapprehension to believe thatthe Bill of Rights was conceived to create certain freedoms. Rather, theBill of Rights (and the liberties that it conveys), was something that theAmerican people insisted upon because these were freedoms that were alreadya part of their lives and for which they had fought. The Constitution of the United States provided solutions for theproblems facing the new nation. In addition to a legislative branch thatsatisfied all of the states, large and small. The Constitution alsoestablished a judicial branch and an executive branch to the US government. Through a system of checks and balances, the powers of government wereallowed in a manner designed to keep any one branch of government fromdominating the others, thereby providing one more safeguard for AmericanLiberty. At the time that the Constitution was ratified, Americans argued overthe proper role of government versus the freedom of the individual. To acertain extent, this argument had never been settled. Yet, things dochange. For example, the argument of states rights and the freedom ofthe individual to choose whether or not to own slaves were issues centralto the American Civil War. This aspect of American culture changed withthe victory of the Union and the abolishment of slavery. At the time thatthe country was founded until the twentieth century, it was assumed thatthe liberties of the Constitution pertained only to males, but in 1920the voting franchise was extended to women and by mid-century theinequalities in American law regarding the gender were abolished. It istrue that Republicans generally seek to limit the powers of the federalgovernment, and Democrats believe that it is appropriate for the federalgovernment to provide certain social guarantees and to supervise somedomestic area s, such as Environmental safety. Yet, both of these groupsuphold the liberties provided for by the Constitution of the United States. Therefore it can be seen that the Constitution is a remarkable documentthat provides a suitable structure in which constructive change could occurwithout bringing down the government. Works CitedAnonymous (2002, June 15) An Outline of American HistoryOnline. Available:http://odur.let.rug.nl/~usa/H/1994/ch4_p2.htmAmerican Civil Liberties Union Briefing Paper (ACLU) (2002, June 15)The Bill of Rights: a brief history. Online. Available:http://www.aclu.org/library/pbp9.htmlGreene, Jack P., Ed. (1975) Colonies to Nation: 1763-1789, adocumentary History of the American Revolution. New York, NY: W.W. Norton ; CompanyImmigration and Naturalization Service (INS) (2002, June 15) UnitedStates History 1600-1987 Chapter II Revolutionary Warand the Constitution. In U.S. History. Online. Available: www.elibrary.comMorgan, Edmund S. (1977) The Genius of George Washington. New York, NY: W.W. Norton ; Company

Differences Of World Essays - Educational Psychology, Evaluation

Differences Of World We should look at the differences of the world and try to learn from them. All people have their good points and bad points. We live in a world that is not all white, all black, or not even all yellow. We live in a world where all races interact among themselves. The university in the United States is where this is easily seen. At the university, we see people of all color and ethnicity from our neighborhoods and from around the world. This is the place, where we are hoped to be forged into begins that will be a contribution to the world that we live. But to be a good contributor to the world, we have to know who lives among us in the world and why we are different. This is where the university plays an interracial part in shaping the future. The university forms a miniature version of the world we live in. Because the university represents the diverse world we live in, the uniersitry gives the futures of the world a good base to learn, to experience, and take advantage of the strengths of the different races in their miniature world to help them to become better members of society. In our neighborhood, we live among many people. Not all the people in our neighborhood are the same as you or I. Down the block there is a black family, and around the corner, there might be an Indian couple living in the red brick house. There might be a Korean family that just moved into neighborhood. But do we know them; do we know how they live or what their impressions of the neighborhood are that we share? Most likely we have only seen them in the morning when we are getting into our cars to go to work or seen then as they were walking back to their homes from the T stop. We probably do not know if they are interested in the same things as you are, such as the safety of the neighborhood, or a nice baseball game? Most people do not know the other culture that resides in their neighborhoods. The university gives most people the opportunity to talk and get to know people of other cultures, for hardly any class we take are only full white students or only full of black student. One might have the opportunity to sit between a Spanish person and a Japanese person and find out they all enjoy a nice beer on the weekends and happen to have been patrons of the same local bar. Or from an essay of a classmate, one might find out the Latin Americans are big fans of soccer. You may even learn the black student in front of you hates rap music and loves Mozart. From the other students in our class we learn that all black people are not like all black people, or all white people are not like all the other white people. This helps us to understand who our neighbors are. In the multi-cultural universities we attend, we learn about each other's strengths and weaknesses through social contact. With this knowledge we can apply the strength of other cultures and disregard or try to improve in ourselves the weaknesses we see in other's or ours cultures. The black student might find out that the study habits of the Korean students are effective and try to implement them. The white student might learn that the work habits of the German people are productive and try to emulate them. The university gives the opportunity to look at other races at a person level instead of a passer-by. At the universities, students of all races are evaluated by their performance, not by the color of their skin. This might not be the best way to evaluate each other, but it is better then just visual clues. The removal of the color factor will give a better impression of the strengths and weaknesses of each race. The multitude of classes that the universities now offer help the students better understand the differences of the fellow students that attend the same classes. In the classes we learn that the races have different problems and similar problems. Such classes help others look at the problems and successes of a culture in a different perspective. In a class of Asian studies, a student can learn how a defeated nation after a war, such as Japan, has become an economic leader

5 Ways to Evaluate Your Writing Group

5 Ways to Evaluate Your Writing Group 5 Ways to Evaluate Your Writing Group 5 Ways to Evaluate Your Writing Group By Mark Nichol The writing group you started three or six months ago is still going, but there’s something not quite right about it. It’s time to step back and evaluate it: 1. Attendance Are the charter members all still attending? Or, if one or more people have dropped out, was it mutually beneficial for them to do so, or do you wish they had continued to participate? If the latter is true, and you haven’t already done so, send them a note asking for their frank appraisal, assuring them that you want the truth so that you can apply their response to improving the group. They might have simply found they lacked the time or the motivation, or they might have had a personality clash with someone else in the group or a problem with the meeting format. If one or more people is regularly tardy or absent, ask them why. You won’t know whether you can help them if you don’t know the reason they aren’t on time or present all the time. It might be as simple as needing more time at home after work before heading to the meeting, or they might just be hesitating about quitting. 2. Skill Are the skill levels of the members basically on par? Not everyone needs at exactly the same place in terms of facility with writing, but it helps to have an only slightly divergent range. An especially skilled group member might make others feel inadequate, and someone who is noticeably deficient in talent may be dragging the group down. You will likely feel uncomfortable about approaching either type of outlier, but the more skilled writer will probably take it as a compliment if you suggest that they seek a writing group with higher collective abilities and may be glad to have â€Å"permission† to do so. For the person not quite up to the group’s level, it may take no-punches-pulled criticism respectful but candid to prompt them to look for a group more suited to their level of development. 3. Workload Are group members keeping up with the workload? If members routinely come to group meetings unprepared lacking either a writing sample for others to critique or completed evaluations of others’ passages perhaps the amount of preparation required is excessive. Consider reducing the frequency of meetings or the length of submissions, or mix up the way submissions are presented: If group members usually email their pieces for others to review and critique before the next meeting, alternate this approach with cold critiques (responses to writing samples that have just been distributed at that meeting). Alternatively, have members submit samples at every other meeting rather than each time, or skip critique meetings in place of tutorials (everybody presents a fifteen-minute lesson about character, plot, narrative structure, or some other element). 4. Development Do group members feel that the writing group is helping them develop as writers? Set aside part or all of a meeting to discuss how everyone feels about their progress. Are other members too timid about providing feedback, so that one or more people feel that they aren’t getting anything out of the critiquing sessions? Is criticism writer centered rather than writing centered? Critiques that focus on the author rather than on the writing samples not only hinder development but may also make members feel uncomfortable, which may also be the cause of absentees or dropouts. If you haven’t yet done so, model constructive comments that are specific and that respond to the piece, not the person. 5. Feedback External feedback, that is. At three months after the group’s launch, this step will likely be premature, but for a group that’s met for six months or more, it might be time to step up to the plate. Talk everyone in the group to committing to submitting: With a given period, everyone must send an article or poem or short story to a certain number of publications or writing competitions for consideration. That’s certainly one way to evaluate a writing group. If one or more people get a prize or get published, also-rans might feel resentment, but try to forestall any bad feelings by suggesting ahead of time that if anyone hits the jackpot, it means everybody has the potential to do so. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the FutureTen Yiddish Expressions You Should KnowEach vs. Both

The study of corporate crimesprecepts and significance Essay

The study of corporate crimesprecepts and significance - Essay Example While many factors including lack of public awareness and concern, the myth that corporate crimes are not serious and/or victimless, absence of broad-based social movement against corporate crime, and the corporate domination of society and academics may have hindered the development of corporate criminology as an academic speciality in the past, the need to address corporate crime as an area of behaviour demanding deep and urgent study by criminologists has been suggested by many researchers.1 The report examines the subject matter of corporate criminology, and attempts to understand the criminological precepts and legal concepts associated with corporate crime. In doing so it shall examine the definitions, classifications and theorisations of corporate criminal behaviour and wrongdoings as well as the implications of corporate criminalisation. The report shall analyse the nature and extent of corporate crimes in the U.K., in understanding the significance of the study of corporate crimes. Edwin Sutherland's 1940 study, "White Collar Criminality" is understood to be the first attempt to study corporate wrongdoings from a criminological perspective.2 Despite his frequent reference to 'white-collar crimes', Sutherland's main concern, as Kramer observes, was "with the crime of corporations".3 Although Sutherland's work was recognized as an important contribution, his efforts, 'a legacy scorned by its putative beneficiaries,'4 did not leave much interest among criminologists, as corporate crime remained largely outside the purview of criminology until 1970s. Doherty comments that the failure of criminologists to address corporate crimes was not entirely wilful, stating that many obstacles including apparent public ambivalence, lack of assessment and awareness of the seriousness of corporate crime and the absence of a valid and meaningful definition has limited the development of corporate criminology as a concerted study.5 From an academic/theoretical perspective, the issues related to defining corporate crime is of particular significance, as a valid and meaningful definition that demarcates the boundaries of the study needs to be established. Defining Corporate Crime Geis and Meier have observed that defining the concept of corporate crime has been traditionally considered as the 'toughest intellectual nightmare,' facing a corporate criminologist.6 Many researchers studying corporate crime often inconsistently use the term 'white-collar crime' to refer to corporate crime. It may be worthwhile to examine the way white-collar crime and corporate crimes are defined and understood. Sutherland defines white-collar crime 'as a crime committed by a person of respectability and high social status in the course of his occupation.'7 Apparently, his definition focuses on the individual offender; however, Gobert and Punch suggests that his later observation, "the criminality of the corporations, like that of professional thieves, is persistent: a large number of the offenders are recidivists" suggests the inclusion of corporations within the category of these offenders.8 Gobert and Punch suggest that corporate crime, in essence refers to the individual, collective and organisational wrongdoing in a business setting.9 These definitions blur the distinction between

Decision making process Case Study Example | Topics and Well Written Essays - 500 words

Decision making process - Case Study Example In the year 2012, for example, locals, â€Å"farmers, students, researchers, and activists† demonstrated against a decision on application of the tract to illustrate its significance (Occupy the Farm 1). Threats to similar demonstrations have similarly been realized in the recent past following decisions to utilize part of the tract (Breslaur 1). The public and a special committee for the project will therefore be involved in the decision making process that. The public, through the different stakeholder will participate in the initial decision making stage that will involve identification of possible alternatives whose implementation will meet people’s needs. Investors whose interest lies in the decision on application of the tract will also be involved in identification of possible applications (Burger 29). The committee of experts that will be instituted by the tract’s caretaker institution for managing the tract will then take the active decision making role. It will analyze offered opinions by the public and investors to determine and align their exact meanings. It will then conduct a research on factors to the tract and potential effects of identified options and conduct analysis to inform its decision on the project (Schermerhorn 93). The decisions will be made at different times and in different forums. The public has undertaken its role in the decision making through specialized forums that were organized, separately, for students, researchers, farmers, and local residents to offers their opinions on possible application of the land for their best interests. Investors’ decisions and the decisions at different stages of the management committee are scheduled for the next two months. The following timeline shows the timeline for the past decisions and proposed schedule for future decisions by investors and the committee. Breslaur, George. â€Å"UC Berkeley issues a response

Marketing plan Essay Example | Topics and Well Written Essays - 2000 words - 2

Marketing plan - Essay Example The company background is provided describing how it has emerged to being a multinational company and its consideration in expanding into New Zealand markets. The New Zealand market situational analysis is provided describing the various industry aspects and the country in general. The significance of the situational analysis is to determine the viability of the market if it is worth to invest in it. This marketing plan also comprises of the company analysis which examines the various aspects of the company mainly the internal environment and determines the capability of the company to enter the underlying market, this entails the SWOT analysis. The provided market and company analysis provides the basis on how the company will carry out its marketing activities focusing on the set marketing objectives. ... INTRODUCTION C. and J. Clark International Ltd is an international shoe manufacturing company which engages mainly in the manufacturing and distribution of footwear for all the gender. The key major product is the production of shoes in which it has expanded into the various markets globally. C. and J. Clark International Ltd Company is one of the notable rapidly expanding multinational private companies in UK. The company has about 1000 stores located in more than 160 countries globally. Since its advent in 1825 the company has expanded its operations globally to becoming on of the company with a recognized global shoe brand. The company has expanded its operations mainly in Europe, Far East and United States (Coade, p. 25). The Past From its inception as a wool stapling and tanning business, the company has expanded to being a multinational company. After becoming a full partner business it has continued to introduce various lines of shoes and acquiring other related business and c ompanies as it continue to expand. In the past the company marketing strategy has been launching various types of shoes, notably is in 1965 when the company launched its first Clark Wallabee model (Doole, p. 26). By 1978 the company having acquired several shoe manufacturing companies in UK went internationally acquiring Hanover Shoe manufacturing company and retail business in United States. Other countries in which the company has entered are across Europe and Far East. With all these developments the company greatly considered restructuring and transforming itself (Westwood, p. 36). The company achieved this in the past by focusing on introducing

Claude Shannon Genius Comparable To Einstein Philosophy Essay

Claude Shannon Genius Comparable To Einstein Philosophy Essay The world is filled with all types of technologies and information. There are computers that make normally tedious tasks simplier, phones that allows instant communication across the world, CDs that can store large amounts of information in a small area. In modern times, we take for granted how much easier our daily life is with these innovations. It truly is a large step from the candles centuries ago to flicking a switch to brighten up a room. Of course, this step couldnt have been taken without the work and studies by Claude Shannon. When described, Claude Shannon is said to have an ever lasting curiosity and a thirst for knowledge. Shannon is even compared to Albert Einstein for his ability to come up with strange yet groundbreaking ideas. He came up with the idea of digital circuitry, found a way to represent human genetics with algebra, an important theory about information, and has done a lot of work in cryptology. Even then, that is just scratching the surface of what he has accomplished. Just one of these accomplishments could have forever written him into the textbooks. It is important to note that Shannon, while intelligent, was in no means the most knowledgeable person there is. Like Einstein, Shannons genius came from his drive to satisfy his curiosity and ability to think outside the box. Claude Shannons pursuit of knowledge led to large technological advancements that shaped America and the rest of the world. Throughout his entire life, Claude Shannon has achieved many accomplishments that effectively makes him forever remembered throughout America and, to a lesser degree, the world. Shannon was born in Petoskey, Michigan on April 30, 1916. While growing up, he was talented in the fields of science and mathematics and looked up to a famous distant relative, Thomas Edison. While his father made mathematics a hobby, it was his grandfather that helped influence Shannons love for science. Shannon built many small devices such as a telegraph or a remote controlled model boat in his free time as a child. This child like urge to invent and discover lasted throughout nearly his entire life. During 1932, Shannon graduated high school and then enrolled at the University of Michigan a short time later. Four years later in 1936, Shannon graduated with a B.S. degree in Electrical Engineering as well as a B.S. degree in Mathematics. After his graduation from the University of Michigan, he entered the Massachusetts Institute of Technology as a research assistant to both further his studies towards a higher degree and work part time. It was during this time that he wrote his master thesis on digital circuitry as well as his doctorate thesis for representing genetics with algebra. In 1940 his earned his masters degree in electrical engineering and doctorate in mathematics. After his graduation, Shannon went on to work at Bell Telephone Laboratories. For over a year, he did numerous amounts of works such as creating a new design for switching circuits. In 1941, a committee was formed to design anti-aircraft detectors in order to improve the war effort. Shannon was invited to join, and helped finish the completed design. It was due to this that the bombing effort against England ended with less casualties than there could have been. For the next 15 years, Shannon spent his time amongst many successful and important mathematicians and engineers. This time period is also when Shannon developed his Information Theory, which was published in 1948. Claude Shannons contributions to America received a lot of recognition. For his theory on digital circuits, he received the Alfred Noble Prize reward in 1939. President Lyndon B. Johnson presented Shannon with the National Medal of Science in 1966, and in the same year he was given the Institute of Electrical and Electronics Engineers Medal of Honor. In 1985, Shannon also received the Kyoto Prize which is commonly compared to the Nobel Prize in America. Among many other rewards, Shannon also has nearly a dozen honorary doctorates in various universities and was inducted in the National Inventors Hall of Fame. Even after he became an adult, Shannon maintained his childish personality, his passion for inventing, and drive to broaden his knowledge. In his life, he made numerous different small toys, many of which he felt were just as important, if not more so, than his theories that changed the world. John Horgan told his experience with interviewing Shannon, Im trying to get him to recall how he came up with the theory of information. But Shannonis tired of expounding on his past. Wouldnt I rather see his toys? (**) Shannon most likely felt that each of his toys were just as important as anything else he thought of. He just wasnt content with coming up with revolutionizing ideas, no, he went above and beyond to discover everything he could. This is why Shannon was immortalized as one of the greatest thinkers. It wasnt a matter of finding fame and fortune, he was just as content to create robots that can juggle as he was for creating his famous information theory. It is the fate of every living creature to eventually die, and although Shannons ideals will be forever immortalized, he too could not resist this fate. He died on February 24, 2001, after losing a battle against Alzheimers disease. Shannon is survived by his wife Mary Elizabeth Shannon, along with three children. In the 18th century, a genius mathematician named George Boole created a method to solve or model logical statements using algebraic expressions. Boole named his concept Booles system, and is more commonly known as boolean logic. This logic revolves around ones and zeroes along with logic gates that take input(s) and then give out an output. Another way to think of these ones and zeroes is true and false, or on and off. At the time of creation, George Boole received little to no praise for developing this system after all, there didnt seem to be any real use with it. While George Boole died without his system going anywhere, Claude Shannon found out the huge amount of potential George Booles idea had when applied to circuits. While at MIT, Claude Shannon worked with an associate named Vannevar Bush on studying an analog computer called a differential analyzer. This computer used wheel and disk mechanisms in order to solve equations typically encountered in calculus. Shannon noticed that the circuits used in the computer had only two states of being, namely on and off. Reminded of Booles system from his math courses, Shannon thought about the possibility of applying that logic to circuits and realized it could open up a wide range of new possibilities and usages. Shannon used this discovery for his master thesis at MIT, called A Symbolic Analysis of Relay and Switching Circuits. H. H. Goldstine, in his book The Computer from Pascal to Von Neumann, called Shannons these one of the most worlds important masters thesis ever written (6). Digital circuitry is based heavily on Booles system. Yet, instead of theoretical ones and zeroes, it uses two states of being on and off. Think of a button that was pressed, will send electricity to a light, thus lighting it up. Now, this doesnt have much variety. Press the button and the light goes on, release it and the light goes off. If a logic gate from boolean logic is borrowed, say the AND gate, then there is a large amount of possibilties that open up. An AND gate would only give out electricity to the light if and only if it has two sources of electricity flowing into it. If there are two buttons that each lead to the AND gate, than the light would only go on when both buttons are pushed or rather when both buttons give electricity to the AND gate. While this is a simple example of how digital circuitry works, there are plenty of other more useful examples including lightning quick mathematical calculations or permanent data storage that can be read and editted. Of course, those are rather complex designs to complete. No matter where one looks, digital circuitry is prevalent. It forms of the core of every digital device ranging from something as simple as a bedside lamp to the digital computers used to browse the internet. Without the idea of digital circuitry, the world would be a vastly different place than what it currently is. Electrical engineers immediately adapted his ideas on digital circuitry for their use in World War II. The creation of pocket calculators were made, removing the necassity for slide rules in many jobs. The home computer started to come into existance a couple decades afterwards. Just about everything that was invented decades afterwards and used electricity relied on Shannons thesis. Even technology that was invented before Shannons thesis was published could be refurbished into a device far more efficient, accurate, and of a higher quality overall. Communication across distances didnt always start out with crystal clear messages, nor was communication properly understood. Before the mid 20th century, the idea of telegraphs, telephones, television, and similar devices were rigid and unadaptable. It was thought that telephones could only send signals that represent voices, and only that. As such, a situation such as sending a video over a phone line would be dismissed as fantasy back then, even though its done currently. This all changed with the publishing of Shannons information theory in his paper, Mathematical Theory of Communication. Claude Shannon didnt just pop out a theory after thinking for a little while. Although he can claim to have developed the information theory fully, he did have help from research a few decades previously. Harry Nyquists paper in 1924, Certain Factors Affecting Telegraph Speed, has multiple important ideas inscribed in it. For instance, he started to stray from the idea of focusing on the content of the signals, and instead focused on the fact that the signals are information. Nyquist also developed a formula to determine that max amount of intelligence that can be described in a message. Of course, it still had its flaws for it only worked on a telegraph wires. Four laters later, in 1928, another engineer named R.V.L. Hartley wrote a paper that improved on Nyquists rule to work on more systems of transmission. This paper emphasised that transmitting information should only depend on making sure the transmission from start to end is distinguished, without outside signals intruding nor one worry about the meaning of the information. Shannon cited the works of both Nyquist and Hartley in his paper, and when interviewed decades later, he mentioned the importance of their ideas to his own (**). Now what is this all important information theory that keeps being mentioned? In its most basic form, it contains two parts. First, it gives the general idea of on the definition and measurement of information. Information is based on the logarithm of possible symbols availaible. Shannon used the logarithm base of 2, which mean that the smallest unit of information is represented by either a zero or a one, which was called a bit. Sound familiar? The second part of the information theory contains details on the limits of information being sent, as well as the effect of outside interference, also called noise, on the information. In the past, engineers were limited by how much information could be sent, often thinking it depended on factors like frequency. Shannon use his theory to prove that by using the concept of entropy, or randomness, along with statistical probability to get the maximum amount of information possible. Shannon was also proved how to transmit information error free , despite however much noise there may be. The information theory itself can be complex to understand, yet it is simple to understand its many benefits. These benefits that exist solely due to the existance of the information theory are diverse. Not only is the information theory used in communication and computing, but also in psychology, linguistics, and even thermal physics. Many plagiarism detection programs use the information theory in order to measure shared information. There is the coding theory, which is in its simplest terms error detection and correction. Computer programmers, for example, are assisted in debugging glitches in software using the coding theory. More important however, is that its the reason why CDs can still function properly even when scratched. The information theory led to data compression techniques, which in turn led to new useful file types such as ZIP and MP3. The theory was also crucial for the function of the internet. Even the success of space exploration programs depended on the informat ion theory to reduce the problems of noise and static caused from the enourmous distance between planets. The accomplishments made by Claude Shannon had a large impact on how the United States developed as well as how the world lives today. Just about anything in the world that uses information exists due to Claude Shannons work. Electronics, ranging from simple lamps to supercomputers, are all based upon digital circuitry. While it is arguable that someone would have came up with a similar idea of digital circuitry in the next decade, the United States benefited most from its immediate discovery. Shannon has also worked on cryptology during World War II, managing to help decode enemy transmissions and played a large role in the encryption of US messages. Even presently Claude Shannons influence is felt, new inventions are being created that depend on his ideas. It is much like a tree, where Shannon is the trunk with new innovations being the branches that continue to grow outward. Much of Shannons success is due to his insatiable hunger for knowledge. Most of the worlds population would be content to have done even a tenth of what Shannon has done, yet Shannon himself never was. This is likely because of Shannons child like personality. In his spare time, he developed numerous small trinkets. Not because his goal was fame and fortune, but simply because he wanted to. Why talk about his ground breaking information theory, when his juggling robots are just as important to him? Shannon just didnt want to stop thinking, even at an old age, because inventing and theorizing was fun for him. In an interview he stated, I am more interested in the elegance of a problem. Is it a good problem, an interesting problem? [66] Near the end of his life, he worked on artificial intelligences. Computers that could match the best chess players was an intriguing idea, just like his mouse that could adapt to solve any maze, or a rubix cube solver. While others his age were relaxing in retirement, Shannon enjoyed thinking of new ideas, theories, and discoveries. Talent or genius isnt determined by the efforts or intelligence of a person, but rather their ability to pursue their options whole heartedly.

A Deeper Look at ?Neighbors? Essay -- essays research papers

In the story â€Å"Neighbors†, a man and a woman’s true nature is revealed when nobody is watching. Bill and Arlene Miller are introduced as a normal, â€Å"happy,† middle class married couple, but they feel less important than their friends Harriet and Jim Stone, who live in the apartment across the hall. The Miller’s perceive the Stone’s to have a better and more eventful life. The Stones get to travel often because o Jim’s job, leaving their ca and plants n the care of the Millers. When the Stones leave on their vacation, the two families seem like good friends, but the depth of the Miller’s jealousy is revealed as a kind of obsession with the Stones’ everyday life.   Ã‚  Ã‚  Ã‚  Ã‚  The first night the Millers house sit, Bill tends to the cat, and then to his obsessive curiosity. He wanders through the Stone’s medicine cabinets, and steal a bottle of Harriet’s pills. This comes as a surprise to the reader because there is not any indication that Bill might act this way. Only after his curiosity is fulfilled does he carry out the rest of his house sitting duties by watering the plants. This shows that he is more concerned with his own needs than those or his neighbors. When Bill returns to his own apartment, arouse after being in the Stones’ apartment, he fondles his wife’s breasts and asks her if she wants to sleep with him that night. Here the reader can start to get a hint that Bill gets a sexual turn-on from being in the Stones’ apartment.   Ã‚  Ã‚  Ã‚  ...