Death’s Marathon Shot0By-Shot Analysis

Shot-by-shot Analysis of â€Å"Death's Marathon† dir. D. W. Griffith. (1913) Shot 1(straight-on angle): †¢White text on black background written, † To find his friend before he losses all† (2 seconds). Cut to Shot 2 (medium long shot, slightly low angle): †¢Front of house, with stairs slightly to the right of shot and potted plant on either side of stairs. Friend (man) enters from right and walks up stairs (2 seconds). Cut to Shot 3 (medium shot, straight-on angle): †¢Interior of living room where foreground is pretty vacant but background has a study and a desk with a vase with flowers in it.There are three ladies standing: Two nurses on either side of the wife. wife asks maid on left something (1 second) then turns back towards camera (1 second) to ask maid on right also (2 second). Turns back to face camera (2 seconds). Then knock on door (presumably by friend) startles maids and wife and the maid on the left exits shot (3 seconds). Re-enter maid and friend from the left. Friend asks about husband with sharp hand movements (2 seconds). Cut to. Shot 4 (medium long shot, slightly high angle): interior of room with gambling table 3/4 shown on the bottom left corner of shot (foreground) and five men sitting around it gambling and doorman standing in background (2 seconds). Doorman turns to open door (1 second). Cut to Shot 5 (medium close-up, high angle): †¢Gambling table with chips and cards on table, and one player's hands (player to the left of husband) holding cards, places them down and takes all the chips in the centre of table(3 seconds). Cut to Shot 6 (same as shot 4) †¢(setting same as shot 4) and the man to the left of the husband swipes able and brings all his winnings to him and begin to stack up chips (2 seconds) then husband harshly throws two cards on the table, one at a time (2 seconds). Cut to. Shot 7 (medium long shot, straight-on angle) †¢friend on the left of shot, speaking with wife, on the ri ght of shot turned towards each other with their forearms elevated in foreground of shot. Two maids standing in the background (2 seconds). Then friend and maid standing on left exit shot to the left (1 second) and maid on the right exits to the right of shot, leaving wife to stand alone in the centre of shot (2 seconds).Cut to. Shot 8 (long shot, slightly low angle): †¢(setting like shot 2) friend walks down stair and out of house (2 seconds) Shot 9 (same as shot 4) †¢(setting same as shot – but without doorman) Player to the right of husband and husband place chips into the centre of table respectively (3 seconds). They both fold cards and player to the right of husband swipes all the chips in the centre of table towards him and laughs (5 seconds). Husband bangs fists on table and gets up and exits door in background while man sitting on the right of shot gets up to congratulate man on who won (5 seconds).Cut to. Shot 10 (long shot, straight-on angle): †¢ sho t of exterior of house with big pillars and stairs on left of screen. Husband walks down two steps, pauses, then continues walking and exits out from the right (5 seconds): Shot 11 (medium long shot, straight-on angle) †¢interior of room (like shot 3). Wife has back to camera and walks towards the background with worried expression (right hand clasped on face) and then turns to the left of shot (8 seconds). Cut to. Shot 12 (long shot, straight-on angle): exterior of house (like shot 10) car drives through and parks in front of stairs on the right of shot with friend in the car. Friend gets off, converses with driver then walks into the house (4 seconds). Cut to. Shot 13 (medium long shot, slightly high angle) †¢interior of house (like shot 9). Friend barges into room, and walks over to gambling table where game is going on. Presumably asks players and spectators where husband is, they reply and friends leaves the room (7 seconds). Cut to. Shot 14 (long shot, straight-on an gle) Friend runs out of house (same setting as shot 10) from left of shot, down stairs and into his car. His drivers drives him away, exit right of shot (4 seconds). Cut to. Shot 15 (medium long shot, straighten angle) †¢shot of husband walking on the street along shops, one which has â€Å"rokers† written on window on the left of screen. He walks towards the shop, pauses to stare at it and then walks in (4 seconds). Cut to. Shot 16 (medium shot, straight on) †¢ interior of ‘Rokers' shop. There is a desk with a telephone on it, and chair in the foreground.The background though is more cluttered with a study, stacks of books, a rocking chair and cabinets . Husband enters through door on the right of shot. inspects the space, takes his hat off then unbuttons his jacket, pulls a gun that he's been keeping in his pocket out and sits down on chair and is inspecting the gun (21 seconds). Cut to. Shot 17 (long shot, slightly high angle) †¢shot of exterior of hou se (like shot 2). Friend's car drives in from right of screen and parks in front of steps leading up to house front door. Friend gets off car and walks briskly into the house (5 seconds). Cut to.Shot 18 (medium long shot, slightly high angle): †¢interior of room (like shot 3), wife sitting on chair on the right side of the foreground. Then enters maid with friend. Cut to. Shot 19 (medium shot, straight on) †¢interior of room (like shot 16). Husband sitting on chair, leaning against table with telephone near his elbow. Husband looks at gun, chuckles then looks at telephone and picks it up (8 seconds). cut to. Shot 20 (medium shot, straight-on) †¢interior of room (like shot 3), friend and wife talking then phone rings and friend picks it up (5 seconds). cut to. Shot 21 (medium shot, straight-on) Interior of room (like shot 16), husband sitting on seat leaned against table speaking on telephone (4 seconds). Cut to. Shot 22 (medium shot, straight-on) †¢interior of ro om (like shot 3) friend laughs on phone then wife gets up looking relieved and happy (2 seconds). Cut to. Shot 23 (medium shot, straight on) †¢husband in same pose as in shot 21 continues to speak on the phone looking at his gun which is now pointed towards the ceiling (5 seconds). Cut to Shot 24 (title) †¢White text on black background that reads, â€Å"Determined upon suicide† (3 seconds) Shot 25 (medium shot, straight-on) friend and wife standing in the middle of interior of room (like shot 3), friend speaking on the phone and wife standing looking over shoulder (2 seconds). Cut to. Shot 26 (medium shot, straight-on) †¢interior of room (like shot 16) with husband in same position as shot 21, continues to laugh and talk; still pointing gun to ceiling (2 seconds). Cut to. Shot 27 (medium shot, straight-on) †¢friend and wife in same position as shot 25, friend getting angry, hands wife the telephone then exits to the left of shot. Wife speak on the phone w ith softer, happier expression (11 seconds).Cut to Shot 28 (Long shot, straight-on) †¢friend exits house, gets into car, then is briskly giving instructions to his driver pointing forward. The car drives off and exits to the right of the shot leaving a dust trail behind (3 seconds). Cut to. Shot 29 (Medium shot, straight on) †¢Husband sitting in same position as shot 21 and continues to speak on the phone and absentmindedly play with his gun (5 seconds). Cut to. Shot 30 (medium shot, straight-on) †¢interior of room (like shot 3), wife standing in the centre and continues to speak on the phone and occasionally smiling (5 seconds).Cut to. Shot 31 (long shot, straight on) †¢shows friend's car turning onto main road from left of shot and driving towards audience (3 seconds). Cut to. Shot 32 (medium shot, straight-on) †¢interior of house (like shot 3) with wife in same position as shot 30. Wife now looks worried and is accentuating the things she is saying over t he phone (6 seconds). Cut to Shot 33 (medium shot, straight-on) †¢setting and husband in same position as shot 21. Husband laughs once and looks at his gun (4 seconds). Cut to Shot 34 (medium shot, straight-on) wife in interior of room (like shot 30) and continues to look worried in and disagree into the phone, but after starts smiling and calming down slightly (13 seconds). Cut to. Shot 35 (medium shot, straight on) †¢same as shot 29 (2 seconds). Cut to Shot 36 (medium shot, straight-on) †¢wife in interior of room (like shot 3) and continues to speak on the phone worriedly. She then puts the phone down and moves off screen from the right (5 seconds). Cut to. Shot 37 (medium shot, straight on) †¢interior of room like shot 21, but the man stops speaking and puts the phone down (2 seconds). Cut to.Shot 38 (medium long shot, straight on) †¢interior like shot 3, wife frantically walking around room then moves off screen from the right (4 seconds). Cut to Shot 39 (medium long shot, straight-on) †¢interior of room which as a curtain on the right, a lot of empty space in the centre, a chair and a cabinet on the foreground to the right and a cabinet in the background on the left. The wife enters through the curtains on the left puts hand up and looks exhausted (3 seconds). Cut to. Shot 40 (medium shot, straight-on) †¢husband sitting on a chair in the same interior of room as shot 16.He looks straight at the camera and thinks then proceeds to write something down on (8 seconds). Cut to. Shot 41 (long shot, straight on) †¢car driving on windy road at fast speed (3 seconds). Cut to Shot 42 (medium shot, straight on) †¢husband sitting in same interior of room as shot 16 holding telephone in one hand and the gun in the other (gun pointing towards viewer). His eyes get droopy and he looks from the gun straight to the camera then smiles slightly (10 seconds). Cut to. Shot 43 (medium shot, straight-on) †¢same interior of room as shot 39, wife looks panicked, maid enters frame rom right side carrying baby and they all exit through the curtain on the left of the frame (3 seconds). Cut to Shot 44 (medium shot, straight-on) †¢wife and maid holding baby enters interior of room (like shot 3) from right. Wife picks up phone looking worried still and maid and baby stand to her left looking concerned (3 seconds). Cut to Shot 45 (medium shot, slightly high angle) †¢interior of room (like shot 16) husband is still sitting looking at his gun, then something on the telephone catches his attention and he puts it to his ear (3 seconds). ut to. Shot 50 (medium shot, straight on) †¢same setting and positioning as shot 44. Wife puts phone to baby's ear and tries to get him/her to speak (5 seconds). Cut to. Shot 51(medium shot, straight on) †¢same setting and positioning as shot 45, husbands looks more happy to hear the voice on the phone (3 seconds). Cut to Shot 52 (medium shot, straight-on) †¢sam e as shot 50 (2 seconds). Cut to. Shot 53 (medium shot, straight on) †¢same setting and position as shot 51, husband looks relieved but sad. (3 seconds). Cut to. Shot 54 (medium shot, straight on) same setting and shot as 44 wife tells maid and baby to leave, they exit to the left of the shot then wife continues to speak on the phone (3 seconds). Cut to Shot 56 (long shot, straight on) †¢shot of streets and car driving fast down in (2 seconds). Cut to. Shot 57 (medium shot, straight-on) †¢same setting as shot 44. Wife standing in the centre of shot continues to speak on the phone (2 seconds). Cut to. Shot 60 (medium shot, straight on) †¢same setting as shot 45, husband puts phone down and slowly brings gun up to temple (6 seconds). Cut to. Shot 61 (medium shot, straight on) Wife in same setting and position as shot 57. She continues to listen attentively to the phone, then has two shocks when she hears something on the phone. (12 seconds). Cut to. Shot 62 (medium shot, straight-on) †¢same setting and position as shot 60, husband takes fuming gun out of mouth slowly (2 seconds). Cut to . Shot 63 (medium shot, straight on) †¢same setting and positioning as shot 52. Wife now frantically speaking into phone (9 seconds). Cut to. Shot 64 (long shot, straight on) †¢Friend's car drives around the corner and parks in front of shop. He gets off quickly (3 seconds).Cut to. Shot 65 (medium long shot, straight on) †¢friend runs quickly through door at the background then exits through door on the left of screen (5 seconds). Cut to. Shot 66 (medium long shot) †¢friend walks into interior of room (like shot 16) then slowly picks up friend by the head and then places him back down (15 seconds). Cut to. Shot 67 (medium shot, straight-on) †¢wife standing in the same interior as shot 63 speechless (4 seconds). Cut to. Shot 68 (medium shot, straight on) †¢ same interior of room as shot 66 friend stares at dead husband and the n picks up telephone. Cut to.Shot 69 (medium shot, straight on) †¢Wife still speaking on the phone in interior of room like shot 63 (4 seconds). Cut to. Shot 70 (medium shot, straight on) †¢friend in same position as shot 68 speaking on the telephone (2 seconds). Cut to. Shot 71 (medium shot, straight on) †¢same as shot 69 (2 seconds). Cut to. Shot 72 (medium shot straight on) †¢same as shot 70 (2 seconds). Cut to. Shot 73 (medium Shot, Straight on) †¢same setting and position as shot 69, then wife puts telephone down and looks shocked and sad and exits to the right of the shot (13 seconds). Cut to. Shot 74 (long shot, straight on) same interior as shot 39, wife enters from right of shot, can see her profile, then she drops to the floor and her head is partially hidden between the cabinets in the background and foreground (12 seconds). Cut to. Shot 75 (title) †¢white writing on black background written, â€Å"The wife set free from her unfortunate alli ance† (6 seconds). Cut to. Shot 76 (medium long shot, slightly high angle) †¢interior of room, with lots of furniture, wife sitting on chair looking sad, friend enters from left of shot and give a huge bouquet of flower to wife, wife looks slightly happy and hopefully (32 seconds) Written Account of Death's Marathon† dir. D. W. Griffith. (1913) D. W. Griffith's â€Å"Death's Marathon† contain certain prominent stylist cinematic features which are evident through the repetitive use of mise-en-scene, specifically the setting and staging of each shot, editing, framing and the level and angle of each shot. Firstly, the mise-en-scene used in this extract of â€Å"Death's Marathon† are specific to the setting, props and movement of characters. In this clip, the settings evident mainly include the interior of rooms in houses or the landscape of the geographical location as evident with the long shots of the roads and town.These settings are used primarily to show that the story is focused around family and relationship issues as the problems that arise in the story include conflict between marital and business relations. Also, the each setting of the interior of rooms where shot with a short focal length (wide angle) which exaggerated the depth making the distance between the background and foreground seem greater. Apart from the setting, the props used help the viewers distinguish between each interior of the rooms. Also, in each setting there is a different alignment of chairs, desks etc. hich makes certain different props stand out; this allows for objects such as the telephone to become a motif prop. In regards to mise-en-scene, the movement of the character, or lack thereof, is another formal property which is largely evident in this extract because most of the movement is restricted to the small, central area of each shot creating an emphasis on the character's actions. Apart from being restrictive, the character's movement is als o The angle and distance of framing of the shot in this extract are all very imilar in the sense that most of the shots are either a straight on angle or has a slight hight angle. And the Apart from the miss-en-scene aspect of the extract, the specific editing used, combined with the shot length was another stylistic pattern that was evident. The extract did not have any use of transitions. It only cut from one shot to the next throughout. However, Griffith did use shot-reverse-shot technique when the characters were having a discussion over the telephone specifically when the wife was speaking with her husband leading up to his death.The build up to the climax (death of husband) used the shot-reverse-shot technique which includes using shots with shorter lengths (2 seconds each) to create a rhythmic beat, much like that of a heart beat. This slow shot length however is also balanced with longer shots (which lasted up to 12 seconds), more specifically evident after the death of the husband which mimicked the speechlessness of the wife. †¢ angle – straight on angle, medium + long shot (quite simple)

Lone Survivor

The â€Å"Lone Survivor† is a story of courage, loyalty and even friendship. In any military organizations, we can see how courageous or loyal the armies or navies are especially in times of missions, not only in simple missions but also in tough and relevant missions. In this book test the combat skills and attitudes of military forces to deal and execute their missions. And also in the book we can see how these friendships were built and how strong were the friendships that were developed in the military organizations. This book truly gives the idea or shows some instances and how a military individual managed to act and deal with the circumstances or consequences of the missions they had given him. This book is my choice because of it tackled about military. And because I admire those individuals who are connected with the military services I choose the book. I admire these individuals because they were truly modern heroes who had so much or great obligations for the country as compared to President who held the highest position. These characteristics of individuals is what countries really needed because they were keep on protecting the countries and their fellowmen from dangerous terrorist acts. And also I chose this book because it is one of the greatest books that are familiar to more individuals. I chose this knowing that it is familiar because I think it would be a kind adventure book as heard from others. As reading the first part of the book â€Å"Lone survivor†, I took me to military setting that I thought I was really a part of that tour or journey of the missions. I also knew how well military were trained not physically but also emotionally and psychologically. I had seen how military individuals undergo training not just for their own sake but for nation’s sake. In the first part, after training a group of navy were given mission; a mission to search for an Al Qaeda leader (Luttrell, 2007). They were given the instructions to capture or kill that said leader. In this mission, the courage or loyalty or friendship of the group will be tested. And also, it will show how well the training had helped them build and develop more tough skills. As entitled â€Å"Lone survivor†, I can easily depict what would happen in the story. Only one of the groups that had been given the mission to capture an Al Qaeda leader will remain standing alone. Even though not given the title â€Å"Lone Survivor†, we can still foresee the result of the combat operations of the groups. Because once an army or navy in a battle they were already presumed dead. It only means that when they where in mission, expect it consequence is losing lives; both sides will possibly lost lives. In connection with friendship, courage and loyalty, the mission of the group will test their friendship on how they would take losing friends. It is whether they would take it as inspiration or mere discouragement for them to resume their mission or goal. I think when the time comes that they will loose their buddy, in the end those who remained standing will even take more courage and much eager enough to battle or combat with their enemies. They or he will be taking much strategic actions to fulfill the mission; it was not only for the countries honor but only in honor of his dead companions. I also presumed that in the end this lone survivor or the remaining standing will be recognize for the things he had done not only for the country but also for his buddies that he is considering his friends. He will be given honor for what the things he had done. Even if the mission was either a success or failure, he will still be given recognition. Reference: Luttrell, M. (2007). Lone Survivor: The Eyewitness Account of Operation Redwing and the Lost Heroes of SEAL Team 10 (1st edition ed.). New York: Little Brown and Company.       Lone Survivor The â€Å"Lone Survivor† is a story of courage, loyalty and even friendship. In any military organizations, we can see how courageous or loyal the armies or navies are especially in times of missions, not only in simple missions but also in tough and relevant missions. In this book test the combat skills and attitudes of military forces to deal and execute their missions. And also in the book we can see how these friendships were built and how strong were the friendships that were developed in the military organizations. This book truly gives the idea or shows some instances and how a military individual managed to act and deal with the circumstances or consequences of the missions they had given him. This book is my choice because of it tackled about military. And because I admire those individuals who are connected with the military services I choose the book. I admire these individuals because they were truly modern heroes who had so much or great obligations for the country as compared to President who held the highest position. These characteristics of individuals is what countries really needed because they were keep on protecting the countries and their fellowmen from dangerous terrorist acts. And also I chose this book because it is one of the greatest books that are familiar to more individuals. I chose this knowing that it is familiar because I think it would be a kind adventure book as heard from others. As reading the first part of the book â€Å"Lone survivor†, I took me to military setting that I thought I was really a part of that tour or journey of the missions. I also knew how well military were trained not physically but also emotionally and psychologically. I had seen how military individuals undergo training not just for their own sake but for nation’s sake. In the first part, after training a group of navy were given mission; a mission to search for an Al Qaeda leader (Luttrell, 2007). They were given the instructions to capture or kill that said leader. In this mission, the courage or loyalty or friendship of the group will be tested. And also, it will show how well the training had helped them build and develop more tough skills. As entitled â€Å"Lone survivor†, I can easily depict what would happen in the story. Only one of the groups that had been given the mission to capture an Al Qaeda leader will remain standing alone. Even though not given the title â€Å"Lone Survivor†, we can still foresee the result of the combat operations of the groups. Because once an army or navy in a battle they were already presumed dead. It only means that when they where in mission, expect it consequence is losing lives; both sides will possibly lost lives. In connection with friendship, courage and loyalty, the mission of the group will test their friendship on how they would take losing friends. It is whether they would take it as inspiration or mere discouragement for them to resume their mission or goal. I think when the time comes that they will loose their buddy, in the end those who remained standing will even take more courage and much eager enough to battle or combat with their enemies. They or he will be taking much strategic actions to fulfill the mission; it was not only for the countries honor but only in honor of his dead companions. I also presumed that in the end this lone survivor or the remaining standing will be recognize for the things he had done not only for the country but also for his buddies that he is considering his friends. He will be given honor for what the things he had done. Even if the mission was either a success or failure, he will still be given recognition. Reference: Luttrell, M. (2007). Lone Survivor: The Eyewitness Account of Operation Redwing and the Lost Heroes of SEAL Team 10 (1st edition ed.). New York: Little Brown and Company.      

Book Review Assignment Essay Example | Topics and Well Written Essays - 750 words

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Bottling it Through Not ''Bottling it '' Essay Example | Topics and Well Written Essays - 1750 words

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Texas Instruments - leadership and commitment to TQM Case Study - 1

Texas Instruments - leadership and commitment to TQM - Case Study Example licable to the I.T sector, and it can provide better services means, improved and enhanced productivity, and mitigation of overheads, defects and recalls from the customers end. All these are possible through the concept of T.Q.M adoption and incorporation itno I.T sector. T.I adopted the commitment policy by adopting the T.Q. M model which guarantees this in an indirect manner. T.Q.M allows commitment to customers concerns and customers’ demands as well as enabling policy definition which is best suited to the needs of customers and market. This was further enhanced by adoption of the EFQM model by the incumbent company in mid 90s decade. Adoption of total quality culture was another manifestation of the company that was brought into force. Adoption of new means in form of quality control and quality mechanism, EFQM and other similar concepts made the elements of leadership, commitment and policy deriving further easy. A cascaded vision approach demands a vigorous involvement and participation mechanism that would enable complete responses from the entire team. While the first step is that of taking the members on board, the next step is that of providing them with all the technical and relevant knowledge and expertise and finally the response and the impact of the process undertaken. This all can be implemented in any kind of organization especially higher education or health sector. In case of higher education sector, the policy makers along with the departmental heads and institutions should be made part of the entire process; finally the step of practical implementation would enable direct interaction. In case of health care sector, the governmental agencies, along with health care departments, can be involved in devising a cascaded vision. In each of the above mentioned cases, equal participation, transfer of knowledge and practical implementation is a must towards successful accomplishment o f the cascaded vision approach. EFQM model gave T.I a new life

Law Justice and Society Essay Example | Topics and Well Written Essays - 2250 words

Law Justice and Society - Essay Example This can truly be seen in the light of to reform youth justice. The vague nature of constitutional definitions have led a lot of Crime and Disorder Reduction Partnership to follow these definitions (Sprigings, 2005), leading to inconsistencies and divergence in the utilization of Asbos. The mixing of incivilities as well as criminal offences clearly discombobulates basic questions of justice. This results in the intensification of anti-social behaviour, as well as fears and anxieties of the public. Dissertation of boundaries during deviancy control, according to Cohen (1985) evades the issue of if a law had actually been broken, it eliminates the difference among public and private furthermore it also penetrates the family, educational institutions and neighbourhood. As the explanation of visions regarding social control recommended, 'classification' is a essential characteristic of the system, and the growth of deviancy control professions makes way for more classification systems to form new categories of deviance, which need to be fulfilled (Brown, 2004:204). It is quite clear that New Labour government favour a general definition. We can consider this kind of control by Foucault theory of discipline and punishment he believes in order to have power one must need knowledge. In a prison the guard has all the power compared to the inmates. According to Foucault (1981), they have the knowledge to watch and keep the prisoners in order. As for the prisoners they realize they are being observed and they realize that they do not have any authority. If a prisoner does something wrong they will be punished, so when they are in their cell they try not to do anything out of the ordinary. The inmates know that if they do something wrong they will be punished by the guards. The fact that the prisoners know they will punish by a guard for misbehaving shows that the guard has the power and is in charge. ASBO and its Success in Youth Justice System The Crime and Disorder Act 1998 was the foremost legislative piece of the New Labour it presented Anti-social behaviour orders along with a lot of other orders regarding sex offender, parenting, o child safety, damages, action plan orders, and custody, so that anti-social behaviour can be appropriately dealt with (www.audit-commission.gov.uk/). This act's main objective is to decrease crime, improve the safety of the community, encourage more successful multi-agency approaches, and develop the trust of the public in the criminal justice system, by means of cooperation with local communities, difficult to reach groups as well as each and every agency of the public sector. The Crime and Disorder Act 1998 finished off the doli incapax, therefore resulting to alterations in youth justice. This order has done a lot for the juvenile justice system as an order may be utilized against an juvenile who is 10 years old or more for acting in an 'anti-social manner' moreover it can be used via the police, local authorities as well as registered social landlords (Campbell, 2002 p 56). The minimum period for an order is 2 years.Breach

Should Barry Bonds get into the Major League Baseball Hall of Fame Research Paper

Should Barry Bonds get into the Major League Baseball Hall of Fame (argument in favor of Bonds) - Research Paper Example Whether or not the use of performance enhancing drugs is ethical or not is irrelevant as it is not a criteria for election. Even if it is eventually proven that Bonds did use PEDs, this alone is not a violation of Hall of Fame requirements. If ethical and moral behavior were a factor, many existing hall of famers may need to be re-examined and removed as even the great Babe Ruth was known to abuse alcohol. Regardless of personal conduct or ethical choices, Barry Bonds has not been banned from baseball and has not violated any of the criteria for being inducted into the Baseball Hall of Fame. Therefore, any consideration for his nomination should be objective and consider only his accomplishments on the field. One argument for preventing Bonds from entering the Hall of Fame is that he used PEDs which are not only a banned substance, but also would give him an unfair edge making his numbers invalid. Players who have been found to use illegal substances are often given an asterisk next to their record that places a question mark on the validity of the accomplishment. Yet, this assumes his batting was based on drugs alone. It is impossible to make this determination conclusively. Even if a player used anabolic steroids, scientific studies have mixed results making it difficult for an absolute conclusion to be reached. In fact, if PEDs were all it took to become a professional athlete the use of these drugs would be out of control in the amateur leagues as well. After an intense study of steroid use and it’s affect on athletes, they â€Å"conclude that although the data suggests that well trained athletes may have a greater strength gain while taking anabolic steroid compared with placebos, the data are insufficient to allow any firm conclusion about the efficacy of anabolic steroids in enhancing overall athletic performance.† (Braunstein, et al. 392). These results indicate that by taking steroids, a professionally trained athlete such as Bonds may ha ve gained strength, but this would not have had any impact on other hitting factors such as swing, eye hand coordination or the ability to determine which pitches to swing at or not. In other words, an athlete must still have talent and ability to be successful. If these drugs do assist in this, the impact appears to be minimal. Additionally, according to Hartgens, most studies prove that steroid use alone does not increase strength. â€Å"Based on available well designed studies it can be concluded that the impact of enhance the effects of strength training.† (528). Therefore, the use of steroids does not eliminate the need for an athlete to train and certainly would not replace a lack of ability or talent. The talent of Barry Bonds should not be called into question. Though it might be argued any edge he received from these drugs might have been cheating, it should also be considered that Bonds was not alone in taking steroids. This does not validate usage of the drugs, but it does demonstrate that even if these drugs did give an athlete an edge, it is not much of an edge if many other players are taking these same substances. In one confidential survey and testimonial of former users and coaches â€Å"suggest that around 80-100 percent of national/international standard body builders , weightlifters and field athletes use anabolic steroids.† (Choi,349). Though the use of anonymous individuals might be suspect, it does indicate that the use of steroi

Organizational Restructuring, Changes in Strategic Management, Essay

Organizational Restructuring, Changes in Strategic Management, Deregulation in T-Mobile - Essay Example The service sector in the United States that T-Mobile is breaking into has been growing consistently with an urbanizing global market in terms of providing services, and the dependence is necessary to focus upon in terms of putting the consumer first. Management seems to reflect this through the strengths of planning for customer service and effective target marketing. T-Mobile management must act in a very dynamic and competitive industry. The United States also occupies a strong position in the services market and has many advantages in this sector because international companies are becoming used to an atmosphere of deregulation that has expanded domestically. This allows corporations to take more advantage of being agents of change in previously regulated industries, in which products and services are now subject to the laws of supply and demand rather than the laws of the government. Therefore the company’s product strategy revolves around the provision of cell-phones and cell-phone services in this competitive environment, with an eye on the future of Wi-Fi, which seems to show effective managerial planning. T-Mobile managers have also shown strengths of organizing in a deregulated market and adapting to quick changes. Deregulation required that established companies to offer open access to communications channels instead of charging competitors or denying them access and thus eliminated this entry barrier in the telecommunications industry. In the second barrier, that of cost disadvantages independent of scale, an established company may have proprietary rights to certain technologies which make it difficult or impossible for a competitor to gain a real foothold in the industry. These types of situations can sometimes be handled legally, but this is not cost-effective for the company just starting out in the market. An established  competitor could also simply have so much experience in an industry that it is able to outdistance competitors and potential entrants on this virtue alone.

Mercantilist Relationship Between the American Colonies and the British Government Essay Example for Free

Mercantilist Relationship Between the American Colonies and the British Government Essay Mercantilism is an economic policy and theory where the government has complete control of trade, both foreign and inside boundaries. This policy was dominant during the 16th, 17th, and late 18th centuries, it demanded a positive balance of trade between the countries it was involved with. There were many policies that were within the theory based upon mercantilism including, building a network of overseas colonies and forbidding them to trade with other nations, forbidding trade to be carried in foreign ships, export as a trade barrier using domestic goods and services competitive against imports, and restricting domestic consumption with non-tariff barriers to trade. The British government established a mercantilist relationship with the American colonies that was to its benefit until 1763 and then the relationship no longer was of economic benefit to the British crown. Prior to 1763 the colonists had no choice but to go along with Parliaments right to take actions on their behalf and the predominance of Britains economic benefits over their personal ones. Seven Years War was the war that altered the parliaments actions, had been intended to regulate trade and nothing else, Parliaments arrangements began to conflict with the colonists interests. This caused the colonies to grow and thrive, by the time the British realized this Americans had already established lucrative trade with other countries. Britain became more aware of this growing â€Å"problem† and began to keep a close eye on the colonies and implemented regulatory policies, the British instituted a series of laws of trade and navigation known as the Navigation Acts. The purposes of these acts were to limit colonial trade to the British only. For this to be accomplished all trading to be done involving the colonists was to be on either English vessels or colonial-built vessels, therefore, if colonists planned to trade with other nations all of their goods had to first be shipped to England. This gave the British the chance to get a hand on the items being traded and to collect revenue from taxation before the products were traded. Another limitation that was set on the colonies was that in order to trade products such as tobacco, sugar, and cotton it had to be done with the British only. When the British would notice the colonies beginning to make profit they would add the product that was causing the increase in revenue to the list of products only to be traded with them. Although there were many restrictions placed upon the colonies, they did not cause as much damage as Britain may have hoped. Benjamin Franklin answered when asked, â€Å"I have never heard any objection to the right of laying duties to regulate commerce; but a right to lay internal taxes was never supposed to be in Parliament, as we are not represented there†. There were even some benefits even to having these regulations, such as a built in market for raw products that they had and the British did not rigidly enforce the trading regulations that were set. Following Great Britain’s achievement of French territory in North America after the end of the French and Indian War allotted the Proclamation of 1763 in October of 1763. The purpose of the proclamation was to establish Britain’s new North American Empire and to stabilize associations with Native North Americans through regulation of settlement, trade, and land purchases. The proclamation kept certain lands for the Indians and prevented the colonies from settling inland. The colonies wished to expand their territory inlands but with the Proclamation of 1763 they were unable to do so, causing massive amounts of interest conflicts. The British seemed to be enforcing this proclamation more so than any other laws placed on the colonies before. Troops were stationed along the frontier to give the colonists’ no control over attempting to expand their population inland. The colonies feared for overpopulation and crowded cities along the coastline. It appeared that the break down of this mercantilist relationship between the United States colonies and Britain along with the split of America from the British Empire was unavoidable. Before the French and Indian war, Britain was having a hard time keeping up with and maintaining regulations that they had placed upon the colonies. The trade laws were inadequately implemented and the colonies were able to go about their own political and economic systems independently. But, with the close of the war Parliament concluded the time of this neglect of enforcement and became more dominate with the colonies in order to reestablish complete control over their trade. Pervious laws that were established to benefit Britain were enforced harshly and new laws were also applied to further benefit the British. This led to animosity between Britain and the colonies because the colonies experienced economic independence for too long a period causing the colonists to have no desire to return to how things used to be. The aggressive application of the Navigation Act to the colonists subdued their manufacturing operations and increased resentment against the British Parliamentary. The severe enforcement of these laws led to inflation and alienation in the colonies, neither of which benefited the British Empire. During this time of strict enforcement there were many more laws and acts placed upon the colonies to restrict their trade and growth. Parliament passed the Sugar and Molasses Act trying to bring the colonies in line with regard to payment of taxes. The Sugar Act reduced the rate of tax on molasses and listed more foreign goods to be taxed including coffee, wines, sugar, and various other goods. The tax on caused the instantaneous deterioration in the rum industry in the colonies. This interrupted the economy in the colonies because it reduced the markets to which the colonies could sell and the amount of currency available to them for the purchase of British manufactured goods. This act, and the Currency Act, set the stage for the revolt at the imposition of the Stamp Act. The Stamp Act of 1765 was a direct tax on documents and articles, this act directly affected all colonists. The law required a stamp to be placed on all printed materials, including legal documents, almanacs, pamphlets, and newspapers. Although this affected all colonists, lawyers, clergymen, and printers felt the wrath of this act the most. Benjamin Franklin stated â€Å"There is not gold and silver enough in the colonies to pay the stamp duty for one year. The before and after of this act set in stone the perceived idea that the mercantilist benefits of the relationship between the colonies and Britain may have run its course. After debate about the collection of taxes due to the Stamp Act was the Quartering Act of 1765. The Quartering Act was part of the intolerable acts; the purpose of this act was only to take back hold of the colonies. The act violated the Bill of Rights, which forbids taxation without representation and the raising or keeping of a standing army without the consent of Parliament; colonies disputed the legality of this Act. In his first speeches in Parliament, Camden said, â€Å"taxation and representation are inseparable; this position is founded on the laws of nature; it is more, it is itself an eternal law of nature; for whatever is a mans own, is absolutely his own; no man has a right to take it from him without his consent, either expressed by himself or representative; whoever attempts to do it, attempts an injury; whoever does it, commits a robbery; he throws down and destroys the distinction between liberty and slavery. Taxation and representation are coeval with and essential to the constitution†¦Ã¢â‚¬  If the soldiers outnumbered the housing available the colonies were expected to pay the cost of housing and feeding the troop, after the arrival of the troops New York refused to pay for supplies causing the troops to have to stay aboard their ships. Even after attempts to revise the Stamp Act, New York still resisted which led to the repeal of this act and the Stamp Act. With no doubt it seemed that violent hostility would prevail even with any effort to change the Acts making it almost impossible for Britain to establish any hope for a beneficial relationship with the colonies. The steady resistance to the Stamp Act led to it being repealed, which cost the British, â€Å"Suppose a military force sent into America; they will find nobody in arms; what are they then to do? They cannot force a man to take stamps who chooses to do without them. They will not find a rebellion; they may indeed make one. † This repeal showed the colonists that their resisting the act worked and would put fire to their future revolts considering this worked for them. The British were losing money now and the colonies did not seem to be hurt as badly as would have been hoped by the British. To down play the win that the colonies had just accomplished Parliament set out another act, the Declaratory Act, to serve as a punishment. The Declaratory Act asserted that Parliament had, hath, and of right ought to have, full power and authority to make laws and statutes of sufficient force and validity to bind the colonies and people of America in all cases whatsoever. In the context and the word choice in which this was written shows that the act was intentionally clear-cut and to the point. Parliament had the upper hand and the absolute power to make laws and changes to the colonial government, in all cases whatsoever. Caught up in attempting to strip the colonies of their freedoms in order to prevent them from creating a profit, the British were losing money and quite frankly, running out of it. In one final attempt to gain back control of the colonies and make their relationship work Parliament passed the Townshend Act. A colonist identified as Brutus argued against that assumption, stating, â€Å"Nothing can be more flagrantly wrong than the Assertion of some of our mercantile Dons. John Hancock adds, â€Å"Taxes equally detrimental to the commercial interests of the Parent country and the colonies are imposed upon the People, without their consent; Taxes designed for the Support of the Civil Government in the Colonies, in a Manner clearly unconstitutional, and contrary to that, in which till of late, Government has been supported, by the free Gift of the People in the American Assemblies or Parliaments; as also for the Maintenance of a large Standing Army; not for the Defiance of the newly acquired Territories, but for the old Colonies, and in a Time of Peace. This testimony written in a letter was tremendously effective in the efforts to abolish this act placed upon the colonies; there were also the Letters from a Farmer in Pennsylvania, which had its influence on the topic as well. There were twelve letters that were widely read and reprinted throughout the thirteen colonies, and were a major factor in attempting to unit the colonists against the Townshend Acts. Dickenson, the farmer, acknowledged the great power that the Parliament had in concern for the whole British Empire but argued that the taxes that were given to the colonies were for purpose of their own personal gain in revenue rather then what was stated in the books of the acts being for purpose of trade only. Dickinson foresees the possibility of future conflict between the colonies and Great Britain, but urges against the use of violence, â€Å"If at length it becomes undoubted that an inveterate resolution is formed to annihilate the liberties of the governed, the English history affords frequent examples of resistance by force. What particular circumstances will in any future case justify such resistance can never be ascertained till they happen. Perhaps it may be allowable to say generally, that it never can be justifiable until the people are fully convinced that any further submission will be destructive to their happiness. † The colonies boycotted this idea, their boycott, although it failed, gave them the strength to continue to not follow the acts that the Parliament required of them. The British had no way to enforce the collection of taxes so Britain had no choice but to repeal the Townshend Act. Britain was completely unstable and given this, the mercantilist relationship was coming to an end between the United States colonies and the British; the Tea Act would create the breaking point for this relationship. â€Å"An act to allow a drawback of the duties of customs on the exportation of tea to any of his Majestys colonies or plantations in America; to increase the deposit on bohea tea to be sold at the India Companys sales; and to empower the commissioners of the treasury to grant licenses to the East India Company to export tea duty-free. The Tea Act of 1773 caused in turn the Boston Tea Party, which aggravated the British so greatly that they delivered a punishment act. The punishment acts were called the Coercive Acts and also, along with other acts, became part of the intolerable acts the British had placed upon the colonies. The Boston Port Act, The Massachusetts Government Act, The Administration of Justice Act, The Quartering Act, and the Quebec Act were all placed in order for Britain to again attempt to take control over the colonies. The restrictions placed on the colonies by these acts included the closing of the port of Boston, limited the meetings to one meeting per year, allowed the governor to move trails, and attempted to house the British solders. This out lash of over bearing authority over the colonies became known as the main reason that the mercantilist relationship could not continue. Britain’s attempts of harsh leadership and the lack of economic opportunities became great enough to continuously push the colonies away and gave them reason to revolt and not comply. As years passed the interests of the colonies and British began to not be similar in any ways, causing conflicts. The colonists educated themselves in ways that the British had not expected, giving the colonies the upper hand in knowing what they deserved and what was being taken from them. There were no longer any benefits to having a relationship with Britain and the colonists were well educated on this fact and showed their feelings on this aspect in many ways. The mercantilist relationship was no longer making a profit for the British Crown or bringing benefits to anyone; it was causing them to lose money. This loss was apparent after the downfall of both the economic systems after the French and Indian War in 1763.

How to Identify Different Types of Learners

How to Identify Different Types of Learners How does a teacher identify the different types of learners in a language classroom and how best plan for this afterwards? ‘†¦plan, teach / act, observe and reflect†¦Ã¢â‚¬â„¢ (Sue Davidoff and Owen van den Berg, 1990) The Observation My observation was undertaken at the British Council in Kuwait/Gulf Region[ej1]. The observation class was of mixed nationality Arabic Language speakers at Intermediate level. There were twenty students in total, 80% males to 20% females. The class comprises of 30% students, 60% working or professional people 10% homemakers others. The age range is between 20 to 55 years. The class is halfway through a 6 months language course. I observed and was involved in a 90 minute lesson focusing on vocabulary, reading and speaking. At the end the teacher answered my prepared questionnaire (see Appendix)[ej2]. The following essay consists of a brief theoretical, analytical and practical examination of learning styles and typologies in a language classroom and how best to plan for them. It includes an analysis of specific elements from the observed lesson (see Appendix for a transcript[ej3]) put in the context of theory and intended future practise. To support the lesson, the teacher used the white board, an overhead projector with one transparency and three handouts. Whole class work focused on provision of vocabulary and contextualisation of the material. The material was real and relevant to contemporary interests and cultures. The teacher used discussion starters to motivate and encourage student interest and involvement (as Allwright and Bailey advise, 1991) Responses were elicited from the class and supported through teacher modelling of pronunciation and writing on the white board. Individual work was limited. The teacher had established small groups (three to four students) aimed at balancing ethnic background and gender. Research shows the importance of understanding and catering for different learning styles and cognitive strategies. When a learning style is not catered for, the student can easily become ‘bored and inattentive, do poorly on tests, get discouraged about the course, and may conclude that they are not good at the subjects’ (Zhenhui, 2001). Various parameters have been constructed for defining student’s preferred way of learning, such as Knowles (1982) concrete, analytical, communicative and authority-orientated learning styles (cited in Richards, 1994). Another defines the groups as auditory, visual and kinaesthetic learning styles (Krause et al, 2003, pp154-155) whilst figure 1 gives a representation of student and teacher inter-reactions dependent on learning styles. Some researchers such as Richards (1994, pp.59-77) consider an individuals culture as vital to understanding learning styles. Ladson-Billings (1995) advocates a method of Culturally Responsive Teachin g which integrates cultural points of reference through out the learning process. Others disagree (Kubes, 1998, cited in Krause) and cite more universal forms of learning. This class was both interested and engaged in its learning. However, during the interview, the teacher expressed a wish that there was more time for individual tailoring. The teacher acknowledged that this would better cater for the range of learning styles. More concrete resources (actual materials eg fruit, etc) and increased use of visual aids (magazines, more transparencies, laminated pictures) may also help to convey understanding and increase retention. Two ‘tests’ were used during the class one was a linking exercise and one a reading exercise. The teacher finished the lesson with each student expressing an opinion on an article using the lessons language. Whilst these were not formal tests, they involved assessment strategies. As Nunan points out (1990, p62) assessment contributes part of the information for student evaluation. As this infers, the tools for student assessment, be they observational, formative or summative, need to balance with an understanding of the ‘bigger picture’. For example, the goal may be to allow students to understand, practise and develop their own language and learning strategies (see Hismanoglu’s exploration of Language Learning Strategies, 2000) – be they direct or indirect strategies (Oxford, 1990, p9). Most students require clear and precise scaffolding (Vygotsky, in Krause, 2003, pp60-65) to develop their metacognitive practises for making meaning. Assessme nt can act as a benchmark to the success of the learning process and show the teacher areas that need to be covered again or in a different way. There is no space here to do full justice to the impact of the learning environment upon students yet it needs inclusion for a balanced understanding of students learning styles. Suffice it to say that, as Nunan and Lamb say (1996), the teacher needs to aim for a safe, positive and progressive environment that encourages student participation, thinking and risk-taking. Much as assessment is an end result of reflection upon what one wants to define, the learning environment should be based upon a thorough understanding of theoretical aspects. For example, traditional teaching methods tended towards a unitary approach to intelligence. Contemporary theories, such as Gardner’s work on multiple intelligences (cited in Krause et al, 2003) allow for the inclusion of variable factors that define a student’s strengths and weaknesses. Many agree with Wilson’s (1998) assertion that Gardner’s MI theory helps teachers createâ€Å"†¦more personalized and diversifi ed instructional experiences† and develops â€Å"empowered learners† (http://www.newhorizons.org/strategies/mi/wilson1.htm) Figure 2. Adapted from Huitt, 2004, http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html This holistic approach agrees with an understanding of other influences upon learning, Maslow’s hierarchy of needs for example (see Figure 2), or Bronfenbrenner’s (1979) ecological systems theory. These ‘ecological’ factors encourage more integrated forms of assessment and are particularly useful in understanding various forms of ‘washback’ (see Cushing Weigle, 2002) that may result. Other more structured tests such as the Myers-Briggs Type Indications Survey, (Myers McCaulley, 1985) may also have their place. The teacher used gender and ethnic background to balance the groups. The groups worked well together in a pro-social manner. However, Woods encourages conscious examination of an educators own attitudes, especially when the may cause subconscious actions and opinions to form (Woods, 1996). Should the two parameters of gender and ethnicity become constraints, then they are not valid means of group construction. Sometimes is appeared that not all group members contribute in their cooperative learning. However, research has shown that even those who do not appear to be so communicative do benefit to a degree from the listening and processing that this format provides. It may be that they are better at working individually and as such should have the opportunity to do so. The teacher used elements of the 3 P’s approach presentation, practise, production. However, as the lesson transcript shows, the language was expanded in what became more of a Harmer-style engage – study – activate method. I would like to list the implications for my own teaching under the following points: Use a wide range of teaching strategies and styles to ensure comprehension eg support spoken material with writing on the white board, leave the transparency up on the overhead projector, bring in concrete materials, provide visual clues, model your required responses, â€Å"set short, realistic goals and review and recycle often.† (Antonaros, 2005 ), role play, use song. Use methods according to the area you wish to cover, the materials you have prepared and present concisely and precisely. If the area is suited best to direct instruction then use it, if student-centred instruction or co-operative groups then vary accordingly. Motivation and interest are paramount, but sound understanding is the goal. Prepare your materials so that they are interesting, real, relevant, encourage thinking whilst supporting language development. Take an action research approach to (for example Wright’s, 1987, 2005) to develop a thorough understanding of my students learning and cognitive styles and my own attitudes. Use active listening to understand, modelling to improve and discussion to encourage communication Use teacher modelling strategies to develop the student’s autonomous language learning skills as exemplified by Lowes and Target (1998) in Helping Students to Learn. Providing a positive learning environment where mistakes are not derided Assign homework that re-caps and therefore re-enforces the issues covered in the lesson. Ensure equity in communication – make sure everyone has a chance to speak. â€Å"Every teacher who has taught a group of grown-ups knows that some individuals may be reluctant to speak, especially when they realize or assume that other students are more fluent.† (Turula, 2002) References Allwright, D. Bailey, K. (1991). Focus on the Language Classroom. Cambridge, UK: Cambridge University Press. Antonaros, S. (no date) Looking Inside and Out for the Answer to Motivating Our Learners http://www.tesolgreece.com/nl/75/7505.html) Accessed 7th February 2006 Davidoff, S., Van Den Berg, O. (1990) Changing Your Teaching. The challenge of the classroom. Pietermaritzburg: Centaur Publications Gardner, H. (1983) Frames of Mind. New York: Basic Books, Harmer, J (1998) How to Teach English. Harlow, UK: Longman Hismanoglu, M. (2000) ‘Language Learning Strategies in Foreign Language Learning and Teaching’, The Internet TESL Journal, Vol. VI, No. 8, August 2000 Knowles, L (1982) Teaching and Reading. London, UK: National Council on Industrial Language Training. Krause, K., Bochner, S., Duchesne, S. (2003) Educational Psychology for learning and teaching. Southbank, Victoria: Thomson. Kubes, M (1998) Adaptors and innovators in Slovakia: Cognitive style and social culture. European Journal of Personality, 12(3), pp.187-198 Ladson-Billings, G. (1995). But thats just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165. Lowes, R. Target, F. (1998). Helping Students to Learn. London: Richmond. Malamah-Thomas, A. (987). Classroom Interaction. Oxford, UK: Oxford University Press. Nunan, D., Lamb, C. (1996). The Self-Directed Teacher. Cambridge, UK : Cambridge University Press. Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York, USA: Newbury House Publishers. Richards, J.C., Lockhart, C.L. (1994). Reflective Teaching in Second Language Classrooms. Cambridge, UK: Cambridge University Press. Richards, J.C. Nunan, D. (eds.). Second Language Teacher Education. Cambridge, UK: Cambridge University Press. Turula, A (2002) Language Anxiety and Classroom Dynamics: A Study of Adult Learners. Forum English Teaching Online, US Dept of State, Vol. 40 (2). http://exchanges.state.gov/forum/vols/vol40/no2/p28.htm#top Wilson, L (1998). Whats the big attraction? Why teachers are drawn to using Multiple Intelligence Theory in their classrooms? http://www.newhorizons.org/strategies/mi/wilson1.htm Accessed 7 February 2006 Woods, D. (1996) Teacher Cognition in Language Education. Cambridge, UK: Cambridge University Press Wright, T. (1987). Classroom Management in Language Education. Hampshire, UK: Palgrave Macmillan Wright, T. (1987). Roles of Teachers and Learners. Oxford, UK: Oxford University Press. Zhenhui, R. (2001) ‘Matching Teaching Styles with Learning Styles in East Asian Contexts’, The Internet TESL Journal, Vol. VII, No. 7, July 2001 Websites Matching teaching styles: http://iteslj.org/Techniques/Zhenhui-TeachingStyles.html accessed 3 February 2006. Language Learning Strategies: http://iteslj.org/Articles/Hismanoglu-Strategies.html accessed 3 February 2006 Maslow’s Heirarchy of Needs, Huitt, 2004, http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html. Accessed 7 February 2006 Language Teaching http://www.ittmfl.org.uk/modules/effective/6a/paper6a4.pdf accessed 5 February 2006 [ej1]Where exactly, or does this remain hypothetical? [ej2]Need to verify and add number [ej3]Need to verify and add number

Essay --

Report on family Breedlove Evaluator Morgan Bluebird, MSW intern February 12 2013 All personal information collected and used is protected from unauthorized disclosure by the Privacy Act. The Privacy Act also affords family of the clients the right to challenge the accuracy and completeness of the information and have it amended as appropriate. Identifying Information and Referral Source Clients’ name: Cholly Breedlove Client’s name: Pauline Williams Breedlove Day of birth: 21-06-1901 Day of birth: 13-03-1903 Role: Man of the house Role: lady of the house Civil status: Married Civil status: Married Clients’ name: Sammy Breedlove Daay of birth: 11-09- 1925 Role: Son of mr. Breedlove and mrs. Breedlove Civil status: Not applicable Client’s name: Pecola Breedlove Day of birth: 07-04-1928 Role: Daughter of mr. Breedlove and mrs. Breedlove Civil status: Not applicable The problem stated in this assessment relates to Pecola Breedlove, therefore when speaking of the client, it refers to her. The client is referred by her primary social worker, Dr.Trampene. Presenting the problem Pecola Breedlove, daughter of Cholly and Pauline Breedlove is suffering under the rough treatment at the hand of her family, what is more the functioning of her family in total. As mentioned before the development of the client may be thwarted if no intervention will be applied. The dysfunctional family causes the most damage to her because of the everyday violence as well as it engenders several negative external factors. The client is facing problems that relate to an inferiority complex, also Anxio... ... cruelty - physical abuse - sexual abuse - Z62.4 Emotional neglect of child Cholly Breedlove: - Z61.1 Removal from home in childhood - Z62.4 Emotional neglect of child - Z61.8 Other negative life events in childhood - F43.1 Post-traumatic stress disorder - Z72.6 High-risk sexual behaviour Pauline Breedlove: - F60.2 Dissocial personality disorder, not out of the question - Z60.4 Social exclusion and rejection - Z61.8 Other negative life events in childhood Treatment: 1. Weekly individual psychotherapy to reduce depressive symptoms and improve social and occupational areas for all four client. 2. Psychiatric evaluation to address potential use of antidepressant medication, for Pecola and Cholly Breedlove. Antidepressant drugs may be used in addition. 3. Out of home placement client 4. Biweekly couples Therapy session

Bilingual Education In Miami :: essays research papers

While California debates whether to stop teaching school children in two languages, the school system in Miami, Florida is expanding bilingual education. This city at the crossroads of the Americas is expanding bilingual education under the argument that students will need to speak, read and write in English and Spanish when they reach the business world. The decision to do this almost seems natural for a metropolis where the top-rated television stations broadcast in Spanish, the top-ranked newspaper publishes a separate Spanish daily edition, many top civic leaders speak effortless Spanish and Latinos have become the majority. Educators in Miami, home to the first bilingual public school in the modern era, are baffled by the cultural and political firefight over bilingual education in California.   Ã‚  Ã‚  Ã‚  Ã‚  Nowhere is the controversy more intense than in California. On June 2, 1998 there was a vote on an anti-bilingual education initiative, Proposition 227. This proposition would end most bilingual programs in California and give students with limited English skills about one year of special English classes before placing them in the mainstream. To even have something like this on the Ballot in California seems very odd. California has more students with limited English skills than any other state. California has approximately 1.4 million students with limited English and about 30% of them are in formal bilingual programs, including some two-way programs. The most common approach in California is â€Å"transitional† bilingual education, in which students often spend more time being taught in their native language than in English for their first school years. Due to the large population of Spanish speakers in California I would think that educators would want t o mock Miami’s style of teaching both English and Spanish.   Ã‚  Ã‚  Ã‚  Ã‚  In Miami educators view it differently than they do in California. They look at bilingual education as a business opportunity for students. Miami’s trades with Latin America amount to billions of dollars a year. Top business leaders say that Miami can not afford to do with out bilingual education. James F. Partridge, chief of Latin American and Caribbean operations for Visa International said, â€Å"I don’t give a hoot about the political aspects of it. To me, that’s a lot of garbage. I am interested in the financial well being of this community. We need bilingual people to survive.† Partridge is so concerned about the issue that his office gives remedial lessons in Spanish and Portuguese to dozens of employees whose weak bilingual skills don’t allow them to communicate with clients in those languages.

Italian Women of the Renaissance Essays -- Arts, Gentileschi, Anguisso

Across Europe, between 1400 and 1650, there were women present in all major styles of time. They worked along side of great artists and were developing new techniques and styles. Women also played a very important role in the Renaissance. Although not as well documented as their male counterparts, women worked along with the other great masters, were just as innovating, and were key in developing new techniques. Artemisia Gentileschi (1593 – 1652), daughter of a well-known Roman artist, was one of the first women to become recognized in her time for her work.. She was noted for being a genius in the world of art. But because she was displaying a talent thought to be exclusively for men, she was frowned upon. However by the time she turned seventeen she had created one of her best works. One of her more famous paintings was her stunning interpretation of Susanna and the Elders. This was all because of her father. He was an artist himself and he had trained her and introduced her to working artists of Rome, including Michelangelo Merisi da Caravaggio. 1. In an era when women artists were limited to painting portraits, she was the first to paint major historical and religious scenes. After her death, people seemed to forget about her. Her works of art were often mistaken for those of her fathers. An art historian on Artemisia, Mary D. Garrard notes that Artemisia â€Å"has suffered a s cholarly neglect that is unthinkable for an artist of her caliber.† Renewed and long overdue interest in Artemisia recently has helped to recognize her as a talented renaissance painter and one of the world’s greatest female artists. She played a very important role in the renaissance. (http://www.artemisia-gentileschi.com/index.shtml) Another... ...n for her spontaneity which came from her passionate and stubborn temperament. In her Rime, she writes poems relating to her love of a man named Collaltino. Her poems are filled with ecstasy and sorrow, with the remembering of happy moments but also with jealousy and anxiety between the two. In 1553, her health took a turn for the worse. She caught a high fever which killed her in a few days. The same year, her sister had her Rime published. It was not very successful in her century. It had to wait two centuries before being published again. She is now hailed as one of the greatest Italian poets. Stampa’s Rime is one of the largest collection of Canzonieri in the Italian literature. There are 311 poems in all, arranged in chronological order. Gaspara freed herself from her obsessive love by transferring her pain into some of the greatest poetry in Italian history.

Confidential Industrial Application Form

Return completed applications to [email  protected] Co. UK Application for the role of: Date of Application Candidate Number (Office use only) Personal Title: First name(s): Last name: Address: Post Code: Home Telephone: Mobile: Textron: Email: Work We may need to contact you during office hours (with discretion) National Insurance Number: Do you have any friends or relatives who work for First Response Recruitment Limited?Please specify; Date of Birth: Emergency contact (Please give details of a family member or friend who we can contact if necessary) Education, qualifications and training Include qualifications obtained and any other training courses attended. Dates Professional Qualifications held Please give details (if applicable) Employment history Current or most recent employment first Please note; We need a minimum of 26 weeks employment history, Fill out a section for all periods of no work.If you have been working for an Employment Agency you need to complete a section f or each contract you have worked on for the agency. Start Date Finish Date Employment Status Permanent Temp Through Gag Temp with Company Contract No Work (provide Reason) Sick Jury Service Maternity Leave Other (please Sate) Company Name Company Address Contact Name Telephone Agency Name Agency Address Position Brief Summary of Duties Salary / Rate & Benefits Reason For Leaving Please ask for additional forms if required.I hereby confirm the employment details provided is a true and accurate reflection of my employment history to date. Signed Interviewer Initials (Please do not sign this now, we will run through your history with you first during your interview) References: First Response Recruitment Limited will not offer you any work at all, unless we can obtain two years worth of references, these will be taken prior to any work or role been offered, for temporary workers only. References (2) years worth is required, you must complete this section Please give details of two refe rees who are able to comment on your work ability.One referee should be your current or most recent, employer. References must cover the last two years of employment and must not be provided by a family member or relative. You will not be offered ANY role or assignment without these references being on file. Name: Employer's name and address: Postcode: Relationship of Referee to you: We need to obtain the reference prior to you working for us If you cannot complete this section, you need to advise the Consultant or the Administrator.We will have no option but to cancel the application if you cannot provide information that is vital to our quality checks and screening process. Disability Discrimination Act 1995 (DAD) & Amended Act 2005 First Response Recruitment Limited has a policy of interviewing applicants who have a disability and who meet the essential short listing criteria. The DAD 1995 & 2005 defines disability as a â€Å"physical or mental impairment that has a substantial and Eng-term adverse effect on the ability to carry out normal day to day activities†.Do you consider yourself to have a disability, in accordance with the Act? Yes No Do you require any special arrangements if asked to go for an interview. We want to ensure you receive a fair interview, for example; a sign language interpreter, lip-reads, speech-to-text operator, audio transcription, wheelchair-accessible interview room etc†¦ Would you require any reasonable adjustments to be made if you were offered a position with First Response Recruitment Limited clients? Yes No If yes, please describe briefly what these adjustments would be: Confidential Industrial Application Form Return completed applications to [email  protected] Co. UK Application for the role of: Date of Application Candidate Number (Office use only) Personal Title: First name(s): Last name: Address: Post Code: Home Telephone: Mobile: Textron: Email: Work We may need to contact you during office hours (with discretion) National Insurance Number: Do you have any friends or relatives who work for First Response Recruitment Limited?Please specify; Date of Birth: Emergency contact (Please give details of a family member or friend who we can contact if necessary) Education, qualifications and training Include qualifications obtained and any other training courses attended. Dates Professional Qualifications held Please give details (if applicable) Employment history Current or most recent employment first Please note; We need a minimum of 26 weeks employment history, Fill out a section for all periods of no work.If you have been working for an Employment Agency you need to complete a section f or each contract you have worked on for the agency. Start Date Finish Date Employment Status Permanent Temp Through Gag Temp with Company Contract No Work (provide Reason) Sick Jury Service Maternity Leave Other (please Sate) Company Name Company Address Contact Name Telephone Agency Name Agency Address Position Brief Summary of Duties Salary / Rate & Benefits Reason For Leaving Please ask for additional forms if required.I hereby confirm the employment details provided is a true and accurate reflection of my employment history to date. Signed Interviewer Initials (Please do not sign this now, we will run through your history with you first during your interview) References: First Response Recruitment Limited will not offer you any work at all, unless we can obtain two years worth of references, these will be taken prior to any work or role been offered, for temporary workers only. References (2) years worth is required, you must complete this section Please give details of two refe rees who are able to comment on your work ability.One referee should be your current or most recent, employer. References must cover the last two years of employment and must not be provided by a family member or relative. You will not be offered ANY role or assignment without these references being on file. Name: Employer's name and address: Postcode: Relationship of Referee to you: We need to obtain the reference prior to you working for us If you cannot complete this section, you need to advise the Consultant or the Administrator.We will have no option but to cancel the application if you cannot provide information that is vital to our quality checks and screening process. Disability Discrimination Act 1995 (DAD) & Amended Act 2005 First Response Recruitment Limited has a policy of interviewing applicants who have a disability and who meet the essential short listing criteria. The DAD 1995 & 2005 defines disability as a â€Å"physical or mental impairment that has a substantial and Eng-term adverse effect on the ability to carry out normal day to day activities†.Do you consider yourself to have a disability, in accordance with the Act? Yes No Do you require any special arrangements if asked to go for an interview. We want to ensure you receive a fair interview, for example; a sign language interpreter, lip-reads, speech-to-text operator, audio transcription, wheelchair-accessible interview room etc†¦ Would you require any reasonable adjustments to be made if you were offered a position with First Response Recruitment Limited clients? Yes No If yes, please describe briefly what these adjustments would be:

When Some People Win, Must Others Lose, or Are There Situations in Which Everyone Wins

Often times, people think of their relationships with one another as one of rivalry—some win, some lose. However, some seemingly limited victories may foster situations in which everyone wins. Challenging the traditions to pursue personal goals, people are in fact able to better one another as the society develops as a whole. Within a healthy environment in which personal interest and individual aspirations are encouraged and valued, everyone wins as a result of the improvement of the network as a whole.Instead of provoking hostile competition and combining the efforts of individuals, a network or a family that respects individual developments can maximize the capability of an individual and therefore the capacity of the community as a whole through the stimulation of independent thinking. Google, for instance, remains one of the most innovative enterprises by promoting the originality of its members rather than imposing systematic collaboration within the company.At Google, e ach member is given twenty minutes of freethinking to develop his own ideas, which he could later advance as a personal project. As a result, pioneering ideas such as Google news and Google Earth are able to come to light, allowing Google to keep growing as an entity and its working environment young and innovative. Seemingly personal victories are therefore transformed into ones that contribute to the bigger community through a shared value of pursuit in personal interest and creativity.In this situation, everyone wins and grows as an integral part of the family. Similarly, when people challenge conventional ideas to bring about a revolutionary change, everyone within the society wins. Rosa Park and her courageous refusal to give up her seat embody the spirit of a widespread social victory. Not willing to simply accept the supposed superiority of the whites, Rosa Park stood up for herself and her race instinctively without knowing the consequential outcome of her actions.She refuse d to acknowledge the natural barrier of race, a discriminating boundary that had been drawn since the creation of the country. Although she was put into jail temporarily, her peers were inspired to defy injustice and abolish segregation, triggering a national civil rights movement that eventually determined American values of freedom and equality that have become an integral part of American identity.Despite oppositions between different racial groups, the revolution elicited was not a victory of one group but a victory of the nation. America won. Freedom and equality won. Justice won. Motivated by personal interest and guided by a critical view of the world, people can often inspire a victory for all as the society breaks away from the old and embraces the new. There aren’t times when some people must lose, just as society progresses to eliminate the absolutes.

Checkpoint Childhood Development and Sexual Behavior

Checkpoint: Childhood Development Sexual Behavior 05/06/2012 Psy/265 Christopher Griffin The sexual behaviors found in fetuses and newborns are that male fetuses have erections. Both male and female fetuses will suck on their fingers. In infancy stimulation of the genitals may produce sensations of pleasure. Early as 8 months of age pelvic thrusting has been observed. Additionally, masturbation has been observed between 6 to 12 months of age. Sleeping with your infant does not affect sexual development. In early childhood statistics in regards to masturbation at ages 3 to 8 is based on perception.Early in childhood children show their interest in the genitals and may role play. Same sex sexual activity play is more common than in heterosexual play and does not play a role in sexual orientation. In preadolescent it has been observed that preadolescents socialize with same sex friends and become self-conscious about their bodies. Preadolescent’s primary method of obtaining orgas m is masturbation. Sex play in preadolescence involves displaying of genitals by both parties involved and can be with or without touching.Preadolescent same sex sexual behavior is short lived and mostly for exploratory purpose. In adolescence the major sexual act is masturbation. Adolescents use petting as a pathway to obtaining sexual satisfaction without the possibility of pregnancy or ending their virgin status. Premarital sex has increased mostly in females and very few adolescents report their sexual experience with individuals of the same sex. These encounters have been known to be transitory for the adolescent. Gay adolescents have a much harder time because of stigmatization of society.

All Summer in a Day Reaction Margot Essay

All Summer in a Day by Ray Bradbury depicts an innocent girl who is tormented by her society for not being the same. I like this story immensely, not only for its engaging plot but how it directly correlates with society today. It also shows how people are pure pressured into being someone they aren’t. The first reason I liked this story is because of its futuristic setting. The story is set in Venus in a jungle where all it does is rain. Once every seven years there is two hours of sun. The concept of having only two hours of rain every seven years is fascinating. It is fascinating because we take the sun for granted, and the people of Venus cherish it and yearn for the sun to come out. The sun to them is something unknown, something to look forward to, for people on Earth it is just light. Another interesting thing about the setting is that it only rains. Where Margot lives there is only rain, but it is not a light drizzle it is a downpour every day and every night. The rain is a symbol for despair. The rain is what keeps all of the kids’ spirits so low. If there were sun everyday on Venus, every kid would be living a happy jubilant life. The second reason I loved this short story is because of the life lesson it taught me. While reading this short story I was memorized how a little girl could be locked up in a closet just for being different. Margot was just an innocent little girl who remembered her life on Earth. She also remembers the sun and since she did, the rest of the kids in her class took advantage of her. They locked her in a closet just before the sun came out. This is not only taking the one thing she loved from her but destroying her dreams. All Margot wanted to see was the sun, she wanted to feel its heat, look at its beauty, but her classmates had a different plan. They wanted to make her feel sorry; she was tormented for being different than them. Another reason they did this was because they were jealous of her. They were jealous she could have had a future on Earth, where the sun comes out everyday. The kids knew she had a chance to go back, and out of jealousy they locked her in a closet. From this I learn that jealousy can take over someone’s his or her common sense and do something so repulsive and mean. What this story teaches me about normal life is that I can never get caught up what is going on around me. I cannot focus on what is going on around me I have to focus on how I am affecting other people. This also teaches me that what other people think can never distract me. Another major reason I liked this book is because as I read this over for the second time, I started thinking about myself. I thought about it anybody had ever influenced me to do something that was not, â€Å"me. † I also thought about if I had ever seen anybody do something blatantly wrong to someone else. I then thought should I have just stood there as a bystander and watched this kid get tormented. I stopped reading and decided that I also learned that I need to stand up for what I believe in, and in this case one of her class mates should have stopped this from happening before it happened. The last thing I liked about this short story is how each character was uniquely different than the last. For example, the first character we directly meet is Margot. Immediately Bradbury states, â€Å"Margot stood apart from them, from these children who could never remember a time when there wasn’t rain and rain and rain. † From this we learn that Margot doesn’t relate with the rest of the kids because she has something the rests of the kids don’t, she has a memory of the sun. This is very interesting because the rest of the kids are jealous of her, and this is one of the many distinctions we have of Margot. Another thing we learn about Margot is she used to live on Earth. When she was five she moved to Venus, but she strictly remembers what the sun looks like. She is just an innocent girl who had a distinction that set her apart from the rest of the group. The kids on the other hand can be distinguished as one character. These kids symbolize society today; everyone has to be the same. Since Margot stood out from the rest of them, the kids punished her. The children also get distracted from what they have done so they can go play in the sun, what they don’t realize is they are hurting others peoples feelings by being oblivious to the world. This made me think about times I had ever been so oblivious to someone else’s feelings just so I could do something of interest. In conclusion, All Summer in A Day is a phenomenal short story with many interesting characters and fun plot changes. Also this short story made me think about daily life and how I always need to stay focused my opinions, not what other people thing. Also I need to care for other peoples feelings and not only my own.

Data Storage, memory allocations and communications in use in Assignment

Data Storage, memory allocations and communications in use in computing systems - Assignment Example Assume that you want to store 100GB of data onto the free space that you have on your hard drive. If data is uploaded to your machine via a phone line with a rate of 28,400 bps, how long would it take to fill the available storage space? Use one of the many sites available on the Internet to investigate the speed of your personal Internet connection. With that speed, how long would it take to store/upload that data? Does it make a difference what kind of files you are transferring (text, images, video)? If so, estimate the range of time it may take to fill up your hard drive. How many cells can be in a computer's main memory if each cell's address can be represented by two hexadecimal digits? What if four hexadecimal digits are used? Explain your answer. Suppose three values (x, y, and z) are stored in a machine's memory. Describe the sequence of events (loading registers from memory, saving values in memory, and so on) that lead to the computation of x + y + z. How about (2x) + y? Suppose a communication line is being used to transmit data serially at 14,400 bps. If a burst of interference lasts .01 second, how many data bits would be affected?