Gallipoli - Australian Film Review Essay - 899 Words

Gallipoli is the remarkable story of two Western Australian mates who are sent to Gallipoli in 1915. Frank and Archie are both very successful sprinters and Archie wants adventure, while Frank wants to stay in Australia, but signs up for the inventory anyway. This story brings back some harsh truths about warfare, and explains why so many naà ¯ve young men joined up, only to suffer deaths well before their time. The troops were headed for the Gallipoli peninsula and the Dardanelles Strait, in southern Turkey, to attempt to take the peninsula. The war was between the Allies (mainly Britain, US, France, Russia, Italy, Japan, and Australia) and the Central Powers (mainly Germany, Austria-Hungary and Turkey) I found the recruitment†¦show more content†¦Archie felt that the war was Australia’s responsibility too because, as he said, â€Å"If we don’t stop them there, they’ll end up here†. Archie said he would feel ashamed of himself if he didn’t fight, even though he was underage, because he was a good athlete, and that’s â€Å"what the army needs†. He also felt it was Australia’s war because Australia does everything hand in hand with Britain. Frank felt that a war on the other side of the world had nothing to do with Australia, and he did not respect any snobby British authority. Probably the actual realisation of what they were getting themselves into was when Frank and Archie were standing on a hill at sunset; listen to the anguished sounds of battle. Even more horrifying for Frank was witnessing Snowy on his deathbed naà ¯vely saying, â€Å"I wonder why they aren’t giving me any food or drink?† When the Anzacs were in Egypt, they thought that the ‘Gypos’ were a bunch of thieves. The lecture one of the officers gave before the start of the exercises in Cairo probably didn’t do much for respect towards the Egyptians. I thought that it was amusing to see the state rivalry during the football game, as it is so reflective of what still happens today in modern day Australia. Perhaps the most awful thing that I found about the movie was that the commanders knew that they were wasting so many young lives, butShow MoreRelatedEssay on Mateship in Australian Films5134 Words   |  21 PagesMateship in Australian Films Mateship has long been a major aspect of the national image as projected by Australian films, yet the moralities of mateship and the image of men as mates did not go unchallenged. Australian cinema as a significant part of the whole industry of image-makers in the country, the way it portrays mateship, the single most important mythic element in the cultural identity of Australia, is worth analysing. This paper first reviews the historicalRead MoreMasculinity in Peter Weirs Gallipoli1893 Words   |  8 PagesDiscuss the ways in which masculinity is constructed in Gallipoli and / or First Blood? What codes and norms of gender are used to construct masculinity in the film(s)? The perception of masculinity within Australian films is a reflection of our society’s views and opinions of what it is to be considered masculine. It is continually reinforced in our society by the constructions of the male character in movies, just like Archie and Frank, in Gallipoli and particular male figures within our nation’s historyRead MoreAnzac Day Becomes A Sacred Holiday1452 Words   |  6 Pageshonour the returned service men and women. Every year New Zealand remembers the anniversary of the Gallipoli landing. The day when thousands of men, far from home and their families, arrived at Gallipoli Peninsula in what is now Turkey. New Zealand’s journey to Gallipoli began with the outbreak of war between the United Kingdom and Germany in August 1914. A year later, British authorities send Australian and New Zealand forces to capture the Dardanelles, the gateway to Bosporus and the Black Sea NewRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesJayawardena, â€Å"Migration and Social Change: A Survey of Indian Communities Overseas,† Geographical Review 58, no. 3 (1968): 426–449; Amarjit Kaur, â€Å"Indian Labour, Labour Standards, and Workers’ Health in Burma and Malaya, 1900– 1940,† Modern Asian Studies 40, no. 2 (2006): 425–475; Dudley L. Poston Jr. and Mei-YuYu, â€Å"The Distribution of the Overseas Chinese in the Contemporary World,† International Migration Review 24, no. 3 (1990): 480–508; and various other sources. A  majority of Asians also moved

The Anshe Chesed Fairmount Temple - 1328 Words

On October 29, 2016, I visited the Anshe Chesed Fairmount Temple which offers services regarding the religion of Judaism. Although I don’t identify as religious, I was originally raised as Roman Catholic, even going to a private catholic elementary school. I’ve always had somewhat of an interest in Judaism as it’s believed to be among one of the oldest existing religions in the world along with Hinduism. The service I visited is referred to as the â€Å"Shabbat Morning Service†, which took place from 11:00 AM-12:15 PM. The word â€Å"Shabbat† is Hebrew which is one of the primary languages associated with Judaism. In English, it translates to â€Å"Sabbath† which is primarily a day of religious observance and rest which is kept by those that practice Judaism, also known as Jews, from Friday evening to Saturday evening. Jews believe that God is the creator of all that exists and he alone is to be worshipped. They also believe that Jesus did no t fulfill messianic prophecies that establish the criteria for the coming of the messiah. The congregation is led by a rabbi who is a Jewish teacher or scholar and usually they are joined by a cantor who sings liturgical music and sometimes leads in prayer. Attendants read and sing from a prayer book throughout the service at the prompting of the rabbi and cantor. Male attendants are prompted to wear kippahs at services although they are technically optional. Generally, at Shabbat services, there is a partition between men and women in that men sit on

Experiencing Music Composition in Grades †MyAssignmenthelp.com

Question: Discuss about the Experiencing Music Composition in Grades. Answer: Introduction: The final composition that I have done covers all the concepts that were covered in the classes as it offers a key opportunity to put into practice what has been learned. The name of my composition is coming back, with Cubase program used for recording its audio. I recorded half of the instruments that appeared in this audio while the rest were recorded from the MIDI software, putting the idea and activities done in classes to enhance the composition effectiveness. To better explain the learning experiences and the composition, I have narrowed them done in 3 parts in terms of the composition journey, choosing the sound source and composition learning. To start with the composition journey, the idea was inspired in class when we were learning the chords on the ukulele. The way the chords change and the melody from the chords has developed the basic structure of my composition. The weekly videos have also helped a lot in this composition in various ways such as, memorizing the key point of each class and gaining better understanding of what we have learned and achieved. The basic idea that I started with my composition was the week 6 about chords. Chord is the soul of the music, it tells the emotion. For example, a sad song wont start with major C. Almost every song starts with major C are all rendered a harmony and happiness (Kaschub Smith, 2017). However, the song that starts with major F mostly rendered a cheerful rhythm such as the songs practiced in class. On the other hand, Minor E will have a better effect on a sad song. In this regard, I choose major C to be the tune of my composition since it is my favourite chord and it s hows a positive mood and sounds calm. For the sound sources, ten instruments have been included in my composition, they are Piano, guitar, pizzicato, drums, harp, villi on, bass, bells and vocal. All the sound sources are harmonious and sound positive. Even though there are ten sound sources in my composition the instruments are very harmonious presenting an appealing sound. For the composition learning and achievement, the weekly notes and video played an important role. Creating structure that we have learned from class, I learned the difference between structure and texture. The structure in which the composition is done represents the concept of the music while the texture represents the concept of the adapter. Having come up with the composition while at two different locations made it easier for me to develop a tangible and clear structure (Oxford, 2004). Also for the music concept that we have learned in class, the tone colour and dynamics gave me a better understanding of choosing the instruments. As I mentioned before, even though there are so many instruments in my composition it still sounds harmonious.Moreover, the pentatonic scale is one of the key aspects that I like most because of the blues style music which are based on pentatonic scale. Based on the class learning, I randomly selected one of the major scale scales 1, 2, 3, 5 and 6 to find the pentatonic scale of this major tune. In other words, the fourth tone and the seventh tone were removed, resulting in the elimination of the original half-tone in the major scale. The resulting tone consisted of a whole-sound and minor thirds. This helped me with some of my accompaniment instruments to achieve a better performance. Moreover, theme and variation gave my composition a very good canon type of structure with solo piano and other instruments following one after the other. This is important to ensure that the sound creation enhances the individual listening to my composition. Finally, the melody is the soul of the music just like a chord and is based on the chord as taught during class lessons. It was directed that, we have to create the melody based on the chord, which helps me know how to follow the chords and use the right tone. References Oxford, E. C. (2004).Song sheets to software: A guide to print music, software, and web sites for musicians. Lanham, Md: Scarecrow Press. Kaschub, M., Smith, J. (2017).Experiencing music composition in grades 3-5.

Paradise Lost Crafting Characterizations free essay sample

An examination of Miltons Paradise Lost and his depiction of characters. This paper explores Milton?s use of flattery and condemnation and the role they play in the downfall of Adam and Eve and their subsequent decision to take responsibility for eating the forbidden fruit in his novel Paradise Lost. It also explores his characterization of Adam and Eve and how rich language and metaphor result in a stunning piece of work. Miltons Paradise Lost is studded with characters ranging from the devious Satan through to the humanistic, yet wise Eve. Given such a wide breadth of not only characters, but also location, Milton varies his language depending on cast, setting and poetic intention. This is evident when examining the use of flattery and condemnation both of which play large roles in the downfall of Adam and Eve and in their decision to take responsibility for the eating the forbidden fruit. We will write a custom essay sample on Paradise Lost: Crafting Characterizations or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Ho Chi Minh essay essays

Ho Chi Minh essay essays Vietnamese statesman, Communist leader, and Confucian humanist, who led the country's struggle for independence in the 1940s and was a major figure in the war between North and South Vietnam in the 1960s. Ho Chi Minh devoted his life to the nationalism, which to promote the Vietnamese independence. Ho emphasized the revolutionary potential of the peasantry, and used communism as a device to bring the independence in Vietnam. In the sixteenth century, Europeans began visiting Vietnam. It was during the sixteenth century when Vietnam fell apart. In the late 1700s, In 1858 the French were seeking to expand their colonial empire, which the movement called French imperialism. When a prince of the defeated Nguyen clan, Nguyen Anh, turned to the French for support after the three Tay Son brothers from a wealthy merchant family brought the end to the Nguyen rulers, had set the scene for French intervention. Vietnam was divided into administrative regions- Tonkin, Annam and Cochinchina. For the next 60 years these three countries were known as French Indochina. The French conquest of Cochinchina was carried out by force but with considerable resistance from guerilla fighters. By 1868 France was undisputed master of Cochinchina. France viewed Vietnam as a land to be exploited. Under French control economic developments did occur. French rule meant supplying the mother country with products such as rice and rubber, There were some economic advances under French rule. At first Vietnam ran at a loss for the French. But early the 20th century Govenor General Doumer turned the colony into a profitable venture, he funneled taxes and customs duties through his treasury and brought the finances of all French business under central control. He also set up government monopolies for salt, alcohol and opium. Monopolies have no competition so they can charge whatever pries the market can stand, which made big money. However there were disastrous social...

Organization Questions on SAT Writing Tips and Tricks

Organization Questions on SAT Writing Tips and Tricks SAT / ACT Prep Online Guides and Tips The SAT Writing and Language section tests you on where to place sentences within a paragraph and where to place paragraphs within a passage. You may not know exactly how to approach these questions if you've never encountered these types of questions on other tests. Fortunately, organization questions aren't overly difficult if you know how to recognize and approach them. In this article, I'll do the following: Explain the different types of organization questions on SAT Writing Provide a step-by-step approach to answering each type of organization questions Offer tips to help you answer organization questions on the SAT. Organization Questions on SAT Writing Organization questions ask where a sentence or paragraph should be placed within a passage. To correctly answer organization questions, you must understand the passage to ensure that each sentence and paragraph is logically connected. Generally, there are about 2-3 organization questions on SAT Writing. How to Identify an Organization Question Being able to identify an organization question will help you figure it out efficiently. Luckily, organization questions are easy to spot. Bracketed numbers in front of the sentences in a paragraph signal an impending sentence order question: Similarly, numbers at the top of each paragraph signal a paragraph order question: If you see numbered sentences or paragraphs in a passage, you know that an organization question is coming. Cupcakes and organization questions come in different types.(Hungry Dudes/Flickr) The 2 Types of Organization Questions Here’s how most organization questions will be phrased. Type 1: Sentence Order Questions Most sentence order questions will look like this: Or you might see a question that looks like this: For both types of questions, you have to determine where the sentence should be placed within the passage. Type 2: Paragraph Order Questions This what paragraph order questions look like: Like sentence order questions, paragraph order questions are pretty straightforward. You just have to select where a paragraph should be placed to make the passage most logical. Step-By-Step Approach to Answering Sentence Order Questions I’ll go through the step-by-step process for how to answer a sentence order question. Take a look at this question from a passage about video game designers: #1: Determine What the Question is Asking Read these questions carefully so you know what to look for and how to go about answering the question. In this question, we have to determine where sentence 5 logically fits in the paragraph. #2: Go Through the Answer Choices Go through the answer choices to determine the best placement for the sentence. Let’s look at our options: A. Courses in psychology and human behavior help you develop emphatic collaboration skills, while courses in the humanities, such as in literature and film, should give you the background necessary to develop effective narrative structures. A designer also needs careful educational preparation. B. A designer also needs careful educational preparation. A basic understanding of computer programming is essential. C. Consider taking some general computer science courses as well as courses in artificial intelligence and graphics in order to increase your understanding of the technical challenges involved in developing a video game. A designer also needs careful educational preparation. D. DELETED from the paragraph If you need more information to determine if a sentence logically fits in the paragraph, you can skim the paragraph plugging in each answer choice. #3: Eliminate Wrong Choices The right choice should logically follow the sentence before and connect to the following sentence. Answer choice A doesn’t work. The sentence before discusses specific educational preparation a designer needs. Then, the following sentence says that a designer also needs educational preparation. That doesn’t make much logical sense. Similarly, in answer choice C, the first sentence mentions specific courses a designer should take, and the following sentence states that a designer also needs careful educational preparation. Therefore, we can eliminate choices A and C. #4: Review the Paragraph With Your Remaining Choices to Determine What’s Most Logical In answer choice B, the paragraph starts with the sentence that a designer also needs careful educational preparation. The rest of the paragraph is about the education that a designer needs to be successful. That sentence is a good introduction for the paragraph, and the rest of the paragraph makes logical sense. In answer choice D, the paragraph starts by claiming that a basic understanding of computer science is essential, but the paragraph is about all the different types of courses that a designer needs. Answer choice B would give the paragraph the best introduction and make it most logical. The correct answer is B. Step-By-Step Approach to Answering Paragraph Order Questions Sentence order questions are much more common, but you may encounter a paragraph order question on the SAT. You’ll go through a similar process to determine where a paragraph best fits in the passage. Take a look at this paragraph order question: #1: Determine What the Question Is Asking The question is straightforward. Where should paragraph 2 be placed to make the passage most logical? Also pay attention to the wording in the answer choices. We want to select which paragraph to place paragraph 2 AFTER. #2: Determine the Main Idea of the Paragraph Knowing the main idea of the paragraph will help you decide where the paragraph should fit in the passage. Let’s take a look at the paragraph in this question: Often, the main idea of the paragraph can be found in the first or second sentences. This paragraph is discussing the details of an extravagantly decorated living room from the era of French king Louis XV. In a passage, each paragraph should connect to the next; therefore, the main idea of one paragraph should logically connect to the main idea of the paragraph that follows. #3: Go Through the Answer Choices Use the main ideas of the other paragraphs and the general structure of the passage to determine if it would be logical to place paragraph 2 after a certain paragraph. Here are the main ideas of the paragraphs in the answer choices: A. Paragraph 1 is about the narrator’s favorite exhibit at the Art Institute of Chicago, which was one of its tiniest: the Thorne Miniature Rooms. B.Paragraph 3 provides a description of the exhibit, which features miniature rooms 1/12 their actual sizes. The rooms are from different regions and eras, from the 13th to the 20th centuries. C. Paragraph 4 opens by stating that the plainer rooms are not as well-furnished, and then describes one of these rooms. D. Paragraph 5 describes a couple of examples of the level of the detail of the furniture in these miniature rooms. It closes with a concluding statement that the narrator isn’t surprised by the level of detail given the exquisite craftsmanship he’s seen in this exhibit. #4: Eliminate Wrong Choices Remember that each paragraph should logically transition to the next paragraph. The original placement of paragraph 2 doesn’t make the most sense logically because it transitions from talking about ornately decorated rooms to a general overview of the exhibit in paragraph 3 to discussing the plainer rooms in paragraph 4. It makes more sense to have the paragraph about the ornate rooms right before the paragraph about the plainer rooms. Those two paragraphs are more logically connected. Therefore, we can get rid of answer choice A. Also, it wouldn’t make much sense to have paragraph 2 after paragraph 4, especially because there is no logical transition between paragraphs 3 and 4. Furthermore, paragraph 5 is the only paragraph that works as a conclusion and sums up the narrator’s fascination with the exhibit. It wouldn’t make sense to have a paragraph after that focusing on the details of a salon from the era of King Louis XV. We can get rid of choices A, C, and D. #5: Skim the Passage With the Answer Choice You Selected The right choice should logically follow the paragraph before and connect to the paragraph after. We’re left with answer choice B: paragraph 2 should be placed after paragraph 3. Paragraph 3 ends by stating that there are rooms from various eras; that logically transitions to the description of the ornate room from the era of King Louis XV. Also, paragraph 4 describes the plainer rooms; that paragraph logically follows the description of ornate rooms. The correct answer is B. 5 General Tips for Organization Questions Here are some important tips to follow for all organization questions. Read the Question and Answer Choices Carefully Make sure you know what the question is asking. Determine if it’s a sentence order or paragraph order question. Figure out what you should be looking for before you attempt to answer the question. Review All ofthe Answer Choices For organization questions, you need to look at the various options you’re given for where to place a sentence or paragraph. Try the various options to determine if all of the sentences or paragraphs would be logically connected. For paragraph order questions, identify the main ideas of the paragraphs. Eliminate Wrong Choices If an answer choice results in sentences or paragraphs that aren’t logically connected, eliminate that answer choice as an option. Wrong answer choices in sentence order questions will result in a paragraph that is confusing or doesn’t make logical sense. Wrong answer choices in paragraph order questions result in a passage in which the main idea of a paragraph doesn’t logically connect to surrounding paragraphs. Getting rid of obviously wrong answers will make your task of selecting the right answer easier. Make Sure That the Answer Choice You Pick Logically Follows What Comes Before and Connects to What Follows For all sentence and paragraph order questions, the correct answer has to make the most logical sense. Check the surrounding sentences or paragraphs to determine that everything is logical and coherent. Use Chronological Order for Help Sometimes, relying on chronological order can help you with organization questions. The first paragraph may describe an event from the beginning, and each following paragraph will describe the next thing that occurred. By paying attention to the sequence of events, you can organize the paragraphs correctly. Similarly, within a paragraph, identifying the order of events can help you organize the sentences. For example, you can't dry off before you get wet. If a sentence about drying off comes before a sentence about getting wet, you'll likely have to change the order of the sentences. What's Next? Organization questions are new to the SAT Writing section. Find out how else SAT Writing has changed. Transition questions are the most common on SAT Writing. Learn how to tackle these questions and improve your score. Finally, make sure you know the most important grammar rules for SAT Writing. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Over Representation of Learning-Disabled Students in the Public Research Paper

Over Representation of Learning-Disabled Students in the Public Education System - Research Paper Example The education of learning –disabled students is a big problem in many countries. The question of whether these students should be permitted to educate along with the normal students or in separate classes is a big question. Some psychologists and educationalists argue that learning-disabled students should be educated along with the normal students in order to avoid any feeling of discrimination. However, many others are of the view that separate classes are required for educating learning-disabled students properly since the educational methods used for the normal students may not be suitable for learning-disabled students. Because of the above contrasting views, the current public education system gives overrepresentation to the educational needs of the learning disabled students.   Overrepresentation of learning disabled students can result in the creation of stereotypes. Stereotyping is perceived as a big problem in contemporary society. â€Å"Stereotypes are generalizations, or assumptions that people make about the characteristics of all members of a group based on an image (often wrong) about what people in that group are like† (Inaccurate and Overly Hostile Stereotypes, 1998). Stereotyping or classification of people based on their peculiarities can create both positive and negative changes. It is easier to create stereotypes when there is a clear distinction between people which can be easily recognized. In the educational system, stereotyping may cause the destruction of the self-esteem of the students. Students always compare themselves with the peers. If they feel that they are some way inferior to others, their self-esteem may not develop properly. In fact, uniforms and other measures are implemented in schools in order to eliminate the possib ility of the creation of unwanted feelings in the minds of the students.

Elevator Pitch Essay Example | Topics and Well Written Essays - 500 words

Elevator Pitch - Essay Example itch is a communication tool presenting â€Å"an overview of a product, service, project, person, or other thing and is designed to get a conversation started† (O’Leary, par. 2). Chris O’Leary proffered the most important characteristics of an elevator pitch using Nine C’s, to wit: â€Å"(1) Concise, (2) Clear, (3) Compelling, (4) Credible, (5) Conceptual, (6) Concrete; (7) Customized, (8) Consistent, and (9) Conversational† (O’Leary, par. 6). As indicated, the purpose of an elevator pitch is to relay crucial information to the person one is talking to in a most effective manner using the limited time, typically spent in an elevator ride. In an article written by Pagliarini (2009), an elevator pitch must be designed to answer six particular questions: â€Å"(1) what is your product or service? (2) Who is your market? (3) How do you expect to make money? (4) Who is behind the company? (5) Who is your competition? And (6) What is your competitive advantage?† (Pagliarini, 2009, pars. 4 – 9). Further, Pagliarini averred that the elevator pitch must contain characteristics that catches the attention of the person one is talking to; should be very concise to comprise approximately 150 to 225 works; delivered with genuine passion and enthusiasm; and aiming to obtain a request in terms of networking through referrals (Pagliarini, 2009). In contemporary business and in an increasingly competitive environment, majority of professionals are always in such a hurry to go to one destination and transfer to another. As a consequence, communication tools, specifically designed to relay crucial information on business endeavors must be designed in a compact but holistic

A ball is dropped from affects the re-bounce of it Essay Example for Free

A ball is dropped from affects the re-bounce of it Essay Analysis:As the results and the graph attached overleaf shows, the line of best fit indicates that my prediction was correct, although due to experimental error it is not exact. However, as the end column displaying the percentage loses shows, although the percentage losses vary they are all around the same point. I think air resistance did have an affect and slow the ball down, this meant it was unable to pick up a lot of speed, meaning it didnt have much kinetic energy and what it did have was lost when it was still for a split second as it squashed; released more energy in the form of heat. Therefore the percentage loss increases near the end as the drop height increases. I think that my prediction about the percentage loss was right because the end column shows no big anomalies, which means that the ball was constantly losing the same amount of energy wherever I drop the ball. This indicates that the air resistance did not have as bid affect as I thought. Towards the end of my experiment, the graph shows a clear place where a factor influenced my results. The last three points are some what away form the trend of the rest; this could be because I had reached a point where terminal velocity concluded. I think this because they are significantly lower than the rest of the points. This leads me to believe that air resistance had an affect of the bounce height due to terminal velocity no longer being in control. These last results are anomalies as they do not follow the trend of the rest, and are notably away from the line of best fit. I would expect to get a result of approximately 22 when dropping from one metre; however I actually got about 21. 5. consequently, I believe Moreover, I expected that if I dropped it from 100cm it would be double that of the bounce from 50cm. This was incorrect, as 12. 3 x 2 does not equal 20. 407. I believe this was because in this case air resistance did have an affect, or the heat I expected to transfer from my hand did not, maybe due to it me doing the experiment in the middle of winter. On the other hand, in my prediction I stated that the bounce height would increase as the drop height increases, and the straight line defiantly shows this. In my opinion, at the end of the graph, the gradient increases causing a steeper end to the graph. This is probably because I did these heights at the end of the experiment, therefore the ball will have had time to warm up, causing the molecules inside to move around and make the outer edge of the ball harder, meaning it bounces higher. I believe that my graph does not have a very steep gradient due to that when I drop the ball higher; the friction against the air coincidently increased. I decided to draw my graph from the origin point, as that is the only point of the graph that is free of experimental error, as you cant drop a ball from nothing and expect it to bounce, as it has no GPE. Evaluation: Overall, I do not think this experiment was very reliable, as there were so many factors that were out of my control to manage. These were such things as the air temperature, the air resistance, heat, and the pressure inside the ball. The air temperature could have affected the activity of the molecules inside the ball, and brought into action the Kinetic theory. The kinetic theory is that of the molecules gaining more energy and exerting it on moving around, consequently colliding with each other and making the ball harder due to the increase in the pressure. This may have made the ball bounce harder as it got hotter through the experiment. Although I said pressure would be one of my controls, I did not take into account the pressure building up due to the heat transferred. Moreover, I could not control the air resistance, although this should have stayed constant, I cant be sure. If the air temperature increased through the experiment, maybe because of the body heat given off, it would mean that the air resistance increased. This is because the heat gives the molecules energy, so the ball would have to use more energy to push past them. This energy is then lost, and means that the ball does not have as much energy as it would if it were cooler. Furthermore, I think because we used our eyesight to determine the height of the re-bounce, this made our results even more unreliable. Yet, on-the-other-hand, I also think my results were as reliable as could I could get them. This is due to the limited time and equipment. For instance, because we used a clamp and stand to hold up the ruler, it made the results trustworthier than someone holding it up. Also, the only thing we varied was the height we dropped the ball, everything else was kept exactly the same, for example, the ball we used, and the surface we worked on. Whats more, I followed the procedure correctly and missed nothing out. I measured the height of the re-bounce from the bottom of the ball instead of the top, as when we dropped it the bottom was inline with the top of the ruler. Moreover, because I got an average, it reduced the affect of anomalous results, which meant my result are unlikely to be flawed due to me as the dropper. I do not think the way I measured the height was very accurate, as it depends on individual eyesight, and everyones level of eyesight is different. Although, they way I dropped the ball, and how we went about trying to record the closest measurement was accurate. This is because I used only my finger and thumb to hold the ball, this was to pass as little heat over as possible, and stop dropping the ball with an added force. I believe this worked, as on my graph there are no obvious anomalies, the line is not straight, but that is due to only a small bit of experimental error. If I repeated the experiment there would be lots of things that I would do differently. I would conduct the experiment on the floor instead of on the bench, as maybe the increase G. P. E on the bench influenced my results. Also, I would find some way of controlling the air temperature, and the air resistance, although this would have to be done outside of the lab. I think that the temperature and the air resistance did have an effect on my results as the percentage of energy lost increased as I dropped the ball from higher positions. Moreover, I would find a way to measure the level of the re-bounce that would be more dependable than using my own eyesight. This is because, as I have said, eyesight is not consistent as things such as the light intensity, which may affect the recording of the results, can influence it. Furthermore, I would increase my drop heights to 200cm, as I think if I carried on longer, my graph would show a definite point where terminal velocity came into action, and also that that graph would perhaps increase its gradient as the ball got hotter through the experiment. This would be useful as it would mean my results could be analysed further and draw a conclusion more valid. Although, if I did do the investigation again, I would keep the squash ball in my experiments. I believe it gave reliable results subject to the terms and conditions that applied freely. Also, I would use the same unit of measurements, as they showed the results clearly and were more appropriate than other methods. I could repeat the experiment under converse conditions by for instance changing the surface, or the air temperature. I could also vary the ball I used, as this would allow me to compare different bounce heights from the same drop height. This would mean I could calculate the efficiency of the balls I used. Whats more I could change how I measure the height it bounces back, or actually what I measure. I could measure the efficiency of the ball, and how the height I drop it from affects the amount of energy is lost.

The main techniques Fitzgerald used to introduce our main character Gatsby :: English Literature

The main techniques Fitzgerald used to introduce our main character Gatsby Author's Techniques by Fitzgerald The Great Gatsby Fitzgerald is a very diverse and interesting author to analyze. The techniques he uses for each character or theme that he wants to present is different from page to page, thus making him a multifaceted. When speaking of the title character of the book, Jay Gatsby, there are a few specific techniques used in the layout of his features. Gatsby doesn’t appear in the book in flesh and blood until the third chapter of the book however by that time Nick Carraway has received enough second hand information about him. However there is of course a reason as to why Fitzgerald waited with the introduction of this man; the more we waited for the Great Gatsby the larger his reputation grew in order for us to build a predetermined view about him. The main techniques Fitzgerald used to introduce our main character Gatsby was reputations and postponed introduction thus creating a lot of mystery around this man. At first when Nick enters one of Gatsby’s parties he doesn’t see the host indulging himself in the luxuries of the crowd, food and music though instead he is nowhere to be seen. This is a very surprising enigma for Nick since generally you would presume that whoever has this much wealth would thrive in showing it off to his guests. On top of this, you have a lot of rumors circulating every one of his parties. Catherine McKee once said that Gatsby is â€Å"the son of Kaiser Wilhelm†, the current ruler of Germany. Of course every speculation made was false however as Nick heard them all, his anticipations for their meeting grew. This is a clever technique since not only does it enhance Gatsby’s character importance in the novel though it shows how little the supporting characters of the book knows him. We hear all sorts of rumors about how Gatsby acquired his wealth however not until chapter VII do we have definite proof of how his money came about. On page 140, two thirds into the book, Tom confronts Jay about who he really is. It is during that event where Tom throws all the facts about his bootlegging in Jay’s face ‘I found out what your â€Å"drug-stores† were-‘ He turned to us and spoke rapidly. ‘He and this Wolfshiem bought up a lot of side-street drug-stores here and in Chicago and sold grain alcohol over the counter. That’s one of his little stunts†¦..’What about it? said Gatsby politely. ‘I guess your friend Walter Chase wasn’t too proud to come in on it.

Reading Autobiography Essay

Although I do not have many vivid memories of my childhood the few things I do recall from my early years mostly seem to focus around school and my academics and interactions with children my own age. It is nearly impossible to pinpoint when exactly it was that I began to read but it must have been somewhere around the end of kindergarten and the beginning of first grade. I didn’t attend preschool so up until kindergarten my primary interaction with others was in my first language, Spanish. I can recall learning the alphabet and the sounds of all letters and I started to make out certain words like ‘see’ and ‘my’. The most influential person in the process of acquiring the skills I needed to read must have been an instructional assistant, Mr. Torres who would help me and other bilingual students regularly in the classroom. Of course the instruction by my teacher set the basis for my learning but the one on one help that he provided helped me make connections to my learning in Spanish and that made me feel very comfortable. The first books I began to read must have been simple stories that I came to memorize. Stories like The Gingerbread Man or Brown Bear that had repetitive lines were probably how I started to make connections with words, sounds and pronunciation of those words and sounds. Learning to read made me feel empowered and I remember wanting to read â€Å"big kids† books once I felt I was capable. Among my favorite types of books were scary chapter books like the series of Goosebumps as well as biographies of famous athletes. Among my least favorite must have been nonfiction and folktale because they never really managed to pull me in and I was always very skeptical about such fantasy. Unfortunately, this thrive to read did not last very long because I started to drift away from the constant practice of reading around the fifth grade and started seeing it more as an obligation rather than a choice. As a whole the literacy environment in my household was actually a very positive one and ever since I can recall my mom has always been a big reader and has many books and magazines throughout the house. All of her reading though was done in Spanish when I was growing up because as I was learning how to read my mom was learning the English language. My dad on the other hand has never been a big reader. Actually I can’t recall a time when I have seen him sit down and read something simply for leisure. I also had an older sister who was just a grade ahead of me in school and she has always been a bit of a bookworm and was constantly going through different books as we grew up. Even with all these things I think the language barrier influenced my detachment from reading. In my household we rarely spoke English, maybe if my mom and dad knew the language or were more comfortable with it they might have pushed me to read more or took the time to sit down and read to me. Come to think of it my mom would read to me but she would do it in Spanish and it was a bit boring for me. She would read common stories that I had already heard like the three little pigs or something of that sort and all I would gain out of this was amusement because the way things translated to me was funny. My mom did take us to the city Library and I remember going to story time or to some sort of show based on books. I remember seeing a magician and also petting a snake. As for having materials to read and write, there was always plenty throughout my house. My mom kept a full stock of pencil and paper as well as of books it was just a matter of me doing the actual work. She constantly asked me to explain to her what I was reading or writing for school but I always seemed to find a way to not spend too much time with it because all I wanted to do was play with the neighborhood kids or run off to soccer practice. In school the literacy environment was very positive as well and I remember how much time and dedication the faculty would place on reading and the development of reading skills. I can’t remember who formally taught me how to read but it must have been either Mrs. Diamond or Miss Falgot my first and second grade teachers, because by third grade I remember being able to read fluently. They used several different types of methods but I remember being read to very often by Miss Falgot. I do recall being placed in groups and having partners whom you read to and vice versa. I believe both Mrs. Diamond and Miss Falgot were key role players in my acquisition of reading skills and although I don’t recall specifics they did their job because by third grade I was at the top of my class. I do remember a particular case that had a bit of a negative effect on me in terms of reading. I remember being in either fourth or fifth grade reading as a class and the teacher called on me to read a paragraph. I don’t remember what I was thinking but I was not listening and wasn’t even on the right page, once I located it I got nervous and couldn’t even read. Luckily the teacher called on someone else but I felt horrible. As a class throughout elementary I remember visiting the library and running to the sport books section. The Library was so calm and always cool and I remembering going in there on hot summer days to get away and read a good book. The librarian I remember was always very sweet and she was very patient with all the students. As for literacy events the only thing that is clear in my mind is the book fairs that occurred maybe twice or three times a year. They were very fun and I remember they made even the boring books seem interesting. They set up all kinds of posters and it was something that I always looked forward to. As an adult I began to pick up old habits especially after I came into college. I can’t say I read a lot but I do find time to fit in a book every once in a while. I am still a big fan of autobiographies and I have recently developed a liking for books in Spanish. I usually read on the weekends when I am well rested and have slept in. I also like to go to parks and sit in the shade and enjoy a good book or story or even an interesting article. I think reading is very important and not only to help us expand our vocabulary or help us academically but when you read a good book you get a chance to escape your everyday and it gives you an insight into a story or a character in the way a TV or radio cannot. It captivates you and manages to get all of your attention but at the same time relaxes you. I think reading is something that should be taught to students but not just in order to help them academically but educators should also focus on showing the importance of literature in our lives and the positive way it influences our lives down the road something the media of today cannot manage to do. Writing equally should be not only taught for the purpose of education but in a way those students value it and continue to practice it even without a teacher pushing them to do so.

Personality, Personality Development, Spheres, Public Relations

Define personality The free dictionary: the visible aspect of one's character as it impresses others: He has a pleasing personality. the sum total of the physical, mental, emotional, and social characteristics of an individual. the organized pattern of behavioral characteristics of the individual. the quality of being a person; existence as a self-conscious human being; personal identity. the essential character of a person. http://www. thepersonalitysystem. org: â€Å"Personality is the entire mental organization of a human being at any stage of his development.It embraces every phase of human character: intellect, temperament, skill, morality, and every attitude that has beeen built up in the course of one's life. † (Warren ; Carmichael, 1930, p. 333) (In an acknowledged overstatement†¦ ) â€Å"Personality is the essence of a human being. † (Hall ; Lindzey, 1957, p. 9, characterizing statements by Gordon Allport) â€Å"An individual's pattern of psychological pr ocesses arising from motives, feelings, thoughts, and other major areas of psychological function. Personality is expressed through its influences on the body, in conscious mental life, and through the individual's social behavior. (Mayer, 2005) 2. ) Define personality development http://www. education. com: Progressive organization of the psychological traits unique to an individual, occurring as the result of maturation and learning from birth through adulthood http://www. angelfire. com: Personality development is the developing a personality cult so as to create a strong positive impression about self with the targeted group, or in general; and more pertinent aspect of such personality is to maintain and prove in a long run. http://www. healthofchildren. com:Personality development is the development of the organized pattern of behaviors and attitudes that makes a person distinctive. Personality development occurs by the ongoing interaction of temperament, character, and environ ment. 3. ) components/spheres of personality Wikianswers: 1. Physical Aspect- Height, weight, size complexion. 2. Intellectual aspect-ability to analyze, synthesized or to give opinion 3. Emotional aspect- the right time,place 4. Social aspect-capability to go other people. meet other people without necessarily withdrawing. 5.Moral Aspect- Knowing right or wrong https://sites. google. com: 11. 2. 1 Identity Identity is experienced as being aware that one exists and that one has the right to live. The person accepts his limits and is prepared to exert his right to exist. He derives strength and courage from a basic feeling of security, from self-confidence and faith in others. He accepts responsibility for his behaviour. A patient with weakness in the sphere of identity feels insecure, â€Å"not O. K. â€Å"and avoids responsibilities. This often obstructs progress in therapy.Strengthening identity then has a high priority. 11. 2. 2 Intimacy Humans are social animals. One of the fi rst needs of an individual is to relate closely to one person in particular. This produces bonding between infant and mother. Later in life the intimacy of lovers and close friends develops, one learns to be close to others without losing one's own identity. Intimacy develops on the edge of fusion (identification with the other) and self-assertion. The antithesis: fusion versus autonomy is solved by â€Å"sharing†.A person who feels supported by a strong feeling of identity can reach out and become intimate with others thereby enriching their lives. The intimacy offered in return, is a reinforcement of one's own identity. If something in the sphere of intimacy is lacking, a patient may experience trouble in developing adequate social coping skills. In a therapist an unrequited need for intimacy may give rise to problems: the transfer of feelings by the patient to the therapist may cause confusion and elicit inadequate responses. 11. 2. Drives and emotions The art of living is making the right choices and decisions. This aspect of human behaviour is studied by motivation theory. It is an important domain for the communication pathologist: many disorders have their beginning in this sphere. 11. 2. 4 Relating socially In the process of self-actualisation this is the buffer-zone that people build around their identity and intimacy. Human drives and motivations are consummated in the social sphere: identity is fostered, intimacy has to be actualised in a social context.Interaction takes place with members of the family and other people in the environment, in an ever widening circle. Out of early experiences with socialisation a complex scene of transactions between people will grow, which E. Berne has aptly described as activities, pass-times and â€Å"games†. A fair number of games get people entangled in risky social habits of which they themselves are hardly aware. A life-scenario with unwholesome games may include some vicious speech- and voice ne uroses.Replacing the dominating games and changing the scenario, by role-playing and practising game-free relationships can bring about a profound change. It will bring the person closer to a true feeling of identity (instead of a fake one) and to genuine intimate relationships. 11. 2. 5 Creative energy and the power of will Men and women are often judged by the impression of power they display in carrying out their designs and resolutions, in demanding achievements from themselves and in dominating others or, on the other hand by submitting to others.Phantasy and creative power are important factors in people's lives, and so are ambition and perseverance to carry out one's design. 11. 2. 6 Cognition: perception, discrimination, evaluation In this sphere the person keeps his internal image of the environment and of his own functioning in this environment. Cognition has been collected from and pervades all previous levels: identity, intimacy, emotional self-preservation, relating to others, creativity and willpower, have their involuntary controls as well as a conscious representation.By rational thought the person tries to make sense of what is happening to him and to his environment. Rational though they may seem to be, thoughts may be subject to distortion: Misinterpretations and false expectations may occur as a consequence of exceptionally strong experiences dating far back in time. [pic] 4. ) define public relations http://www. businessdictionary. com: The profession or practice of creating and maintaining goodwill of an organization's various publics (customers, employees, investors, suppliers, etc. , usually through publicity and other nonpaid forms of communication. These efforts may also include support of arts, charitable causes, education, sporting events, and other civic engagements. http://www. prsa. org: â€Å"Public relations is a strategic communication process that builds mutually beneficial relationships between organizations and their publi cs. † www. answers. com (Britannica): Aspect of communications that involves promoting a desirable image for a person or group seeking public attention.

Transportation Geography

Transportation Geography Transportation geography is a branch of economic geography that studies transportation and all aspects related to it and the geography of an area. This means that it examines the transportation or movement of people, goods, and information in or across different regions. It can have a local focus in a city (New York City for example), as well as a regional (the United States Pacific Northwest), national or global focus. Transportation geography also studies the different modes of transportation such as road, rail, aviation and boat and their relationships to people, the environment and urban areas. Transportation has been important in geographic study for hundreds of years. In the early days of geography explorers used known sailing routes to explore new areas and set up trading outposts. As the worlds economy began to modernize and develop railway and maritime shipping became increasingly important and knowledge of foreign markets was essential. Today transportation capacity and efficiency is important so knowing the quickest way to move people and products is important and in turn, understanding the geography of the regions in which these people and products are moving is vital. Transportation geography is a very broad subject that looks at many different topics. For example, transportation geography could possibly look at the link between the presence of a railroad in an area and the percentage of commuters using rail to get to work in a developed area. Social and environmental impacts of the creation of transportation modes are other topics within the discipline. Transportation geography also studies the constraints of movement across space. An example of this might be looking at how the shipment of goods varies at different times of the year due to weather conditions. To gain a better understanding of transportation and its relationship to geography transportation geographers today study three important fields that relate to transportation: nodes, networks, and demand. The following is a list of the three major branches of transportation geography: 1) Nodes are the beginning and end points for transportation between geographic areas. The Port of Los Angeles is an example of a node because it is the start and end for the shipment of goods to and from the United States. The presence of a node is important economically because it can aid in the development of a city due to jobs for example. 2) Transportation networks are the second major field in transportation geography and they represent the structure and organization of transportation infrastructures like roads or train lines through an area. Transportation networks connect the nodes and are significant because they can directly affect the capacity and efficiency of the movement of people and goods. For example, a well-developed train line would be an efficient transportation network to move people and goods from two nodes, say, from San Francisco to Los Angeles. It is up to transportation geographers to study the differences between two networks to most efficiently move items between nodes. 3) The third major field of transportation geography is demand. Demand is based on public demand for different types of transportation. For example, if commuters are in constant traffic congestion on a daily basis in a city, public demand might support the development of a transit system such as light rail to move them within the city or two and from the city and their home. Overall, transportation is a significant topic within geography because the worlds economy depends on transportation. By studying how transportation relates to geography, researchers and geographers can gain a better understanding of why cities, transportation networks and the worlds economy have developed the way they have. Reference Hanson, Susan, ed. and Genevieve Giuliano, ed. The Geography of Urban Transportation. New York: The Guilford Press, 2004. Print.

A Brief Timeline of Events in America - 1651 - 1675

A Brief Timeline of Events in America - 1651 - 1675 The American Revolution would not commence until 1765, when the Stamp Act Congress, representing the thirteen colonies, disputed the right of the British parliament to tax the colonists without providing them with representation in the House of Commons. The American Revolutionary War would not begin until 1775. During the period from 1651 to 1675, however, attempts by the British government to control commerce in the American colonies gradually created an atmosphere in which rebellion was almost inevitable. 1651 England passes the Navigation Act that forbid goods to be imported from the colonies to England in non-English ships or from locations other than where they were produced. This action causes supply shortages hurting colonies and eventually leads to the Anglo-Dutch War which lasts from 1652-1654. 1652 New Amsterdam is given permission to form its own city government.Rhode Island passes the first law in America which prohibits slavery.Maine is included within the boundaries of the Massachusetts Bay Colony.The Anglo-Dutch War begins in July.In defiance of England, Massachusetts Bay declares itself independent. 1653 Massachusetts Bay does not support the New England Confederation in declaring war against the Dutch colonists.   1654 The first Jewish immigrants arrive in America when they settle in New Amsterdam.The new governor of Maryland, William Fuller, does away with the Toleration Act which gave Catholics the right to practice their religion and removes Lord Baltimore from authority. 1655 A civil war between Catholic and Puritan factions after the revocation of the Toleration Act in 1654 results in a Puritan victory.The Dutch, after years of conflict with New Sweden, are able to defeat the Swedes and end royal rule by Sweden in America. 1656 Lord Baltimore is returned to power in Maryland and Josias Fendell is named its governor.Quakers who arrive in Massachusetts Bay are treated horribly and banished which is supported by the New England federation. Later in the year, Connecticut and Massachusetts pass laws to allow for the banishment of Quakers. 1657 Quakers who arrive in New Amsterdam are punished and then banished to Rhode Island by Governor Peter Stuyvesant. 1658 Massachusetts colony passes laws that do not allow for religious freedom of Quakers including the holding of their meetings. 1659 Two Quakers are punished by hanging when they return to Massachusetts Bay after being banished. 1660 Lord Baltimore is removed from power by the Maryland assembly.The Navigation Act of 1660 is passed requiring only English ships with a three-quarters English crew be allowed to be used for trade. Certain goods including sugar and tobacco could only be shipped to England or English colonies. 1661 The English crown, in protest to the rules against Quakers, orders them released and returned to England. They are later forced to stop the harsh penalties against Quakers.The first bible to be printed in America was published in the Algonquin language. 1662 Connecticut is given a royal charter.The Massachusetts Bay Colonys charter was accepted by England as long as they extended the vote to all landowners and allows for freedom of worship for Anglicans. 1663 The Carolina colony is created by King Charles II and has numerous proprietors.Rhode Island is given a royal charter.All imports to the American colonies are required to come from England on English vessels with the second Navigation Act. 1664 The Hudson River valley Indians surrender part of their territory to the Dutch.The Duke of York is given a charter to control lands that include the Dutch area of New Netherland. By the end of the year a naval blockade by the English of the area causes Governor Peter Stuyvesant to surrender New Netherland to the English. New Amsterdam is renamed New York.The Duke of York grants land called New Jersey to Sir George Carteret and John, Lord Berkeley.Maryland and later New York, New Jersey, North Carolina, South Carolina, and Virginia pass laws that do not allow for the freeing of black slaves. 1665 New Haven is annexed by Connecticut.The Kings Commissioners arrive in New England to oversee what is occurring in the colonies. They demand that colonies must comply by swearing allegiance to the King and allowing for the freedom of religion. Plymouth, Connecticut, and Rhode Island comply. Massachusetts does not comply and when representatives are called to London to answer to the King, they refuse to go.The territory of Carolina is extended to include Florida.   1666 Maryland prohibits the growing of tobacco for a year due to a glut of tobacco on the market. 1667 The Peace of Breda officially ends the Anglo-Dutch War and gives England formal control over New Netherland. 1668 Massachusetts annexes Maine. 1669 The Fundamental Constitutions are issued in Carolina which provides for religious tolerance. 1670 Charles Town (present-day Charleston) is established by Joseph West.The Treaty of Madrid is completed between England and Spain. Both parties agree that they will respect each others rights in America.The Virginia Assembly only allows landowners the right to vote. 1671 Plymouth forces King Philip (Metacomet), chief of the Wampanoag Indians, to surrender his weapons.French explorers claim the interior of North America for King Louis XIV. 1672 First copyright law is passed in the colonies by Massachusetts.The Royal Africa Company is given a monopoly for the English slave trade. 1673 Virginia is granted by the English crown to Lord Arlington and Lord Culpepper.French explorers Father Jacques Marquette and Louis Joliet travel down the Mississippi River exploring down to the Arkansas River.The Dutch launch a naval attack against Manhattan to try and win back New Netherland during the third Anglo-Dutch War. Manhattan is surrendered. They capture other towns and rename New York to New Orange. 1674 The Treaty of Westminster ends the third Anglo-Dutch War with the American Dutch colonies reverting back to England.Father Jacques Marquette establishes a mission at present-day Chicago. 1675 Quaker William Penn is granted rights to portions of New Jersey.King Philips War begins with retaliations for the execution of three Wampanoag Indians. Boston and Plymouth unite to fight against the Indians. Nipmuck Indians unite with the Wampanoags to attack settlements in Massachusetts. The New England Confederation then reacts by officially declaring war on King Philip and raising an army. The Wampanoags are able to defeat settlers near Deerfield on September 18th and Deerfield is abandoned. Source: Schlesinger, Jr., Arthur M., ed. The Almanac of American History. Barnes Nobles Books: Greenwich, CT, 1993.

Demography of Yemen Essay Example | Topics and Well Written Essays - 2750 words

Demography of Yemen - Essay Example It is to be noticed that this huge economic gap between the Arab countries is a recent phenomenon. In 1960s this gap was quite narrow with the exception of Kuwait and Libya. In 1968 the per capita GNP in Sudan was $130, $190 in Egypt, $290 in Syria and $500 in Saudi Arabia. But five following factors dramatically widen the gap since 1970s. (Winckler, 2005) The important factor of the poor socioeconomic condition in Yemen is political instability which hampers the socioeconomic development plans. Thus, despite the extensive natural resources of oil Yemen remains the poorest countries of the world. Encarta defines demography as "the study of human populations, including their size, growth, density, and distribution, and statistics regarding birth, marriage, disease, and death" The term demography hoists many images. Some people take it as set of numbers and tables to others it is a target group of commercial organizations trying to sell their products. All these views support the static entity of population. But to demographer it has dynamic aspect for the population is changing in many facets. (Winckler, 2005). The changing factors are fertility, mortality and migration. "Other dynamic aspects are the spatial distribution and various socioeconomic characteristics of the population that affect each of the demographic parameters of any given society." (Hameuchad, 1995) The population growth rate remained close to 3. 5% and it makes Yemen the fastest growing country in the region. "Yemen's estimated population of 20m is projected to grow to 70m by 2050." (Oxford Business Group, 2008) Yemen: Economic and Demographic Indicators. 2006-11 Population Population Growth % GDP At current prices GDP Per capita (at PPP) Average household size Labor force Unemployment Rate % 2006 21,622,000 3.08 19,106 884 710 7,287,212 26.2 2007 22,290,000 3.09 21,664 972 710 7,578,593 27.7 2008 22,978,000 3.09 25,863 1,126 710 7,881,885 29.9 2009 23,678,000 3.09 31,577 1,333 710 8,197,253 27.3 2010 24,398,000 3.00 34,261 1,404 710 8,349,000 27.1 2011 25130,000 3.00 35,511 1,453 710 10,612,036 27.1 Source :(Oxford Business Group, 2008) Indicators 2008 1995 2005 2015 2025 Population Midyear population (in thousands) 23,013 14,864 20,745 29,193 39,696 Growth rate (percent) 3.5 3.0 3.5 3.3 2.8 Fertility Total fertility rate (births per woman) 6.4 7.4 6.7 5.8 4.7 Crude birth rate (per 1,000 population)

The Current United States Recession Research Paper

The Current United States Recession - Research Paper Example If the GDP decreases, it is a clear indication that the economy is performing dismally. Other indicators include national and personal income, and if these reduce, it is an indication of a recession. The retail sales reflect the purchasing power of consumers, so if there is a decline in retail sales, the country is likely to witness a recession. Evidence of a recession can be witnessed from a decline in government taxes due to the fact they are obtaining less taxable income and buying fewer goods that can be taxed. In the construction industry, the effects of the recession are felt when the sales of the houses drastically reduce. The construction industry is a segment of the financial system that is prone to recession. In the event a recession occurs it will be manifested in this industry. The purchasing power of consumers diminishes. The active growth seems to be slowed down near stagnation. Construction work therefore slows down due to the slump in the sales of the houses (Roubini, 2008). This in turn renders a lot of workers jobless. Expansionary fiscal policies have tried to limit the damage in conjunction with bailouts and government funds. With the recession, it is quite evident that the construction sector will face an extremely demanding task and it also threatens to limit any construction activity in the near future. Even despite the fact that the government is enthusiastic on prioritizing some of the infrastructure projects the spending cuts limit the job security for most of the construction workers. Additionally, the house building activity is likely to be restricted by the weak housing market activity and low house prices. The recession forces the prices of the houses to decline due to low purchasing power. In the society as a whole, the labor market is likely to decrease due to the lack of employment; consumer confidence is likely to diminish as they will be uncertain if they will be able to pay for the house once they are jobless (Cline, 2005). I nvestors in the construction industry are likely to pull out for fear of losing their money. Consumer spending is down to 4% since the recession began and the retail sales volumes have remained resilient. The recession has taken its toll on the labor market as the employment rate has fallen to 70%, which is much lower than in the previous quarter. The long term jobs are expected to be subdued. Apart from the public housing sector, the private sector also felt the effect of the decline on the economy. Due to the house price uncertainties and strict mortgage lending there has been a reduction in the sales. Buyer are opting for the â€Å"wait and see† approach to see if the prices can be reasonable. Objective 2 With reference to the business cycle, economic growth is not a steady phenomenon; rather it follows a specific pattern. These include an expansion of above average growth, a peak, a contraction of below average growth and a low point. The troughs are followed by periods o f expansion and the cycle generally repeats itself, though not in a usual manner (New York Times, 2010). The fluctuations in economic growth are regarded as the business cycle. The business cycle is related to the economic activity which is a popular indicator of the GDP. Economists generally consider two consecutive quarters of negative GDP growth to act as an

Televised Presidential Debate (10-3-12) Assignment

Televised Presidential Debate (10-3-12) - Assignment Example (2) About how many people attended the meeting? Describe the audience demographics. This event drew an immense number of audience members. Unlike a private event, this debate was aired live, on multiple networks, allowing for, easily, millions of viewers. The demographics of the audience of this event are as diverse as the country we live in. Americans of all genders, races, political parties, and ideologies were tuned in to view this debate. (3) What was the main topic of the meeting? The topic of the debate was announced as domestic policy. Lehrer explained that there would be, ideally, six segments of 15 minutes in length, with 2 minute responses from each candidate. Three segments would focus on the economy; one segment would be dedicated to healthcare, role of government, and the last on the meaning of â€Å"governing.† I choice this event, particularly, because of it is so very important. There are issues being discussed that are so incredibly relevant to the future of t his country that it is an event deserving of critical attention. This is, also, again, the first debate where these two candidates would be debating these issues face-to-face in an open forum. There are a lot of important questions that need asking, issues that need addressing, and answers that the voters deserve to hear. (4) Why did you choose this meeting, and what did you know about the topic before you attended? There is nothing more politically important in the United States of America than when we choose the leadership that we have. Where to cast your vote should never be a small issue and tends to involve many specific variables. Individuals must assess their political concerns; review the prospective candidates, their personal beliefs and views, and ever so much more, before they make their choice. It is all the harder today with the cut throat nature of the campaign tactics, being overused in this election, for Americans to make that choice clearly. The smear campaigns, ult imately, begin to feel like childhood name-calling. With the state that American is currently in, struggling through a continuing the unemployment crisis and continuing and increasing debt, this is hardly the time for games. Choosing the right candidate is extremely important, regardless of your political party. These are the reasons that I chose this particular event. (5) What were the four most interesting things you learned from the meeting? This debate was, in fact, quite interesting. However, the issue that I was most eager to hear addressed was concerning the unemployment crisis. Although, both, candidates have plans for the issue, Obama reiterated the same approaches that he has proposed throughout his Presidency. While Romney offered some fresh perspectives that, definitely different from Obama’s, had a lot of merit. The next topic of importance to me is the controversial healthcare reform, often called, â€Å"Obamacare.† Romney was able to communicate how, not only is â€Å"Obamacare† not the best solution for healthcare reform, as it takes the power from the patient and physician and places it into the hands of medical councils, but, also, how â€Å"Obamacare† directly contributes to the, aforementioned, unemployment crisis.("YouTube") There are many businesses, particularly small businesses, that are less likely to hire new staff members because of the insurance requirements that â€Å"

How Students and Teachers Can Avoid and Prevent Plagiarism Essay Example for Free

How Students and Teachers Can Avoid and Prevent Plagiarism Essay Plagiarism has been any and every writer’s concern, both in the scholarly and non scholarly sense. It is the dreaded term which implies various complications from those who choose to plagiarize, those plagiarized by accident, and those authors who are mere victims of such unfair treatment. From the students’ standpoint, great and keen consideration must be done in the process of how they choose to construct their ideas and write about a required topic. With the lenient accessibility of information within a click’s reach, plagiarism even gets more tempting. The Michigan Library Association (MLA) Forum (2008) adds â€Å"With the Internet offering students such a wealth of information at their fingertips, it is no surprise that one of the main reasons that they commit acts of plagiarism is simply due to how easy and convenient it has become† (n. p. ). Hence, students must understand the definitions and details of what plagiarism is and what to do and what not to do as a plagiaristic situation arises. Students always use plagiarism checker free. Students must maintain their academic responsibility as they fulfill the scholastic obligations. Students should be responsible in understanding and realizing other tools available to them as they fulfill certain literary requirements. The use of methods like proper paraphrasing, formal, and correct citing of references, being consistent to the requirements of a specific referencing style— plagiarism may be avoided given that all must be understood and well executed by the student. From the teachers’ standpoint, there are a series of issues which must be explained to the student. The clear discussion of what plagiarism is and the consequences it brings must be well and thoroughly comprehended by the students. Teachers should emphasis the valuable use and importance of the use of bibliography. As the Plagiarism. org (2008) writes: â€Å"Emphasize that the annotation has to be in their own voice and words, and should specifically discuss the relevance of the source to their research† (n. . ). Teachers should make themselves clear and specific in what they demand of their students. They should help exercise further the skills of their students such as by assigning the students to make a presentation which would enhance their research and idea conceptualization. It is also of beneficial importance for teachers to be creative in building their students’ skills in writing formal academic works.

womenhod Gender in Joseph Conrads Heart of Darkness :: Heart Darkness essays

Gender in Heart of Darkness Joseph Conrad's Heart of Darkness colludes with Western patriarchal gender prescriptions. Women are ominously absent from the bulk of the narrative, and when they do make an appearance they are identified through the powerful narrative viewpoint of the character Marlow, who constructs them in terms of the values of the dominant ideologies of the British gentleman. The contrast between Kurtz's Intended and his Mistress reveals to the contemporary reader this undeniable Victorian provenance - women are effectively marginalised from power and silenced by the text's endorsement of British values. "The women", Marlow declares, "are out of it". Indeed, the five women of Heart of Darkness make only brief appearances and are given only a passing mention in Marlow's narrative. His aunt, given a cameo role in the text, is supremely naà ¯ve and "out of touch with truth"; she reminds him to "wear flannel" when he is about to "set off for the centre of the earth". The knitters of black wool in the Company headquarters are defined by classical mythology, taking on a symbolic significance by "guarding the door of Darkness"; they are not characters in their own right. Kurtz's mistress is identified as a product of the wilderness, "like the wilderness itself", and is described in terms of natural processes, a "fecund and mysterious life". Kurtz's Intended, by contrast, lives in a place of death rather than of life, darkness rather than lightness, delusion rather than reality. A feminist reading identifies that females are silenced and cast as cultural archetypes in Heart of Darkness. The juxtaposition of the Intended with Kurtz's mistress highlights the traits of the culturally constructed Victorian woman. She has assembled for herself a tomb of darkness, where everything personifies the sterile and lifeless existence of her kind. The Victorian woman was expected to adhere to high standards of behavioral decency and to subscribe to the Puritan ideals of sexual and emotional restraint. Kurtz's mistress throws these characteristics into focus because she is vibrant, vital, and lives out her sexual urges. The sexual language used to describe the mistress emphasises that she is a social 'other' and foregrounds the dichotomy between women of Europe and Africa. While the Intended embodies the characteristics of a Victorian woman, her behaviour is also enormously hypocritical. She remains alive only by deceiving herself; her condition, as C.B. Cox suggests, "symbolizes that of Western Europe".

Navigating Early Essay

* Summary: * After his mother’s death the young Jack Baker is uprooted from his home in Kansas and is placed in a boarding school in Maine. At the boarding school he feels lost and out of place. While trying to impress the boys and find a place in his school, he can’t help but be drawn to one of the misfits, Early Auden. Early is one of the strangest of boys, who reads the number pi as a story and collects clippings about the sightings of a great black bear in the nearby mountains. When Early decides to set out to find Pi and the black bear in his brother’s boat, the legendary â€Å"Fish†, Jack decides to join him. Through the course of their journey the boys begin to realize that Early’s story for Pi is starting to become reality as they come in contact with characters like pirates searching for treasure, a Norwegian still pining for his first love, and a 100 year old women still waiting for her son to come home. The irony of the story is that all 3 boys, Jac k, Early and Pi, lost their direction in life and through their journeys they find a way to navigate their way back. Why this book is a good choice for math? * The number PI is one of the most common constants in all of mathematics. It is an irrational number, which means that its value cannot be expressed exactly as a fraction (when the numerator and denominator are integers). Nobody knows its exact value, because no matter how many digits you calculate it to, the number never ends. In math it’s obvious that we use PI in calculations for finding the circumference of a circle and finding areas of circles, cylinders, cones, and spheres. What most people don’t know is that PI is also used to calculate numbers that are used in different jobs: for example electrical engineers used pi to solve problems for electrical applications, statisticians use pi to track population dynamics and biochemists see pi when trying to understand the structure/function of DNA. * In the novel, Navigating Early, Clare Vanderpool introduces the mystery  of PI in a fun creative way that has the reader egger to find the answer of PI. In the beginning, she has a Math teacher, Mr Blane, introduce his course by explaining the number PI as the Holy Grail of mathematics, in other words it is the mysterious number that has entranced mathematicians for milenia. â€Å"Why do I mention this today? Because this year, we are going to embark on a quest of our own to expand our minds, to challenge what we think we know, and push the boundaries of mathematics. If pi, the most venerable number, can be proven to end, what else are we blindly believing that might be put to the test?† The way Mr. Blane introduces Pi in the start of his class is a great way to have students use their critical thinking skills as to what Pi really is and get them prepared to what they will encounter in the course. The book, Navigating Early is a great tool for any lesson to get the students excited to learn formulas that incorporate PI. It also teaches the students, to always keep going even when you feel like you want to give up. Inquiry Circle Design The book will be divided up into 6 sections. Section 1-3 students will use the role sheets. Each student will switch roles within each group every week. * Section 1: Pages 1-50 * Section 2:Pages 51-109 * Section 3:Pages 110-150 Section 4-6 Students will use the organizers. * Section 4:Pages 151-198 * Section 5:Pages 199-253 * Section 6:Pages 254-295 1 section per week, Meet once a week for 20 minutes. Monday| Tuesday| Wednesday| Thursday| Friday| | | | | Section 1| | | | | Section 2| | | | | Section 3| | | | | Section 4| | | | | Section 5| | | | | Section 6| What will occur in the meetings: * Go over role sheets * Discuss essential questions Materials: * Book * Role sheets Inquiry Circle Performance Task For Early, creating a story about the character Pi with the numbers of Pi helped him remember the numbers of Pi. For this assignment you are asked to create your own story to remember the first 15 digits of Pi. 1. You should first brainstorm ideas for your story. The best way to do this is to create a web of ideas. Start with your character, Pi, in the middle of your web and clockwise write ideas for your plot. Make sure you include the numbers of Pi for each idea. You can use either single digits or multiple digits. (NO MORE THAN 2 DIGITS GROUPED TOGETHER!!!) 2. Using your web you should create a rough draft using your ideas. You should double space your rough draft so you will have room for corrections. 3. After writing your draft, find a partner to correct your paper. Make sure when you are correcting your partner’s paper that you look for grammatical errors, digits of pi used correctly, and their ideas make sense. 4. Once corrections are made, type out your final draft with your name and title at the top. You final paper should be single space, sized 12 font, and in times news roman. Your paper should be AT LEAST one page! You can certainly write more pages, but again it has to be at least one page. Don’t forget to include all the digits and that your story makes sense. 5. Once you have created your story, fill out the H chart comparing and contrasting your story to Early’s story. When contrasting, think of the differences of the journeys, what did Pi encounter, and how Pi became a better man from his journey. When comparing the two journeys, think of the plot of the stories: Does Pi in Early’s story face the same problems in your story? For example: There once was a boy named Pi who had 3 older sisters, Alpha, Beta, and Omega. They all lived under 1 house and split the bills by 4’s. They were always happy living with each other until 1 day at school 5 boys we’re making fun of Pi. They bullied Pi saying because he didn’t have a father and lived with all girls he will never grow up to become a man. One boy piped up and said he killed and skinned 9 deer’s and 2 raccoons in the same night. â€Å"I’ll show you!† says Pi and leave that night to go into the woods. Pi has never hunted before but with a knife at hand he was willing to try. 6 birds overhead gave warning calls to the rest of the wildlife throughout the woods. Then behind a nearby tree 5 black bear cubs crawled to Pi. Pi laughed and played with the little cubs until suddenly 3 momma bears ran to attack Pi. Pi thought he was a goner until 5 grey adult wolves came and save Pi’s life. When Pi arrived home, he was bombarded by 9 of his friends and family asking about his journey in the woods. Pi has learned that being a man doesn’t mean going off and killing animals, It means having ethical principles and sticking by them, and protect your family. * The fifteen digits of Pi:3.1415 9265359 Organizer Word WizardThe words an author uses are important to the author’s craft. Your job is to be on the lookout for at least one word that has special meaning to the selection for today. Include the word, the page number, the definition, and the reason why you chose the word| Quotations Locate at least one quotation in the text you have read that would be beneficial for your group to discuss. You may look for quotations that are puzzling, interesting, powerful, funny, or those that contain literary devices. Include the quotation, the page, and your reason for choosing the quotation. | IllustratorGood readers make pictures in their minds as they read. This is a chance to share some of your own images and visions with the members of your group and use these images to participate in the conversation. Your picture can take a variety of forms but should represent your thinking. | Essential QuestionsEssential questions are critical to promoting deep and interesting conversations. Write at least one good, quality essential question that you can pose when talking with your group about the passage read.| Literature Circle Role Sheet Summarizer Name _____________________________ Circle _____________________________ Meeting Date _______________________ Reading Assignment ________________ Book ___________________________________________________________________ Summarizer: Your job is to prepare a brief summary of today’s reading. Your group discussion will start with your 1-2 minute statement that covers the key points, main highlights, and general idea of today’s reading assignment. Summary: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Key Points: 1.________________________________________________________________ 2.________________________________________________________________ 3.________________________________________________________________ 4.________________________________________________________________ 5.________________________________________________________________ Connections: Did today’s reading remind you of anything? Explain. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ————————————————- ____________________________________________________________ Literature Circle Role Sheet Questioner/Discussion Director Name _____________________________ Circle _____________________________ Meeting Date _______________________ Reading Assignment ________________ Book ___________________________________________________________________ Questioner/Discussion Director: Your job is to develop a list of questions that your group might want to discuss about this part of the book. Don’t worry about the small details; your task is to help people talk over the big ideas in the reading and share their reactions. Usually the best discussion questions come from your own thoughts, feelings, and concerns as you read. You can list them below during or after your reading. You may also use some of the general questions below to develop topics to your group. Possible discussion questions or topics for today: 1.__________________________________________________________________ 2.__________________________________________________________________ 3.__________________________________________________________________ 4.__________________________________________________________________ 5.__________________________________________________________________ Tips: Consider †¢ A discussion of a work’s characters: are they realistic, symbolic, historically-based? †¢ What motivates the characters or leads them to make the choices they do? †¢ An in-depth discussion of the work’s events †¢ A discussion of any confusing passage or event †¢ Literature Circle Roles Connector Name _____________________________ Circle _____________________________ Meeting Date _______________________ Reading Assignment ________________ Book ___________________________________________________________________ Connector: Your job is to find connections between the book and you, and between the book and the wider world. Consider the list below when you make your connections. †¢ Your own past experiences †¢ Happenings at school or in the community †¢ Stories in the news †¢ Similar events at other times and places †¢ Other people or problems that you are reminded of †¢ Between this book and other writings on the same topic or by the same author Some connections I made between this reading and my own experiences, the wider world, and other texts or authors: Literature Circle Roles Illustrator Name _____________________________ Circle _____________________________ Meeting Date _______________________ Reading Assignment ________________ Book ___________________________________________________________________ Illustrator: Good readers make pictures in their minds as they read. This is a chance to share some of your own images and visions. Draw some kind of picture related to the reading you have just done. It can be a sketch, cartoon, diagram, flowchart, or stick-figure scene. You can draw a picture of something that happened in your book, or something that the reading reminded you of, or a picture that conveys any idea or feeling you got from the reading. Any kind of drawing or graphic is okay – you can even label things with words if that helps. Make your drawing(s) on any remaining space on this side and on the other side of this sheet. If you use a separate sheet of paper, be sure to staple it to this role sheet. Presentation Plan: Whenever it fits in the conversa tion, show your drawing to your group. You don’t have to explain it immediately. You can let people speculate what your picture means, so they can connect your drawing to their own ideas about the reading. After everyone has had a say, you can always have the last word: tell them what your picture means, refer to the parts in the text that you

After a century of criminological theory, why does crime still exist Essay

After more than a century of criminological theory, a central question remains: why does crime still exist? To answer this question one must first come to a clear definition as to what crime actually means. In essence crime can be considered a social concept; a specific word attributes an individual to a particularly undesirable group. This allocations is based upon an event; some sort of wrong-doing or deviance from the norm which results in social, physical, mental, property or financial harm. The fact is, there is no singular definition to crime- there are multiple views and opinions yet none stands as a concrete definition. From a formally legal perspective, crime can be defined as by the state; that is if a specific act is defined by criminal law and is subject to punishment than it can be considered a crime. Conversely from a labelling perspective, crime can only exist if a particular event has resulted in a social response. It is this social response which instigates the criminal label and thus if there is no label, there is no crime. The ambiguity in the definition of crime alone provides grounds for its continuous existence. After all it seems only logical that we cannot rid of something that is not universally agreed upon. In attempts to unveil the cloak of criminality, various theories have been put forward which seek to clarify what is unclear. Of particular interest is the classical approach to crime and the idea of positivism and individualist behaviour. The classical theory of criminality locates the source of criminality within the individual and describes it as a rational choice (Gottfredson and Hirschi 1990). Positivism on the other hand emphasises causation and determinism, it focuses on both the external and internal factors which drive individual behaviour (Gottfredson and Hirschi 1990). Both of these theories hold opposing views about the causations of crime however they both seek to give reason to the existence of criminal behaviour. By focusing on these theories we may receive some clarity as to why crime still exists. Classical Theory: According to the classical theory criminality is seen to be derived from the individual and their ability to reason. This theory encapsulates crime as a matter of choice and intent on the part of the offender. Due to crime being represented as a choice of the offender, responsibility for that crime is thus attributed solely to the individual. Classical theory views all individuals as having equal opportunity to reason and be rational thus making us accountable for our actions. The basis of such a view stems from the assumption that there is general consensus among members of society; individuals surrender particular rights to state in exchange for its protection thus forming a social contract. Because we are all viewed as having equal opportunity to reason, the classical view holds that any rules or laws developed by consensus should be viewed as reasonable and binding to all; this is the social contract. The classical theory thereby defines criminality as someone who acts irrationally or makes a bad choice which violates the social contract. The two leading figures behind the development of the classical theory are Cesare Beccaria and Jeremy Bentham. According to Beccaria (1764) and Bentham (1970) the basis of all social action should be viewed as the utilitarian concept which results in the greatest happiness for the greatest number of people in society. Beccaria stated that crime should be considered as an injury to society as a whole and as such punishment should be used as a deterrent. This concept alone is the core is the core policy classical theory adopts when responding to crime; deterrence. Punishment is in essence the force which maintains the existence of a social contract between the state and individual (Carlsmith and Darley 2002). Classical theory states that all crimes should be associated with some sort of punishment. However the purpose of this punishment within the law is to deter individuals and not to seek vengeance. Deterrence should be directed at both the individual (direct deterrence) and at society as a whole (general deterrence). As such punishment should fit the crime but still outweigh the attraction of individual(s) to commit that crime [Beccaria (1764) and Bentham (1970)]. The Persistence of crime: To answer the question as to why classical theory has failed to rid society of crime we must further examine the work of Jeremy Bentham. According to Bentham (1970) â€Å"Nature has placed mankind under the governance of two sovereign masters; pain and pleasure. Bentham outlines how all human behaviour can be linked to a self-interested pursuit of pleasure adaversion of pain. Thus according to this crime can be considered as behaviours seeking to satisfy some underlying universal desires. In that sense people can be seen as rational when they commit crimes and when they do not. Furthermore it implies that people act first in the interest of the self and are free to choose a course of action, be it legal or illegal. Thus classical theory hasn’t failed to rid society of crime because it never attempted to do so; the theory merely accepts the fact that crime will co-exist alongside free-will and as such classicism seeks to minimise it. According to Blumstein, Cohen, and Nagin (1978) a review of seminal studies conducted from 1960-1970 depicted that certainty of punishment and severity of punishment correlated highly with lower levels of crime. Furthermore Shepherd (2002) demonstrated that cross-sectional studies and surveys support the previous findings in that perceived certainty of punishment has a strong inverted association with criminal offending. Strengths and Weaknesses: The strongest point classicism holds is its emphasis on equality. In the eyes of the law classicism enforces that everyone be viewed and treated the same. Whilst in theory this notion may seem appealing as it rids the legal system of bias judgements such as lifting the laws for the rich, it also has a dark side. Classicism ignores the specificity of the defendant. Some people such as mentally ill or children are clearly not rational yet classicism overlooks this. Classicism incorrectly assumes that people are equal in terms of life chances and it does little to address the causations of crime. Thus although the deterrence policy adopted by classicism has been proven to work, the theory refuses to acknowledge external factors which may influence crime. Even though classical systems of crime are still used today, such theoretical models became largely unfavourable in the mid-19th century when a new paradigm of human behaviour became dominant (Tibbets 2012). This view became known as school of positivism. Positivism: Positivism was first proposed by Auguste Comte (1968) – his theory sought to quantify, classify and acknowledge humanities individual differences when dealing with criminal acts. The core concept underlying positivism is that individual behaviour is shaped by both external and internal factors. The focus of positivism is of the individual and not the crime. Conversely to classicism, positivism asserts that individuals vary and that no two people are alike. As a result rehabilitation is core policy positivism adopts when dealing with criminality. Positivists emphasize that attention should be drawn to the offender and the offender’s characteristics as opposed to the criminal act itself. Furthermore punishment is not viewed as means to a valid solution in resolving crime. Offenders should receive treatment and this treatment should be individualised to fit the unique characteristics of the offender. Defining Crime: Similarly to classicism, positivism agrees that there is a moral consensus which exists in society in relation to what constitutes deviant and normal behaviour. However the differences arise when examining what drives criminal activity. Specifically positivists attribute three strands which underlie criminal activity: biological factors, psychological factors and biosocial factors. Biological Factors: Cesare Lambroso (1968) was the first to put forward the idea that criminals may differ from normal individuals. He did this through his idea of atavism; criminals could be identified from a physical stigma which portrayed them as primitive. Although this is quite obviously wrong he did set in motion the idea that biological makeup may influence criminality. Fishbein (1990) suggested the idea that a person may be born criminal due to genetic dispositions. Similarly Fishbein (1990) and Anderson (2007) emphasise that biological factors are crucial in determining individual behaviour but also that the environment may largely affect these factors. In other words criminals can be seen as the product the environment they are exposed to. Good support for both of these ideas can be seen in substance abuse crimes such as alcohol fuelled violence and high crime rates in specific geographic areas. Psychological Factors: Psychological positivism focus’s internally on the personality types and typologies which compose individuals. Gibbons (1977) exemplifies that looking at psychology behind deviant behaviour involves exploring the unconscientious mind and the way it shapes our experiences. Biosocial Approach: Biosocial positivism refers to the acceptance of both biological and psychological factors influencing behaviour as opposed to making a distinction between the two. From this point of view behaviour can be seen as the product of nature vs. nurture, Eysneck (1984) suggested the idea that behaviour can be explained by the combination of biological and environmental influences. Strengths and weaknesses: A strong point of the positivist approach is that it transcends the notion that people are always and indefinitely in control of their actions. Furthermore it acknowledges the existence of individual difference and emphasises the need for individualised treatment. A problem with the theory is that large amount of power is placed at the mercy of selective experts whose perceptions of intervention may vary greatly. An example of this arises when attempting early intervention with those who are predisposed to crime. If intervention should take place before deviance the questions which arise are; how early should we do this? Who is to do it? And should we trust them? Dyzenhaus (2004) exemplifies this by drawing on positivism as a political tradition which rejects the connection between common law and morality. He states that when positivist judges are forced to operate with the parameters of common law they are forced to constrain themselves and as such impair their judgement. Why does crime still exist? Positivists emphasise the role of external and individual forces in shaping our behaviour. In essence the positivist perspective argues that individuals are not actually in control of their behaviour but rather at the mercy of the various biological and or psychological determinants influencing them. Thus positivism cannot rid society of crime because it acknowledges that we are vulnerable individuals who cannot necessarily control our actions or our fate. Conclusion: Positivism rears the source of criminality within the idea that people are basically self-seeking. Positivism places its focus on the importance of external and internal determinants of crime and criminality. Both theories provide plausible explanations for crime but none are able to readily remove it from society. This is primarily due to the fact that these theories are mere attempts to understand and define crime as opposed to resolving it.