The Outsiders Essays (2376 words) - Films, The Outsiders, Greaser

The Outsiders The Outsiders Presentation In this book investigation, about the book The Outsiders by S. E. Hinton I will examine character and plot improvement, just as the setting, the writer's style and my feelings about the book. In this piece of the examination I will give some data about the subjects of the book, what's more, about the creator. The creator composed the story when she was only 16 years of age, during the 1950s. The book was fruitful, and it was sold, and as yet being sold, in numerous duplicates as a youthful grown-ups novel. There was a film made about it, and today there are as yet numerous schools that utilization this book in middle school and secondary schools for English classes. There were plays made about the book as well. The Outsiders is about a group. They live in a city in Oklahoma. Ponyboy Curtis, a multi year old greaser, recounts to the story. Different characters incorporate Sodapop and Darry, Ponyboy's siblings, Johnny, Dallas, and Good for nothing, that were likewise pack individuals and Ponyboy's companions. This story manages two types of social classes: the socs, the rich children, and the greasers, the poor children. The socs circumvent trying too hard to find something and greasers to whip, and afterward the greasers are accused for it, on the grounds that they are poor and can't influence the specialists. I trust you would appreciate also, take in something about the book from perusing this investigation. Plot Development The plot advancement in the book, The Outsiders by S.E. Hinton, was simple to follow. In this piece of the book examination I will give some more insights regarding the plot improvement. There were no snares or obstacles in the start of the book, the main sentence begins immediately with the plot?without any forewords. This is the start of the primary sentence: At the point when I ventured out into the splendid daylight from the murkiness of the film house... (page 9). As should be obvious, it goes directly forthright with no prefaces or any sort of presentation. The plot advancement in the story was reasonable and straightforward. It was clear and straightforward, and the occasions have happened in a sensible request. The completion of the story was somewhat anticipated. I foreseen the demise of Johnny in light of the fact that a messed up neck for the most part implies demise. The demise of Dally was not as unsurprising as Johnny's demise since it was said that: He was harder than the remainder of us?tougher, colder, meaner. (page 19). I did not imagine that such an extreme individual would get himself murdered as a result of a passing of a companion, in spite of the fact that it was said a brief timeframe before the demise of Falter that: Johnny was the main thing Dally adored. (page 160). The peaks toward the finish of the story were the passings of Johnny and Dally. Here are citations about the passings: Johnny's demise: The cushion appeared to sink a bit, and Johnny kicked the bucket. (page 157). Delay's demise: He was jolted half around by the effect of the projectiles, at that point gradually folded with a look of terrible triumph all over. He was dead before he hit the ground. (page 162). To finish up I can say that the plot advancement was basic and simple to comprehend and to follow. The creator sorted out it such that fits the genuine substance of the plot. Character Development The characters in the book, The Outsiders by S.E. Hinton, were most certainly not very heroic?they were simply humans?it was anything but difficult to accept this is the manner in which they ought to be. The characters in the plot give the peruser a feeling this can be a genuine story. The creator has made the character of the characters through the depictions of Ponyboy?the narrator?and through their activities. Following are a few instances of these techniques for getting acquainted with a character. Here is a model for a depiction of Ponyboy: Steve Randle was seventeen, tall and lean, with thick oily hair he kept brushed in entangled whirls. He was presumptuous, shrewd, what's more, Soda's best mate since grade school. Steve's strength was vehicles... (page 17). The peruser can locate this sort of depictions nearly wherever in the story, however particularly in the first place. I think the writer put them there on the grounds that the peruser

How to Identify Language Deficits, Delays and Disorders

Instructions to Identify Language Deficits, Delays and Disorders What Are Language Deficits? Language deficiencies are issues with age-proper perusing, spelling and composing. The language issue that comes most promptly to mind is dyslexia, which is a trouble in figuring out how to peruse. However, numerous understudies who have issues with perusing have communicated in language issues too, and consequently, language shortfalls or language issue are the more comprehensive approaches to talk about these issues. Where Do Language Disorders Come From? Language issue are established in the cerebrums improvement, and are regularly present during childbirth. Numerous language issue are inherited. Language shortfalls don't reflect knowledge. Truth be told, numerous understudies with language shortfalls are of normal or better than expected knowledge. In what manner Can Teachers Spot a Language Deficit? For instructors, spotting language deficiencies in understudies is the initial phase in tending to issues that can affect the manner in which these youngsters work in the homeroom and at home. Without appropriate intercession, these youngsters will regularly be at a critical hindrance. Utilize this rundown of basic manifestations to help distinguish youngsters who might be dependent upon language delays. At that point, catch up with guardians and experts, for example, a discourse language pathologist. The understudy experiences issues communicating thoughts unmistakably. Her answers can be ambiguous and hard to comprehend. He may experience difficulty recollecting a word in discussion, and use place-holders like um or uh in excess.Learning new jargon from perusing or from addressing is difficult. Understanding questions and following spoken or composed bearings is a challenge.Child experiences difficulty reviewing numbers in succession, for example, phone numbers.Comprehension of composed or spoken stories or exercises is frail, and little is retained. The understudies perusing cognizance is poor. Child experiences issues recalling the words to melodies and rhymes.Directionality: Can the kid effectively tell left from right?Difficulty learning letters and numbers, and the sounds that compare to letters.The understudy frequently stirs up the request for letters in words while writing.Child experiences issues recognizing forefront and foundation commotion. How are Language Disorders Diagnosed? In the event that an instructor presumes that an understudy is displaying language shortfalls, bolster that youngster ahead of schedule, as the holes in learning will just increment after some time. The educator and guardians or parental figures should meet with a discourse language pathologist, who can assess communicated in and composed language ability.â Basic Language-Based Disorders Dyslexia, or trouble figuring out how to peruse, is just one of the more typical language-based scatters that educators may experience. Others include: Sound-related Processing Disorder: Children will be unable to recognize various sounds, and may experience issues sifting through foundation noises.Dysgraphia: Affects composing and fine engine coordination.Language Processing Disorder: Students experience issues joining significance to the hints of language. Recognized from ADP as it just relates to the hints of words and sentences.Non-Verbal Learning Disabilities: These are portrayed by solid inconsistencies between verbal abilities and engine, spatial, or social aptitudes, as might be seen in medically introverted youngsters recently known as Aspergers.

Said No UGA Admissions Counselor Ever - UGA Undergraduate Admissions

Said No UGA Admissions Counselor Ever - UGA Undergraduate Admissions Said No UGA Admissions Counselor Ever In the UGA Admissions Office, there are some things we will never say no matter what. Some people will ask questions hoping for one of these answers, but you will not hear us give an answer (at least not the one some people expect). I sometimes feel like Dr. Seuss in Green Eggs and Ham, (paraphrasing) I will not say that in a house, I will not say that with a mouse. I will not say that here or there, I will not say that anywhere. Here are some of the top things we would never say: Sure, I can tell you whether to apply Early Action or Regular Decision. This is a choice that needs to be made by the student, as it is a timing issue, not an issue that impacts the chances of admission. Of course I can tell you what classes to take for the next year (or the next four/eight/twelve years). While we know a great deal about high school classes, we are not an expert on what your school offers, when the courses are available, what you want to take and/or your academic preparation for courses. This is best decided upon after the student and family speak with their HS counselor. Take the easiest courses so you can make the best grades possible. We want you to challenge yourself to the best of your ability while still doing well in your classes. You need to prepare yourself for the UGA classroom experience, and the best way to do that is to take strong courses. The SAT/ACT scores are the most important thing to UGA Admissions. While test scores get the most publicity, our first focus is how you do in the classroom and the courses you are taking in high school (see #3 again). Sure, go ahead and cut back on your academic schedule so that you can add another activity. Academics come first. Let me repeat, academics come first. If you are struggling with being overloaded, I suggest looking at cutting back on an extra-curricular activity, not academics. You will thank us sometime during your first semester in college. You need to make XXXX on the SAT/ACT to get admitted to UGA. UGA does not have a required SAT or ACT score needed for admission, no matter what your neighbor/friend/family member says. It is no problem if you wait until the last minute to do things. Waiting until the last minute to apply or send in materials is just asking for something to go wrong. Please give your counselors and teachers time to send in items, as they have enough stressful issues on their plates without this. Yes, I can guess about whether you will be admitted or not. Here is the big one! We cannot guess about an admission decision, sorry. We just cannot predict what the overall applicant pool will be like year to year and how you fall into the group. P.S.-this applies for both freshman and transfers. I hope this lists helps everyone understand why we will not say certain things or answer some specific questions, or why we redirect some questions back to the student for the best answer. If I think of any other things we would never say, I will add them to the list! Go Dawgs!

The Scarlet Letter, By Nathaniel Hawthorne - 1054 Words

In Nathaniel Hawthorne s, Scarlet Letter, the little girl Pearl, is the living and breathing symbol of adultrey which is proven by her mother and unknown father to admit their sins to all of the townspeople. Pearl herself, is the Scarlet Letter which sometimes leads to her being given the characteristics of a demon. Pearl s spirit, love for nature and many other characteristics that she carries, reveals her distinct and unusual personality. She also understands many things that a regular 7 year old wouldn t even think about, proving that she is a symbol. Pearl, is also the biggest connection between Hester, her mother, and the minister, Arthur Dimmesdale, whom is her father. In her was visible the tie that united them. She had been†¦show more content†¦The comparison between these magical characters adds to her separation from all of the other towns children. When she is compared to this red bird, the color is emphasized due to the visual we are given through the book and the specification of the bird since she is full of wild energy. At first, Pearl symbolizes the shame of Hesters public punishment for her adultery. As she grows older, she becomes the symbol of how much of a wreck Hesters life and mental state by making a point of the letter A every single chance she can get. Pearl is the living symbol of the scarlet letter. Pearl basically is there to make Hester just accept her sin. Pearl makes sure that Hester never takes off the letter as well. Later in the book, she acts as though she does not recognize her mother when she takes off the letter. Pearl would much rather see her mother stand up to her sin instead of run away from it. So when Hester tries to throw away the letter, Pearl becomes rather upset. Hawthorne also shows that Pearl is not just a symbolic figure for the letter but also a literal figure. Hester even says that Pearl is the living scarlet letter and causes Hester much more stress than the letter itself. Pearl simply wants her mother to believe that she is bigger than the sun she committed. H ester believes that she is the worst sinner and her daughter can sense this. When the town leaders wanted to take Pearl away for Hester, one reason she

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Practical Demonkeeping Chapter 36-37 Free Essays

36 JENNY, ROBERT, RIVERA, AMANDA, TRAVIS, HOWARD, AND THE SPIDER Rivera drove Robert and Jennifer to their house. They sat in the back, holding each other the whole way, not saying a word until they thanked him when he dropped them off. On the drive back to the station Rivera tried to formulate a story that would save his career. We will write a custom essay sample on Practical Demonkeeping Chapter 36-37 or any similar topic only for you Order Now Any version of the true story seemed like a sure ticket to a psychological disability retirement. In the end he decided to tell the story as far as the point where The Breeze disappeared. A month later Rivera was pumping Slush-Puppies at the Seven-Eleven, working undercover for the robbery division. However, with the arrest of a team of robbers that had terrorized convenience stores in the county for six months, he was promoted to lieutenant. Amanda and Travis rode with Howard. At Amanda’s request, Gian Hen Gian saw that Effrom’s body was turned to stone and placed inside the cave. When Howard stopped in front of Amanda’s house, she invited Travis to come inside. He refused at first, wanting to leave her alone with her grief. â€Å"Have you completely missed the significance of all this, Travis?† she asked. â€Å"I guess so,† he said. â€Å"Did it occur to you that the presence of Catch and Gian Hen Gian proves that Effrom is not gone completely? I will miss him, but he goes on. And I don’t want to be alone right now. I helped you when you needed it,† she said, and she waited. Travis went in. Howard went home to work on a new menu for his restaurant. Chief Technical Sergeant Nailsworth never found out what happened to Roxanne or who she really was, and he was heartbroken. Because of his grief he was unable to eat, lost a hundred and fifty pounds, met a girl at a computer user’s meeting, and married her. He never had computer sex again outside the privacy of his home. 37 GOOD GUYS Augustus Brine declined offers for a ride home. He wanted to walk. He needed to think. Gian Hen Gian walked at his side. â€Å"I can repair your truck, make it fly if you wish,† the Djinn said. â€Å"I don’t want it,† Brine said. â€Å"I’m not even sure I want to go home.† â€Å"You may do as you wish, Augustus Brine.† â€Å"I don’t want to go back to the store either. I think I’ll give the business to Robert and Jenny.† â€Å"Is it wise to put the drunkard in the wine barrel?† â€Å"He won’t drink anymore. I want them to have the house, too. I’ll start the paperwork in the morning.† â€Å"It is done.† â€Å"Just like that?† â€Å"You doubt the word of the King of the Djinn?† They walked in silence for a while before Brine spoke again. â€Å"It seems wrong that Travis has lived so long without having a life, without love.† â€Å"Like yourself, you mean?† â€Å"No, not like myself. I’ve had a good life.† â€Å"Would you have me make him young again?† Brine thought for a moment before he answered. â€Å"Could you make him age in reverse? For each year that passes he is a year younger?† â€Å"It can be done.† â€Å"And her, too?† â€Å"Her?† â€Å"Amanda. Could you make them grow young together?† â€Å"It can be done, if you command it.† â€Å"I do.† â€Å"It is done. Will you tell them?† â€Å"No, not right away. It will be a nice surprise.† â€Å"And what of yourself, Augustus Brine? What is it you wish?† â€Å"I don’t know. I always thought I’d make a good madam.† Before the Djinn could say anything else, Rachel’s van sputtered up beside them and stopped. She rolled down the window and said, â€Å"Do you need a ride, Gus?† â€Å"He is trying to think,† the Djinn snapped. â€Å"Don’t be rude,† Brine said to the Djinn. â€Å"Which way are you going?† â€Å"I don’t know for sure. I don’t feel like going home – maybe ever.† Brine walked around the front of the van and slid open the cargo door. â€Å"Get in, Gian Hen Gian.† The Djinn got into the van. Brine slammed the cargo door and climbed into the passenger seat next to Rachel. â€Å"Well?† she said. â€Å"East,† Brine said. â€Å"Nevada.† It was called King’s Lake. When it appeared in the desert, it simultaneously appeared on every map of Nevada that had ever been printed. People who had passed through that part of the state swore that they had never seen it before, yet there it was on the map. Above the tree-lined banks of King’s Lake stood a palace with a hundred rooms. Atop the palace a massive electric sign read, BRINE’S BAIT, TACKLE, AND FINE WOMEN. Anyone who visited the palace was greeted by a beautiful, dark-haired woman, who took their money and led them to a room. On their way out a tiny brown man in a rumpled suit returned their money and wished them well. Upon returning home the visitors told of a white-haired man who sat all day in the lotus position at the end of a pier in front of the palace, fishing and smoking a pipe. They said that when evening approached, the dark-haired woman would join the man and together they would watch the sun go down. The visitors were never quite clear as to what had happened to them while they were at the palace. It didn’t seem to matter. But after a visit they found that they appreciated the simple pleasures that life presented to them and they were happy. And although they recommended Brine’s to their friends, they never returned themselves. What went on in the rooms is another story altogether. How to cite Practical Demonkeeping Chapter 36-37, Essay examples

Internal Combustion Engine Fundamentals †Free Sample to Students

Question: Discuss about the Internal Combustion Engine Fundamentals. Answer: Introduction: Dimethyl Ether (DME) is an organic isomer of ethanol, it is chemically represented as CH3OCH3 (Semelsberger, Borup and Greene 2006). It is a colorless, volatile, non-poisonous, liquid compound used as fuel, aerosol, propellant, solvent and refrigerant (Semelsberger, Borup and Greene 2006). When DME burns a blue flame is observed (Semelsberger, Borup and Greene 2006). Both liquid petroleum gas (LPG) and diesel could be replaced by dimethyl ether. A variety of raw materials like natural gas, crude oil, residual oil, coal and waste products have been used to produce DME (Azizi, Rezaeimanesh, Tohidian and Rahimpour 2014). Among these raw materials natural gas management is the prominently used as it is widely available (Azizi, Rezaeimanesh, Tohidian and Rahimpour 2014). DME is synthesized either using the direct route by directly synthesizing DME from syngas using a single stage bi-functional catalyst or the indirect route by producing methanol from syngas and then purifying it and converting it to DME (Azizi, Rezaeimanesh, Tohidian and Rahimpour 2014). The advantages and disadvantages of using DME are that it has a high cetane number (Huang, Wang, Chen, Zhou and Jiang 1999), due to which it has better combustion quality than diesel management. Therefore, an engine designed to run on DME would have better efficiency and mileage. DME has no carbon-to-carbon bonds (Huang, Wang, Chen, Zhou and Jiang 1999) as shown in Fig.1 so it reduces particulate emissions (Sorenson and Mikkelsen 1995) and eliminates the need for costly diesel particulate filters. DME requires a fuel tank twice in size as that needed for diesel because it has half the energy density of diesel (Semelsberger, Borup and Greene 2006). DME has lower viscosity than diesel which increases leakage in pumps and fuel injectors (Semelsberger, Borup and Greene 2006). The lubrication issues present while using DME causes premature wear and failure of pumps and fuel injectors (Semelsberger, Borup and Greene 2006). In a diesel engine fuel mixed with air ignites under high pressure and temperature (Taylor 1966). This type of combustion is heterogeneous and takes place at constant pressure (Taylor 1966). Unlike spark ignition engines, compression ignition engines have no tendency to knock, hence they can operate at significantly higher compression ratios and have better efficiency (Heywood, 1988). In diesel engine fuel is injected at the end of the combustion stroke and burns mostly as a diffusion combustion which enables lean burn, thereby improving the thermal efficiency (Taylor 1966). A three-way catalyst cannot be used for after treatment due to the lean burn mode which complicates the after treatment system, thus increasing the cost and emissions (Heywood, 1988). GT-suite is a popular simulation software developed by Gamma Technologies which is predominantly used for 1D simulation studies. It is used to study gas exchange rate and combustion simulations using a 1D unsteady, non-linear Navier-Stokes equation. It finds application in understanding the effects of combustion, heat transfer, evaporation, turbulence and so on. There are two kinds of combustion models in GT-Power. Non predictive combustion model:- In this model the burn rate is imposed and does not depend on the in cylinder conditions to characterize combustion and emission patterns (Gamma Technologies, 2015). It has fast simulation time and is used to evaluate the concepts that do not have an impact on the burn rate characteristics, but is not used to study the concepts that have an impact on burn rate like injection timings (Gamma Technologies, 2015). Predictive combustion model:- In this model the burn rate is calculated for each cycle based on the in cylinder conditions. It is used to study the concepts that have an impact on the burn rate but requires longer simulation time (Gamma Technologies, 2015). Phenomenological predictive combustion models make use of zone modelling, where the combustion is modelled to take place in single or multiple zones. In single zone combustion model injection, evaporation, mixing and subsequent burning of fuel happen in a single zone (Barba, Burkhardt, Boulouchos and Bargende 2000). Whereas multi zone models work by dividing injected fuel packets into multiple zones, each of these zones are treated as open systems (Jung and Assanis 2001). Multi zone combustion provides better spatial resolution compared to single zone models thereby enabling better prediction of performance and emission related parameters (Jung and Assanis 2001). GT-suite software used to model diesel engine is discussed in the su cceeding section. GT-Suite software has two specific multi zone combustion models for diesel engines namely DI-Jet and DI-Pulse (Gamma Technologies, 2015). DI-Jet Combustion model:- It is a multi-zone, multi-phase, quasi-dimensional model wherein the injected fuel is divided into a number of axial splices, each containing five radial zones (Gamma Technologies, 2015).. Each zone is further subdivided into subzones containing liquid fuel, vapour-air mixture and burned gas (Gamma Technologies, 2015). This type of multi zone approach yields better prediction about emissions of the engine. DI-Pulse Combustion model:- It is a phenomenological, multi-zone combustion model used for predicting in-cylinder combustion and emission parameters for direct injection diesel engine (Gamma Technologies, 2015). It is a three zone combustion model which is significantly quicker than DI-Jet model (Gamma Technologies, 2015). This is achieved by dividing the cylinder volume into three discrete thermodynamic zones, namely the main unburnt zone, the spray unburnt zone and the spray burnt zone each with its own temperature and concentration (Gamma Technologies, 2015). Therefore, GT-Suite is a powerful software for conducting simulation studies in diesel engines. It has the requisite tools to evaluate the performance and emission characteristics of any diesel engine. Literature indicates that DME improves the emission characteristics of diesel engine without compromising on performance. GT-Suite could be used as an effective tool to validate the same. Research has to be carried out in reducing the size of the fuel tank, elimination of leakage in pumps and fuel injectors and improving DMEs lubrication properties so as to reduce the wear and tear of pumps and fuel injectors. References Semelsberger, T.A., Borup, R.L. and Greene, H.L. (2006). Dimethyl ether (DME) as an alternative fuel. Journal of Power Sources, 156, pp. 497-511. Azizi, Z., Rezaeimanesh, M., Tohidian, T. and Rahimpour, M.R. (2014) Dimethyl Ether: A Review of Technologies and Production Challenges management. Chemical Engineering and Processing, 82, pp. 150-172. Huang, Z.H., Wang, H.W., Chen, H.Y., Zhou, L.B. and Jiang, D.M. (1999). Study on combustion characteristics of a compression ignition engine fuelled with dimethyl ether. Proceedings of the Institution of Mechanical Engineers, Part D: Journal of Automobile Engineering, 213(D), pp. 647-652. Sorenson, S.C. and Mikkelsen, S.E. (1995). Performance and Emissions of a 0.273 Liter Direct Injection Diesel Engine Fueled with Neat Dimethyl Ether. SAE Technical Paper, 104(4), pp. 80-90. Taylor, C.F. (1966). The Internal-Combustion Engine in Theory and Practice. Cambridge: The MIT Press. Heywood, J.B. (1988). Internal combustion engine fundamentals. New York: McGraw-Hill. Gamma Technologies. (2015). GT-SUITE: Engine Performance Application Manual version 7.5. Westmont: Gamma Technologies. Barba, C., Burkhardt, C., Boulouchos, K. and Bargende, M. (2000). A Phenomenological Combustion Model for Heat Release Rate Prediction in High-Speed DI Diesel Engines with Common Rail Injection. SAE Technical Paper. Jung, D. and Assanis, D. (2001). Multi-Zone DI Diesel Spray Combustion Model for Cycle Simulation Studies of Engine Performance and Emissions. SAE Technical Paper. 110(3).

Public Safety free essay sample

Session I: Regional Initiatives on Tourist Safety and Security THE CENTRAL AMERICAN EXPERIENCE PRESENTATION BY Jorge Rojas Vargas, General Director OF THE JUDICIAl investigation ORGANISATION OF Costa Rica AND CHAIRMAN OF THE cOMMISSION OF POLICE CHIEFS AND DIRECTORS OF CENTRAL AMERICA AND THE CARIBBEAN [pic] Historical account Creation ? November 1994 as the Association of Police Chiefs of Central America. ? July 1998 the Dominican Republic is incorporated. ? September 23, 2001 no longer referred to as the Association but instead as the Commission of Police Chiefs and Directors of Central America and the Caribbean. At present Comprises the following countries: ? Panama ? Judicial Technical Police ? National Police ? Costa Rica ? Judicial Investigation Organisation ? Police Force (Ministry of Security) ? Nicaragua: National Police ? El Salvador: National Civil Police ? Honduras: Preventive Police of Honduras ? Guatemala: National Civil Police ? Belize: Belize Police Force ? Haiti: National Police ? Dominican Republic: National Police ? Puerto Rico: Puerto Rican Police Observers ? Mexican Federal Agency of Investigations (AFI) ? Preventive Police of Mexico ? BKA of Germany ? AECI Spanish Agency for International Co-operation ? Association of Caribbean Commissioners of Police (ACCP) ? French Police ? Interpol (Sub-headquarters in El Salvador) Overall Objective Strengthen relations among the various Police bodies in Central America and the Caribbean, other police bodies in observer countries and others, for the purpose of pooling efforts in the fight against crime and organised crime both nationally and internationally. We will write a custom essay sample on Public Safety or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Specific Objectives ? Ensure the wellbeing of the Police officers that form part of the various police institutions in the Region, providing and promoting co-operation and mutual assistance, particularly in cases of emergency and disasters. Promote the prevention, repression and neutralisation of crime in Central America and the Caribbean in all its aspects, which by its very nature and action, affects the society within the Region. ? Facilitate international technical assistance, training, equipment and the exchange of information. REGIONAL TOURIST SAFETY PLAN FOR CENTRAL AMERICA AND THE CARIBBEAN (HAITI, DOMINICAN REPUBLIC AND PUERTO RICO) Presentation of Motives Central America including Panama and Belize, covers an area measuring 522,299 square kilometres and has an estimated population of 33 million. Tourism is currently the primary source of foreign exchange revenue in half of those countries (1/3 of the regional GDP). A lack of tourist safety leads to an absence of tourists, particularly international tourists, thereby affecting the economy of a specific country, since it contributes to the elimination of goods or resources for tourists or service providers; the loss of markets for service providers; losses for insurance companies; the loss of jobs for employees of the tourism industry; reductions in State revenue and sometimes the loss of human life. Internationally: Cancellation of contracts between wholesalers and providers; serious warnings on the consular websites of tourist generating countries; the perception of a lack of security that persists even though it has been reversed; high investments to reverse the perception of a lack of security. Today’s tourist demands safety regardless of the variety of destinations visited. If there is no safety analysis conducted in advance, a tourist is likely to refrain from visiting a specific country or place. Therefore, the safety analysis in the tourism sector, from the point of view of the institutions responsible for public safety, must be based on the realities encountered by the tourism industry at the moment a tourist safety plan is being implemented. Background ? First Regional Tourist Safety Congress held in Costa Rica on October 10 to 12, 2006. Experts and representatives of the police bodies of the region. Conclusion reached: â€Å"Tourism has been one of the primary sources of revenue and foreign exchange in the countries of the region, an aspect that warrants the strengthening of capabilities in tourism industry infrastructure and other ervices that would facilitate tourists’ stay, in addition to selling and promoting the region as a tourist destination, creating conditions of public safety that would generate the confidence necessary†. ? 18th Extraordinary Meeting of the Commission in Puerto Rico ? 16th Ordinary Meeting of the Commission in Nicaragua ? 1st Touri st Safety Congress ? 19th Extraordinary Meeting of the Commission in Costa Rica Courses of Action suggested at the Tourist Safety Congress ? Training ? Prevention ? Handling of complaints and following up of serious cases (offences, homicides, others) ? Information and advice for tourists ? Verification of services Purpose By formulating this Regional Plan, the following is pursued: A. Be able to provide the tourist with effective safety. B. Implement police actions that would allow the identification, prevention, repression and investigation of any type of crime against tourists and service operators. C. Consolidate the Tourism Industry so that the region could be perceived as a reliable destination, at both the national and international levels, guaranteeing tourist safety. Overall Objective Strengthen tourist safety within the region, protecting national and foreign tourists, their belongings, tourist routes and tourist destinations, assisting and advising them when emergencies arise, by planning and executing tactics, methods and effective techniques. Specific Objectives According to their region, each participating country must: 1. Reduce the rate of crimes committed against national and foreign tourists (creation of Tourist Police units or divisions). 2. Reduce the crime rate on tourist routes and at tourist sites. . Improve the national and international perception of Tourist Safety in the region. 4. Consolidate the tourist police model with participation from all sectors of the tourism industry of the region. 5. Expand police coverage in the various tourist destinations of its region. 6. Acquire the means, technical equipment and human resources necessary to efficiently carry out the police efforts involved in tourist safety. 7. Continually train the personnel dire ctly involved in tourist safety. Strategic Objectives 1. Periodically exchange experiences among the tourist police of the region through seminars, conferences and workshops. 2. Prepare and obtain a regional budget for the effective functioning of the tourist police, by seeking financing with international agencies and organisations. 3. Implement rapid communication mechanisms between the Tourist Police Divisions of the region and the tourism sector (companies and others). 4. Conduct regional studies to identify the critical areas in tourist destinations, which would guide decision making based on the respective assessments. Regional Policies 1. Tourist safety is recognised as a priority objective that is of both national and international interest and which helps to raise the region’s level of development. 2. Co-responsibility is promoted as well as participation from the private sector and the population in general, in the fight against crime in tourist destinations. 3. Efforts are undertaken to develop and coordinate inter-institutional projects aimed at improving the effectiveness of tourist safety within the region. Courses of Action 1. In the area of training: ? Tourism Culture. Tourism Legislation. ? Police Doctrine and Ethics. ? Human Rights. ? Relations with the community. ? Human Relations and Communication Techniques. ? Foreign Languages. ? Manifestations and Evolution of Organised Crime. ? Safety on Roadways. ? Tourist Safety. ? Gender Policy. ? History and Geography of Central America and the Caribbean. ? Generalities of the free movement of persons and their belongings. ? Care in the event of Natural Disasters. ? Intelligence and Police Investigations. ? First Aid. ? Use of computer equipment and the Internet 2. In the area of prevention: Promote information and dissemination campaigns targeting tourists, in order to provide them with all aspects related to prevention so that they could avoid falling victim to any type of illicit activity; incorporate into said campaigns aspects associated with traffic rules and road signage and include agents in the training. ? Prepare brochures on procedures and preventive guidelines for the tourists who visit the region so as to provide them with information of interest. ? Include in national plans, the allocation of the resources necessary for effective tourist safety in places with a large tourist presence. . Handling of complaints and reports: ? Improve the quality of the service provided when receiving complaints or reports made by Tourists, striving for the interview to be done in a speedy and timely fashion. ? Incorpor ate common variables into the report forms so as to facilitate the exchange of information among police bodies, in addition to which said forms should be in both Spanish and English. ? Coordinate with the judicial authorities in order to give continuity to the following up of the report, complaint or action filed by tourists when they have been victims of a crime. Ensure that the statement of the victim is received as evidence taken in advance, in his/her language and place of lodging. ? In order to provide the tourist with an efficient service when affected by crimes or traffic accidents, the relevant coordination efforts must be carried out with the bodies necessary and prompt procedures established so that the tourist feels satisfied and in cases where he/she has left any country that is participating in this plan, alternatives must be sought with the embassies of origin in order for feedback to be provided. 4. Information, guidance and advice for the tourist: . Implement a touri st support call centre in each Country (only number in the national domain). 2. Establish a common technological platform at strategic points that would facilitate quick and timely access to information of interest, as well as the exchange of such information. 3. Intensify campaigns to disseminate safety conditions within the region. 5. Verification of tourist services ? Boost sanitary surveillance in tourist destinations and the monitoring of food and beverages, especially during peak seasons and at places with greater tourist presence. Verify tourist service and complementary operations regarding the information and safety provided to the tourist. Specific courses of action of the Tourist Police 1. Posting of tourist police officers at all tourist destinations in each participating country. 2. Exchange of information online among the tourist police within the region, via the Internet. 3. Tourism training by police institutions for the social media, for the purpose of reporting con stantly on the positive results achieved in the area of tourist safety. . Immediate feedback provided to the police prevention system and in the area of investigation regarding cases of crimes against tourists. 5. Implementation of a 24 hour telephone number for each Tourist Police department in the Region. 6. Application of the concept of Community Police, by the Tourist Police. 7. Coordinate with each country’s investigating units, the investigation of crimes committed against tourists regardless of the degree of severity of the crime, in addition to the respective follow up of cases. 8. Gathering of information by the tourist police to be transferred to investigators. 9. Protect, assist and advise tourists and ensure the protection of their belongings, which may be jeopardised for any reason. Regional Insurance Programmes 1. Return of items and valuables taken. 2. Payment of accommodation and meals due to a lack of resources. 3. Travel assistance as well as legal, medical and telephone assistance, in addition to assistance in terms of methods of payment (debit card). Technical police instructions 1. Maintain and re-establish as the case may be, order and public safety. . Prevent crimes from being committed and prevent them from yielding further consequences. 3. Apprehend persons by legal order or in cases of flagrant crimes, place them at the disposal of the competent authorities. 4. Ensure compliance with general laws and provisions pertaining to tourist safety, executing the orders received from the competent authorities in their respective countries. 5. Promote c o-responsibility and participation from the population of each country in the fight against crime that affects national and international tourism. General Guidelines 1. The President of the Commission of Police Chiefs and Directors of Central America and the Caribbean is appointed as the individual directly responsible for coordinating and implementing this Regional Plan. 2. The Heads of the Tourist Police Divisions in each country shall include in their NATIONAL TOURIST SAFETY PLAN objectives and policies that would facilitate effective coordination with this plan, independent of the socio-cultural characteristics and particularities of each participating country. 3. There must be synchronisation between national plans and the regional plan, which would allow the region to be offered as a tourist destination that would help to generate sound levels of safety for tourists from outside the region as well as national tourists. 4. In order to periodically evaluate the results of this regional plan, at least two statistical models must be prepared that would compile regional information on the tourists affected or involved in crimes, with said models being linked to particularities of interest such as nationality, location, etc. 5. All participating entities shall ensure the safety of tourists, preventing any attempted crimes against them. 6. Respect for Human Rights shall prevail as well as strict compliance with the laws in force in the Countries of the Region. 7. In order to counteract the reaction of criminals, techniques shall be applied in police operations to record and partially immobilise criminals and suspects. Said techniques are outlined in the manuals on police methodology. 8. The officials responsible for enforcing the law shall not commit acts of corruption and shall be rigorously opposed to all of such acts and shall fight against them. . Any aspect not included in this plan shall be resolved by the Commission of Police Chiefs and Directors of Central America and the Caribbean. General Mission for each country Following the approval of this plan, each participating country, with the human and logistical resources at its disposal, will formulate and execute its respective national plan taking int o account the objectives and courses of action outlined in this plan, as well as the geographic and sociological characteristics and criminal modus operandis. Approval of the plan Was presented and discussed during the 20th Extraordinary Meeting convened in Guatemala, on March 26-29, 2007 and was again submitted for consultation once the changes proposed by each member country of the Commission were incorporated. The plan was duly approved on June 1, 2007. Organisational Structure of several Tourist Police Departments in Central America Guatemala: Honduras: ? Personnel and equipment: [pic] ? Location: [pic] El Salvador: Tourist Police Division Projection of Resources for Tourist Safety | |Currently |Projection Dec. 008 | |Expense Headings |May 2006 | | |Operating Personnel: |92 |99 |740 |830 | |Administrative Personnel: |7 | |90 | | |Transport Equipment (various types) |3 |   |223 | |Staff Training: |99 |   |830 | |Care and Security Centres on Beaches: |0 |10 |10 | |Care and Security Centres on Mountains |1 |9 |9 | |Mobile Tourist Security Posts: |2 |   |26 | |Police Units on Wheels: |0 |18 |18 | |Total Centres, Posts and Security Units |   |63 |63 | | Financial Resources Required to Develop the National Tourism Project of the Millennium, | | |2006 to 2008 (for 3 years). |$11,581,045. 6 | |Annual Average:=====( $3,860,348. 39 | | |Monthly Average:===( $ 321,695. 70 | | |ANNUAL BREAKDOWN OF |2006 |2007 |2008 | |RESOURCES |$3,976,682. 08 |$7,737,811. 48 |$11,581,045. 16 | Costa Rica: ? Organisational Structure [pic] ? Regional Offices: Total: 10 Regional Offices 91 Police Delegations (DELTAS) ? Regionalisation: Plan and execute regular prevention and response strategies and operations, according to regional needs, so as to maintain public order and the safety of inhabitants, their belongings and respect for their fundamental rights and freedoms. [pic] Nicaragua: Proposed Organisational Chart for the Nicaragua Tourist Police [pic] OFFICE OF THE ATTORNEY GENERAL OF THE REPUBLIC JUSTICE DEPARTMENT OF COSTA RICA THE JUDICIARY PILOT PLAN TO REDUCE IMPUNITY IN TOURIST ZONES Procedures Established in the Pilot Plan to reduce impunity in the tourist zones of Costa Rica 1. Unless another more serious crime needs to be handled, the vehicle of the Justice Department assigned to the Office of the Attorney General of Bribri, will be used on weekends to transport the Judge, the Prosecutor and the Public Defence Attorney available, to Puerto Viejo, Cahuita or Manzanillo, as is necessary, to take the report and – in applying the procedure for pre-trial evidence – take the statement of the tourist offended and the tourists appearing as witnesses to the offence, so as to have valid evidence for future debate. 2. CATUR will donate a video camera to the Court of Bribri, for the specific purpose of documenting the pre-trial evidence in cases of crimes against tourists. 3. In Puerto Viejo, Cahuita as well as Manzanillo, the members of CATUR will provide the facilities to carry out the task of obtaining pre-trial evidence, with the privacy and security necessary. 4. CATUR will donate to the Justice Department, a specific amount of gasoline to cover the cost of transporting judicial officials in said conditions on weekends. However, as long as needs can be met with a suitable budget, then those resources will be used. The use of the fuel provided will be adjusted to the regulation issued for that purpose. 5. In order to follow up the advancements made and the results achieved, the authorities involved will issue a report every two months to the Office of the Attorney General, so that the Supreme Court could in turn be notified. San Jose, March 8, 2007. San Carlos Group Uniformed (12) Intelligence (02) Coordinator Intelligence Operations and Analysis Logistics and Liaisons Coordinator Staff and Training Coordination of the Tourist Police Regional Offices Police Force Head Office Head of the Tourist Police Office Tourist Safety Dept. District Tourist Police Tourism Operations Dept. Sub-Office Prevention Area Limon Group Uniformed (12) Intelligence (02) Charotega Group Uniformed (26) Intelligence (02) Punta Arenas Group Uniformed (12) Intelligence (02) San Jose Group Uniformed (12) Intelligence (02) Patrulla de Caminos Group Uniformed (14) Intelligence (02) COVERAGE OF DISETUR-PNC TOURIST POLICE ORGANISATIONAL CHART, HONDURAS Presence of Tourist Safety Delegations 1. JEFATURA 22 ELEMENTS . MOVIL, 24 ELEMENTS 3. ANTIGUA GUATEMALA 40 ELEMENTS 4. SAN VICENTE PACAYA 18 ELEMENTS 5. LANQUIN 15 ELEMENTS 6. PANAJACHEL 36 ELEMENTS 7. CHICHICASTENANGO 17 ELEMENTS 8. MONTERRICO 15 ELEMENTS 9. RIO DULCE 13 ELEMENTS 10. LIVINGSTON 15 ELEMENTS 11 REMATE 33 ELEMENTS 2 3 4 5 6 7 8 10 11 1 9 SECRETARIA DE SEGURIDAD SAFETY SECRETARIAT . DIRECCION POL. PREV. . PREVENTIVE POLICE OFFICE SUBDIRECCION POLICIA COMUNITARIA COMMUNITY POLICE SUB-OFFICE TELA TELA LA CEIBA LA CEIBA I. DE LA BAHIA I. DE LA BAHIA S. P. S . S. P. S . DIVISION POLICIA DE TURISMO TOURIST POLICE DIVISION TEGUCIGALPA TEGUCIGALPA COPAN COPAN COMAYAGUA COMAYAGUA

Gay Marriage Essay

Gay Marriage Essay Gay Marriage Essay Gay Marriage XBCOM/275 2/23/2013 Kris Dunn Not everyone has heard of or eaten at Chick-Fil-A, a restaurant that prides itself on these healthier menu choses with servicing chicken sandwiches instead of beef, and itself strong Christian beliefs. The inventors of the chicken sandwich, Chick-Fil-A, are in hot water these days following comments made by their president, Dan Cathy, who said the company was "guilty as charged" in its stance against gay marriage. The controversy began when Cathy elaborated on his "guilty as charged" comment saying "I think we are inviting God's judgment on our nation when we shake our fist at Him and say, 'We know better than you as to what constitutes a marriage." To anyone one familiar with the family-owned chicken chain, Cathy's views should come as little surprise. All of the chain's 1,600 restaurants nationwide are closed on Sundays, the Christian Sabbath, to allow employees to "worship if they choose to," a decision that was "as much practical as spiritual" according to the company's website. In a day and age where almost four percent of Americans are shown to be gay, lesbian, bisexual or transgender, it is bad for business to say that they are wrong and being heterosexual is right. Why can’t everyone be happy no matter what that means? If they are not hurting or killing any one or forcing their beliefs on another person, let them do their thing. A new study by The Williams Institute of the UCLA School of Law asks, â€Å"How many people are lesbian, gay, bisexual, and

Give a history of the Catholic Church on the death penalty and note Research Paper - 3

Give a history of the Catholic Church on the death penalty and note how it has changed over time - Research Paper Example In the early stage, the catholic churches are considered to be the higher legal authorized body. During the middle ages, the people duly followed the pathway of churches. The Catholic Church is identified to follow capital punishment. However, presently, it has a strict negative statement about capital punishment. According to Catholic teaching, punishment is used against a crime with the aim of defending a society and in case of the failure of defending a society from such criminals, capital punishment should be used (Uelmen 355-356). The prime intention of the study is to reveal the role of the Roman Catholic churches towards providing judgment against a punishment. Apart from this, the study describes about the importance of churches for sentencing capital punishment. Contextually, the study will also reveal the transaction of the traditional Catholic Church in the present day context. The term capital punishment is accustomed and well known in the society. Capital punishment is also ascertained as death penalty in several countries. The law or the rule of death penalty was established during the period of 18th century B.C. The law of death penalty was introduced by Hammurabi, King of Babylon. Death penalty was introduced by King Hammurabi for different crimes and offences. Apart from this, death penalty was also followed during the 14th century by different legal bodies and churches. Besides that, Britain also established the law of sentencing death penalty as a punishment to those people who are committing any criminal offences. With the inspiration from Britain in providing the capital punishment, America also follows the tradition of capital punishment. It is ascertained that America having the highest records in sentencing punishment through death penalty. It has been affirmed that during the middle ages when British people entered America for shelter, Americ ans brought the practices of

Integrated Strategic Human Resource Management Essay

Integrated Strategic Human Resource Management - Essay Example ment theories and the softer version of early HR theories revealed that both used the same terminology of integrating with organizational goal and vesting control in the line with the difference in emphasis. Personnel management’s emphasis was on non- managerial workforce whereas HRM theories emphasize the role of managers and the core of workforce. HRM views line managers as business managers maximizing organizational profits and not just people’s managers. HRM also emphasizes the role of senior managers in building and maintaining the organizational culture. The stakeholders identified by the model include are shareholders, management, employee groups, government, community and unions. Various situational factors include work force characteristics, business strategy and conditions, management philosophy, labor market, unions, task technology and laws and societal values. These two factors together determine the HRM policy choices for the organization. This HRM policy will determine the level of employee involvement, human resource flows, reward systems and work systems. The resultant HR outcome will be reflected in employee commitment and competence, congruence and overall HR cost effectiveness in the organization as well as individual and societal well being (Taylor et al. 2008). Some of the major advantages of this holistic model are (Armstrong, 2006) It identifies and incorporates a wide range of stakeholders and their interests in the model. It recognizes the explicit and implicit tradeoffs between interests of various stakeholders. It recognizes the importance and role of human capital in the form of employee influence as an influencing factor and hence questions the supervisory style of work organizations. It recognizes a broad range of contextual... The researcher of this essay aims at identifying how much this integration of human resource management is being successful by critically analyzing the three models namely Michigan, Harvard and Choice model. With growing pressure global competition along with the increasing number of educated employees who demanded more involvement in the organization, the need for the development of a human resource framework was felt. Scholars at Harvard business school responded by providing a broad casual mapping of the determinants and consequences of human resource management (HRM) policies. According to this model effective HRM revolves around the concept of balancing the interests of the various influence groups and the ever changing situational factors. This model is considered dynamic because the situational factors and influence groups keep on changing. Michigan Model catered the problem of humanistic approach, which the soft model of Harvard was accused of with a harder approach treating human resource in the same way as other resources of business. This model has quantitative approach that implies that human capital should be obtained as cheaply and simply as possible. Warwick model was developed by Warwick University. This model further propagated the transition of people management to human resource management with its emphasis on environmental factors and business strategy. In conclusion, the researcher states that these concepts of strategic HRM still needs further improvement.

A Critical Analysis Of Patriarchy Sociology Essay

A Critical Analysis Of Patriarchy Sociology Essay In the article Patriarchy, the System, Allan Johnson defines patriarchy, and in doing so addresses the common misconceptions and stereotypes that people inaccurately identify with the term. He argues that people tend to generalize and attach the term patriarchy with men, and therefore come to the conclusion that all men are oppressive people.  [1]  Johnson recognizes a pattern in which women feel free to blame men for oppressing them and therefore men take it personally and become defensive. He argues that women will blame men for patriarchy simply because theyre men.  [2]  Johnson also considers the possibility that perhaps people are simply confused, that they cannot distinguish the difference between patriarchy as a system and the individual. He argues that people have to recognize this, and examine larger contexts, in order to solve social problems. Johnson suggests that race, gender and class oppression are not actually oppression, but rather the sum of individual failin gs.  [3]  Johnson argues that in order to solve social problems, these misconceptions must be cleared up. If were ever going to work toward real change, its a confusion well have to clear up.  [4]  Johnson effectively identifies common misconceptions about patriarchy, and convincingly argues that this ignorance and individualist perspective is contributing to problems within society. Allan Johnson goes on to argue that patriarchy is organized around relationships and shared understandings, and he argues that this can limit you to some degree.  [5]  Johnson provides an interesting perspective on how we participate in our social lives. He makes a very good point when he suggests that patriarchy can exist without men being portrayed as the villains. People tend to follow along with what society deems is the norm. This is significant; as it explains why individuals make the decisions that they do, in a larger social context. Johnson further analyzes what patriarchy really means, and explains that it is simply part of our culture, and the symbols and ideas within it. He argues that the make up of patriarchal culture is important to understand because it affects the structure of social life.  [6]  He discusses the possibility that culture enforces gender roles and power positions, therefore shaping and influencing our values. Allan Johnson goes on to say that everyone contributes to patriarchy, the system, whether theyre aware of it or not. We are all involved in patriarchy, but it does not necessarily mean that women are the victims, and men are the oppressors. He explains that who we think we are is closely related to who others think we should be and where we fit in social systems. He sums up his ideas by stating that all men and women are involved in patriarchy because we occupy social positions.  [7]  This further proves his point, that patriarchy cannot be constrained to individuals themselves, as patriarchy is beyond the individual experience. This article studies the concept of patriarchy as a framework. It provides a sociological perspective on social inequalities and attempts to explain why they exist. Johnson convincingly argues that people dont truly understand the origins of patriarchy. He has taken the term patriarchy and uses a sociological approach to uncover what it really is, a social construction or framework. He defines patriarchy in broader social terms and effectively proves that there may be oppressive individuals in society but patriarchy is not the result of all men being oppressive people, it is the result of individuals collectively possessing power. The sociological approach that Johnson uses helps to examine and analyze society as a whole, a structure in which everyone participates in and contributes to. This approach can help to explain why individuals act out certain behaviors in their own social lives. Perhaps people behave in such patriarchal ways because the system has influenced us in such ways. Maybe gender oppression has nothing to do with men being patriarchal, but more to do with how our society has been constructed and how our culture and our ideas about men and women have been shaped within it. Johnson helps us to use our sociological imagination to better understand the problems society currently faces. To conclude, Allan Johnsons article Patriarchy, the System can help us to analyze society in broader social terms in order to understand systems like patriarchy and our participation within these larger systems. Johnsons article helps us to use a sociological perspective to better understand the individual and why things like gender oppression occur. This article is useful, as Johnsons argument could be applied to other social contexts as well. This article allows us to further our knowledge of social constructions and how we participate in them, and therefore how we can change them to improve equality and eliminate the ideas present in our culture that limit us.

History of Special Needs Provision in Ireland Essay

The history of education for children with special needs in Ireland has been one of neglect and exclusion until there was a change in attitudes and policies. The government had no need for policies regarding education and care of children with additional needs because they were carried out by religious orders. Many children were sent away to hospitals, homes and even asylums. They were hidden away from society. There were three stages in relation to the education and care of children with additional needs. Era of Neglect and Denial The era of neglect and denial was when the government thought children with special needs didn’t need to be educated and were seen as a medical problem. The Medical Model of Disability thought that children with special needs were abnormal. The problem was seen to be with the person with special needs and this model focuses on the causes of the disability and would look for cures rather than accept the person. â€Å"The medical model of disability views disability as a ‘problem’ that belongs to the disabled individual. It is not seen as an issue to concern anyone other than the individual† (www.2.le.ac.uk, Assessed 07 March 2014). Era of Special Schools The era of special schools was when a number of religious orders set up schools for children with special needs. The care and education was entirely up to the religious orders and the children would often board here rather than stay at home with their families. These schools were later recognised by the state. The government now believed children with special needs needed to be educated but not with â€Å"normal† children. They believed that the children would interfere with the education of the other children and therefore could not be educated in the same schools. Era of Integration and Inclusion The era of integration and inclusion began when the government introduced policies on education for children with special needs. They introduced these because of the decline in religion and religious orders. The state took over the care and education of children with additional needs. There was a demand for these children to be educated in schools alongside children who did not have special educational needs. This did happen but the children with special needs were taught in separate classrooms away from the other children. They were been educated but still not included. There are over 140 special schools in Ireland to date. These schools are designed for children who cannot be educated in mainstream schools. Some children may go to these schools for a period of time and then move into mainstream schools. Children with special needs are entitled to a free education until they reach eighteen years of age. They are entitled to help and support from resource teachers or special need assistants if the need it and to be educated in the same environment as every other child and to be treated equally. Legislation and Policies The Education Act 1998 The Education Act 1998 was the first piece of legislation that outlined the rights regarding education. This act is a general one but it provided the first legal definition of disability, the first legal definition of special educational needs and it defined what support services are. It outlines the roles and responsibilities of teachers, Board of Management, the Inspector and the Minister for Education. The Education Act 1998 says that all children including children with special needs are entitled to free education. Parents have the right to send their children to a school of their choice. All schools must respect beliefs, languages and traditions of all children. Schools have to have a plan in place to deal with any obstacles that may affect the education or welfare of a child with additional needs. All children have the right to be treated equally and should be included in all aspects of education despite their ability or disability. â€Å"This was the first piece of legislatio n passed since the foundation of the state that directly outlined the government’s rights and legal obligations regarding education† (Assisting Children with Special Needs, Assessed 08 March 2014: 10). The Education for Persons with Special Educational Needs Act 2004 This Act was passed to ensure that all people with special educational needs can be educated in an inclusive environment where this is possible. They have the same rights to education as a person who does not have special educational  needs. They have the right to the equipment they need in order to participate and continue with their education. The Board of Management needs to provide information to the parents and others relating to the education of the child. They need to ensure the progress of the child is monitored and reviewed regularly. To review the resources that are needed to help and provide education to children with special needs. They need to ensure that the needs of the child are being met and that a plan is put in place specifically for each child. â€Å"This Act was passed in June, 2004. The Act makes provision for the education of people with special educational needs, to provide that education whe rever possible, in an inclusive environment with those who do not have such needs† (www.asti.ie, Accessed 10 March 2014) Special Needs Conditions Attention Deficit Hyperactivity Disorder (ADHD) ADHD is a common behavioural disorder that affects school age children and is more common in boys. Signs and Symptoms There are three major symptoms of ADHD inattentiveness, hyperactivity and impulsivity. Some signs of ADHD are been easily distracted, switching from one activity to another frequently and talking excessively. Causes The causes of ADHD are not known. There are a number of factors that may be linked to ADHD such as genetics, diet and family environments. Diagnosis The diagnosis should only be made if the problem has been assessed for more than six months and has happened in two or more places. This is because there are other conditions which are very similar to ADHD that have to be ruled out. â€Å"Attention deficit hyperactivity (ADHD) is a disorder that appears in early childhood. You may know it by the name attention deficit disorder, or ADD. ADD/ADHD makes it difficult for people to inhibit their spontaneous response – response that can involve everything to speech to attentiveness† (www.helpguide.org, Accessed 09 March 2014). Cerebral Palsy Cerebral Palsy occurs when the part of the brain that controls muscle tone and movement is damaged. The condition can result in someone just been  clumsy or it can be more severe where the person cannot walk or move any part of their body. Signs and Symptoms Cerebral palsy may have the following signs and symptoms, lack of movement, difficulty walking, delays in speech development and trouble with swallowing. Causes There are no exact causes for cerebral palsy but it may be caused by brain damage before or during a child’s birth. Diagnosis A diagnosis for cerebral palsy will only be made after a child has been assessed and tests carried out. The tests will focus on the child’s movements and their muscle tone. Diagnosis for cerebral palsy can take a long time. â€Å"Cerebral palsy is a term used to refer to a group of complicated conditions that affect movement and posture because of damage to or failure in the development of the part of the brain that controls movement† (www.sess.ie, Accessed 10 March 2014). Autism Autism is a developmental disorder that affects the brain from functioning properly. Autism affects the way a person communicates and how they relate to other people. Signs and Symptoms Some signs and symptoms of autism are if a child does not respond to their name by the age of twelve months, have no words by sixteen months and does not point at objects to show interest by fourteen months. The child will avoid eye contact and will like to play alone frequently. Causes The exact cause of autism is unknown. Abnormalities in the brain, genetics and environmental toxins may be causes but this have not been proven. Diagnosis A screening test to diagnoise autism must be based on the observation of communication, behaviour and development and compare them to children in the same age group. â€Å"Autism is a neurological condition in which a child is unable to relate to people and situations. It first emerges in early childhood, when the child is first developing social and interpersonal skills. It is a rare condition affecting approximately five people out of  every 10,000† (www.irishhealth.com, Accessed 11 March 2014). Dyslexia Dyslexia is a learning disorder which makes reading, writing and spelling more difficult. It is the most common learning difficulty among children. Signs and Symptoms The most common sign of dyslexia is getting letters and words jumbled up. Lack of self-esteem, bad behaviour and lack of interest in school related activities are symptoms of having dyslexia. Causes There is no real evidence to suggest what causes dyslexia but it may be caused by an impairment in the brain or it may be inherited. Diagnosis Tests will be done on a child that is suspected of having dyslexia and will focus on how the child processes information, their language abilities and word recognition. â€Å"There was a time in Ireland when dyslexia was the disorder that dare not speak his name. The Dyslexia Association of Ireland. (DAI), established 40 years ago this year, had to change its name in the 1980s to the Association of Children and Adults with Learning Difficulties, so it would be taken seriously† (www.irishtimes.com, Accessed 11 March 2014). Fetal Alcohol Spectrum Disorder (FASD) FASD is mental and physical condition that results from alcohol exposure during pregnancy. Signs and Symptoms Some of the signs and symptoms of FASD may include having a small head, deformities of limbs, heart defects and vision or hearing difficulties. Causes The causes of FASD is when a mother drinks alcohol excessively during her pregnancy. Alcohol interferes with the oxygen getting to the developing brain. Diagnosis FASD can only be diagnosed after a child is born. Doctors will access motor skills, facial features and heart problems. Support Services HADD Ireland is a support group for people affected by attention deficit hyperactivity disorder (ADHD). They offer a wide variety of services  including courses for young people, courses for parents and support groups. In these courses they build skills, promote self-awareness and encourage problem solving. In the support groups they offer talks and workshops for parents that provide information and advice on ADHD. Cerebral Palsy Alliance is a support group that provides support and assistance for parents and carers of people who suffer from cerebral palsy. Each service is in place to help improve the quality of life and participation in everyday life. The services they provide include therapy and health services, counselling and respite care. They offer early intervention services and mentoring programmes for teenagers Irish Autism Action is an organisation that was formed to help sufferers of autism and their families. They offer a range of services including early detection prog rammes, education support, counselling, and home based support. They also have a helpline that offers confidential information and support for people with autism. They provide information and advice to families upon a diagnosis been made. Dyslexia Association of Ireland (DAI) is a membership based organisation that educates people about dyslexia. They offer appropriate and effective support services for children and adults dealing with dyslexia. The services they provide are information services through phone, website or text, assessment services, specialist tuition for children through workshops or one on one tuition, training and education for parents, teachers and others. Fetal Alcohol Spectrum Disorders Ireland is a support group that was set up by a group of carers who have had contact with children who suffer from fetal alcohol spectrum disorder (FASD). They provide information to families, carers and individuals on any disability associated with FASD. Alcohol Awareness Week 2014 is one way in which they provide information and promote awar eness about FASD. References University of Leicester: â€Å"The social and medical model of disability† (Online), available: http://www2.le.ac.uk/offices/ssds/accessability/staff/accessabilitytutors/information-for-accessability-tutors/the-social-and-medical-model-of-disability

Arthur Miller’s, A View From The Bridge Essay

Arthur Miller’s ‘A View From The Bridge’ is a great play set in the run down area of Brooklyn, New York, a community in Red Hook, during the 1950s. It explores the themes of justice, unnatural love, codes of society and respect. The play focuses on the jealousy the protagonist, Eddie Carbone, exerts towards his wife’s illegally immigrated Italian cousins, Marco and Rodolpho, due to his passionate feelings for his own niece, Catherine, consequently ending with his life. The key events of the play are all very reasonable and typical in reflection to the time it was written. The disastrous aftermath of World War Two and the Great Depression left people with one dream; the American dream. To escape their less economically developed country and lead a better life many travelled to America. Italians suffered most excruciatingly hence it is they who went through mass migration, but lead it a better life they did not. Confrontation with suspicious Americans and intense hardship only crippled their self-esteem and lead them to be more independent. In ‘A View From The Bridge’ we witness how this period of time effected and shaped the behaviour of characters in the play. Arthur Miller uses Alfieri to make the play much easier to understand and enjoyable for us, the audience. In this essay I am going to analyse how exactly this has been done. Arthur Miller cleverly uses Alfieri in a number of ways. Alfieri is the narrator; Alfieri plays a character; and Alfieri is a good example of what some call a Greek Chorus. He is our narrator and plays the role of an Italian-American lawyer which makes us expect his words to be truthful. Alfieri also very effectively helps distinguish scenes, expand on characters and make the play more explicit, just as a Greek Chorus would do in old Greek tragedies. Doing this allows us to understand and follow up on the play, its themes and events. â€Å"†¦In Sicily, from where their fathers came, the law has not been a friendly idea since the Greeks were beaten†¦Justice is very important here†: Alfieri’s opening monologue, Act 1; he is the Greek Chorus. Alfieri gives us some background information on Red Hook and its neighbourhood, allowing the audience to form an impression on the characters and their morals. Having knowledge on the circumstances explored in the play, what with the illegal immigration, this line in the monologue can infer one of two things: the Italians in Red Hook cannot turn to the law because they are illegal immigrants, or the Italians will not turn to the law due their lack of trust as a result of their Italian customs. Either way, since turning to the law is never going to be the answer, the obvious way to gain justice is for the law to be taken into the people’s hands. Knowing this helps us, the audience, understand why certain events take place later on in the play. We understand Marco is an immigrant and therefore understand why he uses violence to enforce justice against Eddie for his actions. The theme of justice is introduced here. Eddie Carbone’s death at the end of the play came as no surprise to us all. Alfieri had already told us from the beginning that he sat there and â€Å"watched it run its bloody course†¦this one’s name was Eddie Carbone’’. Eddie Carbone will die, but in no ordinary way; he will be murdered which we can indicate from Alfieri mentioning â€Å"bloody course†. Alfieri put great emphasis on the fact that the people of Red Hook take justice into their own hands in his opening monologue which, if we put two and two together, must mean that Eddie’s blood will be spilt for one’s justice. This time Arthur Miller uses Alfieri to really hook, and keep us hooked, in the play. Us knowing that Eddie will be murdered before it actually happens means that we, the audience, know more than the characters. Throughout the play, no matter what turn of event takes place, we know that Eddie’s death is inevitable. This creates a very interesting and suspense atmosphere as we are eager to find out how exactly each character’s action leads up to the death; how Eddie’s own actions may have a huge impact on Marco feeling compelled to end his life. The theme of unnatural love is also first made clearer to us through the use of Alfieri and his unveiling of Eddie’s true inner feeling for Catherine, although Eddie himself denies such possibility which is typical of longshoremen, or men generally, of the time; expressing your emotions just wasn’t a masculine thing to do. Alfieri claims that Eddie has â€Å"too much love for the niece†, which makes Eddie’s resentment towards Rodolpho understandable to us. Why Eddie opposed Catherine’s relationship with Rodolpho was at first quite inexplicit, with many of us assuming it was just the possessiveness of an uncle, but Arthur Miller’s use of Alfieri’s, again as a Greek chorus, makes the play more understandable, and not only that, it also enhances the dramatic factor of the play; we know Eddie will die at the end of the play and are now interested to know how his feelings for Catherine will play a part in his tragic death. In Act 1 Alfieri and Eddie both highlight the codes of the society of Red Hook, made due to the mistrust in the law. Eddie outlines the consequences of snitching on the immigrants whilst Alfieri explains to us that the immigrants will take the law into their own hands. When Eddie is on the verge to call the immigration Bureau later in Act 2 Alfieri tells him he â€Å"won’t have a friend in the world†, reminding Eddie and us that the society will destroy him if he informs because he is going against their codes of society. Here Alfieri, in spite of being a lawyer who should support the law, is trying to prevent Eddie from making a huge mistake. Alfieri is an American lawyer from an Italian background which is why he is aware that if Eddie goes along with his actions then he will have the society to answer to. We trust Alfieri, a lawyer to be a good judge of character and rational, because he is professionally detached. However, with Eddie he has a slight connection which he mentions in his opening monologue: â€Å"I had represented his father in an accident case some years before, and I was acquainted with the family in a casual way†. When Eddie did call the Immigration Bureau, Alfieri and the audience know that Eddie’s actions were against the codes of society and citizens of the time would not abide by the law, no, they will enforce their justice though violence. However despite being aware of this, Alfieri offers a different opinion on the codes of society to Marco. â€Å"To promise not to kill is not dishonourable† and â€Å"Only God makes justice†. This makes the play very much more dramatic because on one hand Alfieri goes against the law advising Eddie not to snitch, and on the other hand Alfieri goes against the codes of society by telling Marco not to kill Eddie. This adds to the dramatics because we know that Alfieri’s attempts to prevent Eddie’s death will fail, he himself mentioned being â€Å"powerless†, so we continue to watch whether Marco listens to Alfieri or does go out to kill, sticking by his Italian customs. In addition, I think that Arthur Miller has decided to make one character go against the law and the other by the law to show that both the law and a person’s morale can be wrong – the law is not always correct and neither is a person’s judgement of what is right and wrong. This too makes it dramatic as the audience can now question themselves whether the steps taken by each character was right or wrong. The portrayal of Eddie Carbone in the play is, without a doubt, negative. His unnatural feeling for Catherine, his horrible behaviour towards Rodolpho and his betrayal to the cousins forces us to dislike his character. However, to conclude the play, Arthur Miller decides to express Alfieri’s sympathy for Eddie to shape our final impression of him, leaving us confused as to whether Eddie was a heroic character or a villain. †¦even as I know how wrong he was, and his death useless, I tremble†¦something perversely pure calls to me from his memory†¦for he allowed himself to be wholly known and for that I think I will love him more then all my sensible clients†. Alfieri does not stop liking Eddie because he understands what he was like. He is suggesting to us that although we recognise Eddie’s actions as immoral and wrong, perhaps we should delve deeper into what provoked Eddie to commit the crimes he did. His love for Catherine, while wrong, is pure, so should he have been punished by death? But maybe if he had listened to Alfieri and compromised with Catherine and Rodolpho’s relationship none of this would have happened. Alfieri had repeated many times, as well as in his closing monologue, that it is â€Å"better to settle for half†; making compromises is best. This is the very meaningful message Arthur Miller portrays to us through Alfieri throughout the play. To conclude, I believe Alfieri, despite not taking much part in the action, has a very vital part in the play. He is, metaphorically speaking, the bridge in the play, who has been distinctively used as a viewpoint of the story. Without him we would have been left clueless after watching the play as it is he who fills in all the gaps and answers all the unanswered questions lingering in our minds. He also raises suspense in the play like no other, enhancing our enjoyment. When Eddie is on the urge of calling the Immigration Bureau Alfieri, despite being a lawyer who should support the law, discourages Eddie from proceeding with the call. You won’t have a friend in the world, Eddie! Even those who understand will turn against you, even those who feel the same will despise you! † He reminds Eddie and the audience that the society will destroy him if he informs because he is going against the codes of society. Alfieri is knowledgeable on these codes of so opposes the law as he does not want Addie to make this mistake probably because he is becoming too attached to Eddie’s story as he offers a different opinion on the codes of society to Marco. To promise not to kill is not dishonourable† and â€Å"Only God makes justice†. Both Alfieri and the audience know that Eddie’s act was against the codes of society and in the society of the time Eddie will be punished though violence as this is the only way Marco, an Italian immigrant, will obtain his justice, based on the fact that the Italians did not trust the law. But yet Alfieri went against the codes of society by telling Marco not to kill Eddie, whilst on the other hand he goes against the law advising Eddie not to inform. This make the play more dramatic because the audience know that Alfieri’s attempts to try and prevent Eddie’s death will not have worked, reinforcing that he is powerless, so they continue to see how Eddie dies. Also I think that Arthur Miller has decided to make one character go against the law and the other by the law to show that both the law and a person’s morale can be wrong – the law is not always correct and neither is a person’s judgement of what is right and wrong. This too makes it dramatic as the audience can now question themselves whetehr the steps taken by each character was right or wrong. He doesn’t stop liking Eddie, because he understands what he was like. He mourns Eddie, but with alarm, because he knows it will happen again. Alfieri is the voice of reason amongst great chaos, but chaos wins, probably because of the tense situation. I confess that something perversely pure calls to me from his memory. â€Å"To what extent is it possible to feel sympathy for Eddie? Consider in your answer the part played by the Italian community in his behaviour. When Alfieri concludes his feelings at the end of the play, he is suggesting to the audience that although we recognize Eddie’s actions as immoral and wrong, perhaps we may still be able to sympathise with him. In order to answer this, we have to delve deeper into what provoked Eddie to commit the crimes he did, which ended eventually in his own death. At the beginning of the play, Miller wants us to recognise just how good a man Eddie can be. With his Arthur Miller ends the play in a dramatic and thought provoking way. The audience question whether Eddie deserved to die or not. All Eddie had done is fallen in love, perhaps with the wrong person, but love is a pure emotion that cannot be controlled. Eddie’s feelings lead him to call the immigration Bureau but he was not in the right state of mind as he himself was confused about his feelings for Catherine co should he have been punished by death? Arthur Miller uses Alfieri to close the play portraying a meaningful message, a phrase which he repeats many times; â€Å"And yet it is better to settle for half†. Making compromises is best. Being greedy can be regretful so it is better to be happy with what you’ve got than risk your life for more. Although Alfiieri does not take much part in the action, he has a vital role in the play. He is the narrator, the lawyer and the mediator (he tries to keep the peace). He is, metaphorically speaking, the bridge in the title. He is separate from the main action so could be described as looking down on it. He also links the Italian American community with America itself in terms of its laws which do not necessarily reflect traditional Italian views on justice. Significantly by the title â€Å"A view from the bridge†, this is indeed exactly the role of Alfieri’s character. Miller uses distinctively the character of Alfieri as a viewpoint of the story , something he does in a very elegant and dynamic way. In conclusion, Alfieri’s role within this play makes it entertaining, enjoyable and easier to understand for the audience. I believe that without Alfieri the play would not have binded well therefore the audience would not have had a good understanding. It’s like having a building without its foundation. Arthur Miller’s use of Alfieri managed to draw in the audience’s attention, build up suspense at the beginning of the play, make it clear why certain events took place and why characters behave the way they do, so I think that without Alfieri, ‘A View From The Bridge’ will be meaningless and confusing to watch.

The Effects Of Random Audience On Cancer - 958 Words

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