Comparing and Contrasting the Two Films Back to the Future and Temple Assignment

Comparing and Contrasting the Two Films Back to the Future and Temple of Doom - Assignment Example The essay seeks to highlight how similar and how different are the ideas of race; class and gender appear in the two films.The article analyzes both setting and characterization in the two films to understand the philosophies. The race is a rare fact that many children fail to understand while watching the two movies. In both the films, the ideology of racism is hidden that one cannot identify by just watching but must keep a close understanding of the setting and characters. In the film back to the future, racism is depicted by both how characters are viewed in society and how they are treated. When Marty gets back to his house only to find black families living in it the film, shows a neighborhood with burnt out cars and houses. The burnt ugly area depicts a filthy life the blacks live. Another aspect of racism in the film is the characters that are given to the blacks. The blacks are band players or individual living in projects. The scenario gives a racist impression that blacks are good for nothing. Pierre Caliste in his quest for the mayor position, he never believed himself and had to consult a white man Marty to proceed. Similarly, in the film temple of doom, the Shanghai gangsters laugh at Indy after poisoning her wine, and they kept the rescue antidote. The plane flying from China only to crash in Indian soil is also a racial impression of the difference in advancement. Slavery to the weaker race is evident with the kids kidnaped in the village of Thuggees. The two films contrast in gender representation. The film temple of doom is arguably unkind to the women characters prompting the review of the gender ideology. The women characters are represented as shallow beginners by the character Willie. All through the movie, she appears to have little knowledge of her strengths and capabilities. The apparent show of diminished profile for women character is at the ending episodes. After Willie showing little development, Dr. Jones humbles her to a weak damsel in agony  when she is seductively drawn in for a kiss. However, there is a good gesture for female characters in the film back to the future.  

Endangered species Essay Example for Free

Endangered species Essay The tiger being a native occupant of the Eastern and Southern Asia is endangered species. Six out of the nine subspecies of the tiger are endangered while the other three subspecies are already extinct according to the zoo attendant. The tiger species are endangered due to quite a number of reasons e. g. poaching, deforestation and fragmentation. This is to the fact that this wild cat likes only densely populated areas which pose greater risk for its survival. The tiger is being hunted for fur and destruction of habitat has reduced the tiger population in the wild. Research has established that at the start of the 20th century it was estimated that over 100000 tigers existed world over but their population has reduced greatly to about 2000 in the wild. Some research also suggests that it is even lower in numbers. Some major campaigns have been initiated world wide in order to conserve this specie e. g. the project tiger initiative in India; which has the largest population of tigers, has been on a campaign since 1973, initially spearheaded by Indira Gandhi. Fundamental accomplishments have been the establishment of over 25 well-monitored tiger reserves in reclaimed land where human development is not allowed. 2. Background information: The tiger as it is commonly known has the scientific name Panthera tigris. It is a member of the family Felidae the largest of the four big cats in the genus Panthera. More information about its classification is as follows: Kingdom: Animalia, Phylum: Chordata, Class: Mammalia, Order: Carnivora, Family: Felidae, Genus: Panthera, Species: P. tigris. And its subspecies are: P. t. tigris, Panthera tigris jacksoni, P. t. sumatrae, Panthera tigris altaica, Panthera ,tigris amoyensis, † Panthera tigris virgata, † P. t. balica, † P. t. sondaica. The last three sub species are extinct. It is a native of much of the Southern and Eastern Asia ands is an obligate carnivore and apex predator. It lives in various types of forests, including wet; evergreen; the deciduous forest, and the thorn forests and prefers denser vegetation. 3. The plan: One of the proposed plans to save this endangered species is to reclaim land occupied by people that were originally habitat for this animal, secondly there is need to introduce new and strict measures to curb the poaching menace to the animal species. The most endangered species are recommended for zoos in order to preserve them and prevent them from becoming extinct. It is more than evident that the Washington DC zoo is campaigning highly on the fact mission of saving this specie even though the zoo might not be able to accommodate all the endangered species of the animal. In order to be able to accomplish this, the zoo management has established a research centre that is dedicated to the well being and maintenance of the tiger. 5. Estimate cost It is better to recommend the animal to be breed in the wild than keeping it in the Zoo. This is so due to high cost of breeding in the Zoo and since it is a wild cat, being kept in the wild while monitoring their development is necessary and this is the work of the research institutions that have been established in the Zoo. 6. Conclusions: Since the major problem that this animal is experiencing is deforestation, poaching, and fragmentation. It is rather proper to take precautionary steps such as land reclamation by a forestation in deforested areas to allow the tiger to breed fully to increase in population.

George Clymer :: essays research papers

George Clymer was born in Philedelphia in 1739. His father was from a respectable family of bristol, in England and after his emigration to america became married to a lady from Philedelphia. Clymer was left by his parents in an orphanage at the young age of seven. He was then taken care of by his maternal uncle William Coleman, a gentelman who was respected by everyone in Phildelphia The education of Clymer was directed by his uncle. He was the perfect man for the job. Coleman had a great mind and early instilled in his nephew the love of reading. After the completion of his education Clymer entered the counting room of his uncle. His genius however, was little adapted to mercantille employments, being more inclined toliteary and and scientific pursuits. At the age of twenty seven,he was married ,as has already been noticed, to a daughter of meredith, a gentlemen of a good mind as his things will show. Mr washington had been noticing clymer for a while. He was very interested in clymer and thought he could do a good job. Little did he know was that Clymer would be a perfect fit in any situation. Mr Clymer has said to be a republican by nature. He was also a firm and devoted patriot. His feelings were strongly enlisted in him againstthe acts of the british government. He early accepted a captains commission in a company of voulnteers,raised for the defense of the province, and manfully opposed. A committee appointed, of which Clymer was chairman, to wait upon the cosignees, to request the not to sell. In 1775, Clymer was chosen as a member of the council of safety,and one of the first treasurers. The next year he was elected a member of the continental congress. In september, Clymer was appointed to visit Ticonderoga, in conjuction with Mr. Stocton, to inspect the affairs of the northern army. Clymer was not all that crazy about this idea. However he went a long with it and did a very good job. In 1777, clymer was again a member of congress. His duites during this session were ardous, and owing to his unremetting exertions, he was obliged to retire for a season for the recovery of his health. In the year 1796 clymer was appointed, together with Colonial Hawkins and Pickens, to negotiate a treaty with the cherokee and creek indians, in Georgia. With this in mind he sailed from Philly to Savannah, accompanied by his

Faulkner’s Forefathers in the Film, William Faulkner: A Life on Paper

The role of fathers looms large in this Faulkner documentary. In terms of strictly male lineage, William Faulkner seems trapped in this sort of grey world between being his own man and the fact that he was so much like his male ancestors. I imagine this is true of all individuals, struggling to make our way between ourselves as individuals and as shaped by our contexts. In Faulkner's case, however, he seems conspicuously geared towards adopting those traits first shown by his ancestors, the same arrogance, a "haughty pride,"and a tradition to "look for a fight." At the risk of psychoanalyzing far beyond my knowledge, what seemed interesting to me is how the collective Faulkner males seem content to rest on the laurels of their forefathers. Faulkner's father, for example, dreams of inheriting his father's fortune rather than making his own. Faulkner himself loafed through numerous jobs, perhaps only waiting for the colonel's writing abilities to be channeled through Faulkner's own ski lls and establish him as a writer. The dynamics of such behavior puzzle me. Is this some sort of inher...

Editing and Montage as a Design Tool in Architecture

In this universe we experience retrieve with that imagine the past nowadays and the hereafter. similarly topographic point and juncture, mind and infinite are non outside of each other they both fuse into each other to organize a remarkable experience, merely movie helps us see all of this more clearly than anything else, as it can in no clip takes us back in the yesteryear, likewise in to the hereafter and it besides portions the experiences of present twenty-four hours modern-day universe. movie besides allows a passageway into another universe every bit good transporting its audiences into infinites and environment that makes us experience more existent than anything we experience in our mundane life. the audiences allows themselves to be absorbed by the narrative it offers and they temporarily becomes the portion of that narrative. both architecture and film offer a delicate connexion of physiological and experiential factors. both art signifiers defines human interaction through different facets of life and gives different position for better apprehension of our universe. merely like the architecture is more than merely kick white walls and columns, likewise movie has a batch to offer than showing emended images on a clean white screen. â€Å" Architecture exists, like film, in the dimension of clip and motion. One conceives and reads a edifice in footings of sequences. To raise a edifice is to foretell and seek effects of contrast and linkage Through which one passes†¦ † Jhon novel Film and architecture are two distinguishable professions, but as we explore the both Fieldss both art signifiers have given a batch to each other and their cooperation day of the months back, of all time since the first moving image was introduced in the late eighteenth century, in which images of mundane metropolis life were shown to the audience. the cooperation of the two professions has growing together of all time since as both professions portions a immense common land the coaction has growing questionably until now non merely in the part of the advancement of different thoughts, ideas and visions belonging to different decennaries of this century likewise the usage representation techniques of film has helped to heighten the designers imaginativeness. all through their transcendency movie and architecture strengthen their connexion by larning different rational, nonliteral and practical devices from one and other in order to beef up their ain system of apprehension. â€Å"Although film and architecture are distant humanistic disciplines, dynamic and inactive severally ; their complex relationship gives life to each other. Sharing a common regard for the parallel procedures involved in bring forthing their plants, the Godheads behind these two looks have an apprehension that one will ever profit the other † ( 1 ) there are many parallel procedure in the devising and designing of the movie which is really much related with the designing and representation procedure of architecture, both professions requires the survey of both in order to take the benefit. â€Å" there are movies which can non be a success without an designer working at the background planing existent life sets. which are meant to look perfect in every facet ( doing everything about the movie world based ) † ( 2 ) peculiarly merely as the film depicts life over a large white level surface, likewise the presentation of architecture both in the design procedure and the certification uses the same procedure. each profession has looked into each other in order to derive advantage, both signifiers use similar techniques in their specific design procedure merely as architecture can non be done without paper, theoretical accounts, pulling likewise movie requires all these techniques for its devising in the design procedure. Prof.Francis Penz speaks of this confederation Architects can surely larn from the filmmaker’s ability to stand for and travel through infinites. They can besides larn from the trade and aesthetic of studio-made characteristics where film makers have brought a peculiar vision to bear upon the sets and the architecture in which the histrions move. Architects may profit to understand that their 3-dimensional representations are a ‘natural set’ for the geographic expedition of infinites in motion, which may assist to look at one’s work in a less inactive manner. Similarly, the manners of representation used by architecture pupils, as mentioned above, utilizing drawings, physical theoretical accounts and more peculiarly computing machine lifes, may represent an interesting starting point for the movie industry ( 3 ) hence many film makers take aid from designers for the flawlessness of their unrealistic edifice signifier to convey life and world in those constructions. Similarly the designers besides take benefit from the architecture of movie by acquiring inspired from the futuristic attack of movies, apart from this the techniques used in the film such as collage, redacting, semblance, illuming, motion in infinite have ever been demand of the architecture in assorted design procedure of about every edifice. likewise merely as the designers takes control of upon every facet of the edifice design a movie manager acts as important component is planing of a movie. With the release of city in the late 1920s wholly changed the position how people related movie and architecture and it made the connexion between the two Fieldss stronger than of all time before. the release of the movie brought about a new civilization in Germany of excessively big sized hoardings as it became a new manner in Germans movie industry, which was in the procedure of following American criterion in Berlin entirely adding about 20 film theatres each with a 1000 seats to its stock of 380 film theatres. Bringing images of screen into the street these tremendous advertizements narrowed the spread between movie and world and merged for an instant movie and architecture. The release of the movie besides gave rise to the argument about the hereafter of Berlin as the film reveals the modern-day captivation with a edifice type that stood at the centre of the widespread about the hereafter of German metropoliss. â€Å" Metropolis was rich in the subterraneous content that, like contraband cross the boundary lines of consciousness without being questioned † ( 4 ) The movie was a success as it addressed issues of urban hapless and societal agitation, pros and cons of the usage of technolog, generational struggles and delivering power of the faiths. cities shown and depicted overdone version of dark American streets with a construct of cardinal tower that had played such an of import portion in recent treatments and that represented the most conservative and modern-day attack to skyscraper design and town planning in Germany. it was this film which made a immense impact on urbanist motions in other movies as good where the function of monumentality and the function of skyscraper continued. Both movie and architecture have many similar elements in their devising, if we talk about architecture it is the infinites which are required to be organized in a coveted mode to accomplish a peculiar design where as in movie devising images are organized in a certain mode. in the instance of movie doing it undergo the process of three stages, the expressive portion of thenarrative, the spacial usage of mise en scene and the important portion of montage/editing. brian vocalist the manager of movie X-men, the usual suspects provinces â€Å" has stated about the formal procedure that â€Å"a movie is designed three times in production ; at first on paper, 2nd at the set and 3rd in the editing/montage room.† ( 5 ) likewise movie shaper micheal explains the 3 phase procedure of movie devising â€Å" 1. Always, under any fortunes, write and convey a book to your shoots. a book or screenplay is written program of the movie in your imaginativeness. it includes duologues as good the scenes, what the histrions do, the particular effects, the music and so on ( The narration ) 2.storyboards/ mise en scene are a great manner to visualise your shootings and set some construction in your a narrative board is series of illustration or images displayed in a sequence to give others an thought of how the scene will look 3. production and post-production ( collage ) which means you shoot movie along with the dramatis personae and crew. Post-production is the most fun portion its fundamentally consists of redacting of movie and adding effects † ( 6 ) Narrative in movie devising: – narration in the movie devising is the portion which describes the basic thought of the narrative, it describes assorted impressions that the movie brings with its ego it is one of the BASIC of the movie, narrative besides depicts the chief subject of a movie and around which the narrative of the movie is revolves. in the devising of the movie the narrative is merely an fanciful conceptual procedure and it aids to construct up the primary phases of movie design. mise en scene/story board: – It is the procedure in which the existent visual image of each scenes takes topographic point, it is the representation of the necessities of the movie such as puting up the narrative and presenting it to the audiences in this the objects with in the frame are operated through compositional criterions, the elments which can change or help the mise en scene can be the lighting, colour, back land scene, camera angles and the placement of the characters. Editing, Montage/ production: – this is the most indispensable portion in the devising of the movie as it is what completes the movie by the procedure of cutting and gluing and it forms a relationship between the shootings if we compare these techniques to architecture it can be deduced that to a certain grade all of these movie devising procedures are used in architecture every bit good, it is known that visual image or development of fanciful edifices, the work and patterns of designers can be influenced from these movie devising procedures. In add-on to illustration techniques of cinematic techniques such as narrative, semblance, motion, editing/montage, narrative board, cut, illuming have besides been used for the demands of architecture as the constituent of design. harmonizing to Gallic designer Jhon Novel says that his undertakings are really much influenced by the filmic techniques, harmonizing to him disclosures made by movie managers are as something that architects do themselves in planing their edifices. Apart from jhon novel if we by and large look at different plants of architecture it can be analyzed that both art forms uses similar techniques in their development procedure. these techni ques people use in architecture consciously but many people have been utilizing these techniques unconsciously somehow or the other.NARRATIVE AS DESIGN TOOL IN ARCHITECTUREJewsih museum by Denial LibiskindIn Jewish museum Berlin Deinal libiskind uses the art of storytelling through architectural linguistic communication and edifice signifier, the garden of expatriate, the three axes of the German-Jewish experience and the nothingnesss together these pieces form a ocular and spacial linguistic communication the Jewish museum depicts history of events to the visitant while every infinite unfolds itself and organize a narrative by picturing series of events which took topographic point in Berlin ‘s past history.EDITING/MONTAGE AS A DESIGN TOOL IN ARCHITECTURECollages of Ludwig Mies Van Der RoheMies is celebrated as a maestro builder, with his attending to detail and keep proportions taking to consummate and surprisingly poetic constructions. His axioms are quoted in schools: â₠¬Å"God is in the details† and, of class, â€Å"Less is more.† But he was every bit consummate in two dimensions, as the presently running MoMA exhibition â€Å" Cut ‘n’ Paste: From Architectural Assemblage to Collage City † brought to our attending. The exhibition showcases works from the well-known collagists Archigram, OMA, and Superstudio, but besides includes several montages by Mies—collages seldom seen in academic or retrospective treatments of the architect’s work. It is easy to state that the montages are Mies’s work at a glimpse ; their understatedness, their restrained yet powerful work of art, draws the oculus. Many of the montages are toneless, mostly made up of whitespace ; line-drawn position grids define the fields of floor and ceiling, while two, or possibly three, dividers block positions out of plate-glass Windowss. Many of these dividers are adorned with patterned marble or modernist pictures by Kandinsky or â€Å"Guernica† by Picasso. The culmination—Mies at his wildest—is a montage for a Chicago convention hall, in which the walls are a deep green marble decorated by province seals, the ceiling is a deep steel grid with an American flag draping down, and which features crowds of people cut from newspapers. Bibliography1.griger, Murray.Space in Time: Filming Architecture.199. 2.TIM BERGFELDER, SUE HARRIS, SARAH STREET.FILM ARCHITECTURE AND THE TRANSNATIONAL.s.l. : Amsterdam Uniiversiity Press. 3.penz, Frances.architecture and film.s.l. : Academy Editions, 1994. 4.kracauer, siegfried.from calgiri to hitler: a psychological history of German movie.s.l. : Princeton university imperativeness. 5.vocalist, brian. 6.micheal.eastern visible radiations productions’ short movie web log.The Three Stages of Filmmaking.[ Online ] eastern visible radiations production. [ Cited: November 29, 2013. ] http: //easternlights.wordpress.com/2008/08/11/the-three-stages-of-filmmaking/ .

Make a Science Fair Poster or Display

Make a Science Fair Poster or Display The first step to creating a successful science project display is to read the rules concerning the size and types of materials allowed. Unless you are required to present your project on a single board, I recommend a tri-fold cardboard or heavy poster board display. This is a central piece of cardboard/posterboard with two fold-out wings. The folding aspect not only helps the display support itself, but it is also great protection for the interior of the board during transport. Avoid wooden displays or flimsy poster board. Make sure the display will fit inside any vehicle that is required for transportation. Organization and Neatness Organize your poster using the same sections as are listed in the report. Print each section using a computer, preferably with a laser printer, so that bad weather wont cause the ink to run. Put a title for each section at its top, in letters large enough to be seen from several feet away (very large font size). The focal point of your display should be your purpose and hypothesis. Its great to include photos and bring your project with you  if it is allowed and space permits. Try to arrange your presentation in a logical manner on the board. Feel free to use color to make your presentation stand out. In addition to recommending laser printing, my personal preference is to use a sans serif font because such fonts tend to be easier to read from a distance. As with the report, check spelling, grammar, and punctuation. TitleFor a science fair, you probably want a catchy, clever title. Otherwise, try to make it an accurate description of the project. For example, I could entitle a project, Determining Minimum NaCl Concentration that can be Tasted in Water. Avoid unnecessary words, while covering the essential purpose of the project. Whatever title you come up with, get it critiqued by friends, family, or teachers. If you are using a tri-fold board, the title usually is placed at the top of the middle board.PicturesIf at all possible, include color photographs of your project, samples from the project, tables, and graphs. Photos and objects are visually appealing and interesting.Introduction and PurposeSometimes this section is called Background. Whatever its name, this section introduces the topic of the project, notes any information already available, explains why you are interested in the project, and states the purpose of the project.The Hypothesis or QuestionExplicitly state your hypothesis or question. Materials and MethodsList the materials you used in your project and describe the procedure that you used to perform the project. If you have a photo or diagram of your project, this is a good place to include it.Data and ResultsData and Results are not the same thing. Data refers to the actual numbers or other information you obtained in your project. If you can, present the data in a table or graph. The Results section is where the data is manipulated or the hypothesis is tested. Sometimes this analysis will yield tables, graphs, or charts, too. More commonly, the Results section will explain the significance of the data or will involve a statistical test.ConclusionThe Conclusion focuses on the Hypothesis or Question as it compares to the Data and Results. What was the answer to the question? Was the hypothesis supported (keep in mind a hypothesis cannot be proved, only disproved)? What did you find out from the experiment? Answer these questions first. Then, depending on your answ ers, you may wish to explain ways in which the project might be improved or introduce new questions that have come up as a result of the project. This section is judged not only by what you were able to conclude  but also by your recognition of areas where you could ​not draw valid conclusions based on your data. ReferencesYou may need to cite references or provide a bibliography for your project. In some cases, this is pasted onto the poster. Other science fairs prefer that you simply print it out and have it available, placed below or beside the poster. Be Prepared Most of the time, you will need to accompany your presentation, explain your project, and answer questions. Sometimes the presentations have time limits. Practice what you are going to say, out loud, to a person or at least a mirror. If you can give your presentation to a person, practice having a question and answer session. On the day of the presentation, dress neatly, be polite, and smile! Congratulations on a successful science project!

Becket essays

Becket essays Henrick Ibsen once said that, The strongest man in the world is he who stands alone. A man with the greatest power and strength is the loneliest man. There is rarely anyone who can match his capability and ability. Even though the man receives respect from people around him andis inaplace of exbit these characteristics are King Henry II in Becket by Jean Anouilh and Atticus in To Kill a Mocking Bird by Lee Harper. In Becket, King Henry II is the most powerful man in England but he feels lonely. Due to some of the kings actions, he has experienced loneliness. King Henry appoints Beckect, his one trues friend, as archbishop of Canterbury. Ironically, King believed this would strengthen their friendship but it lead to his loneliness. So the strongest man in Also, in To Kill a Mocking Bird, Atticus experiences loneliness due to his actions. He is a respected lawyer and in his town. When Atticus jumps to aid of a young black man in Alabama, the other characters in the book, turn against him. Unfortunately, Atticus seems to be the only one who has these feelings about the man. Due opposing views, Atticus is not looked upon as the same man and there for he feels lonely. Both Becket and To Kill a Mocking Bird, demonstrate what Ibsen said in his quote. King Henry II and Atticus are strong men who ...

Free Essays on Critial Thinking

I never really knew what it was like to appreciate other people or be different in a sense from other people. I was kind of apprehensive when it came to hanging out with people who were different than me. Whether it was physically or mentally. This of course was around the age of 17, when I was under the impression to be cool and in the â€Å"in-crowd† you had to hang amongst people normal like me. But who’s to say I was normal? I guess I just decided that if I was not deformed physically or had some sort of mental problems than I was considered normal. Well wouldn’t you consider yourself normal too? I remember the times where I was cruel to people less fortunate than myself. I know there was this one instance in high school, where this kid called George was rather diminutive. He also had some sort of social problem, maybe mental. But I am not a doctor to diagnose this. The point is that I would poke fun at the kid or simply bother him because he was different. I didn’t feel he was normal. Back then I had no remorse for my actions, although now after my learning experience I can say I felt bad for what I have done in the past. Not only to him but also to anyone I might have bumped paths along my childhood whom I did not consider normal. I can attribute my transformation of my old beliefs to my current beliefs to a close friend whom I grew up with during our childhood. Her name is Delilah. One day Delilah asked me to come and work with her at a camp near her home in Monticello, New York since she had moved from Queens over four years ago. I didn’t really know what it was all about but I figured what the heck, if nothing else I would at least get a few community service hours out of it for my high school’s Christian service program. Of course I always had to find some sort of personal gain out of things. I could never do something of this nature voluntarily. I guess it was not in me at the time. Nevertheless I agreed. When I w... Free Essays on Critial Thinking Free Essays on Critial Thinking I never really knew what it was like to appreciate other people or be different in a sense from other people. I was kind of apprehensive when it came to hanging out with people who were different than me. Whether it was physically or mentally. This of course was around the age of 17, when I was under the impression to be cool and in the â€Å"in-crowd† you had to hang amongst people normal like me. But who’s to say I was normal? I guess I just decided that if I was not deformed physically or had some sort of mental problems than I was considered normal. Well wouldn’t you consider yourself normal too? I remember the times where I was cruel to people less fortunate than myself. I know there was this one instance in high school, where this kid called George was rather diminutive. He also had some sort of social problem, maybe mental. But I am not a doctor to diagnose this. The point is that I would poke fun at the kid or simply bother him because he was different. I didn’t feel he was normal. Back then I had no remorse for my actions, although now after my learning experience I can say I felt bad for what I have done in the past. Not only to him but also to anyone I might have bumped paths along my childhood whom I did not consider normal. I can attribute my transformation of my old beliefs to my current beliefs to a close friend whom I grew up with during our childhood. Her name is Delilah. One day Delilah asked me to come and work with her at a camp near her home in Monticello, New York since she had moved from Queens over four years ago. I didn’t really know what it was all about but I figured what the heck, if nothing else I would at least get a few community service hours out of it for my high school’s Christian service program. Of course I always had to find some sort of personal gain out of things. I could never do something of this nature voluntarily. I guess it was not in me at the time. Nevertheless I agreed. When I w...

Pauls Case Research Paper Example | Topics and Well Written Essays - 1250 words

Pauls Case - Research Paper Example The story commences with Paul’s faculty hearing after he was suspended from his high school located in Pittsburgh. He arrives at the meeting in outfits that are shabby and debonair at the same time. In particular, he had a red carnation in his buttonhole, which affronted the members of the faculty. As presented in the book, Paul is described as a narrow-shouldered, tall person with large pupils that strike the chord of a drug addict (Cather 7). The members of the faculty had a hard time to coherent their feelings about Paul. They all have a feeling that Paul hates them deeply. His family members view him as a person who had no interest in school. Moreover, the faculty members complain of disturbance caused by Paul in the classroom, and his defiant nature to the student’s council among other bodies. When Paul is still in the presence of the council, he keeps smiling, which makes his accusers feel insignificant. Some of the misdeeds he was identified with included disorder, ill will and impertinence to the staff and his fellow students. Moreover, he is also described as suave due to his nature of raising his eyebrows, which were regarded as irritating, and the brilliance in his eyes, which quivered the teacher’s casual touch (Cather 10). Paul’s drawing master was always on his side claiming that the teacher’s did not understand him clearly. Moreover, he also states that the mother to Paul had died after his birth in Colorado. These statements make the teachers and other members of the faculty ashamed about their ferocious nature towards Paul. Later on, Paul went Carnegie Hall that is located in Pittsburgh where he served as an usher. He had arrived quite early that day, so, he went through the Hall’s gallery to get a view of the paintings of Venice and Paris (Cather 20). In his strolling, he stares at one painting named blue Rico. Afterwards, he proceeds to the changing room together

The President Can Only Read One Page (Line from US TV Series The West Essay - 1

The President Can Only Read One Page (Line from US TV Series The West Wing) - Essay Example You’ll remember this was a major issue during the financial crisis as Goldman Sachs was advising clients on investments, while making investments that ran counter to the very equities they were recommending. This is bad for us because it limits our activities and the amount of revenue we can bring in. There are a number of potential arguments you can adopt. One perspective contends that just because Goldman Sachs was morally bankrupt doesn’t mean that the entire industry needs to suffer ("Sec pitches budget," 2012). Another perspective argues that implementing the Volcker Rule will unnecessarily restrict banking and investment in the United States. Additionally, individuals have argued that if this regulation passed it would hurt the banks’ abilities to compete internationally (Patterson, 2012). While these are strong arguments, it may also be more effective by arguing that its passage should be delayed and reconsidered ("Dodd-frank criticism roundup:," 2012). Dodd-frank act - sec. (2012). Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CGsQFjAB&url=http://www.sec.gov/about/laws/wallstreetreform-cpa.pdf&ei=q1NuT-_7Oebj0QGpwoW3Bg&usg=AFQjCNGj12VcoYHuakKquosc4ObHaJE_bw&sig2=lJrCl2Tt00CivlDZYr9gtw Khimm, S. (2012). Banks’ preemptive strike against dodd-frank. Retrieved from

Ethanol Assignment Example | Topics and Well Written Essays - 500 words - 1

Ethanol - Assignment Example However, this desirability is dependent on the production method from a varied range of biomass resources (First generation and second generation). In general Bioethanol shows great promise as a replacement for fossil fuels. The production of bioethanol is however cumbered with problems both in the acquisition of biomass and its eventual processing to the final product. Pollution, water utilization and soil degradation are some of the major drawbacks in bioethanol development. Also, fossil fuels used in production, food versus fuel problems, coupled with conflicts in competing land use interests (Larsen, Johansen & Schramm 2009). Current ethanol production are associated with N2O a more potent greenhouse gas for this reason bringing into contention the potential of bioethanol in reducing greenhouse gases and the overall objective of controlling global warming. The land cultivated for feedstock, other than economically empowering farmers, improving infrastructure and technology is likely to increase cabondioxide emissions at a greater rate that outweighs the advantage of the bioethanol. Cheap feedstock’s and high energy efficiency crops are present trends in bioethanol production. Industries that previously did not utilize their waste materials are persistently using this waste for the production of ethanol. Ethanol as fuel differs from gasoline based on properties. Ethanol is hygroscopic and prone to contamination by water, and this is further complicated by the fact that its production is favored by maintaining an optimal amount of water (Larsen, Johansen and Schramm 2009). Ethanol also has poor blending capabilities with both diesel and gasoline when it contains water and use of fuel containing some water is an issue. Problems with engine start have been reported in cold climates and also the inflammable and volatile properties of ethanol. Ethanol content in gasoline used for regular vehicles is limited up to 10% blend. However, there are vehicles

Is Poland a consolidated democracy Research Paper

Is Poland a consolidated democracy - Research Paper Example The civil society, which gave voice to social groups, was a striking metaphysical idea that appeared to capture the wide gap between the ruled and rulers in the communist world (Biskupski 23). Only a few countries of the Soviet bloc - Poland and Hungary – exhibited sovereign structures of civil societies before the 90’s. These structures advocated, for this conceptual tool, to be applied in the whole region. Poland, in particular, pulled out from this Soviet bloc when the union broke. The country considers itself as a democracy, but questions have been raised to question this notion. Therefore, this paper will discuss whether or not Poland is a consolidated democracy giving facts in line with the instructions stated. The two-turnover test means that a nation has undergone the process of democratizing itself from an emergent democracy to a stable democracy (Davies 3). An emergent democracy must go through two democratic, as well as a peaceful turnover governing parties in order to become a stable democracy. Poland has undergone these changes, and it can be sternly ranked as a consolidated democracy (Davies 4). Poland, in 1989-1991, endorsed a democratic transition that put an end to the Polish Peoples Republic and created a democratic regime, which was referred to as the Polish Third Republic. After a decade of democratic consolidation, this country joined NATO, in 1999, along with the European Union (EU) in 2004. From the 70s to the 80s, tension increased between the citizens of Poland along with its Communist government. During this period, the rest of the Eastern bloc’s influence on the Soviet Union weakened. With the introduction of "perestroika" under Mikhail Gorbachev, in the Soviet Union, a chance was introduced finally to modify the system of ruling, after the harsh era of martial law (1981-83) brought by General Jaruzelski. After this period, Poland became a consolidated democracy (Davies 6). Poland

Contemporary issues in managment Essay Example | Topics and Well Written Essays - 3000 words

Contemporary issues in managment - Essay Example One cannot thus separate a corporation from the community in which it operates and as such, whatever it does should be for the collective good of that communities for happiness to be achieved. A corporation in this case is itself a citizen and has an intrinsic responsibility as a social entity; that is, it should be socially responsible. This is in contradiction to economists such as Milton Friedman who viewed corporations as individual entities whose sole responsibility was to make profits. Corporate social responsibility (CSR) was traditionally associated with philanthropy and charity but later came to be associated with stakeholder interests. Carroll and Shabana consider it a post-World War II phenomenon defined as the â€Å"economic, legal, ethical and philanthropic expectations that a society has of organisations at a given point in time† (2010: 89). For McGuire (1963), CSR extends beyond those four expectations such as reputation and company image. Whatever the case, suc cess of CSR depends on commitment from senior management as well as low-level staff and its implementation varies from company to company depending on its context. The aim of this paper is to critically discuss and evaluate an environmental issue that an organisation addresses using the framework presented by Wood (1991). In this case, the orgnisation to be discussed is Wal-Mart Stores, Inc. The first section will give a brief background of the organisation. The Second section will be a brief background of CSR. Third section will discuss the business case for CSR followed by analysis of the environmental issue using the corporate social performance model and finally, a brief summary will be given. Wal-Mart Stores, Inc is the world’s number one retailer with 100 million U.S. shoppers a week visiting their stores. It was founded in 1962 with a commitment to make a difference in the lives of its customers. It has 11,000 stores with 71 banners in 27 countries and e-commerce in

Is Poland a consolidated democracy Research Paper

Is Poland a consolidated democracy - Research Paper Example The civil society, which gave voice to social groups, was a striking metaphysical idea that appeared to capture the wide gap between the ruled and rulers in the communist world (Biskupski 23). Only a few countries of the Soviet bloc - Poland and Hungary – exhibited sovereign structures of civil societies before the 90’s. These structures advocated, for this conceptual tool, to be applied in the whole region. Poland, in particular, pulled out from this Soviet bloc when the union broke. The country considers itself as a democracy, but questions have been raised to question this notion. Therefore, this paper will discuss whether or not Poland is a consolidated democracy giving facts in line with the instructions stated. The two-turnover test means that a nation has undergone the process of democratizing itself from an emergent democracy to a stable democracy (Davies 3). An emergent democracy must go through two democratic, as well as a peaceful turnover governing parties in order to become a stable democracy. Poland has undergone these changes, and it can be sternly ranked as a consolidated democracy (Davies 4). Poland, in 1989-1991, endorsed a democratic transition that put an end to the Polish Peoples Republic and created a democratic regime, which was referred to as the Polish Third Republic. After a decade of democratic consolidation, this country joined NATO, in 1999, along with the European Union (EU) in 2004. From the 70s to the 80s, tension increased between the citizens of Poland along with its Communist government. During this period, the rest of the Eastern bloc’s influence on the Soviet Union weakened. With the introduction of "perestroika" under Mikhail Gorbachev, in the Soviet Union, a chance was introduced finally to modify the system of ruling, after the harsh era of martial law (1981-83) brought by General Jaruzelski. After this period, Poland became a consolidated democracy (Davies 6). Poland

Customer Perception on advertising Article Example | Topics and Well Written Essays - 1000 words

Customer Perception on advertising - Article Example This essay "Perception and Consumer Actions" outlines the effect of the advertising on the customers and how the consumers should be treated through analyzing four different articles. The first article which will be analyzed is titled, â€Å"The Effect of Consumer Perception of Store Attributes on Apparel Store Preferences† reveals the fact that four distinct variables with respect to store preference: type of clothing in stock, outside store appearance, shopping hours, and advertising. Interestingly, the overall level of impact that these attributes had on store preference varied more widely between stores than researchers at first expected (Paulins and Geistfeld 380). This leads the researcher to infer that different expectations could be a primary motivator that helps to further define and constrain these â€Å"secondary† perceptions. Oftentimes, when analysts seek to draw inference upon a specific topic, they already assume that what is being measured is necessarily the primarily important metric. Due to the fact that the reserachers of this particular article approached the issue aware of the fact that other motivations and impacts could have paved the way for the perceptions to be measured in a certain way, this research approach bears a great deal of strength in seeking to define the entire process of consumer perception. A secondary article that will be analyzed and discussed within this brief analysis is that of one entitled â€Å"Advertised versus unexpected next purchase coupons: consumer satisfaction, perceptions of value, and fairness†.

Developmental Psychology and Children Essay Example for Free

Developmental Psychology and Children Essay This is a very important stage as it helps children to get ready for school as well as preparing them for their future learning and successes. From when child is born up until the age of 5, the children early-years experiences should be happy, active, exciting, fun and secure and to support their development, care and learning needs. In my setting children will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development. Children should mostly develop the 3 prime areas first. These are: †¢ Communication and language †¢ Physical development †¢ Personal, social and emotional development. These prime areas are those most essential for  the childs healthy development and future learning. As children grow, the prime areas will help them to develop skills in 4 specific areas. These are: †¢ Literacy †¢ Mathematics †¢ Understanding the world †¢ Expressive arts and design. These 7 areas are used to plan all children learning and activities. The key person teaching and supporting child will make sure all the activities are suited to childs unique needs. This its suitable for very young children, and its designed to be really flexible so that all staff in my setting can follow the childs unique needs and interests. Children in the Early Years Foundation Stage (EYFS) learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. In my setting I plan the activities based on the current interests and abilities of the children present. Sometimes the activities will be led by adults in order to practise and develop particular skills like using scissors or gluing, or learning new songs and rhymes to develop childrens awareness of sounds and letters. At other times children will select what they play with from a rich learning environment set up in the playroom or classroom. They will appear to be playing but, as this is how young children learn, they will be learning too. Washing the dolls clothes for instance helps develop physical skills, and gives the opportunity to communicate and co-operate with others, and to discover the properties of water and detergent. In the table above is a short meaning of the seven areas of learning and development that must shape educational programmes in early-years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting childrens curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early-years provision, including children with special educational needs and disabilities. The EARLY YEARS FOUNDATION STAGE (EYFS) is a term defined in Section 39 of  the British governments Childcare Act 2006. The EYFS comprises a set of _Welfare Requirements_ and a set of _Learning and Development Requirements_, which must be followed by providers of care for children below 5 years old the age of compulsory education in the United Kingdom. The Welfare and Learning and Development requirements are not specified in the Act but in separate. The legislation took effect from September 2008 and updated in 2012. Scotland, Wales and Northern Ireland have separate framework. The Welfare requirements apply to the whole of the UK, but the Learning and Development requirements apply only in England. The EYFS is organised into 4 themes: -a unique child -positive relationships -enabling environments -learning and development The EYFS is linked to the Every Child Matters (ECM) agenda which has 5 areas that need to be addressed: -staying safe -being healthy -enjoy and achieve -make a positive contribution -achieve economic well-being The purpose of the ECM agenda is to ensure that all children are safe, have their needs met and are able to fulfil their full potential. _1.2 DESCRIBE THE DOCUMENTED OUTCOMES FOR CHILDREN THAT FORM PART OF THE RELEVANT EARLY YEARS FRAMEWORK_ The Early Years Foundation Stage was designed to ensure that all children-regardless of where they live, their family background or circumstances-would have access to a quality early years education. To be able to measure this and also to ensure that practitioners have a clear focus for their work, a series of outcomes is given for each area of learning. These are called the Early Learning Goals. This helps that each child can meet them by the end of their reception year. These goals are important as they form the building blocks for childrens later education. It is important that practitioners recognise that many of the early Learning Goals are also associated with childrens development and so while it is reasonable to expect children to meet them at the end of the reception year, they are not meant to be used as outcomes in nurseries or pre-schools. It is also worth noting that some children will for a variety of reasons not meet  all the early Goals as they may have specific hea lth or learning difficulties or because they are simply younger than the other children. Every child deserves the best possible start in life and all support to full-fill their potential. A childs experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important. When parents choose to use early years services they want to know that setting will keep their children safe and will help their children to thrive. The Early Years Foundation Stage (EYFS) is the framework that provides that assurance. The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being. Personal social and emotional development children need to develop a positive sense of themselves and of others, to learn respect for others, social skills and a positive disposition for learning. Self-confidence and self-esteem, behaviour and self-control helping children to understand their emotions and how to express those emotions, self-care children needs to be able to do tasks like dressing and feeding , sense of community learning where a child has come from respect for others and inclusion. The EYFS was designed to ensure all children are treated the same no matter where they have come from that they would have access to the same education to measure this and to ensure practitioners have a clear focus for their work a series of outcomes id given for each learning area these are called early years goals this is done by the end of the reception year. A UNIQUE CHILD Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. I understand and observe each childs development and learning, assess progress, plan for their next steps. I support children to develop a positive sense of their own identity and culture. I identify any need for additional support. I keep children safe. I value and respect all children and their families equally. Positive Relationships children learn to be strong and independent through positive relationships. POSITIVE RELATIONSHIPS ARE warm and loving, and foster a sense of belonging sensitive and responsive to the childs needs, feelings and interests supportive of the childs own efforts and independence consistent in setting clear boundaries and stimulating children Enabling Environments children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers. ENABLING ENVIRONMENTS †¢ value all people †¢ value learning †¢ I offer stimulating resources to all the childrens cultures and communities †¢ learning opportunities through play and playful teaching †¢ I support children to take risks and explore Learning and Development Children develop and learn in different ways. The framework covers the education and care of all children in early-years provision, including  children with special educational needs and disabilities. In my setting I teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development. Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development. The Areas of Development and Learning comprise of three prime areas; personal, social and emotional development; communication and language physical development; and four specific areas: Literacy Mathematics Understanding of the World Expressive Arts and Design; For each area, the practice guidance sets out the Early Learning Goals. These goals state what it is expected that children will know and be able to do by the end of the reception year of their education. The practice guidance also sets out in Development Matters the likely stages of progress a child makes along their learning journey towards the early learning goals. Our setting has regard to these matters when we assess children and plan for their learning. _Personal, social and emotional development_ Our programme supports children to develop: positive approaches to learning and finding out about the world around them; confidence in themselves and their ability to do things, and valuing their own achievements; their ability to get on, work and make friendships with other people, both children and adults; their awareness of, and being able to keep to, the rules which we all need to help us to look after ourselves, other people and our environment; their ability to dress and undress themselves, and look after their personal hygiene needs; and their ability to expect to have their ways of doing things respected and to respect other peoples ways of doing things. _Communication, language and literacy_ Our programme supports children to develop: conversational skills with one other person, in small groups and in large groups to talk with and listen to others; their vocabulary by learning the meaning of and being able to use new words; their ability to use words to describe their experiences; their knowledge of the sounds and letters that make up the words we use; their ability to listen to, and talk about, stories; knowledge of how to handle books and that they can be a source of stories and information; knowledge of the purposes for which we use writing; and making their own attempts at writing. _Mathematics_ Our programme supports children to develop: understanding and ideas about how many, how much, how far and how big; understanding and ideas about patterns, the shape of objects and parts of objects, and the amount of space taken up by objects; understanding that numbers help us to answer questions about how many, how much, how far and how big; understanding and ideas about how to use counting to find out how many; and  early ideas about the result of adding more or taking away from the amount we already have. _Understanding of the World_ Our programme supports children to develop: knowledge about the natural world and how it works; knowledge about the made world and how it works; their learning about how to choose, and use, the right tool for a task; their learning about computers, how to use them and what they can help us to do; their skills on how to put together ideas about past and present and the links between them; their learning about their locality and its special features; and their learning about their own and other cultures. _Physical development_ Our programme supports children to develop: increasing control over the large movements that they can make with their arms, legs and bodies, so that they can run, jump, hop, skip, roll, climb, balance and lift; increasing control over the small movements they can make with their arms, wrists and hands, so that they can pick up and use objects, tools and materials; and their understanding about the importance of, and how to look after, their bodies. _Expressive Art and Design_ Our programme supports children to develop: the use of paint, materials, music, dance, words, stories and role-play to express their ideas and feelings; and  their interest in the way that paint, materials, music, dance, words, stories and role-play can be used to express ideas and feelings. _Assessment (learning journal, progress checks)_ I assess how young children are learning and developing by observing them frequently. I use information that I gain from observations, as well as from photographs of the children, to document their progress and where this may be leading them. I believe that parents know their children best and I ask them to contribute to the learning journals by sharing information about what their children like to do at home and how they as parents are supporting development. I make periodic assessment summaries of childrens achievement based on our on-going development records. These form part of childrens records of achievement. I undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves into a different group or when they go on to school. _1.3 EXPLAIN HOW THE DOCUMENTED OUTCOMES ARE ASSESSED AND RECORDED_ Assessment plays an important part in helping parents, carers and practitioners to recognise childrens progress, understand their needs, and to plan activities and support. On-going assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. In their interactions with children, practitioners should respond to their own day-to-day observations about childrens progress and observations that parents share. EYFS 2012 All effective assessment involves analysing and reviewing what you know about each childs development and learning. You can then make informed decisions about the childs progress and plan next steps to meet their development and learning needs. This is called assessment for learning. EYFS 2012 Formative assessment is the type of assessment based on observations, photographs, videos, things children have made or drawn and information from parents. It informs or guides everyday planning. Summative assessment is a summary of all the formative assessment done over a long period and makes a statement about the childs achievements. The Early Years Foundation Stage Profile is the summative assessment completed by practitioners at the end of the EYFS. EYFS Practice Guidance 2007 In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a childs knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile must reflect: on-going observation, all relevant records held by the setting, discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution. Year 1 teachers must be given a copy of the Profile report together with a short commentary on each childs skills and abilities in relation to the three key characteristics of effective learning. These should inform a dialogue between Reception and Year 1 teachers about each childs stage of development and learning needs and assist with the planning of activities in Year 1. EYFS 2012 In my setting we reflect on the different ways that children learn and reflect these in our practice. The three characteristics of effective teaching and learning are: _playing and_ _exploring_ children investigate and experience things, and have a go _active learning_ children concentrate and keep on trying if they encounter difficulties, and enjoy achievements _creating and thinking critically_ children have and develop their own ideas, make links between ideas, and develop strategies for doing things My setting curriculum is planned and delivered with every child at the heart  of what we do. Every childs needs are met through a personalised learning journey in partnership with parents, carers and other professionals. We report on these aspects when a child transfers to a different setting or school. My setting provide accurate and up to date information about each childs learning and development and we are able to share this with parents and professionals associated with each child in order for each child to make the best progress possible. In my setting I observe children throughout the day, inside and outside accessing a range of opportunities which can be adult led or child led. Parents have access to their childrens records at all times. Records will be updated termly and a development folder should document the childs learning journey. Assessment should identify/highlight any children not making progress so that measures can be put into place to ensure that all children make progress. Assessment is used to ensure early intervention takes place and the gap is closed between those who achieve and those who do not. Children should be assessed in their home language where appropriate and the progress should be tracked. Children learn best when they are happy, relaxed, stimulated and involved. In my setting I encourage children to think, explore, play, take risks, question, talk, listen, show, create, share, celebrate, be, learn, grow, know and develop. Through the setting we visit the child and family at home and get to know them, we ask the family to fill out an all about me form to share information, we take photographs and videos of children learning, we make observation notes about the childrens successes, we valuate group time planning, we give feedback to children and parents about their progress and what steps come next. In my setting we create and maintain a green  developmental book on each key child, we mark off development matters statements as they are achieved, we inform the Special Educational Needs Co-ordinator SENCO if we have concerns about a childs progress. My setting set targets for the school relating to curriculum areas and identify target children who may need additional support with their learning. My setting support, monitor and develop this through: Observation and monitoring of the procedures Continually developing strategies which improve assessment and record keeping Communication and partnership with parents and other agencies to share skills and ideas Internal moderation of records Staff development and discussion Related reading Attending courses All about me form Development Matters records Long Observation sheets Group Time planning sheet Well Being and Involvement Scales Language Assessments Transition Document RESOURCES: Books: Level 3 Diploma Children and Young Peoples Workforce by Penny Tassoni EYMP 2 Promote learning and development in the early years Cache Level 3 Diploma Children and Young Peoples Workforce by Carolyn Meggitt EYMP 2 Promote learning and development in the early years www.early-years.org www.nicurriculum.org www.foundationphasewales.com www.early-education.org.uk

National Health Promotion Policy Impact

National Health Promotion Policy Impact Critically analyse the impact of the National Health Promotion Strategy 2000-2005 in the context of overall health provision and the relevance to Public Health Nursing Introduction The National Health Promotion Strategy addresses a new orientation towards illness prevention and reduction of use of secondary and tertiary care services. Its key focus on aspects of community, health and the individual, and the intersections between these disparate elements, is suggestive of a great capacity for improvement in key areas of health. This essay will look at this in relation to health provision and Public Health Nursing in Ireland. Lifestyle Choices and Health, Population Approach and Major Determinants of Health The strategy considers the particular lifestyle factors and choices which appear to affect health in the Irish population, and examines key sectors and sub-groups of the population in relation to particular health needs. This is nothing new, and nursing in the community setting, in primary care and in longer term tertiary care has long incorporated specialist provision for specific health-needs population groups (Watkins et al, 2003). However, health promotion at local and population levels may be focusing on a means of changing public opinion as well as personal choices, and there may be considerable resistance. Research might be needed into identifying where the greatest resistance is and in developing strategies specifically to overcome this. Determinants of health remain related to issues such as socio-economic status and location, access to health services, level of education, and the like. These are wider public-health related issues, and ones which require longer term strategic changes and longer term investment of resources. However, it might be that targeting the settings described below may contribute to this. The policy/practice interface may change with time, with emergent social forces and changes in the economic climate, and so it may be important to build in a degree of flexibility and scope for growth. Community organisations may play a key role here, but again, the funding of these is still indeterminate and poses questions for longer term sustainability. Settings Bringing health promotion into a range of community settings in a more proactive way seems a very positive step forward. Public health as a concept is very much about every sector of the community (Cowley, 1995), and public health programmes are historically very much concerned with areas of greatest need (Ewles, 2005). However, the strategy would need to overcome the professional/cultural hegemonies of different settings, and set out ways in which inter-professional and inter-agency communications and collaborations can be fostered. Breaking down the barriers between health services, community settings, organisations and agencies may be challenging. An incorporation of primary care principles and models (Starfield, 1995), into other settings might be particularly challenging. There may be a real need to identify expertise in relation to professional knowledge of the identified settings and to use this expertise, as a means of delivering the strategy and as a means of educating a wid er range of professionals to meet identified needs. This could form part of the community health needs assessment, a mapping of existing resources and expertise against needs, and might perhaps form a more realistic component of the implementation of the strategy. However, this would have to be carried out on an individual level as well, which could in itself pose a significant resource question, in relation to who will go and collect the information about individual employee/professional expertise and capability available in each location, setting or district. The coordination of such a comprehensive garnering of existing resources presents yet another challenge. Challenges and Strengths While the strategy has a strong community focus, medical models still dominate much of the rhetoric. Medical models and community-focused health promotion do not necessarily sit well together (Carr, 2007). The issue of resources is also challenging, because while it will contribute to developing a skilled and responsive workforce, this itself must be resourced, as well as changes and expansions in service provision. Topics The topics focused on are unsurprising, and are key areas of health promotion need across the developed world. All of these are public health concerns for the general population, but although there is reference to mental health, there is not enough of a focus here on wellbeing and what constitutes wellbeing for different sectors of the community, social, racial, cultural or other. Similarly, it is important to look at the intersections between the different topics, such as education and eating, socio-economic factors and healthy eating or lifestyles, and the like. This constitutes a major need for investigation and evaluation as an ongoing component of the plan, drawing on academic resources as well as healthcare service resources. Public Health Nursing The role of the public health nurse in Ireland is that which is most suited to deliver on all the above key areas of the strategy (Chavasse, 1995). However, the limitations of current systems might mean that public health nurses are being asked to be jack of all trades, and master of none. There may be a need to specialise in order to meet the needs of specific population sub-groups (Poulton et al, 2006; Barlow et al, 2007; Foxcroft et al, 2004). Public Health Nursing may provide a model of healthcare provision which can be used to develop services in line with the Strategy (Clarke, 2004; Markham and Carney, 2007), and contribute to the development of community health profiles, but extra resources will be required to ensure they can do this as well as carrying out their patient-facing role (Clarke, 2004; Cowley, 1995). Public Health Nurses can also provide a means of disseminating good practice, service innovation, change and innovation. However, the considerable demands would sugges t there is a need to examine the current models of provision and supervision of these key members of staff. Conclusion Acheson (1988) defines public health as a community endeavour, the art and science of preventing disease, promoting health and extending life through the organised efforts of society. This is a very laudable sentiment, but it still remains to be seen if the priorities of those in power, in society, those who define policy, are able to meet the needs of all those who constitute that society, without prejudice, or inequality. The history of health services would suggest otherwise. References Acheson, D. (1988) Committee of Inquiry into the future Development of the Public Health function. HMSO, London. Acheson, D. (1988) Independent Inquiry into Inequalities in health. The Stationery Office, London. Barlow, J., Davis, H., McIntosh, E. et al (2007) Role of home visiting in improving parenting and health in families at risk of abuse and neglect: results of a multicentre randomised controlled trial and economic evaluation Archives of Disease in Childhood 92 229-233. Carr, S.M. (2007) Leading change in public health – factors that inhibit and facilitate energizing the process Primary Health Care Research Development (2007), 8 : 207-215 Cambridge University Press Chavasse, J. (1995) Public Health Nursing in the Republic of Ireland. Nursing Review 14 (1) 4-8. Clarke, J. (2004) Public Health Nursing in Ireland: A Critical Overview *. Public Health Nursing. 21(2):191-198, Cowley, S. (1995) Health-as-process: a health visiting perspective. Journal of Advanced Nursing. 22: 433-441. Department of Health and Children (2001) Primary Care: a New Direction. Available from: http://www.dohc.ie/publications/pdf/primcare.pdf?direct=1 Accessed 10-11-08. Department of Health and Children (2005) National Health Promotion Strategy 2000-2005 Dept. of Health Available from www.dohc.ie Accessed 17-11-08. Ewles, L. (2005). Key Topics in Public Health. London. Churchill Livingstone. Foxcroft, D.R., Ireland, d., Lister-Sharp, D.J. et al (2003) Longer-term primary prevention for alcohol misuse in young people: a systematic review Addiction 98 (4) 397-411. Markham, T. and Carney, M. (2007) Public Health Nurses and the delivery of quality nursing care in the community Journal of Clinical Nursing 17 (10) 1342-1350 Poulton, B., McKenna, H., Keeney, s. et al (2006) The role of the public health nurse in meeting the primary health care needs of single homeless people: a case study report Primary Health Care Research Development 7 (2) : 135-146 Starfield, B. (1994) Is primary care essential The Lancet 344 1129-1133. Watkins, D., Edwards, J. Gastrell, P. eds. (2003). Community Health Nursing: Frameworks for Practice. 2nd ed. p.35. London, Baillià ¨re Tindall.

Comparing Degradation in Crime and Punishment, the Possessed, and the Brothers Karamazov :: comparison compare contrast essays

How much disintegration can a culture endure before it reaches the point of irreversible decay? The degree of disintegration and destruction that our own culture has experienced is probably not yet fully known, but mid-to late-Nineteenth Century Russian culture is another matter. The vicious nature of the attacks upon the "old forms" of Russian culture, especially those waged by the Nihilists of the late 1860s, provides ample material for exploring this important question. Fortunately, for those anxious about the condition of our own culture, Fyodor M. Dostoevsky, "the most sagacious student of political economy in the Russia of the 1840s,"1 kept his hand to the pulse of Russia's intelligentsia. Dostoevsky's preoccupation with that same question is understandable given the exigencies of Russian life in his time. When, in l861, the "Tsar-Emancipator," Alexander II, liberated the serfs, pent-up forces for social change were unleashed. In Dostoevsky: The Stir of Liberation; 1860-65, 2 Joseph Frank notes: All the ideals on which previous Russian life had been founded were called into question; influential voices were heard proclaiming that an entirely new moral basis must be sought on which to construct human society. Russian culture thus entered an acute phase of crisis." According to Professor Frank, the scenario described above is the "indispensable context within which the works of Dostoevsky must be understood." Utopian Socialism, popular among the intelligentsia in the early l840s, was grounded in Christian social-moral ideals. By the mid-40s, however, the Christian elements were discounted and replaced with principles more consistent with Naturalism--science and reason. By the time Tsar Alexander II emancipated the serfs in l861, a new generation of liberals had evolved by following the tenets of scientific materialism. This new generation of Russian intelligentsia were radicals known as the raznochintsy. The raznochintsy differed from the Socialists of the l840s in two ways; they were more frustrated and more activist. The most frustrated and activist elements of theraznochintsy eventually broke with their counterparts--these were the Nihilists. The Nihilists were the focal point of Dostoevsky's later work and, for that matter, much of the social-cultural work of the late 1860s. Dostoevsky's three great novels, Crime and Punishment, the Possessed, and the Brothers Karamazov, represent a continuum. That is, in those works, Dostoevsky traces the degenerative effects on the Russian psyche of the doctrines of radical and Nihilistic idealogues by beginning with a psychoanalytic study of one solitary man and then chronicles the movement of that crisis from the intelligentsia outward to the masses.

The Benefits of Legalizing Marijuana Essay -- argumentative essays

The Topic of Legalizing Marijuana has been a very conversational argumentative issue in the American society; moreover in the American politics today. There are many good arguments on why Marijuana should be Legalize and my argument is based on facts and supporting details to prove why Marijuana should be legalize. The Legalization of Marijuana would be profitable to our government and economy, according to Evan Wood who is the founder of the International Centre for Science in Drug Policy; The U.S taxpayers have spent an estimated $2.5 trillion on the war on drugs. The Legalization of Marijuana would have a medical use, and also useful in some religions; after all Legalizing Marijuana would eliminate the cost of keeping Marijuana illegal which cost the U.S government in excess of billions annually. The Legalization of Marijuana has been an ongoing battle for many years, it’s time to decriminalize Marijuana and Legalize it. Marijuana Composition is very complex and it has numerous Physiological effects and, it also has a potential wealth of health benefits. The Legalization of Marijuana, which is a Schedule I drug. Marijuana is the most illicit drug used in the United States. Doctors and Scientists have confirmed that the effects of Marijuana are short term and it also has been proven that it is less harmful than Alcohol. Marijuana should be legalize because of it Medical use, and Religion use, Legalizing Marijuana would also generate billions of dollars in revenues and taxes for the U.S government; whereas prohibiting Marijuana would cost tax payers billions of dollars every year. Marijuana has a Medical use, which people with certain health problems can benefit from if Marijuana is legalize. Marijuana can be used as a medicin... ...s proven to have medical usage and is far less dangerous than most drugs which are Legal, such as Tobacco and Alcohol. Individually people should have the right to decide whether or not they want to use Marijuana, excluding minors. In conclusion The Legalization of Marijuana would benefit the U.S government and it would be more effective in controlling the drug usage. The prohibition of Marijuana has only been costing taxpayers billions of dollars every year and it hasn’t benefited the Economy. The Education and treatment would be the effective way to address Marijuana problems, whereas The Legalization of Marijuana would benefit and boost our economy especially during this economic recession; therefore the Legalization of Marijuana may be the beginning United States Economy re-form; due to the fact that Marijuana Legalization would help subsidize our Economy.

Murabaha Essay

Bai-Murabaha may be defined as a contract between a Buyer and a Seller under which the Seller sells certain specific goods permissible under Islamic Shariah and the Law of the land to the Buyer at a cost plus agreed profit payable in cash or on any fixed future date in lump sum or by instalments. The profit marked-up may be fixed in lump sum or in percentage of the cost price of the goods. In respect of dealing parties Bai-Murabaha may be of two types. 2. 01Ordinary Bai-Murabaha If there are only two parties, the seller and the buyer, where the seller as an ordinary trader purchases the goods from the market without depending on any order and promise to buy the same from him and sells those to a buyer for cost plus profit, then the sale is called Ordinary Bai-Murabaha. 2. 02Bai-Murabaha on Order and Promise If there are three parties, the buyer, the seller and the Bank as an intermediary trader between the buyer and the seller, where the Bank upon receipt of order from the buyer with specification and a prior outstanding promise to buy the goods from the Bank, purchases the ordered goods and sells those to the ordering buyer at a cost plus agreed profit, the sale is called â€Å"Bai-Murabaha on Order or Promise†, generally known as Murabaha. This Murabaha upon order and promise is generally used by the Islami Banks, which undertake the purchase of commodities according to the specification requested by the Clients and sale on Bai-Murabaha to the one who ordered for the goods and promised to buy those for its cost price plus a marked-up profit agreed upon previously by the two parties, the Bank and the Client. In this Bank, Bai-Murabaha is treated as a contract between the Bank and the Client under which the Bank purchases the specified goods as per order and specification of the Client and sells those to the ordering Client at a cost plus agreed upon profit payable within a fixed future date in lump sum or by fixed instalments. Thus it is a sale of goods on profit by which ownership of the goods is transferred by the Bank to the Client but the payment of the sale price (cost plus profit) by the Client is deferred for a fixed period. It may be noted here that, in case of Bai-Muajjal and Bai-Murabaha, Islamic Bank is a financier to the Client not in the sense that the Bank finances the purchase of goods by the Client, rather it is a financier by deferring the receipt of sale price of the goods sold by the Bank to the Client. If the Bank does not purchase the goods or does not make any purchase agreement with seller, but only makes payment of any goods directly purchased and received by the Client from the seller under Bai-Muajjal/Bai-Murabaha Agreement, that will be a remittance of the amount on behalf of the Client, which shall be nothing but a loan to him and any profit on this amount shall be nothing but Interest (Riba). Therefore, purchase of goods by the Bank should be for and on behalf of the Bank and the payment of price of goods by the Bank must be made for and on behalf of the Bank. If in any way the payment of price of goods is turned into a payment for and on behalf of the Client or it is paid to the Client any profit on it will be Riba. It is permissible for the Client to offer an order to purchase by the Bank particular goods deciding its specification and committing himself to buy the same from the Bank on Murabaha, i. . cost plus agreed upon profit. 3. 02It is permissible to make the promise binding upon the Client to purchase from the Bank, that is, he is to either satisfy the promise or to indemnify the damages caused by breaking the promise without excuse. 3. 03It is permissible to take cash/collateral security to guarantee the implementation of the promise or to indemnify the damages. 3. 04It is also permissible to document the debt resulting from Bai-Murabaha by a Guarantor, or a mortgage, or both like any other debt. Mortgage/ Guarantee/ Cash Security may be obtained prior to the signing of the Agreement or at the time of signing the Agreement. 3. 05Stock and availability of goods is a basic condition for signing a Bai-Murabaha Agreement. Therefore, the Bank must purchase the goods as per specification of the Client to acquire ownership of the same before signing the Bai-Murabaha agreement with the Client. After purchase of goods the Bank must bear the risk of goods until those are actually sold and delivered to the Client, i. e. after purchase of the goods by the Bank and before selling of those on Bai-Murabaha to the Client buyer, the Bank shall bear the consequences of any damages or defects, unless there is an agreement with the Client releasing the Bank of the defects, that means, if the goods are damaged, Bank is liable, if the goods are defective, (a defect that is not included in the release) the Bank bears the responsibility. The Bank must deliver the specified Goods to the Client on specified date and at specified place of delivery as per Contract. 3. 8The Bank shall sell the goods at a higher price (Cost + Profit) to earn profit. The cost of goods sold and profit mark-up therewith shall separately and clearly be mentioned in the Bai-Murabaha Agreement. The profit mark-up may be mentioned in lump sum or in percentage of the purchase/cost price of the goods. But, under no circumstances, the percentage of the profit shall have any relation with time or expressed in relation with time, such as per month, per annum etc. 3. 09The price once fixed as per agreement and deferred cannot be further increased. 3. 0It is permissible for the Bank to authorise any third party to buy and receive the goods on Bank’s behalf. The authorisation must be in a separate contract. Request potential Client to open an Al-Wadia Current Account. Let him maintain the Current Account satisfactorily for a reasonable period. (This will generally mean six months). 4. 02Hold preliminary discussion with the prospective Client regarding his Investment needs and business experience. 4. 03Brief him on the salient features of â€Å"Bai-Murabaha† Mode of Investment. Apprise, in particular, the usual terms and conditions under which the Bank makes such Investment. 4. 04Look to the past performance of the Client. Check-up Head Office Current Investment Policy and Branch’s track record of Bai-Murabaha Investment of the item(s). 4. 05If the Proposal is found suitable, advise the Client to submit formal Application (F-167A -as per specimen at page 34). If not found suitable, regret politely.

Vivian Bearing: a Tragic Heroine That Triumph

Vivian Bearing: A Tragic Heroine that Triumph Margaret Edison’s play Wit is about Vivian Bearing, a professor of seventeenth century poetry, specializing in John Donne. She is a strong willed intellectual being treated for ovarian cancer. Vivian lives a very secluded life and avoids human emotional contact. Just like any tragic hero, Vivian has flaws that prevent her from human kindness, which leads to her downfall. Her treatment of cancer causes her to realize that she needs emotional connection, which she has missed her whole life.Although her flaws are her intellect and wit that cause her an inability to connect emotionally with people around her, she becomes noble because she begins to express her emotions and accept kindness. Vivian Bearing has lived an intellectual rather than emotional life. As a child, education was very important to her family. On her fifth birthday which she recalls as her best birthday she read a book (Edson 41). She would rather read a book than ha ve a party, cake or even having friends over.Reading a book during her birthday is very ironic because she claims this to be her best birthday which is really unique, because this is horrible as any standard for a fifth birthday. Most five year olds want a party and cake. Vivian takes the book and she reads its spine intently. Reading a book attentively on her birthday proves Vivian’s obsession with learning and expanding her horizons. She is only interested in learning, not worried about connecting with people her own age or even her family. While she is reading her book, her father sits on his chair â€Å"disinterested but tolerant† (Edson 41).Since her father does not pay any attention to her, Vivian is emotionally detached from her father. She only knows education and learning. She never mentions receiving any affection as a child. This is the only time she mentions her childhood. One can only assume that because of this the character’s own remote personalit y reflects that of her father’s. It is very likely that she never received the gentle touch of affection from her dad, the way she probably would have from her mother, if the mother had been in the picture.We know that her mother died at the age of forty, but other than that, nothing else is either mentioned or displayed regarding her. Vivian’s intellect and crave for knowledge continues to prevent her from human emotional connections. We meet Vivian as a student in a flashback. Her scholarship was her consuming and unrelenting passion, blinding her to other concerns of life like making friends. Despite being advised by her professor to enjoy life, she resorts to withdrawing into the library instead of going out (Edson 15).Her toughness and strictness towards her education blinds her treatment of humanity. She remains lonely and uses her education to cover her need for showing and needing emotional attachment. She does not enjoy her college life like most students do. Her intellect refuses her to show a need of emotional connection with students her own age. Her emotional detachment is apparent when she is told that she has ovarian cancer. Instead of crying and being afraid of death, she begins to analyze and think. â€Å"Must read something about cancer. Must get some books, articles.Assemble a bibliography,† she explains (Edson 8). The character’s excessive need for knowledge, which can be perceived as her tragic flaw, causes her to be oblivious to the reality of her diagnosis. Vivian is consumed with learning that she is unable to grasp with the reality that she has a disease that is slowly killing her. Her need for knowledge can be seen as a flaw because this prevents her from becoming psychologically attached to anything or anyone. Vivian thrives on knowledge and her ability to learn and understand things and uses her intellect to avoid human contact.The character’s addiction to intellect has shut down her need for any h uman emotions. Vivian’s wit appears as rude and uncaring when she uses her wit to push people away. Vivian’s smart remarks to everything cause people around her and also people that meet her to be unable to create a relationship with Vivian. When Vivian is diagnosed with ovarian cancer, Dr. Kelekian uses the word â€Å"insidious† and defines it as â€Å"undetectable† (Edson 8). Vivian is unable to control her witty comments and could not resist the urge and decides to tell him the correct definition saying â€Å"treacherous†. Dr.Kelekian has a negative attitude towards her because of these corrections. Instead of treating her cancer, he decides to use her as research. Dr. Kelekian is unable to feel any compassion for her because she is rude. Vivian’s wittiness also appears as being uncaring. She is not liked very much by others, due to her unkindness. Previously, when a student asked for an extension on his paper, Professor Bearing rejects h is request with a heartless comment. â€Å"Don’t tell me, your grandmother died† (Edson 63). Then she goes on to say, â€Å"Do what you will, but the paper is due when it is due† (Edson 63).Instead of showing some sentiment for the student, she is inconsiderate and cold-hearted towards him. She is so evil towards the student that no other student is able to feel comfortable around her and even speak to her as a person. She terrorizes her students inconsiderately and dispassionately. Vivian Bearing uses her wittiness to push people away so she does create an emotional attachment. Being put in hospital causes Vivian to reflect on her life and to realize how much she needs kindness. She even admits to craving kindness.She wants Susie to come see her to the point where she creates an emergency (Edson 64). She begins as an intellect, witty professor who is lonely, but now she is thirsty for a drop of kindness. Vivian’s hunger for kindness becomes apparent when she allows her nurse to call her â€Å"sweetheart† (Edson 64) or â€Å"honey†(Edson 65). These are words Vivian has never been referred to in her life and she is comfortable with them. She realizes that it is acceptable to allow people to treat her like a person and be kind to her. Vivian starts to open up and shows her emotions without any problem or hesitation.At the end of the play when Vivian is lying in her deathbed, alone, shivering scared, and in pain, E. M. comes to her side. When her college professor Ashford comes to visit her, she asks Vivian if she wanted her to recite Donne, she replies â€Å"nooooo† (Edson 79). Vivian is finally realizing that her need for intellect and wit is not what she needs because she has received kindness. The emotional part of life is what she needs and not the complicated poems by Donne. As her time draws to a close, a sea change begins to work in the way Vivian thinks about life.As mentioned in the above paragraphs, Vivi an has devoted her life to education and it is only through suffering that she learns that being extremely smart is not enough. It takes our heroine fifty years, and an insidious cancer to realize that it does not matter in the end how much you know since knowledge cannot possibly comfort you in death. Vivian says this line in the play â€Å"And death shall be no more, death thou shalt die â€Å"(Edson 72-73). By these words she learns that â€Å"death is nothing but a breath, a comma that separates life from life everlasting†, Vivian’s last breath was nothing but a comma† and she has now moved on where she will live not by her knowledge, but by her heart. Though her body has died, her soul is awakened. Before Vivian’s final moments of life, she receives the attention and affection that she never had. She dies with a sense of peacefulness. Vivian Bearing is a very intellectual and witty individual who is dedicated to her love for knowledge. But because s he is consumed by her incredible love for knowledge she lives a secluded life. Her downfall is that she is incapable of showing any emotions to another person.The play did not leave the audience with a sense of sadness or remorse, but with hope and respect for Vivian Bearing. She lived the final eight months of her life in extreme pain so doctors could gain more knowledge for future cancer patients. In the process, she learns that life is about humanity. This is what brings the audience to believe that this individual is a tragic hero who triumph and leaves one not with a sense of pity but one of empathy for her suffering. Work Cited Edson, Margaret. Wit. Oxford: Faber & Faber, 1999. Print.

Donald Marshall Jr. (Wrongful Conviction Essay Example | Topics and Well Written Essays - 2000 words

Donald Marshall Jr. (Wrongful Conviction - Essay Example This involves a situation whereby the judge or a group of judges have a mandate to investigate a case, and come up with a conclusion regarding the case under consideration. Botting (2010) explains that the adversarial justice system is characterized by a two sided structure. Under this structure, the criminal trial courts are able to pit the defense against the prosecutors. Justice occurs, when the most effective and efficient adversary manages to convince the judges or the jury that his or her perspective regarding the case, is the right one. The evolution of the modern adversarial justice system can be associated to a variety of historical figures, these includes Donald Marshall in Canada, and Lord Henry Brougham of United Kingdom. The contributions of these two important historical figures are somehow related. This is because Donald Marshall was convicted of a crime that he did not commit, by a jury that was partisan. On the other hand, Lord Henry Brougham played an influential role in advocating for a non-partisan judge, who does not take the side of either the defense or the prosecutor during the process of administration of justice. However, this paper concentrates on the role played by Donald Marshall in promoting equality and fairness in the administration of justice. This paper takes a stand that the wrongful conviction of Donald Marshall led to a reformation of the Canadian Justice System and that of the state of Nova Scotia. R vs. Marshall jr is a 1971 court case that provides an example of a wrongful conviction. Donald Marshall was imprisoned to a life sentence, because he was accused of murdering his friend, Sandy Seale. During this period in time, Sandy Seale and Donald Marshall were both 17 years old. The two were walking around the Wentworth Park, during a late evening, with the intention of going to take a drink. These two young people met Roy

Liberal Democracy Coursework Example | Topics and Well Written Essays - 750 words

Liberal Democracy - Coursework Example Statutory laws and controlled institutions are relied upon to guarantee the liberal and constitutional rights of the citizens (Kukathas 2004, p. 45). According to Held (2006, p.73), liberal democracy is well supported by the political theory of pluralism, which allows individuals and groups reach for their interests in the political process, hence, decisions are arrived at through compromise to accommodate the interests of all stakeholders and interest groups. One of the main elements of a liberal democracy is the constitution. The constitution in liberal democracies starts with the assumption of sovereignty, vesting the ultimate power in the people. The democracy presupposes that people can control their destiny and that they make moral judgments and practical decisions in their daily lives (Wallace 2007 pg. 7). It requires a decision-making system based on majority rule, with the protection of minority rights; seeks to protect in  judgments while controlling the majority (majoritarianism) by trying to face out the practice of majority rule (Dunn 1994, pg 11). The constitutions of liberal democracies mostly uphold the four main concepts of democratic creed namely: individualism, liberty, equality and fraternity. Individualism states that the prime objective of democratic government is to protect citizens so that each individual in the state can achieve the highest level of personal development (Marlman 2009, pg13). Liberty is in essence allowing individuals the highest degree of freedom that is consistent with order and natural justice. Equality states and maintains that all people are equal in creation have equal opportunities and rights (Mueller 2007, p.41).