Leadership Interview Essay

â€Å"Today’s professional nurses assume leadership and management responsibilities regardless of the activity in which they are involved† (Koernig-Blais, Hayes, Kozier, & Erb, 2006, p. 2). D. Martin. is the nurse manager for The Spirit Medical Transportation Services (Spirit) of Saint Joseph’s Children’s Hospital in Marshfield, Wisconsin. She started her career as an ICU nurse, and from there moved into medical transportation. She worked as a staff flight nurse in three different programs, including Spirit, for 15 years before assuming the assistant nurse manager role for Spirit, and in the past year moved into the position of manager. In an interview with D. Martin she discussed achieving of a position of leadership in our nursing community. The interview included questions about her background, and the role she has today. Leadership Style D. Martin (personal communication, March 6, 2008) describes a leader as someone who is able to work effectively with other people and facilitate getting the job done. She further discusses the leader needing to have interactive communication skills. These skills she describes as two parts; first is active listening, making eye contact and giving full attention to the person speaking; the second is being able to talk and make a point with sounding condescending. Through her examples, D.Martin has a democratic or participative leadership style. Leaders with a democratic style act as a catalyst or facilitator to guide the group towards achieving group goals (Koernig-Blais et al, 2006). Democratic leadership may be less efficient than other types of leadership, but it does allow for a spirit of collaboration and creativity from group members. This type of leadership can be extremely effective in the healthcare setting (Tappen, 2001, p. 26)Personal Philosophy and Important Qualities of Leadership When questioned about important qualities or characteristics of a leader, D. Martin (personal communication, March 6, 2008) again emphasized the importance of interactive communication. D. Martin (personal communication, March 6, 2008) stated that an effective leader needs to respect their staff, or whomever they are leading. That a leader needs to learn how to be politically correct in all settings, and the  leader as manager needs to learn how to delegate, and to be aware of the fiscal responsibilities within the institution, and balance those requirements with the needs of the department they are managing. Sullivan and Decker, 2005 p. 44 state that â€Å"all good managers are also good leaders.† D. Martin talked interchangeably of leaders and managers, because she views herself as a leader first, and a manager second. Her views are that as a staff nurse, she was viewed as a leader among the flight crew, and now as a manager, she is still that leader, but with the responsibilities of management (D. Martin personal communication, March 6, 2008). A manager is responsible and accountable to the organization for accomplishing the goals of the organization (Sullivan & Decker, 2005). When D. Martin was questioned about her personal philosophy of leadership she replied that â€Å"you are never going to please everyone all of the time, and that the most important thing to remember is that you have to be able to live with your decisions, legally and ethically† (D. Martin, personal communication, March 6, 2008). According to D. Martin (personal communication, March 6, 2008), quality and safety should be ranked equally at number one in consideration for what can and should be done. She believes that as a manager, she needs to be the mother tiger looking out for her cubs; that she has to protect the staffs’ interests. D. Martin also believes that an effective manager should have come up through the ranks. A manager should not ask the staff to do something she has not done, or would not do. Another aspect of an effective manager is that the manager should have been a clinical leader first, that they have been there, done that for years. The manager may not always be able to keep up those clinical skills, and be able to perform the clinical aspects of the job, but if they have done it for years, they will understand the concepts when the staff needs someone to talk to (D. Martin, personal communication, March 6, 2008)Learning Experiences that have Influenced Growth as a LeaderD. Martin believes that her own clinical experiences and what she has done have had the most influence on her personal development. Her bedside clinical experience in an ICU prepared her for her role as a transport nurse (personal communication, March 6, 2008). She was involved in the start-up of two different transport services, and her third experience was a transport nurse on a well established service. The first transport service she was part of was a load and go team with one of the first mobile ICU’s in Wisconsin. Her belief is that being on the ground floor of two services, the personal growth from those experiences as the service went through it’s growing pains, makes her better prepared for the growing pains of going from peer to boss. She also emphasized that managers should not take things for granted, if they have not been where they are asking their staff to go, she feel strongly that she brings a â€Å"been there, done that† style to her leadership (D. Martin, personal communication, March 6, 2008). Evolution of Nursing Leadership in Healthcare TodayThe interview continued with the question of how she sees leadership evolving in nursing today. Her first response was disappointed. When she first started out in nursing, many registered nurses were from an associates program, and the recommendation for a management position, or to teach was someone with a bachelor’s degree in nursing. Once she had achieved her bachelor’s, the bar had been raised with the recommendation that managers have their master’s degree, in nursing or in business, and that nursing instructors have their PhD in nursing or education (D. Martin, personal communication, March 6, 2008). Her thought is that with the requirement of that much schooling, the people managing departments, and teaching new nurses, are so far removed from the clinical aspects of nursing, that they are not as effective as someone who has recently been a clinical nurse. She feels nursing needs instructors that have â€Å"been there,† and instructors should not be â€Å"only those with the highest degrees.† There needs to be opportunities for nurses to move up through the ranks through independent nursing practice, and recognition needs to be given to the clinical experts at the bedside. The advanced degree should not be more important than clinical expertise in a given field (D. Martin, personal communication, March 6, 2008). Challenges Facing Leaders in Today’s Healthcare SystemsD. Martin (personal  communication, March 6, 2008), believes that the most challenging issues in her current position are the need to have a more global perspective, and having an appreciation for it. She described one aspect of that global perspective in terms of the hospital budget. Finding out what the hospital budget is, and that it comes down from the top of the corporation, not just the top of our individual hospital. Patients are important, but from a business standpoint, money is the bottom line (D. Martin, personal communication, March 6, 2008). Healthcare is a business, and needs to be run as a business. She states that the biggest passion she had to give up was that the patient comes first. She had to learn how to facilitate the system, within the budget given, and with the resources available to her. Management cannot give the staff everything they are asking for, the money, and decisions come from the top down. â€Å"Management would be easy if you didn’t have to deal with the people† (D. Martin, personal communication, March 6, 2008). The Impact of a Mentor on Leadership StyleD. Martin (personal communication, March 6, 2008) states that she has had three mentors in her career. Each is unique and she is grateful to them. Her first was her nurse manager of her first flight service. She states that he too came up through the ranks. He taught her the importance of creating a balance between management and work. Her next mentor was her first nurse manager when she started at Saint Joseph’s, Terri. Terri was her mentor through her master’s program, and taught her the importance of being politically correct and fair. That, as a manager, you might not agree with what is being said, but you need to have enough self control to not let them see you do not agree with the company line, or to never let them see you sweat (D. Martin, personal communication, March 6, 2008). Her third mentor was her nurse manager for the 11 years she was a flight nurse with Spirit. Through him she learned that different management styles are okay, and that an open door policy was what she respected most about his style. He also taught her the importance of credibility, and to not make promises you may not be able to keep (D. Martin, personal communication, March 6, 2008). Advice to Someone Interested in LeadershipD. Martin (personal communication, March 6, 2008) discussed the difficulty going from peer to boss. Her recommendation would be for anyone in that position to take a class on effective leadership to learn more on how to delegate, find resources and about fiscal responsibility. She did inform me that Saint Joseph’s Children’s Hospital does offer a two day seminar to employees on this topic, and she further recommends all Neonatal Intensive Care Transport Nurses take this class, as they all function in a leadership role (D. Martin, personal communication, March 6, 2008). Her other advice was to be ready to put in long hours. To be passionate about whom you want to lead. Be clinically competent, and have confidence in yourself, and your knowledge. Stand up for yourself and your staff. Learn to take risks, and trust your instincts (D. Martin, personal communication, March 6, 2008). Conclusion Leadership and management are the responsibility of all professional nurses. Effective leadership and management is a learned process. Mentors can have a positive impact on the personal and professional growth of a nurse. Personal integrity, honesty, and a concern for human dignity should guide all leadership and management decisions (Koernig-Blais et. al, 2006). References: Koernig-Blais, K., Hayes, J., Kozier, B., & Erb, G. (2006). Professional Nursing Practice: Concepts and Perspectives (5th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Sullivan, E. J., & Decker, P. J., (2005). Effective Leadership and Management in Nursing (6th ed.). Upper Saddle River, NJ: Prentice Hall HealthTappen, R. M., (2001). Nursing Leadership and Management: Concepts and Practice (4th ed.). Philadelphia: F.A. Davis.

Film Report Essay

Children of a lesser God is a love story about a speech teacher who falls for a beautiful yet distant deaf girl in a small New England school for the deaf, and the obstacles that they face due to their differences. William Hurt plays James Leeds, a renegade teacher with an unconventional approach to education and a resume that includes stints as a bartender and a disk jockey. Upon his arrival, he is warned by school administrator Dr. Franklin (Philip Bosco)not to get creative with his instruction. Naturally, Leeds already has his mind set on his teaching plan and proceeds to play loud rock music in class in order to teach the students to feel the vibrations of the music and get them to try to speak phonetically. But a new element enters his life when he meets the attractive custodian, Sarah Marlee martin. An exceptionally intelligent yet extremely bitter young woman, Sarah is a graduate of the school who has decided to remain there, in the confines of her world of silence; it’s safer for her to be with her own â€Å"people† than to face what she perceives as a cruel and uncaring world. She hardly seems interested in James and will only communicate with him through signing, although she can read lips and even speak a little. James learns from Sarah’s mother ( Piper Laurie) that Sarah was sexually molested as a teenager; this explains why she is so wary of his attempts to form a relationship with her and why she is so full of fear. Eventually, James does get through to Sarah and the two fall in love, although both have to learn new ways to communicate their feelings. Though it seldom resembles the Mark medoff play on which it was based, this directing debut from Randa Haines won an Best Actress Oscar for Matlin, for her first screen performance. In this movie a special education teacher named John goes to work at a school for the deaf. Throughout the movie John acts more as an Audiologist and tries to get all of the deaf students to start speaking. To help the students learn to speak John teaches them to count the beats of music using the feeling of vibrations. With the help of John almost every student learns to articulate at least some words. The relevance in communication disorder in this movie is speaking greatly improves the students’ social life and communication ability which improves the quality of their life. Giving them patience and chance to speak in their own language even their deaf.

Blizzard the Century

Blizzards, the most dangerous of all winter storms are characterized by 20 degrees Fahrenheit and winds of at least 35 miles per hour. Along with low temperatures and wind, blizzards also bring in heavy snowfall (Blizzards, 1999). The second week of March 1993 is a significant date in the history of the Eastern United States because it is the day when it was struck by one of the most intense blizzards ever known. Record low pressures, wind speeds, low temperatures and snowfall amounts guaranteed that this storm would win the title â€Å"Storm of the Century† even while it lasted.Later, it came to be referred to as â€Å"Superstorm '93† or â€Å"The 1993 Superstorm† (Wendland, 1993). This was a highly devastative storm that killed over 250 people and resulted in the canceling of almost 25% of the United States flights for two days. It simultaneously affected the lives of 130,000,000 people in the United States. While it may not be the worst storm ever, it did affe ct a large area. On the Saffir-Simpson hurricane scale it would have been a category 3. The storm affected 26 states and 50% of the US population. Formation:From March 12th to the 15th, 1993, the blizzard of the century caused huge damage to the Easter United States. According to computerized information from the National Weather Service, an intense winter storm was beginning to form and grow significantly in the Gulf of Mexico. It was found that the storm was the outcome of three different atmospheric disturbances: a major cluster of thunderstorms in the Gulf of Mexico, a band of snow and rain from the Pacific, and gusty winds with light snow from the Arctic Circle (Sander and Conner, 2006). Weather forecasters described the phenomenon as a â€Å"disorganized area of low pressure†.As they observed it closely, they predicted that a terrible storm can bubble up from the Gulf of Mexico, if the low pressure area happens to meet colder air over the northern areas of the United St ates. This happened very soon. The low pressure area was met by an arctic high pressure system in the Midwestern Great Plains, brought into the mid-latitudes by an unusually steep southward jet stream. When the powerful high-pressure system entered the Great Plains through the unusually southward polar jet stream, the cold weather moved into the eastern part of the United States naturally.Because of this temperatures dropped to below freezing point of water and snow fall occurred. A cyclonic low pressure system that happened to be spinning directly to the south of Nova Scotia added to the low temperatures and snowfall and this set the stage for the truly fearsome storm. By Thursday, March 12th, the storm became very perceptible on the Florida coast due to its high winds, tornadoes and a storm surge twelve feet above normal. The next day, the storm moved across the southeastern states, leaving destruction and total chaos all along its path and paralyzing Eastern Kentucky (Sander and Conner, 2006).Description: The storm caused wide and varied effect across the nations. There were thunderstorms in Texas. Usually, Texas has only rain and not much snow. The blizzard of 1993 brought to Texas in March, a lot of snow fall. In the state of Florida the barometric pressure dropped to record lows, and as the thunderstorms swept across the state, eleven tornadoes claimed seven lives. A mild snowfall began over upstate New York and New England between 6:00 and 7:00 am Saturday, March 13. This increased in intensity and soon the blizzard raced through the Mid Atlantic states.Snowflakes the size of a person’s fist was reported for a time with the passage of one of the thunder snow bands at Bridgeport, CT (UCAR, 2006). Due to the combination of heavy snow and high winds, there was zero visibility at most places. New York and the six New England States all declared disaster emergencies during the height of the storm. Most of the major roads were closed to travel and thes e included the Northway, I-88, Thruway, and Massachusetts turnpike. Secondary roads were already blocked by snow.Almost all airports were shut down. Snow piled up to record levels for many cities in the Northeast (UCAR, 2006). Impact of the Blizzard: The blizzard of 1993 was one that broke many records in the history of Kentucky, through the amount of snowfall and size. The travel department was the most affected and over 4,000 motorists were stranded. To cope with this crisis situation, emergency shelters were set up over much of Eastern Kentucky. High school gyms and public facilities were opened up for stranded people to sleep in.The National Guard was brought in for their services in order to clear roads, and to open twenty armories as additional shelters for motorists. There needed to be immediate disaster relief. Public Works met this challenge by plowing and removing snow, salting streets and checking for icy conditions (PPW, 2006). Crews worked around the clock to restore sa fe driving conditions, and Pittsburgh streets quickly returned to normal (PPW, 2006). Record low temperatures were predominant in the land area stretching from the Gulf Coast to Maine. Every major airport along the east coast was forced to close.Homes also fell into the sea or received damage by wind or waves on the west coast of Florida, along the outer banks of North Carolina, and on Long Island. Fallen tree limbs and power lines left 3 million people along the storm’s path in the dark (Sherman, 2006). The blizzard caused dramatic weather changes in many places such as Birmingham, Alabama, Atlanta, Georgia, and Chattanooga, Tennessee which were buried by paralyzing snows and frozen by unseasonable cold. The severe cold following the storm preserved much of the snow, prolonging travel nightmares for a couple days over the south where most roads were never plowed.The combined effects of high wind and heavy wet snow downed thousands of miles of power lines leaving millions of people in the dark for up to a week in some cases over the south. Tornadoes struck Tennessee and Ohio valleys, as well as the Appalachians on Friday night March 12 (UCAR, 2006). The tornadoes along with highly powerful straight line winds from the parent severe thunderstorms, and the massive storm surge along the west coast, inflicted millions of dollars in property damage. During the peak of the storm, roughly 1/3 of the country was simultaneously being affected by harsh winter weather.Insurance claims from Texas to Maine tallied damage estimates in the billions of dollars. The toll in human life was extensive. Approximately 285 fatalities nationwide can be directly attributed to the storm. The psychological impact in the Southern states, where average high temperatures in March tend to run into the 60s Fahrenheit, was magnified by the fact that it struck a week before spring. A NASCAR event at Atlanta Motor Speedway had to be postponed a week due to the storm. Many factory roofs c ollapsed due to weight of the snow.Snowdrifts on the leeward sides of buildings resulted in the falling of poorly anchored decks in houses. Many people had to be rescued from the Appalachians and many of them were on the Appalachian trail, or visiting cabins and lodges in remote locales. Boone, North Carolina was surprised by 24 hours of sub zero temperatures along with storm winds, which gusted as high as 110 miles per hour. Electricity was not restored to many isolated rural areas for a week or more. Farther to the South, numerous super cells developed over the state of Florida, leading tornadoes and lightning strikes. Impact Data:This blizzard was the largest in terms of the area it affected. More than half of the country's population in twenty-six different states was affected by the blizzard of 1993. 44 deaths in Florida were attributed either to the tornadoes or other severe weather (Lott, 1993). During the storm, school activities and government services in 30 counties were a ffected. In fact 73 out of Kentucky's 120 counties were found to be eligible for reimbursement for the cost of emergency snow removal. The massive March 1993 blizzard killed five people in Kentucky and over 270 people nationwide (Lott, 1993).The damage costs exceeded 1. 6 billion dollars. Hence, the blizzard of 1993 became the fourth costliest storm in U. S. history. At least 18 homes fell into the sea on Long Island due to the pounding surf. About 200 homes along North Carolina's Outer Banks were damaged and may be uninhabitable. Over 160 people were rescued at sea by the Coast Guard in the Gulf of Mexico and Atlantic. At least 1 freighter sank in the Gulf of Mexico (Lott, 1993). Scientific Data: The storm stretched from Canada to Central America. But the main impact was felt in the Eastern United States and Cuba.Areas as far south as Atlanta, Georgia received 5 to 50 inches (13 to 130 cm) of snow, accompanied by hurricane-force wind gusts and record low barometric pressures. Prior to the storm, the record for a single day's snowfall had been 18 inches in Kentucky. This snowfall covered most of Eastern and Southeastern Kentucky with about 30 inches of snow. London, Kentucky measured a depth of 22 inches, while Jackson and Closplint both had 20 inches of snow on the ground. The maximum snowfall was measured at Perry County – 30 inches.Powerful winds raged across Kentucky blocking any kind of relief effort put up by people. Winds up to 43 miles per hour were recorded in Pike Co. , and a 30-mph clip blew over much of the state. The heavy snows, coupled with high winds created large snow drifts – 8-10 feet in many places such as Pikeville and London – over roads and highways. I-75 from Lexington to the Tennessee border was shut down for two days, as was I-64 from Lexington eastward. All state and federal highways south of I-64 and east of I-75 were also closed.The maximum snow depth recorded from the blizzard was 56 inches on Mt. Leconte in T ennessee. Millions of people woke up to snowfalls as deep and frequently deeper than 3 feet (1 meter), and in places high winds had heaped drifts to depths of 30 feet (9. 5 meters). It was later measured that the snowfall put down by the storm was nearly 12. 91 cubic miles (53. 96 cubic kilometers). As the storm moved northward, it became stronger and stronger and caused severe drops in pressure. The barometric pressure in parts of New England dropped to record low levels – 28. 35 inches Hg (960 mb).Such low reading is usually seen only in the centers of extraordinarily strong hurricanes. Across may parts of New England, temperatures on the worst blizzard day (March 13, 1993) failed to exceed 14 °F (-10 °C), which was a unusual phenomenon in this region. Birmingham recorded a record low of 2 degrees Fahrenheit during the storm. Fifteen tornadoes in Florida killed 44 while 6 inches of snow fell on the Florida Panhandle. Mount LeConte in Tennessee received 56 inches of snow . 43 inches fell at Syracuse, NY, 27 in Albany, NY, 20 inches at Chattanooga, TN, 16 in Roanoke, VA.Winds over 100 were reported on the Dry Tortugas (west of Key West, FL), in North Carolina on Flattop Mountain while winds over hurricane force were reported from Louisiana and Florida to New York and New England (Sherman, 2006). The storm also set records for snowfall in places such as Birmingham, Alabama, where 33 centimeters fell, and Cooperstown, New York, which had 71 centimeters. Powerful winds that were stronger than many hurricane forces smashed the gulf coast, Appalachians, and eastern seaboard. Equipment on oil drilling platforms off the Louisiana coast measured the wind power as close to 99 mph on Friday evening, March 12.Winds estimated up to120 mph blasted the Florida west coast early Saturday, March 13, producing a six to ten foot storm surge. Winds up to 100 mph were measured over the mountains of North Carolina Saturday afternoon, March 13. And, 81 mph winds measured a t Boston's Logan International airport Saturday evening, March 13, closed the facility and aided in the shut down of the city. Snowfall Records: The incredible data can be summarized as follows (UCAR, 2006): †¢ 35. 6 inches of snow in twenty four hours (10am Saturday – 10am Sunday. ) The previous record was 27. 2 inches set in January 1925.†¢ 22. 1 inches of snow on Saturday, March 13, breaking the old snowfall record for that date which was 4. 1 inches set in 1961. †¢ 19. 9 inches of snow on Sunday, March 14, breaking the old snowfall record for that date which was 8. 6 inches set in 1956. †¢ Seasonal snowfall by March 14 measured 174. 8 inches making the 1992-'93 season the snowiest on record, breaking the old record of 166. 9 inches set in the winter of 1991-'92 †¢ March snowfall totaled 49. 3 inches as of March 14 making March 1993 the snowiest on record at Syracuse breaking the old record of 41.4 inches set in 1932. Thunderstorms and Lightning: O n Saturday morning, March 13, 1993, people in the Eastern United States heard the raging sound of strong wind and the crashing sounds of thunder. They could see flashes of light amidst heavy blowing snow. They were perplexed. How could there be thunder and lightning in the middle of a blizzard. Although it is an unusual occurrence, thunderstorms can accompany a snowstorm. This weather phenomenon is known as thundersnow. Snow falls are produced when warm rising moist air meets too cold air close to the earth’s surface.Most snowstorms do not produce thunder and lightning because the dynamics in the atmosphere are not unstable enough to create this interesting phenomenon. Only an extremely powerful winter storm system, if accompanied by intensely cold air in the upper regions of the troposphere, can produce thundersnow. The blizzard of 1993 also produced an unusually large number of lightning flashes – up to 5000 an hour. Richard Orville, of Texas A & M University, has st udied this blizzard lightning (Orville, 1993)), examining data from a network of magnetic direction finders.These devices were used to record the characteristics of lightning flashes from cloud to ground across the US. Each of the flashes recorded in Orville's survey was reported by at least two direction finders within 600 kilometers of the flash. At this range, the detectors can distinguish between flashes carrying negative charge downwards, which accounts for most of them, and those carrying positive charge downwards which produce the remaining 13 per cent. There was maximum lightning near Florida, probably because of the warmth of the waters of the Gulf Stream.Overall, the storm produced 59 000 cloud-to-ground flashes, with a peak of 5100 flashes an hour and a maximum density of strikes of 0. 16 per square kilometer just south of Tampa, Florida. Orville in the New Scientist, dated 11 September 1993 said: â€Å"The reasons for the high flash rates [and] the apparent rapid cessat ion of cloud-to-ground lightning as the storm propagated north of the Carolinas is still to be determined. † Subtropical Derecho: In addition to the blizzard, a serial derecho occurred in the U. S. state of Florida on March 12 and 13, 1993.The derecho moved into Florida and Cuba around midnight on March 13 and moved out of Cuba just before sunrise. During its stay, the derecho resulted in ten tornadoes one of which killed three people when it struck a home. In Cuba wind gusts ranged between 100 to 130 mph according to a research team from the Institute of Meteorology of Cuba. The derecho resulted in 10 deaths in Cuba and caused US$1 billion in damage in Cuba alone (Wikipedia, 2006). The Human Angle: Media reporting on the Blizzard of 1993 have helped to keep the memories of that historical day alive.â€Å"†¦ The Blizzard of '93 is about to commence †¦ All preparations should have been made †¦ I wonder what the forecaster who sat here 105 years ago today [was th inking]. † – Warren Snyder, Senior Forecaster for the National Weather Service Office in Albany, New York typed these words in his early morning state forecast discussion on March 13, 1993 (Smith, 2006). Eric Thomas on WBTV-Charlotte declared that â€Å"†¦ this may not be just the storm of the century†¦ but the strongest storm in the history of mankind.† The New York Times reported: â€Å"The Blizzard of 1993 became a blizzard in the metropolitan region during a three-hour stretch at midday yesterday when visibility dropped below a quarter of a mile from falling and blowing snow and winds blew at least 35 miles an hour† (NYT, 1993) Apart from media reporting, citizens have also shared their experiences on that historic day. Emily Flowers remembers marching in the St. Patrick's parade of 1993 with the Brashear High School marching band. She recollects that there was really no one to witness the parade and the marchers were covered in snow by parad e's end.She was then stuck up at her boyfriend’s house for three days. Terry Griffith recollects that on that stormy day, â€Å"the busses and streetcars stopped running. The taxi cabs stopped service. The parkway and all ways out of the city were closed. All the hotels were booked and if you were still downtown by 4 pm you were really stuck† (Griffith, 2006). Conclusion: The Blizzard of 1993 was truly the Storm of the Century in terms of its intensity, area covered and record snowfalls. Such natural disasters as the blizzard of 1993 awaken man to his own vulnerability in the face of nature’s immense powers.These disasters also enable the growth of science and help in bringing mankind together to study, understand and learn coping strategies for the future. Bibliography: Lott, Neal (1993). The Big One! A Review of the March 12-14, 1993 â€Å"Storm of the Century†. National Climatic Data Center: Research Customer Service Group. May 14, 1993. ftp://ftp. ncd c. noaa. gov/pub/data/techrpts/tr9301/tr9301. pdf PPW (2006). Blizzard of 1993. Pittsburgh Public Works. http://www. city. pittsburgh. pa. us/pw/html/blizzard_of_1993. html Griffith, Terry (2006). The Pittsburgh St.Patrick's Day Parade remembers the blizzard of 1993. http://www. pittsburghirish. org/parade/Blizzard/index. htm. Orville, E. Richard (1993). Cloud-to-ground lightening in the blizzard of 1993. Geophysical Research Letters, Volume 20, Issue 13, p. 1367-1370. http://adsabs. harvard. edu/abs/1993GeoRL.. 20. 1367O Sander, David and Conner, Glen (2006). Fact Sheet: Blizzard of 1993. http://kyclim. wku. edu/factSheets/blizzard. htm Wendland, Wayne. Weather and Climate Impacts in the Midwest. March 1993: Midwestern Climate Center. Vol. III, No. 4. â€Å"Blizzards†. http://www. weather.com/breaking_weather/encyclopedia/winter/blizzard. html. (October 21, 1999). Sherman (2006). Storm of the Century. http://snrs. unl. edu/amet498/sherman/blizzard93. html UCAR (2006). The Bl izzard of 93. http://eo. ucar. edu/webweather/blizzardstory. html NYT (1993). THE BLIZZARD OF '93; It Was, Indeed, Blizzard of '93. http://query. nytimes. com/gst/fullpage. html? res=9F0CE3D81F39F937A25750C0A965958260 Smith, Tony (2006). Storm of the Century. http://www. valdostamuseum. org/hamsmith/thunderflood. html#blizzard Wikipedia (2006). 1993 North American Storm Complex. http://en. wikipedia. org/wiki/The

CONTRACT MANAGEMENT Essay Example | Topics and Well Written Essays - 3500 words

CONTRACT MANAGEMENT - Essay Example For instance, during the post period of World War II, various political agreements were formulated and implemented with the intention of reducing or eliminating trade barriers amid nations. In this respect, General Agreement on Trade and Tariffs (GATT) was recognized to be the most effective trade policy for the US towards increased trade opportunities in the global periphery (US Department of State, 1999). It was also in this period that development of technology became quite apparent and swerving as it was perceived to minimize the distance among countries as well as reduce geographical constraints; thus, facilitating better trade in the international context (Schmidt, 2001). The progress in telecommunication technologies also facilitated with better communication opportunities for better exchange of goods and information amid countries. The advancement of technology was also identified to improve the transportation services between countries for effective conveyance of goods throu gh international trade. ... Moreover, the discussion will also emphasize on the impact the changes in trade and technology have on contract management even in the current era. Changes in Trade and Technology after the World War II which are affecting US Corporations In the post World War II period, it was observed that trade agreements have been formulated by policymakers with the intention of minimizing or eliminating trade barriers amid countries. Apparently, there was rapid development in trade activities and technology since the post period of World War II. Since then, the US has been committed towards the achievement of free trade opportunities with the objective of developing its economic stability and political growth. The open trade activities were further expected to facilitate the country in developing its economy as well as building healthy relationship amid nations. It was also observed in this context that the US was more concerned about trade liberalization with the aim of conducting trade activit ies with minimized barriers among countries. In order to acquire a liberalized trade policy, the US further formulated GATT with the intention of reducing trade barriers which was signed by 23 countries in the year 1948. The ‘Free Trade Agreement’ also initiated after World War II, i.e. North American Free Trade Agreement (NAFTA) again facilitated the US corporations to perform their business operations in worldwide market segments with minimized trade restrictions. As a consequence, the rapid expansion of international trade activities increased market competition among corporate sectors of the US minimizing the inflation pressure for protecting the domestic

Ernest Rutherford Assignment Example | Topics and Well Written Essays - 250 words

Ernest Rutherford - Assignment Example Eventually, he came up with the term half-life as the time it takes for the radioactive materials to disintegrate. Earnest‘s contribution in nuclear physics has contributed to a great deal in the area of modern physics and chemistry (Weisstein 1). The concept of radioactivity, especially the alpha, beta, and gamma rays is the basis of understanding how solar radiation reaches the earth and the overall effect on atmospheric temperature. Earnest found that gamma rays were of high frequencies and if they reached the earths surface, the temperatures could be high and unbearable for the inhabitants. On the other hand, the discovery of the nucleus of individual elements is the basis for the modern nuclear energy (Mahanti 1). The concept is useful in providing alternatively cleaner sources of energy. According to CENTER FOR HISTORY OF PHYSICS AT AIP, Ernests experiments have a significant effect on my understanding of how X-rays work. X-rays, as one of the elements of the electromagnetic spectrum, is useful for me to an individual for diagnosis of bone fractures and checking on my internal organs. On the other hand, sun’s irradiation on the earth is an issue affecting every person. The intensity of global warming and climate change requires good knowledge of how the sun irradiates the earths surface. Discovery of nuclear physics is also the basis of modern energy thus useful in my understanding of providing alternatives to non-renewable sources of energy (Henley, Ernest, and Stephen 23). CENTER FOR HISTORY OF PHYSICS AT AIP. Alpha Particles and the Atom Rutherford at Manchester, 1907–1919. 2015. Web. Accessed from

Architecture Good Practices on Project Management Research Paper

Architecture Good Practices on Project Management - Research Paper Example Project managers make use of various tools to achieve organizational goals. â€Å"I Opt† is one such tool that facilitates the process of teambuilding (Kliem and Anderson). Project managers in the contemporary organizational environment use this tool to process information and make decisions that influence teambuilding. Success of a project fundamentally depends upon the skills of people as they are â€Å"the most critical project management resource† (Nauman and Khan 1). There is a lot of variation in the types of skills a project manager is expected to exhibit. The planning and management processes are much different from other processes like issuance of customer invoices both in nature and scope (Cooke-Davies and Arzymanow 172). In order to gain customers’ satisfaction, the project manager needs to exhibit both good business and technical skills. Such an integrated framework is shown in the figure below: Integrated framework (Angelides 79). Likewise, effective project communication is a fundamental part of good project management practice. â€Å"Project communications management is required to ensure timely and appropriate generation, collection, dissemination, storage, and ultimate disposition of project information† (Peltoniemi and Jokinen). Works cited: Angelides, Demos C.

Bmw Essay Example | Topics and Well Written Essays - 750 words - 1

Bmw - Essay Example According to the sustainable leadership model, the long term growth could only be attained by the BMW through acquiring a wider perspective beyond the profit making interest of the organization and establishing a strong network between the management and the stakeholders. The constant focus of BMW in supporting the growth of network of its communities has enabled the organization to encourage communication and interchange between the stakeholders of the organization. The sustainable leadership model of BMW could be illustrated with the help of Sustainable leadership pyramid as depicted in Figure 1 as given below (Avery and Bergsteiner, 2011). There are three level of this sustainable leadership model incorporated at BMW. The leadership model includes high quality practices at BMW which are supported by key performance drivers in the organization in order to achieve the ultimate business performance outcome. The management of BMW aims to retain their employees by constantly developing the quality of manpower. The labour relations are also given due importance in the leadership style. This has helped the organization to connect their employees with the goals of the management. The leadership model has emphasized in attaining independence from the financial markets and economic fluctuations. This has helped BMW to withstand economic crisis like the global financial crisis. The company has ensured ethical business performance and has valued the activities of corporate social responsibility. All these activities are undertaken in the leadership style at BMW in order to achieve independence from the financial up and downs in the economy and at the same time integrate the business with the stakeholders and communities in different markets. The key factors in the sustainable leadership style that has driven the business performance at BMW are the initiative of team work, establishing healthy culture in the workplace, retention and

The Centrality of Forgiveness Assignment Example | Topics and Well Written Essays - 250 words

The Centrality of Forgiveness - Assignment Example He further states that both the oppressed and the oppressor risk spending the rest of their lives in self-imposed imprisonment unless they let go of the past and embrace the hope that forgiveness brings. In essence, Gould refers to forgiveness as a form of healing for both the oppressor and the oppressed that holds a future with hope. In the article â€Å"Five forgiveness assessments recommended for conflict resolution Processes† Gould provides detailed guidelines towards holistic forgiveness. He explains that to be able to forgive they must be aware of their subconscious perception of forgiveness. Such holistic forgiveness is very effective in resolving conflicts. From the discourse outlined by Gould, there is the realization that different people have different expectation from the process of forgiveness. It is therefore important to reconcile these expectations and seek for a common ground that will be amicable for the conflicting parties as explained by Gould. Gould also outlines that it is important that the healing for the conflicting parties take a higher priority even before they are persuaded to forgive each other. In essence, forgiveness should be a deliberate move by both individual without any form of external pressure and it should be preceded by

COLLABORATION Essay Example | Topics and Well Written Essays - 250 words

COLLABORATION - Essay Example While collaboration is a necessary element of achieving group progress there are a number of conflicts that care arise during the collaborative process. In these regards, it’s possible that the group has personality conflicts that make teamwork difficult. Another conflict could occur if some group members do not do equal work to that of other group members. Still another potential conflict could occur if the group has creative difference and disagree on the direction of the group. There are a number of ways the group can solve these conflicts. In these regards, it’s important to engender an environment of mutual respect and consideration. Groups that are able to develop such chemistry are more apt to find success through an open and supportive collaborative process. Another helpful element would be for a leader to emerge that could mediate some of the conflicts within the group. Ultimately, group conflicts take on a myriad of forms and situational responses need to be d eveloped to these challenges in

Mentoring as Part of Professional Development Essay

Mentoring as Part of Professional Development - Essay Example This essay discusses that within the professional development domains, mentoring works at producing magnanimous effects for the people who want to bring about a positive change within their working ideologies. If the aim is to set things in a corrective fashion, mentoring is the path that shall take one towards that. However, it comes with its own disparities. One such is the manner in which the mentoring is being undertaken. The professional development requires of the organizations to embed mentoring as a vital ingredient because it embodies the basis of success that any enterprise or corporate entity can achieve with the passage of time. It will also dictate how well the organization has been able to showcase its professionals and how these individuals have been shaped up to meet the desired goals and expectations which were of them in the first place. The mentoring role is such an important one that it has been talked about in different circles time and time again. The ones who p erform the art of mentoring are taken in a good stead and given the respect that they richly deserve. This is the reason why the mentor is seen as someone whom people look up to for help and assistance, and who brings with him a significant amount of experience and knowledge. The mentor is therefore given respect for what she does and how she is able to garner support from the people who believe in his mentoring. He is usually the one people look up to and seeks help in terms of their respective needs and requirements. The organizations have also started to branch out to such mentors because they know that these will bring in help for the employees and workers. These are in the form of counselors who are doing their best to bring sanity within the ranks of the employees and give them the help that they direly require. However, professional development can only come about when there are concerted efforts to do things right on the part of the person who is bringing that change within his own entirety. It just cannot happen overnight and the mentor can help only to a certain level. This is the basis of understanding how mentoring is and what roles are required for mentoring in the related settings. If such comprehensions are reached upon easily, there would be success for all and sundry, and the professional developments would be handled in an amicable way. What is Mentoring? Mentoring is defined as the formal or informal relationship between two people where one is a senior and another, a junior. It involves communication and is based on the premise of having a relationship – formal or informal. It is based on the personal developmental relationship perspective where an experienced or more knowledgeable person holds the torch for the one who is not that skilled and has little or less experience and knowledge. Since mentoring involves some form of empathy within the individual who is mentoring, it is the duty of the person who is being mentored that he lis tens and adapts to what the mentor has to say. It will then create a situation where both the mentor and the mentee are on the same page, and the process of mentoring will come about in full circle. This is so required because if the mentor and th

Law Relating to Murder Essay Example | Topics and Well Written Essays - 2500 words

Law Relating to Murder - Essay Example The actus reus of Murder therefore requires that the defendant should have caused the death of the victim through an act of his/her own. Death should be caused within the Queen's peace and three years of the act of the defendant. In this question the defendant Zak has killed Julie. Murder is a consequence crime and therefore accordingly requires causation to be proved in order for the actus reus of murder to be proved. It is in essence proving that it was the act of the defendant that caused the death of the victim. Causation is a 2-stage test and requires firstly causation in fact. The test for causation in fact is the 'But for test' (but for the act of the defendant, would the victim still have suffered the consequences and if not then there is causation in fact). The element that has to be proved is that it was the act of the defendant that put the victim in a certain setting; in which he would not have been but for the act of the defendant. In this instance it is not difficult to prove causation in fact, as had it not been the act of Zak, Julie would not have died. Once causation in fact is proved the second test of causation has to be satisfied. The second stage of the causation test is causation in law. ... In this question it seems that in relation to death of Julie there is causation in law as the act of Zak was the operative and substantial cause of Julie's death. Neither had the act of Zak exhausted its effect and further it was also the significant and sole cause of Julie's death. It seems therefore that the actus reus of the offence of murder is proved as Julie dies in the fire and the place of his death is within the Queen's peace. Mens rea for the Murder or the lack thereof This takes us to the next issue in the question, whether Zak had the requisite mens rea for murder. The mens rea for murder is intention to kill (express malice) or cause grievous bodily harm (implied malice). Traditionally the mens rea for murder is called "malice aforethought". In Smith & Hogan Criminal Law 9th Edition malice aforethought has been defined as: 'a mere arbitrary symbol for the 'malice' may have in it nothing really malicious; and need never be really ' aforethought'. Therefore the requirement today is that the defendant should have intended either death or grievous bodily harm as a result of his/her act. Malice aforethought is generally taken to mean that the defendant should have intention to bring about either of those two consequences. Intention can be defined as the either the purpose of the defendant's act or even if it not the purpose of the defendant's act, intention can be inferred from certain subjective foresight on part of the defendant. In other words if the defendant realizes that the consequences are virtually certain as a result of his act then the courts can hold that the defendant intended the consequences as a result of his act. The problem here is that Mens Rea for this murder seems doubtful as it has been stated in the question.

Aqa Food Anthology Essay Example for Free

Aqa Food Anthology Essay Compare two texts from the Anthology, which present different views about what we should eat. Text 9 is a newspaper article by John Torode on ‘Why we should all eat red meat’ that vibrantly explores the issue of eating red meat and with a ‘meat lover’ perspective fighting a passionate argument against the ‘bad boy of British culture’ reputation meat has. John Torode is a well-known celebrity chef and his picture endorses the article with a sense of knowledge and character smiling for ‘the culmination of his love of beef’. This article is written to reach out to the general public, more so to the health conscious and the skeptics to persuade and guide through to a new way of thinking towards eating red meat and food in general. A very similar purpose is seen throughout text 11, the Vegetarian Society websites ‘Seven simple steps to going- and staying- vegetarian’ which aim to guide prospective vegetarians to the ultimatum of ‘you are vegetarian’ through the use of enabling and reassuring lexis. In text 11 the text is clearly set out into seven steps that are structured to coincide, following an order to which a structured plan flows like a timeline- building up confidence and experience to the reader with the desired effect of easing them in to the direction of becoming vegetarians. This is almost like an instruction manual and by the text being set in steps it is easy for the reader to digest. In comparison the structure of text 9 does not use bullet points but instead is presented in prose, which allows for story telling. Even though the texts are structured differently they are both still informative, instructive and possibly persuasive. Language techniques are chosen carefully to create these types of texts. For instance, Torode uses narrative and inclusive language. Torode begins by using first person pronouns: â€Å"When I first moved†¦Ã¢â‚¬  in his anecdote of his experiences with meat, this creates a personal, colloquial effect almost as if he is revealing himself to you making him more likeable and warm, and this is consistent throughout the text as he carries on telling us how he’d â€Å"been raised on the stuff† making him seem like a ‘down to earth’ guy who the reader can connect with. Later on in the article Torode employs inclusive language: â€Å"Why? Because we eat too much†¦Ã¢â‚¬ , in this example Torode also uses rhetoric possibly with the purpose of persuading as it makes the reader think and is a transition to his argument to why this is true. To end the article Torode slips back into the more personal first person narration much like the formalities of a conversation. There is a change of direction in the text from the anecdotal and friendly tone to where he gets serious and then back to very personal and reassuring- this is all formed to be persuasive as the personal address is comforting and the serious facts are used to further persuade the reader. The â€Å"Seven Steps† lack some of the fore mentioned techniques. What can be seen instead is a third person narrative throughout the article, thus making it sound less personal but more instructive and informative. The writer uses a brisk selection of lexis making the sentences and whole body of text shorter than text 9. Even though this text is significantly shorter it still manages to come across as concerned and helpful: â€Å"or borrow one from your local library†, here its almost like a whisper as if the voice is matched to someone friendly doing you a favor. So even though text 11 is not as colloquial and expressive as text 9 it still uses language in a way that makes it seem slightly informal, neutral and relaxed for the effect of seeming reassuring and therefore persuasive. For example the personal caption under the picture of the woman also uses first person pronoun â€Å"I gave up meat†¦Ã¢â‚¬  and even uses informal language such as ‘veggie’ to seem relatable and also down to earth- just like Torode is trying to sound. This is seen in both texts as a technique to warm to the reader and draw their interest. In text 9 we see a consistent use of expressive lexis which displays passion from the narrator as he tells us ‘we ate platters of it’ and ‘I loved it’. He tells us about â€Å"my love affair with beef† using an array of adjectives (â€Å"large, smoky, well marbled join of beef†) and alliteration (â€Å"succulent steak†) to entice the readers imagination and glorify meat in support of his argument of â€Å"Why we should all eat red meat†. Combined with the use of  hyperballys and negative exaggeration (â€Å"cholesterol overdose†) when speaking of the opposing argument it radiates a consistent sense of passion backed up by authoritative facts. All in all creating a very impressive, persuasive argument. How the Vegetarian Society’s ‘Seven simple steps’ does try to persuade and guide the reader is quite different from the ‘why we should all eat red meat’ article in terms of language use. As it is a step-by-step guide it doesn’t include a personal story or emotive language like in Torodes article. Instead it uses imperatives and suggestions, (â€Å"try something new†) in every step and modal verbs throughout in a simplistic manner. Perhaps because it doesn’t need to be as persuasive since it is aimed at the already prospective vegetarian and therefore it is not opinionated or overly patronizing in any way. The effect of this is that a calm tone is created and each step simply guides the reader- the persuasion is much more subtle. Whilst language is chosen to include and instruct it is also chosen to discriminate against the opposition to eliminate possible doubts and reassure the reader, this is used in both texts. In Torode’s article he declares, â€Å"Uninformed customers still worry that†¦Ã¢â‚¬  here it mocks those who worry about BSE and what it might do. A superior stance is taken here in order to persuade. In text 11 it is strikingly similar as it tells the reader â€Å"don’t be put off by†¦ ill-informed scare stories† from â€Å"people who know very little about their own health†. Both of these bias declaratives are used to- once again- effectively comfort and assure the reader. Although not so inclusively as text 9, text 11 uses celebrity endorsement in the form of a picture of â€Å"Sir Paul McCartney† a ‘musician and vegetarian society patron’ almost like a figure head that is encouragement for readers to think that it is more acceptable to follow the views of what we should eat according to them because these famous people do. The rhetorical question posed by Sir Paul apparently, captioned below the picture is a touch to make the reader think, the words sound wise and are placed there to enliven such thoughts to the reader. This is also seen in text 9 towards the end of the article when Torode very personally tells us â€Å"My family eats†¦Ã¢â‚¬ Ã‚  which he makes very personal even telling us his children’s names. Torode is using himself as a figure head to the views on ‘what we should eat’ as after all he is this celebrity chef and if it is good enough for his family- it should be good for us? In conclusion the texts argue completely different views on what we should eat but the sought effect on the reader is very similar and this is why there are similarities in the way the texts both try to persuade. They are both different types of texts and therefore the language, tone and techniques vary- text 9 uses a more personal and complex approach in the form of a personal narrative to persuade the reader and create an impressive argument, whilst text 9 is a much more simplistic and subtle informative text. They are both consistently persuasive and lead to the final purpose- of leading, encouraging and informing the reader through a set of steps or a structured narrative to a new view of what we as the reader should eat. Even though Text 9 is more opinionated both texts are still biased arguments with mainly the purpose of persuasion. I think both texts are very suited to their purpose and although look and are different they interestingly use language for a very similar purpose.

Final Group Project Outline

Final Group Project Outline Final Group Project Outline Overview Working in groups of no more than four (4) students initially, your task is to research any industry and describe the top 3-5 competitors in that field. You should compare their marketing strategies and how they relate to each other. Your team will prepare a report and a class presentation that describes the key aspects of the companies and the industry in which they operate. You are required to work in teams of four (4); however a group may fire a team member if all are in agreement that the firing is warranted. That team member must then join another team. Students who work individually will receive a lowered grade for the project unless individual work is approved by Professor in advance. Format of Paper 1. 10-12 typed pages, double-spaced in Times New Roman 12 point font. 1† margins on all sides 2. Visual materials do not count as a part of the 10-12 pages 3. Use the most current information available 4. Late or handwritten papers will not be accepted. Papers will be accepted before the deadline. 5. Use the MLA Style of documentation throughout. 6. An electronic copy (MS Word) of your paper must be submitted in addition to hard copy. Writing Advice Plagiarism will result in a grade of zero for the project and possible disciplinary action. There is no need to restate the questions above just answer them 3. Dont describe each of their products mention product lines major categories. 4. Dont editorialize. Back up everything with facts. Your opinion, while very important to me, is not appropriate in this type of writing assignment. 5. Dont assume that â€Å"most people know† or â€Å"as everyone knows† Be explicit and cite your sources. 6. Avoid a conversational tone. Write as if you are submitting the paper for review in a magazine or journal. 7. Avoid the use of the first person. (I, me, we, us, etc.) 8. Do not hand in photocopied content. Your words are most important. 9. Cite appropriately or you will be penalized. 10. Use page numbers 11. Pay attention to formatting in all drafts font size, typeface, bold, etc. Make it uniform. 12. Use bullets where necessary use tables when presenting numerical or comparative data 13. Use section headings as shown in the outline above. 14. Be mindful of words like dominate, win, conquer, etc. 15. Do not get too granular; talk about the company and its strategy, not the warrantees on dishwashers, etc. This is an analysis of a company, not a product or product line. The structure of your paper should explicitly follow the outline below Outline I. Executive summary (1 page) To be written last it should include parts of each of the sections below. II. The Industry (1-2 pages) Briefly describe the industry in which the company operates. Who are the main competitors? What is the current state of the industry? Is this company a top player in the marketplace? If so, how do they differentiate themselves? III. The Companies (4-6 pages) Company 1 Address each of the four Ps (Price, Product, Place, and Promotion) Briefly describe their major product/service lines but do not describe individual products unless they only have one or two of them. What is their competitive marketing strategy? What is the overall image of the company in your opinion? How does this fir with the image they are trying to project? Global/international marketing issues -are there any? What do they do overseas? Other are there any other important facts that should be mentioned? Company 2 Address each of the four Ps (Price, Product, Place, and Promotion) Briefly describe their major product/service lines but do not describe individual products unless they only have one or two of them. What is their competitive marketing strategy? What is the overall image of the company in your opinion? How does this fir with the image they are trying to project? Global/international marketing issues -are there any? What do they do overseas? Other are there any other important facts that should be mentioned? IV. Social Responsibility (1-2 pages) Describe the companys social responsibility program or policy if they have one. Are there any significant current or past ethical issues as it relates to marketing? Is this firm both socially responsible and ethical in your opinion? Why or why not? V. Conclusion  © Richard Hyland 2009 Final Group Project 1-5-10

Tragedy of the Commons and Collective Action

Tragedy of the Commons and Collective Action Do the concepts of the ‘tragedy of the commons’ and the problem of ‘collective action’ help you to understand what politics is essentially about? Your answer should include a statement of your understanding of the two concepts and examples to support your argument. I do believe that the concepts of the ‘tragedy of the commons’ and the problem of ‘collective action’ help me to understand what politics is fundamentally about. In this essay I will explain why I believe this to be true. Before I can express how these concepts help with the essential understanding of politics, I must first unravel what exactly the idea of politics is, and I will then continue by applying them to the underlying idea of politics. To help me to do this I will use relevant examples of both in order to back up my opinion and to clearly express my views. It is not simple to define ‘politics’ in just one way as many people have said it to mean very different things. Even respected authorities cannot always agree as to what the subject is about (Heywood, 2013: 2). Harold D. Lasswell famously summed up the idea of politics as being ‘who gets what, when, and how’ (Lasswell, 1936), meaning that it is all about resources. It is about dividing these resources; what these resources are, how much of these resources there is to go around, what system will be used to decide how these resources will be divided up, and how to make sure that after the resources are finished being divided throughout society, that whatever deals were put in place will hold. Politics exists in organisations, groups, and families (Dye, 2002). The broadest definition of politics would be to describe it as the activity through which people make, preserve, and amend the general rules under which the live in society (Heywood, 2013: 2), and this l eads to how politics is undoubtedly linked to conflict and cooperation, which in turn brings us to the ‘Tragedy of the Commons’ concept and the ‘Collective Action’ problem. A ‘commons’ is any resource that can be used as though it belongs to all. Garrett Hardin explained the concept of how tragedy can occur within a commons with a parable (Hardin, 1968). The parable was about farmers using a pasture which was open to all, for their herds to graze. As rational beings, each farmer will seek to maximise their own utility, and by pursuing their own self-satisfaction, we expect that each farmer will try to keep as many animals as possible on the pasture (Hardin, 1968). Eventually overgrazing and overcapacity destroys the system of the commons and leads to the collapse of the resource. This is the tragedy. In a limited world, freedom in a commons brings ruin to all, and it can take just one selfish person to break the equilibrium (Hardin, 1968). Of course the concept spreads much farther than just famers grazing their animals on a pasture. Quite a substantial proportion of the world’s most difficult problems can be seen through the lens of the Tragedy of the Commons; famine in Africa, drought, etc. The Tragedy of the Commons can honestly be seen almost anywhere we look in politics. The government can limit access to commons, but there is no technical solution because once this is done it is no longer commons (Hanson, 1997). If we look at America’s political system of ‘laissez faire’, everything, even people become commons. Money is political power and all political decision are reduced to economic ones, meaning that there is no political system but only an economic one (Hanson, 1997). America is one large commons that will be exploited until destruction (Hanson, 1997). The only seen solution is to invent and introduce a political system that cannot be bought monetarily, and then limit freedom in the commons. Otherwise the population will crash (Hanson, 1997). The theoretical approach to politics known as the ‘rational-choice theory’ is a big notion behind the Tragedy of the Commons, and the Tragedy of the Commons definitely aids the understanding of this political theory. The theory assumes that the majority of ‘rational’ people act on the basis of self-interest and will calculate the likely costs and benefits of any action before deciding what to do and will only proceed if the benefits outweigh the costs (Scott, 2000). This theory is clearly employed and understood through the Tragedy of the Commons. In the parable of the farmers, the private benefits received from increasing their heard are greater than the private costs charged, and therefore the farmers adds more animals to the common grazing field. The commons is a fundamental social institution (Crowe, 1969). Hardin’s parable is a useful illustration of a genuine public-policy problem; how does one manage a resource that doesn’t belong to any one? (Tierney, 2009). Due to man’s pursuance of self-interest, social co-operation doesn’t occur naturally, and problems are bound to arise when trying to make people co-operate in society. Government and social order is all about people coming together to achieve goals, and selfishness will effect many policy outcomes. The way we formulate ideas has a real impact on the society which we live in. People derive private benefits from common resources and the costs can be spread to people around them. We can take pollution as a relevant example. If I am lazy and decide to just throw my rubbish onto the street, I receive the benefit of the ease of discarding my waste without effort, while those around me receive the cost of a polluted town. Exhaust from cars pollutes the air and while the driver in benefited by quick and easy travel to their required destination, everyone around them suffers with polluted air and increase global warming. Politics is centrally concerned with the maintenance and management of scarce resources. This is where collective action appears. Collective action is when a number of people come together to achieve a common objective, when it isn’t necessarily in anybody’s interest to do the right thing. It is about getting people who are busy rushing to do their own things, to do something collectively that will benefit all. We talk of the problem of scarce resources as a collective action problem, because essentially what is behind the idea is how to get people to come together- to cooperate. The ‘collective action problem’ describes the situation where the ‘free-rider’ problem occurs, when rational actors have no individual incentive to support the collective action (Scott, 2000), and despite their unwillingness to cooperate themselves, the still gain from the cooperation of others. Most action taken on behalf of groups of individuals is taken through orga nizations (Olson, 1965:9), and therefore my example will based on organizations in a general form. Rational individuals will join organizations where the benefits of membership and involvement outweigh the costs, but if they can still receive the benefits without joining the organization, they will not feel the need to join it. The rational choice theory is re-introduced here. If every individual views the membership of the organisation in the same way, nobody will be willing to join and there will be nobody left willing to provide the service of the organization. There is also the example of voters. Individual voters have very little influence over the result of elections and they therefore don’t pay much attention to politics or policy decisions. They do not analyse it in depth, and vote irrationally. We therefore end up with worse outcomes than we would have if they had chosen to stick with their lack of knowledge and not vote. Cooperation is at the heart of the notion of collective action. Groups of individuals with common interests are expected to act on behalf of their common interests as much as single individuals are expected to act on behalf of their personal interests (Olson, 1965: 5). Unfortunately, people do not cooperate naturally. When left with individuals who are motivated by self-interest and don’t work for the group, we must think: what kind of society can emerge and how do you force people into action that will make them work for the group. Tax is a social condition. It is not left up to the people to decide what amount they think they should pay, as although tax paid goes towards services that benefit society as a whole, individuals would avoid paying if they had the choice, if they felt they could still receive the same benefits. Making tax a social condition is an example of a solved political collective action problem in a way. In conclusion I feel that I have convincingly explained why I believe that the concept of the ‘Tragedy of the Commons’ and the ‘Collective Action’ problem both aid in the understanding of what politics is essentially about. What fundamentally links these ideas with politics is cooperation, as it is the foundation for them all. The political ‘Rational Choice’ theory can be comprehended when used with examples from both the tragedy of the commons, and the collective action problem. Politics is about managing resources and searching for conflict resolution that may arise, and both ideas can definitely be described as conflicts that may be faced during this process. Bibliography CROWE, L. B. (1969) Science, New Series. The Tragedy of the Commons Revisited. [Internet], November 1969, 166(3909), pp. 1103-1107. Available from: http://www.sciencemag.org/site/feature/misc/webfeat/sotp/pdfs/166-3909-1103.pdf [Accessed 11th January 2014]. DYE, R. T. (2002) Politics in America, Basic Edition. New Jersey, Prentice Hall (5th Edition). Available from: http://wps.prenhall.com/hss_dye_politics_5/6/1739/445252.cw/index.html [Accessed 7th January 2014]. HANSON, J. (1997) Tragedy of the Commons Re-Stated. Available from: http://dieoff.org/page109.htm [Accessed 12th January 2014]. HARDIN, G. (1968) Science. The Tragedy of the Commons. [Internet], December 1968, 162, pp. 1243-1248. Available from: http://www.sciencemag.org/content/162/3859/1243.full [Accessed 7th January 2014]. HEYWOOD, A. (2013) Politics. Hampshire, Palgrave Macmillan (4th Edition). LASSWELL, D. H. (1936) Politics: Who Gets What, When, How. New York, London, Whittlesey House, McGraw-Hill Book Company Incorporated. OLSON, M. (1965) The Logic of Collective Action. Public Goods and the Theory of Groups. Massachsetts, Harvard University Press. SCOTT, J. (2000) ‘Rational Choice Theory’, in G Browning, A Halcli, F Webster (eds), Understanding Contemporary Society: Theories of the Present. London, SAGE Publications Ltd, pp. 126-139. Available from: http://www.soc.iastate.edu/Sapp/soc401rationalchoice.pdf [Accessed 10th January 2014]. TIERNEY, J. (2009,) The Non-Tragedy of the Commons. The New York Times. Available from: http://tierneylab.blogs.nytimes.com/2009/10/15/the-non-tragedy-of-the-commons/?_r=0 [Accessed 12th January 2014].

Confronting Death in Richard Wilburs The Pardon Essay -- Wilbur The P

Confronting Death in Richard Wilbur's The Pardon Death is the issue at the heart of Richard Wilbur's poem "The Pardon." This is apparent from the opening line, "My dog lay dead five days without a grave." What is not immediately apparent, however, is that this is not simply a poem about a young boy's sadness over the loss of his dog. What Wilbur discusses in this piece is much more profound, cutting through the superficialities of death and confronting fears and doubts that all of us experience at different points in our lives. This is a poem about atonement, about facing the mistakes of the past and confronting them directly. More specifically, it is about reconciling ourselves with death and everything that life's deepest tragedies entail. The adult narrator of the poem is haunted by his past, unable to cope with feelings and emotions that he had as a youth. He even seems to have attempted to repress a portion of his life. However, as a result of a chillingly realistic dream, he is at last forced to face what he thought was burie d for good. The realization that comes because of this, the realization that death is not something to run from, is the true meaning of the poem and the crux of what Wilbur is trying to say to the reader.   Ã‚  Ã‚  Ã‚   "The Pardon" can be divided into three distinct parts. The first sub-section is made up of stanzas one and two, which detail a tragic event that occurred in the life of the narrator when he was ten years old: the death of his dog. It is in these first eight lines that the narrator tries to give the reader an understanding of what he felt when this happened. He uses very descriptive words and phrases, providing vivid imagery of the various sights, smells, and sounds that he experienced. H... ...ightful look into death and the fears and doubts that it induces within all of us. The narrator of the poem is a man who has never been able to confront death, beginning with the loss of his dog at the age of ten. He has chosen to avoid it his entire life, rather than attempting to understand it. It is finally as an adult that a vivid dream causes him to finally face his fears: he sees his dog rising out of its grave and begins to ask it for forgiveness. The dog in the dream can be seen as a representation of his trepidation. Once he is able to confront it and ask for its pardon, he can finally begin to cope with the idea of death.    Works Cited Jarrell, Randall. "Fifty Years of American Poetry." The Third Book of Criticism. NY: Farrar, Straus & Giroux, 1969. Wilbur, Richard. "Mayflies." Mayflies: New Poems and Translations. NY: Harcourt Brace, 2000.

The Life of the Governess Rebecca Sharp :: Victorian Era

The Life of the Governess Vanity Fair Sets the Stage â€Å"If Miss Rebecca Sharp had determined in her heart upon making the conquest of this big beau, I don't think, ladies, we have any right to blame her†¦Ã¢â‚¬  (Thackery 27). The narrator of Vanity Fair encourages readers not to blame Rebecca Sharp for being determined to win Joseph Sedley's attentions and proposal in only ten days! After all, the narrator reminds us that she was motherless, and thus had no one to help her secure a husband. Yet, members of Vanity Fair rebuke Miss Sharp for her assertive efforts. Perhaps, though, one should sympathize and applaud Miss Sharp's labors because her destination after ten days was the life of a governess. A Governess-A Definition The position of a governess required that one act as a companion for her charges and teach them the accomplishments that would enable them to compete effectively in society†¦ The required accomplishments were still one or two languages, preferably French and Italian, music, dancing, drawing and needlework†¦ The eventual aim was the best possible marriage. --Alice Renton, 48 The governess was even often the heroine for writers focusing on domestic, educational and social issues (â€Å"The Victorian Governess†). Yet, author and former governess Charlotte Brontà « wrote, â€Å"it was better to be a housemaid or kitchen girl, rather than a baited, trampled, desolate, distracted governess† (Damrosch 1524). And Anna Jameson wrote, â€Å"a woman who knows anything in the world would, if the choice be left to her, be anything in the world rather than be a governess† (Renton 59). Why the Negativity Regarding a Governess? As the cries of these governesses allude, life as a governess was not always glamorous, despite the literary regard. â€Å"A governess who was capable of teaching more than the usual subjects was generally little valued† (Renton 50). The pay a governess received often reflected the small value. â€Å"Her wages could be as low as eight pounds a year†¦ Charlotte Brontà « received twenty pounds per year (actually only sixteen since washing expenses were deducted at the source)† (Allingham). Perhaps the Quarterly Review best put the institution of being a governess in perspective when the following was published, â€Å"a being who is our equal in birth, manners, and education, but our inferior in worldly wealth† (Renton 96). Thus, governesses â€Å"ranked with the superior servants† (Altick 56) and ended up feeling broken and lonely as Jameson described (Renton 59). So Where Did Becky Fit In? Becky was obviously not the typical Victorian governess.

Mental Health within the Criminal Justice System Essay -- Criminal Ju

This essay intends to address the role that state agencies, both within the Criminal Justice System (CJS) and more broadly the institutions of education, employment and health, play in supporting and implementing diversionary programs for offenders with mental health problems. Mental health is clearly one of the most critical issues facing the Australian and New South Wales (NSW) CJS with research indicating that offenders with mental health problems constitute the majority of those within the prison system. The current strategies for diversion will be critically evaluated in order to determine their effectiveness with regard to the delivery and production of justice, cultural sensitivity for Indigenous Australians will also be considered. The social construction of mental illness and the associated process of stigmatisation of this particular group will be explored in conjunction to explain why society still fails to prevent the mass entry of people with mental health issues into th e traditional CJS. Critical to understanding the extent of the problem is a clear definition of mentally ill, â€Å"a person suffering from mental illness and, owing to that illness, there are reasonable grounds for believing that care, treatment or control of the person is necessary for the person’s own protection from serious harm, or for the protection of others from serious harm† [Mental Health Act 2007 (NSW)]. Noting that the statute specifies the ‘control’ of this group which adds to the notion that people with mental health problems are inherently more dangerous members of our society. Furthermore mental health problems within the prison system (inmate population) are estimated to be three to four times higher than in the general Australian popula... ...‘Opportunities in public policy to support infant and early childhood mental health’, American Psychologist, vol. 66, no. 2, pp. 129-139. New South Wales Police Force, 2011, Mental health intervention team news, brochure, NSW Police Force, New South Wales Richardson, E. & McSherry, B., 2010, ‘Diversion down under – Programs for offenders with mental illnesses in Australia’, International Journal of Law Psychiatry, vol. 33, no. 4, pp. 249-257. Seltzer, T., 2005, ‘Mental health courts – A misguided attempt to address the criminal justice system’s unfair treatment of people with mental illnesses’, Psychology, Public Policy and Law, vol. 11, no. 4, pp. 570-586. Wolff, N. & Pogorzelski, W., 2005, ‘Measuring the effectiveness of mental health courts – Challenges and recommendations’, Psychology, Public Policy, and Law, vol. 11, no. 4, pp. 539-569.

Notes on How to Write a Good Essay

Robert Cormier’s book ‘Heroes’ opens by introducing us to the main character Francis Cassavant, a ex-military soldier, wounded by a grenade from when he fought in World War Two. There are three main characters in this book; Francis, Larry and Nicole. Throughout this book Cormier gives an insight into how all these characters interlock, with Francis’ mission, to kill Larry LaSalle. In the first chapter of this book Cormier introduces us to the main character of Francis Cassavant, and how he is presented as a hero; this chapter is based entirely on his appearance after a grenade attack from when he fought in the war. Francis’ appearance has obviously changed dramatically as he refers to his face as a ‘gargoyle’ and that he has ‘no face’. Francis also refers to himself as the ‘hunchback of Notre Dame’ and that he is ugly with ‘no ears to speak of’ and ‘the absence of my nose’. This suggests that that he has been in a terrible accident and instantly makes you empathise, and feel sorry for him, but as you further progress through the book you see that maybe that Francis isn’t the hero and as innocent as he seems at first glance. To add further detail Cormier describes his nostrils as ‘two small caves’. This portrays his face as almost like a monster or a mutant. We can infer from the text that Francis has low self esteem and has little or no confidence in himself and when his doctor says ‘don’t expect anyone to pick you for a dance’ doesn’t really help with the fact when he knows he’s ‘not normal’. Francis hides his face with scarves, a hat and a bandage fastened with safety pins, hiding his face tell us that he does not want to be recognised or perhaps to be seen by anyone he knows in Frenchtown. People glance at me in surprise’ and ‘I don’t blame them’ shows that Francis is obviously repulsed and disgusted by the way he looks but isn’t afraid to say so, and also if he looks terrifying and repulsive, he isn’t going to be thought of as a hero. After in depth of describing the physical description of Francis, Cormier then moves on to the main plot, Francis’ mission to kill Larry LaSalle, dropping in little hints and sending up an ‘our father’ and ‘ ail Mary’ and ‘glory be’ for Larry LaSalle, and sending up prayers for Nicole Renard, instantly bringing all the three main characters together but still keeping them separate and not knowing why they are interlocked and how everything is more complicated then it seems behind the eyes of Francis, Larry and Nicole, and how Francis and possibly Larry could either be heroes or cowards. Making Francis seem like an innocent war hero is an interesting and unusual move to make because it makes you feel sorry for Francis at the beginning but as the story unfolds you see that there is more than meets the eye about Francis and how his ‘heroic status’ isn’t as heroic as it seems. One of the ways Cormier presents the concept of heroes is in chapter nine, the chapter when Larry LaSalle reveals he is going off to the ‘fight the japs’ in the Second World War. So when the news first broke that Japan had bombed Pearl Harbour in an attack, a wave of frenzy and fear washed over America. People had ‘patriotic fever’ meaning that they weren’t just feeling patriotic about their country; it was as though a fever had taken over and had plagued through everyone. That day Larry LaSalle stood before everyone in the wreck centre, his ‘movie-star smile gone replace with grim faced determination’ he was ready to go and ‘fight the japs’ he announced that he was going to war, he had ‘anger that we had never seen before flashing in his eyes’. From the quote we realise that Larry is passionate about fighting for his country, but from the way he displays and announces that he is leaving and going to war and when he says ‘none of that kids’ (referring to when the kids clap when he announces he’s going to war) ‘I’m just doing what millions of others are doing’ he almost says it in a way that he wants to be recognised even more as a hero, and he also tries to make it seem as though it’s not important about what he’s doing, but by the way he flaunts it he makes it seem like he’s doing some great and powerful favour for America and the people of Frenchtown. This shows the concept of heroes because as soon as the opportunity comes along to be a hero, Larry will grab it in an instant and makes sure that everyone knows about it and about how it’s making him a hero. This chapter explains the events from Larry returning home, to the episode that happens at the end of the chapter and that is when we come to realise Francis’ hatred for Larry LaSalle. When the crowd are waiting for Larry’s arrival, we see that he is described as ‘Lt. Lawrence LaSalle, US Marines Corps, holder of the silver star’ from this quote we can immediately see that he is being shown as a hero. He is also the star of ‘newsreels’ and ‘radiobroadcasts’ making his seem very important; like a vip – almost a god as far as the town are concerned. They describe him as ‘a bright pied piper’ saying that he can get the towns children to follow him. It shows that he is quite a powerful and a big role model in the children of Frenchtown and maybe not only with children, the adults also seem to love, worship and adore him. In Larry’s actual arrival those there to greet him add the heroic atmosphere. The town goes to greet him at the station, adults, old people and children from the wreck centre are all there to meet this so called hero. When he arrives you instantly remember his ‘movie star smile’ revealing his popularity and confidence. ‘We cheered’ this shows that he is loved and respected by his fellow people and people look up to him as a ‘hero’. You could still see ‘a touch of Fred Astaire in his walk’ implying that he still is the same old Larry, but now ‘lethal’. Him being described as lethal implies that he has changed from coming back from the war; he’s thinner, sleeker. My war hero’ people shout from the crowd. People are proud of him for fighting for their country, they really respect him. ‘Ribbons and medals on his chest’ are a visible representation of him being a hero. Physically the descriptions of Larry show how much he has changed from being a cool dancer to a ‘slen der, knife like killing machine’ he has now changed into a ‘knife-like’ and ‘lethal’ with sharper details, the hero that we saw before has now become a ‘superhero’ in the town’s eyes. ‘You are our celebration’ the mayor proclaims to Larry, emphasising Larry’s heroic status. He is now the town’s hero when he is given ‘the silver key to the city’ people would immediately think that he is of high heroic status is the mayor gives him something so important to the city. When he gives his big speech he says ‘we need to keep the world safe for these young people’ saying this he is almost trying to cover up for what he does later. At the celebration, towards the end Larry tries to get Francis to leave the wreck centre, so he can have ‘one last dance’ with Nicole, he says that ‘this is important’ and he manipulates Francis. Just me and her alone’ makes it feel like something terrible is going to happen. So Francis leaves, ‘I’ve got to go, you and Larry stay. One last dance’ his words sounding false as though Larry placed them in his mouth. She wants him to ‘stay and watch’ but he leaves, to his and Nicole’s misfortune. When the attack happens, it shows just how unheroic and cowardly both Larry and Francis are. ‘In the shadows of the hallway’ Francis lurks waiting for Nicole to leave the Wreck centre, but then Larry does the most inexplicable, disgusting thing, he sexually assaulted her. A sound that could have been a moan and a rustle of clothing’ even though Francis knew something was going on in there, he still couldn’t pluck the courage to go see if his girlfriend was alright. When she ‘stumbles out of the hallway’ she sees Francis, and he saw ‘the betrayal of her in her eyes’ as she runs away, Francis hears Larry, this now shows how wrong people were about Larry and about how he is not a hero but something of the complete opposite ‘whistling the tune-‘dancing in the dark’ as though he had done nothing wrong, that this was no rmal. It’s amazing that the heart makes no noise when it cracks’ Francis is truly heartbroken, and it shows just how cowardly Francis and Larry can both be. In chapter 14, we see how much of a hero Francis could be when we finally get to the part where he goes to kill Larry LaSalle, Larry is no longer a hero. When he sees Larry you can see that Larry’s physical appearance has changed drastically as he’s ‘yellowed with age’, a bit ‘feeble now’, and ‘fragile now’, with ‘white hands’. Larry is not innocent’ and no longer a hero. Francis explains his unannounced visit, with a gun in his hands. Larry ‘rises slowly’ from his chair as Francis begins to question him. ‘You were our hero’ Larry was their hero, he did everything for the people of Frenchtown and now his heroic status had just fallen through the roof, ‘ no more sweet young things’ Larry says, saying as though its normal to sexually assault someone who’s young. Even there heat is sweet’ he says giving Francis even more of a reason to kill him, but he falters when Larry says ‘does that on sin wipe away all the good things. ’ He falters because he’s probably thinking about what he did for him, with the Table tennis and if it wasn’t for Larry renewing the Wreck Centre, Francis would never had been with Nicole, with all these mixed emotions and feelings Francis walks away. But when Francis walks away ‘the sound of a pistol shot cracks in the air’ Larry LaSalle had shot himself. Cormier presents the idea of heroes in his novel, one by setting it in the time of World War Two, which has lots of potential for heroes because theirs the concept of being a soldier. He also presents the idea of heroes by making two characters seem like heroes at first glance but then stripping them of their heroic status by things that come to haunt them from the past that had never been dealt with. Also with Nicole Renard and how she is the innocent victim in this and how one incident made both Francis and Larry cowards and very un-heroic.

Bantu education and source analysis Essay

1. The main aims of the Bantu Education deed of conveyance were mainly (at least according to Dr. Verwoerd) to modify command for natives into Bantu education, which entrust larn them things they pull up stakes conduct to k straightway in their lives. This is verbalize clearly in bloodline A, where Dr. Verwoerd is quoted saying Education must naturalize and teach people in harmony with their opportunities in biography, according to the sphere in which they live. Reading between the lines, Dr. Verwoerd is saying that the Bantu atomic number 18 an inferior race that lead never be equal to the whites, and that it would be a waste of re cites and effort to label and teach them things they will never need to k straightway. By saying the he to the highest degree outright suggests that the swarthys should be kept down, as it would be absolutely ridiculous to testify and teach him mathematics, for example, when only he will ever amount to is a farmer or a tailor.IIn ste mma C it is directly stated that, as most blacks will generate agriculturists, the most useful things that can be taught to them are gardening and needlework. He doesnt regular(a) obtain the blacks a chance, at one clip dismissing them as complete idiots whom wouldnt even want the same type of education as the whites. Therefore, when planning the different syllabuses for entirely education, the black remainss should be limited to real simple skills much(prenominal) as reading, writing, landed estate and perhaps real simple mathematics. We wouldnt want to overload the blacks with instruction that will only confuse them and make them un sharp, now would we? According to the Commission on congenital Education the blacks completeledge of anything requiring intelligence should be barred.In a nonher words by Dr. Verwoerd (Source B) he states that The Bantu must be guided to serve his own residential area in all respects and Until now he has been subjected to a school syste m which drew him away from his own union and misled him by showing him the green pastures of European society in which he was non allowed to graze. Basically, these twoquotes state that Verwoerd doesnt want any wannabe Europeans around. He defends his arguments by saying that it would in like manner be unfair to continue educating the Bantu worry the Europeans, as it is only showing them newborn horizons they will never be allowed to explore.Educating them analogous this would therefore create Bantu that had the skills of Europeans, and not their people. As whites into would never hire them the administrative positions their education levels demand, they would be forced to go back to their people and farming, in which they would strike no skills. This would cause discontent in e genuinelyone, so it is better not to cultivate the Bantu at all. Apparently it would in addition be real uneconomic to hand money on education with come out of the closet a specific aim, and disru pt the fraternity life of the Bantu. His main point behind the arguments states this We take overt want to have the blacks engaged in our lives.Source E hike supports these arguments. In this photo four black schoolboys are looking very happy pass down a road. This vulnerability seems very arranged to make the exterior world mobilize the South African political science is doing all they can to take aim light into the darkness that is the life of the Bantu.2. appraisal of source BSource B is an excerpt from a quarrel do by Dr Verwoerd to the senate of South Africa on the seventh of June 1954. I think this source is very valuable, as it is a primary source from the time period. It gives us direct information close(predicate) what Verwoerd said in his speech. It as well(p) as tells us a bit about what kind of organisation was in index finger at the time. This can be seen from the event that he can give such a anti-Semite(a) speech. If someone gave this speech today, he would be severely criticized and ridiculed. At the time the speech was given it would attend that the senate would be expecting to hear something like this, and be satisfied by it. This again proves what a racist government was in major power at the time of the speech. It does not give up much room for bias, except by censorship, or having some parts of the speech left out.This source is also very limited in many ways. It doesnt tell us many things, as it is only a part of a speech. For instance, it doesnt tell us who enter this speech, and chose the parts to be included. We tire outt know either what Verwoerd said in the parts that are not included. It would also give a clearer image of the government in power if we were told about the senates reaction to the speech. If they cheered madly, this would prove what a racist system was in power at the time. A tremendous help would be if we found out what happened after the speech. Were all his suggestions do reality, or were th ey regarded as a failed idea. I would also be very interested in finding out what inspired him to give this speech. Was he pass along to give a speech on the topic, or did he himself think the time was appropriate for such an exclamation.Assessment of Source EThis source is a lose it of four black schoolboys stating how happy they are, and what a entire job the government are doing at getting all the Bantu into school. This photo is very valuable specifically because it is so on the face of it staged. This is a cracking example of a heavily manipulated propaganda photo. It is meant to give us the idea that all is well with blacks, and they are the happiest of all. If you dig deeper, though, you can subtract many things. Obviously the photographer has told the children where to pedestal and to apply a huge grinning to their faces. This tells us that the South African government was concerned about their image with the removed world and human rights activists. This photo was obviously taken to soothe the minds of anyone worrying about the ill treatment of the blacks.The main limit point of this photo is we dont know how much the photo was manipulated. Maybe the boys were walking down the street, and were told to smile while a photo was taken. Maybe the four boys were locomote up, put in school uniforms and made to walk down the street in exchange for a small payment. We dont know.3. In my opinion, Source B is absolutely the most useful. It really captures the expectation of the current government and the people. It tells us Dr.Verwoerds opnion about the blacks and their treatment. Although he doesnt directly announce his hatred for blacks and how he wants to attain them all, we can see he is more(prenominal) concerned with the wellbeing of the European community than that of the Bantu. It is also a primary source, so chances are it has not been subject to likewise much manipulation. It gives us a good understanding of the government, Dr Verwoerd a nd how the blacks are being treated. It is a bit sugarcoated, but once you toil deeper it is obvious what they really think. I think this source is the most useful because it captures the attitudes towards the Bantu at the time.