Mongolian Effects on Russia and China

In the years between 1100 and 1400 the Mongol empire stretched the farthest of any empire throughout history. Within the massive land under Mongol rule laid the lands of China and Russia. The Mongols knew how to maintain their empire but had different ways of doing it in each part. This lead to the separate, divergent ways of governing the two lands. In China and Russia, the Mongol era brought an immense change in political and economical power. In China, political impact from the Mongols came off much stricter than it did in Russia.The leader of the Mongolians, Kublai Khan guided the Mongols to conquer the Southern Song dynasty. Even though the Mongols had ruled territories, which included modern day northern China for many years, it was not until 1271 that Kublai Khan officially accepted a traditional Chinese style. When Kublai Khan established the Yuan dynasty, he practically conquered all of China. The Chinese weren’t as politically free as the Russians. For example Chines e were not allowed to inter-marry. He also banned Chinese scholars from learning Mongolian script and kept the two militaries separate.Mongol political control in Russia was different than China. One could argue that Mongolia was slightly â€Å"looser† with the Russian government. The Russians were aloud a grand prince to lead under Mongolian power but they were forced to pay tribute. Not only did the Mongol rule have a huge effect on the politics of China and Russia but the economy was affected as well. During the Mongolian rule, the China became a heart of trade for the Eastern world. This gave the Mongols complete control of the Silk Road. China had things that so many other places in the world wanted such as silk and porcelain.With a high demand for these Chinese goods the jobs were created, trade flourished, and the Mongolians highly benefited from the booming economy in China. The Mongols had a very different effect on the Russian economy than the Chinese economy. The M ongols caused the Russian economy to crash, which made Russia restart all of its agricultural affairs. This forced Russia to rely generally on peasant labor. Paper money was also being made which caused major inflation. Instead of becoming a hot spot for trade, Russia became weaker do to the economic Mongol torture.

Discussing Baz Luhrmann’s Romeo and Juliet

This movie is about Romeo and Juliet. Leonardo DiCaprio Is playing the Romeo part in this movie. And Claire Danes is play Juliet part. The movie is directed by Baz Luhrmann. He is a modern day version director. He directed this movie in 1996 and he only used 10% of Shakespeare language. Because we don't speak same language as Shakespeare. Baz Luhrmann uses guns instead of swords and uses cars instead of horses. In the beginning of Romeo and Juliet we see a news reporter talking about the two households. Than the camera start zooming in and in. Then very quickly you see fair Verona. The narrator says about two households both alike in dignity, In fair Verona where we lay our scene. From forth the fatal loins of these two foes, a pair of star-cross's lovers take their life. When the narrator says those things the background music is very loud and the music is trying to tell us about the movie. By listening this music you could say that something bad will happen in this movie. Which will be very emotional and sad? Then you see a newspaper article where it says Montague's v Capulet's. And than you see helicopters, cars and people. When that happens the background music become louder and louder and you see two buildings with the names at the top Capulet and Montague and Jesus Christ statue in the middle. The reason why the director put this statue in the middle to show that people in fair Verona want peace between these two families. We than see the shots of the city and the police. Than we see some of the main characters in the movie their, with and a description of who they are. The reason why the director shows us this is because he wants to tell us that these people and they will come in the movie latter on. The scene changes and you hear a different music where three Montague's are sitting in the yellow open car with the special plate at the front saying Mon 005 and listening to the music the boys the boys. Than you hear them insulting the Capulet's. One of the guy in Montague is bald, with tattoo of Montague on his head . The music they hear is very cool and they wear sunglasses, and open Hawaiian shirts. The reason why the director put this music to show their personality. In other word to show how cool they are. The Montagu's than go to the Gas station. Benvolio get out from the car and goes to the toilet. He is Romeo's cousin . Than we see a Capulet get out of his car, only you can see his feet he chucks his cigarette down. He is wearing cowboy shoes, and the background music is western music. By hearing that music you could say that person is not a good person and he is a very important person in the movie and he wants to fight. When he goes in the gas station some girls come out and one of Montague shows off by doing some nasty things. Than one of the Capulet come out of the car. The car is blue and scary and on the number plate it says Cap 005. The person who comes from the car is very strong and when he removes his jacket you could see his gun saying Cap and the Montagues get scared because on their gun it says Mon and the both of the gangs hate eachother. Abra shows his silver teeth saying SIN and the Montagues fall back in shock into the car. Abra shouts Boo laughing at them. At first Montagues just stay there but after a little while he comes from behind and does bite my thumb Abra doesn't reverse his car very fast. Montague gets scared and panic they start to fill up with petrol. But Abra comes out his car and say do you mind your thumb at me sir one of Montague says I do mind my thumb sir. Montagues look at Benvolio is coming. The reason why they have icons on there cars,and guns to show the differences between these two families like to show that they are different from eachother. When Benvolio comes he takes his gun. And that's were the fights start. One of the Montagues hides next to the car where the lady keeps hitting him. And than Tybalt comes out and the western music starts as a background to set the mood. Tybalt is the cousin of Juliet. First Benvolio tries to avoid fights and keep peace between the families. Benvolio says drop your guns and have peace. But Tybalt says I hate the word peace as I hate hell like all Montague's. When he says that the director keeps his camera on his eyes to shows the evil. He closes the camera on both the eyes of Tybalt and benvolio and on his mouth because he says the line from there. Than the little boy comes from behind and Tybalt takes his gun out and scared that little kid. And than both gangs started to shot at eachother than the Montague who was getting hit by the women he scares her and start shooting but unfortunately he doesn't know where he is shooting because he is keeping shooting at a sign saying Fuel Your fire he is keeping shooting at this sign. The sign is here to tell you that hold your fire. Then Tybalt who is showoff person he wears a black trouser and bullet proof red jacket with Jesus icons on them. He is keep diving and shooting one of his bullet hits Benvolios hand and his gun go straight under the car. Than two of the Montague's put petrol in the car they drop some of it on Benvolio. They both sit in the car and start driving it . Tybalt than bends down takes his jacket off. Takes another gun out and shots at montagues. Than Tybalt drop his cigarette and the fire starts Benvolio gets scared because some of the petrol is on his shirt. Benvolio than picks his gun and runs over cars and shooting at Tybalt. And the fire blasts all the gas station. Here the directors have to be fast because he has to keep zooming the camera. And note every thing happening in the scene. And than you could hear traffic and shooting noise. Then you see helicopters in the air. And Benvlio and Tybalt looking at eachother in anger. The director focus o their eyes because you could see the anger in the eyes between them. In the background you could see people running and the cars are stopped. Than the prince who is sitting in the helicopter says to them that drop your guns. Than you see two cars in one car Capulet's are sitting and in the other Montague's . Montague's says that give me my sword but his wife stops him. Than they both sit inside the building where the prince says two civil wars and says you both disturbed our streets and if one more time you disturbed our streets than you will pay the fine. This part is to show that both families hate really hate eachother and the prince is trying to warn both of these. Than the director focus on Montague's after that. All the Montague's go to the beach where Romeo is sitting the background music is a very sad music. Romeo is sitting writing his diary and thinking about his Girlfriend Rosaline. You could tell that by looking at his face that he doesn't like what's happening between these two families. He likes to spend much time alone because of the violence. Romeos mother talk to her husband about Romeo. You also could see the link between Benvolio and his shirt. Because on his shirt there are flowers and its all about the beach. And now they are on beach as well you could say that he spends most of his time on the beach. He than gets out of the car and says good morrow to his cousin they both walk and in the TV Romeo see's what Benvolio did he tries to tell him that not to this because that way there won't be any piece. As an audience I would say that this movie is great. There are some really good unbelievable actions fight's. The music is a sum and it really suits the movie. And it would make good money. Baz Luhrmann directed this movie superbly. The camera angles were perfect. The other actors are superb, and acted wonderfully in the movie. What Luhrmann did was both bold and brilliant, and he succeeded wonderfully. First people thought that Luhrmann destroyed the play's beauty and power by setting it in modern times. In short words I would say love in first sight.

Love in the Cornhusks

â€Å"LOVE IN THE CORNHUSKS† By: Aida Rivera Ford Setting:  The  story  happens  in  a  Barrio. Climax:  Tinang  discovers  after  reading  the  love  letter  from  her  first  love, Amado, that she is still loved by him. However, by then, she is already married to a Bagobo and has a son with him. REACTION Aida Rivera Ford, according to my research, has lived with her husband in their large farm in Davao, the place where I live as well. In connection to this, the short story of Love in the Cornhusks is somehow related with her life like its barrio-setting and the characteristics of  the Characters as well.Perhaps, the main character is a woman based on the fact that the writer of this short story is a woman too. The story is very simple, easy to understand and yet realistic. It begins in a situation where the main character, Tinang, starts her day as she visits her Senora with a good vibe that shifted to a different one lately. The author ma de the life of Tinang centered between two men. The Bagobo, her husband, and Amado do not speak in the story but they are characterized differently with each other.It appears that her husband, the Bagobo, is a simple man, whom is satisfied of being a farmer with the 2 hectares of land for his family. On one hand, Amado, the one she loved before her husband, is portrayed as a tractor driver, whom wears formal clothes every Saturday and a yet man who gives importance to his future as he wants to study mechanical engineering someday. I see in the story that in life, choices are given to us and yet what we have to do is to discern and stand in the decision we may select.Hence, marrying is not a joke and to marry the Bagobo is not just a coincidence in Tinang’s life but it is her decision when she did so, even if she did not know yet the reason why Amado had suddenly gone. The last part of the story has some symbolic figures. Tinang still loves Amado even after she got married to her husband. Reading the letter is a moment when Tinang’s feeling for Amado has reawakened. To cry is the first thing she does, then, she tries to recollect her first experiences with him. A snake comes in  the scene sneaking towards her baby.As I analyze it, I see that snake is the representation of such discovery and poses threat towards her relationship with her family. Why the snake is going to her baby? It is because that snake, if Tinang lets herself be taken by her emotion, can destroy her relationship with her Bagobo husband. Indeed, the snake is about to attack her son for he is the symbol and the fruit of the love that she and her husband shared together. In the end of the story, the author’s symbolisms are saying that Tinang chooses to accept the consequences in the decision she made in her life.First, she stands up from her sitting position–telling that life must go on; then she embraced the baby–telling that she has to embrace her own conse quences and situatedness and especially the people whom God has given to her; next, she prayed and beg the almighty not to punish her after thinking other things outside from her married life–saying that she realizes that her thoughts are wrong; afterwards, she checks the skin of the baby searching for some marks–showing the possible scars in her married life after reincarnating the feelings she once had with Amado; and the last one, the letter fell unnoticed among the cornhusk–  saying that she leaves that momentum without knowing that her very strong feeling and longing to Amado, if is not totally gone yet, is at least eased and is left among the cornhusks, which is meant to be consider as only a past of her life. REFLECTION â€Å"Destiny is not a matter of chance, but of choice. † This is a famous saying I have been hearing since my early teenage years. After reading the story, I am affirmed that a relationship tantamount to what Tinang and Amado had is not always certain. Life is full of twisting events and human beings have to understand that decisions done in every moment must be discerned well and its consequences should be accepted.If I were Tinang, I would surely find myself too thinking about the other possibilities that could happen in my life if I did not marry the Bagobo. However, though it is a little bit painful, I know that I cannot rewind anymore the time and what I have to is to accept that life is like that. We tend to experience the excruciating consequences of our hasty or even faulty decisions in order for us to become a better and mature person someday in making decisions once again in our life. Hence, love in the cornhusk, as it is portraying that life has to be dealt with acceptance, I learn that at the end of the day, I must reserve a part of myself a chance of being able to move on and cope with the excruciating moments I may face in the future.

Reflection Essay Example | Topics and Well Written Essays - 750 words - 11

Reflection - Essay Example Filing of the case as homicide is arguably inapt. I have specifically used the term ‘arguably’ because, the prima facie of the case is evident towards the assumption of homicide. The entire scenario would have turned upside down had Popeye died in the fight. A supportive argument can this way be placed. Bluto did not die in the fighting with his rival, Popeye. In fact, Popeye was about to swoon and staggered in the fight. The physical might of Bluto was really overpowering Popeye making him virtually inert to fight further. At this juncture, it is quite unimaginable to think of the death of the aggressor in the place of victim. Thus the cause of death of Bluto had to be reinvestigated who was effectually vigorous during the entire scene of fight and up to the time of his death. Assault was the crime committed by Olive on Bluto. Assault generally is a crime of violence involving the intent to cause physical injury that result in physical injury. In New York, assault without any weapon is a misdemeanor and that with the use of a weapon is felony. As such Olive’s act of criminality can be restricted to felony. Here the article 35.15 of New York may be read. The article clearly goes this way: â€Å"A person may, subject to the provisions of subdivision two, use physical force upon another person when and to the extent he reasonably believes such to be necessary to defend himself or a third person from what he reasonably believes to be the use or imminent use of unlawful physical force by such other person, unless: (a) the latter’s conduct was provoked by the actor himself with intent to cause physical injury to another person.†. Here, although the provoking of Olive to the Bluto’s aggressive conduct is seemingly apparent, the term à ¢â‚¬Ëœwith intent’ attracts the explanation of motive, which may not be legally required obligatory to defend the accused. Evidently, the motive of Olive was only to stop the

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

Politics - Essay Example To be specific he labeled it as a ghost or counterfeit of a part of politics (Plato) Socrates found it shameful but nonetheless revealed that what Gorgias and Polus claims to be an art may be considered under flattery. It is a persuasion not done by organized logic but a form of flattery which reveals that it is not genuine (Plato). To elucidate on this concepts, Socrates used the concepts of medicine and gymnastics as masked by cookery and tiring respectively and as such are knavish, false, ignoble and illiberal (Plato). They are deceitfully overlaid with lines, colors, enamels, garments creating a spurious beauty to the neglect of the true beauty (Plato). Having said this, Socrates considers rhetoric lower than art, not a work of a scholarly person and is fake. Socrates also highlighted the point that rhetoricians can fall to injustice as opposed to Gorgias’ claim that it is to be of noble purpose such as the purpose of those in the field of medicine (Plato). In contrast Socrates refuted that rhetoric can be unjust as evidently given by Polus as an example. As fake, rhetoric cannot be used by men of justice but is associated with perverse men who desire not the good of the society but the pursuit of their own self-interest as seen with the tyrants, who are seen to kill, despoil or exile anyone whom they please (Plato). Men of the state can be rhetoricians who can persuade citizens but not do justly. In the end, Socrates considered them pitiful and definitely not to be envied as he considers the sufferers more blessed than those who bring suffering (Plato). In the end, he even cited that the man who does what he wills even though it is evil is not necessarily powerful because power is evidenced by what is good. A deep stab to the integrity of politics is Socrates’ assertion that rhetoric is under flattery and therefore not genuine. This is a painful truth that everyone

Image in Nursing Essay Example | Topics and Well Written Essays - 500 words

Image in Nursing - Essay Example It is apparent from the studies that if the registered nurses (RN), nursing hours and staffing increase, this would be a way of reducing the patients’ deaths and days of daycare every year. However, the staggering statistics are not reflected in the contemporary media. Instead, the most popular dramas in medical care have revolved around the physicians, with viewers being offered very limited truth, if any, about nursing profession. Greys Anatomy, ER, and House are medical shows that have received large reception and viewing from various audiences globally. However, these shows have not been able to portray a positive image of nurses, eventually undermining this profession in various ways. With this negative image, the impact has been an increase in nurses’ shortage. This condition has been witnessed in numerous hospitals thereby resulting in the profession misrepresentation, insulting and undermining. As Hassmiller and Cozine (2006) observe, nurses represent the largest healthcare group that provides direct care to patients in hospitals. The hospital care quality is highly connected to the nurses’ performance. In the medical drama House, an awful job is done by having any kind of nurses being represented. In shows such as House, the nurses barely constitute even the background noise. Sometimes, they are displayed walking on and off the screen holding clipboards and dressed in scrubs. In one image of these television series (depicted in the appendix page) a message is clearly displayed announcing that nursing profession has a few good nurses. Coupled with the above highlighted negative image, the public is left reflecting on the irrelevance of this practice which has been perceived to dominate the healthcare. Compared to Greys Anatomy, fewer nurse characters are displayed in House and ER with very few lines being reserved for the nurses. This, apparently, provides what woul d be perceived as damaging lie to many: that a

Health epidemiology & statistics Essay Example | Topics and Well Written Essays - 500 words - 3

Health epidemiology & statistics - Essay Example It results from the Hepatitis C virus or the HCV. Although the infection is usually asymptomatic, its chronic phase is characterized by a scarred liver and the subsequent development of liver cirrhosis. This takes place after many years (Butt et al., 2010). Some of the key methods through which it is spread include blood-to-blood contact that may result from poor sterilization of medical equipment, intravenous use of drugs and transfusions. About 150 to 200 million people are infected with Hepatitis C all over the world. It is known to infect only human beings and chimpanzees. The virus is persistent in the liver of 85% of those who have been infected. Although there is no immunity against the disease, it can be treated and cured. However, there is still a high and increasing morbidity, co-morbidities, and mortality of the disease (Sweeting, De Angelis, Ades, & Hickman, 2009). The main factors that are associated with this are people, place and time, which form a significant part of the transmission mechanism. In relation to the people, there must be a susceptible host, who must have the necessary conditions of host defenses to enable disease prevention. There is also an important component of place, which refers to the availability of a conducive site for the microbial agent to adhere, enter and infect thus causing the disease within the susceptible host. In terms of time, the natural settings provide a favorable environment for the agent to multiply and survive within the reservoir (Panduro et al., 2010). APN affects the primary, secondary, and tertiary interventions of hepatitis C in the sense that it provides both individual and population prevention methods. Different strategies can be applied in the counselling, screening and therapeutic methods. Butt, S., Idrees, M., Akbar, H., ur Rehman, I., Awan, Z.,

Self-efficacy and Self-regulated Learning in Academy Article

Self-efficacy and Self-regulated Learning in Academy - Article Example Thus self efficacy and self regulated learning in academic contexts can certainly boost a student’s grades and give him a better future, or indeed more options to choose from in terms of a career. Today, rapid changes in the world around us have led to a knowledge explosion, as information assails our senses every day. It is therefore important that everyone should learn and know how to digest new information. It means that we should have the skills to learn. Since learning is a life-long process, people should be trained with learning skills right from their youth- in fact from their school going days. However it has been observed that while some children are eager and enjoy the learning experience, others seek to avoid it at all costs and view it as a chore- they are afraid to learn. Thus parents and teachers have long been bothered by the problem of children’s low achievement in school. Purpose of the Research Since school is the primary setting in which academic sel f-regulatory skills are developed and maintained, this study seeks to understand the relation among self-regulated learning, self-efficacy, and school achievement. Some useful suggestions will also be made for teachers to help students develop high self-efficacy and good self-regulatory skills in order to make themselves self-regulated learners. To be a self-regulated learner is the final goal of school education and life-long education. LITERATURE REVIEW Self-efficacy, importance of task value beliefs versus perceptions of task difficulty, proper and clear goal orientation and personal interest in the task- these are the concepts that should be regulated by teachers and students in order that they may use self learning... This report approves that today, rapid changes in the world around us have led to a knowledge explosion, as information assails our senses every day. It is therefore important that everyone should learn and know how to digest new information. It means that we should have the skills to learn. Since learning is a life-long process, people should be trained with learning skills right from their youth- in fact from their school going days. However it has been observed that while some children are eager and enjoy the learning experience, others seek to avoid it at all costs and view it as a chore- they are afraid to learn. Thus parents and teachers have long been bothered by the problem of children’s low achievement in school. This essay makes a conclusion that the foregoing literature has indicated that high self-efficacy can enhance self-regulated learning and conversely, effective self-regulatory practices can also enhance self-efficacy. They both influence the academic performance and achievement. Based on the literature that has been reviewed, some suggestions are presented below for teachers to help students gain high self-efficacy and effective self-regulated learning in order to have good academic performance. If self-regulated learning can be taught and make students self-regulated learners, the goal of life-long education has been achieved. Self-regulated learning is stated to happen when students activate and maintain experiences and responses systematically geared toward achieving their learning goals.

Human Factors Affecting the Safe Operation of the Unmanned Aerial Research Paper

Human Factors Affecting the Safe Operation of the Unmanned Aerial Vehicles (UAVs) - Research Paper Example The researcher states that as many as 19 different types of UAVs were operating with the coalition forces in 2005 over Iraq, emphasizing the increasing role of UAVs in today’s war front. Advances in automation enable UAVs to be flown autonomously for long periods of time, which necessitate making their own decisions based on input data fed by remote control into them by the human operator positioned on the ground station. UAVs are set to dominate the military skies in a big way, with at least 90% of reconnaissance aircraft predicted to be made up of UAVs by 2015. However, the increasing dominance of the skies by UAVs has been considerably overshadowed by a marked increase in their accident rates as well in comparison with conventional aircraft, in which the human error emerges as a significant contributing factor. This paper discusses the various types of UAVs, the human errors contributing to UAV mishaps and the various related issues. As per US classification, UAVs are essen tially classified into the following types: i) Micro UAVs ii) Low altitude Long endurance UAVs iii) High altitude long endurance UAVs using a conventional design iv) High altitude long endurance UAVs incorporating a low observable design. Notwithstanding the above, Agostino, Mammone Nelson & Zhou argue that UAVs can be classified into different subgroups in five different ways based on their Performance Characteristics such as Weight, Endurance &Range, Maximum Altitude, Wing Loading or the Engine Type. UAVs can also be categorized depending on their Mission Capabilities. Accordingly, depending on weight, a UAV can be of Super Heavy, Heavy, Medium, Light or Micro category. Table-1 gives the classification by weight of some well known UAVs. As per this classification, Global Hawk is a super heavy UAV of over two tons by weight while Raven is a medium UAV and Dragon Eye a micro UAV of under 5Kg by weight. A comparison of weights of the different types of UAVs on a logarithmic scale is given at Fig-1. According to the endurance and range UAVs are classified to enable the type of UAVs to be selected for a particular mission based on the distance it has to travel and the frequency of refueling needs requiring it to be grounded. While long-endurance UAVs can stay on a sortie for more than 24 hours at a stretch, medium endurance UAVs stay afloat for 5-24 hours and low endurance UAVs can fly only less than 5 hours continuously. The range of long endurance UAVs tends to be high, with around 22,000kms for Global Hawk. The ranges of Gnat and Heron are less than 5000km as shown at Fig-2.

MARKETING PLAN FOR CIGAFLAVA Essay Example | Topics and Well Written Essays - 2750 words

MARKETING PLAN FOR CIGAFLAVA - Essay Example A company analysis is reported as an internal review using SWOT analysis and competitive analysis with the rival cigarette brands. It also includes a consumer analysis where the company aims at targeting young adults and social smokers as a market entry strategy. The financial overview is discussed in the report. The overview will cover the allocation of resources on the different processes of the company as well as the share of each marketing promotion strategies on the marketing budget. A sales forecast is included that will tell how much the company will generate in revenues for the whole year. An implementation plan is also illustrated on the report. The activities are focused on the different marketing tools that the company will utilize in order to gain market share. In order to ensure the success of the marketing plan and its activities, several control areas are identified for monitoring. Deblyn Enterprise's mission is to provide the highest quality and lowest cost of flavored cigarettes for the market. The company exists to attract customers and satisfy customers' needs. The company will ensure success by developing and promoting a niche product - flavored cigarettes. Cigaflava and its sub-products will exceed the expectations of the company's customers. It is the objective of the company to maintain a steady sales growth for Cigaflava each quarter. It will continue to increase market penetration in the US by 2% per quarter. The company will increase brand awareness for Cigaflava and its uniquely flavored cigarettes. Situational Analysis The tobacco industry is deeply rooted in the US history. During the period of the early settlers, the export of tobacco to England had financed the shipment of essential goods to the country. Tobacco became their lifeblood. Today, tobacco sales continue to play a major role in the US economy. The cigarette industry segment has become an important segment for tobacco. In the 20th century, cigarette smoking is the leading form of tobacco consumption. In industrialized countries such as the US, cigarettes disproportionately influence tobacco spending. It is on this industry segment that Cigaflava aims to enter into. SWOT Analysis The following SWOT Analysis encapsulates the key strengths and weaknesses within the company and illustrates the opportunities and threats facing Deblyn Co. and its Cigaflava products. Strengths The strength of the company lies on the niche product - flavored cigarettes. It is a growing new industry and the company is prepared to exploit it. The products are new flavors in the market. It is made with a strong flavor but with low

Braswell v. United States, 487 U.S. 99 (1988) Essay

Braswell v. United States, 487 U.S. 99 (1988) - Essay Example The courts however use the doctrine to deviate from the limited liability concepts in corporate organization to hold people responsible for action that target selfish interests. The doctrine of piercing the corporate veil is a corollary to the alter ego doctrine and involves breaching of the separate legal entity of a corporation to hold shareholders liable for actions that identify abuse of responsibility. In pronouncing personal liability of a shareholder, a court is said to have pierced the veil (Weil, Lentz, & Hoffman, 2012). The alter ego doctrine and the doctrine of piercing corporate veil are therefore concepts for equitable remedy that seek to protect innocent victims from unethical practices by shareholders, employees, or directors of corporate organizations, for personal gain. The alter ego doctrine establishes deviation from the limited liability concept of corporate organizations and the doctrine of piercing corporate veil is an implementation of the alter

Beautiful Mind Essay Example for Free

Beautiful Mind Essay John Nash first arrives as a new graduate student at Princeton University. There he meets his roommate Charles, a literature student, who soon becomes his best friend. He also meets a group of other promising math and science graduate students. John sometimes goes out to a bar with his fellow students to try to meet women, but is always unsuccessful. However, the experience is what ultimately inspires his work in the concept of governing dynamics, a theory in mathematical economics. After the conclusion of Johns studies as a student at Princeton, he accepts a teaching offer at a prestigious institution, along with his friends Sol and Bender. It is while at this post that he meets Alicia, a student with whom he falls in love and eventually marries. While at Princeton, Nash runs into his former roommate Charles and meets Charless young niece Marcee. John Nash receives an invitation to the Pentagon to crack a complex encryption of enemy codes. He is able to decipher these codes mentally, impressing a certain mysterious William Parcher. This man later encourages John Nash to work for the government by looking for patterns in magazines and newspapers for a Soviet Plot. Involvement with Parcher came with chase scenes and gunfire, Nash eventually became paranoid and began behaving aggressively. In an attempt to help out a friend, Sol followed Nash during one of his late night top secret drop offs. Here Nash was seen placing enveloped documents in a mailbox at an abandoned establishment. Then one day during a lecture, Nash was caught trying to flee. He was sedated and sent to a psychiatric facility where he was interrogated. Alicia Nash, desperate to help her husband, visits the abandoned building only to find the never-opened top secret documents that Nash dropped there. She confronted her husband with this evidence, which at first he tried to deny true. Eventually he realized that William Parcher and the top secret missions were in fact all a delusion. He had to go through a painful series of insulin shock therapy sessions. Afterwards Nash is released on the condition that he agrees to take antipsychotic medication. These drugs however, had side effects that affected his relationship with his wife. Frustrated, He secretly stops taking medication, which triggered a relapse. While bathing their baby, Nash becomes distracted and wanders off. Fortunately his wife manages to save their child from drowning. When she confronts Nash, he claims that his friend Charles was watching their son. Alicia was alarmed desperately trying to contact professional help. Charles, Marcee, and Parcher all appear to John and urge him to kill his wife rather than allow her to lock him up again. Just when Alicia was about to leave, Nash finally realizes that these people are not real when he observes that Marcee never gets old. Only then does he accept that all three of these people are, in fact, part of his psychosis. From then on, Nash tries to live with these delusions by ignoring them. In his struggle to ignore these hallucinations, he approaches his old friend and rival Martin Hansen, now head of Princeton University. He is accepted to teach again. He is honored by his fellow professors for his achievement in mathematics. He won the Nobel Memorial Prize in Economics for his revolutionary work on game theory. He got up and gave out his speech.

Care Giver Perceptions of End of Life Care for COPD Patient

Care Giver Perceptions of End of Life Care for COPD Patient RESEARCH PROPOSAL Title: Exploring the primary family care givers perceptions of care giving for end of life care of COPD ICU patient. Introduction: The world perspective is shifting towards non-communicable diseases, with chronic conditions such as heart disease, stroke and chronic obstructive pulmonary disease (COPD) as chief causes of death globally. COPD is a chronic progressive disease of air flow obstruction which includes emphysema and chronic bronchitis. COPD is predicted as 3rd leading cause of death in 2030 according to 2008 WHO statistics. In terms of social burden of disease quantified by disability-adjusted life-years (DALYs) lost, COPD ranked as the 12th leading cause of DALYs lost worldwide in 1990, but will be the 7th leading cause of DALY lost worldwide in 2030.COPD is more common among world age people due to decreased lung function capacity. The world population above 60 years was1.7% in 2013 and will continue to grow as a reaching 21.1 per cent by 2050 (world ageing population 2013). COPD is one of the major 8th leading causes of death in Singapore. According to MOH 2013 census COPD causes 1.6% of deaths per 18938 populations.COPD is a treatable disease but not a curable one. So ultimately it increases the economic burden of the country by its chronicity, rate of hospital readmission and affects the quality of life activities of daily living of the patient and family members. The total expenditure for COPD was $9.9 million per year. $ 7.2 million accounts for inpatient care cost (W.-S. Kelvinteo et.al, 2011). For last 10 years no studies found in Singapore on family care givers perspectives on end of life care in ICU. Primary family care givers most of the time the spouse are the carer for the COPD patient The Singapore old age percentage is in increasing trend 7.3% in 2000 9.3 in 2011 expected to rise up to 18.7% 2013. When a family member is dying, conversations about the end of life can be uncomfortable and difficult. Still, discussing end-of-life care is important. Patients with end-stage of diseases may suffer from distressful symptoms.The Advanced COPD patient suffer from severe distressful symptoms such a dyspnea anxiety and depression. Palliative care of malignant disorder gained more attention when compare to non-malignant diseases (Blackler et al., 2004; Lynn, 2000; Simonds, 2004).The palliative care needs of patients with end-stage respiratory diseases are increasingly being recognized (Curtis, 2008; Lanken et al., 2008) . The COPD patient experience significant impairment of quality of life and physical and psychological needs when compare to individual with lung cancer (Core et al., 2000; Edmonds et al., 2001; Skilbeck et al., 1998; Tranmer et al, 2003). Why family members? When there is progression of diseases it imposes negative impacts on psychological health of Care givers (Daniela Figueiredo, 2014). Careers are more likely to suffer from anxiety and depressive symptoms providing continuous care during the advance stage of the disease and end of life care (Abebaw Mengistus Yohannes 2007). Preparation for death should include a realistic appraisal of the prospects for dying peacefully at home. (Hansen –Flaschen J .2004) Most of the patients are willing to be housebound at the end stage of life so its responsibility of family cares to provide continuous care and support them White P (2011) stated 45% were housebound, 75% had a career in end stage of COPD . despite no studies have been conducted qualitatively on family care givers perception on End of life care on COPD in Asian countries . Review of literature: â€Å"Palliative care in COPD† search in PUBMED extracted only 285 titles from 1991 to 2011. ( Anirban Hom Choudhuri 2012) .The absence of palliative care services highlights the need for research into appropriate models of care to address uncontrolled symptoms, information provision and end of life planning. (Jones et al 2014). Synthesis of findings: The literature review showed that the family care givers suffer from intense conflict, emotions such as helplessness, guilt, anger, anxiety and frustration. These suffering are due to deterioration of the health of the loved one and cumulative losses over time that the patient illeness affect the care givers the most. The key findings of each study were identified and supplemented based on a review of the full article. Then, categories were derived by grouping the key findings thematically. Lack of support: Most of the family care givers reported they were unaware of the facilities for COPD patient. There was no social or psychological support. If the support is received also this is inadequate or sporadic. They learnt most of the things by their experience regarding prognosis, treatment signs and symptoms, illness. They faced the financial constraint in addition too. They are expecting support from the health care professionals. â€Å"Well, the care from Father’s doctors was extremely basic and, I felt, on the most part extremely uncaring†¦ The doctors really had an attitude of ‘You were a smoker, you’re dying of lung disease, and what do you want us to do about it?’ The way they spoke to him, and the fact that they really weren’t concerned, and they didn’t doo very much for him; anything they did for him, I was disappointed in† – participant from Hasson et al. (2009) Burden of care givers: Burden of care givers are noted in all the studies. Most of the care giver said they are exhausted and need to perform multi task. They need to spend most of time in caring the patient. The involvement in social life is reduced, change of relationship with patient. Mostly they are anxious and frustrated. Sometimes care givers are helpless when they patient are suffering from breathing difficulties. â€Å"It is very frustrating, and you know I don’t know if the government realizes how hard it is for carers..It’s a full-time job. It’s work isn’t it? It’s not something you do because you like it. I mean I care for my Dad, I love him and I want to look after him, but I also need my own time.†- participant from Philip et al. (2014) End of life care and support of Bereavement Mostly family career are involved end of life decision making which lead to a peaceful death and die with dignity for the patient. â€Å"I think the situation was the way is should have been. I think if there had been any external help, it would have been a bit of an intrusion. [Father] did not want to leave the house and that was fine but also whenever he was like that and he was not feeling the best, it was just best to leave him alone† – participant from Hasson et al. (2009) Some said the hospital policy did not allowed us to care for the patient in home during end stage of life. No adequate bereavement support for the family careers after the death. Some had counselling in later part of life. Rewards, meaning, and coping: However, some caregivers described their experiences as positive. Identified positive features include sense of pride, esteem, and mastery as a caregiver a sense of normalcy; being able to demonstrate love and fulfill satisfaction and sense of accomplishment ability to be with and help the patient life-enriching experiences closer relationships a sense that it is important. Some care givers felt that their loved one died with dignity and respect. They were able to provide good care and that provided them a sense of accomplishment. Conclusion: The COPD has a great impact on Family care givers. All the studies stated that there is a lack of support and facilities, unmet needs. There was a lack of knowledge about the available facilities and lack of emotional support .There is a need for supportive and education regarding the palliative and end of life care. Mostly of the careers reported they are helpless when patient suffering from breathlessness and guilt of not doing enough. Caregiver’s involvement in providing care and feeling able to provide quality care, will enhance the coping among the care givers. These four studies were conducted in European countries and thus there is a lack of ethnic diversity which may have an additional impact on caregiving culturally. Many recommendations were made for further research relating to the care givers perspectives. The studies did not discuss if there were any difference in the care provided by spouse/children or by ethnicity. Thus, further research can be done to study the cultural influences on care giving of COPD patients. Research Objectives What are the experiences of Family care givers on end of life care of patient with COPD in ICU? What are the needs of family care givers on end of life care of patient with COPD? What are the barriers of caring family care givers Details of Research Proposal: Aims To explore the needs of Primary family care givers or bereaved careers on end of life care of ICU COPD patient To explore the perspectives of Primary family care givers or bereaved careers on end of life care of ICU COPD Patient. Operational definition: End of life care: The care provided to alleviate the symptoms of patient during the end stage of COPD. Family care givers: Care provided by the Family members other than the health care professionals. Bereaved careers: Bereaved careers are one who suffered from the death family members due to COPD. Research Methodology: Study design: A Phenomenological Descriptive approach will be adopted to explore the perspectives of Family care givers on End of life care. Interviews will be conducted. Sampling: The study will use purposive sampling method to select the participant for the interview. Samples: Primary Family care givers COPD patient who have died in ICU Inclusion criteria: Participant Speak English Participant over 18 years of age Bereaved careers of COPD patient within a year. Exclusion criteria: Bereaved careers of other diseases. Family care givers of other diseases Bereaved and Family care givers of More than one year of COPD patient Sample size planning: Approximately 10-15 primary bereaved careers of COPD patient until the data saturation is obtained Ethical Consideration: The DSRB approval will be obtained before data collection. The purpose of the study will be explained to the participant before informed consents are obtained. The participant will be ensured that the information collected will be kept confidential and it will be used only for research purpose. Data collection: The researcher will get access to the COPD Program coordinator and get permission to conduct a study. After Permission is granted, the COPD patient died in ICU will be identified through the register. The eligible participant will be selected who meet the inclusion criteria. Then the family members will be contacted through telephone by the researcher and if the participant is willing to participate in the research.. The research process will be first explained to the selected participants in an appropriate manner without hurting their sentiments and understanding their difficult situation’s as well. Face to face semi structured interviews will be conducted with the Family care givers. In that interview, a set of general and open ended questions would be asked. And the entire conversation will be audiotaped. Each conversation is assumed to last for 40 to 60 minutes. When the participant become too emotional, the interview will be stopped and reassured by the researcher. Again the interview will be conducted when normality is retained. After the interview, basic demographic data will be collected and the same will be kept confidential. A pilot study will be conducted based on the interview guidelines prepared with 2-3 participants to assess the feasibility of this study. Interview guidelines: Introduction 🙠 2 minutes) Good morning .Thank you for participating in our Research. I Arunadevi graduate student from Alice Lee Center of nursing Studies, National University of Singapore. As a Part of my program I am conducting this Interview. The interviews will be carried out for 45 minutes to an hour. The Questions will be open ended questions. The answers will be audiotaped. Objectives :(1 Minute) To identify the perspectives of primary Family care givers on End of Life care Interview Questions: 45 minutes to One hour) How did you become a Primary care giver? What you understand your role as a care giver? What do you understand about end of life care? How do you experience providing care to family members at the end stage? What helped with the care? What do you felt as lacking while providing the care? What could be improved? Ending session: (5 minutes) Would you like to say anything further? Thanks for sharing your thoughts and views. It would surely help others and provide support when others are facing the same problem. Data analysis: The analysis of the data is based on Colaizzi (1978) which includes various steps such as read and acquire the meaning, organize it into meaningful themes, integrate results, send it to the participant as final validating steps. The recorded interviews will be listened repetitively and transcribed to verbatim by the researcher. The initial impression and reflection will be noted in a separate note book. The themes will be emerged from the transcript. The clustering of the themes with similar context will be made .The thematic analysis will be used to analyses the data. Whenever possible the transcript will be send to the participant to know the meaning or to validate the information. Gaps will be identified as well based on the expectations of the family care givers. Then certain recommendations/suggestions will be generated for the group based on the findings, in addition to the current facilities available. Rigour /Validity: The four essential criteria highlighted by Lincoln and Guba (1985) are as follows: Credibility, Transferability, Dependability and Conà ¯Ã‚ ¬Ã‚ rmability. Credibility refers to the confidence in the truth and interpretation of Data. After transcribing the transcription will be send to the participant when possible to validate the information. To ensure the findings are not modified by the researcher. Reflective Questioning will also be used to ensure the credibility. Transferability of the results generated in the study will be achieved through ‘thick description’, (Lincoln Guba 1985). The study findings will be useful to all the health care professionals family care givers of COPD patient on End of life care. Conformability and dependability rest on the consistency, objectivity and accuracy of the data findings chiefly depends on the data consistency and accuracy and (Richard Morse 2007). Audio recording and supervisor member check in will be done for conformability and dependability.

Evidence of Witness Statement

Evidence of Witness Statement The evidence that the prosecution wants to adduce at trial is the police statement made by Bennie which shows that he had seen Avril dealing drugs many times. This evidence wants to be used by the prosecution to prove Avrils involvement with the dealing of drugs as well as her involvement with the Black and reds local gang. Before the prosecution can adduce the evidence, there are a series of factors that needs to be considered and the first is relevance. What can be regarded as relevant is something that applies to the matter in question; affording something to the purpose and something that is legally sufficient.[1] Bennies evidence can be said to be relevant because it does apply to the matter in question which is Avrils drugs offence. The second factor the prosecution needs to consider before adducing Bennies evidence is the competence and compellability of Bennie. In the issue stated Bennie can be seen to be Avrils husband which puts him under the category of a spouse. A spouse per Glover is a person who is lawfully married to the accused at the time when he or she is called to give evidence.[2] In the issue, it was seen that Bennie and Avril had recently separated. They are still legally married regardless of the separation factor. It was not stated that they were divorced or the marriage was annulled, therefore Bennie still falls under the category of a spouse. There is a general rule which can be found in s53(1) of the Youth Justice and Criminal Evidence Act (YJCEA) 1999[3] that all witnesses are presumed to be competent[4]. In the application of this rule there is a presumption that Bennie is a competent witness for the prosecution. In regards to compellability, a spouse is generally not compellable for the prosecution unless the exceptions that are set out in s80(3) of the Police and Criminal Evidence Act (PACE) 1984[5] are met. Relating the exceptions listed out in s80(3) of PACE 1984[6] to the issue, the type of offence that Avril is being charged with are drugs offences and as such Bennie does not fall under any of the exceptions which make him a non-compellable witness to the prosecution. It has been established that Bennie is a non-compellable witness which means he is not legally obliged to give evidence but has the choice to do so. This shows that he can choose to testify in court, however the prosecution can admit Bennies police statement as evidence through a hearsay exception which can be found in the Criminal Justice Act (CJA) 2003. The case of R v L [2009][7] can be used in regards to this issue. In this case the Witness who was a spouse could not be compelled to testify against her husband however a pre-trial statement which was a police statement was admitted as an exception to the hearsay rule[8]. According to LT choo hearsay evidence is an out of court statement that is being adduced in court as evidence of the matter stated in the statement.[9] Hearsay evidence is generally inadmissible unless it falls under the exceptions in CJA 2003[10]. For the evidence to be admissible under the witness unavailability exception three conditions must be met which can be found in Section 116 (1)(a) (1)(c) CJA 2003. It is important to note that S116(1)(c) shows that hearsay evidence can be admissible if it satisfies any of the five conditions stated in subsection 2[11]. One of the conditions that is shown in subsection (2)(e) of the CJA 2003 relates to fear of a witness. In relations to the issue, Bennie refuses to testify in court and leading up to his refusal it was seen that he had a bruising to his face. An assumption can be made that he is refusing to testify because of fear and as such the prosecution can adduce Bennies evidence under s116 as a hearsay exception provided all the cond itions are satisfied. Other than the hearsay exception, the part for Bennie could also make an application for a special measure direction (SMD). Bennie refuses to testify and has a bruising to the face. This brings about an assumption of fear which makes him a vulnerable witness and vulnerable witnesses can make applications for SMDs. There are three stages in which SMDs can be granted. The first stage is looking at the eligibility of the witness which can be found in s16 17 YJCEA 1999[12]. The second and third stage can be found in s19(2)(a) and (b) YJCEA 1999. Looking at Bennie he could be eligible for an SMD on the grounds of fear or distress about testifying[13] which falls under s17 YJCEA 1999[14]. If the courts are satisfied that Bennie meets all the stages, the application will be successful and Bennie will be able to testify through an SMD. SMDs that are available to Bennie are screening[15] which is stated in s23 YJCEA 1999 or video recorded evidence in chief[16] which is shown in s27(1) (3) Y JCEA 1999. In conclusion, Bennie is a competent and a non-compellable witness and as such he has no legal obligation to testify in court. However, the prosecution can pass Bennies police statement through the hearsay exception of witness unavailability if he can satisfy all the conditions set out in the provision. B. The evidence that the prosecution wants to adduce are Avrils two previous convictions for theft and two previous convictions for drugs offences involving possession of marijuana with intent to supply. The prosecution wishes to use this evidence to prove that Avril committed the drugs offences she is being charged with. The evidential issue that this raises is bad character evidence. Bad character is defined is s98 of the Criminal Justice Act (CJA) 2003. The key factors of the definition are evidence of, or a disposition towards misconduct on his part, other than evidence which (a) has to do with the alleged facts of the offence charged (b) is evidence of misconduct in connection with the investigation or prosecution of that offence.[17] In assessing the two previous convictions of theft for Avril the evidence has nothing to do with the alleged facts of the current offence that is being charged. The previous offence and the alleged facts are not so closely connected as defined in the case of R v Tirnaveanu [2007][18]. Also, it is not in relations to the investigation or prosecution of that particular offence[19] which is the drugs offences. This shows that her two previous convictions for theft is a bad character evidence which can be admitted through one of the gateways under s101(1)(a) (g) CJA 2003 and expanded on in s102-106 CJA 2003. The first gateway that should always be used is gateway D which can be found under s103 CJA 2003. Gateway D is the relevance to important issue between the defendant and the prosecution[20]. The prosecutions evidence of a defendants bad character is admissible based on its relevance to an important matter in issue between the defendant and the prosecution[21]. An important matter means a matter of substantial importance in the context of the case as a whole[22] as defined in s112 CJA 2003. Section 103(1)(a) is in regards to propensity to commit the offences of the kind that the defendant is being charged with. In the application of this provision to Avrils previous convictions for theft it could be said that she does have propensity for theft but the crime of her previous convictions are not relevant to the matter in issue because they fall under different categories of offences. A case that relates well to s103(1)(a) is Hanson (Gilmore) [2005] [23]. The defendant was charged with theft of goods from a shed, and he had three previous convictions for shoplifting which were admitted on grounds for showing propensity[24]; the offences were similar. Section 103(1)(b) also does not apply to her previous convictions because the provision refers to the propensity to be untruthful which has no obvious similarity to her previous convictions. Therefore, the bad character evidence cannot be admitted through gateway D. If this cannot be admitted through gateway D then Gateway C can be looked at which is under s101(1)(c) CJA 2003. Gateway C is the important explanatory evidence[25]. This gateway reflects the common-law rule which permits background or explanatory material where the account otherwise to be placed before the court would be incomplete and incomprehensible.[26] This simply means in order for the jury to better understand the facts in issue the background evidence should be allowed. A case that refers to this is Phillips [2003] [27]. In Phillips[28], the evidence of the defendants previous threats to kill his wife when he was on trial for her murder were admissible as background evidence[29]. Referring to Avril, her previous convictions for theft cannot be allowed as background evidence to the drugs offences because they fall under different categories. Therefore, her previous convictions for theft is inadmissible under the gateway D and C. It was seen that she also had two previous convictions involving possession of marijuana and intent to supply. Her two previous convictions for drugs offences was seen to be done in the year 2011 and 2014. Her previous convictions have nothing to do with the offence charged. Firstly, the evidence is relevant. The previous offence and the current offence is not so closely connected because there is quite a gap between the years of her previous offence and the current offence; no nexus in time. It is also not an evidence of misconduct relating to the investigation or the prosecution of the offence, therefore it is a bad character evidence. Going through gateway D her previous convictions involving drugs offences show propensity to commit the kind of offence charged.[30] The test for propensity was established in R v Hanson.[31]Where the propensity to commit the offence is relied upon there are three questions to be considered. (i) Does the history of conviction(s) establish a propensit y to commit offences of the kind charged? (ii) Does that propensity make it more likely that the defendant committed the offence charged? (iii) Is it unjust to rely on the conviction(s) of the same description or category; and, in any event, will the proceedings be unfair if they are admitted?[32] Relating this to Avrils two previous convictions for possession of marijuana with intent to supply, her history of her past convictions does show a propensity to commit the kind of offence charged. This is because in 2011 she was convicted for drugs offences as well as in 2014 for the same crime. Avril being in possession of marijuana and intent to supply has a strong similar link to her drugs offence that she is currently being charged with. It can be said that her propensity makes it more likely that she did commit the offence charged because they all share similar features which means there is a strong MO link. Similar features such as the type of offence, the possession of illegal drugs and intent to supply. It will be just to rely on her previous convictions because it shows a high possibility of reoffending based on her propensity. Avrils previous convictions meet all the Hanson criteria which means her previous convictions shows a propensity for her to commit the kind of offen ce charged therefore gateway D is applied. In conclusion, Avrils previous conviction for theft is bad character evidence but it could meet the threshold for gateway D and C which shows the evidence to be inadmissible. Nonetheless, her previous convictions for drugs offences met the criteria for gateway D which means it can be admitted as bad character evidence for the prosecution. C. The evidence is Avrils confession and the prosecution wants to adduce this evidence to prove that she committed the drugs offence that she is being charged with. The evidence is relevant because it is in relations to the issue and the drugs offence charged. The evidential issue that this raises is the admissibility of confession. Section 82(1) of the Police and Criminal Evidence Act (PACE) 1984 gives definition to a confession. According to McAlhone and Stockdale A statement is a confession if, whether oral or written or made by conduct (e.g by video re-enactment), it is at least in part, adverse to its makers interests.[33] It is important to note that confessions are an out of court statement that the defendant made and the prosecution wants to admit it for its truth. This makes the evidence hearsay and as such it is generally inadmissible but there are exceptions to the hearsay rule which is contained in two provisions. The statutory provisions that regulates the admissibility of confessions is s76 and s78 of PACE 1984. S76(1) of PACE lays out the admissibility of the confession made by the defendant as evidence against him/her. The key factors for admissibility under section 76(1) of PACE is (i) the confession should be relevant to any matter in issue and (ii) it is not excluded by the court in pursuance of s76.[34] The court have a discretion to exclude a confession if it falls under the provision of s76(2) of PACE and it is up to the prosecution to prove beyond a reasonable doubt that the confession does not fall under s76(2) of PACE[35]. S76(2)(a) refers to a confession being obtained by oppression. Section 76(8) of PACE explains what constitutes oppression but this is only a partial definition. In R v Fulling[36] oppression was given the oxford dictionary meaning; the oxford dictionary defines oppression as prolonged cruel or unjust treatment or exercise of authority.[37] While Lord Lane in the case of Fulling[38]gave a description of what s76(2)(b) covers. He believed that the confession must be shown to be voluntary in the sense that it was not obtained by fear of prejudice or hope of advantage, excited or held out by a person in authority[39] s76(2)(b) looks at the unreliability of a confession, hence looking at the circumstances of anything said and done on the occasion of confession that would make it unreliable; it also includes things not said and not done which could include omissions, breaches of PACE and associated Codes of Practice[40]. There needs to be a causal link between what was said and done in the circumstance and the confession. Relating this to the issue, Avril made a confession which could be admissible under s76(1) of PACE 1984 because the confession is relevant to the matter in issue. The second factor is the no exclusion by the courts. S76(2)(a) does not apply to Avrils case because it can be seen from the facts of the issue that her confession was not obtained by oppression; there was no exercise of authority or torture or inhuman and degrading treatment done to Avril. Since Avrils confession does not fall under oppression s76(2)(b) can be used. The first fact of the issue was that P.C. Pumpkin forgot to issue the police caution before she was interviewed. The failure to give a police caution is a breach of code C under PACE 1984 as seen in Doolan [1988][41]. The second fact of the issue was Avrils solicitor was not called because of the confusion in the change of police shifts. The right to a solicitor for the accused is found in s56 of PACE 1984[42]. Failure to provide access to a solicitor as required by this provision could lead a person of low IQ who knows little about the process to confess but this may have less effect upon a person who can cope with an interview situation and is aware of his legal rights[43] as seen in R v Alladice (1988)[44]. There is an assumption that Avril is aware of her legal rights because she has had past convictions of the similar offence, therefore her not having a solicitor has little effect on her confession. The third fact of the issue was that Avril was not given any food and drink for 24 hours and became claustrophobic in the police cell and is also diabetic. Her confession is unreliable because she was not given proper rest[45] which can also include the provision of food and drink. A police misconduct is not required. In Walker [1998] [46]the police were unaware of the mental condition of the defendant[47]. The police were unaware of Avrils claustrophobia as well as her diabetes so the police misconduct in regards to this cannot be relied upon. Nonetheless code C does require the police to attend to detained person if the need for attention is urgent. Another provision that protects the accused from unfair proceedings and unfair evidence is s78 of PACE 1984[48]. This provision shows exclusion of unfair evidence by the court if it would have an adverse effect on the fairness of the proceedings[49]. A breach of PACE or the codes may lead to an exclusion, however the breach should be significant and substantial[50]. It will not be appropriate to exclude a confession based on a breach which is inconsequential, for example, failure to provide a solicitor[51]. It was clear that there was a breach of code when the police did not give Avril access to a solicitor but based on an assumption that Avril could handle an interview situation because she has had previous dealings with police interviews from her past convictions the breach may not be substantial enough for the court to exclude it. In conclusion, Avrils confession is unreliable under s76(2)(b) of PACE which can be excluded by the court. This shows that her confession cannot be admissible under s76 of PACE. Nevertheless, it can be admissible under s78 of PACE because her confession was not unfair evidence, therefore it is highly likely the courts will not exclude this, subsequently the prosecution may adduce the evidence through this provision. BIBLIOGRAPHY BOOKS Andrew L-T Choo, Evidence (3rd edn, Oxford University press, 2012) Christina McAlhone and Michael Stockdale, Nutshells, Evidence in a nutshell (3rd edn, Sweet and Maxwell Limited, 2002) Richard Glover, Murphy on Evidence (14th edn, Oxford University Press, 2015) CASES Hanson (Gilmore) [2005] EWCA Crim 824 R v Alladice (1988) 87 Cr App R 380 R v Davis [2008] EWCA Crim 1156 R v Doolan [1988] Crim LR 747 R v Fulling [1987] 2 All ER 65 R v Hanson [2005] EWCA Crim 824 R v L [2009] 1 WLR 626, CA R v Phillips [2003] EWCA Crim 1379 R v Tirnaveanu [2007] EWCA Crim 1239 R v Trussler [1988] Crim LR 446 R v Walker [1998] Crim LR 211 STATUTES Criminal Justice Act 2003 Police and Criminal Evidence Act 1984 Youth Justice and Criminal Evidence Act 1999 WEBSITES Oxforddictionary.com Oppression, https://en.oxforddictionaries.com/definition/oppression accessed 15 March, 2017 TheLawDictionary.org, What is RELEVANT?, http://thelawdictionary.org/relevant/ accessed 8 March 2017 [1] TheLawDictionary.org, What is RELEVANT?, http://thelawdictionary.org/relevant/ accessed 8 March 2017. [2] Richard Glover, Murphy on Evidence (14th edn, Oxford University Press, 2015) p 590 [3] Youth Justice and Criminal Evidence Act 1999 s 53 (1) [4] Youth Justice and Criminal Evidence Act 1999 s 53 (1) [5] Police and Criminal Evidence Act (PACE) 1984 s80 (3) [6] Police and Criminal Evidence Act (PACE) 1984 s80 (3) [7] R v L [2009] 1 WLR 626, CA [8] R v L [2009] 1 WLR 626, CA [9] Andrew L-T Choo, Evidence (3rd edn, Oxford University press, 2012) p 277 [10] Criminal Justice Act 2003 [11] Criminal Justice Act 2003 s116 (2) [12] Youth Justice and Criminal Evidence Act 1999 s16-s17 [13] Youth Justice and Criminal Evidence Act 1999 s17 [14] Youth Justice and Criminal Evidence Act 1999 s17 [15] Youth Justice and Criminal Evidence Act 1999 s23 [16] Youth Justice and Criminal Evidence Act 1999 s27(1)-(3) [17] Criminal Justice Act 2003 s98 [18] R v Tirnaveanu [2007] EWCA Crim 1239 [19] Criminal Justice Act 2003 s98 [20] Andrew L-T Choo, Evidence (3rd edn, Oxford University press, 2012) p 258 [21] Andrew L-T Choo, Evidence (3rd edn, Oxford University press, 2012) p 258 [22] Criminal Justice Act 2003 s112 [23] Hanson (Gilmore) [2005] EWCA Crim 824 [24] Hanson (Gilmore) [2005] EWCA Crim 824 [25] Criminal Justice Act 2003 s102 [26] R v Davis [2008] EWCA Crim 1156 [27]R v Phillips [2003] EWCA Crim 1379 [28] R v Phillips [2003] EWCA Crim 1379 [29] R v Phillips [2003] EWCA Crim 1379 [30] Criminal Justice Act 2003 s103 (1) (a) [31] R v Hanson [2005] EWCA Crim 824 [32] R v Hanson [2005] EWCA Crim 824 [33] Christina McAlhone and Michael Stockdale, Nutshells, Evidence in a nutshell (3rd edn, Sweet and Maxwell Limited, 2002) p 82 [34] Police and Criminal Evidence Act 1984 s76 (1) [35] Police and Criminal Evidence Act 1984 s76 (2) [36] R v Fulling [1987] 2 All ER 65 [37] Oxforddictionary.com Oppression, https://en.oxforddictionaries.com/definition/oppression accessed 15 March, 2017 [38] R v Fulling [1987] 2 All ER 65

Romeo and Juliet Victims of Fate :: Free Essay Writer

Romeo and Juliet Victims of Fate Even though nobody likes it, bad luck exists. There is no way to get rid of it, it is just a part of life. Not everything can go the way someone wants it to. If something random happens to someone and it favours them, like winning the lottery, then that is good luck for that person. Likewise, if something random happens to someone and it is unfavourable, like a rampaging rhinoceros escaping from a nearby zoo and brutally slaughtering them and 23 other people, that would be bad luck. Just like everybody else, William Shakespeare's Romeo and Juliet are victims of bad luck. The Capulets and Montagues hate each other, Juliet has an arranged marriage to Paris, and there is a plague in the city of the messenger. And so it is bad luck and fate that ultimately cause the deaths of Romeo and Juliet. Firstly, the Capulets and Montagues are at odds with each other. Members of each house and servants break into a sword fight, clashing with each other. Sampson says "Draw, if you be men. Gregory, remember thy swashing blow." (Act 1, Scene 1, Line 60). The feuding between the two families motivates Sampson to challenge the Capulets. Another example of how the two houses despise each other is what Romeo and his friends have to do to get into the Capulet feast. So they will not be recognized, Romeo, Mercutio, and Benvolio wear comic masks to hide their faces. Mercutio says, "Give me a case to put my visage in" (Act 1, Scene 4, Line 29). They do not want to be recognized because of the hatred between the two houses. Also, Romeo and Juliet are not supposed to be in love: "My only love sprung from my only hate! / Too early seen unknown, and known too late! / Prodigious birth of love it is to me, / That I must love a loathed enemy." says Juliet (Act 1, Scene 5, Lines 137-140). They are not supposed to love each other because it just so happens that each of their houses despise each other. It is unfortunate for Romeo and Juliet that their two families are against each other, because this means that they are not supposed to be married. A second stroke of bad luck is Juliet's arranged marriage to Paris. Juliet does not want to marry Paris.

Diversity Of Hawthornes Writings In young Goodman Brown, ethan Bra :: Free Essay Writer

Diversity of Hawthorne's Writings in "Young Goodman Brown", "Ethan Brand", and "The Birthmark" . Michael Duncan ENG. 111 T/TH 9:30 am "... it is no delusion. There is an Unpardonable Sin!" , a quote by Ethan Brand that is at the root of many stories by Nathaniel Hawthorne. Nathaniel Hawthornes gloomy, dark style of writing is an emphasis on his theme of evil at societies heart. Writing about what he knew Hawthorne described the puritan society in different periods of time and defined different characters but all connected through his style. The stories that exemplify the diversity of Hawthornes writing are "Young Goodman Brown" , " Ethan Brand" , and "The Birthmark" . Having read these stories it is possible to become engrossed in the darkness that is portrayed and none is better than "Young Goodman Brown" . Young Goodman Brown, the character, is first introduced to us in the clearing of Salem village and we learn that he has faith in the goodness of the village and Faith for his companion as well. The people that we meet in Salem village in the first few paragraphs are just Goodman and Faith. These two characters are very important to understand for their surface characters or illusional characters. It is soon learned that Goodman Brown is not such a good man and later Faith shows us just as much false character. Goodman and Faith are not the only characters that are not all they seem to be. We come to meet more characters in the short story that are superficial as is the village itself. Goodman Brown leaves the bright, warm, goodness of his village to make a journey in the woods to meet a stranger. A good place to meet a stranger would be these surrounding woods of Salem for it is here that described by Nathaniel Hawthorne that "He had taken a dreary road,darkened by all the gloomiest trees of the forest, which barely stood aside to let the narrow path creep through, and closed immediately behind." and like the scheming mind of an evil person the dark woods leads one down the wrong pathway. The woods are not an allusion as was the village, the woods are exactly what they seem to be therefore the characters met inside the woods will be as shady as the woods themselves. Leading Goodman Brown to his despair is the first character, the stranger. The stranger is much older than the Goodman but the two converse easily and both understand each other even though they talk around Goodmans evil purpose. It is this easy conversation that Hawthorne

High School and School Counseling Interventions Essay

Introduction and rationale for the research In the fields of counseling, education, and psychology, there has been a strong emphasis placed on evidence-based practices to determine the effectiveness of school counseling interventions. In this article, two types of Meta-Analysis interventions were used during this study. Meta-Analysis 1 involved treatment-control comparisons and Meta-Analysis 2 involved pretest-posttest differences. The overall average weighted effect size for school counseling interventions was . 30. This study determined how effective moderator variables influenced effect size of, guidance curriculum, individual planning, responsive services, and system support. Analyses of moderator variables are designed to determine the effectiveness of school counseling program activities in this article. Major strengths/weaknesses in the article The overall school counseling interventions produced an average effect size of . 30 which is significant. However, in this article, the average effect size of Meta-Analysis 2 intervention was not significant, only . 07. Previously research has found that meta- analyses using pretest-posttest typically produces a higher effect size compared to the more traditional treatment-control group comparisons. It’s difficult to determine the non-significant mean effect size for pretest-posttest meta-analysis. Additional analyses in the pretest and posttest form will need to focus on specific interventions and additional information regarding the effectiveness of specific strategies in school counseling. One of the common criticism of meta-analytic approaches is that studies with weak methodological rigor may artificially inflate average effect sizes(M. W. Lipsey,2003). M. W. Lipsey (2003) also argued that methodological moderator variables that often are assumed to be independent are not necessarily independent and carefully conducted meta-analytic reviews should explore methodological relationship patterns. The effect size of . 30 was based on 117 experimental studies that involved 153 interventions, which is a significant increase from the six studies used by Sprinthall (1981). Many more studies were conducted with elementary school students; however, school counseling interventions included in this meta-analysis appeared to be slightly more effective with middle or junior high students followed by high school students. Thus, these studies show a significant effect on school counseling interventions for all levels of K-12 education. There are also some limitations when meta-analytic techniques are used. The validity of effect size largely depends on the quality of studies that were included in the review. Some major limitations in school counseling research could not be addressed statistically. Also there are few studies that address the issues of treatment integrity. Only a handful of studies used treatment manuals or well-developed curricula. It was difficult for researches to determine what was effective because researchers could not determine what interventions were implemented with students. Another limitation was the elimination of 111 studies that had insufficient data or missing information. Another limitation from this article concerns the dominance of non-standardized outcome assessments in school counseling research. Meta-analysis also lacked long-term follow-up data. The lack of longitudinal data allows for the measurement and analysis of only short-term effectiveness. Another issue with meta-analysis research is that interventions focused mostly on specific interventions rather than comprehensive school counseling programs. There has been very few research studies conducted on comprehensive school counseling programs. Summary of research outcome.  There were 118 studies that used meta-analysis 1, involving treatment-control comparisons and 153 school interventions; however, two studies were considered one study because of the same simple. Out of the 117 studies, 81 were published in journals and 36 were theses or dissertations. This meta-analysis study had 16,296 participants and the sample ranged from 8 to 5, 618, with the average study involving 139. 28 participants. From these studies, 50. 4% were elementary school students, 17. 9% were middle or junior high school students, and 24. 8% were high school students, and 6% had a mixture of ages, and one study did not report the age of the student participants. There was an overall weighted effect size of 27% for students that received school counseling intervention compared to those students that did not receive school counseling intervention. The average effect size was significant. Also, there were a total of 33studies that used meta-analysis 2, involving pretest-posttest design; however, two effect sizes were eliminated from one study. Therefore, 31 studies that involved 51 school counseling interventions were used. The effect sizes calculated from these 31 studies involved 2,015 participants and the average study involving 62. 97 students and the sample ranged from 9 to 283. Out of the 31 studies, 17 were published in journals, 13 were theses or dissertations, and one study was an ERIC document. From these studies, 29% involved elementary school students, 12. 9% were middle or junior high school students, and 54. 8% were high school students, and 3. 2% had a mixture of ages and grade levels. There was only a . 07% weighted effect size on pretest and posttest meta-analysis which indicates the average effect size was not significant. Two methods of applying this research to practice Firstly, my goal as an aspiring school counselor is to implement a comprehensive school counseling program for all students. I would provide a variety of interventions and activities using the four components of the delivery system of a school counseling program, guidance curriculum, individual student planning, responsive services, and system support. I would then, conduct studies in my school, collecting data, and determine which services students and the school will benefit from the most. This will help me determine what type of programs and activities are most effective for our students and school. Secondly, I would consider taking additional research courses to prepare me to contribute to the knowledge base of school counseling, while conducting research projects related to school counseling. Simply, there needs to be more and better research in the area of school counseling. â€Å"Without additional empirical support, some schools may eliminate professional school counseling programs†(Erford, p 68). Conclusion. From this research on meta-analyses not all school counseling interventions were equally effective. Additional research is needed to examine the impact these studies had on students from diverse backgrounds. Although more research is often a recommendation after completing a meta-analysis (e. g. , Ehri et al. , 2001; Swanson, 1999; Whiston, Brecheisen,& Stephens, 2003; Xin, Grasso, Dipipi-Hoy, & Jitendra, 2005), we contend that lack of methodological rigor and dearth of studies make the calls for additional sound research in school counseling particularly important. Also, the issues of treatment integrity and increasingly use standardized outcome assessments will enhance future school counseling interventions. From this study, one would learn that additional research is needed, however, from this research; data shows that school counseling interventions have a positive effect size on student outcomes. Furthermore, there were significant effect sizes for interventions at the elementary, middle, and high school levels. School counselors’ were able to increase students’ ability to solve problems while decreasing discipline problems. However, the researchers were unable to identify specific programs or approaches that produce positive outcomes. Additional research is needed to address what interventions for school counseling works, with what students, and under what circumstances. References Erford, B. T. (2011). Transforming the school counseling profession (3rd Ed. ). Upper Saddle River, NJ: Pearson Education, Inc. Whiston, Tai, Rahardja, and Eder. (Winter 2011 Volume 89). School Counseling Outcome: A Meta-Analytic Examination of Interventions. Journal of Counseling.

St Bartolomew

St B | What were the Immediate Causes of the Saint Bartholomew’s Day Massacre? | Document Sources 15,16,17,18| | Travis Bontorin| 10/24/2012| The immediate causes of the Saint Bartholomew’s day massacre, 1572 using the sources from Barbara Diefendorf’s â€Å"The Saint Bartholomew’s Day Massacre, A Brief History with Documents. | Since the Saint Bartholomew’s Day Massacre there has been a great deal of controversy over the causes and blame of the historic crisis. Any religious dispute is a very contentious debate due to the fact that there were generally very few impartial bystanders to record what took place.Given that the clash between the Protestants and Catholics had been an ongoing problem since Protestantism had spread to France in the early 16th century, documents that can be studied are often very biased, and historians must gather information from a third party perspective in order to form opinions about historic events such as the Saint Ba rtholomew’s day massacre. Attempting to figure out why such a horrific event happened is incredibly difficult. It is impossible to know why an individual acted the way they did unless they recorded their thoughts at the time.However, by encompassing various documents written by different individuals we are able to establish an understanding of the circumstances leading up to the massacre and hereby construct a recipe for the event. The formula for any sort of civil crisis is simple; it requires two groups of people who passionately disagree on an issue enough to fight over it, a situation that puts high levels of tension between the two parties, an established fear of the unpredictability of the opposing group, and finally a trigger.In the days leading up to Saint Bartholomew’s Day 1572, the recipe for a disastrous event unfolds and ultimately evolves into the slaughtering of thousands of Protestants in Paris and surrounding regions of France. As with any conflict, the re are two sides to every argument. The religious quarrel between the Catholics and Protestants was so extensive that three wars had been fought throughout the 16th century. The disputes branched out further than religious theology; politics were fundamentally based on religious structures causing the French Wars of Religion to also be a struggle over monarchial power. In an attempt to settle the disputes King Charles IX planned to have his sister Marguerite married to the Protestant King of Navarre, Henry of Bourbon. The wedding was intended to bring peace between the two factions, however many disliked the adjoining of the two religions through matrimony. The wedding, only six days prior to Saint Bartholomew’s Day brought many Protestants into Paris for the celebrations. The large increase of Huguenots arriving in Paris added to the tension between the Protestants and Catholics.Catholic Parisians at the time had a strong distaste for Huguenots. Bringing a large number of Pr otestants into Paris for the wedding in a sense was â€Å"setting the stage† for the pursuant massacre. 2 Even though there was a peace treaty established between the Catholics and the Huguenots, both factions very much disliked one another. In the days after the wedding there were celebrations being held throughout Paris, the festivities were to continue until after Saint Bartholomew’s Day.These celebrations were cut short due to the attempt on the life of Admiral de Coligny by a harquebusier out of a window belonging to the Guise family. As news of the wounded Admiral was spread around Paris it began to stir dismay to the Protestants. Huguenots occupying Paris demanded justice on behalf of the Admiral and blamed the Guise for the attempted assassination. It was reported by many Catholics that the Protestant outrage escalated to the extent violent threats towards all Catholics3 and even towards King Charles IX. Captain Briquemault, revealed that Huguenots had assemble d and were planning to attack the Louvre. 5 Catholics were under the impression that the Protestants were plotting some sort of revolt. Fear began to rise amongst the Parisian Catholics as they prepared to defend themselves against the possibility of a Huguenot attack. 6 The tension in Paris during the two days between the attempted assassination of Admiral de Coligny and the Saint Bartholomew’s Day Massacre could only lead to something bad.Catholics began marking themselves with white crosses so that they would not be mistaken as Protestant. 7 For two days neither Catholic nor Protestant made a physical attack at one another. The threats continued and with both factions at a standoff, waiting for something to happen, it was only a matter of time before the hypothetical powder keg would explode. It is still unknown who was directly responsible for the attempted assassination of Admiral Cologny. At the time, Huguenots were accusing the Duke du Guise because the shot was fired from a Guise house.Many people believe that it was the Queen, Catherine de Medici, who conspired to have the Admiral killed deliberately from the Guise house. Regardless of who was responsible in the days following the Catholics grew more and more fearful of the Protestants. Word was given that Admiral de Coligny would survive the attack; Catherine de Medici became very concerned that he would seek revenge. In a private court with the King she convinced him that something must be done about the Huguenots. The King was warned that the Protestants were planning to rise up against him and his state. Duke of Guise advised that they should â€Å"do to the same thing to them that the Huguenots planned to do to their Majesty†. 9 Charles IX then ensured that all Catholics within Paris were armed, he order at the gates to the city be locked so that no one could leave or enter, and that the boats on the river be chained so that no one could escape. 10 This was the trigger that set off the destruction. When merchants and bourgeoisie got word that the king had order the execution of the Protestants it was the spark provoked the massacre.The bell in the clock tower served as the signal for the Catholics to attack and at 11:00PM on Saint Bartholomew’s Day Catholics began to slaughter all the Huguenots in Paris, starting with Admiral de Coligny. 11 The term massacre is defined as a brutal slaughter of a group of people done without careful judgment or planning. The Saint Bartholomew’s Day Massacre did not happen without any planning; someone planned to have Admiral de Coligny assassinated but it is difficult to support the idea that someone had planned the massacre of the Protestants.The immediate events leading up to the event indicate that tension in Paris built up unto to point where something dramatic was going to happen, if not the massacre something else. The combination of the tension and fear surrounding Paris and the increased number of Protesta nts in Paris, the distaste that each religion had for one another, and finally the trigger of the King ordering the attack is what caused the Saint Bartholomew’s Day Massacre.

Chitizenship Coursework

On the Monday 19th January we decided to go to Meadow Primary School, which is mine and Katie's old primary school, to talk to a class of year 4 children about why we need trees. The group of children where specially selected by the Headmaster as they had recently been on a trip that had a lot to do with nature and involved many nature based activities. Our presentation included a short PowerPoint presentation on the topic we had chosen which was â€Å"Why we need trees†, and asking the children to answer some questions at the end on the topic, using the information that was provided in the presentation and some booklets that we had also made and provided. These included some information, questions and other activities, as well as a web site where they could get more information. We where originally going to plant a tree with the children as well, but because of unfortunate rainy weather we where not able to as the ground was to muddy and slippery. Describe your Role As my part I introduced who we where, why we where here and what we had come to talk about. I also talked about the contents of slides 1-8, as we decided to talk about the slides that we made, mine being about why trees are important to our and other animals survival. The slides did not only have information on but also some questions that I asked them to see how much they knew already and to get them involved to interests them more as I did not think they would be to interested with us just talking for about half an hour as the children between ages of 8 and 9. As we where early finishing I also took part in quizzing the children on the presentation, which was actually quite a good method to find out what they learnt, which in turn helped see how interesting and helpful our presentation was. Planning Stages We decided to do our presentation when we where looking through a booklet in our PSHCE lesson, that had suggestions in of what we could do for our coursework. We decided this could be fun for both the children and us and be an opportunity to see how well we can interact with children. We discussed a school that would be appropriate for us to go to and then got in contact with the head master by writing a letter. After he replied saying he would like us to go and see him, me and Katie went to see him to tell him in more detail about our intensions. After he said we would be allowed, we started preparing our presentation. We told him about the woodlands trust, and asked them if it would be ok to set up a school planting program. This would mean they would get tree, plants, and shrubs sent to them, which they could plant on the school grounds. This was also, where we got the trees that we would be planting from. After we finished the presentation and booklets, Katie and I went back to Meadow to arrange a date when we could go, and the group of students we would be presenting it to. Many different factors affected this as we where hoping to do it on a Monday afternoon when we had PSHCE as then we would not have to miss any of our other lessons, but it also had to be appropriate for the school, as we could not do it before Christmas as they had school plays and where doing other activities. The Headmaster also had important meetings, and wanted to see us do the presentation as well. My Contribution My contribution to the planning was helping to write the letter to the headmaster of Meadow Primary School telling him of our intensions and asking if we could go and see him to explain in more detail and hopefully get his permission to prepare and give a presentation on our chosen topic. When he replied I went to see him along with Katie to explain in more detail and get permission to give the presentation, and to arrange a group of children who we would be giving our presentation to. Once we knew this I started making slide 1-8 of the presentation. To do this I looked on the tree for all website to get some ideas and information about what I could include, along with various other websites that provided information about our chosen topic. Contribution of Others The rest of my group done very similar work to me as we wanted to make sure the work was split equally between us, and that we where all happy with what we where doing. As I mentioned before we all contributed to helping write the letter as we knew it would be important to get a reply. Katie came with me to see the headmaster to organise dates etc and explain in more detail about what we wanted to do. She also created the next part of the power point which was slides 9-16 which where about what problems where being caused due to there being less trees, and why they where being cut down. She also researched information on the internet a created slides 17-22 which where about what we could do to help and also a slide on the woodlands trust website as they played an important part I our talk. Kelly made the booklets that we gave to the children using the information that we put on the power point, and also finding pictures and activities that would help make the booklet more interesting. As we also wanted to plant a tree we got together to talk about where we could get one from, and decided that we talk to the headmaster of meadow about getting involved with the tree for all program which meant they would be sent boxes of trees, hedges, shrubs etc that would be at a suitable size to plant. He said that they where interested in doing this and was sent the box of plant life, and allowed us to plant one of them each instead of having to buy our own. Activity Log Activity Group/Individual Date Writing a letter to the headmaster Group 3/11/08 Meeting the headmaster to organise details Group 14/11/08 – 9/01/09 Researching information for the topics we where doing Individual 14/11/08 -06/12/08 Creating slides in the PowerPoint or booklets Group/Individual 14/11/08 -06/12/08 Talking about the presentation Group/Individual 19/01/09 Asking questions Group/Individual 19/01/09 We thought educating children about the value of trees would be a good idea because there where lots of things to talk about especially as issues such as global warming are now becoming a problem. We decided to talk to a group of younger children as we felt it would be more interesting for them and they would be more likely to listen and get involved. I also feel it is important to educate the children at an earlier age, so they will interested in helping by recycling, turning of lights etc at an earlier age, and get into a routine of it so it will carry on when they are older. Even though there was quite a bit of work involved I am still glad I decided to do the project because both the group and the children found it fun, although it was a bit disappointing that we did not get to plant the trees. When the headmaster replied to our letter, me and Katie went to see him which although was a bit daunting, it was also very helpful as he gave us some ideas and tips that could help us prepare the presentation and improve our work, which soon made us feel much better about going to see him again. Going to see the headmaster also helped me to see what it would be like in the future going to see an employer as I now know what its like to be questioned about what I want to do. I was so relived when he said yes because it was a school I was familiar with and also one of the easiest to get to, which made everything a lot easier to organise. It took quite a long time to prepare the presentation as we had to fit it all together, and find times when we all could get together at the end to edit the power point and make sure we all thought it was informational, yet not to complicated for the children to understand. We also had to make sure the booklets where informational yet fun so the children will take interest in them. A lot of the information we included we thought of ourselves, but researched facts that we could include to show them more clearly how bad problems like global warming and deforestation where getting, but telling them other things like what we can do to help we came up with ourselves from things we already knew. Team work played an important part in our project as we had to all do equal parts in order to make it fair, but we also had to be happy with the part we where given which we where. On my own it would have taken me much longer to do and also would have been more scary to do the presentation, so I'm glad I was able to work in a team as it made the experience more enjoyable. List of Supporting Evidence We have kept a copy the letter we wrote to the headmaster as proof of our visit, and we have also kept copies of the power point presentation and booklets. We where also given some copies of the letters that the headmaster sent out to the parents of the children to make them aware of our visit and our intentions, which has his signature and contact details of the school. There where also other documents that where created whilst organising dates etc which the headmaster, but we have not included them as they where just notes as a reminder of the date and time and other details like what age the children where. The power point was really just a background that would help us to give our speeches by showing facts and other details, and it also make the talk more interesting for the children, as we used bright colours and pictures. We choose a green theme as we thought that would be the most appropriate colour, and included pictures of animals as we told of how they could be affected if all the trees where cut down, because I think it is important the children know the effects global warming and deforestation has on the animals, as well as ourselves. I think creating the power point was the hardest part, because we had to make informational, but complicated to understand, which meant we had to be careful about what we talked about and our vocabulary, because if we mentioned something or said words that the children did not understand they would become confused, so we asked other people like our parents what they thought before we went back to tell him it was finished. The booklets where something we made as an extra for the for the children and consisted of activities like dot to sots and bullet pointed some information and facts that where mentioned during the presentation. We made them as an encouragement for children to do something more, like convincing their parents to recycle more etc, as they would be able to remember facts and what they can do to help better. We also included the Tree for All website on them, so they will be able to go on there and get more information and ideas. Use of Supporting Evidence I think writing the letter to the headmaster was the most important part of our work, because without it we would not have been able to do our presentation, and may have ended up doing something else, which would have been really disappointing. The power point was also important as it helped keep the children from getting bored, as well as reminding us what to say by showing facts and information, as without we would have had to memorise a speech which would have been hard to remember and probably quite boring for the children, which would have made it quite nerve wrecking and probably not as enjoyable. I also think it was better that we made booklets for them even thought they where not necessary, as it meant the children would be more likely to get involved as they had something that could tell them how, and them doing something like, turning of lights, recycling, etc would still be and achievement as our aim wasn't just to inform, but to try and convince them to get involved. Once we finished the presentation we questioned the children on what they had learnt, and this proved that we where successful in capturing their interest, as we where afraid of none of them getting involved and putting their hands up, but many of them did which was very pleasing as it meant our visit has had some kind of effect. Doing this presentation has also taught me some new things, especially when we where creating the power point, for example I now know that the Amazon Rainforest gives us more than 20% of our oxygen, and that nearly half of it has been cut down. I found this quite shocking, and it made me realise just how bad things are getting environmentally, and made me think more about what could be drastic effects that these damages could have, like more illnesses due to less trees removing the air pollution. I am really disappointed that we did not get to plant the trees as it would have been nice to give them and example, and it would have been a new experience for me, and a lot of the children who have never planted a tree before, although hopefully they will get chances in the future now that the school is getting trees to plant from the woodlands trust. I hope that they will enjoy doing this and that our visit will encourage them to do things outside of school and suggest ideas to any outer school clubs they go to, or get involved with activities and events that go on within the community. Evaluation of my Own Contribution I think I done my role within the group well because I created my faire share of slides for the power point, and helped organise the presentation, which meant going to meadow primary after school, as well as working on the slides. I also helped put the power point together and improve other slides that may have been a bit complicated. I think the amount of work we done was all fair and equal and I think we done it quite well, and I was especially pleased with how the presentation went as I was really nervous in case they found us boring or would not listen and where badly behaved, but luckily we managed t interest them as they where eager to answer the questions, although they could sometimes get a bit chatty when we started discussing things, although I am still really with how well behaved they where. Evaluation of Others Contribution I think everyone in my group worked really well, and I think we functioned well as a group, as we shared the work equally and had now arguments or disagreements about what we where doing , or over who was doing what. I think it was our good teamwork and cooperation that made everything go so well. I think Emma and Katie done a really good job of creating their slides for the power point and explained them in a calm yet interesting way. Kelly also did a really good job with the booklets and finding and creating activities for them. She was also very good with her timing during the presentation as she gave us enough time to do each slide, and also made sure we switched at the right point and stayed within time. I really enjoyed working with my friends and am really happy that everything went so smoothly because of our hard work and motivation. For my PSHCE project, me and my friends Kelly, Katie and Emma, wanted to do something to help the environment. We choose to do a project based around trees, as they are an important part to the survival of living things as they provide us with oxygen. They also provide homes and food for animals and resources for us. Due to the air pollution that is given off from transport vehicles, burning fossil fuels to make electricity, etc, as more carbon dioxide is released into the atmosphere, and traps heat emitted by the sun. This is called the greenhouse effect, and trees reduce the problem as they take carbon dioxide out of the atmosphere and give off oxygen. Cutting down the trees therefore speeds up the process and can lead to devastating effects like flooding that will be caused by the sea levels rising from the polar ice caps melting from the hotter temperatures. We thought the best way to help, would be to inform younger people as hopefully it would interest them at an early age to recycle, turn off lights and electrical appliances when there not being used, etc, and they would also encourage their parents and brothers and sisters to do the same. We decided the best way to do this would be to go to a primary school and give a small presentation and give out some booklets about trees, why they are important, what is happening and what we can do to help. We also thought that planting a tree with them would be a fun example and reminder of what they can do to help, as they would then see the trees everyday. The school we decided to contact was Meadow Primary School because it was near by and mine and Katie's old primary school, so we already knew the headmaster and the contact details. We decided the best way to contact him would be through a letter so we wrote one together explain what we wanted to do, why and what it involved. I put my phone number on the letter, and a couple of days later, he phoned us saying that he would be happy to let us give our presentation, and that we should go and see him after school to arrange some details. Me and Katie went because it was inconvenient for Emma and Kelly as they lived quite far away. Once there we talked about the details like when we should visit, which was preferably Monday afternoon as that is when we have PSHCE and so we would not be missing any of our other lessons. We also discussed which class we would be talking to and decided that our talk would fit in best with a group of year fours who had recently been on a school trip which had involved them learning about nature. Over the next week we created a power point presentation and some booklets. We decided to split the power point presentation into three sections, and we would each speak about the part that we done. I would be talking about why trees are important and where they are being cut down. Katie was talking about the problems cutting down trees was causing, and why they where being cut down, and Emma talked about what can be done to help. I got information of various websites which helped me to include some facts and figures, like who the Amazon Rainforest gives us 20% of our oxygen. As we where talking to children between the ages of we had to be careful of the language we used and how we phrased things, as they would not know as many words as us, and so may not understand if we said something that we had been taught in our lessons at school. I found this a bit difficult as when I am usually describing something, I like to use a wider vocabulary and try to make it very detailed, but as I had to do the opposite of this, I found I had to keep asking people for their opinion of whether the children would be able to understand, as although we did want to teach them something new, we thought it would be difficult and confusing for them to learn too many new words. When everyone had finished their part, we fitted the power point together and changed everything so it matched. We also read through it editing and adding in bits, like questions each part offered ideas from all of us making it better. When we where finished we gave Kelly the presentation so she would have the information she needed to create the booklets, which I think she done really well, as she found and created lots of activities for the children to enjoy. When we where happy with our final editing, me and Katie went back to Meadow to arrange a date for our visit, but due to the time we had some trouble, as we where doing exams, and they had Christmas plays, so we went back after Christmas and arranged the date for the 9th January. On the day we left our fourth lesson early, to get to Meadow before half two so we could prepare the presentation. While we where talking, the children where very quite and didn't talk at all, which although this was really good as showed they where listening, I did worry that they may be too shy or uninterested to answer the questions, but this was not the case. We found the children answered the questions with a lot of enthusiasm which was really pleasing as it showed they where interested in helping the environment, and capturing their interest was something we wanted to achieve. As it was to wet to plant the trees, instead we decided to spend the last 15 minuets questioning the children about the presentation, which I think went really well as like before, the children where all enthusiastic to answer the questions we asked, and gave us many of the points that where included in the power point. This was great as it showed that they had been listening and showed they where interested in the environment. I think that everything was really well although it was really disappointing that we did not get to plant the trees as it would have been fun and a great experience for us and the children, but we did get the satisfaction of knowing that they would be planting them some other time, and that they had learnt something. They also seemed to be really interested in the booklets that we made which was pleasing as hopefully they will have taken them home and done the activities and even tried some of the activities we recommended. I also hope that they will have tried to influence their parents and their siblings to help by turning of lights and recycling, as this could spread out through out the community and encourage many more people to start helping, which could have an impact on the amount of trees that are being planted and cut down.