Research Log Book Paper Example | Topics and Well Written Essays - 1750 words

Log Book - Research Paper Example It is also important to note that every new inventor of phonographs had their own distinguished motives attached to their inventions (Sterne, 2003). Where Berliner wanted to investigate aesthetic possibilities, Edison wanted to use it for educational and social purposes. So, the sound reproduction machines actually transformed into hearing machines that cultural and social values attached to them. From their onwards, there has been a continuous advancement in the given field. The first intended purpose of phonautographs was to produce sound on the paper i.e. create documents of sound’s frequency that can be read by humans instead of machines (Feaster, 2010). Later on, the same principle was used to recreate sounds. Personal analysis of this phenomenon of sound recreation helped in understanding that sound reproduction actually undermines the social process of sound creation. We are surrounded by machines in the form of amplifiers, roofer, hi-fi sonic systems, musical recording s that just reproduce the sounds burnt into optical discs. However, this burning of sound into disc not only put an end to a learning process that was a by-product of sound production on a paper but also fails to illustrate the actual experience of first production of sound. In addition to that, the essence of original sound is already lost too. The sound of music and speech that we hear every day in the compact storage devices is already tempered and edited. Therefore, the user of sound does not have access to the real sound. The only replication of real sound that is available these days is in the form of real-time radio. Although radio itself as a medium does not follow the principles of phonautographs however electronic devices used to play these radio channels do follow simple rules of sound reproduction. Hence, phonautographs do exist in 21st century as well but real sound is not in the reach of many of us. Second Entry: The Printing Press as an Agent of Change. Argument prese nted by Elizabeth Eisenstein illustrated the revolution in printing after the advent of typography. Although her selected time period and regional studies are rather limited and her analysis cannot be applied on general European and Asian literature however it does illustrate the transformation that medieval literature went through after revolution in printing press. More than Eisenstein, McLuhan appears to be a strong advocate of use of technology in preservation and dissemination of literature (Leed, 1982). McLuhan recognizes the importance of technological advancements for literature and believes in modification of typographic culture under the influence of electronic media. Where print helped in brining oral speech to a visual space, use of electronic medium is allowing this visual space to be at readily available for human use irrespective of time and space (Eisenstein, 1979). I personally use kindle for reading books which would have been impossible to carry with me otherwise. Eisenstein believes that most of the literature uses stereotypes and cliches for reproduction of literature and continuous reproduction can have an effect of reinforcement on those who have access to this frequently referenced literature (Odin, 1997). Hence, it can be said that emergence of printing press paved ways for more technological adv

An Effective Manager of Home Depot Essay Example for Free

An Effective Manager of Home Depot Essay According to Robbins and Coulter (2005), effective managers all over the world acknowledge the role that strategic management plays in their organization’s performance. Moreover, Drucker (2004) said that the gauge of an effective manager or executive is the ability to get the right things done. This typically entails doing what other individuals have ignored in addition to avoiding what is unproductive. Imagination, intelligence, and knowledge might all be wasted in an executive job without the attained habits of mind that form them into results. I believe that Bob Nardelli is exhibiting these characteristics and management style of an effective manager as he leads Home Depot to become continually successful in its operations. As he triumphed over various problems in managing the company and a s a result oh his managerial strategy, Home Depot is now has now increased sales by 60 percent and earnings per share by 105 percent (Business Week Online, 2006). During his first day as CEO at Home Depot in the year 2000, the company has various problems to deal with, some of which, were as follows: it lacked the necessary infrastructure to send even a companywide electronic mail, Home Depot stores were already run-down and was being known as a store with poor customer service, the stores’ shipments were logged using pencil and clipboard, and Home Depot stores did not have automated inventory systems (Sellers, 2001). Being a visionary leader that he is, Nardelli believed that better processes must lead to better quality ad higher profits for Home Depot. He employed strategic management in planning to improve the company. As asserted by Robbins and Coulter (2005), the prevailing belief in management theory and society on the whole is that managers are completely responsible or accountable for an organization’s success or failure. However, Nardelli demonstrated that aside from the fact that much of an organization’s success or failure is because of external forces outside of the manager’s control, the manager has a big responsibility in making decisions for the success of the organization. A major component of Nardellis far-reaching move to reform Home Depot, which is considered to be the world’s third-largest retailer, into a more centralized company, include importing people, ideas, and platitudes from the military (Business Week Online, 2006). This might be an unwelcome concept in management circles; however, Nardelli couldnt care less. He believes that it is a vital aspect of his strategy to lead in a cumbersome 2,048-store chain and get ready for its next leg of growth (Business Week Online, 2006). In an uncertain and dynamic environment, real world organizations employ strategic decision-making when making decisions offers managers with a comprehensive and systematic means for taking into consideration the external environment, concentrating on an organization’s strength, reducing weaknesses, and recognizing opportunities in which an organization can have a competitive edge (Shafritz Hyde, 2004). As maintained by Holstein (2004), the Nardelli decision-making model might help create a pattern for other CEOs who have been extremely frustrated and disillusioned by their lack of success in harnessing technology. In transforming Home Depot to what it is now, Nardelli increased information technology spending by almost 20 percent (Sellers, 2001). Then in year 2003 Nardelli spent a total of $400 million on inventory shipping and tracking systems (Sellers, 2001). Aside from these, Nardelli also spent around $250 million refurbishing Home Depot stores (Pellet, 2001). This included the installation of self-checkout systems in 800 stores to lessen customer lines and ease up salespeople. This also included the establishment of two-way cordless scanners, which enabled products to be price-scanned in the shopping cart, in this manner shortening lines. Being an effective manager, he also paid attention to motivating the organization’s workers. Armstrong (2002) said that in providing rewards to employees, supervisors and managers should identify what rewards will succeed for specific employees at any given time. Even though supervisors and managers might not be able to have power over certain rewards like benefits or wages, they have the liberty to give out rewards like recognition and praise. In Home Depot, Nardelli instituted innovations in providing rewards and in human resource management. First, he substituted 157 different employee evaluation forms with two (Pellet, 2001). In addition, coworkers, above and beneath them, rated aalaried personnel from the CEO down and salaries were derived from the scores. Then during a period when Home Depot was planning to hire approximately 100,000 new employees, Nardelli did not automatically fire those employees with poor scores (Pellet, 2001). Nardelli first requested for the advice of others and informed underperformers precisely what they were doing wrong. This way, Nardelli showed that it is important for a manager to vigorously seek opposing opinions and inquire regarding the basis for those opinions before selecting a course of action is being stressed, instead of acting on the basis of tacit or pre-arranged agreement. Necessarily, this needs constantly listening with real curiosity so as to promote development of different opinions and supporting rationales, instead of merely setting forth suggestions and working to make agreement around them (Drucker, 2004). Furthermore, Nardelli seemed to follow step two in Peter Drucker’s model (204) that executives require both themselves and their staff or subordinates what they contribute presently to the organization and what they could contribute to the organization in the future. In Home Depot, Nardelli asserted that in spite of whether a person’s belief of what he/she now contributes, or could contribute, equals his/her managers belief, emphasizing and bringing out the importance of everybody’s role as a contributor is necessary to the organizations general effectiveness. In initiating change in Home Depot, Nardelli showed that everybody in the organization makes decisions; nevertheless, decision-making is specifically vital in a manager’s job. I think that he followed what Robbins and Coulter (2005) said that decision-making is part of all four managerial functions – planning, organizing, leading, controlling, and that decision-making is synonymous with managing. Holstein (2004) has written that when Nardelli joined Home Depot, the challenge of improving the company’s supply chain and logistics became apparent because the company is way behind other stores in these areas. Hence, he established a model called â€Å"full truckload to the store,† which means that the more you brought, the more it would oblige you to sell, since you get kind of jammed (Holstein, 2004). In terms of information technology, at Home Depot, Nardelli has established a system of checks and balances (Sellers, 2001). The manner is which Nardelli is managing the technological transformation is attracting attention and interest from other executives and managers. Sellers (2001) said that Nardelli has borrowed from the CE playbook to establish a system of checks and balances on how technology is managed, and Nardelli has likewise incorporated technology decisions deeply into his business strategy in runring and managing Home Depot. Furthermore, Nardelli likewise employed building deeper relationships with fewer vendors. As stated earlier, the Nardelli decision-making model might possibly help create a pattern for other CEOs who have been exceedingly frustrated and disillusioned by their lack of success in utilizing technology. In conclusion, in transforming Home Depot to become the earning company that it is now, I believe that Nardelli demonstrated that leadership is the capability to influence people or groups toward the accomplishment of goals. As a process, Nardelli showed that leadership forms the goals of an organization or group, inspires behavior toward the attainment of those goals, and helps characterize organizational or group culture; hence, it is fundamentally a process of influence. # References Armstrong, M. (2002). Employee Reward (3rd Edition), CIPD: London. Drucker, Peter. â€Å"What Makes an Effective Executive,† Harvard Business Review, Vol. 82, No. 6, June 2004. Holstein, W. (2004). â€Å"The Depot goes digital: how CEO Bob Nardelli is managing a $2 billion technology transformation,† The Chief Executive. Pellet, J. (2001). â€Å"Mr. Fix-It Steps In,† Chief Executive. â€Å"Renovating Home Depot. † (2006). Business Week Online. Robbins, S. , M. Coulter. (2005). Management, (8th ed. ). Prentice Hall. Sellers, P. (2001). â€Å"Exit the Builder, Enter the Repairman: Home Depots Arthur Blank Is Out. New CEO Bob Nardelli Is In. His Job: To Tackle the Companys Renovation after Two Decades of Nonstop Expansion,† Fortune. Shafritz, J. M. A. Hyde. (2004). Classics of Public Administration, 5th ed. Belmont , CA : Wadsworth/Thompson

White Fang :: essays research papers

White Fang by Jack London, was written in 1906. The story is about a half-wolf, half-dog who is born from a she-wolf. His name is White Fang he is the only survivor of the litter. He becomes a pet of some Indians and becomes a great fighter. A man named Beauty Smith buys White Fang for liquor. Beauty uses White Fang to make money. He arranges fights to let people bet on, White Fang wins them all. Except A pitbull who bites White Fang in the neck and grips on. Finally a man named Weedon Scott punches Beauty and pries the pitbull from White Fang's neck. Weedon and White Fang became best friends, they loved each other. White Fang gets away and the rest of the story is about their friendship. There were many turning points in the story, some are bigger than others. When Weedon first helps White Fang and they become friends is a big turning point in the story. When the Indians first taught White Fang how to fight also was a big turning point because it shows he is wild. Near the end of the story White Fang and Weedon were living in Sierra Vista with Weedon's dad who was a judge. A man named Jim Hall was after Judge Scott, Jim Hall one night broke into their house. White Fang sensed his presence and fought with Jim and killed him. White Fang suffered a gun shot wound but was ok and lived the rest of his days in Sierra Valley. White Fang didn't make me feel any special way, books never make me feel a certain way. Otherwise it reminded me of my Dogs (not that are like White Fang but the bond we have together.) When Weedon saved White Fang made me feel like I'm the same way. Also when White Fang protected the Scott's reminded me of how my dogs would probably do the same thing because they are very protective. My dogs are very important to me just like White Fang was to Weedon. The book was very descriptive and it involved dogs and dogfights and cool stuff like that. On the bad side the book was long (25 chapters long) and very, very boring in some parts. White Fang is for people with a lot of time on their hand they would like to spend reading a book and like outdoor-like books, if you liked Call Of The Wild you probably will like this book.

I Have a Dream Speech

Throughout the 1960s, Martin Luther King, a famous activist, engaged in various civil rights boycotts and protests, helping to further the movement and gain its eventual victory. Out of all of his civil rights efforts, the â€Å"I Have a Dream† speech, given on the Lincoln Memorial in 1963, had the greatest impact on the world. The speech managed to illustrate the racist problems of the time and provoke the audience into feeling sympathy, while providing hope to the depressed African-American population.King's speech not only changed history for the black community, but it also gave hope to blacks throughout the world. His speech was so successful because he was able to arouse his audience to their feet and get them to take action in society. The reason for the great impact of the speech, â€Å"I Have a Dream,† is due to the tense social mood of the time and that it reflects the conditions of the time, giving black activists a vision for the future.It struck directly in to the hearts of blacks across America, and made whites ashamed of their actions and be willing to have a new start. In just 17 minutes, King influenced and informed the people about racial equality and fairness. Later, near the end of his speech, King continues to â€Å"preach† this point. For example, he stated, â€Å"†¦little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. King talks about the future and how one day, freedom will â€Å"ring† from all across the United States and how people of all races will be able to â€Å"join hands† and be â€Å"brothers and sisters. † He strongly desires a united world where racism will not exist. He says, â€Å"With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. † Overall, King intelligently used a we ll-planned structure to manipulate his audience into agreeing with him.

Article 6 of the European Courts of Human Rights

â€Å"The common law always contained due process principles. Article 6 of ECHR merely provides a new way of thinking about them as human rights. † Discuss.. Article 6 of the ECHR builds up a body of principles that relate to fair trial rights in regular courts. Nevertheless, an essential question which applies to both special tribunals and courts still remains whether they operate with sufficient fair trial guarantees. The term ‘due process’ refers to the legal obligation that a state must respect and provide all of the legal rights that are owed to a person.Due process balances the power of law of the land and protects the individuals from it. For example, when a government harms a person without following the exact course of the law, this constitutes a due process violation. The common law is a law developed by judges through decisions of courts and similar tribunals as opposed to statutes adopted through the legislative process issued by the executive bench. I t does contain due process principles as well as other basic human rights but it is to a certain degree. The European Court of Human Right which is located in Strasburg was established by the European Conventions on Human rights.It hears complaints that one of the 47 member state has violated the human rights written in the convention and its rules. Complaints can be brought by an individual or other contracting state and the court can also issue advisory opinion. Article 6 of the European Courts of Human Rights focuses basically on the right to a fair trial. Section 1 of the Article states that â€Å"In the determination of his civil rights and obligations or of any criminal charge against him, everyone is entitled to a fair and public hearing within a reasonable time by an independent and impartial tribunal established by law.Judgment shall be pronounced publicly but the press and public may be excluded from all or part of the trial in the interests of morals, public order or nat ional security in a democratic society, where the interests of juveniles or the protection of the private life of the parties so require, or to the extent strictly necessary in the opinion of the court in special circumstances where publicity would prejudice the interests of justice.. † The Section 2 of the same act states that â€Å"Everyone charged with a criminal offence shall be presumed innocent until proved guilty according to law.Section 3 explains further that â€Å"Everyone charged with a criminal offence has the following minimum rights: (a) to be informed promptly, in a language which he understands and in detail, of the nature and cause of the accusation against him. (b) to have adequate time and facilities for the preparation of his defence. (c) to defend himself in person or through legal assistance of his own choosing or, if he has not sufficient means to pay for legal assistance, to be given it free when the interests of justice so require. d) to examine or h ave examined witnesses against him and to obtain the attendance and examination of witnesses on his behalf under the same conditions as witnesses against him.(e) to have the free assistance of an interpreter if he cannot understand or speak the language used in court. † The reaction of the common law courts to the European Court of Human Right is seen in the response of two very important cases of H v. Belgium and James v. UK. In H v. Belgium [1987] H was a Belgian citizen who had been struck off the roll of the Antwerp Bar.H has tried unsuccessfully to be reinstated. The court held that there has been a breach of Article 6 by the tribunal that had considered H’s re-admission. The court’s reasoning was based on 2 grounds: firstly, there was no right to challenge the tribunal’s decision. And secondly, the decision was not adequately reasoned. In James v. United Kingdom [1986] the applicants were the trustees of the Duke of Westminster. The estate contained certain properties that had been let to tenants.The tenants had made use of the Leasehold Reform Act 1967 to buy the properties from the estate. The trustees complained that both the compulsory transfer and the prices received for the properties amounted to a breach of, inter alia, their Article 6 rights. The courts held that there had been no breach. The courts argued that: (a)Article 6 does not require that there be a national court with competence to invalidate or override national law. It does not guarantee any particular content for ‘civil rights and obligations’ on the substantive law of contracting states. b)In so far as the applicants considered that there was non-compliance with the leasehold reform legislation they had unimpeded access to a tribunal competent to determine the issue.In cases which determine civil rights and in criminal cases, it protects the right to a public hearing in front of an independent and impartial tribunal within reasonable time, the presumption of innocence and the other minimum rights for those charges in a criminal case such as: adequate time and facilities to prepare their defense, access o legal representation, right to examine witnessed against them to have them examined, right to the free assistance of an interpreter. Mainly most of the Convention violations that the courts find are excessive delays, in the violation of the â€Å"reasonable time† requirement. Another significant set of violations concerns the â€Å"confrontational clause† of Article 6 which protects the right to examine witnessed or have them examined. In this aspect, problems of compliance with Article 6 may arise when national laws allow the use in evidence of the testimonies of absent, anonymous and vulnerable witnesses.The response of the English courts to the Article 6 of ECHR was seen in the case of Fayed v. United Kingdom [1994] where the court argued that, â€Å"A fair balance had to be struck between the demands of the general interest of the community and the requirements of the protection of the individual’s fundamental rights. It’s not always easy to trace the dividing line between procedural and substantive limitations of a given entitlement of a domestic law. And in the case of Osman v United Kingdom [2000] allegations were raised about the alleged failure of the police to protect right to life and lawfulness of restrictions on right of access to a court. The appellants argued that thru k government had deprived them of a right of action in negligence against the police. The ECHR found that the appellants had been deprived of the right of access to the court. The ECHR went on to argue that Article 6(1) embodies the ‘right to a court’, of which the right of access, or the right to institute proceedings before a court in civil matters.The Article 6 of the ECHR is merely provided for thinking deeply about the rights to a fair trial more seriously as it could be ea sily breached by the courts. If it had been kept as a common law, the full rights of the individuals to an independent and impartial tribunal would have been not granted. And as a result of that, many individuals who have been accused of a crime would have been falsely imprisoned on the basis of not enough representation or unjust representation.

Michel Trudeau Killed by Avalanche in 1998

Michel Trudeau Killed by Avalanche in 1998 Michel Trudeau, the 23-year-old son of former Canadian Prime Minister  Pierre Trudeau  and Margaret Kemper and younger brother of current Canadian Prime Minister Justin Trudeau was killed by an avalanche in British Columbias  Kokanee Glacier Park  on November 13, 1998. Three other skiers also present on the slopes were rescued by a national park service helicopter from the provincial park in the wilderness area northeast of Nelson, B.C., where the young Trudeau was presumed to have been pushed off the ski trail by the avalanche and swept down into Kokanee Lake, where he was believed to have drowned. A private memorial service for family and friends was held on Friday, November 20, 1998, in Outremont, Quebec, though his body was never recovered from the lake. After the Incident Nearly ten months after the avalanche that killed Michel Trudeau, the Royal Canadian Mounted Police (R.C.M.P.) sent a dive team into Kokanee Lake to search for his body, but a long winter, cold summer, and snow in the Rockies hampered search efforts. Before beginning the search, the R.C.M.P. cautioned that it was possible young Trudeaus body may never be found because divers could only go down to a depth of 30 meters (about 100 feet) while the lake is 91 meters (close to 300 feet) deep at its center. After nearly a month of searching - largely due to the limited number of days of open waters on the lake and the high altitude that prevented deep diving - Trudeaus family called off the search without recovering the body and later erected a chalet nearby as a memorial to Michel. More About Michel Nicknamed Miche by Fidel Castro (of all people) during a visit with his grandparents to Cuba in 1976, Michel Trudeau was born only four months before on October 2, 1975, in Ottawa, Ontario. Upon retiring from politics, Michels father Pierre moved the family to Montreal, Quebec, where the 9-year-old Michel would spend the rest of his childhood. Michel attended the Collà ©ge Jean-de-Brà ©beuf before pursuing a graduate degree in microbiology at Nova Scotias Dalhousie University. At the time of his death, Michel had been working at a mountain resort in Rossland, British Columbia for about a year.   On November 13, 1998, Michel and three friends set out on a backcountry skiing trip in the Kokanee Glacier Park, but the avalanche separated the group from Michel as he was swept downhill into the lake.   After his death, a newly discovered varietal of rose was named after him, dubbed the Michel Trudeau Memorial Rosebush, with proceeds from sales of the new flower benefitting the Canadian Avalanche Foundation, which helps survivors and victims of Canadas many avalanches recover after getting caught in one of natures most destructive natural disasters.

Honest Iagos Truth through Deception

Honest Iagos Truth through Deception Free Online Research Papers William Shakespeare’s play, â€Å"Othello, the Moor of Venice,† is a masterpiece that displays the innate inner characters of mankind, both good and bad. It demonstrates the dangers of corrupt emotion and poisonous lies, as the villain destroys the lives of nearly everyone to convince Othello that his new bride is being unfaithful. The story reveals each character in their most simple form, by displaying their greatest weakness or vice. The catalyst that reveals to us each character’s truest emotions and qualities is the play’s villain, Iago. The character description at the beginning of the play presents Iago simply as â€Å"a villain† (1368). Describing Iago as a mere villain seems almost an understatement as the play progresses, and we gain full insight into Iago’s deceptive and wicked actions. Yet, throughout the story he is most frequently referred to as â€Å"honest Iago† by nearly every known character. Despite Iago’s mal iciously foul and deceitful actions, he earns his title of â€Å"honest Iago† in his ability to portray the other character’s inner personalities through his exploitation of their weaknesses. Through the mechanism of deception, Iago uncovers to the readers: Brabantio’s concealed racism, Cassio’s vanity, and Othello’s insecurity, possessiveness, and jealousy. At the play’s beginning, Iago incites Roderigo’s assistance in announcing to Desdemona’s father, Brabantio, that she has secretly married Othello. Iago hopes to spur Brabantio’s fury by kindling his racial tendencies, and despite Roderigo being left with the duty of informing Brabantio of the secret marriage, it is Iago that begins provoking the racial tensions. Iago first refers to Othello as â€Å"the old black ram† and Desdemona the â€Å"white ewe,† (1.1.90-91). This reference to a black ram insinuates correspondence with the devil, as the devil is often depicted as a black ram, as well as blatantly referring to him as the devil later. These implications by Iago later lead Brabantio to accuse Othello of devilry by using â€Å"spells and medicines† (1.3.63) to bewitch his daughter, an utter attack on Othello because of his color, as blacks were often associated with witchcraft and devilry at this time. Brabantio twice verbalizes his obvious distaste for blacks, the first being in Scene II when he tells Othello that without spells, Desdemona would never have ran to his â€Å"sooty bosom† (1.2.71) when she had already turned down the wealthy white men that had already wooed her. He further attacks Othello for his color when in front of the council, in Scene III, when he refers to Desdemona as â€Å"Being not deficient, blind, or lame of sense,† (1.3.65) as part of his arguments that Othello had bewitched Desdemona, inferring that Desdemona was not so unintelligent nor blind, as to have willingly chosen a black husband. But it was Iago that first instrumented the ideas of devilry and racism that caused Brabantio’s racism to come bubbling forth during his defense to the council, without which we may have never seen this side of Brabantio. Another casualty of Iago’s intuitively keen sense of propensity is Cassio, whose inherent vanity falls prey to Iago’s schemes. His desire for popularity is first revealed when he is convinced by Iago to drink, being goaded into believing that â€Å"the gallants desire it† (2.3.32), thus falling victim to his own desires to be well-liked. He is edged to drink more as Iago sings a song of how true soldiers can drink and are therefore real men, and again later, by Montano who swears that he will drink as much as Cassio can. Cassio, as the wine loosens his tongue, later demonstrates that he feels he is better than others because of his rank as lieutenant, stating â€Å"For mine own part†¦I hope to be saved† (2.3.87-88), but belittles Iago, saying â€Å"but, by your leave, not before me; the lieutenant is to be saved before the ancient† (90-91). His ego arises again when it is time to leave, and to convince his mates that he was able to drink withou t getting drunk, he states, â€Å"Do not think gentlemen, I am drunk†¦I can stand well enough, and speak well enough† (92-94). Once stripped of his position as lieutenant, Cassio bemoans not his loss of rank, but more-so his loss of reputation. Repeating and lamenting the loss numerous times and he states â€Å"I have lost the immortal part of myself† (2.3.236-237), again demonstrating with his inflated ego that he holds his reputation more important than anything else. Yet it is only through Iago’s manipulations are we shown Cassio’s high regard of himself. Iago’s most important victim is the principal character and protagonist, Othello. Othello has his own vices that are his weakness, an insecurity because of his race, and a jealous, possessiveness of the things that he has earned despite his race. Amongst the things he has won, is his respect and rank amongst the Venetians which he hopes will resolve him in light of his marriage to Desdemona. Yet when asked to speak regarding their courtship, his insecurity requires him to not stand alone in his trial, but to call for collaboration from his bride. His bride is perhaps his most prized possession that he has won, and he is very possessive of the fact that he has won her. He openly flaunts her, kissing her in public when arriving to Cyprus. But when Iago drops the smallest hint of Desdemona’s infidelity, Othello rapidly grasps the idea and allows it to eat away at his love. Iago begins as simply as saying that Cassio had stolen away â€Å"guiltylike† (3.3.41) when th ey spot him talking to Desdemona, and this was enough to froth Othello’s insecurity and jealousy. As Othello’s insecurity regarding Desdemona’s fidelity grows, it feeds his jealousy and possessiveness of her. Othello’s insecurity in his color makes him question if it is a reason for her stray, saying â€Å"for I am black, and have not those soft parts of conversation that chamberers have†¦she is gone† (3.3.279-83). His possessiveness is demonstrated in the same stanza, â€Å"That we can call these delicate creatures ours and not their appetites! I had rather be a toad†¦than to keep a corner in the thing I love for others’ uses† (285-89). His jealousy incites him to charge Iago with the slaying of Cassio for adultering his wife, and to strangle Desdemona himself that night in bed. Had it not been for Othello’s vices, his insecurity, jealousy, and possessiveness, Iago would have never been able to prey upon his love. If Othello had been able to think clearly, without the tainting of delusive emotions, he may have steered clear of Iago’s fallacious accusations and found truth in Desdemona. However, Iago instrumented Othello’s flaws to his own advantage and thus destroyed Othello’s judgment. As Iago so brutally manipulated each character to their own demise, he fulfilled his own prophesy during the very first scene, â€Å"I am not what I am† (1.1.67). He fools the other characters that injudiciously call him â€Å"honest† Iago, but also fools the audience who believe that he is the most dishonest of all villains. Iago fools the audience into believing that he is most certainly not honest, when in truth, he has, through his deceptions, allowed for the truest and most portrayal of each character, including his own. Shakespeare, William. â€Å"Othello, the Moor of Venice.† Literature: An Introduction to Fiction, Poetry, Drama and Writing. Ed. X. J. Kennedy and Dana Gioia. 10th ed. New York: Longman, 2007. 1368-1468. Research Papers on "Honest" Iago's Truth through DeceptionWhere Wild and West MeetBook Review on The Autobiography of Malcolm XThe Masque of the Red Death Room meaningsComparison: Letter from Birmingham and CritoMind TravelThe Hockey GameThe Effects of Illegal ImmigrationCapital Punishment19 Century Society: A Deeply Divided EraHarry Potter and the Deathly Hallows Essay

Should Parents Be Held Responsible for the Crimes of Their Children

Should Parents Be Held Responsible for the Crimes of Their Children Who is guilty when teens break the law? Should parents be blamed? Read to know who should be responsible for the crimes of teens. It’s no secret that teens break the law, thinking they’re basically invincible. They engage in underage drinking, vandalism, also possession, and under the influence, of drugs. But then some young people commit much bigger crimes – felonies such as breaking and entering into a house, grand theft auto, even murder, and rape. Children of all ages are capable of breaking the law, but it can be speculated that adolescents tend to break the law more. Unfortunately, teens in American engage in some pretty risky behavior in their middle and high school years. And unfortunately, these crimes have severe consequences that last a lifetime. While these minors are often thought of as children simply making mistakes, they are still rational, mostly reasonable human beings who knowing exactly what they are doing. So, therefore, their crimes should not make their parents responsible. Should Parents Be Held Responsible for the Crimes of Their Children? Could not, for one, be responsible for the crimes of their children, because any person of sound mind is a rational being. They know when they are committing a crime and doing something wrong. It has nothing to do with their parents – unless the parents are condoning, encouraging or taking part in the crime; then, and only then, should parents be held responsible for their children’s crimes. It is rarely the parent’s fault, even if they do teach their children right from wrong. Many people attempt to commit a crime because they think they can get away with it. The same goes for teens committing a crime: They do it, most of the time because they anticipate getting away with it. This is no reflection of one’s upbringing – only the way that person views right from wrong. Even if the children are diagnosed as mentally unsound, insane, crazy, manic-depressive, it’s still not the parent’s fault. SINGLE-PARENT CHILDREN BEHAVIOUR If someone’s child commits a crime and gets caught for it, a parent should not be held responsible for the child because it is the child committing the crime, not the adult. Some may argue how a child’s sense of right and wrong derives from the way their parents raised them – which is true; however, in the case of committing crimes, a child can still steal a pretty piece of jewelry from a friend even if they were taught as a child not to steal. This has nothing to do with the parent, only the child, or teen, committing the crime. If the child commits the crime, they should be at fault and charged appropriately. If one’s child commits the crime, unless the parent directly took part in the illegal activity associated with their child, the parent should without a doubt never be held responsible – not morally, emotionally or legally – for this crime. Parents Are Not Guilty! Unless the parent assisted in helping the child commit the crime –underage drinking drug usage, for example – the adult should never be held responsible for the child’s actions. If a kid gets in trouble, it’s easy to blame the parents, attribute the mishap to how they were raised, the kind of family they were born to. But that is what is wrong with this country: no one takes responsibility for their own actions, especially if they’re minors. It’s a major problem. This way, people become adults never being accountable for anything – they just blame it on someone else. This isn’t the way to go; all it does is condition someone that they are not going to face consequences when the do wrong. Why is that detrimental? Because a person gets a pretty rough reality check as an adult when they are faced with legal charges for committing a crime. At that point, their parents surely aren’t even in the picture. Only the child/teen sho uld get penalized for committing and crime. IS GUN CONTROL AN EFFECTIVE METHOD OF REDUCING CRIME In conclusion, we all make mistakes, and many of us, even on accident, commit crimes (just look at how often people send friends or family members prescription pain-relieve medication. One word: felony). And when people committing crimes are caught, they get charged. The same goes for children, mostly adolescents. They generally know when they are doing something wrong, so they should always be held responsible for their actions – and not their parents. The same, of course, applies to teenagers: when they get caught committing a crime, their parents should never be held responsible unless the parents assisted in the crime. It’s time to hold young people responsible for their actions.

Mass human rights violations Essay Example | Topics and Well Written Essays - 3250 words

Mass human rights violations - Essay Example The concept of human rights and its application has seen tremendous expansion at the end of the 20th century1. The Universal Declaration of Human rights is an existing phenomenon in the global forefront for almost 50 years2. Majority of the people in almost all the countries in the world conceive that human rights are associated with the attributes of optimal protection and respect. Thinking in a most elementary dimension, human right can be regarded as the right of each individual for staying in the surroundings where he or she finds every opportunity in developing, living, working, relaxing, finding out various things for themselves and also be with other people, marry people of any ethnicities, rear their children and so on3. International laws have been formulated as well as implemented on an all round and global basis so that the human rights do not get violated 4and that all the individuals are treated on an unbiased yardstick of judgment in accordance with the international la w of human rights made by the International Courts. Despite that, it has been found that even after formulation of the human rights convention there has been a wide scale violation of human rights in an around many nations of the world5. It has also been argued that individual state policies of human right violation in various countries overshadow the application of international law and thus the weaknesses of international law in providing fruitful remedies is questioned to quite a robust extent6. In this paper, the discussion will be centered on the explanation of human rights laws provided by the international courts and they will be discussed in accordance with the case studies from different countries and the analysis will be directed towards the notion that whether the international law offer effective remedy in areas where the government of a state chooses in committing mass human rights violation within their own borders. Now, the subsequent section will discuss the notion o f human rights and provision of human rights within the international legal dimension. II. Human Rights 1. Basic facts In a nutshell, the definition of human rights can be stated as â€Å"the rights of human beings to live according to their nature and with other human beings†7. In the second half of the twentieth century various international standards were formulated and they became accepted on a wide basis over various nations of the world. 2. Human rights in international law During 1993, the United Nations World conference confirmed their commitment in association with established norms of human rights8. There have been various initiatives undertaken at international, regional as well as national levels for the protection of human rights. Individuals possess the rights to bring various human rights complaints before the regional courts for addressing their issues. The victims may have their cases heard before international governmental organizations but the national cour ts are in the current scenario are applying regional as well as international human rights standards. But unfortunately, it can be stated that practices of the states throughout the second half of the 20th century have shown many several evidences of violation of human rights on a wide scale basis. The violations which have occurred has taken a massive scale and they have been brutal in nature with infringement on â€Å"the right of life, physical and mental integrity and individual freedom† 9 In 1967, the United Nations classified the violations as gross human right violations of human rights. The phenomenon of gross violation of human rights is not a recent phenomenon. Since the period of 1945, estimations state that more people have perished as a consequence of gross human violation. Empirical evidences also reveal that the phenomenon of g

No topic Essay Example | Topics and Well Written Essays - 250 words - 18

No topic - Essay Example ups to effectively solicit diverse inputs and share knowledge, skills and abilities towards an identified goal; (2) simulations and games, where learning objectives can be achieved through designing instructional approaches with simulations (paralleling actual learning environments) and games that encourage thinking outside the box and soliciting the creative skills of students; (3) use of software applications in learning through searching and navigating online sites for research projects, essays, or taking academic performance tests and fun learning games; (4) collaborative writing, where students would be assigned specific research topics where essays are to be written through group efforts (this particular scenario could use research based strategies that include cooperative grouping and technological integration); and (5) blogging feedback was also one of the classroom examples evaluated which could be used in one’s classroom as a means of soliciting inputs, comments, fee dbacks from students using technological applications, as required. All of these implementation strategies are feasible and applicable in contemporary classroom settings where students are enjoined to participate and

Why men's basketball is better than women's basketball Essay - 3

Why men's basketball is better than women's basketball - Essay Example nt popularity because it was invented before women’s basketball, and this attributed to gaining of numerous fans by the latter compared to the former. In addition, numerous fans watching these games are interested in cheering the best players of the basketball, and it happens that men a good in playing basketball compared to women. Therefore, men’s basketball end up attracting a larger number of fans compared to women’s basketball (Kramer, 1). On the other hand, the notion indicating that men are good at applying various tactics through their talents while playing that the game has made their game is more attractive than women’s are. In this case, this essay will sets out to explore reasons that makes men’s basketball be considered better than women’s basketball. Men’s basketball game has been regarded to be more entertaining than women’s basketball, whereby men tend to be highly talented compared to women. Moreover, numerous people enjoy watching the contemptible dunks and struggles that these men endure to win a game. In fact, men have been identified to play in the upper professional raking perimeter that facilitates employment of various tactics and talents in a way that earns them victory. Furthermore, men’s teams have acquired attention from numerous fans that have a high preference of watching a game played by teams with professional skills (Kramer, 1). Therefore, given that men apply these tactics and their professional skills more than women do, this makes this brings excitement to their game. The mechanics and unique styles applied by men in playing their game have increasingly become attractive to the fans. In this case, men cultivate through the diversity of the athletes and these professional skills more than women do. In fact, men tend to evaluate their immediate situation prior to offering a response (Silverman, 1). There is differentiation between men and women’s styles of learning, which leads to a disparity in the process of

Concert Report Essay Example | Topics and Well Written Essays - 500 words - 8

Concert Report - Essay Example In readiness for the concert, I enjoyed a special dinner prepared for the audience. More specifically, LA Phil staffer introduced us to the evening classical concert amidst cheers from the audience. It was such a refreshing and joyous feeling to be part of this audience. The pianist and concert conductor, Christian Zacharias opened the Los Angeles Philharmonic Classical Music concert with a fascinating performance that left the audience in party mood and in happy feelings. The conductor manifested his creativity and perfection in playing neo-classical Danses concertantes to the enjoyment of the audience that kept their clapping and cheers for the longer part of his performance. The rhythm and the matching beats were resoundingly entertaining and seemingly derived the destined message in a light yet refreshing tone. The Concertmaster who played the Bach violin with immense energy and fun derived a sweet feeling as the audience enjoyed every tone, beat, and the rhythmic movement of his body. Indeed, Martin Chalifour left the audience craving for more of artistic expertise despite playing numerous sets of refreshing music. At some point, the band sought to remember the depressing feelings that Robert Schumann felt during their performance. This led to a sad feeling as the audience identified with the band’s expression of Schumann’s sad encounters. Nevertheless, Christian Zacharias led the band in clear beats, swift body movement, and rhythmic music flow to the amazement of the audience, which exhibited deep feelings towards the message communicated by the performers. Furthermore, the Walt Disney Concert Hall offered a resounding bass response, which completed a sweet tonal variation with the joyous violin. As such, I was able to identify and enjoy every tone, beat, and rhythms from the performers. However, at some point, the resounding bass response led to a booming sound, which disturbed my hearing thus creating a disturbing feeling. At the same time,

Leadership Research Paper Example | Topics and Well Written Essays - 2250 words

Leadership - Research Paper Example The leader faces many resistances while introducing a change in the ongoing process. But it’s his confidence and consistency that motivates him and guides him throughout his life. Leaders also have the unique capacity to foresee things which the people with non-leadership traits fail to realize. The focus of our thesis is to study the recent news articles related to leadership and learn the form of leadership those articles refer to. We have chosen Jay-Z as our leader as he is known to be equally successful in showcasing his talents of music and entrepreneurship simultaneously. Background Early life of Jay Z Born on the 4th of December 1969 at Brooklyn, he was known as Shawn Corey Carter to everyone. His childhood was spent among war & crime ridden environment of the Marcy Projects. He had the habit of writing since his childhood days. He was adventurous by nature & learnt bike riding at the tender age of four. A poetry that he revealed in Rolling Stone Magazine’s Novem ber 2007 issue says that, â€Å"I’m the king of hip-hop/Renewed like the Reebok/The key in the lock/with words so provocative/As long as I live†. He listened to Al Green, Stevie Wonder & Prince. He was a good student, good at sports & a happy-go-lucky kind of person. He always felt the need for a male in his house when his father left his mother. He was only 11 years old when this sudden change in his life totally shocked him. He lost his only mentor. To support his family he started rapping on the streets. Soon he was popular as a fledging rapper. The people who knew him started addressing him as Jazzy. He shortened this name & became known as Jay-Z. In his life, he found two people to guide him, one was a rapper named Jaz-O who taught him the tricks of the rap industry, and the other was a drug dealer. Jaz-O was experienced than him & they met for the first time in a contest to rap against each other. Jaz-O underestimated the talent of the 15year old kid & decided to sing with each other rather against each other. Its then he got impressed by the kid’s talent & decided to train him. Jaz-O advised him to practice as much as possible. Sources say that Jay-Z was found rapping in between his classes & during his lunch breaks at schools when most of the kid would involve in fights & games. Jay-Z also participated for a short time in a now forgotten group, named Original Flavor. It’s known that two of the popular rappers of present days hailed from George Washington High School & they used to be Jay-Z’s classmates. They are, Notorious B.I.G. & Busta Rhymes. (Heos 3) The onset of success Struggle & tough times were all around Jay-Z. Still he managed to make a great decision. He decided to start his own music label instead of signing other renowned labels. This strategy would surely cut the cost of middleman still it was risky enough. His friends, Kareem Burke & Damon dash helped him in the formation of Roc-a-Fella Records. (starpu lse.com) Damon dash had a childhood similar to him; he was raised by a

Concert Report Essay Example | Topics and Well Written Essays - 500 words - 8

Concert Report - Essay Example In readiness for the concert, I enjoyed a special dinner prepared for the audience. More specifically, LA Phil staffer introduced us to the evening classical concert amidst cheers from the audience. It was such a refreshing and joyous feeling to be part of this audience. The pianist and concert conductor, Christian Zacharias opened the Los Angeles Philharmonic Classical Music concert with a fascinating performance that left the audience in party mood and in happy feelings. The conductor manifested his creativity and perfection in playing neo-classical Danses concertantes to the enjoyment of the audience that kept their clapping and cheers for the longer part of his performance. The rhythm and the matching beats were resoundingly entertaining and seemingly derived the destined message in a light yet refreshing tone. The Concertmaster who played the Bach violin with immense energy and fun derived a sweet feeling as the audience enjoyed every tone, beat, and the rhythmic movement of his body. Indeed, Martin Chalifour left the audience craving for more of artistic expertise despite playing numerous sets of refreshing music. At some point, the band sought to remember the depressing feelings that Robert Schumann felt during their performance. This led to a sad feeling as the audience identified with the band’s expression of Schumann’s sad encounters. Nevertheless, Christian Zacharias led the band in clear beats, swift body movement, and rhythmic music flow to the amazement of the audience, which exhibited deep feelings towards the message communicated by the performers. Furthermore, the Walt Disney Concert Hall offered a resounding bass response, which completed a sweet tonal variation with the joyous violin. As such, I was able to identify and enjoy every tone, beat, and rhythms from the performers. However, at some point, the resounding bass response led to a booming sound, which disturbed my hearing thus creating a disturbing feeling. At the same time,

Executive Summary Essay Example | Topics and Well Written Essays - 250 words

Executive Summary - Essay Example This makes it a highly decentralized entity. This necessitates an internal communication arrangement that can successfully deliver information to its internal audience working in diverse regions (Gillis & IABC, 2011). Using a centralized communication structure facilitates effectiveness in delivering information to relevant people. The structure requires several experts that enhance diverse communication functions with the massive marketplace. This is through initiating information delivery relationships. Furthermore, the organization contains an aspect of dual reporting that facilitates the harmonization of internal information (Gillis & IABC, 2011). Utilizing decentralized communication structure escalates the consistency of relayed information to the inside audience. It also enhances reserve exploitation in executing HP programs. The company’s delivery of information to the outside audience occurs through corporate communication where decided ideas are relayed to the public. The corporate communication office embraces the centralized message delivery tactics (Gillis & IABC, 2011). The ideas that emerge from centralized decision-making are transferred to the outside audience through the media. The notable method entails press releases from the communication office to clients. Communicating information intended for the global audience takes place through writing the message in multiple languages (Gillis & IABC, 2011). This ensures that international clients comprehend the information when it is released in their language. In summary, organizational communication entails offering information to both the workforce and the public. A centralized internal communication structure escalates the efficiency of relaying messages to the workforce. External communications use a corporate approach where decided info rmation is offered through press releases in multiple languages for global client

Outback Steakhouse Case Essay Example for Free

Outback Steakhouse Case Essay Outback has clearly defined strategic goals that give a clear sense of where the company is headed in the future. The company intends to drive its future growth though a four pronged strategy. First, they want to continue to expand in the U.S. with an additional 300-350 Outback concept restaurants. They also plan to develop a second system of franchise restaurants called Carabbas. After that, the founders may develop additional themed restaurants, and branch out into international franchising. To achieve these goals, several operational goals have been defined. The owners will continue to focus on the development of Outback, because â€Å"there is still a lot of work left to do there.† Also, expanding Outback to greater levels will provide a strong foundation for the Carabbas venture. As Joe Coffer said, â€Å"I see [Outback] as the McDonald’s of the future, except a step up.† The operational strategy right now is to continue expanding Outback operations, and continuing to build their reputation as the premier mid-level steakhouse. There are many standing plans outlined in the text, but two of note deal with the promotional strategy and staff training. All job candidates for the restaurant staff are required to pass an aptitude test that assesses basic skills such as making change. Also, every candidate is interviewed by two people, and undergoes psychological profiling. With regards to promotion, Outback does local advertising on billboards and TV, but most of their promotion is done through community involvement. Actions speak louder than words, and the founders know that – their community involvement helps â€Å"build friends and an image of great food at a great price.† A single use plan was put into effect when the company needed additional venture capital to fund Outback’s early stages. They planned to offer a portion of the company for public sale. A project schedule was developed, outlining exactly what was needed for the plan to be a success. They needed to raise at least 1.5 million to finance the purchase of equipment for the next year. They wanted to sell enough stock, priced at about 20% of the highest restaurant stock, to finance about 18 months of operation. Their well-defined project schedule paid off, and by 1994, sixty-eight million dollars were raised. 1. The Outback Steakhouse uses various types of controls that ensure high quality, efficiency, and customer satisfaction. One feedforward control has been the development of the Outback kitchen. Bob Basham designed the kitchen for peak efficiency, occupying 45% of the area of the restaurant. Bob decided that by overdesigning the kitchen and underdesigning the dining area, the restaurant is better able to operate during times of peak demand, while maintaining a high level of quality. Controls are also used while the restaurant is in operation. The ratio of servers to customers at Outback is much lower than at the typical restaurant, and this is the key to Outback’s outstanding customer service. Outback employees typically only handle three tables at a time, so customers are served more quickly, and don’t feel rushed when ordering. Feedback controls are used when a new restaurant is opened and new employees are hired. The restaurant staff has four practice nights when charity events are held or the local media are entertained, before the restaurant is actually opened to the public. This gives the new employees some experience, but also provides a basis for discussion afterwards. By discussing the events of the practice nights, areas requiring improvement can be identified before the restaurant is open to the public. In a way, this is both a feedback and a feedforward control. External controls are not used extensively at Outback because of the relati vely informal organizational structure. Of course, company policy and procedures would be outlined during the orientation process, but there is not always a manager or supervisor watching you. The closest thing to external control outlined in the case would be Tim Gannon’s meeting and training sessions – upper management ensuring that the front-liners are behaving in a way that is consistent with the Outback philosophy. Internal controls are emphasized at Outback, through self-directed learning and personal growth. Trudy Cooper calls it the â€Å"learn-teach-learn approach.† As Chris Suiilvan explains, â€Å"Outback gives people a lot of opportunity to make some mistakes, learn, and go on.† 2. Both positional and personal power are utilized at Outback. The attention that Outback employees get during the hiring and training process would fall under legitimate power. The people that are training the new employees are experienced, knowledgeable workers the new employees are clearly their subordinates. However, aptitude testing and one-on-one training would make them feel important. Such attention can be strenuous and intimidating, but in the long-run this attention would send the message that the company cares and wants you to excel. Referent power is one of the most beneficial types of power to have in an organization, but is also one of the most difficult to create. At the ten meetings per year that Tim Gannon holds with staff members, referent power is utilized because Tim sounds like a cool guy. Employees work hard for him because he earns their respect and people want him to like them. Also, experience power would be present because of Tim’s extensive management knowledge and experience. People respect him because of the years he has invested in Outback. On the positional power side, reward power is used almost exclusively. Outback has provided ownership opportunities at three levels: at the individual restaurant level, through joint venture and franchise opportunities, and though the employee stock option plan. The first two opportunities require an initial investment, but the return is excellent. The stock option plan, I think, is an excellent idea, because it benefits everyone, and rewards loyalty and hard work. You are rewarded in proportion to what you have contributed to the success of the venture.

Extensive Reading Why And How English Language Essay

Extensive Reading Why And How English Language Essay An extensive reading program was established at the British Council Language Center in Sanaa, Yemen. An elementary level class of government employees (age range 17-42) was exposed to a regime of graded readers, which was integrated into normal classroom teaching. Students followed a class reader, had access to a class library of graded readers, and had classes in the British Council library, which gave them access to a collection of 2000 titles. Questionnaires were used to examine students reading interests, habits and attitudes, both prior to, and following the program. The class library contained 141 titles in the published readers of some major publishers (see inventory of titles in Bell, 1994). Familiar titles (e.g. popular Arab folk tales) were selected for both the class readers and the class library, so as to motivate the students to read. These titles proved very popular, as did the practice of reading aloud to the class. Students reading was carefully monitored; formal and informal records being kept both by the researcher, and by the students themselves. Reading diaries and book reports were used, together with a card file system to document the program and record both the titles read and students written comments on the books. A wall chart acted as a focal point for in-class reading, discussion and exchange of titles. Reader interviews were conducted throughout the program, which ran for a period of six months over the course of two semesters. Students became actively involved in running the class library; tables were arranged and titles displayed attractively during the periods set aside for the reading program. Students were taken into the main British Council library for one lesson a week, during which they participated in controlled twenty-minute sessions of USSR 1 (cf. Davis, 1995). With reference to research evidence, we now turn to the role of extensive reading programs in fostering learners progress in reading development and improvement. The Role of Extensive Reading in Language Learning 1. It can provide comprehensible input In his 1982 book, Krashen argues that extensive reading will lead to language acquisition, provided that certain preconditions are met. These include adequate exposure to the language, interesting material, and a relaxed, tension-free learning environment. Elley and Manghubai (1983:55) warn that exposure to the second language is normally planned, restricted, gradual and largely artificial. The reading program provided in Yemen, and the choice of graded readers in particular, was intended to offer conditions in keeping with Krashens model. 2. It can enhance learners general language competence Grabe (1991:391) and Paran (1996:30) have emphasized the importance of extensive reading in providing learners with practice in automaticity of word recognition and decoding the symbols on the printed page (often called bottom-up processing). The book flood project in Fiji (Elley Manghubai: op cit.), in which Fijian school children were provided with high-interest storybooks, revealed significant post treatment gains in word recognition and reading comprehension after the first year, and wider gains in oral and written skills after two years. 3. It increases the students exposure to the language The quality of exposure to language that learners receive is seen as important to their potential to acquire new forms from the input. Elley views provision of large quantities of reading material to children as fundamental to reducing the exposure gap between L1 learners and L2 learners. He reviews a number of studies with children between six and twelve years of age, in which subjects showed rapid growth in language development compared with learners in regular language programs . There was a spread of effect from reading competence to other language skills writing, speaking and control over syntax, (Elley 1991:404). 4. It can increase knowledge of vocabulary Nagy Herman (1987) claimed that children between grades three and twelve (US grade levels) learn up to 3000 words a year. It is thought that only a small percentage of such learning is due to direct vocabulary instruction, the remainder being due to acquisition of words from reading. This suggests that traditional approaches to the teaching of vocabulary, in which the number of new words taught in each class was carefully controlled (words often being presented in related sets), is much less effective in promoting vocabulary growth than simply getting students to spend time on silent reading of interesting books. 5. It can lead to improvement in writing Stotsky (1983) and Krashen (1984) reviewed a number of L1 studies that appear to show the positive effect of reading on subjects writing skills, indicating that students who are prolific readers in their pre-college years become better writers when they enter college. L2 studies by Hafiz Tudor (1989) in the UK and Pakistan, and Robb Susser (1989) in Japan, revealed more significant improvement in subjects written work than in other language skills. These results again support the case for an input-based, acquisition-oriented reading program based on extensive reading as an effective means of fostering improvements in students writing. 6. It can motivate learners to read Reading material selected for extensive reading programs should address students needs, tastes and interests, so as to energize and motivate them to read the books. In the Yemen, this was achieved through the use of familiar material and popular titles reflecting the local culture (e.g.. Aladdin and His Lamp). Bell Campbell (1996, 1997) explore the issue in a South East Asian context, presenting various ways to motivate learners to read and explaining the role of extensive reading and regular use of libraries in advancing the reading habit . 7. It can consolidate previously learned language Extensive reading of high-interest material for both children and adults offers the potential for reinforcing and recombining language learned in the classroom. Graded readers have a controlled grammatical and lexical load, and provide regular and sufficient repetition of new language forms (Wodinsky Nation 1988).Therefore, students automatically receive the necessary reinforcement and recycling of language required to ensure that new input is retained and made available for spoken and written production. 8. It helps to build confidence with extended texts Much classroom reading work has traditionally focused on the exploitation of shorts texts, either for presenting lexical and grammatical points or for providing students with limited practice in various reading skills and strategies. However, a large number of students in the EFL/ESL world require reading for academic purposes, and therefore need training in study skills and strategies for reading longer texts and books. Kembo (1993) points to the value of extensive reading in developing students confidence and ability in facing these longer texts. 9. It encourages the exploitation of textual redundancy Insights from cognitive psychology have informed our understanding of the way the brain functions in reading. It is now generally understood that slow, word-by-word reading, which is common in classrooms, impedes comprehension by transferring an excess of visual signals to the brain. This leads to overload because only a fraction of these signals need to be processed for the reader to successfully interpret the message. Kalb (1986) refers to redundancy as an important means of processing, and to extensive reading as the means of recognizing and dealing with redundant elements in texts. 10. It facilitates the development of prediction skills One of the currently accepted perspectives on the reading process is that it involves the exploitation of background knowledge. Such knowledge is seen as providing a platform for readers to predict the content of a text on the basis of a pre-existing schema. When students read, these schema are activated and help the reader to decode and interpret the message beyond the printed words. These processes presuppose that readers predict, sample, hypothesize and reorganize their understanding of the message as it unfolds while reading (Nunan 1991: 65-66). Practical Advice on Running Extensive Reading Programs 1. Maximize Learner Involvement A number of logistical hurdles have to be overcome in order to make an extensive reading program effective. Books need to be transported, displayed and collected at the end of each reading session. Considerable paperwork is required to document the card file system, reading records, inventories, book reports and in maintaining and updating lists of titles. Students should therefore be encouraged to take an active role in the management and administration of the reading program. In the Yemen program, students gained a strong sense of ownership through running the reading resources in an efficient, coordinated and organized manner. 2. The Reader Interview Regular conferencing between teacher and student played a key role in motivating students in the Yemen to read the books. This enabled effective monitoring of individual progress and provided opportunities for the teacher to encourage students to read widely, show interest in the books being read, and to guide students in their choice of titles. By demonstrating commitment in their own reading, teachers can foster positive attitudes to reading, in which it is no longer viewed as tedious, demanding, hard work, but as a pleasurable part of their learning. 3. Read Aloud to the Class In the Yemen study, reader interviews conducted with students revealed the popularity of occasions when the teacher read aloud to the class. The model of pronunciation provided acted as a great motivator, encouraging many students to participate in classroom reading. Students gained confidence in silent reading because they were able to verbalize sounds they previously could could not recognize. This resulted in wider reading by some of the weaker readers in the class. Often thought of as bad practice, reading aloud should play a full part in motivating the emerging reader to overcome the fear of decoding words in an unfamiliar script. 4. Student Presentations Short presentations on books read played an absolutely crucial role in the program and students frequently commented on the value of oral work in class for exchanging information about the books. The reader interviews revealed that most of the book choices made by students resulted from recommendations made by friends and not by the teacher. This demonstrates that given the right preparation, encouragement, sense of ownership and belonging, an extensive reading program will achieve a direction and momentum governed by the learners themselves; a large step in the promotion of student independence and autonomy. 5. Written Work Based on the Reading Effective reading will lead to the shaping of the readers thoughts, which naturally leads many learners to respond in writing with varying degrees of fluency. Elementary level students can be asked simply to write short phrases expressing what they most enjoyed about a book they read, or to record questions they wish to ask the teacher or other students in class. With intermediate students, book reports may be used, with sections for questions, new vocabulary, and for recording the main characters and events. At this level, summary writing is also a valuable practice because it allows learners to assert full control, both of the main factual or fictional content of a book, and of the grammar and vocabulary used to express it. Advanced students can be asked to write compositions, which, by definition, are linguistically more demanding written responses to the reading material. 6. Use Audio Material in the Reading Program The use of audio recordings of books read aloud and of graded readers on cassette proved very popular with the students in Yemen, and is advocated for wide application. Listening material provided the learners with a model of correct pronunciation which aided word recognition, and exposed students to different accents, speech rhythms and cadences. Student confidence in their ability to produce natural speech patterns and to read along with the voice of a recorded speaker is central to maintaining their motivation to master the language as a medium for talking about their reading. 7. Avoid the Use of Tests Extensive reading programs should be without the pressures of testing or marks (Davis 1995:329). The use of tests runs contrary to the objective of creating stress-free conditions for pleasure reading because it invokes images of rote learning, vocabulary lists, memorization and homework. Extensive reading done at home should be under the learners control and not an obligation imposed by the teacher. By their very nature, tests impose a rigor on the learning process, which the average student will never equate with pleasure. 8. Discourage the Over-Use of Dictionaries While dictionaries certainly have a place in the teaching of reading, it is probably best located in intensive reading lessons, where detailed study of the lexical content of texts is appropriate. If learners turn to the dictionary every time they come across an unfamiliar word, they will focus only on the language itself, and not on the message conveyed. This habit will result in slow, inefficient reading and destroy the pleasure that reading novels and other literature are intended to provide. Summarizing comments on the extensive reading done by his subjects, Pickard (1996:155) notes that Use of the dictionary was sparing, with the main focus on meaning. 9. Monitor the Students Reading In order to run an extensive reading program successfully, effective monitoring is required, both to administer the resources efficiently, and to trace students developing reading habits and interests. In the Yemen program, a card file system was used to record titles and the dates the books were borrowed and returned. Input from the monitoring process helps us to record students progress, maintain and update an inventory of titles, and locate and select new titles for the class library. It therefore serves both the individual needs of the reader and the logistical task of managing the reading resources. 10. Maintain the Entertainment This is perhaps the most important aspect of the program to emphasize. Teachers need to invest time and energy in entertaining the participants by making use of multimedia sources to promote the books (e.g. video, audio, CD ROM, film, etc.). They should also exploit the power of anecdote by telling the students about interesting titles, taking them out to see plays based on books, exploiting posters, leaflets, library resources, and even inviting visiting speakers to give a talk in class on a book they have read recently. In these ways, teachers can maintain student motivation to read and secure their full engagement in the enjoyment the program provides. Conclusion Tsangs (1996) study, carried out in Hong Kong secondary schools, provided further persuasive evidence of the effectiveness of extensive reading in fostering learners language development. He found that the reading program was significantly more effective than the writing program (1996:225) . Extensive reading programs can provide very effective platforms for promoting reading improvement and development from elementary levels upwards. Although they do require a significant investment in time, energy and resources on the part of those charged with managing the materials, the benefits in terms of language and skills development for the participating learners far outweigh the modest sacrifices required. If such programs receive institutional support and can be integrated into the curriculum so that they become agreed school policy, as suggested in Davis (1995), they will likely be more readily and widely adopted, particularly in countries where material and financial resources are adequ ate. Notes 1. USSR is uninterrupted sustained silent reading.

Lesson Learned Essay -- Personal Narratives Stealing Theft Essays

Lesson Learned There are so many events that change one’s life that it is rather difficult to try and decipher which of those events are most important. Each event changes a different aspect of your life, molding how one’s personality turns out. One of these events occurred when I was about twelve years old and I attempted to steal from a Six Flags amusement park. My reasoning for stealing wasn’t that I didn’t have the money, or even that I wanted what I stole all that badly, it was that all of my friends had stolen something earlier that day and didn’t get caught. After getting caught I resolved, because the consequences are just not worth it, never to steal or give into peer pressure again. It all began when a couple of friends and myself went to Six Flags for some fun right at the beginning of summer. We arrived there early in morning, which was about nine o’clock for us. The birds were chirping and the sun was bright. There was also a hint of dew, making the grass sparkle in the sunlight. The place was packed, people were standing in huge lines waiting to buy their tickets. My friends and I were lucky because we had season passes and just walked right to the front gate and walked in. Naturally there was a security check at the front gate, little did I know that I was going to run into them again in the near future. From there we went straight to the ride â€Å"The Mind Eraser.† It was always wise to go to that ride first, because as the day progressed, the line grew longer. Since the ride is only about a minute long, the wait then becomes to long to make the ride worth the wait. As we got on, all of us were a little jumpy. It was the first time being to the amusement park that year, and our stomachs were not immune to the s... ...o our red van not saying a word to me. On the drive home she gave me my punishment. The punishment was that I was to be grounded for an entire month, and reap the consequences with the law. I ended up sitting in my house for the first month of summer and losing two-hundred and eighty dollars, which was my fine for stealing. After that event, I made things very clear what I would never do again. From then on I never did something just because everyone else did. I would assess the situation and decide whether the action was worth it’s consequences. This event prevented me from becoming one of those people who break the law just because they can, or because it gives them an adrenalin rush. My actions on that fateful day were definitely not worth the consequences that I suffered, and because of that, I have been very obedient of the laws and rules that are around me.

Recognise and Immediate Action to Deal with Any Bullying, Harassment or Oppressive Behaviour According to Thepolicies and Procedures of the Setting

Unit 334 Support Children and Young People’s Health and Safety Task 2 After looking at my schools health and safety policy the school makes reference’s to current legislation and complies with Leicester city council legislation. To show that we understand the health and safety policy and that we will comply with it we have to sign a document. So if we use a chair instead of a ladder to put up a display and fall off the chair and hurt yourself you can’t sue the school or HCC. Task 3 Case Study 1 This would be a good place to visit as some of the children have never been but there are concerns about health and safety and the risk of being in a big open space but to minimise the risk a risk assessment will be done. This will identify the hazards and the control measures to reduce the risk. You would discuss this as a year group to ensure that all staff understand their roles on the trip. A letter will be sent home with the children in your year group to get parental consent if the school doesn’t have a parent signature the child will not be allowed to go on the trip. This letter also has all the information the parents will need to know like places they will be visiting e. g. a museum, butterfly gardens. Also in the letter it will have information such as 1. date the trip will take place 2. What clothing and shoes the children will need to wear. 3. Arrangement for packed lunch and free school meals and what drinks are suitable to take 4. The cost of the trip if any 5. When the trip will return back to school. They will be a slip at the bottom of the letter to return back to the school. For all staff and governors going on the trip they will be given a timetable with what will be happen during the day at set times and where to meet. This will also have the focus of the day. There will be a group list with the timetable which has the name of all staff that are going on the trip and the children they will be looking after and any one on one requirement’s. In the school office there are two lists, one which has all staff and governors going on the trip, there contact details, there emergency contact details, and the other list has all the children going on the trip and there emergency contact details. The school uses a ratio of 1:6 in years 1 &2 and a ratio of 1. 4 in year R against the national recommendation of 1. 8 for an infant school on a trip. All children are given name tags to wear with the schools details just in case they get lost or separated from their group with their names are facing down. Before going on the trip the children are talk to about stranger danger this not done intrusive with the children there are told never to lose sight the adult in there group so their will not need to talk to strangers when on the trip. This is done couple of times during the week as a class and in small groups. Case study 2 Amiria should say to the group of children let’s let the men get on with their work and engage them in an activity away from the fence, if there is enough space, if not she should take them inside. Because she doesn’t know if the men are CRB checked and following the schools child protection policy. Within my work place I support a child with physical needs so I have to be aware of where he is and what he is doing and point out potential risks to make him aware, such as walking across a classroom with toys in his path. In this case I stopped him and asked why that route was not a safe way to walk, I then discussed what could happen and together we chose a safer way to cross the room.

Conflict: The Watchmen Essay

In the Book The Watchmen tells a tale of a world on the brink of a nuclear war engineered by one man Adrian Veidt, whom comes in to conflict with his former team of masked heroes who would and do plan to stop him. Veidt in spite the consequences will stop at nothing to achieve his goal of world peace. This includes the killing of half of New York city. And proving that no matter how much you manipulate something the outcome will eventually be the same. Adrian Veidt is the smartest man in the world. He realized three years before killing half of New York city that the world would never reach world peace at the direction it was going with all the advances in technology and politics. He needed to strategically take all of his former teammates away from the equation. He did this because they were the only potential threat to his plan of eventual world peace. First Veidt Taking out the Comedian; the first person to realize his goal and also the person most likely to stop him from destroying his way of life. The Comedian had this sense of truth to him because he didn’t care for the conventional â€Å"all American† image. He understood that the world was a cold and cruel place. Those that understood that were the ones that would survive. The very thought of world peace destroyed his entire way of life. It was only natural that Viedt murder him first because the Comedian had the most to loose. Second was the perfect man Jon, whom was made of pure existence. Jon was also the United States only blockade against outside countries willing to over throw them with nuclear weapons. So basically Jon represented the only block between a war, take him out and tension will arise. Next he framed the only active member of his former team still at large, Rorschach for murder and thus taking out the person most likely to put pieces together and discover something wrong, and of coarse Rorschach did put them together. Before being framed for murder and disobeying the Kleen act (an act that outlawed vitualantism among normal citizens). What Veidt did not take in to account was two former teammates involvement, Nite-owl and Ms Jupiter. Rorschach warned them all of suspicion and as time when on the two remaining members untouched by Veidt’s plan, broke Rorschach out of jail and discovered the plan of Veidt’s to engineer a war. As all four Heroes rush to Veidt’s base of operations they learn that he has already killed Half the city claiming the cause to be of an alien attack. This in turn stopped the war from happening and unified the nations of the world against a threat much greater than any of them. The world’s last true hope for world peace yet if any of Veidt’s former teammates were to expose him the reaction would be immediate war and world destruction. The only team member not willing to bite his tongue is Rorschach, who before attempting to stop Veldt, sent a complete journal of his plan the city’s newspaper. Rorschach was killed because of his potential to leak Veidt’s innocence and destroy the world but the journal was mistakenly printed days later. In the end the fate was the same despite the manipulation of Veldt and the silent voices of his former teammates. If anything Veldt accelerated the destruction of the world.

Critically Compare the Concepts of Equal Opportunities and Sports Equity in British Sport

Critically compare the concepts of equal opportunities and sports equity in British sport This paper aims to compare the ideas of equal opportunities and sports equity with regard to sport in Britain. Within this structure, there will be particular emphasis on the theoretical approaches that are used to look at equality in British sport. A key part of this comparison is the study of (social) equality; this includes formal, radical and liberal interpretations of equality. The arguments and suggestions will be reinforced and supported by literature and other texts outside of just the sporting context.Many sports historians such as Holt (1989) say that sport, pre 20th Century, was almost private and restricted to the upper class minority. Recreational sports had a complex set of laws (i. e. tennis) this was to restrict participation from the lower classes. Another vestige of the times was the limitation of sport to women; this was not necessarily written law but was accepted none the le ss. Racism in sport was not tackled or even considered until well into the 20th century when the government introduced laws and legislation that banned prejudice based on race.As a consequence of these legalities, many recognised sporting institution in Great Britain have introduced policy and recommendations to deal with the problems of ‘inequality’ within their respective organisations. Nevertheless, as indicated by Guttman’s analysis (1978), continuous development in recent years has slowly begun to break down certain barriers to equality. Should someone wish to investigate further into actual modern equality work they can access a variety of net resources. A quick look at equality policies of the Football Association for example demonstrates that work is being done for the purpose of equality.Guttman (1978) even goes so far to say that in many sports worldwide, participants of any circumstance and environment are encouraged to participate. He also states howe ver that equality in sport and its aims is seen by some as a distant achievement, it remains unrealistic. Guttman’s (1978) study illustrates that as sport entered the 2nd half of the 20th century, systems that control other components of a balanced society would also affect modern sporting institutions in the same way In order to better understand the aim of this paper, a number of key terms need some more clarity. The first term that needs defining is ‘equality’ and more pecifically ‘basic equality’. According to Baker (2004) basic equality is the concept that people have the same worth and are consequently worthy of equal interest and value. Many would argue that certain individuals and groups have earned more respect than other people and therefore inequalities should exist. Maybe what we should be considering is a minimum level of equality, a fundamental idea of equality whereby people all exist at the same point of respect. This would mean putti ng a threshold on what it is to be human. As indicated by Craig and Beedie (2010) the study of equality is an area of fascination to many sporting sociologists.Coakley (2003, p326) states, that this curiosity is established because many believe that sport goes beyond monetary and economic inequalities. A common belief is that sport is available to all; irrelevant of which equality strand someone may fit into (age, race, ethnicity etc). According to Craig and Beedie (2010) some consider the sporting domain a discrimination free arena; where a result is contested on fair grounds and the result goes to those with the most aptitude or skill. Another key term is stratification. This is a way of breaking down the different levels of society based on their sociological group.This helps to highlight the in/equality that is present in sport. A number of actual examples have been highlighted by Craig and Beedie (2010). Examples of these stratification layers include; the system of class forma tion affects the poor, the working class, and the lower/ middle and upper classes, these structures all seem to be highly rigid. The concept of social class is best recognised by using Marxist ideas of capitalism, where the idea of equality is seen in financial terms. Feminism however opposes the theory that ‘class stratification’ is the most important foundation of social inequality.Justifications about the gender distinctions in a sporting context vary from those concentrated on a biological argument to the arguments that place more impetus on the social understanding of gender. There is a repeated and constant emphasis in sport and society on the power of patriarchal arrangements; this too is present in sport. Liberal equality can be a little difficult to decipher in that it accepts basic equality but denies some other aspects of equality. The main principle according to Baker (2005) is that inequality of income and power cannot be alleviated.Equality as a concept pl ays the part of controlling inequalities so that income and power are more fairly distributed. In a way it can be said that liberal equality requires supporting the bare minimum that people are allowed and have access to, whilst controlling the advantage experienced by those that have more. Baker (2005) further states that the main underlying belief of liberal egalitarianism is the upholding and support of the most basic rights that all should have access to. Equal opportunity of course plays a key part in this study. Liberal equality is often used in conjunction with equality of opportunity.This is where groups or individuals have equal access to the opportunity to gain higher representation within their respective circles. It is rooted in the idea that inequalities in power will be ever present. Baker (2004) summarises this sentiment, he claims that the point of equality of opportunity is for everyone to get a fair chance in the sociological struggle, within a society that is uneq ual. Baker (2004) describes equal opportunity as the belief that everyone in society deserves a fair chance to contest over the positions in society that carry the most power.This concept was first used officially in the French Declaration of human rights in 1789. It states that everyone can hold a position â€Å"within their abilities† (French Declaration of the rights of man 1789). These days institutions everywhere boast equality policies and equality laws that make the discrimination based on gender and race in social institutions against the law In support of this, equal opportunity claims that nobody ought to benefit or suffer from their social circumstances; any prosperity and expectation ought to come about due to personal skills and endeavours. Rawls (1971) labels this concept ‘fair equal opportunity’.He believes that education should be used as a vehicle by the lower classes to develop the skills that would put them into a more advantaged situation. Equ al opportunity is unachievable whilst those in positions of power use their influence to achieve hierarchy over others. Liberal equality approaches do not take into account the characteristics of structured inequality. Powerful social stigmas are not dealt with. We can therefore conclude that people’s opinions and beliefs (inequality) cannot change whilst such stigma still exist. Some would argue that this is good in theory but education doesn’t actually function in this way.A different aspect of equal opportunity includes establishing policies and legislation to assist people from minority groups in getting work and schooling/qualifications. Were people from minorities perhaps not supported properly in schools or education institutions then this could be down to them not having ‘equal opportunities’ to progress as the majority do. Baker (2004) appears to believe that the biggest sign of equal opportunity within an organisation is seen in the participation rates. A more comprehensive liberal equality view is that of Rawls (1971).This states that inequalities ought to favour those that need them the most. For those that believe in liberal equality this is not always the final solution however; improvements can be made to a number of factors contributing to equality, including: education, sport, the economy etc. A fine-tuning to these frameworks rather than completely overturning them is often the preferred way to achieve to equality. In order to understand liberal equality properly however, something to compare it to is required. Radical approaches to equality oppose the liberal view of equal opportunity.It maintains that in order to eradicate inequality much larger steps should be taken. Inequalities should not just simply be dealt with after recognition. â€Å"The key to this much more ambitious agenda is to recognise that inequality is rooted in changing and changeable social structures, and particularly in structures of dominatio n and oppression. These structures create, and continually reproduce, the inequalities which liberal egalitarianism sees as inevitable. † (Baker 2004, 18) This handsomely describes the way in which radical equality aims to eliminate equality compared to the liberal view.As oppose to the liberal view of concentrating on the power distribution allocated to individuals, the radical view allows for advantage to more than just individuals, but groups. On the contrary to liberal ideas of how power is allocated, the radical approach attempts find answers in the social connection between related parties. Another trend of the liberal approach is to reward individuals with their own triumphs and indeed failures. The radical approach on the other hand tends to attribute these triumphs and failures to larger social occurrences.As indicated by Baker (2004) many argue that the liberal approach to equality differs from that of equality of outcome. However, the radical approach, as does the l iberal approach encourages choice as the final outcome. There is no reason that both approaches to equality cannot allow for choice. In order to summarise the above comments â€Å"basic egalitarianism tends to concentrate on subsistence needs, liberal egalitarianism on the idea of a decent standard of living and radical egalitarianism on what people need for a full human life† (Baker 2004, 19) In order to fully understand this task, we must also look at the origins of sport in the UK.During the late 1800s (Victorian period) Great britain went through a major reform, this is commonly known as the ‘Industrial revolution’. It was driven by invention, engineering breakthroughs and class restructuring. A movement from farming and agriculture towards Industrial urban based work meant that labourers moved from the countryside to the city. This mass movement of workers into factories allowed the newly middle class employers considerate control over the workforce and the opportunity to influence the way workers should spend their leisure time.Throughout this era of reform, sport was still however considered an activity of the higher classes. The control exerted over the masses encouraged employees and workers into a different way to spend their leisure time. Structure in recreation became encouraged. According to Townson (1997) this became the norm as the middle classes had fears that the increasingly large urban population may become unruly. The idea of ‘rational recreation’ became the name of this notion. Over the years the bourgeoisie anticipated discomfort among the working class.Towards the end of the 19th century in Great Britain the concept of ‘Muscular Christianity’ (Holt 1989) was established in order to distract the masses from want to reform (Holt 1989) â€Å"The very idea of a play discipline would have seemed absurd, yet this is what a growing band of bourgeois idealists advocated during the second half of the century† (Townson 1997). Sport and recreation had been introduced by the bourgeoisie. This helped maintain a healthy labour force and diverted masses away from ‘urban radicalism’.It was during this time that the upper classes and more advantaged started to consider the importance of fairness through reform and education. While sport for the masses still took on a rational recreation edge, sport was undergoing a period of change. A combination of factors leading to this change included an emphasis on health through exercise (due in part to inferior performances from the British forces in South Africa) and an increasing emphasis on professionalism. Sports clubs and facilities were made available by middle class.Key factors that occurred during the Victorian period according to Davis (2000): †¢An ethical code produced by the bourgeoisie became associated with sport †¢Realisation of fair-play (introduction of rules and equal conditions) †¢Freedom at we ekends gave people more time for recreation. †¢Sport in education was limited to gym and discipline The second notable phase in british sport history swaying further towards equality was the establisment of the Wolfenden report of 1960. This was written for the Central Council of Physical Recreation by an autonomous group of individuals to determine the state of sport in the UK.According to Rous (1960) it was published to demonstrate the inequalities and problems that existed in UK sport in comparison with its peer countries. After the publication of the wolfenden report the government took yet a further step towards a more interventionist approach by establishing the GB sports council in 1972. Collins (2003) claims that this was an important step for the government, as it allowed authorities to make social and welfare provision for public sport After new labour came to power in 1997, sport was given a new social status.The organisation of UK sport structure at the time was con sidered an obstacle to governments recently set out aims: †¢Increased youth participation †¢Increased succes in elite sport This quote taken from Department of Culture, Media and Sport (DCMS) demonstrates the awareness that some had of the state of sport within the UK â€Å"There is a need for a radical rethink of the way we fund and organize sport, we offer a modernizing partnership with the governing bodies of sport† (DCMS 2000 p19).In the same review they also threaten Governing Bodies within sport with withdrawal of funding should they not meet required governmental targets. The 3rd and perhaps most important stage of movements towards equality came in the shape of sporting equity. Sport England (2000) very broadly defines sports equity as fairness in sport. According to Sport England (2000) sports equity is in place to make sport more accessible to everyone period. It is a concept larger than sports equality and all strands of equality are made irrelevant. Equi ty: In its simplest sense, ‘fairness’; the process of allocating (or reallocating) resources and entitlements, including power, fairly and without discrimination. It may also use positive action initiatives and measures to address existing inequities. † (Sport England 2000 p39) As already stated inequalities date back to the beginnings of sport, in some ways they were institutionalised (Sport England 2000). After all the development in sport however, cases of inequality do still exist. Even in todays modern society there are still only a handful of for example; ethnic minority ‘power’ in sport.Coaches seem to remain white, middle class. However, these inequalities are now recognised and agencies are putting in structures to improve the situation for these inequalities â€Å"Sport England is committed to supporting governing bodies in their quest to overcome inequality in sport† (Sport England 2000, p3). Equity in sport came around relatively la te. A number of thngs happened which really pushed the equity movement forward. Equity issues came under the spotlight during the Macpherson Report and the stephen Lawrence inquiry.Both of these highlighted the extent of discrimination still present in society. Sporting campaigns and government iniatives have pushed for further equity in sport and according to Sport England (2000) but have committed to further action in the future. â€Å"It cannot be assumed that any sport is open and accessible to all members of the community† (Sport England 2000, p4). Even the sport england equity page recognises that more needs to be done to secure access to sport for all. Further policy will be encouraged and implemented. Society is changing and the existence of organisations, societies or clubs that exclude large sectors of the population from their activities, whether directly or indirectly, is viewed as anachronistic and increasingly unacceptable†. (Sport England 2000, p3). This quote demonstrates that the government is aware of the mass change in stance towards inequality. Despite the emergence of sports equity policies and propositions; inequalities still exist in sport. This can be seen in the recent Luis Suarez racism case and the John Terry racism case. These examples demonstrate that equality exists at the highest level.Equality work needs further development, much in the same way sports equity has developed. References †¢Baker, J. ; Lynch, K. ; Cantillon, S. ; and Walsh, J. (2004) Equality: from Theory to Action London: Palgrave. †¢Coakley, J (2003) Sports in Society: Issues and controversies. New York: Mcgraw-Hill †¢Collins, M. F. with Kay, T. (2003). Sport and social exclusion. London: Routledge. †¢Craig P and Paul Beadie (2010) Sport Sociology. 2nd Edition. Active Learning in Sport †¢Davis, B. et al. (2000) Physical Education and the Study of Sport. UK: Harcourt Publishers Ltd †¢Department for Culture, Media and Sport . (2001a).Elite Sport Funding Review (chair, J. Cunningham). London: DCMS. †¢Guttman, A (1978) From ritual to record. New York. Columbia press †¢Holt R. (1989) Sport and the British: A Modern History. Oxford: Clarendon †¢Rawls, J. A. (1971) A Theory of Justice. Cambridge, MA: Harvard University Press †¢Sport and the community : the report of the Wolfenden Committee on Sport 1960 †¢Sport England, June (2000). Governing Body Resource Pack. Planning for sport. Factfiles: Sports equity †¢Stanley Rous. Chairman, Executive committee, C. C. P. R. 1960 †¢Nigel Townson 1997 The British at Play – a social history of British sport from 1600 to the present