Classical Theories Vs Psychological And Physical - 1712 Words

John Anderton, Classical Theories vs Psychological and Physical Passivism 1 The Minority Report movie is about a dubious yet powerful Pre-Crime program that utilizes psychic visions to imprison potential killers before they have acted. The film brings up concerns with the blemishes and disappointments of equity and science against the background of wrongful conviction. The film also deals with mass imprisonment, DNA innovation, and preventive detainment of warehousing criminals on the guise of future risk of criminal conduct (Bettridge, 2013). The Pre-Crime unit tries individuals in light of violations they have not yet committed and may require some far away and unimaginable innovation and pre-emotive policing. Computer calculations,†¦show more content†¦All the citizens are equal under the law and they all abide by the law, including lawmakers. Human beings have individual rights and these individuals make everyone equal. The classical theories also argue that human beings are self-seeking and self-interested. Furthermore, human beings have free w ill and the capacity to reason (Jung, 2017, Slide 3). John Anderton is fully aware of what is considered as a crime and the definition of being a criminal, but he still tends to commit a crime and kill a human being. He also uses illegal drugs and is obsessed with his past. He uses his own reason and what he does is a matter of individual choice. The intellectual shift is the extension of the focus on science from the classical model. It is about understanding the world and making progress by changing it. Based on the ideas of positivism, there is distinction between the normal and the deviant and the deviant behaviour is determined on factors outside the control of an individual. Positivism focuses on the characteristics of the offender and not the act (Jung, 2017, Slide 4). Some types of the positivisms are biological and psychological. The psychological positivism focuses on psychological explanations for crimes. It argues that criminals are made and not born. Through psychologi cal positivism, becoming a criminal andShow MoreRelatedQuestions On The Industrial Revolution1668 Words   |  7 Pages RAFAEL Z. I/O PSYCHOLOGY FINAL PAPER 1 More Bang For Your Buck? Pay vs. Motivation Rafael Zavala Fall 2015 RAFAEL Z. I/O PSYCHOLOGY FINAL PAPER 2 Table of Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Review of Major Theory†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4 Review of Chosen studies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4-7 Rà ©fà ©rences†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 Author’s Reflection†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 RAFAEL Z. I/O PSYCHOLOGY FINAL PAPER 3 Ever since the marking of the Industrial Revolution (1760-1840)Read MoreThe Criminal Justice System1700 Words   |  7 Pagesoffenders engage in criminal behaviour. In the 18th century criminologists such as Jeremy Bentham, Cesare Bonesana-Beccaria and Cesare Lombroso all established criminological theories, in an attempt to achieve this goal. The most influential theories are known as the Classical and Positivist perspectives. Both of these theories have had a long-term influence on the current Criminal Justice System. Which were so significant throughout the 20th and 21st century because they introduced effective new strategiesRead MoreRational Choice vs. Trait Theory Essay1492 Words   |  6 PagesRational Choice Theory VS. Trait Theory Student Name Criminology : Park University Online Program In this essay I will be comparing and contrasting the Rational Choice Theory(s) and the Trait Theory(s). We will start with the history of the two theories and progress toward some of the individual principles in the theories. Next step will be explaining how each theory contributes to criminal behavior. My closing paragraph will concludeRead MoreThe Classical School Of Thought1327 Words   |  6 PagesThese concepts in include the positivist vs. the classical schools of thought, changes in our understandings of what causes victimisation over time, official vs. unofficial data and the different definitions of crime. These concepts show how the discovery of the victim and the shift in focus from the offender to the offence from the past 30 years has changed the understandings of what the reasoning behind what causes crime. The positivist vs. the classical schools of thought: Modern Criminology isRead MoreAn Ideal Hero: Greek vs. Roman Essay1527 Words   |  7 Pagescultural propaganda. Greek Heros= models of courage skill to men (what to be) women (what to look for- sense of security). a. Dominant Theme: warrior code of personal honor and glory b. Contrasting themes: Family principle, simple country life vs. war, admiration of enemies. 5. Literary works by Homer Blind poet Homer - represents the culmination of a long and vigorous tradition in which oral recitation—possibly to instrumental accompaniment—was a popular kind of entertainment. Read MoreWho Is Lee Kamar?1638 Words   |  7 Pagesa rather remote area. I gained plenty of knowledge about farming as well as other little details that made me appreciate the simple things in life My behaviors were primarily influenced by both the environment and my genes. In the argument of Nature vs. Nurture, the biological approach focuses on a neural and genetic hormonal explanation of behavior which supports nature as the cause of our behavior in the argument, while on the other end of the argument (nurture), behavior is learnt and reinforcedRead MoreMy Personal Theory Of Counseling Essay996 Words   |  4 Pagesnature vs. nurture theory. Human nature is influenced by both nature and nurture. Nature is all that a man brings with himself into the world, and nurture is every influence that affects him after his birth. An individual’s morals, values, and beliefs are developed from the nurturing aspect of their life. The environment that an individual is raised in creates their human nature. Then they go through life developing more upon their own morals, values, and beliefs. The nature vs. nurture theory is anRead MoreAfter a century of criminological theory, why doe s crime still exist1815 Words   |  8 PagesAfter more than a century of criminological theory, a central question remains: why does crime still exist? To answer this question one must first come to a clear definition as to what crime actually means. In essence crime can be considered a social concept; a specific word attributes an individual to a particularly undesirable group. This allocations is based upon an event; some sort of wrong-doing or deviance from the norm which results in social, physical, mental, property or financial harm. TheRead MoreGrand Theory Paper: Harry Harlow1718 Words   |  7 Pageslarge stone to see what would happen. Harry would recount in his later years that he hit â€Å"rock bottom†Ã¢â‚¬â€he was a man who knew no bounds in effortless puns and unorthodox humor, especially given his astounding-unorthodox theories that went totally against the then current dogma of the theory known as behaviorism (Blum 9). Harry Harlow’s parents, Alonzo Harlow Israel and Mable Rock Israel were good parents who wanted a better future for their kids. Alonzo Harlow, Harlow was just like him in personalityRead MoreNature Vs Nurture : Assignment Written By Jessica Lovelock1386 Words   |  6 PagesNature Vs Nurture – Assignment written by Jessica Lovelock The Nature-Nurture debate has been scrutinised by psychologists for over a hundred years and, more recently, by biologists in the field of cognitive science. It inquires as to the influence of both ‘nature’; the hereditary present factors of a person determined by biological genetics; ‘Nurture’ is based on circumstance, the belief that the person we are is purely influenced by our environment, upbringing and circumstances that we encounter

Essay on The Role of Sex in The Epic of Gilgamesh - 818 Words

In The Epic of Gilgamesh it seem like the women have all the power. The women have great influences on the men. In Gilgamesh sex plays an important role, and it also seems that sex has a hold on Gilgamesh and also Enkidu - not just a hold on them, but more of an addiction throughout the story of Gilgamesh. In the beginning of the story, Gilgamesh has a great lust that leaves no virgin to her lover, neither the warriors daughter nor the wife of noble men. To me, the lust in Gilgameshs heart makes him a very selfish person. I think what makes Gilgamesh a selfish person is because the gods made him perfect, he was beautiful and strong as a savage bull and everyone feared Gilgamesh. Gilgamesh knew he had power so he abused it, because†¦show more content†¦Let them contend together and leave Uruk in quiet. Then Aruru makes Gilgameshs better half, Enkidu, from clay and set him down in the forest. For a while everything is fine in Enkidus life until one day a trapper sees Enkidu and notices that Enkidu is preventing the trapper from catching any game. So to his father and the father send the trapper to Gilgamesh to get a harlot to trap Enkidu. And how does she trap Enkidu? By using her womanly powers, sex, and these powers Enkidu cannot resist. When Enkidu tries to return to his home in the forest, roaming with the animals, the animals reject Enkidu. The wild beasts reject Enkidu when he has been with a woman, as if being with a woman is contaminating: When next he comes down to drink at the wells she will be there, stripped naked; and when he sees her beckoning he will embrace her, and then the wild beasts will reject him. So then the woman teaches Enkidu her ways. But then back with Gilgamesh, the power of lust and sex takes Gilgamesh and Gilgamesh try to take another virgin before the husband. Word gets back to Enkidu, who is the good to Gilgameshs evil, and Enkidu travels to Uruk to stop Gilgamesh. When Enkidu arrives Enkidu fights Gilgamesh. Its interesting to me that just as Gilgamesh is going to the bed of a newShow MoreRelatedThe Epic Of Gilgamesh By Andrew George And Monkey Essay1400 Words   |  6 Pagesago have always dealt with these problems simply because they are not male. A woman could show complete class, intelligence, and ambition and portray herself to be a powerful or even sexual being and she would still be given a hard time. The Epic of Gilgamesh translated by Andrew George and Monkey translated by Arthur Waley have fantastic examples of women being looked up to for being immortal, powerful, and sexless while other women are looked down upon for having any association with sexual activityRead MoreThe Epic Of Gilgamesh By Andrew George And Monkey Essay1380 Words   |  6 Pagesago have always dealt with these problems simply because they are not male. A woman could show complete class, intelligence, and ambition and portray herself to be a powerful or even sexual being and she would still be given a har d time. The Epic of Gilgamesh translated by Andrew George and Monkey translated by Arthur Waley have fantastic examples of women being looked up to for being immortal, powerful, and sexless while other women are looked down upon for having any association with sexual activityRead MoreGender Roles in the Epic of Gilgamesh Essay679 Words   |  3 PagesGender Roles in the Epic of Gilgamesh In the Epic of Gilgamesh, gender plays a very significant role. While women were not the most powerful gods nor the strongest or wisest of humans, they still had tremendous influence. Though the main characters of the story, Gilgamesh and Enkidu, are male, women did not play a necessarily minor role. With all the women that play a role in the Epic of Gilgamesh, gender is a topic worthy of discussion. The obvious role of men in the Epic of Gilgamesh isRead MoreTheme Of Sexuality In Gilgamesh1484 Words   |  6 PagesSexuality in Gilgamesh: Through history, independent cultures have developed stories, legends and myths that share common roots. From Shakespeares dramas to modern soap operas, the expression of the collective subconscious creates similarities in theme and purpose that transcend differences of time, genre, or race. Among these universal themes, one in particular echoes more than the rest: sexuality, and its importance. In the worlds oldest text, Gilgamesh, sexuality’s role is depicted prominentlyRead MoreThe Epic Of Gilgamesh : The Struggle For Women1183 Words   |  5 PagesThe struggle for women to play a significant role in history can be traced from the ancient Mesopotamians to the 1900’s. There has been a continuous battle for women to gain equal rights legally and to be treated equally in all aspects of life. The Epic of Gilgamesh contains some of the oldest recorded accounts of the roles of women and their importance in a functional society. Women have been viewed as anything from goddesses to unwanted servants throughout history, regardless of a variety of changesRead MoreThe Epic Of Gilgamesh And The Bhagavad Gita855 Words   |  4 PagesIn The Epic of Gilgamesh and The Bhagavad-Gita, gods play an important role in society and the way of life. In the Bhagavad-Gita, people portray their gods as almighty and perfect beings. In The Epic of Gilgamesh, the Mesopotamian people see their gods as imperfect, human-like beings. The way the people depict their gods, determines how long the religion will last and how much power the gods withhold. The fact that the gods in The Epic of Gilgamesh act a lot like humans, their power is minimalRead MoreAnalysis Of The Epic Of Gilgamesh 1119 Words   |  5 PagesTranslation Comparison Gilgamesh The Epic of Gilgamesh has been read and reviewed/ critiqued by numerous authors. I took the articles’ ‘Angiology in the Epic of Gilgamesh’ by Th. Jacobson, and compared it to Benjamin Fosters ‘A New edition of the Epic of Gilgamesh’ These two articles both critique the writings of The Epic of Gilgamesh but in different ways. Foster’s article is a critique on a critique that has been written about The Epic of Gilgamesh, where as Jacobson critiques the epic itself, so we areRead MoreGender Roles During The Epic Of Gilgamesh An Epic Poem 939 Words   |  4 Pages2017 Gender Roles In Gilgamesh, an epic poem, gender roles play a large role in the plot line. Even female goddesses had some key roles through this ancient epic. They might not have necessarily had the same strengths and duties to their male counterparts, but their roles were substantial. Even though the main characters in this epic, Enkidu and Gilgamesh, are male, women still had major roles in their tale. In the story of Ruth, Naomi and her mother-in-law defy gender roles and work forRead MoreAnalysis Of The Epic Of Gilgamesh And Odyssey Essay1548 Words   |  7 Pagesmisogyny into stone. There are some exceptional cases in the famous epic poems, the Epic of Gilgamesh of the Sumerians and Akkadians and the Odyssey from Homer of the Greeks. We all can agree that these epic poems or at most the authors did not view women with our modern perspective – equality among gender. However, we cannot deny that female characters helped set the path of the epic heroes’ journey to their goals . In these epic poems, women are portrayed as figures and themes of knowledge, motherhoodRead MoreThe Epic Of Gilgamesh : King Of Uruk1332 Words   |  6 PagesIn the verse narrative The Epic of Gilgamesh the principal character Gilgamesh, King of Uruk, is described as an entity that is two-thirds god and one-third man. Gilgamesh is a hero/protagonist who exhibits many more human features than divine features. This makes him a flawed hero because all humans are flawed. He is even described in human terms. â€Å"A perfect physical specimen, gifted athlete and sex machine† [Davis p.154]. His primary flaws are pride and arrogance with his pursuit for immortality

thesis statement example †pros and cons of minimum wage uk Free Essays

string(45) " the 50th and 90th percentile \(a 34% gap\)\." Introduction The National Minimum Wage represents a minimum amount, usually per hour, that most workers are entitled to receive for their labour. The introduction of the minimum wage has the objective of improving income equality, especially for those with fewer skills. The National Minimum Wage Act 1998 was introduced to the United Kingdom by the Labour Party, ensuring that almost all workers receive a certain remuneration for work performed (BIS, 2011) and is reviewed yearly by the Low Pay Commission (LPC). We will write a custom essay sample on thesis statement example – pros and cons of minimum wage uk or any similar topic only for you Order Now Not all UK workers are entitled to the minimum wage, with the self-employed and those of compulsory school age being exempt from the incentive. By definition, not all people in the country receive the minimum wage rate, however the employment law enforced by the Department of Business, Innovation, and Skills (BIS) aims to ensure that all employees over the age of 16 receive a minimum wage. The UK Government proposes that the National Minimum Wage protects low-income workers from low rates of pay, and provides greater incentive to work (BIS, 2011). Additionally, the BIS (2011) claims that the minimum wage ensures that business competitiveness results from the quality of goods and services rather than low prices enabled by low pay. Estimates put the proportion of UK working age individuals receiving the minimum wage at between four and six percent (LPC, 2007). The minimum wage has been proposed to improve the wage of the lowest earners of an economy, something that has been evident in those in the bottom half of the earnings distribution in the United States (diNardo et al., 1996; Lee, 1999). In the 1980s, the US minimum wage was fixed at a nominal level, therefore declining in relation to average earnings. This subsequently caused a dramatic rise in wage inequality for those workers in the bottom half of the wage distribution (Dickens Manning, 2004). These observations demonstrate the effectiveness of a minimum wage on improving wage equality at bottom end of the spectrum. HM Revenue and Customs (HMRC) enforce the adherence of businesses to the National Minimum Wage, and those employers found to be incompliant will face legal action. On a case-by-case basis, criminal proceedings may be enforced if employees commit any offences under the act. Such offenses include refusing to pay the minimum wage, failing to preserve or forging related records, and obstructing any investigation. Criminal proceedings may include a fine, and additionally the HMRC are able to seize property to obtain and enforce the minimum wage jurisdiction (BIS, 2011). Despite the introduction of the minimum wage as an employment law in the UK, not all employees receive a minimum wage. The National Minimum Wage Compliance Strategy (BIS, 2010) identified over 23,000 workers that were not paid the minimum wage in 2008/2009. Employee’s tactics to avoid paying this include keeping two sets of books, using accountants to falsify records, and failing to produce detailed records in effort to avoid conviction by the HMRC (BIS, 2011). Identification of these employees meant that it was possible to ensure payment in arrears for the neglect of the minimum wage. Whilst this is a positive outcome, and these neglected workers receive their entitled wages, ensuring employer compliance with the minimum wage is still a main governmental pursuit (LPC, 2012). The Low Pay Commission are continually identifying employers that are not paying their workers the minimum wage (937 cases in 2010/11). Additionally, data show that in April 2011, approximately 233,000 UK adults were paid less than the minimum wage (LPC, 2012). Not all individuals receiving less than the prescribed minimum wage (currently ?6.08 p/h for over 21s, ?4.98 for 18-21 year olds [HMRC, 2012]) are doing so against the minimum wage employment law. Exceptions include workers who have accommodation provided by their employer, apprentices and interns. One group particularly vulnerable to not receiving the national minimum wage is migrant workers. Research has shown that migrant workers have filled gaps in the UK labour market, however have also put downward pressure on wages at the bottom of the distribution, which have been prevented from falling further by the national minimum wage. The existence of a minimum wage to prevent wages falling further has positive implications for native workers, meaning they do not fall subject to lower wage rates. It also however, means that wages are unable to fall to a rate at which supply meets demand potentially leading to an increase in unemployment for those in unskilled jobs. The implications of t he minimum wage for unemployment are not constrained to the presence of migrant workers, and this will be discussed in more detail later on. As well as having an impact on the labour market, migrant workers have been shown to be examples of people in the country receiving less than the prescribed rate. Research by French and Mohrke (2006) found that some employers of migrant workers put various charges on their salaries, reducing wages below the minimum wage, and deducting accommodation fees that were in excess of the legal allowance. The exploitation of migrant workers was further highlighted by Moore and Watson (2009) who discovered that they were at risk from low wages, unclear payslips and unauthorised deductions from wages. It is therefore clear that the introduction of a national minimum wage in the UK has not provided everyone in the country with a wage above the prescribed rate, however the Government measures and implemented compliance enforcing techniques are further insuring that those entitled are receiving the minimum wage. There is considerable evidence to show a compression of the lower wage distribution and therefore improvement of wage inequality as a result of the introduction of a national minimum wage. Machin et al. (2003) investigated this effect in the care home industry, a low-wage heavy sector, finding that the minimum wage had a sizeable impact on wage dispersion. The inequality between those earning in the 10th percentile (the lowest paid workers) and the 50th percentile (mid pay-range) reduced from 21% to 9%. There was no change between wages in the 50th and 90th percentile (a 34% gap). You read "thesis statement example – pros and cons of minimum wage uk" in category "Essay examples" This effect is replicated in the UK labour market, with Butcher, Dickens and Manning (2012) finding evidence that income inequality at the bottom of the wage distribution since the introduction of the minimum wage. These findings demonstrate a ‘greatness’ of the minimum wage in achieving t he Government’s aim of protecting the lowest earners from low wages, and achieving a more equal wage distribution. Despite evidence of the desired effects on wage equality, the ‘greatness’ of the national minimum wage is something that has received debate since its introduction, with both scepticism and support for its effect on the UK labour market and economy. Economic theory would suggest that in certain economic conditions, such as a recession, a national minimum wage would inflict a negative impact on employment, with employers being unable to afford workers and these workers being unable to offer their services for a lower wage to escape unemployment. Additionally, there is some evidence to suggest that employers substitute their unskilled workers for increased use of technology (Bullock et al., 2001; Gilman, 2002) to maintain productivity. Despite this, investigations into the rate of unemployment have shown few effects of a wage floor on jobs (Petongolo Van Reenen, 2011). The LPC acknowledges the existence of a pay level that would ‘destroy’ large numbers of jobs and aims to ensure that the minimum wage does not rise to this level (Manning, 2012). The LPC does, however, highlight several issues that have arisen in the labour market as a result of the minimum wage, which may compensate for not cutting employment rates. These responses to increased labour costs include cutting overtime hours, decreasing annual leave entitlement and pensions, merging pay zones, and reducing working hours (LPC, 2011). Although keeping individuals employed, these compensatory measures may mean that workers are not actually receiving a gain from the introduction of a minimum wage. However, the LPC subsequently states that reduced hours have not affected weekly earnings. Another viewpoint is that the minimum wage actually encourages people into the workforce by providing increased incentive to work. For the voluntarily unemployed, it becomes more beneficial for them to enter into work instead of receiving unemployment benefits. This may explain why any effect of the minimum wage on employment levels in low-earners has been negligible (Manning, 2012). It is also important to consider the effects of having to pay a minimum wage on the employers. Some businesses have responded to the minimum wage by increasing their prices, or accepting a lower profit margin (LPC, 2011). This may have implications for demand for products, and lower profits will have implications for investment in technology, advancements and training, as well as business growth. Consequently, a slowing in business growth has implications for employment, living standards, and consumer confidence (Riley, 2006). Whilst employers may suffer with increased labour costs, the minimum wage has also been suggested to have an impact on the productivity of workers. Standard neo-classical models would suggest that when introducing a minimum wage, all workers producing an output (marginal product) below that of the wage rate would likely be dismissed, as the firm substitutes labour for capital. The productivity of the workforce would therefore rise, as the same level of output w ould be required from fewer labour inputs (Forth O’Mahoney, 2003). If this scenario holds true, it is evident again that unemployment would likely increase. Alternatively, as suggested by efficiency wage theory (Rebitzer Taylor, 1995), employees may increase their marginal product in response to increased motivation from higher wages. This may also occur as a result of further employer supervision of effort as employers seek to protect their increased investment. Additional hypotheses suggest that to avoid dismissal, workers seek to increase their skills and education and therefore the quality of their output (Cubitt Heap, 1999). This has positive implication for employment, as employers will not need to dismiss any workers and therefore output would rise equally with labour costs (Forth O’Mahoney, 2003). Opposing theories claim that rather than providing incentive to gain skills and remain in employment, the guarantee that all workers receive above a minimum amount will lead to lack of labour force skill development. It has been proposed that this occurs because young unskilled workers are enticed out of education and training and into the job market (Neumark Wascher, 2008) something that has been shown in other countries. The UK’s LPC are concerned that there not be an incentive for young people to leave training (Croucher White, 2011) and additionally have observed that the decision of young adults to stay in full-time education has been unaffected by wage rates (De Coulon et al., 2010). Whilst the improvement of pay inequality at the bottom end of the wage distribution cannot be disputed, raising the pay of low skilled workers may lead to the demand for companies to ensure the maintenance of pay differentials as higher-up workers insist on pay rises. In a case study, (Denvir Loukas, 2006) found that 56% of companies interviewed had changed their hourly pay rates for those earning above the minimum wage in order to maintain wage differentials. This puts further pressure on companies’ labour costs and pressure to maintain employment levels, prices and profits. Whilst the minimum wage is pulling the lower skilled workers out of poverty, it may seek to push the wages of those greater skilled and earning employees even higher, and thus furthering inequality at the between those earning in the middle and top percentiles. This is something noted by Manning (2011) who asserts that it is those earning in the middle part of the income distribution that are feeling the real squeeze in their incomes. Although the minimum wage serves to protect those at the lower end of the wage spectrum, those earning higher rates may also be pushed out of employment or forced to absorb the work of lower skilled workers as employers are forced to make redundancies. The introduction of a national minimum wage means that all workers meeting the criteria, regardless of location within the country, are entitled to receive the minimum rate or above. This has implications for those living in more expensive regions of the UK, where the minimum wage has greater ‘bite’, reaching further up the wage distributions in certain geographic regions than others (Stewart, 2002). This therefore means that the effect of the minimum wage and way that it works will differ in each geographical area. Some theorists argue for a regional variation in minimum wages (Smith, 2006), founded on the argument that employment and company efficiency in certain regions may be adversely affected by a minimum wage rate that is above the region’s productivity levels (Dolton et al., 2008). For example, whilst a higher minimum wage may be applicable in a highly competitive and productive capital city, this wage rate may not be sustained in a rural community with lo wer costs of living. It must also be appreciated however, that productivity, unemployment and employment rates have varied across regions from well before the inception of the minimum wage. Investigation by Dolton et al. (2008) elucidates the impact of regional variation on minimum wage effects, showing that areas where the minimum wage has a larger bite experienced larger declines in the 50th percentile- 5th percentile wage ratios than elsewhere. They additionally found that these areas were more susceptible to higher rates of unemployment in the first few years of the minimum wage introduction, which then reversed with these areas experiencing lower rates of unemployment in the years to follow. Additionally, the discrepancy between the minimum wage bite between geographical regions does not just have implications for the labour market as a whole, it also affects individual workers differently. Whilst the wage has been introduced to reduce poverty, increase living standards and inequality amongst the low skilled workers, it seems ironic that this may be a case more greatly than for others dependent on where they live. Consider the case of a set of twin brothers, who both work as toilet attendants. On the minimum wage, twin A, who lives in Northumbria has a purchasing power 10% greater than twin B, who lives in greater London, meaning that twin B has to work an eleven days to be able to purchase the same goods as twin A (Office for National Statistics, 2010). Disparity such as this has been recognised by the UK government, reflected in the introduction of the London Living Wage, whereby London address holder employees of Greater London Authority member companies (such as the NHS) benefit from an increased wage rate. Overall, the ‘greatness’ of the minimum wage can be seen in its assurance that no employees of working age will be subjected to low or unfair wage rates. The national minimum wage ensures that no members of the labour force need live in poverty, although the regional variations in such a statement have implications. The quality of life and fairness for individuals provided by the minimum wage is of great importance, and this is something that is emphasised by the UK government’s efforts to ensure compliance to the minimum wage jurisdiction. Despite benefit for many individuals, a national minimum wage presents many implications for countries’ labour markets and economies. The results of these implications can be controlled with an effective wage floor rate, and the issue of balance should be carefully considered and monitored by any regulatory body. References Bullock, A., Hughes, A., Wilkinson, F. (2001) The Impact of the National Minimum Wage on Small and Medium Sized Businesses in the Cleaning and Security Sectors, Cambridge: Centre for Business Research. Butcher, T., Dickens, R., Manning, A. (2012) â€Å"The Impact of the National Minimum Wage on the Wage Distribution†. Research Report for the Low Pay Commission. Croucher, R. Rizov, M. (2011) The Impact of the UK National Minimum Wage on Productivity by Low-paying Sectors and Firm-size Groups. Research Report for the Low Pay Commission. Cubitt, R. Heap, S. (1999) Minimum wage legislation, investment and human capital, Scottish Journal of Political Economy, 46, pp. 135-57. De Coulon, A., E. Meschi, E., Swaffield, J., Vignoles, A., Wadsworth, J. (2010) Minimum Wage and Staying-on Rates in Education for Teenagers. Research Report for the Low Pay Commission. Denvir, A. Loukas, G. (2006) The Impact of the National Minimum Wage: Pay Differentials and Workplace Change. Research Report for the Low Pay Commission. Department for Business, Innovation and Skills (2011) National Minimum Wage Annual Report for 2010/11. London: Crown Copyright. Department for Business, Innovation and Skills (2010) National Minimum Wage Compliance Strategy. London: Crown Copyright. Dickens, R., Manning, A (2004) Has the national minimum wage reduced UK wage inequalityJournal of the Royal Statistical Society A, 167, 613-626. diNardo, J., Fortin, N., Lemieux, T. (1996) Labour market institutions and the distribution of wages, 1973-1993: A semi-parametric approach. Economertrica, 64(5), pp. 1001-1045. Dolton, P., Rosazza-Bondibene, C. Wadsworth, J. (2008) The Geography of the National MW, Report for the Low Pay Commission. Gilman, M., Edwards, P., Ram, M. Arrowsmith, J. (2002) Pay determination in small firms in the UK: the case of the response to the National Minimum Wage, Industrial Relations Journal, 33(1), pp. 52- 67. HM Revenue and Customs (n.d) The National Minimum Wage [WWW] HM Revenue and Customs. Available from: http://www.hmrc.gov.uk/paye/payroll/day-to-day/nmw.htm [Accessed 01/08/2012]. Forth, J., O’Mahoney, M. (2003) The impact of the national minimum wage on labour productivity: An analysis using industry data. Research Report for the Low Pay Commission. French, S., Mohrke, J. (2006) â€Å"The Impact of ‘new arrivals’ upon the North Staffordshire labour market†. Research Report for the low Pay Commission. Lee, D. (1999) Wage inequality in the United States during the 1980s: Rising dispersion or falling minimum wageQuarterly Journal of Economics, 114(3), pp. 977-1023. Low Pay Commission (2007) National Minimum Wage, Low Pay Commission Report. London: Crown Copyright. Low Pay Commission (2011) National Minimum Wage, Low Pay Commission Report. London: Crown Copyright. Low Pay Commission (2012) National Minimum Wage, Low Pay Commission Report. London: Crown Copyright. Machin, S., Manning, A., Rahman, L. (2003) Where Minimum Wage Bites Hard: The Introduction of the UK National Minimum Wage to a Low Wage Sector. Journal of the European Economic Association, 1(1), pp. 154-180. Manning, A. (2011) Wage inequality and job polarization show that it is time to be pursuing from the highest-earners to those with middle and lower incomes. [WWW] British Politics and Policy at LSE. Available from: http://eprints.lse.ac.uk/38319/ (Accessed: 01/08/2012). Moore, S., Watson, M (2009) UNISON Migrant Workers Participation Project Evaluation Report. London: UNISON Communications Unit. Neumark, D. W. Wascher, (2008). Minimum Wages. Cambridge: MIT Press. Office for National Statistics (2010) UK Relative Regional Consumer Price levels for Goods and Services for 2010. Office for National Statistics. Petrongolo, B., Van Reenen, J. (2011) The level of youth unemployment is at a record high. Policy makers should focus on strengthening and refining welfare-to-work and education-to-work programmes and forget about caps on immigration or reductions in the minimum wage which would do nothing to help. [WWW] British Politics and Policy at LSE. Available from: http://eprints.lse.ac.uk/38022/. (Accessed: 01/08/2012). Rebitzer, J., Taylor, L. (1995). The consequences of minimum wage laws: Some new theoretical ideas. Journal of Public Economics, 56, pp. 245-255. Riley, J (2006) AS Macroeconomics/ International Economy [WWW] Tutor2u. Available from: http://tutor2u.net/economics/revision-notes/as-macro-economic-growth.html {Accessed: 01/08/2012}. Smith, D. (2006) Does Britain Have Regional Justice or Injustice in its Government Spending and Taxation?, Economic Research Council Digest, 37(1), pp. 9-26. Stewart M. (2002) Estimating the impact of the minimum wage using geographical wage variation, Oxford Bulletin of Economics Statistics, 64(5), pp. 583-606. How to cite thesis statement example – pros and cons of minimum wage uk, Essay examples

Devil in the White City free essay sample

By using his charming personality along with his manipulative and witty characteristic, Holmes is able to target weak people and exert his power over them to avoid detection of his successful killings, piled debt and fraudulent behavior. Throughout Devil in the White City, Larson points to examples of how Holmes was manipulative, intelligent, and got most anyone he met to like him just by the way he presented himself. When he arrived to Englewood, Holmes first stop was the E. S. Holton Drugs pharmacy were he met an elderly women, Mrs. Holton, working by herself because her husband was up stairs dying of cancer. Holmes, having â€Å"sensed vulnerability, sensed it the way other men might capture the trace of a women’s perfume† (Larson 36), asked Mrs. Holton if she needed assistance in the pharmacy. She agreed to give Holmes a job working at the pharmacy. After Mr. Holton died, Holmes offered to buy the pharmacy from Mrs. He became known as America’s first serial killer and was active soon after Jack the Ripper committed his last homicide. At a first glance, the difference between the two stories is extreme. One exhibits the greatest achievements of mankind, while the other exhibits the deepest evils. Although this is partially true, the reality of it all, as the reader discovers, is that they are not all that diverse. The nature of people in the story comes from a mix of ambition, pride, and evil. Accordingly, their ideas and reasons for their actions are based on these same three elements. The similarities between Daniel Burnham and H. H. Holmes and their plans are proven to be extremely similar by assessing the damage, execution and performance of the men, and the psychological toll on society. The affects of both men include financial damage and multiple lost lives. The cost of the fair began to take its toll on the country from the very beginning. After the 500,000 people that had attended opening day were replaced with a mere 10,000 24 hours later, â€Å"the forces that had been battering the nation’s economy erupted in a panic on Wall Street that called stock prices to plummet. † Dozens of banks across the nation began to fail as well, including two national banks which during a meeting between the two leaders â€Å"one president calmly excused himself, entered his private office, and shot himself through the head. † Before the fair was even over, bankers who had invested in the fair, as well as the federal funds of Chicago, were worried since â€Å"Burnham’s department [has] spent over $22 million to build the fair†¦ more than twice the amount originally planned. † Even after it was over, â€Å"thousands more workers joined the swelling army of the unemployed, and homeless men took up residence among the great abandoned palaces of the fair. † These circumstances intensified the reasoning for the nickname â€Å"the black city† and even further brightened the contrast in not only the symbolic name but in the physical appearance as well with â€Å"the white city,† the clever name given the worlds fair. On a much smaller scale, Dr. Holmes created a financial scandal of his own. When he opened his hotel, he bought everything on credit. â€Å"He had no intention of paying his debts and was confident he could evade prosecution through guilt and charm. † Surprisingly, he managed to keep many possessions without spending any real money and didn’t have to face any furniture dealers or anyone â€Å"whom Holmes had cheated over the previous five years† for a long time. What ended up happening was that he had to face them all at once. In the fall of 1893 he attended a meeting that had an unexpected â€Å"two dozen creditors and their attorneys† to collect the $50,000 that he owed. The issues that were created with these mishandlings of money left a hole in the economy, and both projects contributed to it. Another large area of damage caused by these events is the death toll. Though the deaths caused by Holmes were intentional and the ones caused by the fair were by accident, the results were the same. During the construction of the fair, time became something of the essence, and Burnham reacted by speeding up production so much that it became unsafe. He doubled the amount of workers and had the usual eight-hour day extended. These actions were not well thought out and not safe. In April 1893, â€Å"four exposition workers lost their lives, two from fractured sculls, two electrocuted. The deaths brought the year’s total to seven. † Later, on July 10, â€Å"smoke began to rise from the cupola of the Cold Storage tower. † A fire had occurred in the same spot earlier due to a missing part in the construction of the building; however, there were no moves made to fix the building. Consequently, it went up in flames again and â€Å"in all, the blaze killed twelve firemen and three workers. † Comparably, In Holmes’ final confession, he admitted to killing 27 people. However some of the people he admitted to killing turned out to be alive, so the accurate count of homicides committed my H. H. Holmes will never be known. Also, at the end of it all, with the exposition finally closed, there was still a very long missing persons’ list of people who had set out to the fair but disappeared somewhere amongst the festivities. Including the murders committed by the serial killer, the Chicago world’s fair caused many unnecessary deaths. Though the obvious answer is that the serial killer was the main contributor, one could say that the same amount of blood is on both Burnham and Holmes’s hands. Neither man managed to escape the â€Å"evils† by any means. As far as the reader can tell, both men had the same basic strategies: dream, pursue, and achieve. They both had huge ideas that to some people would have seemed impossible and the desire to achieve them. The only difference was which side of the humanistic scale they were on. Essentially, the tactics hidden underneath of the facades were exactly the same: Burnham’s dream being the fair, and Holmes’s dream being a hotel which he could successfully lure women into and kill them without suspicion. Throughout the novel there are many examples of buildings and projects that Burnham had to complete. During the process of building each one there were always challenges that he had to overcome. Before the fair, Burnham and his partner Root were commissioned to build the Montauk. This building had to face a common problem for Chicago: the foundation. There was already a common solution for the problem; however, this building did not have a usual design and required a basement that could not be filled with stone pyramids as the usual design would have made it. Instead, he came up with a better solution that involved a â€Å"floating foundation,† and seemed to fulfill its purpose. The Montauk became the first building to be called a â€Å"skyscraper. † Since Holmes was not building a skyscraper and instead a three story hotel, he did not have the same issue. Instead, he faced another common problem: money. Though he was not poor, he was only a pharmacist and wished to be able to pay for the construction of a building that would cover the entire block. Just like Burnham, he came up with a solution. He took the role of a very patronizing contractor and â€Å"as workers came to him for their wages, he berated them for doing shoddy work and refused to pay them, even if the work was perfect. † When the workers quit, or got fired, Holmes was left with the work the builder had already completed, and the same amount of money. Both men were faced with challenges, and being the geniuses they were, they came up with practical solutions. To set goals and achieve them is the basis of many people’s lives; the only varying aspect is the goals themselves. Finally, not only did these events have a physical impact pertaining to the lost lives and the economic struggles, there was a large emotional impact as well. With the fair over, and a serial killer revealed, the Black City along with the rest of the country was affected deeply by both men’s accomplishments. The exciting and enthusiastic feelings found at the fair were replaced with mourning. Even thought there was not much left of Jackson Park, some citizens went to visit the desolate grounds. Teresa Dean was one of these people, and her opinion was that â€Å"you wish you had not come. If there were not so many around you would reach out your arms, with the prayer on your lips for it all to come back to you. It seemed cruel, cruel to give us such a vision; to les us dream and drift through heaven for six months, and then to take it out of our lives. † It was such a drastic downfall that the people felt devastated. They couldn’t remember what their lives had been like before, and now it felt like the real city was groping around in the dark. Holmes’s actions also left a definite sadness in all people with any relationship to his victims. Larson especially illuminated the despair of Mrs. Pitezel, the mother of three children who were murdered by Holmes. He describes her speaking in the courtroom and says, â€Å"She wore a black dress, black hat, and black cape and looked pale and sad. † Also, throughout the story there are many explanations of family members searching for their daughters that traveled to Chicago and had stopped communicating back home. Although Larson never elaborates on the reaction of the country to the news of revealing a serial killer that had been hiding in their midst, one can imagine that it was shocking. A new depth of achievement had been reached in America, with the evils even deeper. Burnham and Holmes had done what they came to do, and both left craters in the field of human accomplishment. After analyzing the intentional juxtaposition created by Erik Larson in his book The Devil in the White City, it becomes apparent that the two revolutionary events happening around 1893, the Chicago worlds fair directed by Daniel Burnham and the serial killings of Herman Mudgett, were more similar than different. Both characters performed great evils that led to the deaths of many innocent people and money was taken that wasn’t exactly theirs to take. Also, the men had similar attitudes that led to achievements that were similar in greatness. Most of all, what Daniel Burnham and H. H. Holmes crafted will always be remembered and worshipped as momentous ends for the 19th century.

Using Assessment and Feedback in Differentiated Instruction Essays

Using Assessment and Feedback in Differentiated Instruction Bridgette Wrice EDU 675 Dr. Steven Brownson August 22, 2010 Differentiated instruction is teaching with student difference in mind. It means starting where the kids are before accepting a consistent approach to teaching that seems to assume that all learners of a given age or grade are alike. A fuller definition of differentiated instruction is that a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible. (Tomlinson, 2003) Assessment Assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessments can be classified in many different ways. The most important divisions are: (1) formative and summative; (2) objective and subjective; (3) criterion-referenced and norm-referenced; and (4) informal and formal. There are two main types of assessment. There is summative assessment which is carried out at the end of a course or projects. Summative assessments are usually used to assign students a course grade. The other assessment is called formative assessment. Formative assessment is carried out throughout a course or project. Formative assessment is used to assist learning and it might be a teacher (or peer) or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes. Summative and formative assessments are referred to as assessment of learning and assessment for learning. Assessment for learning provides teachers with data to modify and improve instruction. Assessment of learning evaluates students' knowledge and skills in order to make accurate decisions about students' placements (Earl, 2006). The goals of student assessments is to learn about "students' knowledge, skills, and affective status" in order to inform the school, other teachers, parents, and students (Popham, 2006). Summative or formative assessment can be objective or subjective. Objective assessment is a form of questioning which has a single correct answer. Subjective assessment is a form of questioning which may have more than one answer. There are various kinds of objective and subjective questions. Objective question types include true/false, multiple choice, multiple-response and matching questions. Subjective questions include extended-response questions and essays. Objectiv e assessment is becoming more popular due to the increased use of online assessment. Assessment can be either formal or informal as well. Formal assessment is usually a written document, such as a test, quiz, or paper. Formal assessment is given a numerical score or grade based on student performance. Informal assessment does not add to a student's final grade. It usually occurs in a more casual manner, including observation, inventories, participation, peer and self evaluation, and discussion. Evaluation Evaluation is perhaps the most complex and least understood of the terms. When we evaluate, what we are doing is engaging in some process that is designed to provide information that will help us make a conclusion about given circumstances. Usually, any evaluation process requires information about the question at hand. They usually are objectives, goals, standards, procedures, and so on. When we evaluate, we are saying that the process will give up information concerning the value, correctness, goodness, validity, legality, etc., of something for which a reliable measurement or assessment has been made. Teachers, in particular, are constantly evaluating students, and such evaluations are usually done as comparisons between what was intended and what was obtained. Grading We grade to provide feedback, document progress, and to guide instructional decisions. Teaching and learning can and do occur without grades. We do not give students grades in order to teach them. Grades are an indication of summative experiences only not formative experiences. Students can learn without grades, but they must have feedback. Grades are assumptions based upon a sample of student?s work. They are highly subjective and relative. The fact that a range of grades happens among teachers who grade the same product suggests that assessment can only be done against commonly accepted and clearly understood criteria. Grades are relative. Teachers have to be knowledgeable in their subject area in order to assess students properly. Grades are subjective and can vary from teacher to teacher. Grades are not always accurate indicators

The eNotes Blog Gatsby from MultiplePerspectives

Gatsby from MultiplePerspectives After teaching The Great Gatsby  for many, many years, I couldn’t help but get bored with the same old interpretation of the geography:   East Egg represents the old rich, West Egg represents the new rich, The Valley of the Ashes represents industrialization.   Blah, blah, blah.   That’s why I was excited to find a totally different (although controversial) interpretation right here on .     It all began with one of the answers in our Question and Answer section which, ironically, was on the synecdoche in The Great Gatsby.   Suddenly, my teacher-mind (numbed by years of teaching the exact same thing) became reenergized again and I posted a query to the discussion board.   What was most interesting was to hear the loud voices of dissenters!   (Was it truly surprising to me that, as teachers, we would desire to cling to our time-tested ways of looking at literary pieces?)   Desiring to research the new perspective myself, I came to a lesson on The Great Gatsby from Multiple Perspectives, began to peruse and be amazed. Suddenly, I was being presented with The Great Gatsby from a feminist, Marxist, and archetypal point of view!   Never before had I broached the subject of how Fitzgerald himself had â€Å"treated† women in his novel or whether the female characters were, in fact, â€Å"complete† or victims of â€Å"gender inequality.†Ã‚   It was totally new to me to discover a separation of the characters into the powerful and the powerless, as cars as the symbols of power, or of the impact of a specifically Midwestern, middle-class narrator.  Ã‚   I had never thought before to divide characters into types such as the hero, the scapegoat, the loner, and the temptress. Furthermore, as a teacher, it is just so exciting to inject novelty into a subject that becomes so very monotone year after year.   Now the trysts of Daisy and Gatsby, the bloody blotch on the yellow car, Nick’s quaint cottage in West Egg, and those ominous eyes of Eckleburg will never quite look the same ever again.

What Does It Take to Get into the University of Denver?

The University of Denver accepts 58% of applicants. What does it take to get in? Located in south Denver, the University of Denver boasts being situated in what’s becoming one of the trendiest cities in the U.S. Just a short drive to the iconic Rocky Mountains, the University of Denver takes advantage of both its urban resources and natural splendor to provide an enriching private education for its students. Beyond its advantageous setting, the University of Denver also offers a distinct women’s college that female students can opt into, where they’ll receive all the benefits of a single-sex college as well as the resources available to the co-ed school. Given its small size, students can expect to receive more individualized attention then they would at larger, nearby colleges such as UC Boulder. The University of Denver is the perfect school for any student who wants a small college feel with access to an urban social life and incredible outdoor activities. Keep reading to learn more about the tips that have helped ’s students get into the school that’s perfect for them. Apply to DU using either the institution-specific Pioneer Application or the Common Application . While you should choose the application format you’re most comfortable with, we generally recommend that you use the Common App, since you’ll be able to quickly and easily reuse parts of your application when applying to other schools. We’ve written an extensive guide, so be sure to check out The Common App: Everything You Need to Know . The University of Denver has several decision and deadline options: If you’re unsure about whether you should apply early, check out our post Early Action vs. Early Decision vs. Restricted Early Action . To apply, be sure to send in all of the following: For homeschool students: You will be required to submit a letter of recommendation from a non-family member. For international students: If English is not your first language, you’ll need to demonstrate your proficiency through TOEFL, IELTS, or CAE scores. You can also supplement your application with a video interview to confirm your English proficiency, and you will want to send test scores for any secondary high school programs such as IB. Last year, the University of Denver’s acceptance rate was 58% . DU received 19,904 applications last year and admitted 11,554 students. Of those, 1,504 students actually enrolled, making it similarly selective to schools like Illinois Institute of Technology and Texas A&M University . While there’s a good chance you’ll be admitted, you should still take the application process seriously and make sure that every part of your application is as strong as possible. One way to increase your chances is to get help from people who have been through the process before. Connecting with someone who has successfully gained admission to a school like DU can make the difference between rejection and acceptance. Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Our profile analysis tool can also help you identify the improvement you need to make to enter your dream school. DU uses a holistic review process to choose students with potential and who will contribute to the DU community. Use your application to highlight your strengths in the following areas. Academics. DU places a greater emphasis on GPA than it does test scores, but the admissions counselors will consider both when evaluating your application. The average GPA for incoming freshman was a 3.7, with the middle 50% of applicants falling between 3.47 to 4.0. The average SAT score was 1265, with the middle 50% earning scores between 1170 and 1370. The average ACT score was 28, with the middle 50% earning scores between 26 and 31. Extracurriculars. DU doesn’t care what activities you were involved in throughout high school, but they do want to see that you pursued something you were interested in with passion and excellence. This could mean taking a leadership position at your school, starting a new organization or initiative, or being recognized for your talents through awards and recognition. Whatever you do, show why those activities were meaningful to you and how you went above and beyond in following them. Character. It’s important that you give the DU admissions officers insight into who you are and what your strengths are. Write a compelling essay that focuses on an accomplishment or strength that you are proud of, and choose recommenders who can highlight strengths beyond what you could cover in your essay alone. Contribution to Community. DU is explicitly looking for students who will engages with their community. Show how your strengths and experiences will enrich the student body and how you’ll engage with the campus and the surrounding community. You can highlight how you’ve contributed to communities in the past through service or leadership. Every application is different, but over the years we’ve seen these strategies give our clients applications that are three times more likely to gain favorable admissions results. Tell your story. The University of Denver explicitly say that they give a lot of weight to your essay, extracurriculars, and supplementary materials, and the admissions counselors are looking for bright, motivated students who will make the most of their education. Whatever you don’t include in your application, they won’t know about, so make sure you highlight your strengths, your values, and your passion throughout your application. Partner with recommenders. Most students choose a recommender and let the recommender do all the work, but you need to make sure that every piece of your application is strong. Choose recommenders who can complement your essay by highlighting a different aspect of your character, such as athletic coaches or work/volunteer supervisors. Give your recommenders all the help they need to make their letters flow with the rest of your application. Enhance the themes of your completed application. A seasoned admissions counselor will review your entire application in about nine minutes and evaluate it. If you want them to remember something positive about you, then you’ll need to mention it throughout your application, not just once and hope that they remember. Try this strategy—finish your application at least a week early and leave it alone for a few days. When you return to it, read the whole application in nine minutes. What stood out to you? What wasn’t clear or could be improved on? Then make those improvements. The University of Denver receives applications from more qualified applicants than they can accept, and they work hard to make sure the DU is affordable for the students they admit. If you find yourself facing a no-thank-you at the end of the admissions process, don’t be too hard on yourself. Bright, motivated, resourceful students will find success, or create it, anywhere they go. The University of Denver doesn’t appear to have a formalized decision appeals process. However, we do not recommend that you petition your decision, as across most schools, decisions are rarely reversed. You are eligible to apply for transfer for any of the academic quarters, and DU is very open to transfer students, adults returning to complete their degrees, and other types of nontraditional students. That said, you’ll still need to complete an application via the Pioneer App or Common App, include your college transcripts with at least a 3.0 college GPA, and, if you’ve completed less than a year of college, you’ll want to include your standardized test scores as well. You can reapply after taking a gap year, but this path is riskier than simply committing to another school and requesting to take a gap year there. To see if a gap year is right for you, visit our posts, What Are the Pros of Taking a Gap Year? and What You Need To Know When Applying to Colleges After a Gap Year . By far, we recommend looking at another great school and making the most of your time there. Consider applying for other Colorado schools such as the University of Colorado – Boulder or Colorado College. For advice on adjusting to a different college path, check out our post Envisioning a New Future: Preparing for Life at Your Second-Choice (or Third, or Fourth) School . The University of Denver is a great option for dedicated students. If you’d like more personalized advice on your admissions profile, offers College Applications help , where you’ll be paired with a successful mentor at a top school who helps you along every step of the application process.

English Literature Essay Example | Topics and Well Written Essays - 1250 words

English Literature - Essay Example of the creative element inherent in it, but also because of the manifestation of the imagination that could be found within it in the sense that we create what we see, beginning to recognize how the representation of social issues might help to bring about change in these same social issues. The world was full of symbols and signs that would portend future events and actions which were knowable through their relationship to the myths and legends of antiquity. Many of the concepts that emerged as a part of Romanticism were reactions to the social upheaval that was taking place at this time coupled with a shifting economic structure. During the ‘Romantic Period’, the poets took part in a movement against the Industrial Revolution and the Enlightenment, where they protested (with their poetry) the ideals of those Europeans who sought to bring reason and ‘Enlightenment’ to the world. The Romantics expressed their defiance of the so-called ‘reason’ that both the Industrial Revolution and the Enlightenment brought to society. Throughout this period, women’s appearances in literature are characterized as dependent upon men for any outward action. Most of the principle female characters are white and invariably subservient to men. While this is often understood as a male-dominated and defined society in which women had no voice at all, the degree of truth in this idea is largely dependent upon the au thor and his background. It has been said of Romantic literature that ‘The tendency to portray women as binary opposites suggests a misogynistic perception of the inadequacy of female character’. While this may be true of much Romantic literature, Lord Byron’s poetry, such as his most famous work ‘The Corsair’, illustrates a more even-handed approach. The three cantos of â€Å"The Corsair† tell the story of a pirate chief named Conrad. The poem opens with Conrad on his pirate island, described in terms that convey the sort of haunted, lonely

Criminal Justice Assignment Example | Topics and Well Written Essays - 500 words

Criminal Justice - Assignment Example This essay argues that while both conflict and consensus are existent in the United States, the country tends towards the conflict perspective. While both formulations of these perspectives are problematic, the consensus perspective has seemingly overly optimistic slant. In essence, it’s arguing that the law functions outside of undue influence, in a completely equitable means of agreed upon functions. It seems this view completely ignores things, such as the overwhelming privileged inherent in attending law school, or that becoming a judge requires significant political acumen. While it acknowledges that there are diverse and competing interests within a cultural framework, it assumes that the social structure exists outside of them, created through some metaphysical objectivity; this is logically inconsistent, as it fails to take into account that the very people who constructed the legal system were influenced by these same pernicious motivations. Even so, most citizens and scholars recognize some truth to the consensus model. While the Supreme Court structure in American society is understood to be highly reliant on the personal backgrounds of the individual justices, society has objectively accounted for this and openly negotiates how personal bias will be used towards equitable means. While this may be a highly reductionist take on the process of law, as a conflict argument would be that even the democratic voting process is indicative of oppressive power structures, in these instances there is at least the social movement towards equitable democratic consensus. Conversely, the conflict paradigm aligns the social structure as a means for powerful entities to continue their social domination, and it is this perspective that is most predominant in the United States. Whereas the consensus perspective seems somewhat idealized, the conflict perspective is in contains a healthy

Fire Safety Essay Example for Free

Fire Safety Essay On a cold summers night the fire department received a two-alarm house fire. When the first-in engine arrived on the scene they reported heavy smoke and flames visible from the exterior. Others units then arrived on the scene to help battle the blaze that destroyed the two-story house. Thankfully, no one was injured. Fire investigators determined the cause of the blaze was a candle that has been left burning unattended while the homeowners left the house. Accidents like this are the reason for fire safety awareness. Fire safety is an essential part of education for both the public and firefighters that has proven to decrease the risk of accidental fires and fire related deaths. The history of the fire service dates back to the early days of history. The service has evolved dramatically from the beginning. The first records of the fire service were recorded when a firefighting force emerged â€Å"during the rule of the roman empire† (Lincolnshire 1). The first try of using a fire brigade didn’t work as planned as nearly a quarter of Rome went up in smoke under rule of emperor Augustus. The first fire brigade used slaves to attempt to put out the raging fires. Later â€Å"Britain got its first organized fire brigade in 43 AD when the Romans invaded. After they left Britain’s first fire brigade disbanded† (Lincolnshire 1). At these early times in history people begin to realize the need for a fire department and the uses for spreading fire safety to protect civilians came about. The main reason for teaching fire safety evolved from these times. It is meant to protect and help save lives when fire is present in ones environment. Firefighting is one of the most honorable jobs in America. They play a major role in the communities in which they work. Firefighters don’t only work to put out fires that occur but also spend much of their time educating the public in an effort to help prevent fires before they start. Webster’s Dictionary defines fire safety as: public education and awareness to help reduce the risk of fires (â€Å"Fire Safety† 500). Fire safety is a simple and  inexpensive in educating the public and can be very helpful in preventing fires (Elken 641). Many fire departments get the community involved in programs to educate people of all ages. There are many types of programs and ways to make fire safety education realistic and interesting to learn about. One of the simplest and most inexpensive ways to share life-saving information is through the public service announcements (Elken 641). Some examples of this are methods such as radio and television commercials. Some fire departments have fire safety trailers. These trailers have often been remodeled to make the living areas of a house realistic but in a much smaller scale. They are fixed to make the sounds and a smoky environment that one might encounter if caught in an actual fire. It is stressed to stay low during a fire in a smoky environment. They also have stoves and fire suppression equipment such as fire extinguishers to educate in how to extinguish small fire such as one that may occur on the stove like a grease fire. Another great safety  program takes place in schools all across the nation. â€Å"Fire prevention and education programs are put in place to teach the dangers of fire and how to evacuate the building quickly and properly in case of an emergency in the learning atmosphere† (Elken 643). Fire drills are an example of procedures that take place in the school to inform students what to do in case of an emergency. These are a few examples of fire safety programs taught around the nation. The need for fire safety has never been higher. As more and more people move into the nation referred to as the â€Å"melting pot† more and more precautions need to be taken as the population increases. The US Fire Administration states â€Å"The US has one of the most highest death rates in the industrialized world (US Fire 1). â€Å"About 5,700 people are killed every year in fires and about 29,000 civilians are injured in fire related injuries† (US Fire 1). Furthermore, â€Å"Careless smoking is one of the most commons reason for fires in residential fires† but â€Å"arson is one of the major causes of death in commercial fire fatalities† (Elken 645). Fire safety is an essential part of public knowledge to help prevent these deaths and fire related injuries. There are many ways to help prevent fire deaths and injuries. Statistics show â€Å"A working smoke detector doubles a person’s chance of surviving a fire. Approximately 90 percent of US homes have at least one smoke detector. Nearly half the residential fires and three fifths of fatalities occur in home with no detectors† (US Fire 2). Smoke and fire detectors can be located throughout a  structure usually close to sleeping quarters. Battery or electricity or both operate them. All batteries should be changed when the time changes. Fire extinguishers should always be placed throughout the house in case of a fire. It is not only important to have this type of devise but it is essential to know how to fully operate it. All basic extinguishers are the same in that they have a handle, and pin to pull for activation by squeezing the handle, and a nozzle that can be pointed to the base of the fire. Another system that is becoming popular and required by fire code in some establishments is the installation of sprinkler systems. The Systems â€Å"have become more cost effective and can usually be installed for .75 to 1.50 dollars per square foot (US Fire 2). It is very important to have some type of devise in the home in the event of an emergency. It is obvious fire safety education is necessary to decrease the risk of fire fatalities. The NFPA says, â€Å"since 1980, fire calls have fallen 43%† (Top Ten 1). Firefighters hard work across the nation is paying off when it comes to public education. As the world strives to reach higher standards in technology I think there will be an even greater decrease in fires in both the residential and commercial environment. As long as the firefighters and communities continue to work together to teach people of all ages about the importance of preventing fire and how to react in the event that one may occur the rate of fire fatalities and injuries will continue to decrease. Saving lives and property is what fire safety is all about.

The Apprenticeship of duddy Kravitz :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  In society, most people have an obsession to some extent, these may include such things as a hobby – collecting antiques; or even as simple as having to have things a certain way. For others though, obsession has a different meaning, they might become obsessed with one special object, or possibly attaining a certain goal. They might go about achieving this goal no matter what the consequences to others might be. Mordecai Richler’s book the Apprenticeship of Duddy Kravitz, illustrates one such case of obsession, the title character, Duddy Kravitz becomes obsessed with his grandfather’s saying, â€Å" ‘ A man without land, is nothing.’†, thus starting Duddy on his quest to attain a piece of land. Throughout his quest, Duddy has no regard for the feelings or the relationships he destroys in the process, weather it in his family relations, business relations, or even his personal relations to those that are closest to him.   Ã‚  Ã‚  Ã‚  Ã‚  Duddy was not born into money, his father, Max, was a taxi driver, and pulled in a low income. Max’s brother, Benjy had money and always played favourites with Duddy’s brother, Lennie by giving him money and opportunities. Duddy always had to struggle for his money, and in one his many struggles he borrows his father’s taxi cab, which is his only source of income, but does not return it for three days. He was delivering pin ball machines that he had sold. When he returns he finds his father is furious at him just taking off with the cab without permission. â€Å"They found Max at Eddy’s, and he was furious, ‘who do you think you are?,’ he said ‘that you can run off with my car for three days? Just like that.’† (Richler, 213). Duddy has a way of burning bridges with the people that he most needs, he only thinks of himself, and has no consideration for the feelings of others, even those who does not want t o hurt the most. Duddy’s grandfather, also known as the Zeyda, is Duddy’s mentor and the only person Duddy really looks up to, and the one he does not want to hurt, but ends up hurting him the worst. â€Å"‘Yvette came to see me.’†¦. ’she told me what you did,’ Simcha said, ‘And I don’t want a farm here.’ †¦. ‘I can see what you have planned for me, Duddel. You’ll be good to me. You’d give me everything I wanted. The Apprenticeship of duddy Kravitz :: essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  In society, most people have an obsession to some extent, these may include such things as a hobby – collecting antiques; or even as simple as having to have things a certain way. For others though, obsession has a different meaning, they might become obsessed with one special object, or possibly attaining a certain goal. They might go about achieving this goal no matter what the consequences to others might be. Mordecai Richler’s book the Apprenticeship of Duddy Kravitz, illustrates one such case of obsession, the title character, Duddy Kravitz becomes obsessed with his grandfather’s saying, â€Å" ‘ A man without land, is nothing.’†, thus starting Duddy on his quest to attain a piece of land. Throughout his quest, Duddy has no regard for the feelings or the relationships he destroys in the process, weather it in his family relations, business relations, or even his personal relations to those that are closest to him.   Ã‚  Ã‚  Ã‚  Ã‚  Duddy was not born into money, his father, Max, was a taxi driver, and pulled in a low income. Max’s brother, Benjy had money and always played favourites with Duddy’s brother, Lennie by giving him money and opportunities. Duddy always had to struggle for his money, and in one his many struggles he borrows his father’s taxi cab, which is his only source of income, but does not return it for three days. He was delivering pin ball machines that he had sold. When he returns he finds his father is furious at him just taking off with the cab without permission. â€Å"They found Max at Eddy’s, and he was furious, ‘who do you think you are?,’ he said ‘that you can run off with my car for three days? Just like that.’† (Richler, 213). Duddy has a way of burning bridges with the people that he most needs, he only thinks of himself, and has no consideration for the feelings of others, even those who does not want t o hurt the most. Duddy’s grandfather, also known as the Zeyda, is Duddy’s mentor and the only person Duddy really looks up to, and the one he does not want to hurt, but ends up hurting him the worst. â€Å"‘Yvette came to see me.’†¦. ’she told me what you did,’ Simcha said, ‘And I don’t want a farm here.’ †¦. ‘I can see what you have planned for me, Duddel. You’ll be good to me. You’d give me everything I wanted.

Looking for Alibrandi Essay

A good book leaves us thinking with things to say, and Looking for Libidinal Is a good example of one of those books. It captures the exact thoughts of a seventeen year old girl, stressed out from her upcoming HAS exams as well as the problems going on In her social life. Melinda Merchant engages us In the themes of multiculturalism, love, rites of passage and coping with death and encrypts these themes beautifully and expresses them with emotion and thought. One of the biggest themes of Looking for Libidinal is multiculturalism, as Josses trudges to find her personal and cultural identity.At the beginning of the book Josses resents having an Italian background, because at school there is the difficulty and prejudice of being a second generation Australian with an Italian background. She experiences a feeling of being different, as the majority of the students have Anglo- Saxon backgrounds, and have not learned to accept anyone other than â€Å"their kind†. The students tease and make racist comments at her, calling her a ‘new Australian', but Josses Is strong and fights back, but consequently this gets her Into a lot of trouble with the teachers.Although the students at her school are not the only ones, as there are other people who have preconceived ideas about the ‘ethnics', such as Jacob. It begins as Jacob talks about ‘going out with the ethnic girl' and as their argument continues, he goes to say you people should go back to your own country if you're so confused'. At home as well, there is gossip from the Italian society about Josses not being good enough, and her grandmother always telling her that it kills her inside when Josses fights about having her own rights as well, and that the rules and restrictions are stifling to her.Also, the rituals within the family, such as Tomato Day, is resented by Josses at first, but as she mature she begins to see that it is not taking up her free time, but Its an opportunity for her family t o share and tell their stories. Eventually, Josses comes to realize that, even though not everyone In Australia will ever understand a multicultural society, she knows what her place Is and that It matters. â€Å"If someone comes up to me and asks me what nationality I am, I'll look at them and say that I'm Australian with Italian blood rapidly flowing through my veins.I'll say that with pride, because it's pride that I feel. † Love is a major theme that is related to Looking for Libidinal, because it is in this year of Joke's life that she falls in love with Jacob Cote. This decision held an important meaning because this is what made Josses decide between whether she wanted to have an important status and to be considered in the wealthy class, or as Josses describes the beautiful people' (John Barton), or whether she wanted to be seen as the girl who would live her life in the middle-class, Just being normal.Because If she was to choose a relationship with John Barton, this would've left her with a better Image to be accepted for her dream Job as a barrister. Even so, Josses continued to date Jacob, and throughout the book, her feeling continuously become stronger for and Jacob isn't; repeatedly he begins to show strong emotions for his love for her, but Josses feels he is pushing he too hard. In the end, it is the occasion that Josses stands up for herself that they break off the relationship. It breaks her heart, but this teaches Josses to be strong and to stand for herself, and that the future is not going to always be how she wants it to turn out.But that isn't the only relation of love portrayed through the book – despite their disagreements and argues, Josses, Christina ND Katie all love each other. Even thought they shout and, at times, swear at each other, beneath it all they all hold a very close family relationship and know that they are a family. At the beginning of the book, Josses resents her grandmother and hates going to her plac e every afternoon. She argues with her and compels against her with every chance that she gets. Her grandmother, Katie, continues to tell Josses that she and Christina are not good enough and that everything they do breaks her heart.But as the story follows, Josses tries hard to listen, and begins to understand her grandmother. She listens to the stories she tells about her young life in Australia, and as time passes Josses finds out about things that not only change her life, but her relationship with her grandmother as well. The bond grows stronger and by the end of the book, Josses cherishes the relationships she holds with her mother and grandmother, and reflects back to how she once was, but knows now that what she holds with her family is one of the most treasured things in in her life.In looking for Libidinal, rites of passage is a key theme because of how Josses transitions from her immature self into a mature and more open-minded woman. At he beginning of the book, Josephin e is determined to not abide by the rules, yet as she places in more thought and begins to understand more, she realizes that she has only been questioning and opposing school, religion and family, but not thinking about her friend's ideas and moral values.When it came to her friends, she never really gave thought to what she was doing, and this allowed her to be influenced greatly, never standing up for what she thought was right. Once Josephine realized this, she began to have think for herself and started making her own decisions. This is what allowed Josses to stand up to Jacob about having sex with her. By the end of the novel, Josses has realized that there is more to being Just a rebel, as being a reasonable and stable person is not about going against someone rules, but it is about knowing one's self and being able to set your own boundaries.It is this that enables her to accept that a part of life is to know and go along with another's wish, as long as the balance between c onforming and independence is maintained. Death and grieving is another significant issue in Looking for Libidinal. Josses says that she would die if her mother dies, but Jacob, whose mother had died several years earlier, says you don't die. He talks about feeling angry and hurt, but then tells Josses that one day you find yourself remembering something and laughing instead of crying.To Josses, Jacobs description had been so honest and real, and it was then that she realized she had no experience of the death of someone close to her. At the end of the novel, when John Barton commits suicide, Josses is at first in disbelief and hysteria, and then is angry and says she hates John for his weakness. She cries and to accept that he is gone. Josses had reacted to John's death in a predictable way; owing through the emotions of anger, hate, pain, guilt, remembering and eventually acceptance, because to her, whatever had happened had already happened, and she had to move on.In Looking for Libidinal, there are two important comments about suicide. The first was when Joke's father said: â€Å"Living is the challenge, Josses. Not dying. Dying is so easy. Sometimes it only takes ten seconds to die. But living? That can take you eighty years and you do something in that time, whether its giving birth to a baby or being a housewife or a barrister or a soldier. To throw that away at such a young age, to have no hope, that is the biggest tragedy. And the other was by Ivy: â€Å"It wasn't our fault Josses. Not yours or mine. It was always John.But I feel like crying because people will always remember the way he died not the way he lived. † It was because of John's death that Josephine realized that each person has to make their own decisions about living or dying, and that feeling responsible for the lives of other people is only natural, but impossible in the end. In conclusion, Looking for Libidinal was indeed a book that left us with things to say. The way Merchan t conveyed the difficulty of the living standard [for legitimates] only 20 years ago have completely opened our minds and touched our hearts.She has left us to think of how different our Australian society is now, and how multiculturalism might be one of our strongest point to become one united country, and how we have completely accepted that. Not only that, but to describe to us that we must become independent and to stop being conformed to what we want to do, and to think of others but setting our own limits at the same time, to describe this all in one book, I believe that this definitely has to be a book that has influenced us greatly and left us with thoughts in our minds.

How useful and reliable are these sources in explaining how women’s lives were affected by World War One? Essay

World War One began in 1914 and ended in 1918. Women’s lives were majorly affected during the war. My role is to find out if the lives of women were greatly affected by the First World War. During the war since most of the men were off fighting, the women were needed to stay home and run things so that the economy would not completely fall apart. Women had to take over men’s work to ensure that the jobs were fulfilled this was a huge step for most women as before all that they knew was house work and how to look after the kids. The following source explains the wages and problems women had whilst working. Source A5, is useful to me because it tells me how much women earned in the munitions factories and whether or not they liked it. In domestic service women did not like the work, but when they started to work in such places like the munitions factory some changed their minds and actually enjoyed it. ‘I started on hand-cutting shell fuses, we worked twelve hours a day apart from the journey morning and night, as for wages; I was very well off earning  £5 a week’. Source A5 was written by the memories of women’s lives that were altered by the war the main write being Mrs H. Felstead. These memories are shown in the ‘Imperial War Museum’ for the public. This source is reliable because it states when it was written and who wrote it. However the source might not be completely reliable because the memories of the women may have changed since then; I think that source A5 could also be biased in some way or another. The purpose of this source is to show what it was like 1914-1918. Source A7 links in with source A5 because it is also talking about wages in the First World War. Source A7 is reliable to me because of what is written in the poem, it was about the munitions factory in 1917. The source might not be entirely reliable because there is a chance that somebody made it up for entertainment. The poem explains someone earning high wages; ‘She can buy all of the jewellery that she wants, she takes taxis and even has a sergeant to walk with’, basically she can afford anything that she wants. This tells me that her life was affected in a positive way during the war. Another interesting source that backs up A5 is A10, I think that source A10 is useful to me because it says when the war ended at an exact date, ‘11th November 1918’ and how the  government practically forced women to go back to their old jobs. ‘Many women were pressurised into handing in their notice, within months of the end of the war, hundreds were out of work.’ I think that this source is reliable because the book was written by a Historian name is Josh Brooman who would have spent many years researching this subject, years in College and University, read sources and facts and gathering enough evidence to provide this information, He was chosen to be the author for a school’s history textbooks for GCSE students so he would have been respected and valued for his job as a Historian. Also a key part that is useful in this source is at the beginning where he states the exact date that the war ended, this is not opinion; but fact. But, this source could not have been completely reliable because it was written in 1994 for students, The truth could have been shaded a little in the book ‘People in change’ Parts of the text may have been edited a little not because they are wrong but so that it was suitable for the students learning about this subject for example information about how dangerous it was. I think that the purpose of source A10 is to explain to future children when the ‘First World War’ ended and both what women did during and after the war. Source A6 is another interesting source that I choose; I think that this source is useful to me because it is about a man, who does not want things to change. To me it already sounds as if the source is biased, I also think that this source is reliable because it was written by a soldier from the first world war that could tell us everything that happened, His name is H.V Shawyer, he would have no reason to lie about his past and things he witnessed and would have told the truth people should respect this. It makes the source ALOT more reliable coming from a man who took part in the war because he has a first account of what really happened. ‘Many of the girls earned ten times my pay as a full corporal’ The source came from a book called ‘Voices and Images from the great War’. However, this so urce could not be entirely reliable because the book was written in 1990 and the soldiers memories of what happened me have been played out so many times in his mind that they change slightly psychologically and he may of tried to block out certain aspects of war meaning his opinion and past might not seem the same now as it did back then. I think that the purpose of this source is to explain what men and women did in their spare time during World War 1 and share a man’s account  of past events. During the war many women campaigned for women’s rights they were called campaigners. Suffragettes also were involved with these campaigners but they focused more on the privilege to be able to vote. This was a positive thing to happen because they began being able to voice their opinions of the world and how things worked without men’s input and opinions that were not fair. Source A8 explains some of this. The source was written in 1932 by Sylvia Pankhurst (An author and campaigner for women’s rights) Writing in a history book called ‘The Home Front: A mirror to life in England during the First World War’. In my opinion from hearing that Sylvia is a campaigner for women’s rights, this could be biased. I find that this source is useful to me because it explains what most women felt like when working in an aircraft factory. This source Is reliable to me because it states when it was written and who wrote it. ‘They were painting aircraft w ings with dope varnish at a wage of 15s a week, For which they had to work from 8am to 6:30pm. It was common they told me, for six or more of the 30 women to be laying ill outside the workshop’ This means that it was a dangerous job where workers earned little money for working long hours. This means that the government didn’t really care about the workers nor support them despite them having to take over men’s jobs and keep the quality of work up. I think that the purpose of this source is to explain to other men and women what it was like working in an aircraft place. In conclusion from all the information that I have gathered I have learnt that The war affected women in a number of ways. For one thing, women were told to begin working to help the economy. Some became nurses and many had to work in dangerous factories. A lot of women did not enjoy this line of work, it was tiring dangerous and underpaid. But, quite a few women were happier with their lives during the war. They fought to be heard, were allowed to vote were even seen to be more equal to men after the war. Many women lost men in their lives, their husbands, brothers, and fathers this would have been devastating. Before the war began, women were known to work in the kitchen, feed the kids, complete housework and look after their husbands. Many enjoyed the change of working to help everybody and were  proud that they could prove they were just as capable as men, this changed the way of everything. In my opinion, Women’s lives were affected greatly by World War One and it was a massive change in history. I have the evidence from sources to prove this.

Free Essays on International Law Articles

Australia’s Prime Minister to act against terrorist neighbors On December 1, 2002 Australia’s Prime Minister John Howard said that he is prepared to act against any terrorists in neighboring Asian countries and that the international law and the U.N. Charter should be changed to empower nations to strike in defense against terrorists who plan to attack them. Today Australia has one of the most powerful militaries in its region, which include a modified air force and phenomenal Special Forces. The main reason for Howard’s comments come as Australians wait nervously and watch how Southeast Asian countries to its north deal with Islamic militants in the wake of the October 12th bombings on Indonesia’s resort island of Bali. The devastating attack left almost 200 people dead and close to half of them Australian tourists. The people that have been blamed for the terrorist attacks are none other than the al Qaeda group led by Jemaah Islamiyah. Dozens of members of the al Qaeda group have been arrested and jailed but many more are still believed to be operational. Since the attacks the Australian government has increased security measures at their embassies overseas and have warned the people of Australia that the terrorists may even attack Australia. Prime Minister Howard was quoted by Channel Nine news on Monday about why he feels empowered nations should strike back against terrorists who plan to attack them â€Å"It stands to reason that if you believe that somebody was going to launch an attack on your country, either of a conventional kind or a terrorist kind, and you had a capacity to stop it and there was no alternative other that to use that capacity, then of course you would have to use it.†(CNN News pg2). Howard’s comments this week brought about an immediate reaction in Jakarta. Indonesian foreign ministry spokesman Marti Natalegawa said Australia did not have the right to launch military strikes in other... Free Essays on International Law Articles Free Essays on International Law Articles Australia’s Prime Minister to act against terrorist neighbors On December 1, 2002 Australia’s Prime Minister John Howard said that he is prepared to act against any terrorists in neighboring Asian countries and that the international law and the U.N. Charter should be changed to empower nations to strike in defense against terrorists who plan to attack them. Today Australia has one of the most powerful militaries in its region, which include a modified air force and phenomenal Special Forces. The main reason for Howard’s comments come as Australians wait nervously and watch how Southeast Asian countries to its north deal with Islamic militants in the wake of the October 12th bombings on Indonesia’s resort island of Bali. The devastating attack left almost 200 people dead and close to half of them Australian tourists. The people that have been blamed for the terrorist attacks are none other than the al Qaeda group led by Jemaah Islamiyah. Dozens of members of the al Qaeda group have been arrested and jailed but many more are still believed to be operational. Since the attacks the Australian government has increased security measures at their embassies overseas and have warned the people of Australia that the terrorists may even attack Australia. Prime Minister Howard was quoted by Channel Nine news on Monday about why he feels empowered nations should strike back against terrorists who plan to attack them â€Å"It stands to reason that if you believe that somebody was going to launch an attack on your country, either of a conventional kind or a terrorist kind, and you had a capacity to stop it and there was no alternative other that to use that capacity, then of course you would have to use it.†(CNN News pg2). Howard’s comments this week brought about an immediate reaction in Jakarta. Indonesian foreign ministry spokesman Marti Natalegawa said Australia did not have the right to launch military strikes in other...