Project closing Essay Example | Topics and Well Written Essays - 250 words

Project closing - Essay Example In Terry’s case, Power Point presentation contained technical information, and it was appropriate for engineering students (Rutledge & Mucciolo, 2001). To make an effective presentation, the speaker must be adequately prepared in advance. Terry could have known the audience well, their purpose of attending the meeting, and what they expect from the presentation. Slides are supposed to be few, short, and to the point. They should contain the key points that the speaker delivers quickly. Students are too busy to be bombarded with long-winded discussions. In Terry’s case, the slides were too many and did not contain all the information he was required to give. To choose an appropriate language of explaining technical concepts, Terry ought to have contemplated about his audience and their purpose of attending the meeting. The slides could be better if accompanied by pictures or graphics of the product (Davis, 2004). Questions always arise during a presentation, and the speaker must anticipate them. Terry ought to have explained to the group earlier that he would have the questions and answers session at the end of the meeting. Instead of being angry and defensive, he had to courteously say that the research had not supplied the answer to the questions. To have the students buy the idea, he had to make handouts of the presentation, distribute them to all to complement the presentation. They needed to have all the information instead of jumping to questions about information that was in the remaining slides. The project manager is responsible for solving problems, coordinating efforts related to lights and time signals, and requesting for questions. In this presentation, the manager could fill the remaining time with questions and discussion in order to stay on schedule. He could then adjourn the meeting by briefly summarizing the presentation and adding few last minute comments (Rafinejad,

What internal and external sources are Essay Example for Free

What internal and external sources are Essay Introduction In this piece of coursework I will be describing what internal and external sources are. I will then state which finance source Asda are most likely to use and why. Internal sources Internal sources of finance can be either from a businesses owners own saving or from the profit the business makes. Owners fund The owner of a business might have to use there own savings to start there own business, especially if they are a new sole trader. This is a person who owns and runs the business at the same time. The reason why their owners might have to start of by using their savings is partially because banks are not willing to take any risks and invest someone quickly. Retained profit Retained profit is when the money that is saved goes back to the business in order for it to grow and get even bigger. When a business makes a profit, the owners have a choice: either take out it the profit from the business by way of dividend, or reinvest it by leaving profits in the business. Selling assets Selling assets is any item that is owned by an individual or business, especially that which could be converted to cash. Examples are cash, securities, accounts receivable, inventory, office equipment, real estate, a car, and other property. External sources External sources of finance can be funded to help the business. They get help from a number of different external sources. Government grants A grant is money that the government give to an entrepreneur that does not have to be paid back. The amount the government gives to the entrepreneur depends on where it is coming from. Grants help businesses when they most need the money. Hiring/Leasing assets Businesses often lease property machinery and vehicles (assets) for a short period of time. When businesses lease there property they make good money for it. The people that buy these for leasing/hiring pay for them and use them but do not own them. Hire purchase Hire purchase means that resources can be used by the business while they are being paid for by a finance company. However, when the last payment is made the goods are not owned by the business anymore. Issuing shares Issuing shares is a very good way for companies/businesses to raise finance. Small business will issue shares when they are transferring from sole trader or partnership to become limited, LTD. Limited companies are then able to sell shares. However, sometimes PLCs businesses will be able to have a new share issue and if they choose to invest a project they can. Venture capital These are people who invest in new things and usually return for a share of the owner ship. Venture capitalists provide money when banks have refused. Bank loans All banks offer loans. A loan is the same as a grant but with a loan you would have to pay the money back to the bank. So it is like borrowing, the bank will give your business a certain amount of money and you will have to pay the bank back. If this does not happen then your business can lose a lot of money and go down. Sources which Asda are most likely to use Owners funds are used in Asda. The manager would come to a point where he or she would have to use their own money for the business. The manager would be able to use there savings if the bank are not willing to take any risks. This way Asda can buy the things they need with the managers money such as equipment or technology. Retained profit is when the money that is saved goes back to the business in order for it to grow and get even bigger. When Asda make profit the manager would either take out the profit from the business and spend it within themselves or use the profit to buy things for the business for example equipment. Bank loans give Asda loans so that Asda can use the money on equipment, transport, pay there staff, training etc. Loans must be paid back to the bank, so once Asda have taken a loan from the bank they would give you a certain time to pay it back. Asda often hire/lease property, machinery and vehicles (assets) for a short period of time with a fee cost. When Asda are hiring or leasing property they make good money for it. The people that buy these for leasing/hiring pay for them and use them but do not own them. This money goes towards Asda and would help them gain more profit the more they hire their property. Asda hire people to deliver their stuff to customers when they order online. They also hire staff in order to serve the customers and keep the place running smoothly. Conclusion Overall, in this piece of coursework I have described all of the sources that include internal and external. I have also spoken about the sources Asda would use.

Feminist Theories in Social Work

Feminist Theories in Social Work This research considers the application of feminist thought in social work practise.   Specific areas of consideration include the gap from social workers’ personal acceptance of feminist constructs and their use of such constructs in daily practise, the effects of perpetuation of hegemonic gender roles by social workers, and domestic violence victims perceptions of the effectiveness of social work based on the perspectives of their social workers as considered above.   This research further describes a focus group of college social work students who are also domestic violence victims. It records their perceptions of social workers’ worldviewsand the impact of such on service.   Conclusions include that there is asignificant gap between the understanding or acceptance of feministconstructs amongst social workers and its application in daily fieldpractise, that social workers are often likely to perpetuate hegemonicgender roles, and because of such perpetuation view domestic violencesituations as individual occurrences rather than part of a greatersocietal pattern of oppression, and that domestic violence survivorsfeel best served when work with them uses a feminist theoreticalframework. INTRODUCTION Feminism and social work have been associated for many years; however,although many social workers personally espouse working from a feministperspective, the systems of social work still favour work from atraditional or patriarchal perspective.   This research, therefore,seeks to first consider findings from previous study regarding thisphenomenon and the theoretical frameworks for both social work andfeminist thought.   In this light of information gleaned from thesefindings, it became apparent that hegemonic gender roles, a commontopic of feminist research, play a relevant part in work with survivorsof domestic violence.   Specifically, domestic violence survivors areoften directed, either explicitly or implicitly, that their situationis personal and should be considered and dealt with from a personal andpathological perspective rather than applying the tenets of feministthought that view such situations as manifestations of structural andpower problems in our greater society .This study then seeks to document whether this gap between social worktheory supportive of feminist worldviews and social work application ofpractise exists, and if so, how prevalent a gap it is.   This isaccomplished through use of a focus group of college students, all ofwhom have taken at least one course in social work theory and arethemselves domestic violence survivors who have been served, towhatever level of quality, by social workers.   Discussions within thefocus group involved ideas of gender roles and social worker advocacyof hegemonic gender roles, whether explicit or implicit.   The focusgroup then built on this foundation to consider group participants’experiences with social workers and whether they presented anindividual / pathological perspective of domestic violence, or whetherthey presented a perspective that consider the wider influence ofsociety and its systems.   This was further related to the effect ofsuch perceptions on the understanding of and service to groupparticipants at the time of intervention. LITERATURE REVIEW Feminism has emerged in the past thirty years as a viableworldview.   Dietz (2000), quoting Bunch (1980), defined feminism asâ€Å"transformational politics that aims at the dismantling of allpermanent power hierarchies in which one category of humans dominatesor controls another category of humans† (372).   â€Å"In the feminist andempowerment traditions, the personal is political, and individualchange and social change are seen as interdependent† (Deitz 2000,372).   Feminism contends it is not adequate to simply include women inthe world’s political and power systems, as these were designed by andfor men and therefore favour a highly masculinised mechanism forresponding to issues and require women working within these systems todo the same (Scott 1988, Moylan 2003).   Simply including women is notenough; society must give women’s experiences equal time andconsideration, eventually recasting the very meanings of the topics itconsiders (Scott 1988) .   Rather, feminism argues women must be engagedin both the system development and decision-making processes that shapeour society (Moylan 2003).   Consequently, one area where feminism has particularly challengedtraditional views is in the area of gender roles.   For example,Dominelli and McLeod (1989) examine the way in which social problemsare defined, recognising gender as particularly important inunderstanding client groups, and stress egalitarian relationshipsbetween therapists and clients.   Gender is also an importantconsideration of social work due to the patriarchal society that stilldominates most of our world.   This power framework rests on a basis ofhegemonic masculinity (Cohn and Enloe 2003).   Connell (1995) createdthe term ‘hegemonic masculinity’ to describe the valued definition ofmanhood in a society.   He argues that whilst there are multiplepossible masculinities in a culture, only one or a few are most valuedor considered ideal (Conn ell 1995).   This gender definition isconstructed both in relation to femininity and to other, subordinatedmasculinities, and is used to justify both men’s domination of women,and the hegemonically masculine man’s power over other men (Cohn andWeber 1999).Whilst women are increasingly being included in world systems, thesystems themselves still were designed for and operate by and for men.  Therefore, women who participate within the system must do so from maleparadigm, even if it is sometimes at odds with their own preferencesfor how to go about dealing with a situation (Cohn and Enloe 2003).Feminism historically is a â€Å"critique of male supremacy, the belief thatgender order was socially constructed and could not be changed† (Cott1989,205).   Masculinity is often defined as what is not feminine, andfemininity as what is not masculine, although understanding thedynamics of one requires considering both the workings of the other andthe relationship and overlap between the two (Cohn and Enloe 2003).  Masculine definitions are often based on strength, domination andviolence, whilst feminine on weakness, nurturing, compassion andpassitivity (Rabrenovic and Roskos 2001).   The result is pressure onmen adhering to a hegemonic definition of masculinity to view forms ofaddressing conflict other than a physical or masculine response asfeminine and a threat to their manhood (Moylan 2003).   The popular concept of gender holds that masculinity and femininityare unchanging expressions based on the chromosomal male and femalebodies (Butler 1990).   â€Å"Gender is assumed to be ‘hard-wired,’ at leastin part† (Hawkesworth 1997).   Masculine actions and desires for men andfeminine actions and desires for women alone are normal, thesemasculine and feminine traits are not a matter of choice, and allindividuals can be classified as one or the other (Hawkesworth 1997).  However, whilst our society men are considered strong and dominant, andwomen passive and nurturing, â€Å"the meanings of male and female bodiesdiffer from one culture to another, and change (even in our ownculture) over time† (Connell 1993, 75).   For example, there have beenâ€Å"periods in Western history when the modern convention that mensuppress displays of emotion did not apply at all, when men wereeffusive to their male friends and demonstrative about their feelings†(Connell 1993, 75).   â€Å"Masculinities and feminities are constructed oraccomplished in social processes such as child rearing, emotional andsexual relationships, work and politics† (Connell 1993, 75).Feminism, however, contends gender is a constructed by each culture,and as a social practice involves the incorporation of specificsymbols, which support or distort human potential (Hawkesworth 1997).  Ã‚  Gender is created through â€Å"discursively constrained performative acts,†and the repetition of these acts over time cr eates gender for theindividual in society (Butler 1990, x).   People learn to â€Å"act† likewomen or men are supposed to; women are taught to behave in a femininemanner, men are taught to act in a masculine manner.   This is oftenreinforced by authority figures, such as social workers.   Barnes (2003)cites a number of studies which find social workers often assume theâ€Å"disciplinary gaze† of notions of â€Å"what and how to be woman,†perpetuating traditional gender roles (149).  Ã‚   â€Å"Armed with rigid codesof gender appropriate behaviors, social workers often sought toregulate and mediate women’s interactions with the social, economic,and political world† (Barns 2003, 149).Feminism and social work share a number of similarities.   Both believeâ€Å"in the inherent worth and dignity of all persons, the value of processover product, the appreciation of unity-diversity, the importance ofconsidering the person-in- environment, and a commitment to personalempowerment and active participation in society as a means to bringabout meaningful social change† (Baretti 2001, 266-267).   Similarly,both feminism and social work address multiple approaches to handlingsituations, challenging the institutionalized oppression common in manypower structures and supporting â€Å"the reconceptualization andredistribution of that power† (Baretti 2001, 267).It follows that one impact of feminism on social work practise is theconsideration of issues from a societal rather than personalperspective.   For example, this might include viewing a domesticviolence situation not from the perspective that the family isdysfunctional, but from the perspective of the society that created thefamily.   The psychology-based focus of clinical social work â€Å"oftenleads to individualizing social problems, rather than to viewing themas the result of relations of power, primarily oppression and abuse†(Deitz 2000, 369).   As such, individuals experiencing such difficultiesare â€Å"taught† that their particular experiences are inappropriate,rather than addressing the systems that created the difficulties in thefirst place (Deitz 2000, 369).   Dominelli and McLeod (1989) re-evaluate social work practice from afeminist perspective, considering the functions of social work such astherapy, community interaction, and policy making not from apathological standpoint but from one of defined roles endorsed bysocietal conditions.   As such, they contend that working from afeminist perspective allows the social worker to address the causes ofsocial issues, rather than the symptoms played out in individual’slives (Dominelli and McLeod 1989).One area of difference in social work practise between those operatingfrom a feminist framework and a traditional framework is the concept ofdistance.   Traditionally, the â€Å"patriarchal bias against relationalityand connection† is intended to lead to â€Å"connection without harm, lovewithout power abuse, touching without sexual abuse in psychotherapy†(Deitz 2000, 377).   Unfortunately, in practise it often results inâ€Å"power over† relationships where those receiving services feel â€Å"lessthan† those providing them.   â€Å"Healing happens when someone feels seen,heard, held, and empowered, not when one is interpreted, held at adistance, and pathologized† (Deitz 2000, 377). Deitz (2000) finds thatsocial workers often institutionalize a â€Å"power over† stance fromprofessional training and discourse that constructs the identities ofclients as somehow disordered, dysfunctional or impaired.   â€Å"Whetherbetween parents and children; physicians and patients; social workersand consumers of services; Whites and Blacks; or heterosexuals andlesbians, gays, bisexuals, and transgendered persons, power overrelationships give the dominant partners or group the right to definethe mean ings of subordinates’ experiences (including their resistance)and thus their opportunities for self-affirmation† (Deitz 2000,373).This creates professional relationships that ignore theenvironmental, historical, and social contexts of the problem, discountpeople’s strengths and resilience in assessment and intervention, andlead â€Å"to the objectification of people as diagnoses, rather than toempowerment† (Deitz 2000, 370).   â€Å"The keys to empowerment in feministmicro practice are reconnection and transformation through politicalactivity; survivors of oppression and abuse experience reconnectionthrough relationships based on mutuality, collaboration, andtrustworthiness† (Deitz 2000, 376).Theories from social work, psychology, and particularly developmentalpsychology describe empowerment as primarily a process, with thepersonal transformation of the individual becoming empowered at itsfoundation (Carr 2003, 8).   Barriers to empowerment and problems ofdisenfranchisement caused by powerlessness are primarily political,rather than psychological.   Powerlessness is defined as the inabilityto effectively manage one’s emotions, knowledge, skills, or resources;it is â€Å"derived from the absence of external supports and the existenceof ontological â€Å"power blocks† that become incorporated into a person’sdevelopment† (Carr 2003, 13).   As such, many survivors also work toreconnect to others in their communities, often seeking politicalactivity that â€Å"emphasizes the empowerment of others, such as byorganizing Take Back the Night marches or speak-outs, volunteering forcrisis hot lines, seeking legislative changes, or becoming socialworkers or human service professionals† (Deitz 2000, 376).For example, feminist work with abuse survivors â€Å"emphasizes therelationship between abuse and oppressive social relations (Deitz 2000,374).   On the other hand, the dominant clinical socia l work approach tooppression and abuse relocates the problem of oppression in victims.Psychological theories are typically employed, which â€Å"locates pathologyin individuals, rather than in oppressive relationships and systems,and considers the long-term effects of oppression to be symptoms ofindividual pathology† (Deitz 2000, 374).   Unfortunately, whilst manysocial workers have been exposed to or even personally supportoperating from a feminist framework, the systems in which they workprevent them from actively utilising feminist insight in their dailypractise.   RESEARCH PLAN This research seeks to study the prevalence and impact of traditionaland feminist practitioner constructs from the perspective of thoseserved.   Specifically, a focus group study will be conducted with agroup of college students, all of whom are currently studying socialwork and therefore have some concept regarding social work practice,feminist and traditional worldviews.   In addition, all students in thefocus group will have experienced domestic violence and have beenprovided the services of a social worker in some form during theirteenage years.Three areas of discussion will be undertaken by the group.   These willbe provided to individual group participants in writing several daysbefore the group in order for students to have time to consider whatthey would like to share regarding their opinions and own experiences.  The first group activity will involve creating definitions ofâ€Å"masculine† and â€Å"feminine† from the perspective of a typical socialwork er based on the students’ teenage experiences.   Students will thenbe asked to discuss where, if at all, they personally feel they andtheir family members who were involved in the domestic violencesituation(s) â€Å"fit† regarding these preconceived definitions.   It isanticipated some students will have been uncomfortable with societalconstraints they or their family experienced as teenagers.   As all arestudying social work, they are also anticipated to make moreconnections between societal power issues, hegemonic gender roles, andtheir influence on domestic violence than a focus group without suchbackground.   The third area of discussion will centre on how thestudents’ perceptions of their social worker(s) understanding of genderroles influenced their and their families reception of adequateservice. The researcher will both tape record and take notes on the groupdiscussions.   Data gathered from the group will then be compiled andanalysed.   In a ddition, students from the focus group will be given theoption to write a response to the group activity, if they so desire.  These will be further included in the group data. METHODOLOGY Data collection involved four means.   Prior to the group starting,each participant was given a questionnaire (see Appendix 3) to gatherbasic demographic information.   The questionnaire also asked for abrief summary of their abusive situation.   Regarding data collection ofthe group proceedings, as described above the focus group session wastape-recorded and the researcher took notes to supplement the recordingof group discussion.   The recorded sessions were then transcribed intoprint form, with research notes added in at the chronologicallyappropriate points of the transcription to provide a more completewritten overview of the focus group discussion.   In addition, groupparticipants had an option to write a response the group to be includedin the group data.   Four participants wrote responses, which wereconsidered with the group data following analysis of the focus groupdiscussion.   Participants were provided with the three areas of groupdiscussion several days pr ior to the actual focus group meeting.   Theywere not given any directions or guidance regarding the optionalwritten responses to the group activity.Data analysis first involved dividing and coding group data.   Responsesto the first topic of discussion were divided into three categories:  those representing a traditional worldview, those representing afeminist worldview, and those that did not clearly represent eitherworldview.   From these groupings, overall findings regarding theworldviews typically experienced by the group participants weresummarised.   This was then further compared with the definitions oftraditional gender roles identified by the group.Data from the second topic of discussion were also broken down intothose representing a traditional worldview, those representing afeminist worldview, and those that did not clearly represent eitherworldview.   It was important to then note participant perceptions andemotional responses to these codings, and in which worldview groupingthey and their families were reported to feel best served andempowered.   Data from the specific discussion regarding service were then similarlyanalysed, and combined with previous findings to present a picture ofthe impact of traditional versus feminist worldviews on social workpractise, emphasising work with teenage domestic violence survivors andtheir understanding of gender roles in society.   It was anticipated at the conclusion of such research, a view could beasserted as to whether feminist perspective has a significant impact onthe practise of social work as it is currently undertaken and whetherthis impact, if any, leads to improved service.As the focus group involved a relatively small number of participants(nine total) and data from their interactions were primarilyqualitative in nature, it was decided not to perform any complexstatistical analysis on focus group data.   It was felt that such typesof analysis would neither reveal findings that co uld be consideredstatistically significant nor provide a more accurate understanding ofthe issues under consideration than a more qualitative analyticalapproach.   In consideration of space and relevance portions of thediscussion were used to support conclusions in the findings andanalysis sections of this dissertation, whilst an overall summary ofthe most relevant portions of the discussion are included in Appendix2. IMPLEMENTATION OF PROJECT Nine students meeting the criteria laid out in the research planagreed to participate in the focus group.   They were primarilyorganised by one group participant, who had discovered other domesticviolence survivors through classroom discussions and throughparticipation in a survivors’ group in the local community.   All ninestudents were currently studying social work or had taken at least onesocial work course as part of a related course of study, such aseducation or criminal justice.   There were six women and three men,ranging in age from nineteen to twenty-seven.   Racially, seven wereCaucasian, one was Black, and one was Asian.   All present as comingfrom upper working class to middle class backgrounds.   All hadexperienced domestic violence as teenagers, making their experiencesfairly recent and therefore providing a relatively current depiction ofsocial work practise.   Five students (three women, two men) had beenremoved from their biological parents at s ome point during theirteenage years.   All had been involved in interventions into the familyby a social worker representing either a government organisation, or inthe case of one woman, a local church.   Some of the participants previously knew each other and were somewhataware of each other’s experiences, which should be considered in groupanalysis.   Five regularly participated in a survivors’ support group inthe community.   One man and one woman were cousins.   In addition, twoof the men had known each other as teenagers from intervention throughthe school system.Jennifer, a twenty-four year-old Caucasian woman, was chosen to be themoderator, as she had been the one who had assisted the researcher byarranging for most of the participants to become involved in thestudy.   The group then moved almost immediately into discussion of thetopics provided.   The group had been provided a whiteboard for its use,which Jennifer implemented to organise individua l comments and ideas.  It is surmised that the easy manner with which the group undertook thediscussion was based on the fact that they were all students andtherefore used to having study groups, group discussions, and the like,and that all of them had at least publicly shared their experiencespreviously, either as part of a classroom discussion or survivors’group, or both, and were therefore more comfortable in engaging in suchdiscussion than might be typical for a focus group dealing with suchexperiences. FINDINGS AND ANALYSIS The first finding of this research is that the majority of socialworkers in service or domestic violence survivors to not consistentlyemploy feminist constructs in practise, despite the likelihood ofhaving been exposed to such constructs.   This manifested itself inthree significant ways.   First, families were overwhelming dealt withas individuals with problems.   That is, the abuser was described asmaking poor choices or having some type of pathological issues that ledto his or her decision to abuse (in one participant’s family, bothparents were abusive).   As such, the abuser was described from apsychoanalytical standpoint by the social worker(s), and his or herbehaviour labelled as individually deviant.   The survivors of the domestic violence situations, particularly themothers, as the majority of abusers from the groups’ experiences weremale family members or boyfriends of the mother, were also reported tobe consistently dealt with from an individual per spective.   In thissense, their behaviour was also reported to be categorised by thesocial workers involved as unhealthy, pathological, and coming fromsome sort of unresolved personal issues, such as low self-esteem.   Inthe case of only one participant did the social workers involved ineither intervention or therapy consistently relate the domesticviolence situation to broader issues of oppression, societal powerstructures and the related hegemonic gender roles, or patriarchal normsof society.   It is of note that this participant received service froma progressive women-helping-women organisation, rather than atraditional government-organised social work programme.  Group participants also repeatedly described their family situationsas unhealthy, and they certainly were, but from the perspective thatboth the abuser and abused were reacting or displaying emotioninappropriately, rather than that the motivation or norming behind thebehaviour was at fault.   For example, Tre nt described his mother asdrawn to violent, alcoholic men.   â€Å"She always seemed to go for theseguys that didn’t know how to express anything except by breaking stuff,yelling, hitting, you know.†Ã‚   His further descriptions of his mothers’boyfriends indicated an assumption that if these men had been raisedwith or taught proper means of dealing with their frustrations andemotions, the abuse to him and his mother would have been lessened oreliminated.   This idea was supported by at least one social worker, whosuggested counselling for Trent, his mother, and the then boyfriend asone possible way of addressing the abusive situation.Several participants did bring feminist theory and thought into groupdiscussion, pointing out, for example, that dominance or aggression bymen in any form was unhealthy, and questioning why it was only seen asunhealthy by most of the social workers they had encountered, and byothers they knew in the community, when physical viol ence was actuallyinvolved.   There was a related discussion, albeit brief, about the unwillingnessof neighbours, relatives, and others in the community, such as membersof the same church, to intervene in the domestic violence situation.  Participants indicated their perception that whilst this was often dueto a fear of getting involved or knowing how to help the situation,there were repeated occurrences in everyone’s experience where anunwillingness to intervene derived from others’ implications that theman of the house had some right to choose the way in which thehousehold operated, or that he had a right to discipline his wife /girlfriend and children as he saw fit.   Wendy reports hearing an auntstate â€Å"Well, its his family, their kids, she wants to stay with him,†and dismiss the ongoing violence as therefore an acceptable familylifestyle, or at least one in which none of the rest of the familyshould be expected to intervene.   Participants then a cknowledged thisand several other systemic situations that perpetuated their abuse,such as reluctance of authority figures to continue questioning wheninitially told nothing was wrong, and unwillingness of police tointervene repeatedly.   Similarly, regarding gender roles, discussion indicated a belief bymost participants that their social workers believed a traditionalstereotype of what was appropriate behaviour for a man and a woman, andthat these behaviours were different.   There were reports of acceptanceof physical response as an appropriate masculine reaction, but thelevel of physical response not being considered appropriate.   Maleparticipants were encouraged to talk about their experiences, butreport never being given permission to express fear, or an emotionalresponse such as crying.   One male participant reported starting to cryas part of a group experience, and being discouraged rather thanencouraged to continue, whilst female members of the group were allowedt o and even supported in such emotional expression.   There were similarreports of various hegemonically feminine expressions, such as crying,fear, and nurturing behaviours, being supported and encouraged bysocial workers for male family members but not female, as well as anacceptance or assumption of weakness on the part of adult females whochose to remain in an abusive situation.The discussion then moved to the effect of traditional and feministperspective on social work service.   Participants overwhelminglyreported feeling better served when social workers sought to empowerthem and their families.   This did usually involve practise of methodsderived from a feminist view, such as the use of reflective journalingand support groups, as well as encouragement from the social workers tothe mother that she could, indeed, survive and prosper outside thedomestic violence situation, that she did have the inner reserves toaddress the situation and move to a healthier lifestyle, and t hatsocietal pressure to be with a man, either as a romantic partner or asa father / father-figure for children was not necessary for asuccessful life.   Participants also report feeling personally empoweredby such encouragement, and therefore able to support their mothers inattempts to leave relationships.From their own study in social work theory, focus group participantswere able to briefly discuss the ramifications of the patriarchalsocietal power structure on a woman’s decision to stay in a violentsituation.   One issue brought up included the perception that societywill view a woman as a failure and undesirable if she does not have aromantic relationship with a man in her life.   A number of womenparticipants in the group reported feeling similar pressure to maintaina romantic relationship with a man in their life, regardless of theirother commitments or interests, and an expectation that they would notbe successful women if they did not ultimately get married and havechildren.   When questioned by other participants, the three maleparticipants reported not feeling such pressures.   Another issue raisedwas the mothers’ perception that they needed a father figure tosuccessfully raise children, particularly boys.   This was perpetuatedin the life experiences of group participants even though the menoccupying these roles were viewed by the male participants asdestructive, rather than constructive, influences.   Issues of supportin disciplining children and managing household operations were alsoindicated, as was the financial support provided by the batterer.   Thegroup indicated all these issues were societal, rather than individual,and lack of addressing of them affected the effectiveness of the socialservices they had received.Overall, the participants were generally positive about at least onesocial worker with whom they had a relationship during their teenageyears.   Participants typically felt feeling most encouraged and bestserved by those social workers who did not present themselves as beingdistant or above the participants and their families, and who did notoverly emphasise their family’s issues from a perspective of individualdysfunction.   These findings indicated that a feminist interactiveconstruct, which avoids â€Å"power over† methods and practise is perceivedto be most effective by domestic violence survivors. RECOMMENDATIONS It is recommended from findings of this study that social workersare first provided greater exposure to and training in feminist methodsand theory as it relates to their practical, day-to-day practise.   Forexample, all participants reported some positive experiences inresponse to reflective methods such as reflective journaling andsurvivor support groups.   Considerations of ways to more greatlyinclude such methods in typical practise are therefore indicated.   Of greater concern are the systems in which social workers operate.  Whilst most of the social workers in these focus group participants’experiences had some familiarity with feminist theory or methods, asindicated by their emphasis on empowerment or use of specificstrategies, there is something within the government-sponsored socialservices structure that prohibits practise truly based on feministtenets.   A sharp contrast was provided by the young woman served at aprogressive, private service, where feminis t theory was the obviousframework on which service was based.   She was by far the most positiveabout her experiences and workers, and reported insights, understandingand empowerment to change not consistently reported by other focusgroup participants.It therefore recommended that more research be pursued as to whatfactors constrain social workers from functioning from a more feministframework.   Issues such as time (many social workers have far morepeople to see and serve than they would like to have, or often feelthey can serve effectively), lack of material resources such asappropriate space, lack of effective training, or discouragement insuch regards from supervisors or others in power.   Specificallyidentifying relevant factors could then form a framework forprogressing with change in social work practise within a typicalgovernment service organisation.It is further recommended that individual social workers consider whatconstraints they persona

Should We Legalize Marijuana? :: Argumentative Persuasive Topics

Should We Legalize Marijuana? In the perspective of America's war on drugs, marijuana is one of the biggest enemies. And since alcohol and tobacco, two life threatening substances, are legal it is a relevant question to ask why marijuana is illegal. The taxpayers of America can partly answer this question when they fill out their tax forms and when they hear the hash rhetoric used against marijuana by the government. The fact that marijuana is illegal is sufficiently caused by the amount of money, jobs, and pride invested in the drug war. In other words, the government cannot turn back now. In order to demonstrate this cause, the difference between illegal and legal substances (specifically alcohol and marijuana) must be abolished. Alcohol, as we all know, was once illegal. The reason that it was illegal was because the ill effects of alcohol led many people to fight for the prohibition cause. Some of these ill effects are direct and some alter the behavior and motor skills of the drinker, helping them do things they would not usually do. More often than not, the direct effects result from heavy drinking, like "depression is frequently diagnosed in alcoholics" (Rittenhouse 140). But just getting drunk can do serious harm. "Accidental trauma forms the major cause of brain damage from alcohol" (140) would indicate alcohol as a threat to human health. Marijuana on the other hand seems a little out of place in its classification as illegal. The source previously cited notes that, "Although it is classified as a Schedule I drug for regulatory purposes, it is clearly different pharmacologically from the opiate analgesics" (Rittenhouse 151). Also, recently a heated debate has arisen on the medicinal value of marijuana. Whether there is a definite use for marijuana is unclear, but there is surely no such debate concerning alcohol. So once again I posture the question why is marijuana illegal if it is not more dangerous than substances that are legal? The American government's investment in the war on drugs spans the spectrum of governmental offices. But the main recipient of funds from the budget is the Drug Enforcement Agency, located in the Department of Justice. Before I start quoting budget allocations, I would like to ask the reader to make a small assumption. The budget does not make distinctions between fighting marijuana and fighting cocaine, heroine, etc. So I would ask that the reader assume marijuana accounts for five percent of the budget's drug prevention allocations.

Cold War and US Diplomacy Essay

The John F. Kennedy presidency encountered various situations in Latin America, Southeast Asia and Europe, as well as, other regions that required astute diplomatic efforts and initiatives amid increasing Cold War tensions. Kennedy had been passionate about the issues of war and peace since when he was young. In fact, Kennedy’s plan of flexible response managed by Robert McNamara was intended to minimize the occurrence of war caused by miscalculated diplomatic and military initiatives. The U. S. ’s successful handling of the Cuban Missile Crisis epitomizes the foreign policy approach that John F.  Kennedy’s administration took. The Cuban Missile Crisis of 1962 was a conflict with the Soviet Union and Cuba on one side and the U. S on the other. The Cuban Missile Crisis is regarded as the closest the Cold War came to turning into a nuclear war (Byrne, 2006, p. 7). It is also one of the documented moments of the threat of mutual assured destruction (MAD). After getting proof of Soviet missile bases building in Cuba, the U. S thought about the idea of attacking Cuba through air and sea, but later arrived at a military quarantine of Cuba. U. S troops were at their highest state of readiness ever while Soviet field commanders based in Cuba were ready to use battlefield nuclear weapons to defend Cuba if it was attacked. Fortunately, courtesy of courage of two men, President John F. Kennedy and Prime Minister Nikita Khrushchev, eminent nuclear war was averted. After capturing proof that Cuban missile bases were under construction, Kennedy secretly held a meeting with the Executive Committee of the National Security Council (EXCOMM). He put on hold the military solution of the crisis, vigorously championed by the Joint Chiefs of Staffs, and instead decided to quarantine Cuba (Viotti, 1996, p. 104). On October 22, 1962 Kennedy informed the public about the crisis, declaring the quarantine and demanding removal of the Soviet Union. Kennedy’s inclination to a peaceful settlement of international disputes was best exemplified when a Soviet missile brought down a U-2 reconnaissance plane over Cuba, murdering the pilot Rudolf Anderson. On October 27, in a letter to Nikita Khrushchev, Kennedy gave a non-invasion promise for removal of Soviet missiles from Cuba. Luckily, on October 28th, 1962 Kennedy and Khrushchev signed a deal. The Soviet Union accepted to remove their missiles from Cuba in exchange for the U. S non-invasion promise and disarmament of PGM-19 Jupiter missiles in Turkey. By the time the deal was struck, all Jupiter missiles were considered to be out of use and had actually been replaced by missile-equipped U. S Navy Polaris subs; they were however, removed in 1963. Diplomatic efforts spearheaded by President John F. Kennedy in conjunction with Premier Nikita Khrushchev during the Cold War helped the U. S to avoid going to war with the communist Soviet Union. The Cuban Missile Crisis was a dangerous global security situation equated to crisis such as the Berlin Blockade, the Yom Kippur War and the Suez Canal as one of the major conflicts of the Cold War. Avoiding the eminent nuclear war was a great feat for the U. S in her efforts to spearhead maintenance of international peace and security. Furthermore, it saved the international community from being doomed to a devastating worldwide thermonuclear war even before the deep wounds of World War I and II dried up. After the Cuban Missile Crisis, the U. S and the Soviet Union political leaders recognized a mutual interest in deliberate and strategic arms limitations in order to avoid accidental or unintentional nuclear war and to prevent the spread of the deadly nuclear weapons (Cimbala, 2002, p. 8). During the 1960s, the vital Nuclear Test Ban Treaty of 1963 and Direct Communications Link (Hot Lines) for urgent situation discussions between the U.  S and Russia heads of states were concluded. Deliberations between Washington D. C and Moscow over strategic arms limitation started during the Johnson administration continued during Nixon presidency and ended in the SALT I (Strategic Arms Limitation Talks) covenant in 1972. The Cuban Missile Crisis indirectly reaffirmed the importance of peaceful settlement of disputes not only between the U. S and their rivals like the Soviet Union, but also between other countries in other parts of the world. This trend was particularly crucial to the entire international community, which was still struggling to overcome effects of World War II. Diplomatic efforts used by Kennedy’s administration helped to save the world’s weak nations from being hurt by the likely thermonuclear war that would have erupted between the U. S and Soviet Union. In addition, it left both military and political global balance of power unaltered. In conclusion, for the U. S public, President John F. Kennedy showed commendable leadership talents, decision-making abilities, and conflict management kills. In fact, by November 1962, Kennedy’s management of the Cuban Missile Crisis was seen by most ordinary Americans as a major diplomatic victory for his administration and the nation at large (Viotti, 2005, p. 53). To a certain extent, the triumph of the diplomatic efforts adopted by Kennedy administration boosted public confidence in his regime particularly with regard to foreign relations initiatives at a time when Soviet Union communism was increasingly gaining ground and the nuclear weapons race getting out of hand.

The Two Romeo and Juliet Balcony Scenes

The Two Romeo and Juliet Balcony Scenes Free Online Research Papers In Romeo and Juliet, there are two balcony scenes. The first one takes place before Romeo and Juliet are married and is full of hope and love. In this scene, the meeting takes place at the beginning of the night and is interrupted by the Nurse. In the second scene, it is filled with dread, and sorrow as the two know that death or separation is inevitable. This meeting takes place at the end of night, and again is interrupted by the Nurse. In the first balcony scene it is clear that Romeo and Juliet love each other and want to be married so that they will never be apart. It is obvious in this quote, where Romeo returns Juliets proposal with his own: â€Å"Th’exchange of thy love’s faithful vow for mine† (2.ii.77). This quote is surrounded by strong words of love from both Romeo and Juliet. Another example of the two showing their love for each other is here: â€Å"Three words, dear Romeo, and good night indeed† (2.ii.79). This can be interpreted as the three words being â€Å"I Love You†. One example of Romeo showing his love for Juliet in this balcony scene is when he states: â€Å"And, but thou love me, let them find me here. My life were better ended by their hate Than death prorogued, wanting thy love† (2.ii.75). The previous quote shows that Romeo is not scared of what the servants of Sir Capulet will do to him, or even Sir Capulet himself, if he were to be found because Romeos love for Juliet is that strong. This first balcony scene takes place at the beginning of the night, shown in this quote: â€Å" But soft, what light through yonder window breaks? It is the east, and Juliet is the sun† (2.ii.69). This quote shows that there is still a little bit of light left outside, but that the sun (referred to as Juliet) is setting in the west, meaning it is going down. This balcony scene also includes the Nurse interrupting a very romantic, spiritual event between Romeo and Juliet, shown here: â€Å"Nurse within – Madam. Juliet- I come anon. – But if thou meanest not well, Nurse- Madam.† (2.ii.79). This quote shows that Juliet was so deep into thought with Romeo that she at first did not notice the nurse there, and that it took the nurse two attempts at calling her to catch her attention. As a reader reads the second balcony scene, is quite obvious that both Romeo and Juliet feel strong emotions of dread. This could be because Romeo is being banished, and that they would both rather die than live without each other. Research Papers on The Two Romeo and Juliet Balcony ScenesHonest Iagos Truth through DeceptionWhere Wild and West MeetComparison: Letter from Birmingham and CritoHarry Potter and the Deathly Hallows EssayThe Masque of the Red Death Room meaningsMind TravelThe Project Managment Office SystemHip-Hop is ArtThe Spring and AutumnAnalysis Of A Cosmetics Advertisement

Where to Find Privacy and Quiet Time in College

Where to Find Privacy and Quiet Time in College As much fun as it is to always have such interesting and engaging people around you in college, even the most outgoing of students need some privacy from time to time. Unfortunately, finding privacy on a college campus can be more of a challenge than you might think. So just where can you go when you need a few moments (or even an hour or two) to escape from it all? Here Are Some Ideas 1. Rent a carrel in the library. At many larger schools (and even some smaller ones), students can rent a carrel in the library. The cost usually isnt too high, especially if you consider how much youll pay a month for a quiet place you can call your own. Carrels can be great because you can leave books in there and know that theres always a quiet place to study without being interrupted. 2. Head to a large athletic facility when its not in use. Consider checking out the football stadium, track, soccer fields, or another athletic facility when there isnt a game going on. A space you might traditionally associate with thousands of people can be blissfully quiet when no events are planned. Finding a little nook for yourself in the stands can be a great way to get some time to just sit and reflect or even catch up on your long-overdue reading. 3. Cozy up in a  large theater facility when theres nobody there. Even if there is no play or dance performance scheduled until later this evening, chances are the campus theater is open. See if you can go inside for a great place to get some privacy as well as some comfy chairs to do your homework in. 4. Try your house or residence hall during mid-morning or mid-afternoon. Think about it: When are you least likely to be hanging out in your hall or house? When youre in  class, of course. If you want some privacy in a place that is familiar, try heading home during the mid-morning or mid-afternoon when everyone else is off in the academic buildings- if you dont have a class, of course. 5. Head to a far corner of the campus. Download the campus map from your schools website and look at the corners. What places dont you usually visit? Those are probably the places most other students dont visit either. If you have some time, head to a corner of campus that never gets any visitors and find a little corner of the world to call your own for a while. 6. Reserve a music studio. First and foremost, however: Only do this if youre sure theres plenty of extra studio space at that time- never steal this vital resource from the students who really need it. If there isnt much demand for space, consider reserving a music studio for an hour or two a week. Whereas other students will be practicing their violins and saxophones, you can put some headphones in and get some quality relaxation or meditation time. 7. Hang out in an art studio or science lab. If there arent any classes in session, art studio and science labs can be a funky place to get some privacy. You can have a phone conversation in private (provided theres no one else around to annoy)  or let yourself enjoy your creative side (sketching, painting, or maybe writing poetry?) while in a relaxing, calm environment. 8. Check out the dining hall during non-peak hours. The food court itself may not be open, but chances are you can still go and snag one of the comfy booths or tables (not to mention get a Diet Coke refill when you need it). Consider bringing your laptop so you can have some privacy while catching up on emails, Facebook, or other personal tasks that are hard to do with a ton of people around. 9. Wake up early and explore an entirely new part of campus.   It sounds horrific, but waking up early every now and then can be a great way to get some privacy, spend some time in self-reflection, and gain perspective. After all, whens the last time you had a few moments by yourself to go for a great morning run, do some morning yoga outside, or just go for a quiet walk around campus? 10. Stop by a campus chapel, temple, or interfaith center. Heading to a religious location may not be one of the first things that comes to mind when you think of where to go for privacy, but campus religious centers have a lot to offer. Theyre quiet, open most of the day, and will provide you with some time to reflect and process on whatever you need to for as long as you need to. Additionally, if youd like to get any spiritual counseling while youre there, theres usually someone you can talk to.

Ghost Dance, Amerindian Rebellion and Religious Ritual

Ghost Dance, Amerindian Rebellion and Religious Ritual The ghost dance was a religious movement that swept across Native American populations in the West in the late 19th century. What started as a mystical ritual soon became something of a political movement and a symbol of Native American resistance to a way of life imposed by the U.S. government. A Dark Moment in History As the ghost dance spread through western Native American reservations, the federal government moved aggressively to stop the activity. The dancing and the religious teachings associated with it became issues of public concern widely reported in newspapers. As the 1890s began, the emergence of the ghost dance movement was viewed by white Americans as a credible threat. The American public was, by that time, used to the idea that Native Americans had been pacified, moved onto reservations, and essentially converted to living in the style of white farmers or settlers. The efforts to eliminate the practice of ghost dancing on reservations led to heightened tensions which had profound effects. The legendary Sitting Bull was murdered in a violent altercation sparked by the crackdown on ghost dancing. Two weeks later, the confrontations prompted by the ghost dance crackdown led to the infamous Wounded Knee Massacre. The horrific bloodshed at Wounded Knee marked the end of the Plains Indian Wars. The ghost dance movement was effectively ended, though it continued as a religious ritual in some places well into the 20th century. The ghost dance took a place at the end of a long chapter in American history, as it seemed to mark the end of Native American resistance to white rule. Origins of the Ghost Dance The story of the ghost dance began with Wovoka, a member of the Paiute tribe in Nevada. Wovoka, who was born about 1856, was the son of a medicine man. Growing up, Wovoka lived for a time with a family of white Presbyterian farmers, from whom he picked up the habit of reading the Bible every day. Wovoka developed a wide-ranging interest in religions. He was said to be familiar with Mormonism and various religious traditions of native tribes in Nevada and California. In late 1888, he became quite ill with scarlet fever and may have gone into a coma. During his illness, he claimed to have religious visions. The depth of his illness coincided with a solar eclipse on January 1, 1889, which was seen as a special sign. When Wovoka regained his health, he began to preach of knowledge which God had imparted to him. According to Wovoka, a new age would dawn in 1891. The dead of his people would be restored to life. Game which had been hunted nearly to extinction would return. And the white people would vanish and stop afflicting the indigenous peoples. Wovoka also said a ritual dance which had been taught to him in his visions must be practiced by native populations. This ghost  dance, which was similar to traditional round dances, was taught to his followers. Decades earlier, in the late 1860s, during a time of privation among western tribes, there had been a version of the ghost dance which spread through the West. That dance also prophesied positive changes to come to the lives of Native Americans. The earlier ghost dance spread through Nevada and California, but when the prophecies did not come true, the beliefs and accompanying dance rituals were abandoned. However, Wovokas teachings based on his visions took hold throughout  early 1889. His idea quickly spread along travel routes, and became widely known among the western tribes. At the time, the Native American population was demoralized. The nomadic way of life had been curtailed by the U.S. government, forcing the tribes onto reservations.  Wovokas preaching seemed to offer some hope. Representatives of various western tribes began to visit Wovoka to learn about his visions, and especially about what was becoming widely known as the ghost dance. Before long, the ritual was being performed across Native American communities, which were generally located on reservations administered by the federal government. Fear of the Ghost Dance In 1890, the ghost dance had become widespread among the western tribes. The dances became well-attended rituals, generally taking place over a span of four nights and the morning of the fifth day. Among the Sioux, who were led by the legendary Sitting Bull, the dance became extremely popular. The belief took hold that someone wearing a shirt that was worn during the ghost dance would become invulnerable to any injury. Rumors of the ghost dance began to instill fear among white settlers in South Dakota, in the region of the Indian reservation at Pine Ridge. Word began to spread that the Lakota Sioux were finding a fairly dangerous message in Wovokas visions. His talk of a new age without whites began to be seen as a call to eliminate the white settlers from the region. And part of Wovokas vision was that the various tribes would all unite. So the ghost dancers began to be seen as a dangerous movement that could lead to widespread attacks on white settlers across the entire West. The spreading fear of the ghost dance movement was picked up by newspapers, in an era when publishers such as Joseph Pulitzer and William Randolph Hearst were beginning to champion sensational news. In November 1890, a number of newspaper headlines across America linked the ghost dance to alleged plots against white settlers and U.S. Army troops. An example of how white society viewed the ghost dance appeared in the form of a lengthy story in the New York Times with the subheadline, How the Indians Work Themselves Up to a Fighting Pitch. The article explains how a reporter, led by friendly Indian guides, trekked overland to a Sioux camp. The trip was extremely hazardous, owing to the frenzy of the hostiles. The article described the dance, which the reporter claimed to have observed from a hill overlooking the camp. 182 bucks and squaws participated in the dance, which took place in a large circle around a tree. The reporter described the scene: The dancers held on anothers hands and moved slowly around the tree. They did not raise their feet as high as they do in the sun dance, most of the time it looked as though their ragged moccasins did not leave the ground, and the only idea of dancing the spectators could gain from the motion of the fanatics was the weary bending of the knees. Round and round the dancers went, with their eyes closed and their heads bent toward the ground. The chant was incessant and monotonous. I see my father, I see my mother, I see my brother, I see my sister, was Half Eyes translation of the chant, as the squaw and warrior moved laboriously about the tree.The spectacle was as ghastly as it could be: it showed the Sioux to be insanely religious. The white figures bobbing between pained and naked warriors and the shrill yelping noise of the squaws as they tottered in grim endeavor to outdo the bucks, made a picture in the early morning which has not yet been painted or accurately described. Half Eyes says the dance which the spectators were then witnessing had been going on all night. On the following day the other side of the country, the front-page story A Devilish Plot claimed that Indians on the Pine Ridge reservation planned to hold a ghost dance in a narrow valley. The plotters, the newspaper claimed, would  then lure soldiers into the valley to stop the ghost dance, at which point they would be massacred. In It Looks More Like War, the New York Times claimed that Little Wound, one of the leaders at the Pine Ridge reservation, the great camp of the ghost dancers, asserted that the Indians would defy orders to cease the dancing rituals. The article said the Sioux were choosing their fighting ground, and preparing for a major conflict with the U.S. Army. Role of Sitting Bull Most Americans in the late 1800s were familiar with Sitting Bull, a medicine man of the Hunkpapa Sioux who was closely associated with the Plains Wars of the 1870s. Sitting Bull did not directly participate in the massacre of Custer in 1876, though he was in the vicinity, and his followers attacked Custer and his men. Following the demise of Custer, Sitting Bull led his people into safety in Canada. After being offered amnesty, he eventually returned to the United States in 1881. In the mid-1880s, he toured with Buffalo Bills Wild West Show, alongside performers like Annie Oakley. By 1890, Sitting Bull was back in South Dakota. He became sympathetic to the movement, encouraged young Native Americans to embrace the spirituality espoused by Wovoka, and apparently urged them to take part in the ghost dance rituals. The endorsement of the movement by Sitting Bull did not go unnoticed. As the fear of the ghost dance spread, what appeared to be his involvement only heightened tensions. The federal authorities decided to arrest Sitting Bull, as it was suspected he was about to lead a major uprising among the Sioux. On December 15, 1890, a detachment of U.S. Army troops, along with Native Americans who worked as police officers on a reservation, rode out to where Sitting Bull, his family, and some followers were camped. The soldiers stayed at a distance while the police sought to arrest Sitting Bull. According to news accounts at the time, Sitting Bull was cooperative and agreed to leave with the reservation police, but young Native Americans attacked the police. A shoot-out occurred, and in the gun battle, Sitting Bull was shot and killed. The death of Sitting Bull was major news in the East. The New York Times published a story about the circumstances of his death on its front page, with subheadlines described him as an old medicine man and a wily old plotter. Wounded Knee The ghost dance movement came to a bloody end at the massacre at Wounded Knee on the morning of December 29, 1890. A detachment of the 7th Cavalry approached an encampment of natives led by a chief named Big Foot and demanded that everyone surrender their weapons. Gunfire broke out, and within an hour approximately 300 Native men, women, and children were killed. The treatment of the native peoples and the massacre at Wounded Knee signify a dark episode in American history. After the massacre at Wounded Knee, the ghost dance movement was essentially broken. While some scattered resistance to white rule arose in the following decades, the battles between Native Americans and whites in the West had ended. Resources and Further Reading â€Å"The Death of Sitting Bull.† New York Times, 17 Dec. 1890.â€Å"It Looks More Like War.† New York Times, 23 Nov. 1890.â€Å"The Ghost Dance.† New York Times, 22 Nov. 1890.â€Å"A Devilish Plot.† Los Angeles Herald, 23 Nov. 1890.

Kayte Clark (case) Case Study Example | Topics and Well Written Essays - 1250 words

Kayte Clark ( ) - Case Study Example To successfully bring a case of discrimination against her employer under ADEA, there are certain things that Kayte Clarke must prove. In the case of Palasota v Haggar Clothing Co., 342 F.3d 569 (5th Cir. 2003), the Court outlined what the plaintiff must prove to show that indeed there was discrimination that is actionable under ADEA. Citing the earlier case of Bodenheimer v PPG Indus., Inc., 5 F.3d 955, 957 (5th Cir. 1993), the Court enumerated the following: the plaintiff was discharged; he was qualified for the position; he belongs to the protected class at the time of the termination; the employer did any of the following to him (a) replaced him with another who is not within the protected class, or (b) replaced him with a younger person, or (c) simply discharged on account of his age. Applying the aforesaid in Kayte’s case, she must provide proof that she is 40 years old or above at the time of her termination and therefore within the protected class under s. 631(a) of th e 29 USC Chapter 14 (or ADEA), proof of her termination and her qualifications to the position and the fact that she was discharged on account of her age. Moreover, ADEA requires that the employer must have at least 20 employees to bring the case within its ambit under s. 630(b). An act of employment discrimination may be proved either directly or indirectly. Indirect proof is conducted using the â€Å"pretext† method prescribed in the case of McDonnell Douglas Corp. v Green, 411 US 792 (1973). In that case, which involves discrimination under Title VII of the Civil Rights Act, the Court held that prima facie evidence from which it can be inferred that there was discrimination may be offered in lieu of direct proof. The employer is then given an opportunity to rebut it with contrary evidence, to which the plaintiff must counter-prove as a mere â€Å"pretext,† because the real reason was actually discrimination-based. On the other hand, if Kayte is to bring a suit under the ADA, she must prove the threshold requirements of the law, which are: she has a disability within the ADA context; she is a qualified individual under ADA, and; she has suffered an adverse employment action because of such disability (Huber 267). Section 12102(1) of Title 42 of the USC (known as ADA) defines disability as: physical or mental impairment significant enough to interfere with major life activities; is recorded, and; seen or regarded by others as such. Legal blindness is defined by the American Medical Association as an eye condition in which a person can see details only at a distance of 20 feet or less using the best conventional correction as opposed to the normal 200 feet vision reach of persons with 20/20 vision or can detect objects only at a field of 20 ° degrees or less (Corn & Koenig 6). In the case of Sutton v United Airlines 527 US 471 (1999), the Court ruled that a person who is legally blind, but whose vision impairment is correctable, is not disabled under the ADA. Under the ADA Amendments Act of 2008, the mitigating factor established in Sutton and similar cases was specifically rejected under s. b(2) thereof, but not the use of eyeglasses or contacts that â€Å"correct visual acuity or eliminate refractive error† which is now incorporated as s 12102(4)(E)(ii) and (iii)(I) of ADA. The implication of this is that Kayte may not qualify if her vision impairment is correctable by eyeglasses or contacts, but may qualify if instead of eyeglasses and contacts, the impairment is cor

Music and Culture Essay Example | Topics and Well Written Essays - 500 words

Music and Culture - Essay Example The punk genre was at loggerheads with the old mainstream society and heavily criticised the contemporary political, social and economic circumstances of the UK. However, this criticism did not offer any alternatives to the existing conditions. The punk genre influence the culture of UK, that became more loose, in terms of its dependence on old societal values. People became more open, adaptive and accommodative of the 'youth culture'! The music press is a branch of entertainment journalism, wherein professionals analyse and criticise the varied genres of music, various bands, singers, musical entourages and the like. The music press consists of well-informed specialist media personnel, who report on the current music culture and offer information to the audiences. The music press of UK is no exception to this and functions in the same fields. The music media personnel of the UK garner information about the music industry of UK, the bands, genres, singers, musicians, lyricists, etc. and offer valuable guidance, suggestions, and criticisms.

Slumdog Millionaire Movie Review Example | Topics and Well Written Essays - 500 words

Slumdog Millionaire - Movie Review Example The plight was similar in both situations – the poor remained desperately poor – but how they actually eked out a living changed considerably. The three characters in this movie were Jamal, his brother Salim, and Latika. Jamal and Salim are orphans – their mother was killed during a raid on Muslim people, and Latika was a waif who happened upon the boys’ camp, and they took her in. During the first part of the movie, they were shown making a living by dealing with trash, trying to find things to sell. A man named Maman finds the boys and tricks them into working for him. Maman’s plan was to recruit young boys to learn how to sing, then he blinds them, as blind singers earn more money begging than non-blind singers do. They escape from Maman, and they eke out a living by pretending to be tour guides for the Taj Mahal and picking pockets. This was how the first part of the movie was portrayed – the boys lived on the streets and stayed fed and clothed by acting like one would imagine a street urchin would act. One of the boys who was blinded by Maman was later seen singing in a subway tunnel. Salim and Jamal earned a living by selling things that they found in the trash or by conning people. However, this was when Mumbai was still Bombay. Bombay turned into Mumbai, and the difference in the overall landscape was striking. This was made clear in a scene where Salim and Jamal are atop a skyscraper that was in the process of being built. Salim said to Jamal that all that they were seeing – the modernity of the great city, with gleaming skyscrapers and a thriving business district – was on the site where they once grew up in the slums. This was meant to denote that the city had changed considerably since Jamal and Salim were boys. And, with the change from Bombay into Mumbai, came a change in how the boys earned their money. Jamal, for his part, was able to make money legitimately by being a part of a call center that answered

The Case of Thomas Jackson Assignment Example | Topics and Well Written Essays - 500 words

The Case of Thomas Jackson - Assignment Example Constable Charles Peel stated, â€Å"There were no signs of injury, the deceased did not smell of alcohol.† The Officer also noted that there were no skid marks though it had been raining and the roads were still wet.Dennis Potts, aged 18, of 23 Beer Street in Old Town, stated that him and Thomas has spent the evening together at the Golden Dragon pool hall, where they had chatted with some girls. Thomas had a bit of a row with â€Å"one of the babes,’ and left on his own in a huff at about 11:30 PM. Dennis stated, â€Å"He offered me a lift but I said no, he seemed a bit upset to tell you the truth.† Potts also added â€Å"I think he wanted to give this chic who he had the hots for a ride on the back of his bike but she went and made some sort of joke about his bike, because it’s only a 250 cc.† When questioned by the Coroner Potts stated that from his experience Thomas was a good rider and did not normally take risks. Jane Wibbly knew Thomas slig htly and said she saw Thomas riding toward Long lane just before midnight. â€Å"He seemed to be having some sort of trouble with his lights, his bike was wobbling about a bit, and then he increased speed and shot right out of sight.A Post-mortem exam showed that Thomas has died from a broken neck. It is unknown why Thomas was ejected from his bike, though wet conditions may have been a factor. The coroner stated â€Å"I’m certain from the evidence that no one else was involved in the tragic circumstance†.

Enforced Democracy under American Occupation Essay

Enforced Democracy under American Occupation - Essay Example control of the nation reversed Japan's zealous colonial ambitions earlier in the twentieth century to subjugate neighboring Asian populations in the name of Hakko Ichiu (Nishi 22). The moral goal of Hakko Ichiu, construed by the Japanese national religion of Shintoism, was a perceived mandate of manifest destiny for Japan as the first created Asian state, to bring the corners of the world together under kodo, the unity of the Imperial Way, in subservience to the divine Emperor. In fact, Japanese military aggression in the Pacific purportedly had the inspired objective of freeing Asian neighbors from western European and American imperialism to create a peaceful and prosperous eastern constituency. Japan's war-time government envisaged an imperial empire as the Greater East Asia Co-Prosperity Sphere (Tsunoda 294). As outlined explicitly in the plan: It is necessary to foster the increased power of the empire, to cause East Asia to return to its original form of independence and co-prosperity by shaking off the yoke of Europe and America, and to let its countries and peoples develop their respective abilities in peaceful cooperation and secure livelihood. (Tsunoda 294) At the At the dnouement of the ill-fated endeavor, with Japan forced to laid down its arms, the nation was occupied by foreigners for the first time in the long annals of its history. Townsend states that the fact that the Supreme Command of the Allied Powers was short of qualified personnel to administer Japan compelled General MacArthur to make judicious use of the time-honored Japanese civic structure and existing public agencies to implement his post-war objectives (207) after first purging vast numbers of Japanese military and civilians who had been complicit in the war. MacArthur dismissed five million Japanese troops from military service, set hearings for war crimes, identified nationals as known co-conspirators within the military command and suppressed the zaibatsu, but discreetly spared Emperor Hirohito (Townson 207). In the years before surrender the Japanese people had lived under a repressive regime whose fierce ambitions were fueled by an obsessive nationalism through its radical misreading of Japan's future as embodied in the manuscripts of its ancient Shinto religion. The prominent zaibatsu controlled almost all its commerce (Price 18). Journalism had been censored, academic freedoms were curtailed and dissidents had been mercilessly suppressed by the secret police, while every facet of Japanese social life had succumbed in subservience to the self-sacrificing civic compliance mandated by the war effort (Nishi 22). The zaibatsu were powerful family-owned banking and industrial syndicates that played key roles in Japanese economic development in the decades before the onset of World War II. By 1937 the four chief zaibatsu had cemented tight relations with the main political parties and firmly dominated half of all Japanese shipbuilding and maritime transport, a third of all bank assets, a third of all foreign trade, and virtually all of Japan's heavy industry (Sugita 21). Under the U.S. occupation, the termination of the zaibatsu topped one of the chief objectives in the postwar strategy of the

National Parks Research Record--yalung river Paper

National Parks Record--yalung river - Research Paper Example Based on the above perspective, this paper analyses the different types of plants, insects, and animals found in Yarlung Zangbo River. Yarlung Zangbo River is one of the world’s most beautiful sceneries as it has both the river and a mountain. Yarlung Zangbo River has its origin in Lake Tamlung Tso in the Chinese area of western Tibet. The river itself is considered the 5th longest in China, totaling to 2,057 kilometers in length. Plants are very essential in any ecosystem as they are the primary producers. Similarly, in national parks, plants remain the primary producers in ecosystems by their ability to produce biomass from the inorganic compounds found in the ecosystem. In most instances, these organisms are usually photosynthetic, a process by which they are to make their food and acquire energy. Yarlung Zangbo River has a number of primary producers that play a significant role in the production of energy that supplies the region. Yarlung Zangbo River has some of the most stunning scenery, made by the co-existence of different flowers and plants. Some of the plants fund in the region, both the endemic and the indigenous combined are usually of different kinds with some being big plants, flowering plants, and grasses as well. These different types includes Conifers scientifically known as Pinophyta, Toadflax (Linaria vulgaris) as the common trees in the Yarlung River, Amaranth (Amaranthus retroflexus), Fi ddleneck (Amsinckia menziesii), and Woolly Mullein (Verbascum thapsus) as the flowering plants, and Cheat Grass (Bromus tectorum) and Orchard Grass (actylis glomerata) as the grass species in Yarlung River. Of all these plant species, Orchard Grass remains one of the greatest endangered species. Such a case has been attributed to its use for medicinal purposes by humans who then sneak into the park in search for the plant and harvest it upon sight. This has made the plant one of the rarest plant species in

The Case of Thomas Jackson Assignment Example | Topics and Well Written Essays - 500 words

The Case of Thomas Jackson - Assignment Example Constable Charles Peel stated, â€Å"There were no signs of injury, the deceased did not smell of alcohol.† The Officer also noted that there were no skid marks though it had been raining and the roads were still wet.Dennis Potts, aged 18, of 23 Beer Street in Old Town, stated that him and Thomas has spent the evening together at the Golden Dragon pool hall, where they had chatted with some girls. Thomas had a bit of a row with â€Å"one of the babes,’ and left on his own in a huff at about 11:30 PM. Dennis stated, â€Å"He offered me a lift but I said no, he seemed a bit upset to tell you the truth.† Potts also added â€Å"I think he wanted to give this chic who he had the hots for a ride on the back of his bike but she went and made some sort of joke about his bike, because it’s only a 250 cc.† When questioned by the Coroner Potts stated that from his experience Thomas was a good rider and did not normally take risks. Jane Wibbly knew Thomas slig htly and said she saw Thomas riding toward Long lane just before midnight. â€Å"He seemed to be having some sort of trouble with his lights, his bike was wobbling about a bit, and then he increased speed and shot right out of sight.A Post-mortem exam showed that Thomas has died from a broken neck. It is unknown why Thomas was ejected from his bike, though wet conditions may have been a factor. The coroner stated â€Å"I’m certain from the evidence that no one else was involved in the tragic circumstance†.

National Parks Research Record--yalung river Paper

National Parks Record--yalung river - Research Paper Example Based on the above perspective, this paper analyses the different types of plants, insects, and animals found in Yarlung Zangbo River. Yarlung Zangbo River is one of the world’s most beautiful sceneries as it has both the river and a mountain. Yarlung Zangbo River has its origin in Lake Tamlung Tso in the Chinese area of western Tibet. The river itself is considered the 5th longest in China, totaling to 2,057 kilometers in length. Plants are very essential in any ecosystem as they are the primary producers. Similarly, in national parks, plants remain the primary producers in ecosystems by their ability to produce biomass from the inorganic compounds found in the ecosystem. In most instances, these organisms are usually photosynthetic, a process by which they are to make their food and acquire energy. Yarlung Zangbo River has a number of primary producers that play a significant role in the production of energy that supplies the region. Yarlung Zangbo River has some of the most stunning scenery, made by the co-existence of different flowers and plants. Some of the plants fund in the region, both the endemic and the indigenous combined are usually of different kinds with some being big plants, flowering plants, and grasses as well. These different types includes Conifers scientifically known as Pinophyta, Toadflax (Linaria vulgaris) as the common trees in the Yarlung River, Amaranth (Amaranthus retroflexus), Fi ddleneck (Amsinckia menziesii), and Woolly Mullein (Verbascum thapsus) as the flowering plants, and Cheat Grass (Bromus tectorum) and Orchard Grass (actylis glomerata) as the grass species in Yarlung River. Of all these plant species, Orchard Grass remains one of the greatest endangered species. Such a case has been attributed to its use for medicinal purposes by humans who then sneak into the park in search for the plant and harvest it upon sight. This has made the plant one of the rarest plant species in

Characteristics of Gothic Literature Essay Example for Free

Characteristics of Gothic Literature Essay The Gothic In 1798 an anonymous author published a commentary that revealed exactly how some writers received the Gothic during this time: â€Å" Take—An old castle, half of it ruinous A long gallery, with a great many doors, some secret ones. Three murdered bodies, quite fresh. As many skeletons, in chests and presses. An old woman hanging by the neck; with her throat cut. Assassins and desperadoes, quant. suff. Noises, whispers, and groans, threescore at least. † (1-7) After reading many of the selections in the anthology, I found this poem on a Gothic’s â€Å"recipe† to be quite true (602). However, in the case of this anonymous writer, he considers all of these characteristics to be negative. I, on the other hand, find it very intriguing that this type of novel developed in a time ruled by writers whose main focus was politics and poetry. Many influential writers including Coleridge and Wordsworth criticized the characteristics, morality, purpose, and significance of these novels; however, I believe many of the features they disliked actually broadened the scope of literature. The Gothic novel was often attacked for being too formulaic. Although the specifics of the plot changed from novel to novel, the characteristics were often similar, which is something that is pointed out repeatedly by the Gothic’s critics. The similarities encountered in the characteristics of these novels include the setting, mystery, and characters to name a few. The setting of this type of novel is usually in a castle of sorts, or in some other mysterious place that produces suspense and terror within the reader. Although these settings were often alike, they â€Å"exist to convey the atmosphere† and are used â€Å"for ends that are fundamentally psychological† (Hume 286). This characteristic is one that set up the entire feeling of the novel, one of suspense, horror, and mystery. The setting of various novels was not uniform because it was the easy or obvious choice like many critics believed, but because it created a certain atmosphere that was needed for the plot. If the story had been set on a sunny beach, the atmosphere would have been much different and the reader would not get the same affect. Like the settings, the mysteries that develop within Gothic novels are usually somewhat similar. From what I have come across, many include a murder or deep, dark secret that is unraveled by an ordinary person. While this may support Wordsworth’s claim that these novels are â€Å"sickly and stupid German tragedies† because of their straightforward plot, I find them to be quite interesting (266). These mysteries create suspense, and were the first â€Å"page-turners† that were ever written. Readers no longer had to decipher long and complicated meanings from pieces such as the â€Å"Lucy Gray† poems; instead, they could sit back, relax, and enjoy these novels that created an escape into a mysterious world. Another piece of the â€Å"formula† that was important to the genre were the characters that were used throughout the novels. The characters were often simple people who were thrown into a situation that required extraordinary actions. While the simplicity of the characters was often criticized by writers who considered themselves to be â€Å"high culture,† these characters had the ability to â€Å"involve the reader in special circumstances† (Hume 286). Unlike the pieces that came before them, the Gothic novel had the capacity to draw the reader in, and put them in the shoes of the main character. For me, it was very hard to feel for the personas in earlier poems that we came across. I think the main reason for this is that the characters tended to be somewhat generic, but interesting. They allowed for anyone to understand the character and immerse themselves within the character’s thoughts. They also allowed for people to sink in to a particular character and feel the terror that they were feeling. Another aspect of the Gothic that was often called into question was the morality of the characters and authors. There are many instances in which these novels incorporated grotesque scenes that included rape and murder among many other things. In The Monk by Matthew Lewis the main character, Ambrosia, is a virtuous and ethical man who seduced by the demon Matilda. In one scene â€Å"his desires were raised to that frantic height by which brutes are agitated†¦ and [he] hastily proceeded to tear off those garments which impeded the gratification of his lust† (598). Ambrosia is obviously an immoral character, and he is criticized for not being so. To me, it seems like critics were getting to the point where they were trying to find anything and everything to criticize about the Gothic novel. While this genre may involve some unseemly characters, they are needed in order to create an interesting plot. Having some sort of villain is necessary in any type of writing that has a mystery or murder involved. Without villains, we cannot have heroes, and both are very important aspects of literature. Coleridge, for example, not only attacked The Monk as a novel but also attacked Lewis as a person for having the ability to create such an immoral character. He believed that â€Å"the merit of a novelist is in proportion†¦ to the pleasurable effect which he produces (604). I highly disagree with this statement because I believe controversy affects change, and change is needed in order to forward society. Novelists and poets were no longer writing poems that had the sole purpose of making a person feel good or empowered; instead, they were writing for entertainment. Also, many of the writers before The Monk addressed political issues that were not considered pleasurable, but controversial and hard to confront. Coleridge’s statement seems to contradict everything that literature stands for. Authors and the literature they create are unpleasant at times, and that is not wrong—it is merely a necessity for the forward movement of society and evolution of literature. Another important issue to address when it comes to these novels is their specific purpose. It seems that every literary movement in history had some sort of motive or driving force behind them. For the Gothic, this driving force or purpose seems to be to induce terror while entertaining. Before this movement, we never really encountered works of literature that were straightforward, suspenseful, and enjoyable all at the same time. In an essay by Aikin and Aikin, they claimed that people would â€Å"rather chuse to suffer the smart pang of a violent emotion than the uneasy craving of an unsatisfied desire† (584). By this, they mean that terror is pleasurable, and that is exactly what these novels delivered to their readers. It was not an emotion that was regularly produced when readers came into contact with the typical works of this time. For a piece of literature to induce such error was something novel and interesting that affected many of their readers. Because terror is an emotion that is hard to come by, these novels were, like I said, an escape for readers. Terror is not something that a person wants to encounter in their real life, but is something they can enjoy and acquire through reading these novels. Their purpose was not to confuse the reader with complicated meanings full of allusions. Instead, these terrifying novels have the ability to â€Å"render the poorest and most insipid narrative interesting when once we get fairly into it† (584). Although many of the authors of Gothic novels may not have been the best composers compared to standards during this time, they were still able to draw in a huge audience because they gave the people what they wanted. I would not consider the narratives â€Å"insipid,† but compared to the works that came before them, they were much simpler and used language that was not considered to be as articulate. This simplicity that is encountered when reading a piece of Gothic work, though criticized, says much about how society was changing during this time. These novels significantly altered the way in which literature was composed and whom it was available to. Instead of being read by the elite few, it was accessible to pretty much anyone who could read. During this time, the percent of literate people was rising rapidly, especially in the middle class. These books appealed to these people, and sold millions upon millions of copies because of this. I think that much of the distaste that so-called â€Å"high culture† writers had for these novels is because of their success. They were extremely popular, more so than the most popular of the poets during this time. For example, Wordsworth was said to be a commercialized version of â€Å"real† poetry because it was easier to understand than many other pieces out during this time. However, he never even came close to selling as many copies of Lyrical Ballads as the Gothic writers did with their own works. For Wordsworth to criticize a genre that feeds off of the readers’ ability to comprehend seems to be extremely hypocritical of him. Also, I think that when something appeals to the masses, it is a good thing. Change cannot occur unless everyone is on the same page, and that is what the Gothic provided to the people. Finally, I would like to confront just how significant this movement is to the literature we have today. This was the first time we encounter a genre that is similar to the types of genres we see today. The Gothic genre was criticized because the novels were too alike—but that is exactly what a genre is, according to today’s standards. One could argue that the novels that are published today are not of the same caliber as novels published 50, 100, or 200 years ago. And maybe that is true, but is it necessarily bad? In my opinion, having novels that are more accessible to more people makes for a better, more unified society. Having works of literature that are too complicated, wordy, or abstract leads to more ambiguity, and eventually creates a divide among social classes. I am not saying that all written works should be easy to understand, but I do think that the Gothic novel was the first in a wave of works of literature that helped society grow more literate. Finally, scholars and everyday people were able to read and talk about the same kinds of things. Although scholars who thought they were better writers were constantly criticizing it, they could not appeal to the masses. Gothic literature had the ability to do this, and you can still see its influence in novels on shelves today. It has a definite place in literary history, and should not be overlooked. It may not have had the deepest plots or the most complicated characters, but the genre had an impact during the 18th century, and continues to have an impact today.

The Impact Of Computers In Our Daily Lives Computer Science Essay

The Impact Of Computers In Our Daily Lives Computer Science Essay Computers are commonly used items in many fields in our present world as will be in the future. Since the ages of the fathers of computers like Blaise Pascal and Charles Babbage. These machines have proven to be very essential or important and significant especially for people who run large organizations and industries, but also to the individuals themselves. Computers have affected our lives in a great deal in that almost every thing now is either run by or made by computers. For instance, in large industries, cars and space exploration devices and machines are designed by the use of computers, in hospitals where medical billings, patient admittance and other medical equipments are run and made by computers; traffic lights that run the city traffic are run by computers. One of the major impacts of computer is communication. The level of communication has gone higher through computer as now you can be connected with friends and family around the world, many business deals and conference is now made through the help of computer. Nevertheless the entertainment world would not have been as successful as it is if it weren`t for computers, because movies these days require a lot of animations and use of graphics to create effects. So basically the whole universe is a computerized universe as it is right now. Even back in the late years of 1600 to 1800, the people saw that life was becoming complex and so they needed to create something that would help them solve the complex problems and mathematics so they wouldn`t have to solve them manually. And so they came up with calculators which could only add and subtract mathematical problems. And the more the technology grew the more computers became important in their daily lives to the present. Computers have changed man a lot. It has helped man to step in to the future. Though computers have been said to take away man power, still computers have managed to make the impossible possible. In the upcoming paragraphs I will be talking about how computers have impacted on different fields.C:Program FilesMicrosoft OfficeMEDIACAGCAT10j0315447.jpg C:UsersRahatAppDataLocalMicrosoftWindowsTemporary Internet FilesContent.IE5Q0IF2038MC900357275[1].wmfC:Program FilesMicrosoft OfficeMEDIACAGCAT10j0233018.wmfC:UsersRahatAppDataLocalMicrosoftWindowsTemporary Internet FilesContent.IE5LVY57DLOMP900315661[1].jpgC:UsersRahatAppDataLocalMicrosoftWindowsTemporary Internet FilesContent.IE5E5WK0490MC900090300[1].wmf IN BUSINESS FIELD In today`s life computers have impacted many fields such as the business fields. Many business organizations need computer to keep track of accounts, money and other stuff that they need. It has been noticed that business people use computers a lot both at their homes and at their working places. One may see that these people make pie charts and graphs that they use for presentations during business meetings where most of these charts were made by the help of computers. The business field uses computers a lot in their activities. C:Program FilesMicrosoft OfficeMEDIACAGCAT10j0233018.wmf Nevertheless, business organization now a dayà ¢Ã¢â€š ¬Ã¢â€ž ¢s use online marketing to advertise and contact with their consumers from different parts of the world without direct contact. For instance in www.amazon.com, this is an efficient way of business since it does not limit the area of supplies and consumers. It is through the use of computers that they are able to perform these activities. IN ENTERTAINMENT FIELD Another area that computers have impacted is the entertainment area. It has been seen that most of the people love science fiction and action movies and those that have neat effects like Matrix or Harry Potter. Well the graphics and animations used in those movies were done by computers themselves. Most of the movies today use these graphics to make movie effects look realistic. For instance in Harry Potter where Harry has to fight dragons and big snakes, all those effects look real but they are not realistic and some movies where we see aliens, space ships, monsters or flying men. Some movies are even made by computers from top to bottom like toy story and wall E. Not only movies but also game consoles use computer animations like the Play Station, PC and Nintendo. And it has been seen that games made by 3D graphics have been big breakthrough in gaming. All thanks to the awesome computer graphics. Even the music industry has been impacted in its way. Since music editing and video making all require computers to create effects or edit videos. Thus computers have a great deal of effect in the entertainment industry today. IN EDUCATIONAL FIELD Educational field has been impacted by computers as well in its own way. Like in universities computers help students a lot with their assignments and presentations. For instance a student had to do a project on World Religions; he would use the encyclopedia to search for information. Even when presenting their works like for presentations one would use Microsoft power point and writing of essays would require Microsoft word. Even teachers themselves use computers as well. They use computers to keep track of grades or prepare notes and presentations for their students. Through servers/networks educational institutes can share and control resources, by connecting computer devices together which saves a lot of time and money. For lecturers it becomes easy when a lecturer is giving a lecture then students can just take note rather than printing out pages and pages of notes. Nevertheless e-learning is also a product of computer`s development. Thus computers have a great deal of importance in the educational field. IN THE MEDICAL FIELD This is one important field that computer have impacted. Computers help in hospitals and even in small pharmacies. Doctors and nurses use computers to make records on medication of patients and in what amount so they wouldn`t lose track. But in big hospitals computers are also used to keep records of every patient. They also keep records on medical bills and equipments. Nevertheless scientists need computers so they could find cures to different diseases that keep erupting every day. If it wasn`t for computers these cures wouldn`t have been found. Therefore computers are important since they help us maintain our health.C:Program FilesMicrosoft OfficeMEDIACAGCAT10j0315447.jpg IN SPACE EXPLORATION Computers have had a great deal of impact in this area. Computers help in designing the right kinds of equipments and ships that are used now a days for most exploration. For instance a large organization like NASA needs these kinds of machines for space exploration. In space, small errors or miscalculations can create serious problems that cannot be easily corrected. Computers provide faster and more accurate handling of data, both in planning a mission and in analyzing parameters during a mission. Without them, effective space exploration would be nearly impossible. This has proven to be successful since everyday huge deal of inventions and discoveries from these explorations, like life in mars. And now scientists are trying to find if there is another life form on other planets. Computers also help them to solve complex mathematics such as from which degree/angle should the rocket be launched, which would be quite difficult for humans to calculate.