Criminal liability and legal causation - Free Essay Example

Sample details Pages: 7 Words: 1976 Downloads: 10 Date added: 2017/06/26 Category Law Essay Type Analytical essay Tags: Criminal Law Essay Did you like this example? James died following Rosieà ¢Ã¢â€š ¬Ã¢â€ž ¢s attack giving rise to potential liability for murder. The actus reus of murder is unlawful killing of a reasonable person within the Kingà ¢Ã¢â€š ¬Ã¢â€ž ¢s peace.[1] This necessitates a causal nexus between Rosieà ¢Ã¢â€š ¬Ã¢â€ž ¢s attack and Jamesà ¢Ã¢â€š ¬Ã¢â€ž ¢ death. Factual causation requires that death would not have occurred à ¢Ã¢â€š ¬Ã‹Å"but forà ¢Ã¢â€š ¬Ã¢â€ž ¢ the defendantà ¢Ã¢â€š ¬Ã¢â€ž ¢s actions.[2] This is satisfied as Rosieà ¢Ã¢â€š ¬Ã¢â€ž ¢s attack set in motion a chain of events that resulted in Jamesà ¢Ã¢â€š ¬Ã¢â€ž ¢ death. Don’t waste time! Our writers will create an original "Criminal liability and legal causation" essay for you Create order However, factual causation only acts as a preliminary filter to eliminate unconnected events; the actus reus of murder requires that legal causation is also established. Legal causation isolates the most culpable factual cause as the basis for criminal liability. The fact that Rosieà ¢Ã¢â€š ¬Ã¢â€ž ¢s attack was not the most immediate cause of death is immaterial; following Pagett, the defendantà ¢Ã¢â€š ¬Ã¢â€ž ¢s act need not be the sole or even the main cause of death provided it is a cause.[3] Rosie may argue that the accidental disconnection of Jamesà ¢Ã¢â€š ¬Ã¢â€ž ¢ life-support system is a à ¢Ã¢â€š ¬Ã‹Å"new and overwhelmingà ¢Ã¢â€š ¬Ã¢â€ž ¢ cause of death that renders her contribution insignificant,[4] particularly as there is evidence that James would have recovered from her attack. The prosecution may challenge this by claiming that cessation of life-support was characterised as an omission in Bland[5] and only a positive act can break the chain of causation. However, B land can be distinguished as the accidental removal of life-support by an unauthorised and unqualified person is not analogous to a medically-sanctioned cessation of artificial support thus Rosie will establish that the cleanerà ¢Ã¢â€š ¬Ã¢â€ž ¢s negligence was a positive act thus could potentially break the chain of causation. Irrespective of this, legal causation will be established as it is a policy-driven area that attributes criminal responsibility in line with blameworthiness. The defendantà ¢Ã¢â€š ¬Ã¢â€ž ¢s wrongdoing rendered the victim vulnerable to deficiencies in treatment thus errors should not absolve the defendant of liability[6] unless they render the defendantà ¢Ã¢â€š ¬Ã¢â€ž ¢s contribution wholly insignificant[7] and, without Rosieà ¢Ã¢â€š ¬Ã¢â€ž ¢s attack James would not have been on life-support and vulnerable to its termination. This is a particularly pressing argument given that even deliberate cessation of life-support will not break the chain of causatio n.[8] As such, Rosieà ¢Ã¢â€š ¬Ã¢â€ž ¢s attack remains the legal cause of death and the actus reus of murder is established notwithstanding the accidental disconnection of life-support. The mens rea of murder is malice aforethought, defined as intention to kill or cause grievous bodily harm.[9] Rosieà ¢Ã¢â€š ¬Ã¢â€ž ¢s attack on James was not done with the express purpose of causing death[10] thus direct intention to kill is not established. If Jamesà ¢Ã¢â€š ¬Ã¢â€ž ¢ death was a virtually certain consequence of Rosieà ¢Ã¢â€š ¬Ã¢â€ž ¢s attack and she realised this was the case then oblique intention will be established.[11] However, Rosie may argue that death was not a virtually certain consequence of being struck about the head with a vase as Jamesà ¢Ã¢â€š ¬Ã¢â€ž ¢ death was not the direct result of this but occurred because of later events. If this is successful, the prosecution will have to base liability on implied malice (intention to cause grievous bodily harm). Rosie str uck a deliberate blow with a lamp, a hard and heavy object, to Jamesà ¢Ã¢â€š ¬Ã¢â€ž ¢ head, a vulnerable part of the body. As such, the intention to cause grievous bodily harm (defined as à ¢Ã¢â€š ¬Ã‹Å"serious harmà ¢Ã¢â€š ¬Ã¢â€ž ¢)[12] is established and this satisfies the mens rea for murder even though the defendant sought to cause injury not death. As the actus reus and mens rea for murder are established, Rosie will be liable unless she can rely upon a defence to reduce her liability to murder or obtain an outright acquittal. The Homicide Act 1957 contains two partial defences that could reduce Rosieà ¢Ã¢â€š ¬Ã¢â€ž ¢s liability to voluntary manslaughter: diminished responsibility[13] and provocation.[14] Section 2 provides that the defence is available to defendants who are suffering from an abnormality of mind arising from specified causes that substantially impairs their mental responsibility for the acts leading to death. Rosie was suffering from depression and her history of sexual abuse rendered her likely to resort to violence when placed in abusive situations where her self-esteem was eroded thus may be able to establish a defence of diminished responsibility. This will establish an à ¢Ã¢â€š ¬Ã‹Å"inherent causeà ¢Ã¢â€š ¬Ã¢â€ž ¢ of her condition[15] but the questions remains as to whether this mental condition would amount to an à ¢Ã¢â€š ¬Ã‹Å"abnormality of mindà ¢Ã¢â€š ¬Ã¢â€ž ¢. This has been defined as a state of mind that is so far removed from the ordinary that a reasonable person would consider it abnormal.[16] The question for the jury, then, is whether Rosieà ¢Ã¢â€š ¬Ã¢â€ž ¢s depression and background have caused an abnormality of mind that was operative at the time of the killing. Diminished responsibility confers great discretion on the jury that can be exercised in the defendantà ¢Ã¢â€š ¬Ã¢â€ž ¢s favour if their sympathy is roused so the success of this defence hinges on whether they perceive Rosie as a vulnerable woman who was exploited and rejected by her employer or as a manipulative and avaricious schemer who set her sights on marrying a wealthy man and struck out when her ambitions were thwarted. The psychiatric evidence suggests the former but the damning evidence of her former partner suggests the latter thus the success of this defence is somewhat uncertain for Rosie. As diminished responsibility may not provide a defence, Rosie may consider reliance on provocation. Section 3 provides a defence for a defendant who was provoked, by things said or done, to lose control in circumstances that would have provoked a reasonable man to act in the same was as the defendant. This gives rise to a two-stage test. The first limb of the test is subjective and asks whether the defendant suffered a à ¢Ã¢â€š ¬Ã‹Å"sudden and temporaryà ¢Ã¢â€š ¬Ã¢â€ž ¢ loss of control.[17] This requires temporal proximity between the provocative incident and the defendantà ¢Ã¢â€š ¬Ã¢â€ž ¢s response; anything else is indica tive of revenge or planned killing. Here, Rosie is enraged by the email and confronts James, which could be indicative of a planned attack.[18] However, Jamesà ¢Ã¢â€š ¬Ã¢â€ž ¢ response in firing Rosie was the à ¢Ã¢â€š ¬Ã‹Å"final strawà ¢Ã¢â€š ¬Ã¢â€ž ¢[19] which elicited a violent response, using a weapon that was readily to hand, thus establishing the requisite immediacy of reaction to satisfy the subjective limb. However, Rosie must now establish that a reasonable man would have been provoked and acted as she did in attacking James. This objective test is modified by certain characteristics of the defendant being attributed to the reasonable man.[20] There is uncertain in case law as to which characteristics of the defendant should be given to the reasonable man. In Smith, the House of Lords held that any characteristics that affected the defendantà ¢Ã¢â€š ¬Ã¢â€ž ¢s ability to exercise control should be attributed.[21] Following this, the reasonable man would be a woman of R osieà ¢Ã¢â€š ¬Ã¢â€ž ¢s age with a love of children and desire to marry that was recently (and cruelly) thwarted. The reasonable man would share Rosieà ¢Ã¢â€š ¬Ã¢â€ž ¢s history of abuse and depression. If her allegation of rape is true (although it seems inconsistent with her desire to marry James) the reasonable man would also be the victim of a recent rape. Equipped with these characteristics, the reasonable man could hardly fail to respond as Rosie did and the defence of provocation would be established. However, doubts have been expressed about Smith. The Privy Council held that it was wrong to attribute so many characteristics to the reasonable man as this converted an objective test into a subjective one.[22] This is only persuasive authority in this jurisdiction but subsequent Court of Appeal decisions have followed the Privy Council approach of attributing only characteristics that explain the gravity of the provocation rather than the broader approach in Smith.[23] As s uch, the reasonable man would be a woman of Rosieà ¢Ã¢â€š ¬Ã¢â€ž ¢s age who had recently been dismissed from her post. It would not taken into account her thwarted marital aspirations or history of abuse and depression. As such, it is far less likely that provocation will provide a successful defence for Rosie. As the availability of partial defences is uncertain, Rosie may plead automatism, on the basis of her à ¢Ã¢â€š ¬Ã‹Å"trance-like stateà ¢Ã¢â€š ¬Ã¢â€ž ¢, which would result in an acquittal. Automatism requires that actions were rendered involuntary as a result of some external event[24] and has included post-traumatic stress induced by rape.[25] Again, this is contingent upon the truth of Rosieà ¢Ã¢â€š ¬Ã¢â€ž ¢s allegation. Moreover, if the judge rules that the dissociative state arose not from an external cause[26] but from internal cause, such as depression, she will have established a defence of insanity.[27] This is not a popular strategy amongst defendants; many pre fer to plead guilty than be found à ¢Ã¢â€š ¬Ã‹Å"not guilty by reason of insanityà ¢Ã¢â€š ¬Ã¢â€ž ¢. This is attributable to the social stigma attached to insanity and also the ability of the judge to order indefinite detention in a secure hospital, although the judge has discretion to make alternative orders[28] even in respect of murder.[29] Overall, reliance on automatism will not be a sound strategy for Rosie as it carries a risk that the court will reject this and find insanity. Overall, Rosieà ¢Ã¢â€š ¬Ã¢â€ž ¢s prospects are not favourable. Liability for murder is established and there is no clear-cut line of defence that suggests that she will be acquitted or have her liability reduced to manslaughter. Word Count: 1500 words Case List Airedale NHS Trust v. Bland [1993] AC 789 Attorney-General for Jersey v. Holley [2005] 3 All ER 371 Bratty v. A-G for NI [1963] AC 386 DPP v. Camplin [1978] 2 All ER 168 DPP v. Smith [1961] AC 290 Hennessy [1989] 2 All ER 9 Mà ¢Ã¢â€š ¬Ã¢â€ž ¢Naghten Rules (1843) 10 Cl Fin 200 Mohammed [2005] EWCA 1880 R v. Ahluwalia [1992] 4 All ER 889 R v. Byrne (1960) 2 QB 396 R v. Cheshire [1991] 3 All ER 670 R v. Cunningham [1982] AC 566 R v. Duffy [1949] 1 All ER 932 R v. Humphries [1995] 4 All ER 1008 R v. James [2006] EWCA Crim 14 R v. Jordan (1956) 40 Cr App R 152 R v. Malcherek and Steel [1981] 2 All ER 422 R v. Mohan [1975] 2 All ER 193 R v. Pagett (1983) 76 Cr App R 279 per Robert Goff LJ at 290 R v. Smith (Morgan) [2000] 3 WLR 654 R v. T [1990] Crim LR 256 R v. Thornton (No 2) [1996] 2 All ER 1023 R v. White [1910] 2 KB 124 R v. Woollin [1999] 1 AC 82 Statutes Criminal Procedure (Insanity and Unfitness to Plead) Act 1991 Domestic Violence, Crime and Victims Act 2004 Section 2 of the Homicide Act 1957 Section 3 of the Homicide Act 1957 Bibliography Allen, M., (2003) Textbook on Criminal Law, 7th ed., Oxford: Oxford University Press Chalmers, J., à ¢Ã¢â€š ¬Ã‹Å"Merging Provocation and Diminished Responsibility; some Reasons for Scepticismà ¢Ã¢â€š ¬Ã¢â€ž ¢ [2004] Criminal Law Review 198 Clarkson, C.M.V. and Keating, H.M., (2003) Criminal Law: Text and Materials, 5th ed., London: Sweet Maxwell Elliot, C., à ¢Ã¢â€š ¬Ã‹Å"What Future for Voluntary Manslaughter?à ¢Ã¢â€š ¬Ã¢â€ž ¢ [2004] Journal of Criminal Law 253 Gale, C. and James, A., à ¢Ã¢â€š ¬Ã‹Å"Provocation: Law at Time of Trial Relevantà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2004) Journal of Criminal Law 96 Herring, J., (2004) Criminal Law: Text, Cases and Materials, Oxford: Oxford University Press Law Commission Report 290 (2003) Partial Defences to Murder. London: HMSO Mackay, R.D. and Mitchell, B.J., à ¢Ã¢â€š ¬Ã‹Å"Provoking Diminished Responsibility: Two Pleas Merging Togetherà ¢Ã¢â€š ¬Ã¢â€ž ¢ [2003] Criminal Law Review 745 Ormerod, D.C., (2005) Smith Hogan Criminal Law, 11th ed., Oxford: Oxford University Press 1 Footnotes [1] Based upon Cokeà ¢Ã¢â€š ¬Ã¢â€ž ¢s classic definition (Coke 3 Inst 47) as modified by the Law Reform (Year and a Day Rule) Act 1996 [2] R v. White [1910] 2 KB 124 [3] R v. Pagett (1983) 76 Cr App R 279 per Robert Goff LJ at 290 [4] R v. Cheshire [1991] 3 All ER 670 [5] Airedale NHS Trust v. Bland [1993] AC 789 [6] R v. Cheshire [1991] 3 All ER 670 [7] R v. Jordan (1956) 40 Cr App R 152 [8] R v. Malcherek and Steel [1981] 2 All ER 422 [9] R v. Cunningham [1982] AC 566 [10] R v. Mohan [1975] 2 All ER 193 [11] R v. Woollin [1999] 1 AC 82 [12] DPP v. Smith [1961] AC 290 [13] Section 2 of the Homicide Act 1957 [14] Section 3 of the Homicide Act 1957 [15] R v. Ahluwalia [1992] 4 All ER 889 [16] R v. Byrne (1960) 2 QB 396 [17] R v. Duffy [1949] 1 All ER 932 [18] R v. Thornton (No 2) [1996] 2 All ER 1023 [19] R v. Humphries [1995] 4 All ER 1008 [20] DPP v. Camplin [1978] 2 All ER 168 [21] R v. Smith (Morgan) [2000] 3 WLR 654 [22] Attorney-General for Jersey v. Holley [2005] 3 All ER 371 [23] Mohammed [2005] EWCA 1880; R v. James [2006] EWCA Crim 14 [24] Bratty v. A-G for NI [1963] AC 386 [25] R v. T [1990] Crim LR 256 [26] Hennessy [1989] 2 All ER 9 [27] Mà ¢Ã¢â€š ¬Ã¢â€ž ¢Naghten Rules (1843) 10 Cl Fin 200 [28] Criminal Procedure (Insanity and Unfitness to Plead) Act 1991 [29] Domestic Violence, Crime and Victims Act 2004

Management Theories - 4938 Words

Basic management models and theories associated with motivation and leadership and be able to apply them to practical situations and problems Management and Change: Basic management models and theories associated with motivation and leadership This section covers :  · Classical Management Theory[-0]  · Human Relations Theory[-1]  · Neo-Human Relations Theory[-2]  · System Theory[-3] Classical Management Theory Here we focus on three well-known early writers on management: Henri Fayol[-4] FW Taylor[-5] Max Weber[-6] Definition of management: Management takes place within a structured organisational setting with prescribed roles. It is directed towards the achievement of aims and objectives through influencing the efforts of others.†¦show more content†¦This was a rigid system where every task became discrete and specialized. It is fair to suggest that this is unlikely to be of value to the NHS with the Modernisation agenda suggesting that we should have a flexible workforce. 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Cultural Intelligence and Capability Anti-Bullying Safe Space

Question: Discuss about theCultural Intelligence and Capability for Anti-Bullying Safe Space. Answer: Introduction Background Culture influences a persons behaviour and attitude towards a given situation. People have different cultures and thus the need for safe spaces. People have to respect and not uphold other peoples culture to co-exist peacefully in the society. People create their safe spaces to guard themselves against issues such as bullying, discrimination, and even racial abuses. Culture plays an integral role in ensuring that everyone in the society is afforded equal rights and justice. Scope The purpose of this report is to focus on anti-bullying safe space. Many teenagers approximately one in four undergoes bullying at some point in their lives (Ã… ½egarac, 2007) The report uses an anti-bullying safe space youth video to depict how bullying and creation of safe spaces can occur. The video has two scenes of unsafe spaces that depict gay bullying and cyberbullying. Aim The report aims at providing an analysis of an unsafe bullying space and develop recommendations on the appropriate ways to improve safety in spaces. Summary of Video Clip The anti-bullying safe space youth video was made in New York in the year 2013. The video depicts how the Lesbian, Gay, Bisexual and Transgender (LGBT) community were bullied in addition to a girl being cyber bullied. The story line in the video begins with an LGBT couple walking down the streets while holding hands together. The couple was later confronted by a group of three men who lashed out on the couple for being gay and showing it on the streets. Another group consisting of a man, a teenager and a woman come to the rescue of the couple and chase the bullies away. The first scene ends with the couple, and the rescuers are walking swiftly away together. The second scene involves a girl who uploads her pictures on Facebook and her colleague's comment on the photo using bullying messages. One of her colleagues though is not proud of the comments and deletes the comment before it is posted to protect the girl from bullying. Summary of Literature Holley and Steiner (2005) state that the ability to create a safe space is determined by Cultural self-awareness. Culturally self-aware individuals can cope with any issue without obstructing the rights of others. Self-aware people have developed the ability to understand and synthesize critical issues and react appropriately in a given situation. Safe spaces refer to places where people can relax and express themselves fully without the fear of being made to feel inferior, unwelcome or unsafe on account of their life choices, cultural background, gender identity amongst many other factors (Cross et al., 2015). A person should not be made to feel uncomfortable due to being a little bit different in actions or physical appearance. Cultural intelligence refers to the ability to relate, work and perform effectively in culturally diverse settings (Dyne, 2012). The intelligence develops from previous individual interactions with varying cultures. A person thus gains the needed knowledge t o operate in those social set ups. Cultural self-awareness refers to the ability to recognize ones own cultural impact on values, beliefs, and judgments. It also includes the influences that a person derives from the professionals job culture. Cultural self-awareness starts by being aware of cultural differences and their effect on behaviour (Swearer Hymel, 2015, p. 350). Bullying is a complex issue that is influenced by many factors that are socio-ecological related (Harcourt, Green Bowden, 2015). The social-ecological model helps study bullying through the four levels of the model namely individual, relationship, community and society. The theory helps in expanding the knowledge the complex phenomenon that is bullying. Cultural intelligence provides a person with the skills and knowledge to tune ones behaviour to correspond with the cultural requirements of a situation or at work. Bullying takes place everywhere be it in schools or at workplaces, and a person has to be culturally intelligent to achieve the set goals (Ofe et al., 2016). Cultural self-awareness help shapes the attitude and perception of a person. The behaviour of a culturally self-aware individual does not tolerate bullying and works towards creating a safe space. When you combine cultural intelligence and cultural self-awareness the individual will have well developed social skills to create often a safe space no matter the situation. (https://www.youtube.com/watch?v=RDbDQP4xQ6s) Observations/Description of Video The first scene of the video clip is situated on the streets in New York. The couple of two young men are walking holding their hands together while their fingers are firmly intertwined showing signs of a romantic relationship. The three bullies are dressed in baggy clothes and are seen to use signs and gestures that depict an abusive nature (Swarthout, 2003). The three bullies are big in body stature, and the couple was in a position to cause harm to them. The bullies displayed a lack of cultural intelligence when they followed the couple and started to harass and bully them by shoving them of the pathway exhibiting signs of exclusion (Flanja, 2009). The group that rescues the couple show a lot of cultural intelligence as they take the couple away from the scene and seem baffled by the actions of the bullies. Space is unsafe for the couple. The second scene in the video involves four ladies. One is seated in a separate cyber from the other three. The girl posts her picture on Facebook with no ill intentions and maybe unaware of cyber bullying. The other three girls seated in a different cyber view the picture and try to comment. The body language of one of the girls when they first saw the picture showed that she had zero respect for her and they had secluded her. The girl lacked cultural intelligence and self-awareness (Quappe and Cantatore, 2005). The girl imitated the picture and laughed at her with the epitome of their bullying being writing nasty comments. The social media is a very unsafe space. Discussion In the first scene of the video clip, the three bullies displayed a lack of cultural intelligence when they first saw the couple holding hands using gestures and signs. The signs of disgust shown by the bullies made the couple frightened, and they scampered away trying to avoid the trio. Poorly developed self-awareness led the trio to act violently towards the couple. The bullies lacked the ability to adjust to another culture and to them they did not need to respect the values and beliefs of the couple. A closer look at the social-ecological model level one of the individual, the video shows that the bullies maybe had personal history factors and biological factors that made them perpetrators of violence (Bruhn, 2005). The relationship level reveals that the bullies have never been close or have close relatives that are LGBT. The total lack of cultural intelligence promoted their aggressive nature towards the couple. It is thus easy to conclude that the community the bullies are fro m has not embraced such culture (Vahedi, Fathi Golparvar, 2016). The behaviour of an individual is largely influenced by culture. The behaviour displayed by the bullies made the couple feel unsafe. The second scene in the film shows how cyber bullying easily takes place. This type of bullying especially does not require the perpetrator to be in proximity to the victim. The girl (bully) who first sees the picture on the social site has poorly developed cultural intelligence levels. The initial reaction and the gestures she portray show how she feels towards the victim and that she feels the victim is not of her calibre. The girls behaviour is promoted by the closest circle-peers she has who seem to be in support of her behaviour and mockery (swearer Hymel, 2015). The social-ecological theory shows that the relationships a person has influence their roles in bullying. The third level of the Social-ecological model shows that it is likely the girl emanates from a community which has a history of violence thus why she is a bully. Out of the three girls, one shows that she has a highly developed cultural intelligence level. She is not impressed by the reactions of the bully and sit s quiet and tries to concentrate on her issues. But when she reads the comment that the girl is about to post the picture she takes action into her hands and deletes the comment before it is posted. The girl is trying to make the social site a safe place. Recommendations Recommendations for the first scene in the video should involve community education and awareness creation. The three bullies seem to hold hate for the LGBT. Extensive education and awareness creation programs will help to transform the community as a whole to make the community a safe place (Taipale, 2012). It is critical to increasing the level of societal connectedness so that people can interact with varying culture and get educated on the need to respect the values and beliefs of other cultures (Spencer, 2008). It is important that communities form policies and laws to curb bullying. The perpetrators of bullying should be reprimanded for their actions, and they should be forced to attend anti-bullying initiatives for a given period till their actions change for the better. Most victims of bullying end up as perpetrators of the vice. It is thus crucial to educate and rehabilitate all the victims to prevent the spread of bullying. The communities can establish centres to cater for these victims where they can hold sessions and talk about it to help them heal (Cornell Bradshaw, 2015). It is hard to control cyber bullying, though schools have the required machinery to bring this vice to a stop. The school-based program will help transform the teenagers and young adults for the better and will reduce bullying of any form. Conclusion A little research on bullying reveals some shocking data concerning the vice. In the world today, every seven minutes a child is bullied, and the rate of intervention is very low (Chadaga, Villines Krikorian, 2016). The video clip used shows how bullying is perpetrated in the streets and cyber bullying. What is worth noting is that most of the perpetrators know the victims especially in cyber bullying. The video clip showed two scenes of unsafe spaces. The victims in the clip are denied a safe space to express themselves freely without interference from other parties. The clip shows that there is still room for improvement such as the ill treatment towards the LGBT. The LGBT have to be respected and offered the same opportunities as non-LGBT because they are also human beings. References Bruhn, J. G. (2005). Culture-Brain Interactions. Integrative Physiological Behavioral Science, 40(4), 243-254. Chadaga, A. R., Villines, D., Krikorian, A. (2016). Bullying in the American Graduate Medical Education System: A National Cross-Sectional Survey. Plos ONE, 11(3), 1-14. doi:10.1371/journal.pone.0150246 Cornell, D., Bradshaw, C. P. (2015). From a Culture of Bullying to a Climate of Support: The Evolution of Bullying Prevention and Research. School Psychology Review, 44(4), 499-503. Cross, D., Barnes, A., Papageorgiou, A., Hadwen, K., Hearn, L., Lester, L. (2015). A socialecological framework for understanding and reducing cyberbullying behaviours. Aggression Violent Behavior, 23109-117. doi:10.1016/j.avb.2015.05.016 Dyne, L. V. (2012). Cultural Intelligence. Retrieved from Michigan State University: https://www.linnvandyne.com/cq.html Flanja, D. (2009). Culture Shock in Intercultural Communication. Retrieved from https://ereadings.cdu.edu.au/eserv/cdu:22117/doc.pdf Harcourt, S., Green, V. A., Bowden, C. (2015). "It is everyone's problem": Parents' experiences of bullying. New Zealand Journal Of Psychology, 44(3), 4-17. Holley, L. C., Steiner, S. (2005, January 1). Safe Space: Student Perspectives on Classroom Environment. Retrieved from https://web.b.ebscohost.com.ezproxy.cdu.edu.au/ehost/pdfviewer/pdfviewer?sid=89ba220c-1d07-4934-9171-9e3648d2bb8e%40sessionmgr198vid=1hid=117 Holley, L. C., Steiner, S. (2005). Safe space: Student perspectives on classroom environment. Journal of Social Work Education, 41(1), 49-64. https://www.youtube.com/watch?v=RDbDQP4xQ6s Ofe, E. E., Plumb, A. M., Plexico, L. W., Haaka, N. J., Nippold, M., Kelly, E. (2016). School-Based Speech-Language Pathologists' Knowledge and Perceptions of Autism Spectrum Disorder and Bullying. Language, Speech Hearing Services In Schools, 47(1), 59-76. doi:10.1044/2015_LSHSS-15-0058 Quappe, S., Cantatore, G. (2005). What is Cultural Awareness, anyway? How do i build it? Retrieved from The Culturosity Group LLC: https://www.culturosity.com/articles/whatisculturalawareness.htm Quappe, S., Cantatore, G. (2005). What is Cultural Awareness, Anyway? How Do I Build It? Retrieved from mgoals: https://yuin.mgoals.com.au/wp-content/uploads/sites/3/2013/02/What_is_Cultural_Awareness_.pdf Riley, E. (1999). Analysis of Good Will Hunting. Retrieved from Introduction to Film: https://www.d.umn.edu/~tisbell/Courses/AnalysisGoodWillHunting.html Swarthout, D. (2003). Definition and Examples of Cultural Barriers to Communication. Retrieved from Education Portal: https://education-portal.com/academy/lesson/what-are-cultural-barriers-to-communication-in-the-workplace-definition-examples-quiz.html#lesson Swearer, S., Hymel, S. (2015). Bullying and Discrimination in Schools: Exploring Variations Across Student Subgroups. School Psychology Review, 44(4), 504-509. Swearer, S. M., Hymel, S. (2015). Understanding the Psychology of Bullying. American Psychologist, 70(4), 344-353. doi:10.1037/a0038929 Spencer-Oatey, H. (2008) Culturally Speaking. Culture, Communication and Politeness Theory. 2nd edition. London: Continuum. Taipale, S. (2012). Mobility of Cultures and Knowledge Management in Contemporary Europe. European Review, 20(2), 173-181. doi:10.1017/S1062798711000445 Vahedi, S., Fathi Azar, E., Golparvar, F. (2016). The effectiveness of school-wide anti bullying programs on teachers' efficacy in dealing with students' bullying behavior. Journal Of Fundamentals Of Mental Health, 18(2), 68-75. Ã… ½egarac, V. (2007). A cognitive pragmatic perspective on communication and culture. In H. Kotthoff H. Spencer-Oatey (Eds.), Handbook of Intercultural Communication. Berlin:Walter de Gruyter, 3153

The New Deal Essays - New Deal Agencies, Labour Economics, New Deal

The New Deal During the 1930's, America witnessed a breakdown of the Democratic and free enterprise system as the US fell into the worst depression in history. The economic depression that beset the United States and other countries was unique in its severity and its consequences. At the depth of the depression, in 1933, one American worker in every four was out of a job. The great industrial slump continued throughout the 1930's, shaking the foundations of Western capitalism. The New Deal describes the program of US president Franklin D. Roosevelt from 1933 to 1939 of relief, recovery, and reform. These new policies aimed to solve the economic problems created by the depression of the 1930's. When Roosevelt was nominated, he said, "I pledge you, I pledge myself, to a new deal for the American people." The New Deal included federal action of unprecedented scope to stimulate industrial recovery, assist victims of the Depression, guarantee minimum living standards, and prevent future economic crises. Many economic, political, and social factors lead up to the New Deal. Staggering statistics, like a 25% unemployment rate, and the fact that 20% of NYC school children were under weight and malnourished, made it clear immediate action was necessary. In the first two years, the New Deal was concerned mainly with relief, setting up shelters and soup kitchens to feed the millions of unemployed. However as time progressed, the focus shifted towards recovery. In order to accomplish this monumental task, several agencies were created. The National Recovery Administration (NRA) was the keystone of the early new deal program launched by Roosevelt. It was created in June 1933 under the terms of the National Industrial Recovery Act. The NRA permitted businesses to draft "codes of fair competition," with presidential approval, that regulated prices, wages, working conditions, and credit terms. Businesses that complied with the codes were exempted from antitrust laws, and workers were given the right to organize unions and bargain collectively. After that, the government set up long-range goals which included permanent recovery, and a reform of current abuses. Particularly those that produced the boom-or-bust catastrophe. The NRA gave the President power to regulate interstate commerce. This power was originally given to Congress. While the NRA was effective, it was bringing America closer to socialism by giving the President unconstitutional powers. In May 1935 the US Supreme Court, in Schechter Poultry Corporation V. United States, unanimously declared the NRA unconstitutional on the grounds that the code-drafting process was unconstitutional. Another New Deal measure under Title II of the National Industrial Recovery Act of June 1933, the Public Works Administration (PWA), was designed to stimulate US industrial recovery by pumping federal funds into large-scale construction projects. The head of the PWA exercised extreme caution in allocating funds, and this did not stimulate the rapid revival of US industry that New Dealers had hoped for. The PWA spent $6 billion enabling building contractors to employ approximately 650,000 workers who might otherwise have been jobless. The PWA built everything from schools and libraries to roads and highways. The agency also financed the construction of cruisers, aircraft carriers, and destroyers for the navy. In addition, the New Deal program founded the Works Projects Administration in 1939. It was the most important New Deal work-relief agency. The WPA developed relief programs to preserve peoples skills and self-respect by providing useful work during a period of massive unemployment. From 1935 to 1943 the WPA provided approximately 8 million jobs at a cost of more than $11 billion. This funded the construction of thousands of public buildings and facilities. In addition, the WPA sponsored the Federal Theater Project, Federal Art Project, and Federal Writers' Project providing work for people in the arts. In 1943, after the onset of wartime prosperity, Roosevelt terminated the WPA. One of the most well known, The Social Security Act, created a system of old-age pensions and unemployment insurance, which is still around today. Social security consists of public programs to protect workers and their families from income losses associated with old age, illness, unemployment, or death. The Fair Labor Standards Act (1938) established a federal Minimum Wage and maximum-hours policy. The minimum wage, 25 cents per hour, applied to many workers engaged in interstate commerce. The law The New Deal Essays - New Deal Agencies, Labour Economics, New Deal The New Deal During the 1930's, America witnessed a breakdown of the Democratic and free enterprise system as the US fell into the worst depression in history. The economic depression that beset the United States and other countries was unique in its severity and its consequences. At the depth of the depression, in 1933, one American worker in every four was out of a job. The great industrial slump continued throughout the 1930's, shaking the foundations of Western capitalism. The New Deal describes the program of US president Franklin D. Roosevelt from 1933 to 1939 of relief, recovery, and reform. These new policies aimed to solve the economic problems created by the depression of the 1930's. When Roosevelt was nominated, he said, "I pledge you, I pledge myself, to a new deal for the American people." The New Deal included federal action of unprecedented scope to stimulate industrial recovery, assist victims of the Depression, guarantee minimum living standards, and prevent future economic crises. Many economic, political, and social factors lead up to the New Deal. Staggering statistics, like a 25% unemployment rate, and the fact that 20% of NYC school children were under weight and malnourished, made it clear immediate action was necessary. In the first two years, the New Deal was concerned mainly with relief, setting up shelters and soup kitchens to feed the millions of unemployed. However as time progressed, the focus shifted towards recovery. In order to accomplish this monumental task, several agencies were created. The National Recovery Administration (NRA) was the keystone of the early new deal program launched by Roosevelt. It was created in June 1933 under the terms of the National Industrial Recovery Act. The NRA permitted businesses to draft "codes of fair competition," with presidential approval, that regulated prices, wages, working conditions, and credit terms. Businesses that complied with the codes were exempted from antitrust laws, and workers were given the right to organize unions and bargain collectively. After that, the government set up long-range goals which included permanent recovery, and a reform of current abuses. Particularly those that produced the boom-or-bust catastrophe. The NRA gave the President power to regulate interstate commerce. This power was originally given to Congress. While the NRA was effective, it was bringing America closer to socialism by giving the President unconstitutional powers. In May 1935 the US Supreme Court, in Schechter Poultry Corporation V. United States, unanimously declared the NRA unconstitutional on the grounds that the code-drafting process was unconstitutional. Another New Deal measure under Title II of the National Industrial Recovery Act of June 1933, the Public Works Administration (PWA), was designed to stimulate US industrial recovery by pumping federal funds into large-scale construction projects. The head of the PWA exercised extreme caution in allocating funds, and this did not stimulate the rapid revival of US industry that New Dealers had hoped for. The PWA spent $6 billion enabling building contractors to employ approximately 650,000 workers who might otherwise have been jobless. The PWA built everything from schools and libraries to roads and highways. The agency also financed the construction of cruisers, aircraft carriers, and destroyers for the navy. In addition, the New Deal program founded the Works Projects Administration in 1939. It was the most important New Deal work-relief agency. The WPA developed relief programs to preserve peoples skills and self-respect by providing useful work during a period of massive unemployment. From 1935 to 1943 the WPA provided approximately 8 million jobs at a cost of more than $11 billion. This funded the construction of thousands of public buildings and facilities. In addition, the WPA sponsored the Federal Theater Project, Federal Art Project, and Federal Writers' Project providing work for people in the arts. In 1943, after the onset of wartime prosperity, Roosevelt terminated the WPA. One of the most well known, The Social Security Act, created a system of old-age pensions and unemployment insurance, which is still around today. Social security consists of public programs to protect workers and their families from income losses associated with old age, illness, unemployment, or death. The Fair Labor Standards Act (1938) established a federal Minimum Wage and maximum-hours policy. The minimum wage, 25 cents per hour, applied to many workers engaged in interstate commerce. The law The New Deal Essays - New Deal Agencies, Labour Economics, New Deal The New Deal During the 1930's, America witnessed a breakdown of the Democratic and free enterprise system as the US fell into the worst depression in history. The economic depression that beset the United States and other countries was unique in its severity and its consequences. At the depth of the depression, in 1933, one American worker in every four was out of a job. The great industrial slump continued throughout the 1930's, shaking the foundations of Western capitalism. The New Deal describes the program of US president Franklin D. Roosevelt from 1933 to 1939 of relief, recovery, and reform. These new policies aimed to solve the economic problems created by the depression of the 1930's. When Roosevelt was nominated, he said, "I pledge you, I pledge myself, to a new deal for the American people." The New Deal included federal action of unprecedented scope to stimulate industrial recovery, assist victims of the Depression, guarantee minimum living standards, and prevent future economic crises. Many economic, political, and social factors lead up to the New Deal. Staggering statistics, like a 25% unemployment rate, and the fact that 20% of NYC school children were under weight and malnourished, made it clear immediate action was necessary. In the first two years, the New Deal was concerned mainly with relief, setting up shelters and soup kitchens to feed the millions of unemployed. However as time progressed, the focus shifted towards recovery. In order to accomplish this monumental task, several agencies were created. The National Recovery Administration (NRA) was the keystone of the early new deal program launched by Roosevelt. It was created in June 1933 under the terms of the National Industrial Recovery Act. The NRA permitted businesses to draft "codes of fair competition," with presidential approval, that regulated prices, wages, working conditions, and credit terms. Businesses that complied with the codes were exempted from antitrust laws, and workers were given the right to organize unions and bargain collectively. After that, the government set up long-range goals which included permanent recovery, and a reform of current abuses. Particularly those that produced the boom-or-bust catastrophe. The NRA gave the President power to regulate interstate commerce. This power was originally given to Congress. While the NRA was effective, it was bringing America closer to socialism by giving the President unconstitutional powers. In May 1935 the US Supreme Court, in Schechter Poultry Corporation V. United States, unanimously declared the NRA unconstitutional on the grounds that the code-drafting process was unconstitutional. Another New Deal measure under Title II of the National Industrial Recovery Act of June 1933, the Public Works Administration (PWA), was designed to stimulate US industrial recovery by pumping federal funds into large-scale construction projects. The head of the PWA exercised extreme caution in allocating funds, and this did not stimulate the rapid revival of US industry that New Dealers had hoped for. The PWA spent $6 billion enabling building contractors to employ approximately 650,000 workers who might otherwise have been jobless. The PWA built everything from schools and libraries to roads and highways. The agency also financed the construction of cruisers, aircraft carriers, and destroyers for the navy. In addition, the New Deal program founded the Works Projects Administration in 1939. It was the most important New Deal work-relief agency. The WPA developed relief programs to preserve peoples skills and self-respect by providing useful work during a period of massive unemployment. From 1935 to 1943 the WPA provided approximately 8 million jobs at a cost of more than $11 billion. This funded the construction of thousands of public buildings and facilities. In addition, the WPA sponsored the Federal Theater Project, Federal Art Project, and Federal Writers' Project providing work for people in the arts. In 1943, after the onset of wartime prosperity, Roosevelt terminated the WPA. One of the most well known, The Social Security Act, created a system of old-age pensions and unemployment insurance, which is still around today. Social security consists of public programs to protect workers and their families from income losses associated with old age, illness, unemployment, or death. The Fair Labor Standards Act (1938) established a federal Minimum Wage and maximum-hours policy. The minimum wage, 25 cents per hour, applied to many workers engaged in interstate commerce. The law The New Deal Essays - New Deal Agencies, Labour Economics, New Deal The New Deal During the 1930's, America witnessed a breakdown of the Democratic and free enterprise system as the US fell into the worst depression in history. The economic depression that beset the United States and other countries was unique in its severity and its consequences. At the depth of the depression, in 1933, one American worker in every four was out of a job. The great industrial slump continued throughout the 1930's, shaking the foundations of Western capitalism. The New Deal describes the program of US president Franklin D. Roosevelt from 1933 to 1939 of relief, recovery, and reform. These new policies aimed to solve the economic problems created by the depression of the 1930's. When Roosevelt was nominated, he said, "I pledge you, I pledge myself, to a new deal for the American people." The New Deal included federal action of unprecedented scope to stimulate industrial recovery, assist victims of the Depression, guarantee minimum living standards, and prevent future economic crises. Many economic, political, and social factors lead up to the New Deal. Staggering statistics, like a 25% unemployment rate, and the fact that 20% of NYC school children were under weight and malnourished, made it clear immediate action was necessary. In the first two years, the New Deal was concerned mainly with relief, setting up shelters and soup kitchens to feed the millions of unemployed. However as time progressed, the focus shifted towards recovery. In order to accomplish this monumental task, several agencies were created. The National Recovery Administration (NRA) was the keystone of the early new deal program launched by Roosevelt. It was created in June 1933 under the terms of the National Industrial Recovery Act. The NRA permitted businesses to draft "codes of fair competition," with presidential approval, that regulated prices, wages, working conditions, and credit terms. Businesses that complied with the codes were exempted from antitrust laws, and workers were given the right to organize unions and bargain collectively. After that, the government set up long-range goals which included permanent recovery, and a reform of current abuses. Particularly those that produced the boom-or-bust catastrophe. The NRA gave the President power to regulate interstate commerce. This power was originally given to Congress. While the NRA was effective, it was bringing America closer to socialism by giving the President unconstitutional powers. In May 1935 the US Supreme Court, in Schechter Poultry Corporation V. United States, unanimously declared the NRA unconstitutional on the grounds that the code-drafting process was unconstitutional. Another New Deal measure under Title II of the National Industrial Recovery Act of June 1933, the Public Works Administration (PWA), was designed to stimulate US industrial recovery by pumping federal funds into large-scale construction projects. The head of the PWA exercised extreme caution in allocating funds, and this did not stimulate the rapid revival of US industry that New Dealers had hoped for. The PWA spent $6 billion enabling building contractors to employ approximately 650,000 workers who might otherwise have been jobless. The PWA built everything from schools and libraries to roads and highways. The agency also financed the construction of cruisers, aircraft carriers, and destroyers for the navy. In addition, the New Deal program founded the Works Projects Administration in 1939. It was the most important New Deal work-relief agency. The WPA developed relief programs to preserve peoples skills and self-respect by providing useful work during a period of massive unemployment. From 1935 to 1943 the WPA provided approximately 8 million jobs at a cost of more than $11 billion. This funded the construction of thousands of public buildings and facilities. In addition, the WPA sponsored the Federal Theater Project, Federal Art Project, and Federal Writers' Project providing work for people in the arts. In 1943, after the onset of wartime prosperity, Roosevelt terminated the WPA. One of the most well known, The Social Security Act, created a system of old-age pensions and unemployment insurance, which is still around today. Social security consists of public programs to protect workers and their families from income losses associated with old age, illness, unemployment, or death. The Fair Labor Standards Act (1938) established a federal Minimum Wage and maximum-hours policy. The minimum wage, 25 cents per hour, applied to many workers engaged in interstate commerce. The law

The Y2k Problem Essays - Calendars, Software Bugs, COBOL, Hazards

The Y2k Problem Essays - Calendars, Software Bugs, COBOL, Hazards The Y2k Problem Y2K: Nearing Disaster or Minor Computer Flaw? By Pete Conti Imagine that, as you do annually, you are counting the minutes until the New Year arrives. You are watching Dick Clark announce that the countdown will begin soon, and you feel anxious. Finally, as you hear the offbeat 5-4-3-2-1-0, and let out a sigh of relief, something goes wrong. At precisely 12:00 A.M. on January 1 of the year 2000, computers across the nation crash, leaving the country in panic. Stores are looted, riots break out, 911 is dysfunctional, banks lose money, the stock market crashes, planes drop from the sky, and we are all left in the bitter darkness. Horror stories such as these are common among news broadcasts and the Internet, but many are wondering how the Y2K problem will, if at all, affect their lives. Some professionals say that the Y2K problem may only cause glitches in older, obsolete computers and mainframes, while others are warning the public, and urging proper preparedness for this imminent disaster. Although both sides of this conflict have very arguab le positions, the world is not taking the Y2K problem seriously enough. Before a valid position can be taken, one must first fully understand what the Y2K problem is, and how it might affect computers. Computer coding has always been constructed of zeros and ones, and the finished product is often called the computer language. Over the last thirty years, namely the early eighties, computer coding was much different than it is today. During this time, a string of zeros usually meant the end of a particular program. For these computers, which are very few, when the year 2000 arrives, the Central Processing Unit, or CPU, will determine that the zeros in the year 2000s date as the end of the software, and the computer will crash. This only makes up a very small percentage of the computers that will be affected by the Y2K problem, the others being the more modern computers that still are not compliant with the year 2000s date. These computers, unlike the earlier, primitive ones, would not recognize the year 2000 as the date in which the software stops functio ning, but instead as the year 1900. This is due to the fact that many date systems are set up using only two numbers, so for example, 01 would be read as 1901, because these computers are still set in the 20th century. Some argue that, because the computer would not crash, and simply believe the date was 1900, the Y2K problem is not a major dilemma; the vast majority of computers would still be fully functional, so fixing the problem doesnt require so much urgency. The problem could be fixed after the year 2000, so panic is unnecessary. This is obviously not the case, when you think about all of the computers that run on dates. Almost all of the systems that run schedule-keeping programs will be adversely affected if this problem is not fixed. What about the telephone company? What would happen if you were on the telephone at the date change? What about Travel agencies and package delivery systems? These questions remain unanswered, and will stay that way until the year 2000 arrives . The Y2K problem is very serious, but it is causing many more problems than simply computers. There are radicals supporting every viewpoint. Some people who are worried about the Y2K problem are withdrawing all of their money from banks, and stockpiling their houses with months worth of food, while others simply fail to acknowledge the Y2K problem. Others are actually trying to get rich off perhaps the biggest problem in computers short history. There are numerous fake, overpriced, and overrated Y2K survival kits on sale for ridiculous prices. Imagine what would happen if Y2K did cause major problems, what would the radicals do then? While it is obvious that many are over-preparing for this potential upcoming problem, the ones that are paying no attention to it may be in danger. NBC news stated that withdrawing money from banks is actually a bad idea, as many banks have already converted to Y2K compliant software, but having necessary items such as a radio, batteries, a flashlight,

Confused With and Confused About

Confused With and Confused About Confused With and Confused About Confused With and Confused About By Maeve Maddox Preposition use is tricky. Sometimes a rule can be applied, as in the choice between in and into: The dog jumped from the bank into the water. (connotes movement from outside to within) The drowning man flailed in the water. (connotes containment within) More often, the choice of which preposition to use is idiomatic. That is, speakers use a particular preposition with a certain word because its use has been established by custom. From time to time, the established preposition is replaced by another. Initially, speakers accustomed to the older form express outrage, but in time, as the old-timers die off, the new preposition achieves acceptance. An example of such a change in progress is the use of excited followed by unconventional for instead of the customary about or by. A similar change seems to be in progress regarding the expression â€Å"confused with.† The verb confuse, with its participle form confused, has more than one meaning. If I say, â€Å"I always confuse Barbara with her sister,† the meaning is â€Å"fail to distinguish, erroneously regard as identical, mistake one for another.† This is clearly the definition that applies to the prepositional phrase in the following headlines, but in each case, the writer has used the preposition for instead of with: Knife attack confused for performance art at Art Basel Miami Beach- CNN Local Doctor Confused for Razorback Football Player- Fox16 news Liam Payne Still Gets Confused For Louis Tomlinson- MTV A possible explanation for this growing usage is confusion with another expression close in meaning: â€Å"mistaken for.† The knife attack was mistaken for a performance. The doctor is mistaken for the football player. Liam Payne is mistaken for Louis Tomlinson. The preposition switch in this idiom is not as noticeable as the one that uses â€Å"for† with excited, and it does not provoke the same amount of outrage. Only one reader has ever commented negatively on the use of â€Å"confused for.† My post on â€Å"excited for,† on the other hand, garnered twenty passionate comments and 427 â€Å"Likes.† â€Å"Confused for† may be destined for acceptance, but at present, it is simply careless writing. An even more blatant preposition error with confused is to follow it with of. So far, I’ve noticed this misuse chiefly in badly expressed readers’ comments on tech sites and in social media, but there is a song with â€Å"confused of† in the lyrics- always a bad sign. Here are some examples of the incorrect use of â€Å"confused of†: I’m aware that there’s [sic] licensing fees and such and all this ATHP stuff. I’m confused of the requirements and how to know when you need to register and pay. I am 25 years old and I am confused of what to do in the future professionally. I feel  confused of  the PlayerSetup.cs in Multiplayer FPS tutorial #3. For the few that  are confused of  what is a hero or have courage visit the wounded Warrior Website and find the true answer. We fight and love so much Sometimes I get confused of who we are, - â€Å"We Fight/We Love,† by rapper called Q-Tip In each of these examples, â€Å"confused about† would be the correct usage. Related posts: Excited About, Not For A Chance of Showers Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:50 Slang Terms for Money34 Writing Tips That Will Make You a Better WriterStarting a Business Letter with Dear Mr.

How did religion and socio-economic factors challenges to reform under Essay

How did religion and socio-economic factors challenges to reform under the Qajars in Iran from the mid-19th to early 20th century - Essay Example This paper will discuss the manner in which religion and socio-economic factors challenged reform under the Qajars in Iran from the mid-19th to early 20th century. In any society, religion is an important aspect especially in development and reforms issues. In the Iranian society, between the periods of mid-19th century and early 20th century, reformation occurred in terms of nationality, identity, politics and the constitution. In these reformations, religion was an important aspect. Islam was the main and most famous religion in Iran and reflected the definite economic trends and the changes in class interests, property relations and social tendencies. Islam was an integral part of leadership, political, economic and social lives of people in Iran at this time. Thus, it influenced the type of reformation that occurred in the country. During the Qajar dynasty in Iran, the political leadership and governance of the country was a weak centralized regime that had strong provincial tribal forces and an independent religious establishment (Lapidus, 2002:65). European conquests, cultural influence and economic expedition made the state and society weak and encouraged constitutional revolution. However, Islam opposed the reformations that were introduced by the Europeans especially because the reforms were seen as a conflict of religious interest between Christianity from Europe and Islam that had existed in Iran for a good while. For instance, Europeans wanted women to be educated similarly to men, something that Islam was against because according to its customs, women were not the same as men, were not allowed to get an education but remain at home, and serve their families (Nomani & Behdad, 2006:127). The fact that the Qajars wanted to maintain a tenuous suzerainty enhanced the power of the religious establishments. The independence of the religious establishment hit the Qajars hard. The Ulama of Iran had a strong

Probation Officers and Parole Officers Essay Example | Topics and Well Written Essays - 1750 words

Probation Officers and Parole Officers - Essay Example They work towards making sure that they have made the law offenders to live productive and useful lives. Depending on the legal status, the law offender may be on parole or probation. Law offenders who are given probationary sentence might or might not have served jail term in the county jail. Once the offender is released, they are put on parole or probation depending on the record of their offence. Those that have served time in federal or state correctional facility are placed on parole when they are released. Conditions are given to both types of offenders when they are released and a parole or probation officer supervises them for a specified period of time (California Occupational Guide, 1). Probation officers are also known as community supervisors in some states as they supervise people on probation. Practically a probation officer supervises those convicted of violent crimes because probation is granted to those with substantial drug abuse history and criminal background (Ba nks, 165). Probation officers also offer training that includes rational behavior training – it focuses on the officers using rationality principles to persuade a probationer to change his/her attitudes and beliefs. The training influences hostile offenders to develop new behavior and beliefs, which probation officers reinforce. Parole officers usually perform the same duties as probation officers, the only difference being that while parole officers supervise the offenders who have been released from prison, probation officers wok with the offenders in the prison (Labor Dept (U S) Bureau of Labor Statistics, 238). Parole officers are usually in the unit of the youth authority, corrections and the federal department of justice accounts directly to their particular parole boards and their main task is supervising their clients. Before the discharge of an offender, parole officers prepare arrangement and recommendation for their client. Parole officers approve such services as housing, counseling, social activities, employment and education (California Occupational Guide, 3). On the other hand, probation officers are usually at the courts and they execute pre-sentence investigations and organize reports on their clients. They also aid their clients to go back to the free society. They also implement courts order, which may incorporate them to seize evidence, organize for drug testing, make arrests and carry out searches. Parole officers focus their effort on surveillance rather than rehabilitation though their systems are scarce. In urban areas, parole agents are commonly occupied in verifying curfews, drug testing and electric monitoring. Most parolees do not complete their parole supervision and they therefore end up going back to prisons, making the prisons full. The role of parole officers is to have all the legal authority carried out and to use firearms to search without constraint of the forth amendment, order arrest without probable cause and conf ine without bail (Banks, 165). According to Bureau of Labor Statistics (BLS), when the probation and the parole officers are running in jail and prisons, they supervise the improvement of the inmates. They may assess the inmates by means of psychological and questionnaires tests. They work directly with other agencies or officers to develop release and parole plans. Their report discusses the record of the inmate and the probability of the inmate committing another crime. This

How technolgy effects my community Essay Example for Free

How technolgy effects my community Essay The town I am writing about is Mynydd Isa. This is a small town just outside of Mold in Flintshire. It has a population of about 6000 people. The town its self is centralised around a group of small shops. The town is very quaint and houses 3 schools. CCTV The first technology I have chosen to write about is the security camera. There are CCTV cameras installed, albeit discreetly, at almost every social area in my community, such as the local shop, the library, the chip shop and even my school and homes throught Mynydd Isa. Security cameras are set up for any number of reasons but mostly for protection of property and piece of mind. If a business such as a small corner shop or house felt that it needed a little more security and protection for their premises and prevent their livelihood or cherish home from being vandalised or maybe a theft, what better way to protect it than to install a security camera. This is a great deterrent for the youths who may be hanging around the properties at night. It also gives the shops customers or home owners an extra sense of well being, allowing them to go to the shop at night or even in the cover of darkness, they know they are being monitored by the security cameras. This is true of many older people in particular, as large gangs of teenagers hanging around , even if they do not mean harm, can be intimidating to an older person. Therefore, having the cameras does allow them to feel they can still retain their independence. Once a camera is installed, it can be connected to a television monitor. This would mean that the owner of the security camera could see exactly what the camera was seeing at real time allowing the owner not to miss anything. Also, this could then be recorded using any simple VCR. This would allow the owner to record any incidents outside for further reference if required as evidence in court and as the motto goes seeing is believing. There are many different styles and features on a security camera such as night vision. This allows the owner to protect his property at night during the cover of darkness. Some cameras are also built on to a pivot, which allows them to spin a full circle, which would allow them to view a full 360 degrees around it. Some cameras have wireless internet connection that would allow the owner of the camera to watch what was going on from their computer or laptop. Most security cameras, however, are owned by the Council and are monitored in County Hall by Flintshire County Council workers twenty four hours per day. This is very beneficial to the community because if they see any suspicious or criminal behaviour, they can contact the police who can come to the scene of the disturbance immediately and put an end to it, so this again will be reassuring people in the community that they are safe and well protected from any anti social behaviour. The Security cameras which are used at the shopping area of Mynydd Isa are the Sony IP Pan-Tilt-Zoom camera. This is because they can move 180 decrees around allowing them to get a better view of the area. The camera is also infa red so they have the ability to see in the dark. The cameras around the shopping area are also strategically placed so that they cover the whole shopping area so no where is left unseen.

The Roots of Education are Bitter, but the Fruits are Sweet :: essays research papers

A time approaches in every person’s life when they must come to learn new things. Speaking on behalf of all those who have attended school at some point in their life, I must say that most do not like it for its educational significance. Today’s youth undervalue the worth of America’s public school system to the point of shame. Hard-working, underpaid teachers and professors prepare to educate these ingrates as their living, and it’s exasperating for the students to not even care. I must be fair though and call attention to the fact that not everyone shares this loathe for education and schooling.   Ã‚  Ã‚  Ã‚  Ã‚  At the beginning of one’s journey of gaining more knowledge, most children don’t mind school, for it is a change of environment for them. The majority of elementary school adolescents even enjoy school to some degree. As time wears on, we usually, and sadly, begin to see a change of heart. Children become fatigued from school and therefore don’t take pleasure in going anymore. Maybe their teachers didn’t teach them in the way that they learn most efficiently, or maybe students just become bored with the whole â€Å"school scene† itself. Whatever the case, it is apparent that by the time they reach high school, their interest for learning alone has died out.   Ã‚  Ã‚  Ã‚  Ã‚  Having explained the reason most children have become disheartened at the thought of school, I now turn my attention to the students who do realize school’s educational value. These are the students that will continue to prosper throughout their lives because they realize the extreme importance of education. There is a secret, yet not so secret, motivation behind their determination to exceed standards and expectations in school. The secret they withhold is their overwhelming desire to be successful in the future.   Ã‚  Ã‚  Ã‚  Ã‚  The â€Å"roots† of education, meaning actually going to school, studying, making great grades, and giving it your best, are bitter and tiring. Those students that have not yet become uninterested in learning are the ones that have seen past the strife in the beginning and have the rewarding end in mind. The Roots of Education are Bitter, but the Fruits are Sweet :: essays research papers A time approaches in every person’s life when they must come to learn new things. Speaking on behalf of all those who have attended school at some point in their life, I must say that most do not like it for its educational significance. Today’s youth undervalue the worth of America’s public school system to the point of shame. Hard-working, underpaid teachers and professors prepare to educate these ingrates as their living, and it’s exasperating for the students to not even care. I must be fair though and call attention to the fact that not everyone shares this loathe for education and schooling.   Ã‚  Ã‚  Ã‚  Ã‚  At the beginning of one’s journey of gaining more knowledge, most children don’t mind school, for it is a change of environment for them. The majority of elementary school adolescents even enjoy school to some degree. As time wears on, we usually, and sadly, begin to see a change of heart. Children become fatigued from school and therefore don’t take pleasure in going anymore. Maybe their teachers didn’t teach them in the way that they learn most efficiently, or maybe students just become bored with the whole â€Å"school scene† itself. Whatever the case, it is apparent that by the time they reach high school, their interest for learning alone has died out.   Ã‚  Ã‚  Ã‚  Ã‚  Having explained the reason most children have become disheartened at the thought of school, I now turn my attention to the students who do realize school’s educational value. These are the students that will continue to prosper throughout their lives because they realize the extreme importance of education. There is a secret, yet not so secret, motivation behind their determination to exceed standards and expectations in school. The secret they withhold is their overwhelming desire to be successful in the future.   Ã‚  Ã‚  Ã‚  Ã‚  The â€Å"roots† of education, meaning actually going to school, studying, making great grades, and giving it your best, are bitter and tiring. Those students that have not yet become uninterested in learning are the ones that have seen past the strife in the beginning and have the rewarding end in mind.

Green Mountain Coffee Roasters and Keurig Coffee

How government political system and economy influence each other? There are many countries in a world, and each country has its specific government system, also different government systems leads to diverse economic results. Otherwise, the economic output shapes the certain government system as well. As a consequence, government system interacts with economic results, and vise versa. Such as the relationship between centrally controlled political system or decentralized political system and economic income. Next, more details information will be given and bring a discussion about how they influence each other.Through searching on the internet, political system is â€Å"a system of politics and government. It is usually compared to the legal system, economic system, cultural system, and other social systems. However, this is a very simplified view of a much more complex system of categories involving the views: who should have authority, how religious questions should be handled, and what the government’s influence on its people and economy should be. † (Almond, 2011) Different countries from all over the world owe their own specific political system and economic results.For example, China’s remarkable economic success rests on reforming political government system foundation. In article â€Å"Federalism, Chinese Style: The Political Basis for Economic Success in China†, it referred that the government political reform provides significant degree of available commitment to markets and lead to the successful economy in China. What’s more, a special type of institutionalized or organized decentralized is reflected by this reform, and author call â€Å"federalism, Chinese style. In addition, Montinola who is the author of this article claimed there are three consequences: at first, it helps to promote competition, not only just in product markets, but also among labour and foreign capital of local governments. And without any dou bt, the competition also lead new forms of enterprises, regulation, and economic relationships are promoted by government trying and learning. After that, it provides incentives for local governments to encourage local economic prosperity. At last, there are considerable amount of protection for local governments and enterprises which come from political intrusion by the central government. 2011). This article describes how the government political system impacts the economy output. On the one hand, China reform the political system depends on the national conditions, and take advantages of this system to develop economy and achieve successful goal. On the other hand, China already got wealthy benefits from the existing political system. Moreover, in article â€Å"US Political System Gets Downgraded, Failure to Deal with Economy the Reason†, Dayen said â€Å"To the extent that there’s any fallout from the political gridlock in Washington, it’s that the country cannot execute the simple, fundamental steps to improve economic performance. (Aug 3, 2011) And also talked about a Chinese rating agency did actually downgrade US debt all the way, which could resonate with their sovereign wealth funds. This agency appeared to not so much downgrade the credit rating as the political system. It discussed if there was not existing good and suitable government political system, and there is no way to develop economic as expect. In other words, instable and inadaptable political cannot help to further the development of economic outputs. Meanwhile, there is no doubt that if there is existing terrible economy, the new type of government system need to form.Government agencies influence the economy through a variety of policies all the time. â€Å"Political system has helped initiate new industries, cushion the effects of economic depression, create a sound economic infrastructure, and protect the living standards of the citizenry. † (n. d. ) Japa n is such a typical country. Japan through adjusting the relationship between government political system and economic income in order to set up the most suitable government and increase economy as much as possible. They focus on enterprise.In other words, Japan's economic development is primarily the product of private entrepreneurship. There is no doubt government make a significant contribution to nation's prosperity. In a word, the enterprise focus need the help of centrally controlled political system, because it can pay a lot more attention to develop their enterprise in order to promote their economy. There are advantages and disadvantages among different type of government political, both of them have opportunity to increase or decrease their national economy.However, it has great challenges to reconcile the centralized and decentralized systems. Most of time, centrally controlled is focus on specific area, decentralized controlled has diverging structure, the scope is much more abroad and wide than centrally controlling. But centrally control can get more attention. So chose the right system need depend on each country’s specific situation. In order to reach the economy goals, it is necessary to look for the right government political system to push its developing.Also under current system, government should consider how to achieve their economy target. Above all, no matter which government systems, such as centrally controlled political system and decentralized controlled political system, both of them could generate significant economic results, at the same time, the country should get wealthy benefit from a specific controlled political system. Reference Almond, G. A. , (June 25, 2011). Comparative Politics Today: A World View. Political System. Retrieved from http://en. wikipedia. org/wiki/Political_system Dayen, D. (August 3, 2011). US Political System Gets Downgraded, Failure to Deal With Economy the Reason. FDL. Retrieved from http://new s. firedoglake. com/ 2011/08/03/us-political-system-gets-downgraded-failure-to-deal-with-economy-the-reason/ Montinola, G. (June 13, 2011). Federalism, Chinese Style: The Political Basis for Economic Success in China. World Politics. Retrieved from http://journals. cambridge. org/action/displayAbstract? fromPage=online&aid=7607848 The role of government and business. (n. d. ). Retrieved from http://countrystudies. us/japan/99. htm

Religion in Ancient China

The earliest information found about religion in ancient China is during the Shang Dynasty and so religion in the Xia dynasty remains unknown. Religious beliefs and rituals were prominent during the Shang Dynasty. The most significant deity was Shang Ti, Ti meaning ‘Deity Above’ or the ‘Lord on High’. He ruled as a supreme god over all the other gods and spirits. The gods and spirits were believed to symbolize objects found in nature; the sun, the moon, the wind, the rain, everything from mountains and rivers to the stars in the night sky. Ti is believed to have punished those who disobeyed or offended him and rewarded those who pleased him. It is said that Ti formed a noble court in heaven consisting of all deceased worthy ancestors. The Chinese’s belief in family harmony was associated to belief in the afterlife. The ancestors who were considered commendable served Ti, helping him govern the world. Ancestors were also worshipped and were said to act a mediators between the gods and humankind. It was thought that if ancestors were appropriately honoured, respected, and provided for, they would promote the family's prosperity. A favour or grievance to a member of the family was considered a favour or grievance to the ancestors; consequently, people were reluctant to offense or harm descendants of a powerful family. It was believed that in the afterlife they would live in a celestial court in many ways similar to their earthly courts. Each Chinese family was expected to have an ancestral shrine in the centre of their home to honour and venerate their ancestors. Sacrifice to the gods and the ancestors were also a major part of the Shang religion. When a ruler died, slaves and officials were sacrificed with them in order to guarantee that their afterlife would be the same or similar as their life on earth. People were also sacrificed in smaller numbers when significant events, such as the founding of a palace or temple, took place. Along with their deceased ancestors, the Chinese had people on earth who acted as mediators between the celestials and the human race. Priests were among these intermediates and were responsible for a number of tasks including reading prayers and overseeing sacrifices and funerals. An augur is another type of mediator, responsible for asking gods questions on behalf of humans using various practices of foretelling to unearth the answers. The use of oracle bones was the most notable form of divination. The augur would ask the question, punching holes into the bone, usually the shoulder-bone from an ox, and in some cases the shell of a tortoise. The bone would then be held over a fire, until cracks appeared. These cracks would be made more evident by rubbing ink over the bone. The augur could now read the cracks and determine the answer of the god. Records of the questions and answers of readings were engraved on the bone. Questions on these oracle bones included issues of weather, warfare, agriculture, hunting, childbirth, and sacrifice. In reflection with their agricultural nature, the ancient Chinese use to honour the local deities of soil in order to increase the fertility of earth and to promote the growth of crops. Over time, this practice of earth worship began to dwindle and the veneration of Heaven increased. Divination was considered the only way to determine the requests and future actions of the ruler of Heaven who was also seen as a kind of ancestral figure. The Chinese were animistic and so believed that nature had many spirits. Good spirits, referred to as shen, and bad spirits, referred to as gui, were both thought to dwell in Heaven and Earth. The sun and the rooster were believed to have authority over the gui. This concept of shen and gui later influenced the formation of the yin and yang concept. The people of ancient China believed that there were two contrasting forces abiding in everything in nature; that is yin and yang. This concept was thought to be formed with the influence of the shen and gui concept from earlier ancient China. Yin is characterized as slow, soft, yielding, diffuse, cold, wet, or tranquil; and is associated with water, earth, the moon, femininity and nighttime. Yang, on the other hand, is fast, hard, solid, focused, hot, dry, or aggressive; and is associated with fire, sky, the sun, masculinity and daytime. During the time of the Eastern Zhou, religion in China underwent an evolution. The early gods were forgotten and replaced with ideologies that worked as both philosophies and religions. A phenomenon called the ‘Contention of a Hundred Schools of Thought’ took place in ancient China. Schools and philosophers flourished around this time and it was dubbed an era of great cultural and intellectual expansion in China. The four most prominent schools of thought that evolved during this epoch were Confucianism, Taoism, Mohism, and Legalism. Confucius was born 551 BC and grew up to become one of the most influential philosophers in Chinese history. Confucianism is a composite philosophy of moral, social, political, philosophical, and quasi-religious thought. He built his philosophy around five virtues: compassion, morality, decorum, wisdom and honesty. Compassion was considered the cornerstone, symbolizing loyalty, filial piety, patience and benevolence. He also believed that everyone should be in harmony with one another and establish a society ruled by standard etiquette and conduct. A legendary philosopher by the name of Laozi is believed to have established the religious philosophy of Taoism. The ‘forces of nature’ is the central belief behind the concept of Tao, which is literally translated as â€Å"the path† or â€Å"the way. † Taoism is in many ways the contrary of Confucianism, focusing on the individual within the natural realm rather than the individual within society. It also focuses on the affiliation between humanity and the cosmos, vigour and long life, and wu wei, that is action through inaction, which is said to create harmony with the Universe. Mo Di or Mozi was another Chinese philosopher form the Eastern Zhou period. He was strongly opposed to the teachings of Confucianism and Taoism. Mohism was based on the idea of universal love, ‘everyone is equal before heaven’. Mozi believed that everyone should practice communal love in order to create a heaven on earth. He also believed that an individual’s perception should be the basis of human cognition and not imagination or logic. Mozi advocated abstinence, and therefore opposed music, regarding it as excessive and a waste of resources which could instead be used to help those in need of basic necessities such as food, water and shelter. He even opposed elaborate funerals also regarding it as a waste of money which could be used in more useful matters. He also advocated pacifism thus disapproving of offensive war, only accepting aggressive action to defend the weak. Legalism, while the term itself was invented in the Han dynasty, was one of the major doctrines followed during the Contention of a Hundred Schools of Thought. It was established by Han Feizi and Li Si and theorizes that the human race is evil and in order to prevent this evil causing chaos, laws need to be put in place. Legalism wasn’t concerned with the nature or purpose of life, not even the welfare of the public; rather it sought the states prosperity and military aptitude. Out of these four philosophies, only Confucianism and Taoism are considered religions by scholars, as only they contain spiritual elements. Confucianism and Taoism both became part of what is now known as The Three Doctrine. Buddhism is the third doctrine however it was imported from India and flourished during Imperial China.

Greek City state and the Roman Empire

Greek City state and the Roman Empire The Americans and the Western nations’ political systems and ideologies are in a way based on the ancient Greece and the Romans’ ideas. These countries are not the only ones that were affected. However, most of the ideas that are being used by governments in the world were originally borrowed from Greece (Wolin, 1960).Advertising We will write a custom essay sample on Greek City state and the Roman Empire specifically for you for only $16.05 $11/page Learn More Issues of Democracy and republican governments are some of the major political ideologies that were adopted from these two ancient states. People’s participation in political constitutions and content has its origins in these societies. Changes that occurred in Greek city-states and Roman Empire that explain the emergence of specific understanding of politics Firstly, the ancient Greece was once never a unified state but a conjugant of different nations. The large geographic bound aries that resulted in travel and communication difficulties brought the need for communities to adopt their own governing bodies and councils. These political units were known as city-states. These city-states, being separated by large geographical terrains, adopted different political systems. For example, the Corinth adopted the oligarchy system of government. Other city-states such as Sparta established mixed forms of government, which constituted both oligarchy and monarchial systems of government. This is how these aspects of politics emerged. Athens developed a democratic form of government that allowed the citizens to participate in the drafting of the constitution and the governance of their city-states. They purposefully did this to quell the long periods of unrest and conflicts in the city-state. These reforms transferred power from the hands of a few nobles to the citizens thus ensuring political participation. This is also known as democracy. Democracy is undeniably the most practiced form of governance in the civilized world. The Athenian government was made up of three major segments. These included the assembly, the council and the people’s court. They consisted of juries made up of the citizens. This was in order to oversee cases involving fellow citizens. Different from the Athenian form of government, the Romans adopted a Republic structure of governance. In this form of government, the elected persons (apart from just governing) were also expected to be responsible and responsive to their voters (Augustine, 1961).Advertising Looking for essay on ancient history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Romans were the first to draw up a constitution, which was a tool that was later adopted by a majority of governments around the globe. These countries exhibited republican tendencies. These sets of laws written down by the Roman government were, at the time, collectively kn own as the Laws of the Twelve Tablets. Nations later came to realize that having the laws written down protected the rights of the citizens and shielded them from unfounded prosecutions. Another important political aspect that was exhibited by these ancient societies was eligibility for political participation. For example, in Athens, the issues of eligibility for political rights and citizenship were seriously upheld. Therefore, in order to fully participate in politics, one had to be a mature male whose parents were both Athenians. The modern world states and nations that came thereafter came up with various qualifications. For one to be able to participate in politics or to be declared a citizen of the respective nation, he or she had to meet those qualifications. Philosophers were concerned about the issue of human action since they were greatly engaged in differentiating between activity, passivity, involuntarism and culpable actions. Action became a major philosophical topic i n the early 1960s and is slowly becoming a major sub-discipline in modern philosophy. A causalist school of thought postulates that an individual’s reason for acting is the cause of his or her action. It can be accurately argued that reasons lead to actions. Some philosophers like Harry Frankfurt have tried to explain the concept of human action and has tried to determine its compatibility with the large concept of determinism. Philosophers argued that political revolutions experienced in the governments of the world were as a result of human action. People are never satisfied with their constitution. They are always grumbling, never quiet and always require that some changes be made on the constitution. Under the concept of human action was another topic of humanism. Humanism marries the concepts of history and human actions. The concept of eligibility for political rights and citizenship were greatly focused upon and qualifications were set for individuals to meet. The mode rn world states and states that came thereafter came up with various qualifications for one to be able to participate in politics. Apart from politics, it was also necessary that one met the set standards before being granted complete citizenship of a city-state (Sayers, 1999). The citizens were the only ones who were allowed to own and keep slaves together with all other forms of property.Advertising We will write a custom essay sample on Greek City state and the Roman Empire specifically for you for only $16.05 $11/page Learn More In Sparta, for example, women were afforded the opportunity and privilege of being literate. This was a different ethical dimension compared to what was the norm in previous years. This was quite different from what other city-states like Athens did to their womenfolk. The liberation of women in Athens, for example, became an inspiration to the contemporary states and societies to recognize the position of women in the society. Another important issue was the payment of taxes. The ancient Greek, Roman and Greek states lay much emphasis on tax payment. These changes in ethical dimensions formed the economic background of a majority of the states that came thereafter. References Augustine, C. (1961). Confessions. Baltimore: Penguin Books. Sayers, S. (1999). Plato’s Republic: An Introduction. Edinburgh: Edinburgh University Press. Wolin, S. (1960). Politics and Vision: Continuity and Innovation in Western Political thought. Boston: Brown Co.

Given Circumstances Activity for Student Actors

Given Circumstances Activity for Student Actors In a dramatic scene or monologue or improvisation, the term â€Å"given circumstances† refers to the â€Å"who, where, what, when, why, and how† of the characters: Who are you? (Name, age, gender, nationality, physical health, mental health, etc.)Where are you? (In a room, outdoors, on an airplane, in a stagecoach, at a party, at a ball, etc.)When does the action occur? (In the present, in the past, in the imagination, in the future, in a dream, etc.)Why are you present in this situation? (Hiding, celebrating, escaping, seeking?)How are you behaving? (Loudly, stealthily, subtly, conversationally, physically, coyly?) Given circumstances are directly stated and/or indirectly inferred from the text of a script or from the interaction with scene partners in improvisational work: what a character says, does or does not do, and what other characters say about him or her. Student Actor Activity To give student actors practice in considering and communicating given circumstances, here is an activity led by Gary Sloan, author of In Rehearsal: In the World, in the Room, and On Your Own. Materials Needed: PaperWriting instruments Directions: Ask students to think about where they currently are (a classroom, a studio, a rehearsal stage) and then give some thought to why they are there.Distribute paper and pens or pencils and give students this writing assignment: Think about yourself and write a paragraph about your current given circumstances- Who are you? Where are you right now and why are you here? How are you feeling or behaving? Ask students to place the most emphasis on the why and the how aspects of this written reflection. (Note: You may choose to have students identify themselves by name or you can leave that part of the â€Å"who† out of the writing.)Give students 15 to 20 minutes of silent writing time.Call time and ask students to place whatever they have written- even if they do not feel it is complete- on a table or chair or rehearsal box located somewhere in the room, preferably in a central location.Instruct all students to walk slowly in a circle around the object holding the pieces of paper. Then , whenever they feel the impulse to, they should take one of the papers (not their own, of course). Once all students have a paper, ask them to familiarize themselves with what’s written on it- Read it carefully, absorb it, think about the words and the ideas.After giving students 5 or so minutes, explain that each will read the words on the paper aloud to the group as if auditioning for a part. They are to treat the words as if they are a monologue and deliver a cold reading. Tell students: â€Å"Read it aloud as if this is YOUR story. Make us believe you mean it.†One at a time, when a student is ready, have each deliver the words on the chosen paper. Remind them to remain conversational and speak as if the words were their own. Reflection After all the students have shared their readings, discuss what it was like to deliver someone else’s words as if they were your own. Liken this experience to what actors must do with lines of dialogue in a published script. Discuss whether and how this activity increased students’ understanding of given circumstances and how to use them in their character work.