Free Essays on The Fall of the House Of Usher

Poe uses the imagery and the life-like characteristics of an otherwise decaying house as a device for giving the house a supernatural atmosphere. For example, from the very beginning of the story, the reader can tell that there is something unusual and almost supernatural about the building. As the narrator approaches the home of his long-time friend, Roderick Usher, he refers to the house as the â€Å"melancholy House of Usher†(1508). Upon looking at the building, he even describes the feeling he has as â€Å"a sense of insufferable gloom pervading my spirit†(1508). The windows appear to be â€Å"vacant,† and â€Å"eye-like† and the narrator goes on to observe the â€Å"rank sedges,† and the â€Å"black and lurid tarn,†(1509) in which he sees the reflection of the house. He later says, â€Å"when I again uplifted my eyes to the house itself, from its image in the pool, there grew a strange fancy†¦Ã¢â‚¬ (1509). This statement indicates that perhaps the house does indeed have supernatural characteristic. The narrator ! observes the details of the house once more and finds that the house has fungi growing all over it and the masonry of the building is decaying. He says, â€Å" there appeared to be a wild inconsistency between its still perfect adaptation of parts, and the utterly porous, and evidently decayed condition of the individual stones†(1510). This observation suggests that perhaps something supernatural is holding the house intact; otherwise it would have fallen to the ground long ago. Upon entering the house, the narrator sees the inside of the house as well as the odd behavior and personality of its inhabitants and is increasingly convinced that the house has some supernatural effect on those who live there. Upon meeting Usher, the narrator remarks, â€Å"†¦the physique of the gray walls and the turrets, and of the dim tarn into which they all looked down, had at length, brought about upon the morale of his existence† (1512). The narrat... Free Essays on The Fall of the House of Usher Free Essays on The Fall of the House of Usher The Doom of Usher’s House The human mind naturally receives images of the frightening or even appalling. In the tale â€Å"The Fall of the House of Usher† by Edgar Allan Poe, the narrator is brought into an eerie world â€Å"DURING the whole of a dull, dark, and soundless day in the autumn† (204). The setting of this world inspires devastation for Roderick Usher and his twin sister, Madeline. This sense of doom shows throughout the House of Usher, the interior and exterior of the house, the landscape surrounding the mansion, and the strange tempestuous atmosphere of the house. The House of Usher generates a sense of doom by its appearance as the narrator approaches. â€Å"The vacant and eye-like windows† of the manor first give the impression that the house is a large face. A minute fungus overspreads the whole exterior, hanging like web-work from the attic. The narrator can also see a barely distinguishable crack extending from the roof down into the pond. As the narrator crosses the threshold of the house into the gothic archway, he sees carvings on the ceiling, gloomy tapestries hanging on the walls, â€Å"ebon blackness of the floors, and large phantasmagoric armorial trophies. The rooms are very large and lofty, the general furniture profuse, comfortless, antique, and dilapidated† (205). Paintings hanging on the walls give the narrator a shudder every time he views the depressive scenarios. There is also a vault at a great depth below the mansion, a portion of the vaults floor and the whole interior of the long archway are sheathed with copper, the chamber is very small, damp, and entirely without means of admission for light. Even the door is made of massive iron and placed on great hinges that grind and make an awful noise as the narrator and Roderick open it. The landscape around the mansion is doomed, which leads to the land being full of sadness and decay. The house appears on a landscape of â€Å"a few rank sedges and u... Free Essays on The Fall Of The House Of Usher Poe uses the imagery and the life-like characteristics of an otherwise decaying house as a device for giving the house a supernatural atmosphere. For example, from the very beginning of the story, the reader can tell that there is something unusual and almost supernatural about the building. As the narrator approaches the home of his long-time friend, Roderick Usher, he refers to the house as the â€Å"melancholy House of Usher†(1508). Upon looking at the building, he even describes the feeling he has as â€Å"a sense of insufferable gloom pervading my spirit†(1508). The windows appear to be â€Å"vacant,† and â€Å"eye-like† and the narrator goes on to observe the â€Å"rank sedges,† and the â€Å"black and lurid tarn,†(1509) in which he sees the reflection of the house. He later says, â€Å"when I again uplifted my eyes to the house itself, from its image in the pool, there grew a strange fancy†¦Ã¢â‚¬ (1509). This statement indicates that perhaps the house does indeed have supernatural characteristic. The narrator ! observes the details of the house once more and finds that the house has fungi growing all over it and the masonry of the building is decaying. He says, â€Å" there appeared to be a wild inconsistency between its still perfect adaptation of parts, and the utterly porous, and evidently decayed condition of the individual stones†(1510). This observation suggests that perhaps something supernatural is holding the house intact; otherwise it would have fallen to the ground long ago. Upon entering the house, the narrator sees the inside of the house as well as the odd behavior and personality of its inhabitants and is increasingly convinced that the house has some supernatural effect on those who live there. Upon meeting Usher, the narrator remarks, â€Å"†¦the physique of the gray walls and the turrets, and of the dim tarn into which they all looked down, had at length, brought about upon the morale of his existence† (1512). The narrat... Free Essays on The Fall of the House Of Usher One of the core themes of the short story, â€Å"The Fall of the House of Usher†, is that of the nature of the house itself. The manner it is described and the way it is so puzzling. Another main theme of this tale is the nature of the people that reside in the dwelling. They are described in nearly the same manner all through the narrative. In that way, they have several things in common with one other. What is clearly similar about the way all these things are refered to is the sense of a bad feeling, of dread, showing how bad things are for the people and the house. These similarities are laid out extremely well in the story and I believe they are meant be strongly considered when reading it. At the start of the tale there is a very negative feeling being connected to the appearance of the house. Poe especially uses a couple of tactics to try and make you feel negatively about the house. He used phrases such as: â€Å"insufferable gloom,† â€Å"vacant,† â€Å"black and lurid,† and the â€Å"rank sedges.† These are obviously meant to convey a bad connotation to the house. Poe writes that the house has a â€Å"wild inconsistency† and describes that each individual stone is starting to decay and fall apart. This suggests that the house has many problems that could possibly lead to the destruction of a house. Its hard to pick up this as foreshadowing, but as the reader continues the story it becomes clearer and clearer. The house has a kind of gothic feeling to it. Another common word used in describing the house is ghostly. The story is lined with phrases such as, â€Å"through many dark and intricate passages† and â€Å"ebon blackn ess† which also set the sense of darkness. They all set up the idea that some frightful event is going to take place soon. These devices, along with a some others, help to connect the house to Roderick and Lady Madeline. When the speaker first sees Roderick after a long interval of time, he remarks that he resemb...

Critically appraise the education provision available for people with diabetes. The WritePass Journal

Critically appraise the education provision available for people with diabetes. Introduction Critically appraise the education provision available for people with diabetes. ). The implications of diabetes are serious; complications include cardiovascular disease, retinopathy (eye disease), neuropathy (damage to the nerves), nephropathy (kidney disease) stroke and possibly death. Additionally, the costs incurred by the NHS are vast; every year the NHS spends  £14 billion treating diabetes and its complications, with the vast majority of this cost (66%) being attributable to inpatient treatment (Kavanos, van den Aardweg Schurer 2012). Treatment for diabetes-related complications is economically troubling due to the increased prevalence of inpatient treatment, and the cost per patient increases proportionally with each complication. By comparison, the cost of glucose reducing medications are relatively low, comprising only 8% of the total annual spend (Kavanos, van den Aardweg Schurer 2012). This highlights the need for ongoing diabetes policies to address management of the condition in its early stages. The incidence and prevalence of diabetes, particularly Type 2, is rising to epidemic proportions and represents a grave and growing global health problem, due to the population numbers affected, its associated complications and the costs of controlling the condition (Torres et al. 2009). Health care providers however struggle to manage a chronic condition which requires self-management; the responsibility for non-acute daily care for diabetes lies with the patient. These factors together reinforce the need for effective programs of education that can be successfully incorporated into health systems. Several studies however have indicated that the incidence or severity of diabetes can be successfully managed with lifestyle interventions. Knowler et al. (2004) for example in a large-scale randomised controlled trial assigned patients at a high risk of developing Type 2 diabetes to a placebo, metformin or lifestyle-intervention programme. The lifestyle-intervention programme concentrate d on introducing 150 minutes of physical activity per week, plus an overall weight loss of 7 percent. After a three year follow-up, lifestyle changes were significantly more effective at reducing the incidence of Type 2 diabetes than metformin. Lifestyle factors reduced incidence by 58%, whilst metformin reduced incidence by 31%, as compared to placebo. Wing et al. (1987) explored whether modest weight loss could provide long-term benefits for patients with Type 2 diabetes. They studied 114 patients who had enrolled in a weight control programme, and followed them up for one year. They found that those who had lost at least 5% of their body weight demonstrated significant improvements in blood sugar levels at one year follow-up. Those who had maintained their body weight showed no improvement, and those who had gained weight showed a significant worsening of blood sugar levels. Self-management also plays an important role in the management of Type 1 diabetes. In an integrative revie w of 18 longitudinal studies Guo and Whittemoor (2011) found a strong positive relationship between diabetes self-management and metabolic control. Given that self-management plays such a vital role in management of diabetes, it follows that programmes of education that are designed to provide information to patients regarding the condition, and to encourage self-management programme adherence could be of critical importance.   In the UK there are currently a number of patient education programmes that are designed to aid people to manage their condition on a daily basis. All aim to increase patient knowledge of their condition and how to manage it including the effect of their lifestyle, and the use of insulin when appropriate. In 2003 the National Institute for Clinical Excellence (NICE) published guidance on the use of patient-education models in the management of diabetes, recommending that: â€Å"†¦all individuals with diabetes should be offered structured patient education at the time of initial diagnosis and ongoing patient education as required, based on a formal, regular assessment of need, recognising that needs change over time. In this context, structured patient education is defined as being a planned and graded programme that is comprehensive in scope, flexible in content, responsive to an individual’s clinical and psychological needs, and adaptable to his or her educational and cultural background. â€Å" (NICE, 2003: 14) In the UK, there is a large number of diabetes education programmes offered to patients, and these range widely in length, content and educational style (NICE, 2003). However, for the purposes of this essay a focus on three of the most widely used structured patient education programmes in the UK will be taken. These include DAFNE, DESMOND and X-Pert. DAFNE is an acronym for Dose Adjustment For Normal Eating and is a structured education programme designed for patients with Type 1 diabetes. It aims to empower people to lead an as normal a life as possible whilst controlling blood sugar levels and therefore protecting against the long-term complications of the condition. Over the course of a five-day intensive training course (with post-course follow-up after eight weeks plus half-yearly refresher courses), participants learn the necessary skills to adjust their daily insulin doses to their carbohydrate intake. Delivered as group training to small groups of 6-8 participants, it offers information on carbohydrate counting, insulin regimens, exercise and blood glucose monitoring (NICE, 2003). It is recommended only to patients aged 17 and over, who have been diagnosed with Type 1 diabetes for at least six months, and who demonstrate a commitment to improve their diabetes control. Additionally, participants must be willing to administ er insulin up to five times a day, as the regimen that accompanies the course requires two daily injections of long-acting insulin, plus quick-acting insulin after meals and snacks containing carbohydrates. DAFNE has a strong evidence base; it was the only structured patient education programme to be named in the NICE guidance published in 2003, following the publication of several UK-specific studies into the effectiveness of DAFNE. In 2002, the DAFNE Study Group presented the findings of its UK Feasibility Study. The study used a randomised controlled design, with 169 patients with Type 1 diabetes showing moderate or poor insulin control. Participants either engaged in a DAFNE course immediately as the research began (immediate DAFNE), or acted as waiting list controls, and received the training 6 months later (delayed DAFNE), and continued to receive usual care. The differences between the two groups were measured using a battery of outcome measures. These included laboratory measured levels of glycated haemoglobin, patient reported episodes of hypoglycaemia, and the audit of diabetes-dependent quality of life (ADDQoL) questionnaire, a survey measuring the impact of diabetes on the p atient’s quality of life. Additionally, treatment satisfaction was measured using the diabetes treatment satisfaction questionnaire (DTSQ), overall psychological wellbeing was measured with the 12-item wellbeing questionnaire (W-BQ12) and a number of health-related outcomes such as weight, blood pressure and cholesterol level were also measured. Overall, the authors concluded that DAFNE was successful; those patients receiving the training immediately showed significantly improved blood sugar levels, without episodes of hypoglycaemia. Additionally, patients who received treatment scored significantly better on indices of satisfaction with treatment, psychological wellbeing and quality of life compared to those whose treatment was delayed. This was despite an increase in insulin injections and blood glucose monitoring demands. It must be noted, that despite the positive findings of this study, it did not meet the rigorous methodological criteria for inclusion in NICE’s review of patient education programmes (NICE, 2003), as the concurrent control group ran only for 6 months (after which they received the ‘delayed’ training). However, its results were still quoted in the guidance, and formed part of NICE’s rationale for recommending the programme. An additional component of the NICE review included the cost-effectiveness of DAFNE. In 2003 it was estimated that the cost per person to attend a DAFNE education course was  £545, but the resultant saving per patient (as compared to normal treatment) over a 10 year period would be  £536. Extrapolating across the population, in 2003 the DAFNE study group estimated that the maximum cumulative cost to provide DAFNE would peak in 2006/07 at  £19 million, but would be self-financing by 2009, suggesting the potential for self-financing in future years (NICE, 2003). Shearer et al. (2004) also provided support for the cost-effectiveness of DAFNE. Drawing on effectiveness data from three randomised controlled trials conducted in Germany, Austria and the UK. They concluded that DAFNE was effective at a lower cost than usual treatment models for Type 1 diabetes, saving approximately  £2200 per patient over a ten year period. They considered this result compelling enough to suggest that DAFNE should be introduced as the standard treatment for people with Type 1 diabetes in the UK. The second programme for discussion is Diabetes Education and Self-Management for Ongoing and Newly Diagnosed (DESMOND). It is a programme targeted at those with Type 2 diabetes to help them manage the necessary changes to their lives brought about by diabetes. Crucially, it was developed post-2003, after the publication of the NICE review, and was designed specifically to meet the standards outlined in the resultant national policy. The programme itself has three variations; a newly diagnosed programme, a foundation programme and a version specifically designed for black and minority ethnic patients. It is delivered across six hours of group work by specially trained healthcare professionals, using a written programme to ensure consistency of delivery (DESMOND project, 2012). Its core philosophy is one of patient empowerment; those on the course are encouraged to learn by discovering knowledge for themselves (DESMOND project, 2012). The programme was originally piloted across 17 primary care trusts in England, and 13 of these sites were included in a randomised controlled trial, including over 800 participants, making it the largest study of educational programmes for Type 2 diabetes conducted to date. The intervention group attended DESMOND within twelve weeks of diagnosis. The control group received an equivalent amount of contact time with healthcare professionals. After 12 months, there were no significant differences in levels of blood sugar between the groups, but the intervention group showed a significantly higher degree of weight loss, increase in physical activity and reduction in smoking. Additionally, they had significantly more positive views about behaviour change impacting on their illness, and significantly lower levels of depression than the control group (Davies et al. 2008). In 2012, the results of this study were followed up (Khunti et al. 2012) to measure whether the benefits were sustained over three years. The authors managed to contact 731 of the original 824 study participants, and found that none of the biomedical or lifestyle advantages had been maintained over the period. However, the intervention group continued to hold more positive illness-related beliefs. However, the authors concluded that these results did not necessarily indicate a failure of DESMOND. The programme is very much in its infancy, and the authors point out the importance of the psychosocial benefits of the programme. Over time, an association between psychosocial factors and a more effective management of blood sugar levels may emerge (Khunti et al. 2012). A recent meta-analysis yielded more positive outcomes. Minet et al. (2010) looked at all studies conducted up until late 2007 that used a randomised controlled design to assess the impact of DESMOND-like self-management programmes on adults with Type 2 diabetes. 47 studies including 7677 participants were suitable for inclusion, and showed a small but significant positive effect of such programmes on blood sugar levels. Although closer analysis revealed that studies utilising smaller samples with shorter follow-up periods were more likely to yield positive effects, they also found that programmes incorporating educational elements (like DESMOND) were also more likely to return significant effects (Minet et al. 2010). The final programme to be discussed is X-PERT. It is similar to DESMOND in that it is a structured education programme devised for people with Type 2 diabetes; however it has been delivered across the UK and Republic of Ireland to people with both Type 1 and Type 2 diabetes. The two and a half hour group work sessions are delivered weekly over a six week period and aims to empower patients to identify and manage their own diabetes-related problems, and create their own possible lifestyle management solutions. It aims to improve clinical outcomes and quality of life for patients whilst reducing the need for diabetes medication and diabetes-related complications (Diabetes UK, 2012). The work to develop the programme began in 2000, and this included a randomised controlled trial (Deakin, Cade, Williams and Greenwood 2006). 314 patients with Type 2 diabetes were randomly assigned to an intervention (X-PERT) or control (treatment as normal) group, and lifestyle, clinical and psychosocial measures were taken at the outset, and repeated at 4 and 14 month intervals. At 14 months post-evaluation, those in the intervention group ate a healthier diet than controlled, and reported a greater sense of freedom over their diet. The intervention group also took more exercise and demonstrated greater foot care at both follow-up periods. Crucially, those in the intervention group also demonstrated significantly improved glycaemic control, lower BMI, reduced cholesterol reduced waist circumference measurements, and a reduced need for diabetes medication at 14 months post-intervention (Deakin et al. 2006). Although no study has exclusively analysed the potential cost savings offered by X-PERT, Jacobs-van de Bruggen et al. (2009) performed a review of randomised controlled trials assessing the impact of seven self-management programmes for diabetes, including X-PERT. The results found large differences in health outcomes across the seven trials included, but X-PERT was found to be one of the most effective whilst simultaneously delivering potentially the largest cost savings. All three programmes therefore have returned some positive results. DAFNE remains the only NICE supported intervention addressing Type 1 diabetes in the UK, and both interventions discussed here to manage Type 2 diabetes demonstrated clinical, psychosocial and lifestyle benefits, with X-PERT in particular delivering sustained improvements to patient health whilst simultaneously being cost-effective. What is clear however is that more research regarding the effectiveness of DAFNE needs to be conducted, involving large populations, randomised controlled trials and adequate follow-up periods. DESMOND and X-PERT which were specifically designed with rigorous assessment in mind are still in their relative infancy; research regarding longer term outcomes will be necessary as the impact of diabetes continues to grow. References Barnard, N.D., Katcher, H.I., Jenkins, D.J., Cohen, J. Turner-McGrievy, G. (2009). Vegetarian and vegan diets in type 2 diabetes management. Nutrition Reviews 67 (5). Davies, M.J., Heller, S., Skinner, T.C., Campbell, M.J., Carey, M., Cradock, S., Dallosso, M.D. Daly, H., Doherty, Y., Eaton, S., Fox, C., Oliver, L., Rantell, K., Rayman, G. Khunti, K. (2008) Effectiveness of the diabetes education and self management for ongoing and newly diagnosed (DESMOND) programme for people with newly diagnosed type 2 diabetes: cluster randomised controlled trial. British Medical Journal 336: 491 – 495. Deakin, T.A., Cade, J.E., Williams, R Greenwood, D.C. (2006). Structured patient education : the Diabetes X-PERT Programme makes a difference. Diabetic Medicine 23 (9): 944 – 954. Diabetes in the UK 2012. Key statistics on diabetes. Availiable at: diabetes.org.uk/Documents/Reports/Diabetes-in-the-UK-2012.pdf (accessed 18.07.2012). Funnell, M.M. Anderson, R.M. (2004). Empowerment and Self-Management of Diabetes. Clinical Diabetes   22 (3): 123 – 127. Guo, J. Whittemore, R. (2011).The relationship between diabetes self-management and metabolic control in youth with type 1 diabetes: an integrative review. Journal of Advanced Nursing 67(11): 2294-310. Jacobs-van de Bruggen, M.A.M, vaan Baal, P.H., Hoogenveen, R.T., Feenstra, T.L., Briggs, A.H., Lawson, K., Feskens, E.J.M. Baan, C.A. (2009). Cost-Effectiveness of Lifestyle Modification in Diabetic Patients. Diabetes Care 32 (8): 1453 – 1458. Kamlesh Khunti, K.,   Gray, L.J., Skinner, T., Carey, M.T., Realf, K., Dallosso, H., Fisher, H., Campbell, M., Heller, S., Davies, M.J. (2012). Effectiveness of a diabetes education and self-management programme (DESMOND) for people with newly diagnosed type 2 diabetes mellitus: three year follow-up of a cluster randomised controlled trial in primary care. British Medical Journal 344: e2333 Knowler, W.C., Barrett-Connor, E., Fowler, S.E., Hamman, R.F., Lachin, J.M. Walker, E.A. (2002). Reduction in the incidence of type 2 diabetes with lifestyle intervention or metformin. N Engl J Med. 2002;346(6):393-403. Minet, L., Mà ¸ller, S., Vach, W., Wagner, L. Henriksen, J.E. (2010). Mediating the effect of self-care management intervention in type 2 diabetes: a meta-analysis of 47 randomised controlled trials. Patient Educ Couns. 80(1): 29-41. NICE (2003). Guidance on the use of patient-education models for diabetes. Nice Technology Appraisal 60. Availiable at: nice.org.uk/nicemedia/live/11496/32610/32610.pdf (accessed 23.07.2012). Ripsin CM, Kang H, Urban RJ (2009). Management of blood glucose in type 2 diabetes mellitus. American Family Physician 79 (1): 29–36. Shearer A (2004). Cost-effectiveness of flexible intensive insulin management to enable dietary freedom in people with Type 1 diabetes in the UK. Diabet Med 21: 460-7. Torres, H., Franco, J.L., Alves, M.,   Stradioto, V., Hortale, A. Torres-Schall, V. (2009). Evaluation of a diabetes education program Rev Saà ºde Pà ºblica 43(2): 1 – 8. Vijan, S. (2010). Type 2 diabetes. Annals of internal medicine 152 (5): Wing, R., Koeske,R.,. Epstein, L.H., Nowalk, M.P., Gooding, W. Becker, D (1987). Long-term Effects of Modest Weight Loss in Type II Diabetic Patients Accepted for publication June 23, 1987. Reprint requests to Western Psychiatric Institute and Clinic, 3811OHara St, Pittsburgh, PA 15213 (Dr Wing). From the University of Pittsburgh School of Medicine. Arch Intern Med. 1987;147(10):1749-1753.

Reading response Essay Example | Topics and Well Written Essays - 500 words - 36

Reading response - Essay Example other hand, the US Supreme Court did not completely render it legally useless and added a condition that federal agencies need to consider Indian religions before making any policies that will affect the religious beliefs of the Indians. This paved the way for some positive changes with the formation of American Indian Religious Freedom Coalition (AIRFC) in 1988 which made statutory changes to protect the religious rights of the Indians. One amendment happened in National Historic Preservation Act (NHPA) which was enacted in 1992. This Act required that Indian religious and cultural sites be included in the list of National Historic Properties and this automatically protected them from consequences of any federal agencies’ policies (â€Å"American Indian Religious Freedom Act†). Firstly, I doubt the authenticity of this article provided the author name the date of publication are not stated. However, I have found this article quite interesting since it reveals the US government’s contribution in preserving the rights and freedom of the Native American tribes. Being minority, they may endure cynicism in the context of their religious beliefs and it is common occurrence that they face hurdles when attempting to enter religious sites or practicing religious ceremonies. To get the full support of the US Supreme Court it is necessary AIRFA’s language is rectified so that the clauses become more watertight. The article talks about the sacred objects, ceremonies and traditional rites of the American Indians which are included in the Act which protects them from any consequences of policies made by federal agencies. This article leads me to question the actual impact of AIRFA considering that it is not allowed to be used as defensive armor by the Amer ican Indians in the court of law. The US Supreme Court’s limited support on the Act is stated in another article by Alvin M. Josephy et al. (1999) which tells about a case where two Native American employees were

Managing of Energy Assets Essay Example | Topics and Well Written Essays - 3000 words

Managing of Energy Assets - Essay Example In wind power generation, there are no harmful by-products left over since no chemical processes take place. Also, with wind power, pollution that can contaminate the environment is avoided. Since wind generation is a renewable source of energy, we will never run out of it. Farming and grazing can still take place on land occupied by wind turbines which can help in the production of biofuels. Wind farms can be built off-shore like that in Germany and at some states of the United States of America. Wind energy harnesses the power of the wind to propel the blades of wind turbines. A turbine is a machine powered by rotating blades. The rotation of turbine blades is converted into electrical current by means of an electrical generator. In the older windmills, wind energy was used to turn mechanical machinery to do physical work, like crushing grain or pumping water. Wind towers are usually built together on wind farms. Now, electrical currents are harnessed by large scale wind farms that are used by national electrical grids as well as small individual turbines used for providing electricity to isolated locations or individual homes (Layton, 2006).   History of Wind Power Technology In the beginning, wind power production did not have any impact on the power system control. When it started in the 1980’s production was a few tens of kW, and today, multi-MW range wind turbines are being installed. This also means that wind power production in the beginning did not have any impact on the power system control, but now they have to play an active part in the grid due to their size. The technology used in the past wind turbines was based on a squirrel-cage induction generator connected directly to the grid. With that, there is no control of the active and reactive power, which typically are important control parameters to regulate the frequency and the voltage. The power pulsations in the wind are almost directly transferred to the electrical grid. As there is a n increase in the power range of the turbines, the control parameters become more important and likewise, necessary to introduce power electronics as an interface between the wind turbine and the grid. The power electronics is changing the basic characteristic of the wind turbine from being an energy source to be an active power source. The electrical technology used in wind turbine is not new. It has been discussed for several years but now the price per produced kWh is so low, that solutions with power electronics are very attractive (Blaabjerg & Chen, 2005) . Wind Turbines Stored energy is referred to as potential energy, while energy in motion is called kinetic energy. Kinetic energy can be captured, just like the energy in the moving water that can be captured by the turbine in a hydroelectric dam. In the case of a wind turbine, the turbine blades are designed to capture the kinetic energy in wind. Modern wind turbines fall into two basic groups; the  horizontal-axis  varie ty, like the traditional farm windmills used for pumping water, and the  vertical-axis  design, like the eggbeater-style Darrieus model, named after its French inventor. Most large modern wind turbines are horizontal-axis turbines. In any wind-energy turbine, the three crucial parts are the rotor blades, the shaft, and the generator (Sudrai & Chindris, 2005). The rotor blades act as barriers to the wind, such that when the wind forces the blades to turn, kinetic energy is

Native American Genocide Essay Example for Free

Native American Genocide Essay When people think of genocide, there are many different examples that may run through their heads. An important example of genocide that came about during World War II was Adolf Hitler’s attempt to eliminate people of the Jewish faith. This example may be the most prominent in history, but it may not have been the earliest. Many think that genocides only occur in foreign countries, but in fact, one of the first genocides known to man took place in the soil we are currently standing on. When colonists first came to America, they thought they were discovering new land. Contrary to their belief, they were actually attempting to take over land that was already inhabited by people with their own way of life. What happened after that is described as â€Å"an American Holocaust† (Lewy). It is evident that a myriad of death and destruction came to Native American tribes when the colonist explorers and settlers arrived. The mass obliteration of the Native American population from an estimated 12 million in 1500 to barely 237,000 in 1900 represents a tragic genocide. The definition of genocide, according to The American Heritage New Dictionary of Cultural Literacy Third Edition, is â€Å"the deliberate and systematic extermination of a national, racial, political, or cultural group†. According to this definition, what happened to the Native Americans is genocide because it was deliberate and premeditated. Sir Jeffrey Amherst, commander-in-chief of Colonists forces in North America, wrote the following to Colonel Henry Bouquet at Fort Pitt: You will do well to try to inoculate the Indians with smallpox by means of blankets, as well as to try every other method, that can serve to extirpate this execrable race. Between 75 to 90 percent of all Native American deaths resulted from smallpox (Halverson). Therefore, the Colonists were not oblivious to the spread of smallpox throughout the Native American population. In fact, they were the ones who deliberately planned to exterminate the Native American race by the use of biological warfare, an obvious act of genocide. In addition, The Indian Removal Act of 1830 also led to a great reduction in the Native American population. â€Å"The treaty began the incredible but deadly move of over 70,000 Native Americans within the span of ten years which resulted in over 3,000 tribes alone dying during the move† (Lewy). This indicates that the Colonists were attempting to eradicate the Native American race, proving that what has happened is a form of genocide. In opposition to this, some may argue that the colonists were truly oblivious to the spread of smallpox and that as soon as they came to know about it they tried to stop it. When President Thomas Jefferson heard about the disease, he started a vaccination program. This program vaccinated over 200,000 Native Americans (Coodey). They were not trying to use biological warfare and kill the Natives; moreover, the colonist really cared that the Native Americans became sick and did all they could do to try to help them. Also, when The Indian Removal Act was enacted, President Andrew Jackson promised the protection of tribes from all outside forces while they were going to the newly designated land. The act also guaranteed aid for those who were moving and needed help in doing so. Also it said that the Colonists army will help the Native Americans in any way possible (Coodey). This shows that the Colonists were really concerned about the Native Americans well-being throughout the trip. Since the colonists tried to help the Native Americans and it wasn’t deliberate or systematic, what happened to the Native Americans does not represent as a form of genocide. Refuting the opposition made above, contrary to popular belief, President Andrew Jackson had all the Native Americans fooled. There was something in the treaty that the Native Americans might have overlooked. It stated in the treaty that â€Å"if the Indians become extinct, or abandon, the same lands shall revert to the United States† (Delema). This proves that President Jackson somehow knew that the Native Americans will get killed during the journey, as if he had planned something to happen. Also, the Trail of Tears isn’t the only way that they tried to kill the Native Americans; the colonists were greedy for land and grew less tolerant of the Natives standing in their way. When Texas entered the union, the colonists really wanted the land and wanted the Native Americans to emigrate out of Texas. Colonists continually went onto their lands and continually killed many people. In 1859, after a system of reservations failed, Native Americans were finally forced out of Texas (Delema). I would say that the Colonists went to large extremities to annihilate the Native Americans which represents as a form of genocide. Another example is on a Tribal level, rather than state, which occurred in 1877 with the Nez Perce Tribe. Approximately 750 members of the Nez Perce tribe were forced to move to designated reservations under orders of General Howard. The Nez Perce fled to Montana where they thought that they would be safe from Howard. Once they were settled, Colonel John Gibbon took orders from Howard to carry on an attack on the tribe with the intention of wiping them out, not just relocating them. Gibbon issued a surprise attack which left numerous dead (Highberger). This is a form of genocide because it was systematic, since he was ordered and the attack was carried out by a commander, and it was deliberate, since they had planned to intentionally kill them. In conclusion what happened to the Native Americans is a form of genocide because it was a deliberate and systematic death and destruction of the Native Americanswhich does fall under the definition of genocide. The history of Native Americans tells us that it can be determined as a form of genocide cause by the Colonists settlers since what they did was premeditated. While we cannot go back in time, we can learn from the mistakes and learn tolerance from history. This can help us realize that not only does this go on in other nations, it may also occur on America’s homeland. Works Cited Coodey, Shorey â€Å"The Trail of Tears and the Forced Relocation of the Cherokee Nation† Trail of Tears: The Rise and Fall of the Cherokee Nation (2006): 351. Proquest. Web. May 22, 2012. genocide. The American Heritage ® New Dictionary of Cultural Literacy, Third Edition. Houghton Mifflin Company, 2005. 21 May. 2012. . Halverson, Melissa â€Å"Native American during the Smallpox Epidemics: an Evolution. †ABO Blood Group Frequencies in Pre-European Contact America: An Ancient DNA Analysis(2007). NCWiseOwl. Web. May 22, 2012. Highberger, Mark â€Å"Nez Perce War. † American History (2006). NCWiseOwl. Web. May 22, 2012 Lewy, Guenter â€Å"Were American Indians the Victims of Genocide? † A Century of Dishonor (2007). ProQuest. Web. May 22, 2012.

Financial Regulation in the UK and Ireland Essay -- Finance Business E

Financial Regulation in the UK and Ireland There has been considerable changes in the regulation of financial markets in the UK and other countries. Why is this? Financial markets tend to be more highly regulated than other markets. Explain why. In May 1997, the British Chancellor of the Exchequer made the decision to move the responsibility of supervision of financial institutions into the hands of a new regulatory authority, the Financial Services Authority (FSA). This new authority replaced the Securities and Investments Board and took over responsibility for the supervision of banks, listed money market institutions and clearing houses from the Bank of England. (Blake, 1999). Overall responsibility for regulation of financial markets lies with HM Treasury and is then divided up between the Bank of England and the FSA. Now, the Bank of England’s remit is the operation of monetary policy and ensuring the stability of the financial system. The FSA has five primary functions: Authorisation of market participants; Prudential supervision of banks, insurance companies, securities firms and fund managers, and regulation of their conduct of business; Investigation, enforcement and discipline; Regulation of investment exchanges and clearing houses; Regulation of collective investment schemes. The change has been a move away from largely self-regulation to a combination of self-regulation and government interventionist regulation. Before 1997 the UK relied ‘primarily on private regulation (by the stock exchange and, to an increasing extent, by the institutes of chartered accountants).’ (Benston, 1985). The regulation of the financial system in the UK however is not as explicit as the system in the US where the Securities and Exchange Commission holds some of the most extensive regulations, which are viewed by some as being excessive. "The more complex and formal US rules and procedures do not permit as much flexibility and speed" (Benston, 1995). So the UK’s new system is a compromise between the best of self regulation and statutory regulation to ensure the financial markets work in an efficient and orderly manner. The FSA reinforces the orderly operation of the UK markets. For example, when a firm wishes to list on the London Stock Exchange (LSE), they must satisfy requirements of the previously self-regulatory LSE as well as ... ...es it has come in the form of strict regulation, for others in relatively flexible regulation. The challenges now come from the increasing need for harmonisation of regulations in the EU and also the need to react to the effect that technology can have on financial markets, something that many current financial regulatory systems have yet to tackle. Works Cited: Benston, G.J. ‘Towards a Cost/Benefit analysis of the SEC: Have the British a Better Way?, Midland Corporate Finance Journal, 1985. Blake, D. ‘Financial Market Analysis.’ Wiley, 1999 Goodhart et al. ‘Financial Regulation Why, How and Where Now?’, Routledge, 1998. Labate, J. ‘Senate Banking chief Phil Gramm orders overhaul of legislation’ Financial Times, Dec 27 2000. Leader, ‘Neuer Markt’ Financial Times, Jan 3 2001 London Stock Exchange, ‘Admission and Disclosure Standards’ May 2000. Quinn, T.P. ‘The Economics of Financial Regulation: A Survey.’, Central Bank of Ireland. 1992 Stewart, J. ‘The Changing Nature of Financial Regulation in Ireland’ , Journal of Financial Services Research , 1996. Stewart, J. ‘The Effects of BIS Capital Adequacy Ratios on Bank financing, Irish Accounting Review,

financial accounting and the need for a conceptual framework

The Asiatic crisis exploded in July 1997 and raised frights of planetary economic recession. It has exposed an unresolved job in the manner of fiscal globalisation that local accounting criterions used to fix fiscal statement did non run into international criterions. The authoritiess have realized the essentialness to better the supervising, ordinance and transparence of fiscal systems under the forces of fiscal globalisation.[ 1 ] Since the origin, the FASB has recognized the importance of aims of fiscal statements based on different fiscal criterions and the demand for a coherent system of interconnected aims and basicss. In fact, the Board has realized the concern of the external users, the people who use the statements so produced, about the credibleness of fiscal coverage in the recent old ages, and has criticized the undermentioned state of affairs[ 2 ]: Several methods of accounting can be used to reflect the same fact. Less conservative accounting methods are more progressively utilizing than earlier. Militias are used to smooth the earning fluctuation. Form is relevant over substance. The direction has used an averment of immateriality to warrant nondisclosure of unfavourable information or goings from criterions. Off-balance-sheet funding is common. To work out the confusion between different criterions and correct the fiscal accounting state of affairs, a conceptual model was promoted. The chief intent of the model is to increase the comprehensibility of fiscal coverage and the assurance of fiscal statement users. A conceptual model can be defined as: ‘A fundamental law, a coherent system of interconnected aims and basicss that can take to consistent criterions and that prescribes the nature, the map, and bounds of fiscal accounting and fiscal statement. The aims indentify the ends and the intents of accounting. The basicss are the implicit in constructs of accounting constructs that guide the choice of events to be accounted for, the measuring of those events and the agencies of sum uping and pass oning to interested parties. Concepts of that type are cardinal in the sense that other constructs flow from them and mention from them will be necessary in set uping, construing and using accounting and coverage criterions. ‘[ 3 ] Figure 1[ 4 ]shows the eight major constituents of the undertaking. Aims Elementss Recognition Measurement Fiscal Statements and Fiscal Coverage Net incomes Fundss Flows and Liquid Accounting Coverage Qualitative FeaturesFigure 1Conceptual Framework for FinancialAccounting and CoverageExhibit 6.3 shows the range of the conceptual model and lists the related paperss issued to 1982 by the FASB.[ 5 ] At the first degree, the aims indentify the end, the intent, the information and the restrictions of accounting. Statement of Financial Accounting Concept No.1 ( Objective Financial Reporting by Business Enterprises ) and No.4 ( Objective Financial Reporting by Non-business Organization ) present these of import elements of accounting for concern endeavors and non-business organisations severally. At the 2nd degree, the qualitative features of fiscal information ( Statement of Financial Accounting Concepts No.2 ) and the elements of fiscal statements ( Statement of Financial Accounting Concepts No.3 ) are included in the basicss. The four chief qualitative features are relevancy, dependability, comparison and comprehensibility which are related to the content of information and how the information is presented. Assetss, liabilities, ownership involvement, additions, losingss, parts by the proprietors and distributions to proprietors are described as the elements of fiscal statements. At the 3rd degree, the accountant uses the operational guidelines in advancing and using accounting criterions which include the acknowledgment standards, fiscal statements versus fiscal coverage and measuring ( Statement of Financial Accounting Standards No.33 ) At the 4th degree, describing net incomes, describing financess flow and liquidness and describing fiscal place are included in the show mechanisms that accountant utilizations to show accounting information ( Elementss of Financial Statements No.3 ) .[ 6 ] In the followers, the chief degrees and constituents in the conceptual model for fiscal accounting will be briefly described.The Objective of fiscal statementsThe Statement of Principles follows the IASC Framework in the designation of seven user groups: Investors, Lenders, Suppliers, Employees, Customers, Government and other bureaus, and Public. The investor group is identified as the primary group for whom the fiscal statements are being prepared. The comptrollers have to make up one's mind the information demands of which group are to be dominant, because there is merely one set of fiscal statements. The in formation should be satisfied in four facets: fiscal public presentation, fiscal place, coevals and usage of hard currency, and fiscal adaptability.[ 7 ]The qualitative features of fiscal informationWhen sing about what makes fiscal information useful, the thought of materiality is the first coming into head. The materiality trial is regarded as a threshold quality for acknowl edgment because there is no demand to be considered farther if any point is non material. Actually, the Statement of Principles contains four qualitative features of fiscal information about the content of information and how the information is presented. The two primary features about the content are relevant and dependable ; the other two related to presentation are apprehensible and comparable.[ 8 ]Recognition and MeasurementHarmonizing to acknowledgment standards, the point is required to run into the definition of an component of fiscal statements and be relevant and dependable. With respect to measuring, the statement recognizes the five different properties of assets and liabilities presented in the treatment, historical cost, current replacing cost, current market value, net colony value and present value of future hard currency flows.[ 9 ]DecisionFrom the Asiatic crisis, it is necessary to work out the open job in the manner of fiscal globalisation due to miss of an account ing theory. Then we trace the development of a conceptual model undertaking of the FASB, the regulator of fiscal accounting and coverage, and why the undertaking is needed. In the followers, briefly introduce the construction of the undertaking and depict the chief constituents in the conceptual model of fiscal accounting.

Ashes for the Wind Essay

In the short story â€Å"Ashes for the Wind†, Hernando Tellez uses Juan Martinez to show that sometimes you have to make sacrifices in order to fight corruption and injustice. Through Juan, his wife Carmen and their baby, the author tries to show that people should not be pushed around and intimidated, which is why I think that Juan is a hero. To me being a hero can mean many things, wether it is to inspire, help or even take a stand and a first step towards something better and good; a hero is a hero and that’s who Juan is. He stood up to the authorities, even though at the time he may not have know or realized this, by sacrificing his life and his family’s, he sends a message and makes a point. Juan represents freedom, innocence and shows the corruption in the government. Freedom to vote for what you want and not what you are forced to; freedom to other farmers and people to make their own choices and not be thrown out, pushed away and punished because of corru ption or their votes. Innocence, in the fact that Juan and his family died an innocent death that was not deserved just because Juan voted for what he wanted and when the person who won turned out to be someone else they ordered his death under the suspicion that he was a resistor. These two things help to show the people that there is corruption in their government and that people aren’t being treated equally and fair, that someone has to do something about it and Juan took the first stand. He was a leader, a hero and for all we know could have been the reason for people to start a revolution, that eventually set things right again and saved lives of many people. It shows that through each action, not matter how big or small, we make our future.

Evaluation Criteria of the Occupational Choices

Evaluation Criteria of the Occupational Choices Introduction Every person makes decisions that influence further life and choices made. While choosing an occupation, an individual might experience certain stress and take into account a number of factors or evaluative criteria (hereinafter used in the text to identify the factors influencing the occupational choices of people with different background, ethnicity, and family income as well as personal motives).Advertising We will write a custom assessment sample on Evaluation Criteria of the Occupational Choices specifically for you for only $16.05 $11/page Learn More In this respect, it is necessary to consider the most common evaluation criteria to analyse the occupational choices for three individuals with regard to their own gender, age, ethnicity, and education. For instance, â€Å"Holland’s theory states that vocational interests are an important expression of personality, and can be used to meaningfully categorise people and work environments † (Barrick, Mount and Gupta 2003, p. 47). This means that each person can be interested in more than one occupation due to the analysis of preferences and personal traits that are in turn grounded on background, experience, education, ethnicity, gender, and other peculiar features. The list presented below suggests six potential occupations that can be considered similar in terms of certain aspects but have significant number of differences so that people with different occupational interests can choose the one applicable to their preferences. Veterinarian, dentist, journalist, sales manager, teacher, and social worker are the occupations for analysis. As personal traits mean a lot for choice of the profession, many people experience difficulties due to more than one interest concerning the occupational applicability. So, we shall investigate on the peculiarities of occupational choices for people of different age, ethnicity, and gender as well as personal traits that influenc e the occupational choices and value of certain criteria. The evaluation criteria will include income, social status, working hours, job security, risk or challenge, and variety. Decision Matrix Potential occupations Evaluation criteria Veterinarian Dentist Journalist Sales manager Teacher Social worker Income Social status Working hours Job security Risk/challenge Variety The table presented above suggests a list of potential occupations for assessment and a number of evaluation criteria to measure the satisfaction and commitment as they are associated with these professions. The scale will be based on the numbers from one to five given in different cases. Thus, one will be given when the criterion is of little importance or is not important at all; two will be given if the criterion is still of minor importance but is actually taken into account. Three will be given if the respondent treats the criterion as an integral part of the activity but pays little attention to its value; for example, if a respondent gives three for the activity of teaching in terms of income; this means that the income is an integral part of this activity but it is not as high as for the occupation of a dentist, for instance.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Four will be given if the parameter is of great importance for a respondent and the activity has great variety in terms of this factor; in other words, if four is given the activity of a journalist in terms of working hours, the person engaged in the area of journalism can be freely engaged into this activity using working hours in the way he/she thinks it necessary and most beneficial for the final result such as sensational reportage or something similar. Respondent One The first respondent chosen to assess the decision matrix is a female aged 28, wh ite, non-Hispanic, higher education, employed as a teacher of elementary school, not married, have no children. As education is an influential factor that impacts greatly the assessment of evaluation criteria, it is necessary to analyse the importance of these factors for this respondent (hereinafter referred to as Respondent A). Potential occupations by Respondent A Evaluation criteria Veterinarian Dentist Journalist Sales manager Teacher Social worker Income 3 5 4 4 3 3 Social status 3 5 4 4 4 3 Working hours 3 3 4 3 3 2 Job security 5 5 3 4 5 5 Risk/challenge 2 2 4 4 3 3 Variety 2 2 5 4 2 3 The table presented above suggests the scores given by the Respondent A to six potential activities with regard to six evaluation criteria assigned to those activities in this or that way. In other words, the Respondent A thinks the occupation of dentist, veterinarian, teacher, and social worker to be most job-secured while the activities of dentist, veterinarian, and teac her are the ones lacking variety. As suggested in the study by Murnane, Singer and Willett (1989), the salaries and job opportunities are highly influential for teachers, especially with regard to their educational degree and the level of experience counted in years of work. It is also necessary to indicate that previously the Respondent A identified the evaluation criteria with regard to the way she thinks important for her while choosing the occupation. Respondent A Income Social status Working hours Job security Risk /challenge variety Assessment 4 5 3 4 1 3 Respondent Two The next respondent for assessment is a male aged 52; he is a Hispanic who is employed as a fireman for 25 years. He is married and has two children who study currently at college. This respondent hereinafter will be referred to as Respondent B. Respondent B Income Social status Working hours Job security Risk /challenge variety Assessment 3 4 3 5 4 4 The answers of this respondent are i nfluenced greatly by his family status and working experience that requires from him a stable job though the risk of the occupation is very important for this person due to the long experience of fighting against the fire. The occupational choice of this person was preconditioned by the performance level and educational achievements (Cole and Barber 2003). Women, on the contrary, try to achieve more with the help of educational achievements that enable them to attain more in terms of the job opportunities and occupational choice with regard to social status and prestige of the profession (Eccles 1994, p. 586). The next step that should be taken is to ask the Respondent B to assess the potential occupations and the evaluation criteria mentioned above.Advertising We will write a custom assessment sample on Evaluation Criteria of the Occupational Choices specifically for you for only $16.05 $11/page Learn More Potential occupations by Respondent B Evalua tion criteria Veterinarian Dentist Journalist Sales manager Teacher Social worker Income 4 5 3 3 2 2 Social status 3 4 2 2 4 3 Working hours 3 3 4 3 3 4 Job security 5 5 3 4 5 5 Risk/challenge 1 1 3 1 1 1 Variety 1 1 5 3 3 3 The table preset above characterises the way the Respondent B treats the activities suggested for assessment in terms of the evaluation criteria such as social status, working hours, variety, job security, income, and risk or challenge imposed by professional duties. In other words, this person thinks the occupations of all suggested activities, except the journalism, dull and boring. At the same time, it is necessary to mention that the Respondent B thinks these occupations to be characterised with high job security level due to stable engagement and demand for services provided by professionals in these areas. Respondent Three The last respondent for this assessment is a female aged 35, black, divorced, no children, employed as a barrister in a private company that operates in this area for a few decades. It is necessary to mention that the study by Judge and Bretz (1991) supports the idea of organizational culture and its perception by employees as one of the stable factors in the work value and higher assessment of job opportunities in the company. In other words, the respondent hereinafter referred to as Respondent C was highly-influenced by the desire to achieve results with the company that has long traditions and effective performance in the market of barrister services. Respondent C Income Social status Working hours Job security Risk /challenge variety Assessment 5 5 3 4 4 3 As suggested in the table presented above, the Respondent C is driven by such evaluation criteria as income and social status whereas working hours and variety of the job are treated by this individual as integral parts of the job. At the same time, it is necessary to analyse the way the Respondent C assessed the potential activitie s presented in the very beginning of the test with regard to the evaluation criteria assessed earlier. Potential occupations by Respondent C Evaluation criteria Veterinarian Dentist Journalist Sales manager Teacher Social worker Income 4 5 3 3 3 3 Social status 4 5 3 3 4 4 Working hours 2 2 4 3 2 2 Job security 4 4 2 3 3 3 Risk/challenge 1 1 5 2 1 2 Variety 2 2 4 2 2 2 The Respondent C treats the occupations of dentist and veterinarian to be most payable in terms of income and the activities of dentist, veterinarian, and teacher to be the least risk/challenge imposing. The profession of a journalist is treated by the Respondent C as the most risky or challenging while it is, at the same time, the less secured and one of those with mediocre social status along with the occupation of a sales manager. Analysis of Data After analysing the data from the tables with the help of the compensatory decision model, it turned out that respondents fit some occupations sugges ted as potential professions. In this respect, the calculations were performed with the help of a simple formula:Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Ro=WBo, where Ro – is the overall rating of the occupation, W – is the rating given by the respondent to the evaluation criteria with regard to personal interests and preferences, Bo – is the rating given by the respondent to the potential occupations with regard to its perception due to influences of social environment and background. In this respect, it is necessary to present the data calculated with the help of this formula in terms of every respondent and results received on each occupation. Respondent A. This respondent would best fit the occupation of a dentist or a sales manager while the occupation of a social worker is the least applicable for the Respondent A: Veterinarian – 64; dentist – 82; journalist – 75; sales manager – 77; teacher – 70; social worker – 65. These facts support the idea suggested by Rynes (1989) who managed to trace the relation between the recruitment and post-recruitment consequences. In other words, a person can achieve other features necessary for the position he/she obtains while certain features can be beneficial in other occupational areas. The study by Elrod, Johnson and White (2004) contains evidence of the mathematical nature of decision-making and opportunities to calculate and compare the expected outcomes and the real results of certain decisions. Respondent B. For the Respondent B the most appropriate occupation is the journalism because it involves a higher level of risk than all other occupational areas presented for the assessment. The least applicable occupations for the Respondent B are the activity of a veterinarian and sales manager: Veterinarian – 66; dentist – 73; journalist – 76; sales manager – 62; teacher – 72; social worker – 71. As you can see, the features and experience of the Respondent B turned out to be applicable to four occupations out of six. This suggests another explanation of the theory presented by Polachek (1981) who argued about the sex differences in occupational choices and further engagement. Respondent C. It is clear from the results that the Respondent C would not become a teacher, a social worker, a sales manager or a veterinarian. However, there is a high possibility that this person would perform effectively in the area of such occupations as dentistry and journalism: Veterinarian – 72; dentist – 82; journalist – 82; sales manager – 65; teacher – 63; social worker – 67. It is possible to assume that two respondents have similar results due to their gender while the Respondent B is a male and the results received after calculating his decisions differ from those received after calculating the data on responses from Respondent A and Respondent C. The assessment of the data turned out to be very interesting and contributing to the overall data collected on the issue of decision-making, it assessment, and its value f or occupational choices made in different ages by representatives of different genders. As reported by Barrick and Mount (1991), there is a great number of researches conducted on the matter of occupational characteristics and applicability of the personal features to a specific occupational area. Conclusion To conclude, the responses of participants of the assessment are different due to a number of factors including demographics and personality. Thus, the Respondent A considered the social status to be the most important criterion while assessing the occupation while the risk was an undesired feature of the activity. At the same time, the Respondent B worked for years on the position that requires risk and ability to make decisions in extreme situations. This is why he values the profession of journalist higher than other occupations presented for assessment because he thinks the activity of journalist imposes greater risk on a person engaged into this area. It is also necessary t o mention that the Respondent C values income and social status as the greatest benefits of the occupation. In this respect, she considers the occupation of dentist as the most appropriate one while the activity of journalist got equal rating due to certain challanges of this occupation which are also valued by this respondent. Reference List Barrick, M. R., and Mount, M. K., 1991. The big five personality dimensions and job performance: a meta-analysis. Personnel Psychology, 44, pp. 1-26. Barrick, M. R., Mount, M. K., and Gupta, R., 2003. Meta-analysis of the relationship between the five-factor model of personality and Holland’s occupational types. Personnel Psychology, 56, pp. 45-74. Cole, Stephen, and Barber, Elinor, 2003. Increasing faculty diversity: the occupational choices of high-achieving minority students. Continuing Higher Education Review, 67, pp. 183-188. Eccles, J. S., 1994. Understanding women’s educational and occupational choices: applying the Eccleâ €™s et al. model of achievement-related choices. Psychology of Women Quarterly, 18, 585-609. Elrod, Terry, Johnson, R. D., and White, J., 2004. A new integrated model of noncompensatory and compensatory decision strategies. Organizational Behavior and Human Decision Processes, 95, pp. 1-19. Judge, T. A., and Bretz, R. D., Jr., 1991. The effects of work values on job choice decisions. CAHRS Working Paper, 91-23, pp. 1-35. Murnane, R. J., Singer, J. D., and Willett, J. B., 1989. The influences of salaries and ‘opportunity costs on teacher’s career choices: evidence from North Carolina. Harvard Educational Review, 59 (3), pp. 325-346. Polachek, Solomon W., 1981. Occupational self-selection: a human capital approach to sex differences in occupational structure. The Review of Economics and Statistics, 63 (1), pp. 60-69. Rynes, S. L., 1989. Recruitment, job choice, and post -hire consequences: a call for new research directions. CAHRS Working Paper, 89-07, pp. 1-92.

A Job Opportunity Listening Comprehension Quiz

A Job Opportunity Listening Comprehension Quiz In this  listening comprehension  you will hear two people talking about a new job opportunity. You will hear the listening twice. Write down the answers to the questions. After you have finished, click on the arrow to see if you have answered the questions correctly. Listen to the Job Opportunity listen comprehension. A Job Opportunity Listening Quiz Who needs a job?Where is she?Who is offering the job?What is the position?What is the pay?What requirements are asked for?What type of person is desired?What can she earn besides the salary? Listening Dialogue Transcript Woman 1: Hey, I think I found a job that might interest Sue. Where is she?Woman 2: Shes not in today. Went on a trip to Leeds, I think. What is it? Woman 1: Well, its from a magazine called London Week which claims to be the only newspaper for visitors to London.Woman 2: What do they want? A reporter?   Woman 1: No, its what they call a sales executive has to sell with unique benefits of the magazine to agencies and clients in London.Woman 2: Hmmm, could be interesting. How much does it pay? Woman 1: Fourteen thousand plus commission.Woman 2: Not bad at all! Do they specify what they want? Woman 1: Sales people with up to two years of experience. Not necessarily in advertising. Sues got plenty of that.Woman 2: Yeah! Nothing else? Woman 1: Well, they want bright, enthusiastic young people.Woman 2: No trouble there! Any other details about job conditions? Woman 1: No, just the commission on top of the salary.Woman 2: Well, lets tell Sue! Shell be in tomorrow I expect.   Language Notes In this listening selection, the English you hear is colloquial. Its not slang. However, many short common phrases such as Is there, Are there, Thats, etc., as well as question beginnings are sometimes dropped. Listen for the context of the phrases, and the meaning will be clear. These types of short phrases are necessary when writing, but are often dropped in casual conversation. Here are a few examples from the listening selection: Any other details about job conditions?Nothing else?Not bad at all! Understand but Dont Copy Unfortunately, spoken English is often much different than the English we learn in class. Verbs are dropped, subjects are not included, and slang is used. While its important to notice these differences, its probably best to not copy the speech, especially if its slang. For example, in the United States many people use the word like in a wide variety of situations. Understand that the like is not necessary, and understand based on the context of the conversation. However, dont pick up this bad habit just because a native speaker uses it! Listening Quiz Answers   SueOn a trip to LeedsA magazine - London WeekA sales executive14,000Sales people with up to two years experienceBright and enthusiasticA commission

Use of informants in criminal investigation Essay

Use of informants in criminal investigation - Essay Example Identifying motivators, insuring the informant has access to the information that is desired, and maintaining control over the informant are the essential components for successful use of an informant in an investigation. The basis for American law enforcement in using informants is the concept of probable cause. In Aguilar v. Texas, the Supreme court designed a test that was divided into two aspects of determination under which to establish probable cause on hearsay evidence. The two things that must be accomplished are 1). the credibility of the informant be established, and 2). the reliability of the informant’s information also be established (Greene, 2007, pp 353). An informant’s credibility could be established by checking to see if the statements that have been made were able to lead to prosecution. An informant who has been used more than once has established a record of success or has been shown to be without value. The second aspect of determining probable cause requires that the reliability of the information be established, which is accomplished by checking to see if the informant has direct knowledge of the information that is being A variety of sources can be cultivated by law enforcement officers A cultivated source is one who is engaged in a legal business that allows for access to a person of interest. These individuals are can be hair stylists, hotel employees, doormen, legitimate gun dealers, bartenders, or anyone who does business with someone who has the potential to commit a crime and then allows some evidence of that crime to be discovered by the informant. This kind of network of individuals who watch the world as it functions within their job parameters allows for law enforcement to create a source of information that is more widespread, and sometimes very unexpected. Service workers, especially, aren’t necessarily identified as a threat and can sometimes allow for a

Military bearing and discipline Essay Example | Topics and Well Written Essays - 1000 words

Military bearing and discipline - Essay Example Yes, there is no denying the fact that the concept of military bearing does include all the things that have been mentioned in the last few lines. However, the thing that needs to be remembered is that military bearing is not merely about externalities. Yes, military personnel prefer to be disciplined and ordered, they do opt for dignity and respect in all aspects of their life, they are very particular about a their dressing sense and uniform, but the more important fact is that these things are an integral expression of their internal mindset and personality that gets reconstituted and remolded once they join the armed forces and stop being a civilian. Simply speaking military bearing is a state of mind. It is a way of perceiving and doing things. It is something that is not external, but rather confined to the core of existence of a military man. Discipline is the one most valued much demanded and necessary quality in the military. Yes, military is a job like many other jobs and military men do their duty like other people try their best to be true to their profession. However, with all due respect for other professions, it would not be wrong to admit and acknowledge that military is a profession with a difference. Military is about guarding the safety and freedom of the nation, about protecting the lives of millions of Americans, about turning out to be dependable and reliable partners for one’s colleagues, about a willingness to do the job ascribed to one without questions or qualms. The one central aspects of a job of this nature is that in it there may exist nothing like a second chance. If one fails, one may fail once and for all. Considering this nature of military duty, no other profession is as essentially dependant on discipline as military (Matloff 22). For what is army, but a group of individuals who are willing to set aside their personal beliefs, personal concerns, fears,