Children or adults that are not listening through general disrespect Essay Example for Free

Children or adults that are not listening through general disrespect Essay If you make eye contact with the adult or child you can draw their attention towards you. Calling out a childs name will make them turn to face you so that you can talk to them. If you lower the tone of your voice and talking in a quiet calm manner, the adult or child would have to concentrate more to try to hear what you are saying and will also help calm an active child down enough to listen to you attentively. Its also an affective method to calm an angry parent who is shouting and doesnt want to hear what you are saying. You could also hold a childs hands so they know its them that you are talking to. You could adapt the surroundings, like taking a parent or child into an office to talk to them. If an adult is angry and is not listening to what you are saying, you could also let them have their say first so that once they have voiced their opinion they will be ready to hear what you have to say. Hearing impairment and speech impediments Using sign language and speaking clearly helps us to communicate with hearing impaired people, they can understand what we are saying through lip reading and the sign language will help emphasis that. If people have speech impediments it is important to allow them plenty of time to speak, rushing them can make them nervous and make the impediment worse or stop them from communicating at all. Using flash cards is also another way of communicating, with children and adults that have hearing and speech problems. (see attachment) Behavioural problems and learning difficulties If a person you are communicating with has behavioural problems or learning difficulties it is important that you are patient with them. Using simple language with people with learning difficulties help them to understand what you are saying. By identifying the problem then trying to understand it, you can find ways in which to adapt your approach to a way that they will understand you. If a child is hyperactive, trying to get them to sit down and hold a conversation will be difficult, but doing it through play is a way to hold their concentration. English not being the first language (ESOL) Using simple vocabulary will improve understanding and using body language and hand gestures help by emphasis what is being said. A good way of communicating with parents/carers that dont use English as a first language is by compiling a multilingual newsletter, where you can put across any information and not have miscommunication. You can also set up a buddy system with adults or children, where there maybe another child who is bilingual that can help translate. Shy or timid people Interacting with adults and children on a one on one basis helps to communicate with introvert people. With adults this could be in the form of a meeting, and with children this can be through play. Circle time is another way of helping shy children talk, asking individuals questions or singing songs. Not getting on with colleagues or dealing with two faced people Holding staff meetings with a unbiased coordinator gives staff a chance to air their grievances and find a possible resolution to them. Team building exercises can also help people get along, through play with children to colleagues being put on a project together. With children you can also reinforce club rules, and with colleagues you can reinforce policies. You can also used role play and read stories, giving children a different view on what they are doing wrong and see how treating their peers bad affects them.   Not making time or effort to communicate Arranging meetings with staff or parents/carers will give enough notice for them to make time for a meeting. With children you can use circle time as an opportunity to have class discussions.

Housebreaking Crimes And Offences Of Burglary Criminology Essay

Housebreaking Crimes And Offences Of Burglary Criminology Essay Burglary known also as housebreaking is a crime, the quintessence of which is an entry into premises for the intentions of committing an offence. Typically, that offence will be a form of theft, but many jurisdictions stipulate others, which fall same case within the realm of burglary. Burglary can be explained using two theories including Social ecology: Crime and place theory and Strain and sub cultural theories. The two theories are significant in explaining Burglary as a crime but espouse the ideas differently. This paper critically compares and contrasts the two theories as well as how differently they explain Burglary. It details many concepts surrounding the explanations of burglary with differentiation of particulars of each theory. This leads us to the next part on literature review of some of the works written on this topic. Crime and place theory explains Burglary in the context of the location of the crime itself. Theories of crime can be sub divided into the theories seeking to explain the criminal offenders development, and the theories seeking to explain the criminal events development (Brantingham Brantingham, 1995). Theories on Burglary have been overriding in criminology development. Most research on crime as well as crime prevention focus mainly on why certain types of persons commit crime and exactly what can be, done about it. It is only in recent times that serious attention has been paid to explain crimes such as Burglary rather than the peoples criminality (Anderson, 1998). Concern with the place is much central to this effective approach (Capone Nichols 1996). While theories of criminality and crime such as Burglary are often seen to compete in explaining the Burglary problem, it practical to begin with the concept that offender as well as event explanations complements each other consid erably than competitors (Carter Hill, 1996). Many other works explain the main reason why there is need to use theories in crime is to understand the reason why the perpetrators of crime do it and where and how they are likely to do it. Offenders may be motivated highly, but unless they facilitate the creation of a crime event, there is surely nothing to explain (Cromwell Olson, 1991). In the same way, given a criminal act such as Burglary, the etiology of the event should in some manner, have an explanation of the respective offender (Brantingham Brantingham, 1995). Theories of Offender should tell us eventually how people develop to be criminal offenders, and the situation where the same criminals desist from offending. Theories such as these may insinuate crime prevention strategies focused on the individuals likely to become solemn violent criminals, or high-rate criminals committing less grave crimes (Roncek, 1991). However, to date many theories about criminality development do not provide a strong basis for making pred ictions such as these, and there is miniature consensus as to what a theory in the future would be like in explaining criminal acts (Capone Nichols 1996). Other literature makes it possible to link crime such as burglary with place and situations. A place is a small area, typically a street corner, building, address, or street segment. A focus on places contrasts with a concentrating on neighborhoods. Neighborhood theories regularly highlight the offenders development, while place level explanations give emphasis to crime events. Three perspectives imply the relevance of places for understanding criminal acts including routine activity theory, rational choice and crime pattern theory (Brantingham Brantingham, 1995). However, these perspectives are equally supportive; crime pattern theory and routine activity theory provide varying explanations for crime happening at different places. Five research areas help us understand the relevance of places in explaining crime (Capone Nichols 1996). Crime intensity about scrupulous facilities, for example, bars, the high crime concentration at some addresses and crime absence at others; the prec autionary effects of a variety of place features; the offenders mobility; and studies of the way offenders select their targets. The following examples provide just a glimpse of the mounting recognition of the place role in crime as well as crime control. Lawsuits hinging on the claimants ability to show that parking lots and buildings are gratuitously dangerous abound in the civil courts (White, 1990). Local newspapers contain community protests in opposition to drinking establishments, 24-hour stores or sex shops, seen as magnets for criminals. Community advocates propose taking legal action against place owners that disrupt neighborhoods (Anderson, 1998). To add more on places and situations, more literature prevails in this context. Police programs focusing on where burglary happens rather than the people committing them are developing in  towns; at the same time that a number of academic studies reveal that is concentrated at particular places even in neighborhoods that have high burglary rates (Capone Nichols 1996). Concern with the affiliation between burglary and the place is not new. As early as the nineteenth century, scholars analyzed the distribution burglary across regions with differing social characteristics and ecological (Brantingham Brantingham, 1995). In the U.S., pioneering advocates of sociology examined carefully the burglary location in the city of Chicago (White, 1990). They argued that distinctiveness of the urban environment is relevant to explain the emergence of burglary in specific communities (White, 1990). On the other hand, these early attempts of understanding the correlation between burglary and plac e took a macro approach considering aggregates of places such as states, cities, regions, communities and neighborhoods instead of a micro approach examining the places themselves. There have been new developments in the crime and place theory explaining further on the same topic. Recent interest crime and place focus on micro-level relationships. The studies begin with distinctive efforts of identifying the correlation between Places of Crime in Crime Theory particular aspects of urban design (Barr Pease, 1990) or the architecture; and burglary as a crime, but broadened to account for a much larger set of physical space characteristics and criminal opportunity. These studies drew variations between the site in question and the geographical area (for example community, neighborhood, city or police beat), which surrounds it. Places in this micro perspective are particular locations within the broad social environment. They can be small as the area next to a teller machine or large as a strip shopping center, or a building. Often places thought as having particular types of businesses (Biron Ladouceur, 1991). Conversely, Sherman et al. (1989) proposes that this new focus on discrete areas is fundamental enough to be appropriately, seen as a separate new area of study in the area of burglary as a crime. He conducts a survey of some crime practices among the juveniles who ever participated in crime. Recent trends in the understanding of the relevance of opportunity in crime prevention (White, 1990) and the influence of crime displacement (Anderson, 1998) suggest additionally that place should be an essential component in crime prevention and crime theory. Additionally, three recent perspectives including routine activity theory, rational choice, and crime pattern theory have influenced the understanding of the relevance of place in preventing burglary as a crime (Biron Ladouceur, 1991). A rational choice perspective explains the basic rationale for define place as necessary, since it espouses that offenders should select targets as well as define means of achieving their goals in a way that can be explained (Anderson, 1998). Some scholars claim that this perspective in theory is to some degree not testable, as it is virtually always possible to interpret individual behavior as rational from the burglars perspective (Anderson, 1998). Others have shown that it is possible to test several forms of rational choice (Anderson, 1998). Nonetheless, a rational choice perspective can be of use in developing testable propositions, which describe burglary crime events and burglars behavior. This is particularly true if a rational choice perspect ive is of use in combinations with routine activity theory (Barr Pease, 1990). Routine activity theory explains the occurrence of burglary crime events as the confluence of numerous circumstances (Biron Ladouceur, 1991). First, there should be a motivated offender. On the other hand, the development of motivated burglars is the goal of the theories. Second, there should be an enviable target. Third, the specific objective and the burglar must be in the same place and time (Brantingham Brantingham, 1995). Finally, three types of controllers including guardians, intimate handlers, and place managers should be ineffective or absent. Intimate handlers are specifically people who hold a direct, personal influence relatively over a burglar (for example parents, coaches, friends, teachers, or employers). In the presence of these people, potential burglars do not commit burglary crimes. Many adults are away from such intimate handlers for the largest part of the day and many burglars, both adult and juvenile, have few or relatively no intimate handlers (Anderson, 1998). To understand these concepts, it is good to dig deeper into the theories explanations. People taking care of the places are, named place managers. Place managers, (for instance apartment managers, janitors, and others) regulate individual behavior at the locations they have control over. For a burglary crime to occur, these people must be ineffective, absent or negligent (Anderson, 1998). Crime and place pattern theory is noteworthy particularly in developing, an understanding of burglary as a crime and place because it combines routine activity theory and rational choice to help explain the burglary distribution across places (White, 1990). The distribution of burglars, handlers, guardians, targets, and managers over the place and time describe burglary crime patterns (Brantingham Brantingham, 1995). Changes in society are the main reason for the increased the number of targets while separating them relatively from the people who could make an effort of protecting them (guardians, handlers and managers). Reasonably rational burglars, while they engage in their routine activities, will eventually note places without managers and guardians as well as where their handlers have a less likelihood of being there (Biron Ladouceur, 1991). Crime and place theory looks into the interactions of burglars with their social and physical environments influencing burglars choices of targets. Conversely, according to crime and place theory, how respective targets come to know of burglars influences the distribution of burglary crime events over time and space. This occurs because burglars engage in custom activities. Just like other non-burglars, burglars move among the spheres of work, shopping, school and recreation. As they engage in their normal and routine activities, they also become aware of crime opportunities (Anderson, 1998). Therefore, burglary criminal opportunities not near the areas burglars routinely move through have a less likelihood to come to their attention (Capone Nichols 1996). A given burglar will be aware of only possible targets available. Criminal opportunities present at places coming to the attention of burglars have an increased risk of literally becoming targets (Barr Pease, 1990). While a few burglars may aggressively look for uncharted areas, most conduct their searches precisely within the areas they are familiar in the event of their no n-criminal activities. In learning more on this, it is good to note that, the concept of place is essential to burglary theories. Not only are places rationally required (a burglar should be in a place when a burglary crime is committed), their individual characteristics influence the possibility of a burglary crime. Place characteristics discussed in the crime and place theory include the effectiveness and presence of managers and the being there of capable guardians. Crime and place theory links places with enviable targets and the context found by focusing on the way places come to the attention of burglars. Conversely, sub cultural theory explains burglary crime differently, arguing that certain subcultures or groups in the society have attitudes and values that are conducive to burglary crime, as well as violence (Biron Ladouceur, 1991). The primary focus of this theory is, however, on juvenile delinquency because the supporting theorists believe that if this offending pattern can be, controlled and understood it will stop or minimize the possibilities of the transition from teenage offender to actually, experienced habitual criminal (Barr Pease, 1990). This applies most in the context of burglary where it starts mostly at the teenage age and develops into an experienced burglar and a thief. Some theories are functionalist and assume that criminal activity such as burglary generates motivation from economic needs, while for other theorists; they posit a social class deviance rationale. On the other hand, culture represents the customs values and norms, which guide behavior and act as a general framework of judging behavior by the majority. It transmits to individuals socially than biologically. The burglary crime in this case focuses on misplaced norms and values of particular individuals where they engage in the act through social influence. Unlike the crime and place theory, this is the case of social transmissions and not individual decisions (Barr Pease, 1990). A subculture is an idiosyncratic culture within a given culture, so its values and norms differ from the broad culture but do not represent necessarily a culture deemed as deviant. This would represent a burglars social culture within any given culture (Anderson, 1998). A subculture distinguishes itself from a counterculture operating in direct opposition to the broad culture meaning that, this is why burglars practice the same. Social Disorganization Theory and Cultural Transmission Theory argue that, in the poorest city zones, certain behavioral forms become the cultural norm, which transmits from a generation to the other, as part of the socialization process (White, 1990). This is somehow similar with the place theory that posits a similar argument. Successful criminals are relatively the role models of the young, who demonstrate both the possibilities of success through burglary crime, and its normality. There is also more literature detailing on Sub cultural Theory. Sub cultural Theory just like the crime and place theory proposes that the urban setting makes it difficult for people living there to find ways of creating a sound community because of the prevailing anonymity and alienation (Grandjean, 1990). The cultural structure experiences the majority norms forcing individuals to form communities quite different and new from the culture. This explains why burglars have a tendency to live a different life from the normal person in the same broad culture. More lately, Fischer (1995) through a case study conducted among few cities on the subject of crime projected that the size, heterogeneity and population of cities strengthens groups, encouraging the subcultures formation, which are more diverse in nature when comparing to the general culture (Biron Ladouceur, 1991). Fischer refers a subculture as, a set of people sharing a defining trait, relate with one another, are the institut ions members associated with their central trait, adhering to a set of values, sharing a set of tools and taking part in an ordinary way of life (Anderson, 1998). Conversely, it is possible to argue that for burglary, the practice is not exceedingly common in less densely populated areas as well as in less diverse environments. Generally, the creation of subcultures such as burglar groups would be almost impossible in such areas (Barr Pease, 1990). Nevertheless, ethnic minorities, the artistic avant-garde, professionals, displaced agricultural families, among others come to live in cities typifying their lifestyles to that of cities, which is why burglary is increasing in the urban areas even with the same people coming from less practice areas. Albert K. Cohen (1955) looked at the general delinquency subculture, with a focus on gang delinquency among the youth working class in slum areas using a case study, which developed an idiosyncratic culture as a direct response to their lack of social and economic opportunity within the broad U.S. society. The features of the subculture were anti-utilitarian with many cases having no profit motive in burglary or other crimes. Their main intention was fostering peer bonding by sharing the breaking laws experience (Boggs, 1965). They also featured collective reaction formation with the gang inverting the values of the broad culture, deliberately practicing the American Dream mirror image. The other significant feature was malice with many acts of vandalism as well as property damage motivated by contempt, spite and personal intentions. Among other features was short-termism and group autonomy (White, 1990). This explains vividly the principal features of burglary groups as well as how they feature within the broad culture. Justifying the same, Cohen (1958) in his survey on juveniles and crime argued this in terms extremely similar to Strain Theory. He said that general education taught the young to strive hard for social status through achievements academically but, when most of failed, this encouraged status frustration, inverting middle-class norms and values and striking back at the system, which initially let them down. In this context, burglary is similarly explained the same way (Barr Pease, 1990). Out of desperation and following a feeling of regret, the population within the broad culture turns to practices such as burglary to earn a living and better their lives. Middle class ideals stress success, independence, academic achievement, control of aggression, delayed gratification, and respect for property. Lower class guardians and parents encourage distinctive values and norms in their children. In lower class families, planning and ambition must give way to particularly pressing issues (Boggs , 1965). Conversely, Miller (1958, 1959) did agree with Cohen after he did a case study on juvenile delinquency among the youth aged 15-20 years that there was a subculture of delinquency, but argued that this arose from the lower class life because of the dominant strains they experience. In this context, he was of the opinion that burglars are mostly among the low life individuals in an attempt to make a living (Buerger, 1992). There was a clear differentiation in values between the social classes. The middle class is social goal oriented and achievement, and the lower class guardians foremost concern is that children stay out of trouble, because this was prominent among them (Maher Sherman, 1992). In his argument, he explains that Boys are expected to be particularly tough as well as street-smart which is why they are the majority in the burglary acts than girls. This is a significant reason why boys join gangs more than the girls do because they have an incentive of joining a gang such a s a burglary gang (Barr Pease, 1990). In making it clear, Barr Pease (1990), conducted a focus group discussion and contribute d to the same by offering more explanations. They say that given that the boy ordinary lives become boring, the excitement of criminal acts such as burglary becomes a welcome relief, which bring in a sense of autonomy denying any form of social controls, which are, imposed by the broad culture (Anderson, 1998). For the lower class group, another institution generally plays a crucial role the identical sex peer group is more pertinent to the individual than the family, school or work because it offers precisely a sense of belonging, and a route to achieve status, which they cannot achieve easily in mainstream society (Boggs, 1965). Therefore, the individuals can easily engage in gangs as burglar gangs to achieve some sense of identity. Thus, delinquency is actually not a reaction against established middle class values but generally as a means of living up to their expectations culturally for sma rtness and toughness (Buerger, 1992). On the other hand, David Matza (1964) is another excellent scholar who used a case study on juvenile delinquency and its perpetrators arguing that, rather than committing to delinquency, people drift between unconventional and conventional behavior. The initial socialization introduces an understanding of expectations and a feeling of guilt if the expectations are not met, but that people develop techniques of neutralization, therefore, avoiding the guilt feeling (Hannah, 1992). To some extent, society helps to neutralize the guilt through passing blame to the parents for failing to supervise their children properly. Matza also argued that the rummage around for excitement is particularly classless. It is simply that the youth in the working class have fewer opportunities for precisely legitimate activities (Boggs, 1965). To him, therefore, burglary practice is prominent among societies because the youth are idle and nothing to do for leisure therefore turning to crime (Buerger, 1992 ). In other words, deviancy of such kind is fun for them, and they love being in such groups. There is a specific excitement in free will practice and breaking rules knowing well that there is little or no chance of being caught (Anderson, 1998). Therefore, the youth in the burglary practice care lees of what happens next after they engage in such crimes. This implies a level of rational choice within particular structural constraints (Gabor, 1990). The burglars are individuals who generally feel powerless and want something to compensate for that meaning that they devote in doing such crimes. The same people are tired of being, pushed around simply feeling like defying the general system (White, 1990). Burglars in this context care less of the group they join just to facilitate their enjoyment. Additionally, Stanley Cohen (1972) did a study on the youth of London in the 1970s. His examination entailed the immediate context of determining how two different subcultures reacted to the respective changes, which occur in their community (Anderson, 1998). His suggestions were that the Mod reaction for the individuals was to the ideology of affluence. They wanted to illustrate that they had money and knew the way to spend it (Clarke, 1998). In contrast, skinheads generally looked back to the traditional working community. Each generation generally tries to find employment or relatively adapts to unemployment. However, the 1920s had different economic circumstances. Cohen reflected that youth in such situations develop a cultural style as a means to cope with their exacting circumstances and to resist the dominant societal values (Buerger, 1992). This casts the youth working class as the standard-bearers of the relative class struggle. After learning, this it is important to note that there is little that youth can do to change society in real terms, but continued resistance offers subjective satisfaction that is evident through style: haircuts, music, the clothes, and language of the distinctive youth cultures. Cohen argued that generally, these styles have a meaning. This is an application of Sub cultural Theory by Marx, which synthesized the structuralism with the Labeling Theory (Boggs, 1965). The approach places significant emphasis on the youth culture contents and on the differences from the class background. The assumption in this case is that a capitalist society tries to achieve hegemony through using the societal cultural values for their benefit. In the application, the sub cultural theory espouses that the burglary practice is different from one cultural group to the other. The social development features in each group distinctively and is, shared among the members. Conversely, Frederic (1927: 46) studied criminal gangs in a systematic way, with an analysis of gang activity as well as behavior using a case study. He made a definition of gangs by the process that they go through in forming a group: The criminal gang is an interstitial cultural group formed spontaneously originally, and then holds together through conflict. It has characteristics such as meeting face to face, conflict, milling, and planning (Boggs, 1965). The result of this behavior is collectively the development of tradition, esprit de corps, unreflective internal structure, solidarity, group awareness, morale, and local territory attachment. He maintained that criminal gangs naturally originate during the early adolescent years from unprompted playgroups that get into various forms of mischief. They become criminal gangs when they stimulate opposition and disapproval, therefore, acquiring a more explicit group-consciousness (Duffala, 1996). Like Merton and Durkheim, Thrasher de scribed the way the environment can be favorable to delinquent behavior, that criminal gang subcultures arose in the relative cracks, or interstices, of neglect combined with the cracks of identity occurring in the turbulent adolescence years (Carroll Weaver, 1996). Additionally, in application to the context, burglary groups form spontaneously and start early in the adolescence years. Shaw (1930) in a study on criminal gangs in Chicago described criminal delinquency as activity that transmitted from generally older to younger youth with the jails and streets of Chicago as their classrooms (Buerger, 1992). Thrasher did confirm the work of Shaw with most gangs in the transition zone with the chief incidence of unemployment, single-parent families, multiple family dwellings, low levels of education and welfare cases. These were the ghetto, the slums, and the barrios and his evidence of an approximated 1,313 gangs with an approximated 25,000 members found a distinct way of acquiring an identity. The gangs became a youths group of reference where main values, and goals were formed offering a sense of self-esteem. Under this context, the burglars form groups just to appreciate identity and develop some form of the contentions (Buerger, 1992). Conclusion Burglary can be explained using two theories of social ecology including Crime, place, Strain, and sub cultural theories. The two theories are significant in explaining Burglary as a crime but espouse the ideas differently. The theories critically compare and contrast in their explanation of burglary as a local crime. The common argument in these theories is that burglary practices are dependent of the area of operation, the individual as well as the routine activity, rational choice and crime pattern. The main difference is the reason why such crimes persist in different conditions. It is worth acknowledging that theories of burglary crime are mutually supportive in different respects, they give rise to divergent explanations of crime at particular locations. Given the prevalent high-crime locations, a crime theorist focus on how burglars gain and discover access to the place. The burglary explanations focus on the behaviors of the targets as well as the absence of controllers inclu ding place managers, guardians, and handlers. Generally, crime and place explains Burglary in the context of the location of the crime itself while sub cultural theory explains burglary crime differently, arguing that certain subcultures or groups in the society have attitudes and values that are conducive to burglary crime, as well as violence.

Enders Game :: Literature Books Science Fiction Essays

EndersGamePaper Paradigms are very powerful because they create the lens through which we see the world. Our paradigms, whether correct or incorrect, shape our lives in a profound way. They are the source of our behavior and attitudes and ultimately shape all of our relationships. The power of a paradigm shift, whether it be instantaneous or developmental, allows us to change from one way of seeing the world to another. In the novel Enders Game by Orson Scott Card, the main character Ender Wiggin demonstrates his unique ability to paradigm shift during his training at battle school, and later as a commander in making tactical decisions. In order for a paradigm shift to occur we must take a break from tradition and old ways of thinking. We must not be constrained by what is currently accepted and understood. A great example of a paradigm shift is the story of the Egyptian astronomer Ptolemy who believed the earth was the center of the universe. When Copernicus challenged this paradigm he was met with great resistance and persecution. The idea of the sun, not the earth, being the center of the universe was not something ancient astronomers wanted to accept for many years. The implications of this paradigm shift were far reaching, it changed everything we understood and thought we knew about our universe. Even as a young child of six years old Andrew Ender Wiggin must use his judgment to constantly overcome physical and emotional challenges. During an aggressive confrontation at school, Ender is taunted and tormented by a school bully named Stilson and his gang of followers. Even though Ender is unprepared and outnumbered, he is able to quickly evaluate the situation and conclude that the interaction cannot have a happy ending. Instead of simply deciding on a strategy to win this fight, he looks at the situation in a whole new light. He chooses not to be the victim anymore. Ender engages Stilson in a fight and to his surprise is able to knock him to the ground. As Stilson lies helpless on the ground, Ender proceeds to kick him in the ribs and groin until he can no longer even move or make a sound. Why does Ender continue to beat on someone who is no longer a threat? He knows that he must not only win this fight, but he must win all the next ones too.

A Bat in the Wind :: Movie Script Film Creative Papers

A Bat in the Wind Assume you are a screenwriter in the year 2010. You have been commissioned to write a movie script about women's sports and current society. What is the theme? Who are the protagonists? What are the issues and how does the movie end? "A Bat in the Wind" Timeless themes of equality, truth and perseverance are presented in this heartwarming tale of one courageous softball player and the wiffle bat that she adored. It all begins one summer day shortly after Tegan's sixth birthday. The scene opens with the young girl enviously watching a group of children play wiffle ball in the park across the street from her grandmother's house. She furtively glances behind her at the kitchen entrance and listens to the sounds of lunch preparations while contemplating the distance to the door. With a determined look in her eye, she takes a shaky deep breath and dashes out to the park to join the game, all the while looking back and wondering what her grandma would say. She approaches the field and stands by the rusty fence behind the plate. One of the older girls – she looks about ten or twelve – spots Tegan and invites her to join in. The kids show her how to swing the bat and the pitcher starts to toss the ball in her direction; they l et her keep swinging until she hits one. When she does, the light wiffle ball catches the wind, floats high in the air, swirls around a bit, and lands two inches from Tegan's feet. After staring at the ball in wonder, she looks up and a slow smile spreads across her face. The other kids laugh and Tegan joins in with glee. The boy at first base looks at his watch and yells, "Hey, it's lunch time," causing all the wiffle ball players to scatter and race home in search of food. The girl that invited Tegan to play tells her to come back tomorrow in the morning to play a game with them and Tegan agrees with an enthusiastic nod of the head. She turns to run back for lunch, and sees her grandmother waiting by the fence. "Why didn't you tell me where you were going, Tegan? I couldn't find you in the house and I was worried." "I thought you'd be mad at me," the young girl cried. "For playing a game?

Surveillance and the right of privacy Essay -- Research Surveillance P

Surveillance and the Right of Privacy Introduction to Surveillance: According to Merriam-Webster’s collegiate dictionary, surveillance is defined as a â€Å"close kept watch over someone or something (as by a detective).† Surveillance has been used ever since the days of, â€Å"Follow that cab!† From their primitive state, surveillance techniques and technology have evolved. Policing agencies no longer need to use methods of surveillance such as listening through walls, looking through windows and over fences, and even sifting through a suspect’s garbage. Because of the continuous development of new technology, policing agencies can hear, see, and track almost everyone and everything. As more and more technology is developed, who is to regulate the use of the technology and surveillance? Parabolic Microphones and â€Å"Bionic Ears†- This technology allows a person to amplify sounds (i.e. talking, movement) from a long distance away. For example, a suspect’s conversation can be pinpointed and heard 50 meters away as if the sounds were coming from short distance. Digital Audio Equipment- Digital Audio Equipment allows police agencies to listen and record a phone conversation at any given time. These range from a digital voice stick that can be hidden in a room, or a â€Å"bug† device that can be placed inside a phone (landline or cellular). Night Vision- Night Vision Goggles are electronic devices designed for observing remote objects and orientation at night. Special military, security forces, pilots, paratroopers, security agents and tact ops commandos have used this equipment. Covert and Fixed Cameras- The use of covert cameras allows security and policing agencies to hide cameras, in turn, they would ca... ...rveillance will be ethical is if policing agencies are policed. By making sure that these agencies follow strict codes, this will reduce the amount of unethical uses of surveillance technology. Although this would be the most ethical way to handle this issue, I feel that it would be hard to stop all unethical uses of surveillance. The continuous advancements in surveillance technology will continue to make it more difficult to regulate the use of surveillance. Resources [1]http://www.lkwdpl.org/cffr/polsumm.htm [2]http://www.homeoffice.gov.uk/oicd/iscop.htm#1 [3]http://www.alchemind.org/DLL/kyllo1.htm [4]http://www.fcw.com/fcw/articles/2001/0618/cov-main-06-18-01.asp [5]http://www.e-sci.com/genSci/5/1022/1039/10205.html [6]Orloff, Thomas J. Point Of View: A Publication Of The Alameda County District Attorney’s Office. Vol. 29 Number 4, 2001

Developing Country and Physics

Physics – the study of matter, energy and their interactions – is an international enterprise, which plays a key role in the future progress of humankind. The support of physics education and research in all countries is important because: physics is and exciting intellectual adventure that inspires young people and expands the frontiers of our knowledge about nature.Physics is the most basic of the physical sciences. From chemistry and geology through to biology and cosmology, we understand science in terms of the concepts developed in physics. Not only this, but many of the tools on which the advances of science and technology depend are direct product of physics. The interests and concerns of physicists have always formed the basis of future technology.In medicine we use X-rays, radioisotope and nuclear magnetic resonance imaging. In addition, laser, electron microscopes, synchrotron radiation, and electronics all depend on advances made in physics.Where would our mo dern western economies be without computers?—we could not build the electronics that modern computers rely on without a knowledge of quantum mechanics. Our modern world is much more connected than in previous historical times. These days we travel far, communicate easily and quickly, and conduct business around the world effortlessly. In fact almost no place on earth has been excluded from the modern interconnected world.We are not only connected with physics through modern technology we are connected at a much more basic level through mother nature. The tsunami in Sumatra Indonesia is a prime example. Not only was it catastrophic for the local area the laws of physics saw this tsunami travel across the Indian Ocean killing over 300,000 in Southeast Asia, and traveling through more than 30 other countries resulting in more than 500 deaths. This was the law of physics in action.But as much proof as there is that physics has played an important role in the connectivity of all p arts of the planet the world is still a much divided place. In developed countries you see an almost 100% literacy rate and a $30,000 mean capital income, and a life expectancy of 80. While in developing nations you see a literacy rate lower than 50% and a mean capital income that’s around $2000, and a life expectancy of 40. There is much more for physics, the scientific world, and governments to do to create equality with that interactivity.Kofi Anna the UN Secretary General has been quick to point out the ongoing tragedies throughout the developing world that are directly tied to disease, poverty, and the degradation of the environment. He is also quick to point out that the lack of access to physics and other sciences as well as technology has attributed to many of these problems. Sadly the scientific community spends most of it’s time working on solutions for the developed world yet most of the population on earth can be found in nations that are developing.Physics has the capability of playing a major role in finding solutions to many of the problems facing the human race. Of course it does not have all the answers but the science is developed enough to have created nuclear weapons which remain a global threat, then surely it can be used for the betterment of all people around the globe.Of course politics, socio-economic factors, and acceptance by the people all play a role in the development of a nation. But physics, engineering, and other technological and scientific feats can transform a developing nation to a developed nation. Just look at what the role of physics has accomplished in just the past 200 years. Physics can play an important role in developing strategies to combat climate change, in the development of cleaner energies, and in the development of technological advancements.Then why is it that developing nations spend such a small portion of the GDP on research and development in these areas? Is it because the benefits of scien ce and physics specifically are not fully recognized in industrialized and developing nations? Is it that they really do not want to face the idea that our world is in desperate need of change to ensure we do not destroy ourselves?Physics and technology must work together to resolve the need for new technologies that will decrease the damage to our planet, for strategies  to ensure that the people of developing countries have the tools to progress, the need for solutions to deadly diseases that remain a threat, and the need for solutions to the increasing demands we place on our resources before they are depleted. The role of physics in our modern world is more important than in any other time in history.THE IMPORTANCE OF PHYSICS TO SOCIETYPhysics generates fundamental knowledge needed for the future technological advances that will continue to drive the economic engines of the world. Physics contributes to the technological infrastructure and provides trained personnel needed to take advantage of scientific advances and discoveries. Physics is an important element in the education of chemists, engineers and computer scientists, as well as practitioners of the other physical and biomedical sciences.Physics extends and enhances our understanding of other disciplines, such as the earth, agricultural, chemical, biological, and environmental sciences, plus astrophysics and cosmology – subjects of substantial importance to all peoples of the world. Physics improves our quality of life by providing the basic understanding necessary for developing new instrumentation and techniques for medical applications, such as computer tomography, magnetic resonance imaging, positron emission tomography, ultrasonic imaging, and laser surgery.THE IMPORTANCE OF PHYSICS TO MANPhysics is important to man’s life because it is used in †¢Cooking food †¢Cleaning clothes †¢Watching TV †¢Heating your hose †¢Playing sports †¢Everything else in your life †¢ Physics plays an important role in health †¢ Economic development †¢ Education †¢ Energy and †¢ The environment.Physics has had an increasingly important impact on the average person’s daily life. For example, Physicists played an essential role in the development of: The Transistor-: The basis of all modern electronics, including radio, television, computers, and telecommunications. The Laser And Laser Diodes: Now used widely in CD players, grocerybar code scanners medical treatment, and telecommunications. The Digital Computer–much of the early development (and some of the most recent) have been motivated by basic research.Fiber Optics: Now finding widespread application in high-speed data and voice transmission networks. The Global Positioning System: Uses satellites and precise timing to allow positions to be allocated to within a few feet anywhere on the surface of the earth. The Hologram: Uses on credit card, driver’s licenses, and other documents to prevent fraud.The World Wide Web (W.W.W)–originally designed by physicist for one to be able to access the world. Medical Imaging Techniques: Such as the sonogram, the CAT scan, and Magnetic Resonance Imaging (MRIs). Medical Treatment Techniques: Using radiation and charged particle accelerators. New Micro-Sensors: For â€Å"smart machines† and â€Å"smart buildings,† faster and smaller computers, computer disks that can store information in a smaller space, improved chemical processing to help the environment and reduce energy use, faster and cheaper telecommunications.THE FOLLOWING ARE THE VARIOUS IMPORTANCES OF PHYSICS TO MAN AND THE SOCIETY.Physics Improves Health; In medical technology, positron emission tomography (PET) Lets neurologists see how energy flows inside the brain to see where problems could be occurring.Physics Connects the World; The telecommunications industry, including the development of the internet, has be nefited from physics research in telecommunications from radio waves to fiber optic cable.Physics Improves Technology; The computing industry depends on physics research in semiconductors and magnetism in order to build processors and disk ever smaller and denser.Physics Drives Progress; Physics research benefits the transportation industry in everything from what materials to build cars of to how to build efficient engines to navigating using the global positioning system.Physics Clears the Air; Physics is used in environmental science to both detect problems and to build systems that are better for the environment with technologies such as solar power and plasma physics.Physics Fills the Home; Many consumer goods developed from physics research. CDs are possible because of refinements in laser technology. Many household gadgets have microprocessors such as microwaves and phones.Physics Designs the Future; Research in materials physics has led to many innovations in the substances from which products are made. One now-common material is Teflon ®. Other substances are now used to make many items from sports equipment to earthquake-resistant buildings.PHYSICS LUNCHES NEW BUSINESS;The defense department started the Global Positioning System (GPS), which uses 24 satellites. GPS was possible because of the atomic clock. Now GPS technology has many uses from being in road maps in cars to perceiving shifts in the tectonic plates.PHYSICS IS THE MOST FUNDAMENTAL OF THE SCIENCES;It is concerned with the most basic building blocks of all things – from ants to antennas, from quarks to quasars. The study of physics means trying to find out what the universe is made of, and how these things move and interact with each other. So in one sense, all the other sciences are built on the knowledge gained through the study of physics.PHYSICS IS BEAUTIFUL;Physicists love simplicity. They are constantly striving to find the most fundamental ideas that can be used to describ e even the most complex of phenomena. For example Newton found that only a very small number of concepts could be used to describe just about all of the mechanical world – from steam engines to the motion of the planets. Not only is this beautiful, it's downright amazing!PHYSICS TEACHES YOU TO THINK;This might seem like a strange statement. The study of all subjects teach you to think. But because physics deals with the most basic concepts, the application of such techniques as â€Å"Separation of Variables† and â€Å"The Scientific Method† are never more clear than they are in the study of physics. Once mastered you will find that these methods can be applied to all subjects, including the business world and just coping with everyday life.PHYSICS GIVES YOU A NEW APPRECIATION OF THE WORLD AROUND YOU;You can look a rainbow and say â€Å"Wow, pretty colors!†, or you can marvel at the amazing interactions between photons and electrons that come together in t hat particular way when light from the sun strikes spherical water droplets in the sky, and that you perceive as a multicolored arc suspended in the air. Now that's awe!PHYSICS IS FUN;Lastly, studying physics gives you the opportunity of playing with a lot of really cool toys!IN ADDICTION:Many pioneers in molecular biology were trained as physicists e.g. Francis Crick, one of the two discoverers of  DNA.  A large number of astronomers were also trained as physicist.   Without physics, cars wouldn’t have being developed to take us to our various destinations. TV’s, Light will not have been invented.   We would not have known about space,  Computer Games,  How water boils,  Model financial Market,  Shape futuristic buildings and structures.SUMMARY & CONCLUSIONPhysics is a creative subject,The concepts of physics don't come easily. Someone has to come up with a theory to begin with. This is just as much a creative process as composing music. But where phys ics, and science in general, differ from the Arts is that no one will accept your theory unless you have some way of testing its validity. Experimental physicists sometimes have to be enormously creative in coming up with methods of testing theories and measuring things in the world around them.For example, how do you tell that there is a planet orbiting a star that is so far away that it appears as nothing more than a spec of light in even the most powerful telescopes? In summary, for all these reasons, physics is an essential part of the educational system and of an advanced society. We therefore urge all governments to seek advice from physicists and other scientists on matters of science policy, and to be supportive of the science of Physics.Man has always been inspired by the wonders of nature.   He has always been curious to know the secrets of nature and remained in search. Although physics play an important role to understand this physical world. In our daily life,we hardl y find a device where physics is not involved. Consider pulleys that make it easy to lift a load.Electricity is used not only to get light and heat but also mechanical energy that drive fans and electric motors etc. Consider the means of transportation such as cars and aeroplanes;domestic appliances such as air-conditioners, washing machines and microwave ovens. Physics is important to our daily life because  we use many thing like electricity etc.Our entire existence relies on physics. From energy transference to the gravity keeping us on Earth, we rely on the laws of physics to go by our daily life.In the most general sense, physics is the study of matter, energy, and the interaction between them. It is a very broad field, and is responsible for much of the technology available today.A few examples: †¢An understanding of Newton's Laws allows people to put satellites into orbit, design safer vehicles and build safe buildings. †¢An understanding of electromagnetism allow s people to build electrical circuits and computers. †¢An understanding of the nature of light allows astronomers to determine the composition of stars without ever having to visit them.

Using Satire to Create Awareness of Gender Roles: Egalia’s Daughters

Egalia’s Daughters and â€Å"Sultana’s Dream†Egalia’s Daughters and â€Å"Sultana’s Dream† both portray examples of what it would be like to have gender roles reversed in societies. They both criticize gender roles and show people how gender discrimination leaves the submissive gender in suppressed conditions. Poking fun at gender role reversal was one way these books helped in educating the readers. â€Å"Sultana’s Dream† has a time of setting of the early twentieth century. The author of Egalia’s Daughters is Gerd Brantenberg, born on October 27th, 1941 and is presently still alive. She was born in Oslo but grew up in Fredrikstad which is the largest city in Norway. Some of her greatest accomplishments are establishing women’s shelters, working in lesbian movements, in 1978 she created a literary Women’s Forum, her drive being to encourage all women to write and publish, and lastly she has also published ten novels and two plays. In 1983 she was awarded the Mads Wiel Nygaards Endowment. Rokeya Hossain was born in 1880 and died on December 9th, 1932. She was born into a Bengali Muslim upper-class family in the village of Pairaband. Her main accomplishments were establishing the Sakhawat Memorial Girls’ School in 1909, in 1916 she founded the Anjuman-e-Khawatin-e-Islam, and even though English was her 5th language she still wrote a book in English to show her proficiency in English to her husband. In Gerd Brantenberg’s novel she clearly shows that in her society women were put on the back burner just like the men were in her novel. Gerd was born back when women had very little rights. She lived during a time where women were stepping up and rallying against the fact that they were not allowed certain rights that men were allowed and this showed in her book. For example in Egalia’s Daughters the guys or the â€Å"menwim† have the â€Å"burning of the pehos† along with other â€Å"masculist activities. † 1 In Rokeya Hossain’s short story she is trying to relate to her readers about the inequality of her society and the dominance of one gender over another. â€Å"In ladyland men are a part of the society but are shorn of power, as women were in Rokeya’s India. They live in seclusion and look after the house and the children, again, just like the women in Rokeya’s India. † 2 Her society must have had a lot of sins and hatred along with harm because in the short story it says â€Å"this is Ladyland, free from sin and harm. 3 In â€Å"Sultana’s Dream† women became dominant when men failed to win the war against a nearby country. The women then became the dominant gender by using science and advanced technology to then win the war. At first they were taunted for being smart and into science instead of being focused on military strength like the men. In the end it paid off being smart because â€Å"they directed all of the rays of the sunlight and heat toward the enemy. The heat and light were too much for them to bear. They all ran away panic-stricken, not knowing in their bewilderment how to counteract the scorching heat. 4 This was a major turning point in the story because at that moment the men thought that there was no hope for their country which is why they went into the zenanas without protest and were locked in. The men then remained in seclusion and got used to the â€Å"purdah system†. 4 The women then â€Å"rule over the country and controlled all social matters. † 5 Since that point there had been â€Å"no more crime or sin† and that is how it remained. 5 In Egalia’s Daughters women being the dominant gender went a little differently. The women in this novel ruled from the beginning. There was never a time in their culture that males ruled before the females. Spinnerman Owlmoss explained to the boys that â€Å"the menstrual cycle in wom was precisely what bound the huwom race to life, to nature’s own great cycle and to the phases of the moon. By virtue of this endlessly recurring rhythm in her body, she was bound in a very different way, to nature, and this contact with her natural surroundings gave her an inner power and strength, which allowed her to dominate nature and the environment. In the same way that she dominated her own body by releasing an egg once a month. Wim therefore had greater control over everything; over their own bodies, over the cultivation of the soil, and over the world. 6 Therefore, the wim were in charge from the very beginning. In â€Å"Sultana’s Dream† women’s religion was â€Å"based on love and truth. † 7 The women say â€Å"we don’t take pleasure in killing a creature of god, especially a human being. † 7 They believe this works because unlike the men who were violent and fought in the war, they used science to win without hurting anyone. As far as biology goes, basically the women explained their power over the men because of the simple fact that they were smarter and that women’s brains are rather quicker than men’s. They pretty much said men are good for nothing. All of that together was their argument for why they were biologically better. In the novel, Sister Sarah explains why women are smarter than the males. She says â€Å"our good Queen liked science very much. She circulated an order that all the women in her country should be educated. Accordingly a number of girls’ schools were founded and supported by the Government. Education was spread far and wide among women. And early marriage also stopped. † This is her explanation of why the women are so much smarter than men and now are the dominant race. Religion in Egalia’s Daughters is quite different. In this novel, God is a wim instead of a manwim. Donna, who is wim and also God’s daughter who is like Jesus for Egalia, and they are the ones all Egalia are supposed to look up to. The reason wim in Egalia are more biologically dominant is because they bear the children and have the menstrual cycles. For some reason the people of Egalia felt that since they had a monthly natural cycle it connected them to nature and made them powerful, more powerful than any man. This in their thoughts made them the dominant gender as if they were the chosen ones. As far as history goes Spinnerman Owlmoss taught his class the history of the wim. Like we in our society have fore fathers they had a version of those except they were women. Those women created rules and regulations for Egalia that were always followed. In Ladyland the men and the women both had very different jobs. The men â€Å"do no skilled work† and â€Å"they look after the house and children. † 2 They â€Å"mind babies, cook, and do all sorts of domestic work. † 2 The women in Ladyland embroider; engage in scientific researches and garden. Sister Sarah says that â€Å"our noble Queen is exceedingly fond of botany; it is her ambition to convert the whole country into one grand garden. † 5 Therefore, they are never sitting still and constantly gardening and such. In the town of Egalsund, the wim and menwim had very different jobs. The menwim do nothing but sit at home and take care of their children. Once they receive â€Å"fatherhood protection† from the wim, they are to stay home and raise the children while the wim goes to work and does as she pleases. 8 The wim of course, do all the things a man would do in our society now. They were sailors too. Menwim were never sailors and hardly allowed to be either because the wim said â€Å"they’re always trouble! They never leave the us in peace and there’ll be strife and quarrelling and jealousy in the crew. † 9 The wim also hold government positions and hunt as well. In both the short story and novel the women’s jobs were viewed as more important even though staying home and taking care of the kids was a really big and important job as well. It was just not viewed that way by the women. In both Egalia’s Daughters and â€Å"Sultana’s Dream† the women/wim were very happy. They were at the top of the pecking order and they liked it that way. Women/wim ruled and things happened as they wanted it to, not the other way around. On the other hand, the men/menwim were by any means happy with their lives. The men in â€Å"Sultana’s Dream† at first protested. The men wanted to be free, but Her Royal Highness told them if their services were ever needed they would be sent for, so therefore, they should remain where they were. After that they slowly became accustom to the â€Å"purdah system. † 4 In Egalia’s Daughters at first they were accustom to the way things were. Then later on in the book, the menwim began to protest. They give speeches, burn pehos, and strip down at the menstrual games out of chicken costumes as a way of protesting. 10 Women have always been suppressed throughout history, constantly having to fight for their rights. Women in history have always been taken advantage of and also been able to be rough housed a lot easier than men because of their gentle nature. Therefore, these fictional books are related in the sense that in these books, the men’s roles are actually what women’s roles have been all along throughout history. Women are the ones that have always been raped and beaten but in the novel Egalia’s Daughters the boys are actually the ones that are terrorized. Is satire an effective way of drawing attention to gender inequality? Yes, it is because it makes things appear even more ridiculous which in turn makes it more entertaining to read. For example if both books had it where women’s and men’s roles were normal, the books would have been boring and lacked in attention grabbers. But since it was a bizarre setting, it makes you immediately more interested and it puts a twist on things so that it captures your attention. . Brantenberg, Gerd. Egalia's Daughters: A Satire of the Sexes, translated by Louis Mackay. (California: Seal Press, 1977), 218. 2. Jahan, Roshan. â€Å"‘Sultana's Dream': Purdah Revisited,† in Rokeya Sakhawat Hossain, Sultana's Dream and Selections from the Secluded Ones. Edited and translated by Roushan Jahan. (New York: The Feminist Press, 1988), 4. 3. Jahan, Roshan. â€Å"‘Sultana's Dream': Purdah Revisited,† in Rokeya Sakhawat Hossain, Sultana's Dream and Selections from the Secluded Ones. Edited and translated by Roushan Jahan. (New York: The Feminist Press, 1988), 8. 4. Jahan, Roshan. â€Å"‘Sultana's Dream': Purdah Revisited,† in Rokeya Sakhawat Hossain, Sultana's Dream and Selections from the Secluded Ones. Edited and translated by Roushan Jahan. (New York: The Feminist Press, 1988), 14. 5. Jahan, Roshan. â€Å"‘Sultana's Dream': Purdah Revisited,† in Rokeya Sakhawat Hossain, Sultana's Dream and Selections from the Secluded Ones. Edited and translated by Roushan Jahan. (New York: The Feminist Press, 1988), 15. 6. Brantenberg, Gerd. Egalia's Daughters: A Satire of the Sexes, translated by Louis Mackay. (California: Seal Press, 1977), 168. 7. Jahan, Roshan. ‘Sultana's Dream': Purdah Revisited,† in Rokeya Sakhawat Hossain, Sultana's Dream and Selections from the Secluded Ones. Edited and translated by Roushan Jahan. (New York: The Feminist Press, 1988), 16. 8. Brantenberg, Gerd. Egalia's Daughters: A Satire of the Sexes, translated by Louis Mackay. (California: Seal Press, 1977), 37. 9. Brantenberg, Gerd. Egalia' s Daughters: A Satire of the Sexes, translated by Louis Mackay. (California: Seal Press, 1977), 72. 10. Brantenberg, Gerd. Egalia's Daughters: A Satire of the Sexes, translated by Louis Mackay. (California: Seal Press, 1977), 251.