Administrative Justice

Due process model advocates that an individual cannot be denied life, liberty, or property in the absence of legal safeguards and procedures. The rights of individuals charged with crimes ought to be safeguarded by the criminal justice system.Arrestees are treated as innocent until proven otherwise by a court of law. Policing is paramount to the maintenance of justice within society. The primary objective of criminal justice is to facilitate due process and basic legal fairness.The Bill of Rights advocates for defendants’ rights protection and hence this model emphasizes the same (http://www.cliffsnotes.com/WileyCDA/CliffsReviewTopic/Which-Model-Crime-Control-or-Due-Process.topicArticleId-10065,articleId-9911.html)Due process model holds that police powers ought to be curtailed to prevent official oppression of citizens. The model stresses the possibility of errors in police informal, non-judgmental investigations.   Criminal justice dispensers should be accountable to proce dures, regulations and guidelines to facilitate consistency and justice in the justice system.Criminal justice procedures are viewed as obstruction processes comprised of a succession of impediments in form of procedural defenses that protect the factually innocent in the same way they convict the factually guilty. It is advocated that an individual should be declared guilty only if legal processes are adhered to but not merely based on facts.Due process notes that people’s memories are notoriously poor as regards disturbing happenings. Highly emotional contexts will likely lead to inaccurate recollections. Confessions by individuals in police custody will more likely yield information that is distorted to favor what the person thinks the authorities prefer to hear.The truth is thus shielded. The model thus advocates for public hearing of a case by an impartial tribunal and rulings made only after the accused has had a chance to defend themselves (Shanahan, 1977, p.376).Crime control perspective assumes total reliability of police informal investigations and views arrestees as already guilty and liable to government punishment. The ability of analytical and prosecutorial agencies to produce and reconstruct a bearably precise account of what really transpired is given much weight.Arresting of suspects is viewed to be negative in that it drags the criminal justice system. The model holds that the suppression of crime should be the most paramount aspect of criminal justice since order is crucial in a free society. Safeguarding the rights of victims takes precedence over protecting the rights of defendants.The police ought to be granted more powers to facilitate investigation, searches, arrests, seizing and conviction of suspects. Legal hindrances that restrict police activities ought to be done away with (Shanahan, 1977, p.377).The failure of law enforcement agencies to tightly control crime is viewed to result in breakdown of social order thus eliminating a crucial aspect of freedom. A generalized disregard of lawful controls crops up if   there is a wide perception of elevated failure to arrest and convict offenders.   The civil individual then suffers from illegal invasions on his welfare and high insecurity.The crime control viewpoint proposes that criminal justice procedures should be swiftly and efficiently executed and disposed off. Arrested suspects are presumed guilty since this model highly rates the reliability of police investigations reports. The primary objective of criminal justice system is to find out the truth or to realistically determine the guilt of the accused.Crime control model signifies conservative values while the due process model reflects liberal values. Assessment of values is required so as to prove one model superior to the other. The policy to be applied depends on the prevailing political environment. due process policies predominated the liberal 1960s whereas conservatism 1970s and early 20th ce ntury were characterized by crime control model.The concept of equality has gained popularity as the basis for agitating for implementation of the due process model. The existence of gross inequalities occasioned by financial means of defendants calls for mobilization of resources to shield the accused to prevent their denial of credible defense. The due process model is thus evidently the approach that is likely to be popular in future (Oliver, 2008, p.135). ReferencesCriminal justice: Which model? Crime control or due process –cliff notes. Retrieved on 28th February 2009 from http://www.cliffsnotes.com/WileyCDA/CliffsReviewTopic/Which-Model-Crime-Control-or-Due-Process.topicArticleId-10065,articleId-9911.html.Oliver, W. M. (2008). Catholic perspectives on crime and criminal justice. Lanham, Maryland, USA: Lexington Books.Shanahan, D (1977). The Administration of Justice: An Introduction. London: Routledge

BIBL 104

Matthew is the first of the four gospels of the New Testament. Largely narrative material, this first gospel serves as the connection between the Old and New Testaments, providing an understanding of how Jesus fulfilled all the various prophecies about his coming that are found in the Old Testament. Possibly written in the A. D. 70s, though some believe it could have been written ten to twenty years earlier, the gospel of Matthew covers the entire span of Jesus’ life, death, and resurrection, concluding with Jesus giving the disciples their mission of going out and spreading the word of God.Geared primarily towards Jewish readers, the goal of the text was to provide them with irrefutable proof that the long-awaited Messiah had come to usher in the kingdom of God on Earth. Mark The second of the four gospels, the gospel of Mark is largely narrative and goes at a fast pace. Unlike the gospel of Matthew, which begins with the birth of Jesus and progresses through his life, Mark b egins with John the Baptist prophesying about Jesus, followed by the baptism of Jesus by John. It progresses from this point on to the end of his life.The focus of the text is on the many parables Jesus told and the miracles he performed during his period of ministry, which lasted a total of three years. The text was written by John Mark, son of a widow in Jerusalem whose home was most likely a meeting place for early Christians, who got his information from the disciple Peter. Written possibly as early as A. D. 50 and as late as A. D. 65, the text has a distinctly non-Jewish feel to it, and thus may have been written for Christians in Rome.Mark wrote it with the goal of offering encouragement to these Christians, who were suffering at the hands of the Romans, particularly the emperor. Mark, through his writings, presents Jesus as the suffering Messiah, as well as the Savior of the entire world, regardless of race or religion. Luke The third of the four gospels, the gospel of the Lu ke is largely narrative, and is the most elaborate in regards to the details of the life of Jesus. It begins with the prophecy regarding the birth of John the Baptist, progressing from that point on to the events surrounding the birth, life, and death of Jesus.Luke has the widest range of information with regard to the parables, miracles, and teachings of Jesus. Some of the more familiar parables include the parable of the sower, the parable of the Good Samaritan, the parable of the ten virgins, the parable of the prodigal son, and the parable of the ten talents. Some of the more familiar miracles include the healing of the Roman centurion’s servant, the feeding of the five thousand, the transformation of water into wine, the raising of Lazarus, and the raising of daughter of Jairus. Possibly written between A. D.59 to 63, or maybe fifteen to twenty years later, the goal Luke had in writing this gospel was to put forth the message that the love of God is not just for Jews, bu t for everyone who believes in him. John The final of the four gospels, the gospel of John is largely narrative. It is believed that it was written sometime between A. D. 80 and 95. However, there are those who believe that it was written as early as the A. D. 50s and no later than A. D. 70. Like Mark, John begins his gospel with John the Baptist baptizing Jesus, and progressing from this point on up to the death and resurrection of Jesus.Written at a time when non-Jewish followers of Jesus were being bombarded with the Greek theory that Jesus was divine but not truly human, the purpose of this gospel being written was so that the people would believe that Jesus truly was the Son of God, and that he was the word made into flesh. One particular aspect that sets this gospel apart from the other three is the inclusion of several sermons Jesus gave during his three-year ministry, none of which are found in the other three gospels. Acts Written by Luke around A. D.63 to 70 to Theophilus, who may have been a particular person or a reference to the Christians in general, the book of Acts is largely historical narrative written in the form of a letter. Covering the period from Pentecost, as well as the early stages of the disciples going out and preaching the word of God, the text can be viewed as the sequel to the Gospels. Within it is an explanation by Luke regarding the incredible growth of the early Christian church, as well as a discussion regarding the source of conflict between Jewish and Gentile Christians, both of whom would be brought together eventually through their mutual love of Christ.One of the key events within the text is the martyrdom of the disciple Stephen, now known as Saint Stephen. He is one of many that Luke writes about who die for their belief in Christ. Romans The book of Romans is the first of thirteen letters, or epistles, written by the apostle Paul to various non-Jewish Christian communities, in which he offers them advice and expounds on the teachings of Christ. Written sometime in A. D. 57, and largely narrative conversation, it was geared to the mostly Gentile followers of Christ living in Rome.His goal in writing this particular letter was three-fold. First, he wanted to introduce himself to the Christian community in Rome and garner their help in spreading the gospel. Second, he wanted to develop, expand, and defend the gospel message he was preaching. Finally, he wanted to encourage the Roman Christians to depend solely on God for their salvation. In this way, they would better realize and understand that they can become righteous and be transformed through believing in Christ. To that end, the main themes of the text are faith, grace, righteousness, and justification.As a result, this text best serves those seeking spiritual renewal, and played a pivotal role in the development of the belief held by Martin Luther – that faith alone justifies – and thus in the Protestant Reformation, which fore ver changed Christianity. 1 Corinthians The second of thirteen letters offering advice and expounding on the teachings of Christ, Paul wrote this letter to the Christian community in Corinth around A. D. 54 to 55. Within two to three years after starting the Christian community in Corinth, Paul got word that there was a great deal of strife within the young church.There were those who had become spiritually arrogant, which in turn led to problems such as sexual misconduct, mistreatment of fellow believers, abuse of spiritual gifts, and a general misconstruing of the basic teachings of Christ. Thus, Paul wrote this letter to help restore balance to the young Christian community, giving them simple and straightforward advice on what needed to be done to restore unity within their church. Thus, the text contains information concerning Christian living, relationships within the church, spiritual gifts, love, and the teachings of Christ – all of which are still relevant today.2 Co rinthians The third of thirteen letters offering advice and expounding on the teachings of Christ, this was a follow-up letter written to the Corinthian Christian community around A. D. 55. Due to an uprising within the community, Paul felt obliged to write this letter to accomplish the following: the calming of various disagreements within the community, the restoration of unity within the community, and the reestablishment of Paul’s role as the leader of the community.Various themes covered in the text include the following: how to handle dissension within the church, false teaching, church leadership, the plight of other Christian communities, and financial support of the church and the poor. Paul also discusses the hopes, fears, and assurances he has for the Corinthian church and their relationship with God. Galatians The fourth of thirteen letters offering advice and expounding on the teachings of Christ, the letter was written by Paul to the Christian community in Galat ia, a Roman province in what is now central Turkey. Written around A.D. 48 to 53, just under 25 years after Jesus was on Earth, the letter was meant to denounce and correct the false teachings cropping up in the churches that Paul and his fellow disciple – Barnabas – had established. The letter was also written by Paul as a method of defending his integrity as an apostle of Christ, which had been questioned and attacked, and also to reassert the love he had for the Galatians. This text goes back to the basics of Christianity and its teachings, focusing on what the gospel is, how it is received, and how it can be applied to daily living.Paul accomplishes through a variety of techniques, such as illustrations from his life and that of Abraham, to encourage the Galatians to return to the pure gospel and avoid the legalism that false teachers were pushing on them. Ephesians The fifth of thirteen letters offering advice and expounding on the teachings of Christ, it was writ ten by Paul sometime during his imprisonment in Rome, around A. D. 60 to 62. The goal was to provide encouragement to the Christians of Ephesus to view themselves in a whole new way.They had once been idol-worshipers, involving in pagan activities and adhering to foolish philosophies. Now, Paul wanted them to realize that they were people in Christ. The text provides insight into what God wants for his followers, stresses unity within the church and among its believers, and provides the usual practical advice with regard to Christian living. Philippians The sixth of thirteen letters offering advice and expounding on the teachings of Christ, it was written by Paul around A. D. 60 to 62, while Paul was under house arrest awaiting trial regarding an appeal to the Emperor Nero.Philippi was the first place in European that Paul had begun a church, sometime around A. D. 50. He eventually moved on, but the people continued to express their devotion to him by offering aid to him whenever th ey could. Thus, when he was under house arrest, they sent him money to help with his living expenses. The letter was written to thank them for the help, as well as to warn them against false teachers and to urge them to be more unified. The text also contains one of the most prominent psalms of the Bible regarding praise to and for Jesus (2:5-11).Finally, it contains practical advice to help one reshape his or her thinking according to the ways of God. Colossians The seventh of thirteen letters offering advice and expounding on the teachings of Christ, it was also written during the time Paul was under house arrest. Geared toward the small Christian community founded by Epaphras, one of Paul’s disciples, in the small city of Colosse, the goal of the letter was emphasize the supremacy of Christ, which was being challenged by the appearance of a new religious philosophy called Gnosticism.This new philosophy was a mixture of Christian, Jewish and pagan beliefs that were beginnin g to take hold. Paul’s intention was to make it clear that the nature, identity, deity, and authority of Christ were unquestionable and unparalleled. Other aspects also touched on in the text include the various ways that one can develop and maintain attitudes and actions that honor Christ. 1 Thessalonians The eighth of thirteen letters offering advice and expounding on the teachings of Christ, this letter was written by Paul sometime around A. D. 50 to the Christian community in Thessalonica.Founded during his second missionary journey, Paul had been forced to leave the community due to violence and opposition against him. When he later received news of how well the community was thriving, he wrote this letter to them to commend them on their success, but also to advise them to clear up any misunderstandings that existed. The text thus provides guidelines on how Christians can live a holy life even if surrounded by hostility to their religious beliefs. It also touches on the aspect of eternal life, offering clues about the end times and the return of Christ to the Earth.2 Thessalonians The ninth of thirteen letters offering advice and expounding on the teachings of Christ, this second letter was written not too long after the first. Paul wrote it due to the impression he got that the Thessalonicans needed an extra dose of his advice with regard to their community. Several themes are touched upon in this letter: suffering, work, and the end times. This letter, in conjunction with the first one, provide for Christians then and now, a great deal of information with regard to what will happen in the end times.It could be said to be a precursor to the book of Revelations, which goes into greater detail about the end times. Finally, the text reminds all Christians that, though our earthly life is terminal, we have the hope of living eternally with Christ. 1 Timothy The tenth of thirteen letters offering advice and expounding on the teachings of Christ, this letter is different in that it was geared toward on specific person rather than a whole community. Timothy was a protege of Paul’s, and was now the leader of a small Christian community that was going through difficult times.Written shortly after Paul was released from jail sometime around A. D. 63 to 65, the letter offered Timothy specific guidelines on how to organize and run the church, as well as offered various practical solutions with regard to believers developing stronger relationships among themselves, as well as with their leaders and the world at large. Thus, the ultimate theme of the text is that a church requires unity in order to survive and prosper. 2 Timothy The eleventh of thirteen letters offering advice and expounding on the teachings of Christ, this second letter to Timothy was written around A. D.66 to 67, when Paul was once again in a Roman prison. This time, however, it was clear he would die in that prison. As a result, many of the people who had suppo rted him had now turned away from him. This letter, then, is considered to be one of the last written by Paul. In it, he demonstrates his concern not just for Timothy, but also for the Christian churches overall. He offers encouragement to the faithful, discusses various teachings of Christ and events that will occur in the last days of time, and ends with him giving Timothy his assignment – to spread the word of God – and closing remarks. TitusThe twelfth of thirteen letters offering advice and expounding on the teachings of Christ, it was written to Titus by Paul sometime between A. D. 63 to 65, during his travels following his first release from prison. Titus was a protege of Paul, and had helped him start, organize, and lead several churches throughout the eastern half of the Roman Empire. The letter contains advice for Titus, who was now a young leader of a troubled church on the island of Crete. In it, Paul tells Titus to refute and ignore all false teachers, to work for the unity of his church, and to find good leaders for the church.It also provides guidelines for living a godly life, and emphasizes the power of faith with regarding to overcoming the problems of division and disharmony within the church. Finally, it puts forth the point that does who persevere in the face of difficulty will reap the benefits and rewards of their perseverance. Philemon The last of the thirteen letters offering advice and expounding on the teachings of Christ, it was written to Philemon by Paul between A. D. 60 and 62, while he was in prison. Philemon was a wealthy Christian who was part of the church at Colosse. One of his slaves – Onesimus – had run away from him.This same slave had come in contact with Paul while both were in a Roman prison. While there, Onesimus became a follower of Christ. After this, Paul decided to send the young man back to his former master, along with this letter asking for Philemon to forgive Onesimus. The hope Paul had was that Philemon would become a living example of the grace that all Christians receive through Christ. Thus, the text provides a riveting tale of the cost of asking for and granting forgiveness. It also demonstrates how important it is for Christians to realize they are all equal and acceptable in the eyes of Christ.Hebrews Hebrews is the first of eight additional letters within the New Testament. Written between A. D. 60 and 70, the author is not identified. Possible suggestions could be Paul, Barnabas, Luke, or Apollos. The purpose of the letter was to warn the early Jewish believers in and followers of Christ, who were suffering continual persecution, against reverting back to their Old Testament way of life. Throughout the letter, the author uses vivid illustrations from the Old Testament to demonstrate what God had done through Christ.There are strong emotional appeals to the Hebrews, the name initially used to refer to the Jews before they were called Israelites, to mai ntain the new covenant they had with Christ rather than revert back to the old one that had been made in the days of Noah, Abraham, and Jacob. These various connections and contrasts between the Old and New Testaments are meant to demonstrate the superiority of Christ and the new covenant made with him. Ultimately, the letter is meant to inspire all who read it to maintain their faith in Christ in all situations.James James is the second of eight additional letters within the New Testament. It is possible that this was the first book of the New Testament to have been written, sometime between A. D. 40 and 50. The letter was geared to the twelve tribes, and this could mean either the people of Israel that had now become followers of Christ or the church in a symbolic sense. It was meant to warn them against some of the habits they had developed which were undermining them: favoritism, slander, pride, the misuse of wealth, and impatience.The ultimate goal of the letter was to demonstr ate that, though one can believe in Christ, it is still possible to live the wrong way. However, it also shows that it is possible to turn belief in the right doctrine into right living. 1 Peter This first letter written by Peter is the third of eight additional letters within the New Testament. Composed sometime between A. D. 60 to 64, and geared to the Christians scattered throughout Asia Minor (modern Turkey), the letter was meant to encourage the early Christians in the face of the continual persecution they were facing.This persecution had scattered them, thus spreading their belief in Christ; however, some were beginning to feel abandoned by God. To understand why they would feel this way, the letter must be placed in its historical setting. When Christianity first emerged, the Roman government had allowed early Christians the same type of religious freedom they allowed the Jews. However, as tensions grew between Jewish and Christian beliefs, the tolerance for Christianity beg an decreasing. This decreased tolerance led to the Roman government’s persecution of Christians, including Peter, who endured imprisonment and beatings for his faith.Thus, the goal of the letter is to demonstrate how faith is tested through suffering, and can be strengthened by it. 2 Peter This second letter written by Peter is the fourth of eight additional letters within the New Testament. It was geared to the same people – Christians scattered throughout Asia Minor – and was written in Rome sometime between A. D. 64 and 68. This time, the purpose of the letter was to warn the people against false teachers that had begun to infiltrate various Christian communities.In doing so, Peter hoped that the warning would prevent the Christians from being taken in by the false teachings, and instead remain true and faithful to the word of God. Several key themes can be found throughout the letter: the need and importance of developing a Christian character, the importanc e of holding on to the truth, warnings against false teachers and prophets, and advice on how to live a life that is based on the return of Christ to Earth. 1 John The first of a series of letters written by John, who also wrote one of the four gospels, it is the fifth of eight additional letters within the New Testament.Written sometime in the A. D. 80s, when John was an old man, the letter was geared to a group of Christian communities near Ephesus. These communities were part of a springing up of Christian communities emerging after the first major wave of persecution Christians endured during the rule of the Roman Emperor Nero. Possibly the last surviving apostle, John wrote this to encourage these new Christian communities, and also as a sort of history and examination of the gains and losses of the early Christian church.Some of the themes covered in the letter include the following: the fact that God is the light and his followers must walk in that light to maintain a bond wi th him; loving your fellow man as Christ taught; having faith in the Son of God – Christ; and avoidance of anything that attempts to refute the teachings of God. He concludes by restating that Christians are the children of God, and that through Christ, we have an understanding of who God is and of the promise of eternal life he offers to those who believe in him. 2 JohnThe second of a series of letters written by John, it is the sixth of eight additional letters within the New Testament. It was most likely written shortly after the first letter, and was most likely meant to accompany the first letter. His goal in writing it was to help renew the commitment the Christians made to follow Christ by further exposure of false teachings, and to also encourage them to remain faithful to God. Thus, many of the themes covered in the first letter are touched on within this short follow-up letter.Also, it is something of a challenge to those who believe in God to make sure they are fir m in their faith. 3 John The last of a series of letters written by John, it is the seventh of eight additional letters within the New Testament. It was most likely written shortly after the second letter. However, unlike the first two geared to Christian communities in general, this letter is written specifically to Gaius, a friend of John’s. The letter served to commend Gaius for his faithful support of legitimate teachers, while warning him against the actions of a strong-minded leader by the name of Diotrephes.Again, many of the same themes touched on in the first letter are touched on in this letter. However, the primary focus is on walking in the light of God and living according to his teachings. Jude The last of eight additional letters, it was written by Jude, the half-brother of Jesus and full brother of James. Composed sometime around A. D. 65 or possibly earlier, Jude wrote it because he was concerned about the possibility of Christians being drawn to and taken in by the many false doctrines being put forth at the time.Therefore, he urged believes to maintain and fight for the Christian faith. Although brief, the letter provides direct warnings against turning away from God, while also touching on the many promises a life lived in the word of God can offer. Revelation The final book of the New Testament, and of the Bible as a whole, this was most likely written by John sometime around A. D. 90 to 96. The book went to the seven Christian communities located in Asia Minor, to warn them against letting go of their faith in Christ.It also reassured them of the ultimate victory of those who remain faithful over those who choose to live immorally. The text is considered to be apocalyptic narrative, due to its many prophecies. There is a great deal of imagery and symbolism, which are used to demonstrate how evil within the world will be replaced with the good and peacefulness of the kingdom of God. Thus, the ultimate message is that, ultimately, go od will defeat evil, and the world will revert back to what it had been before Adam and Eve committed the first sin.

Group Polarization

Group polarization is the tendency of the group to converge on more extreme solutions to a problem, as opposed to a decision made alone or independently. There is a phenomenon called the â€Å"risky shift† , it is an example of polarization; the risky shift occurs when the group decision is a riskier one than any of the group members would have made individually.This may result because individuals in a group sometimes do not feel as much responsibility and accountability for the actions of the group as they would if they were making the decision alone. The study of group polarization began with an unpublished 1961 Master’s thesis by MIT student James Stoner, who observed the so-called â€Å"risky shift†, meaning that a group’s decisions are riskier than the average of the individual decisions of members before the group met.Group polarization has been widely considered as a fundamental group decision-making process and was well-established, but remained no n-obvious and puzzling because its mechanisms were not fully understood. Mechanism Social comparison approaches, sometimes called interpersonal comparison, were based on social psychological views of self-perception and the drive of individuals to appear socially desirable. The second major mechanism is informational influence, which is also sometimes referred to as persuasive argument theory, or PAT.PAT holds that individual choices are determined by individuals weighing remembered pro and con arguments. These arguments are then applied to possible choices, and the most positive is selected. As a mechanism for polarization, group discussion shifts the weight of evidence as each individual exposes their pro and con arguments, giving each other new arguments and increasing the stock of pro arguments in favor of the group tendency, and con arguments against the group tendency.

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Consumer Law Master - Case Study Example These are the Trade Descriptions Act 1968 and Unfair Contract Terms Act. In order to critically discuss how consumer law can protect the interest of the consumer, it is essential to analyze the case study. Duck visited the showroom of Swan and looked at a television set priced at 500. He asked Swan about the set. Swan replied: "It's a beautiful model, never used, a snip at 500." In fact some of the internal wiring was not properly connected and the set had been switched on and used as a display unit in Swan's showroom for three days prior to Duck's visit. In this situation, and according to the Trade Descriptions Act, Swan is subject to the criminal offence as the one who has provided his consumer with misleading information. According to the Act, the description to the consumer may be given verbally or in the written form, thus there is no possibility for Swan to be justified on the basis of the information having been given in the oral form (Budnitz, 2004). The Act makes the verbal statement, including misleading information, an offence and thus it is a criminal action. ... However, there is also a question about what descriptions are to be supposed as trade under the act and is there any possibility for Swan to avoid penalty in this relation. The Act includes the following types of descriptions into the trade descriptions category: quantity, gauge or size of the goods; manufacture method; composition; performance, strength and fitness for purpose, which means that the goods should be mechanically sound and unbreakable, etc. In the situation described, it is clear that the misleading information provided by Swan, is included into the paragraph relating to the performance, strength of the TV set, and the fact that it must be mechanically sound. Thus, knowing the problem of the TV set and the wrong connections inside it, Swan has intentionally committed an offence and is subject to the penalties according to the Trade Descriptions Act 1968. As far as it is known that the statement made is false, it is also supposed to be a criminal offence under the Act, and as Swan is not a simple employee but is supposed to be a manager, he can be sued and subjected to these penalties, however the Act presupposes that any person guilty of intentional or unintentional mislead bears responsibility under the law. The maximum penalty is equal to 5,000 per offence. This penalty is provided by the Magistrates' Court; as for the crown Court, the fine size is unlimited, while the person guilty of misleading the customer may acqu ire up to two years of imprisonment. It is possible that Swan may lose his consumer credit license, but according to the situation described it is supposed that he does not have this license, having an agreement with Chicken-Credit Ltd,

How to Use Gold in Wind Turbine Case Study Example | Topics and Well Written Essays - 2000 words

How to Use Gold in Wind Turbine - Case Study Example This explains the re-emergence of wind power as a green and sustainable source of energy. The argument behind the re-emergence of wind powers source of energy cannot only be looked at in the context of milling rain or pumping of water as was the case in the past, but is all about the energy needs that have grown due to globalization and industrialization (Schmid and Klein 1990, p.17). Wind power is generally harnessed from wind in motion, which is transformed into energy with the help of a wind turbine. Blaabjerg and Chen (2006 p.1) note that wind turbine has been one of the fastest growing renewable energy technologies. Its development began in the 1980s with just some tens of kilowatts in terms of power rating to the current megawatts. Blaabjerg and Chen argue that in the past, production of wind power did not have a lot of impact in the system of power operation and control, but today it contributes a lot in energy supply since the level of power penetration is on the rapid increa se (Paraschivoiu 2002 p.45). In the beginning, the technology used in wind turbine was generally the squirrel-cage induction generators, which were directly being connected to the grid. During this time, there were no active controls of active power reactors. The parameters used for control has become necessary due to the increase in the power range for the wind turbines. Blaabjerg and Chen note that the introduction of power electronics has led to a change in the basic characteristics of the wind turbine from a source of energy to an active source of power. In recent times, many nations are making a rash toward the use of gold in the manufacture of the wind turbines. This paper will discuss the main parts that make up a wind turbine and their functions. The paper will also discuss the choice of materials that are used in the manufacture of the major parts and where gold as a raw material is used under the current design and where it can be used. Main Parts Of A Wind Turbine And The ir Functions Ancona and Mc Veigh (2001 p.1) note that wind turbines usually come in a varying sizes and configurations, built from different materials. The wind turbine consists of four main parts; the rotor which has wing-shaped blades connected to a hub; a nacelle which holds a drivetrain consisting of a gearbox, support bearing, connecting shaft, the generator and the machinery; a tower; and the electrical equipment mounted on the ground Ancona and Mc Veigh (2001 p.3). Turbine Rotor Blade The turbine rotor is the part that coverts the alternating wind energy into a mechanical energy, which is then converted into electrical energy via a generator, which is then moved to the grid with the help of a transformer and lines of transmission. Within the wind turbine there exists a blade aerodynamically designed that captures the wind power and converts it to rotating mechanical energy. Blaabjerg and Chen (2006 p.3) note that the number of blades that make the rotor may vary. The speed of rotation usually decreases with an increase in the radius of the blades. For instance, for a wind turbine of megawatt range, the speed of rotation ranges between 10-15 rpm. The blades exist in different sizes from about 34 to 55 meters. The rotor blades are made of materials such as carbon fiber, balsa wood, and fiberglass with high tensile ratio. The materials are usually modeled to form airfoils that

19th Century that Deals with Fashion, the Body, Beauty Ideals or Essay

19th Century that Deals with Fashion, the Body, Beauty Ideals or Advertisements - Essay Example The 16th and the 17th century witnessed the reimbursement of clothing by the extrinsic authorities.Clothing is known to be one of the key factors with the help of which the identity of an individual could easily be interpreted and it also signaled one's class or membership in the society. With years passing by, the fashion industry gave rise to a number of laws on clothing and apparel in order to preserve class or gender distinctions. The clothing of the time by the decade had concluded that the gender distinctions in fashion expression were quite overstated. Even though, the fashion for women would be more precisely delineated as loud and flamboyant rather than practical and realistic, there has been a dissimilarity which in itself asserted to evidently tell apart from the male gender.As Wahrman noticed, towards the conclusion of the eighteenth epoch, there cropped up a deep-seated transformation in the notions and norms of self as well as personal identity (Wahrman, 2006). This was probably an abrupt transformation which was no scarce of a revolution in the comprehension of self-hood as well as of the individuality classifications inclusive of the race, gender, and class. This change had been comprehensive of a fascinating assortment of the cultural evidence from the eighteenth century realms where the notions of the self which are expressed as the ancient regime of identity. However, it appears weird and incomprehensible to the present day acquirers. The analysis of how this unusual world came to an instant conclusion where the far-reaching consequences of that transformation were a subject of examination. This incognizant cultural rebellion set the sight for the range of new departures which had indicated the onset of Western novelty. All in all, the modern idea of the self originated from the end of the eighteenth century. With the advent of the 19th century, new elements marked their presence in the fashion arena. With improvised approaches of travel, the social order has become more restless and keen of riding in to the world with tremendously new techniques and trends. The fashionable women conceded full trunks, for the reason that it was not well thought-out the thing to put on the gown for consecutively two times. The influence of national characteristics had been degraded since about 1675, however, became internationally acclaimed by the arrival of the 19th century (Homepage, 2005). in the early on of the 19th epoch, the dresses worn by the women continued to reflect the trends and styles which were initiated by the French. These were allegedly supported upon the classically traditional dresses of the ancient Greece where ladies were dressed in loose-fitted, draped as well as high-waisted apparels in white colors. Overdresses included three quarter-length apparels from a warmer fabric which inclu ded a variety of shawls, pelisses as well as redingotes (Homepage, 2005). Subsequently, more color was brought back at an even more natural gradation where fullers, short-length skirts and large brimmed hats or bonnets became a norm. 2. The art of Beauty The ideal of a perfect human body is the consequence of culture that comprises of the religious functions, economy, advertisements as well as other factors. Beauty can not be defined as an immanent or objective quality of things, for the reason that every age, place as well as social class that

Land Law Assessed Coursework Essay Example | Topics and Well Written Essays - 1500 words

Land Law Assessed Coursework - Essay Example Firstly, he noticed Eve leading several goats into the garden of The Hollies. Simon told her that he was now the owner and that she had to remove the goats, but she produced a document described as a deed dated 1988 granting Eve the right to graze goats in the garden â€Å"for the rest of her life†. Secondly, he discovered that he couldn’t get into one of the outhouses. Simon had visited the property before buying and recalled glancing into the outhouse and seeing a man (Adam) working on a lathe. Simon asked him what he was doing there and Adam replied â€Å"give me a minute mate, this bit is very tricky†. Simon hung around for a minute or two, but then left to continue his inspection of The Hollies. However, now that Simon has purchased the property, he is aghast to see that Adam arrives in his van at 8:00 am every weekday morning to begin work in the outhouse claiming that he has a right to do so. Simon asked for evidence and was shown a document granting Adam exclusive possession of the outhouse for 5 years at  £50 per month. The document was dated 1st January 2008 and had been signed by both Adam and the previous owner, Luke. However, there was a gap on the document where their signatures should have been witnessed. Finally, Peter, Luke’s former partner arrived at The Hollies claiming that he has an interest in the property. It transpires that Peter and Luke separated several months ago and Peter has been on an extended holiday since the break-up. Apparently, Luke bought the property originally and put it in his sole name for ‘tax reasons’. Peter always understood that the reality was that they owned the property between them and as such, Peter ensured that he paid all of the bills enabling Luke to meet the mortgage repayments. Simon told Peter that he’d had a good look around the property before buying and didn’t recall seeing any evidence of

Bounce height when a ball is dropped Essay Example for Free

Bounce height when a ball is dropped Essay There maybe the odd factor of staying away from units and corners of tables as you could have a nasty head accident since you could be leaning down to record the results of the bounce height. But I am almost certain that nothing serious can happen unless stupid behaviour occurs. Items During this investigation some items will be needed in order to perform the experiment efficiently and easily as possible. Here is a list of the main items being used throughout the investigation: Metre ruler stick Ball of some type   Pencil and paper to record results Plan cont. Now with the basic outline of the plan sorted all we have to is sort out the variable I will change during the investigation in order to find the best results to conclude my prediction or theory. Here is the list of recordings I will use for the investigation: Height (m)   We felt these would be the right amount of results and would give us a wide range of results good enough to prove and test my prediction or theory and be satisfactory enough for our targets. One more factor we had to consider is how we would make the recordings. Of course all you had to do was drop a ball from a certain height and then see how high it bounces back up again, then work out the energy factors involved, but we were faced with another problem. We had to work out, since it was a rounded tennis ball (a sphere), where we would make the recordings from. We had three options to choose from: the top of the ball, the centre of the ball or the bottom of the ball. After a short discussion we decided to use the bottom of the ball as it would be easier for us to calculate the bounce height and drop height. While doing this a partner would then record the results onto paper while the other performed the experiment. Last of all we had to decide how many times we were going to repeat the experiment. Since we had a good range of recordings, we decided to repeat the experiment six times at each height and therefore leaving us with a nice set of results along with a good average result. We also felt that it was enough to perform this investigation properly with a good set of results. Since we had already done the experiment three times (preliminary work), we only had another three set of results to do. But little did we know that we were not allowed to include our preliminary work with our results and therefore only had three sets of results. Results Height (m) Exp 1 (cm) Exp 2 (cm) Exp 3(cm) Average (1dp) Height (m) Engy Conv 1 (%) Engy Conv 2 (%) Engy Conv 3 (%) Average (1dp) 0Key (m) = metres Exp = Experiment (cm) = centimetres (1dp) = 1 decimal place Engy Conv = Energy Conversion (%) = Percent Conclusion Now from the results you can definitely see many factors that need to be taken into consideration. You can patterns occurring and also see where mistakes were made and need to be fixed. First of all I am reasonably happy with the results except maybe a few values, but then again nothing is perfect and without mistakes, it makes your evaluation shorter. You can see from the first set of results from the first table that there is a wide range of results, enough to perform this investigation. But then once you work out the energy conversions you can see a pattern occurring throughout the table, except for a few values. These values are from Experiment 1 Height 1. 6m, Experiment 2 Height 1. 6m and the first few values in Experiment 3. Now these mistakes can easily be made due to they are recorded by the naked eye and therefore and not all perfect by any point. But since there only a few extreme values, you can cancel them out and take the rest of the appropriate data to create many patterns. For instance in table one you can see from the averages column that the height two of the ball is about twice as great each time you increase the height by 20cm. For example, at 1. 0m, the average is 54. 3cm, then at 1. 2m, the average is 64. 3cm; therefore making a 10cm increase in drop height 2 when you increase the height 1 by 20cm. This means that it loses about half its potential energy from its original drop height. About a 50% energy conversion. In table 2, the energy conversion table, you can also see a regular pattern occurring. But this time its not through the averages as much, but per column. You can see that the energy conversion from a certain start point (0. 2m) gradually increases to another certain point (around 1. 4m) then begins to decrease again. It is a gradual decrease but you can still see that the average energy conversions all stay around 50% which therefore shows you once again, that the potential energy loss is about 50% each time from drop height 1 to drop height 2. Evaluation During this investigation I manage to find many errors and corrections in which needed to be fixed and found much room for improvement in which would benefit the experiment if it was to be performed again. I felt that the experiment did go well in many ways, but then again, improvements can be made from place to place. One thing I would definitely change is the amount of experiments made for the experiment. After I have done my first three experiments I then was told that they are for the preliminary work and therefore couldnt use them in my official experiment and report. This is a shame, because I would liked to of added them to my report as it would have given me a wider range of results. But due to lack of time I was un-able to do this and therefore time was against me. Nevertheless I carried on with the time I was given and managed to produce three separate experiments and put them into tables. You can see from the results, that there is the odd value or values out of place, due to the fact that the figure is different to what it should be. This basically means that the naked eye is not always the best option to use for this experiment. To perform this experiment with the utter most perfection, a machine or tool of some type could be used to record the exact height of both height 1 and 2 to perfection. With this you know your results are done properly and no major mistakes were made. Luckily since I had enough results, I could spot where mistakes were made in judging the height 2 of the ball and therefore you can count them as extreme values but mistakes are always going to be made by accident. Therefore there is not much we could have done to have changed this factor. Another thing I would have liked to have done is to have tried to record the exact mass of the tennis ball, with doing this I can work out Potential and Kinetic Energy at each height and worked out the Potential Energy Loss per result. With this I could have produced more figures in my report which could have supported my prediction with more facts. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section.

A Strategy To Align Organization And Environment Essay Example for Free

A Strategy To Align Organization And Environment Essay This paper analyzes the term ‘strategic fit’ exactly means, types of strategic fit, necessities to focus on strategic fit, and most importantly how well an organization can align its resources capabilities with the opportunities that exist in the external environment so as to achieve peak performance in the business. Strategy of Nestle as an example to discuss how far it is true that effective strategic fit ensures organization’s resources capabilities and what the environment exactly needs from it. Key Words Strategic, Fit, Strategy, Resource, Capabilities, Opportunities, Environment, Business Introduction It should be recognized that any strategy or management style is appropriate only in a particular set of circumstances. Strategic fit enables an organization to operate in its particular competitive situation at peak effectiveness. It expresses the degree to which an organization is matching its resources and capabilities with the opportunities in the external environment. The matching takes place through strategy and it is therefore vital that the company have the actual resources and capabilities to execute and support the strategy. Meaning of Strategic Fit The contingency theorist’s argument that performance outcomes are maximized when a firm achieves an alignment or â€Å"fit† between a firm’s external environment, its internal factors and its strategy has been well established in the literature (Burns Stalker 1967; Lawrence Lorsch 1967; Keats Hitt, 1988). Nadler and Tushman (1979) theorized that the greater the total degree of congruence or fit between the various components, the more effective will be the organization, leading to higher levels of goal attainment, utilization of resources, and adaptation. Need for Strategic Fit Strategic fit is a quest to align the organization’s operation with the needs of the market. It also involves identification of the opportunities and the action to capitalize on the opportunities. Strategic fit can be used actively to evaluate the current strategic situation of a company as well as opportunities such as MA and divestitures of organizational divisions. Strategic fit is related to the Resource-based view of the firm which suggests that the key to profitability is not only through positioning and industry selection but rather through an internal focus which seeks to utilize the unique characteristics of the company’s portfolio of resources and capabilities. Resources s Capabilities A unique combination of resources and capabilities can eventually be developed into a competitive advantage which the company can profit from. However, it is important to differentiate between resources and capabilities. Resources relate to the inputs to production owned by the company, whereas capabilities describe the accumulation of learning the company possesses. Types of Resources Resources can be classified as tangible resources and intangible resources. Tangible Resources The term tangible means capable of being touched, real or actual, rather than imaginary or visionary, definite; not vague or elusive, having actual physical existence, as real estate or chattels, and therefore capable of being assigned a value in monetary terms. Financial (Cash, securities) †¢ Physical (Location, plant, machinery) are some of the tangible resources Intangible Resources Resources that are not physical in nature are said to be Intangible resources. Corporate intellectual property (items such as patents, trademarks, copyrights, business methodologies), goodwill and brand recognition are all common intangible resources in business point of view. An intangible resource can be classified as either indefinite o r definite depending on the specifics of that resource. A company brand name is considered to be an indefinite resource, as it stays with the company as long as the company continues operations. However, if a company enters a legal agreement to operate under another companys patent, with no plans of extending the agreement, it would have a limited life and would be classified as a definite resource. †¢ Technology (Patents, copyrights) †¢ Human resources †¢ Reputation (Brands) †¢ Culture, are some of the intangible resources. Capabilities Capabilities are what a firm does, and represents the firm’s capacity to deploy resources that have been purposely integrated to achieve the desired end state. Capabilities become important when they are combined in unique combinations which create core competencies which have strategic value and can lead to competitive advantage. Capabilities needed for strategic fit are 1. Coordination 2. Commitment 3. Competence (technology, management and leadership) 4. Communication 5. Creativity 6. Capacity management (allocation of resources) Benefits of Strategic Fit The extent to which the activities of a single organization or of organizations working in partnership complement each other in such a way as to contribute to competitive advantage. The benefits of good strategic fit include cost reduction, due to economies of scale, and the transfer of knowledge and skills (technological expertise, managerial know how), use of common brand name. The success of a merger, joint venture, or strategic alliance may be affected by the degree of strategic fit between the organizations involved. Similarly, the strategic fit of one organization with another is often a factor in decisions about acquisitions, mergers, diversification, or divestment. Types of Strategic Fit 1. Market related fit 2. Operating fit 3. Management fit Market Related Fit Market related fit arises when value chains of different businesses overlap so that the products can be used by same customers, marketed and promoted in similar ways, distributed through common dealers and retailers.

Education for Sustainable Development

Education for Sustainable Development A sustainable society is one that is far-seeing enough, flexible enough, and wise enough not to undermine either its physical or its social systems of support. (Donella Meadows) What should people learn? And how could they be taught? There is no real shortage of curriculum materials, lesson plans, and classroom activities for teachers wishing to educate for sustainable development. This section makes reference to a sample of the resources on the internet that embody its recommendations. It aims to provide some anchor points that should enable teachers to evaluate such material, use it more constructively, and increasingly plan and produce their own materials based on the needs of their pupils and community. Overcoming nature and society dualism (science and ICT) Modern societies alienated people from the rest of nature as industrialization and urbanization separated them from the land. One cause of this alienation is the division of academic knowledge (and school subjects) into those concerned with the natural world (the natural sciences) and those concerned with the social world (the social sciences). Such dualism encourages the belief that the bio-physical world of ecological relations is separate from society and social relations. Our own bodies and everything that surrounds them (the environment) is the product of both ecological and social relations and processes. Indeed everything can be regarded as natural or nature in that there is nothing un-natural about people. Such a philosophical diversion is relevant because primary schools have long celebrated a nature separate from society. The nature walk, the nature table, the science lesson, the assembly, too often suggest that nature is something separate from society to be contacted, experienced, investigated and manipulated, or worshipped. While mainstream primary education has been guilty of such dualism it is also a feature of progressivism. By suggesting children should be educated according to nature progressive educators idealized or romanticized a nature outside society and similar ideas are current today amongst those environmental educators who advocate ecological or earth education. The challenge of sustainability is to reconnect the development or evolution of the bio-physical and social worlds with appropriate technology governed by appropriate ethics, laws, institutions and ideas. This requires a primary curriculum that integrates knowledge and school subjects so that pupils can study science and technology in a social context. Basic ecology, ecological limits and ecological footprints Childrens awareness of ecological limits is perhaps best developed by practical experience of growing crops or talking to gardeners and farmers. There is a limit to the food, fiber or energy crops that can be grown on a fixed area of land and attempts to increase yields by removing limiting factors (as with artificial fertilizers) may have unintended consequences. Similarly children are likely to understand limits on the use of renewable resources (e.g. over-fishing) through the use of simple simulation games or the analogy to savings in the bank. Living on interest is sustainable but living on capital is not. Modern lifestyles depend on fossil fuels and productive land and water throughout the world that produces the resources we consume and treats our waste. Our ecological footprint is the area of land and water required for the sustainable production of all the ecological resources and services that enable us to live in the way we do with particular forms of technology and a particular standard of living. The ecological footprint of the average US citizen is over twelve times larger than that of the average Indian. Other example: watering the plants by flooding and Injection method. 4.2 Pedagogy a) Related disciplinary holistic (Holistic Content) Holism (from Holos, a Greek word meaning all, whole, and entire, total) is the idea that all the properties of a given system (physical, biological, chemical, social, economic, mental, linguistic, etc.) cannot be determined or explained by its component parts alone. Instead, the system as a whole determines in an important way how the parts behave. Holistic education is a philosophy of education based on the premise (logic) that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to humanitarian values such as compassion and peace. Holistic education aims to call forth from people an intrinsic reverence (honor or respect) for life and a passionate love of learning. Robin Ann Martin (2003) describes this further by stating, At its most general level, what distinguishes holistic education from other forms of education are its goals, its attention to experiential learning, and the significance that it places on relationships and primary human values within the learning environment. The key pedagogical goal is to help students intellectually understand and solve problems. Managing sustainable requires students to develop passion for sustainability. Passion for sustainability can be taught using a holistic pedagogy that integrates physical and emotional or spiritual learning. A prototype course design on managing with passion for sustainability is suggested. b) Values driven Values are also an integral part of ESD. In other cultures, however, even if values are not taught overtly, they are modeled, explained, analyzed, or discussed i.e. flexibility. In both situations, understanding values is an essential part of understanding your own worldview and other peoples viewpoints. Understanding your own values, the values of the society you live in, and the values of others around the world is a central part of educating for a sustainable future. Two common techniques are useful to the values component of ESD Values clarification values analysis In ESD, values have different roles in the curriculum. In some ESD efforts, pupils adopt certain values as a direct result of instruction or modeling of accepted values. In other cultures, studying the relationship between society and the environment leads pupils to adopt values derived from their studies. Three types of values are very important and those are Curiosity values Shared values Content values Objectives of values can be summarized as To develop an understanding of values in education strategies To consider the relation between values and personal behavior affecting the achievement of sustainable futures To develop skills for using values clarification and values analysis in teaching To reflect on your futures awareness, commitment and actions c) Critical Thinking and problem solving Education systems everywhere will need to include a focus on the causes, consequences and solutions to climate change, if the necessary changes in society are to be effected in time. Addressing the causes and the consequences of climate change requires content and methodologies that will build capacity in society for Mitigation (relief) Adaptation (Variable adjustment) Transformability (Applied to function) More over following points are notable, All levels and forms of existing educational and teaching and learning programmes need to be reviewed and re-oriented to address the causes and consequences of climate change. Climate change requires educators to include new content into education, training and public awareness programmes. Creativity, problem solving and social transformation skills need to be developed. Positive, participatory action and solution-centered approaches to education and learning need to be developed. d) Multi-method (word art, drama, debate, life experiences. LINKING ENVIRONMENT AND DEVELOPMENT The multi-method approach is necessary because we need To link environment and development by exploring the global implications of weakening ecological webs To study the phenomenon of deforestation (as an example of non-systematic thinking): its causes and effects To consider the web of factors leading to activities which cause deforestation To reflect on the different roles involved in the making of decisions about activities with significant environmental impacts (such as logging, mining etc) Examples of Issues for Multi-method: Deforestation, Green House Gases, Health, Recycling, Luxuries, Promoting simple life, Deforestation, Tissue paper, Sewage water vegetation, Professional exposure to Pollution, Energy storage and sustainability (Mobile battery, UPS, Black leather etc) and health problems. Solar Cell sustainability etc SESSION 3: CLIMATE CHANGE Aims To explore the science of climate change To increase participants knowledge and understanding of the commonly used terms and figures used in discussions about climate change To highlight the major challenges involved in combating climate change To highlight climate change as a global justice issue To brainstorm positive responses to the challenges of climate change. Session Outline Energizer PowerPoint presentation Group discussion Mind-map drawing Materials Needed à ¢Ã¢â€š ¬Ã‚ ¢ Power Point presentation, Climate Change: The Numbers à ¢Ã¢â€š ¬Ã‚ ¢ Numbers from the presentation written on separate scraps of paper à ¢Ã¢â€š ¬Ã‚ ¢ Flipchart paper à ¢Ã¢â€š ¬Ã‚ ¢ Markers à ¢Ã¢â€š ¬Ã‚ ¢ Blu-tac (pressure-sensitive adhesive, commonly used to attach papers to walls or other surfaces) à ¢Ã¢â€š ¬Ã‚ ¢ Post-it notes à ¢Ã¢â€š ¬Ã‚ ¢ Laptop and data projector à ¢Ã¢â€š ¬Ã‚ ¢ Broadband connection (for closing activity only) à ¢Ã¢â€š ¬Ã‚ ¢ For Alternative World Cafà © Activity you will need tables, chairs, paper tablecloths, crayons, post-its, flipchart paper, markers- and coffee! ACTIVITIES Suggested Warm-Up exercise: Outrageous Lies (non conventional lies) There is a lot of misinformation about climate change in the media, sometimes even there are outrageous lies! This exercise encourages participants to think creatively and will warm them up to contribute their guesses to the slide show. à ¢Ã¢â€š ¬Ã‚ ¢ Divide the participants into smaller groups of 4-5 à ¢Ã¢â€š ¬Ã‚ ¢ Give them each an ordinary object such as a stick, a glass, a piece of chalk. à ¢Ã¢â€š ¬Ã‚ ¢ Each person in the group must talk about the object for one full minute before passing it to the next person. à ¢Ã¢â€š ¬Ã‚ ¢ When this is finished, bring the whole group back together. à ¢Ã¢â€š ¬Ã‚ ¢ Have a selection of objects, including the ones used in the smaller groups. à ¢Ã¢â€š ¬Ã‚ ¢ Invite the participants to pick any one object and tell an outrageous lie about it. They may be slow to start but once they get going they will have fun linking their lies about the objects together. à ¢Ã¢â€š ¬Ã‚ ¢ Keep going until you feel the group has warmed up. Activity 1: Climate Change: the Numbers The presentation is intended to make the science of climate change more accessible and understandable. It comprises a series of numbers that have a specific relevance to climate change. It begins with an image of a confused-looking George Bush, signifying the confusion that many of us feel when confronted with the jargon (meaningless talk or writing) and statistics of climate science. This confusion can lead to inaction so it is important to have a basic scientific understanding of climate change. Our learning should also be accompanied by a critical appraisal (decision analysis) of the sources of information on the issues. 1. Hand out the scraps of paper with the numbers written on them to participants. (Make 2 or 3 copies of each number if your group is larger.) Explain that the presentation will be based on all the numbers that the participants have. They could be measurements of time, of greenhouse gases, they could be dates or deadlines. The purpose of this is to involve the participants in the presentation and to make the facts more memorable. 2. Ask them to think about the special number they have received. What might it signify? How might it be relevant to climate change? 3. The slides move from historical reasons for climate change through to current challenges, carbon emission limits and deadlines. As you go through the slides ask for suggestions for what each number might be. (They will probably have no idea at first but gain in confidence as the presentation proceeds.) 4. The presentation finishes with a different US President- Barrack Obama and his positive yes we can mantra (spiritual transformation). This leads to the next activity. 5. Before moving to the next activity finish the presentation by asking for feedback from participants. What facts did they know before? What was new? What was most surprising/ troubling/outraging? Activity 2: Brainstorm in groups It is important not to feel overwhelmed by the enormity of the challenge of climate change. ESD empowers learners to take action on issues they feel are important. 1. Ask the group to form smaller groups of 3-4. 2. Give each group a flipchart page, markers. 3. Ask each group to create a mind-map the theme of Yes we can! or positive responses to the challenge of climate change. Ask them to think about what changes they can make to their own lives to respond to the issues about which they have just learned. 4. When they are finished ask each group to feedback to the whole group and post the mind-maps on the wall as a continual reminder. Mind-maps: A diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea. Activity 2: Alternative Activity Mini World Cafà © conversation on adaptation for and mitigation against climate change. (This will take at least an hour and a half.) The aim of World Cafà © is to make the most of the collective knowledge and ideas of the people in the group. The group talks at their tables about the issue, responding to one or two well-thought-out questions. 1. Form groups of four. 2. Rearrange the tables in the room to create table clusters, as in a cafà ©. 3. Place a flipchart paper on each table along with some markers and crayons (stick of colored wax, charcoal, chalk, or other materials used for writing) and post-it notes. 4. Briefly explain the World Cafà © concept. (Through both our research and the decade of practice that followed its emergence, we have come to view the World Cafà © as a conversational process based on a set of integrated design principles that reveal a deeper living network pattern through which we co-evolve our collective future) 5. Ask for one person in each group to volunteer to be a table host. A table host stays at their table and welcomes new people to it. The other members of the group are ambassadors and will move from table to table. 6. Before starting clarifies the question with the group to make sure everyone understands it. Have a question prepared that is relevant to your group. E.g. How can we as M.A Education students in UE and affiliated Colleges Schools raise awareness among our peers of climate change? What are the first steps we must take to make a change? How do we proceed from here? 7. When everyone is clear about the question and the process, begin the first 20 minutes of conversation. Give the group notice 5 minutes from the end of the first round. Give them 5 minutes break and then start the second round. 8. After every round the ambassadors are asked to leave their conversation and move to any other table to join in the discussion there or start a new discussion. 9. All the time the ambassadors and/or table hosts must record the conversations on the flip chart paper. Key ideas or moments of inspiration can be captured on the post it notes and stuck on the wall for everyone to see. 10. Do this 3 times if possible. In the 3rd round ask the groups, whatever back to the whole group. 11. Give 15 minutes at the end for this feedback and discussion. 12. If possible pick out points from the feedback that could become actions. Assign responsibility for those actions to group members. Table they are at, to summaries the discussion at that table into some key points. These will be posted on the wall and fed e) Participatory decision making Some experts have argued that links between sustainable development and gender pertain primarily in traditional contexts and at the local level, while major (global) environmental threats have little connection with gender relations and equality. However, this argument may partially stem from a lack of research and data on the links between gender equality and sustainable development at the global level. For example, two of the main global environmental threats that face us today are the depletion of the ozone layer and climate change. Both of these threats stem largely from consumption and production patterns related to industrialization and the dominant processes of economic globalization. Change requires reexamining the ways in which trade, industry, development and other economic policies are pursued. In this sense, global environmental threats are a question of macroeconomic policies and governance. Other Gender Briefs in this series have demonstrated that enhancing attention to gender equality will bring greater accountability and focus on social justice. While more research is required to determine the precise nature of this link, it can be argued that greater gender equality in decision making positions and the adoption of social justice criteria for macroeconomic policy will also enhance attention to sustainable development, including a sustainable global environment. The goal regarding sustainable environment and development policy is therefore: *Closer investigation of the links between policy that promotes sustainable environmental development and policy that promotes gender equality; and using these links as the basis for promoting a more sustainable development agenda, in both human and environmental terms* Progress towards the above goals can also be aided by promoting equal participation of men and women in the highest environmental, macroeconomic and development policy-making positions. f) Locally relevant; Global Issues, Languages and Culture The Maldives is an archipelago of 1,200 islands of which 200 are inhabited. In the past, the Maldives had been exposed to moderate levels of natural disasters and had an ad hoc emergency response system until the tsunami of 2004. The Indian Ocean Tsunami of 26 December 2004, the worst natural disaster in the history of the Maldives, affected the entire country. All but nine islands were flooded and 13 islands were totally evacuated. The disaster claimed 82 lives, left 26 people missing and displaced over 15,000 people (about 5.5 per cent of the population). In line with the national disaster preparedness policies, the Ministry of Education of Maldives aims to establish a disaster preparedness policy for island schools. Schools as Gateways for Education for Natural Disaster Preparedness The Maldives has a young population; close to 45 per cent of the population is less than 18 years old with a great majority enrolled in schools. According to the 2005 official statistics, there were 102,073 students enrolled in 334 schools across the Maldives and 5,616 teachers teaching students in those schools. Thus, more than 40 per cent of the total population (270,101) is directly engaged in the schools on any given school day. In addition, schools have a strong bond with the community through the active engagement of the Parent-Teacher Associations (PTAs) in school affairs. Moreover, with the very limited public infrastructure on the islands, schools are not only a place for the students: they also serve as the islands multi-purpose convention centers where community activities, meetings and public events are held. Identifying Priorities Initial consultative meetings were held with the officials of the Ministry of Education. It was decided that the first step towards disaster preparedness education through schools would be to formulate a disaster preparedness policy for schools. Lessons Learned A low probability of hazard occurrence yet high vulnerability due to the geographical, topographical and socio-economic factors of the islands exposes the Maldives to a moderate level of risk overall. Hence, it is critical that specific policies and measures are implemented to reduce the level of vulnerability in order to avoid a disproportionate scale of losses and damage. The most important lesson learned from the consultations and feedback for material development was that education for disaster preparedness is an endless process that requires a constant collaborative effort from all parties concerned. The project team had discussions with officials from the government sector, NGOs, island chiefs, school administrators and teachers. Meetings at the islands were conducted in a relaxed environment at a time and a place convenient to the respondents. Maldivian have strong religious faith. This may be the reason why some respondents argued that a natural disaster is an act of God and however much we try, we cannot prepare for it. It was difficult to convince them that in preparing for disasters, people may be acting with the will of God rather than against it. Others are still in denial of disasters and believe that a large-scale disaster such as the tsunami will not happen again. Thus, educational initiatives should address not only how people should prepare for natural disasters but also why they should be prepared for them. 4.3 Schools and Learning a) Co-Learning Self Learning Together The learning involves knowledge, skills, attitudes and habits of mind that make it possible to live with in nature. Develop a shared understating of sustainability and Education for Sustainability (EfS) with in institutional community Provide a shared professional development experience to develop a shared vocabulary and understanding that can be used to create change Lead change in curriculum and instruction by developing units Provide professional development as per indicators Encouragement and support to student -led initiatives CelebrateWhat is EfS Quote Social Links b) The Learning Classroom-Action Steps In the learning classroom, curriculum and instructional methodologies produce authentic and engaged learning. Document and map the Operational curriculum for the whole school/district Design/document units using assessment tools Map the vertical and lateral operating curriculum and assessments on a web based curriculum mapping or curriculum documentation tool Continuously read the feedback and improve practices overtime Fully integrate the EfS Standards and performance indicators in to the curriculum Scope and Sequence in the appropriate disciplines and grade levels Integrate the physical plant changes directly in to curricular innovations Celebrate c) Schools that Learn-Action Steps Collaboratively develop a strategic plan for EfS with goals, measurable indicators and timelines Align performance assessment and incentives with the strategic plan Dedicate and align time, resources, funding and deeper professional development (for example: Content, Instruction, Curriculum development and assessment) to the strategic plan Communicate the strategic plan to whole school community and set expectations Develop participatory and leadership vision Sustain vertical and lateral curriculum integration along with organized learning assessment Reflective journal Celebrate d) Communities that Learn-Action step Identify develop authentic learning opportunities for students in the community. Identify develop relationships with the key stakeholders as resources to the school/district. Identify community needs and develop the way a school can be an authentic resource to other schools to the community. Identify develop authentic ways for sustainability Monitor the success Celebrate e) Physical Plant, Procurement and Investments-Action Steps: Conduct a baseline assessment of building materials, maintenance products and how the school community travels to and from schools. Set goals to source locally or regionally, reclaimed or recycled sustainably harvested, non toxic materials. Set goals to increase the mode of sustainable mode of transportation. Track progress overtime Ensure reuse and recycling of materials as a fundamental function in school environment Conduct an energy audit and take steps to promote renewable resources of energy Promote institutional farming/relationship for food etc. avoid packaging Celebrate 4.4 Whole School Approach for ESD Action Learning in ESD A whole-school approach to ESD calls for sustainable development to be integrated throughout the formal sector curriculum in a holistic manner, rather than being taught on a stand alone basis.  This philosophy supports the notion that ESD is education for sustainable development rather than education about sustainable development.  In practice, this approach means that a school will incorporate teaching and learning for sustainable development not only through aspects of the curriculum, but also through sustainable school operations such as integrated governance, stakeholder and community involvement, long-term planning, and sustainability monitoring and evaluation.  Whole-school approaches also advocate for active and participatory learning, a hallmark of ESD, and call for the entire school, including students, educators and administrators, to be actively engaged in working towards a sustainable school with ESD fully integrated into the curriculum as the driving factor. Statements of Different Countries about Decade of ESD: UNESCO: ESD should be interdisciplinary, holistic and participatory, with learning for sustainable development embedded in the whole curriculum, not as a separate subject Australia: A cross-disciplinary studies and integration of sustainable development in key learning areas that provide opportunities for participation and action   Finland: Sustainable development must be included in all subjects and that the entire operational culture of a school must support learning for sustainable development   The United Kingdom: The integration of sustainable development throughout the curriculum and through the management and operations of school facilities, such as transport, food and buildings These approaches provide students, teachers, and other staff members with opportunities to be active participants in the learning process. The whole-school approach: from pilot projects to systemic change  : An example of a successful pilot project is the Australian Sustainable Schools Initiative (AuSSI), which is a partnership between the Australian Government, States and Territories that aims to support schools and their communities in becoming sustainable through a whole-system and whole-school approach to sustainability.  AuSSI promotes the active engagement of stakeholders in programme development and management, including students, teachers, administrators, and communities.  AuSSI started as a pilot initiative in 2001 and recently received government endorsement to expand and consolidate beyond the pilot stage in several States and Territories.  Over 2,000 schools now participate in the Initiative, providing a potential model for other jurisdictions on how to expand beyond the pilot stage.    The International Eco-Schools Programme also takes a holistic, participatory approach to learning for sustainability.  The aim of the Programme is to engage students through classroom study, school and community action to raise their awareness of sustainable development issues.  Eco-Schools provide an integrated system for the environmental management of schools and involve all stakeholders in this process.  After a period of participation, each school participating in the Programme is assessed; successful schools are awarded a Green Flag, a recognized eco-label for environmental education and performance.  Initially a European programme, Eco-Schools are now represented in almost all European Union Member States, various countries in Central and Eastern Europe, and some pilot projects in Japan and other parts of the world.   Key challenges and opportunities   Time and resource constraints are identified by teachers and school administrators as common barriers to ESD implementation. Leadership challenges from local government authorities and a consequent lack of institutional support for implementation of ESD in schools. Studies show gaps in appropriate pedagogy and curriculum development in teacher training, the absence of a positive vision, and a general lack of conviction that individual teacher efforts will really make a difference.   A whole-school approach to ESD presents a significant opportunity for the formal education sector.  Not only can it enhance the environmental performance of schools as institutions, but it can raise the quality of education and build a more sustainable future by imparting the values and tools that todays children and youth will need to build and maintain more sustainable societies.  Commitment to change is required from all stakeholders, from grassroots activists to educators to policymakers.  Only by working together at all levels can we ensure that ESD moves beyond the realm of pilot projects and individual case studies to a more system-wide catalyst for change. 4.6 Excursions, School trips and SWOT analysis for ESD It can be used to gauge the degree of fit between the organizations strategies and its environment, and to suggest ways in which the organization can profit from strengths and opportunities and shield itself against weaknesses and threats (Adams, 2005). However, SWOT has come under criticism recently. Because it is so simple, both students and managers have a tendency to use it without a great deal of thought, so that the results are often useless. Another problem is that SWOT, having been conceived in simpler times, does not cope very well with some of the subtler (Difficult to understand) aspects of modern strategic theory, such as trade-offs (De Witt and Meyer, 1998). Strengths: To determine an organizations strong points. This should be from both internal and external customers. Strengths arise from the resources and competencies available to the firm. Weaknesses: To determine an organizations weaknesses. This should be not only from its own point of view, but also more importantly, from those of the customers. Although it may be difficult for an organization to acknowledge its weaknesses, it is best to handle the bitter reality without procrastination. A weakness is a limitation or deficiency in one or more resources or competencies relative to competitors that impedes a firms effective performance Opportunities: After all, opportunities are everywhere, such as the changes in technology, government policy, social patterns, and

Where Is the Spirit? :: Athletics Hockey School Spirit Essays

Where Is the Spirit? It’s Friday night at Matthew’s Arena where the men’s hockey team is ready to take on the University of New Hampshire Wildcats and it seems as if nobody is here except for UNH fans. Where are the Northeastern fans? Instead of Northeastern’s black and red, the Wildcat’s blue is overtaking the arena. Why is Northeastern so different from other universities who have thriving traditions and throngs of fans at every event? Is it because our sports teams are not as recognized? Or do the students here just have better things to do? Many Northeastern University students feel that athletics are relatively unsupported here since attendance is low at almost all events. This is a Division I school with 19 varsity teams that compete in the America East Conference, with the exception of football in the Atlantic 10 Conference and men’s and women’s hockey competing in Hockey East. With every win, Northeastern athletics are gaining recognition. The 2002-03 season was the best year overall for Northeastern athletics. Last year, Northeastern sent four teams to the NCAA playoffs and won a total of seven conference titles including football’s first ever Atlantic 10 title. Several students, when asked about low attendance, suggested the low turnout for football games is because of the location of Parson’s Field in Brookline, MA a few miles away. Students have to take busses supplied by Northeastern to the field. â€Å"I think one [stadium] closer to campus definitely would attract more students to games,† said Maria Maldonado, a sophomore political science major. â€Å"Taking the busses to games is such a hassle. Plus, the stadium is like a high school stadium.† One student said that she liked Boston University’s setup because fields were closer to campus making it easier to watch games. â€Å"I think if it were closer it would help. The BU soccer field is right behind some dorms and I have noticed that a lot of people watch those games because it is easy to just stop by,† said Amanda Lowe, a sophomore journalism major. The Huskies Homecoming football game was on October 18th at Parson’s Field. The field has a capacity of 7,000. At Homecoming, more than 6,000 were in attendance. It was a good turnout but when compared to another Division I school such as the University of Wisconsin-Madison’s football games, which are always filled to capacity at 80,000, Northeastern is just a small gathering.

Ways Hartley and Frayn present Childhood in The Go-Between and Spies Es

In the Go-Between, Hartley presents the world of children and childhood through the first person narrative (from the viewpoints of the young and old Leo), Leo’s vivid imagination, the themes of growing up and self-awareness, the conflict between the child and adult world, and the portrayal of Leo as a school boy. Firstly, the writer portrays the world of children through the first person narrative which encapsulates young Leo’s fresh, spontaneous optimism and hope towards the dawning of a new era, ‘My dreams for the twentieth century, and for myself, were coming true’(Chapter 1. p. 28). Therefore, this device allows the reader direct access to the intensity yet simplicity of a child’s point of view and enhances Leo’s personal feelings of pure elation. Furthermore, we can see that Leo possesses a innocent sense of expectation as he is conveyed as embarking upon his journey in life with the utmost confidence, ‘For the first time I felt that I was someone’ (Chapter 1. p.25). Subsequently, this creates a child-like tone of adventure as Leo is described as a somewhat inexperienced and vivacious boy. In addition, the narrator sums up his younger self in his own words: ‘resilience†¦resourcefulness†¦adaptability†¦instinctive symp athy with human nature†¦those were the qualities I possessed in 1900’ (Prologue. p. 19). Thus, adolescent Leo is open to life and all its possibilities for success. However, the reader can see that the novelist is setting the scene for Leo’s expectations to be thwarted and even the older Leo recognizes that he was soaring too high, as illustrated by the reference to the legend of Icarus, ‘You flew too near to the sun, and you were scorched’ (Chapter 1. p. 28). It can also be seen that the older Leo is prep... ...sual atmosphere created by the heat contributes to Leo’s feeling that the world in his imagination has more reality than everyday life. In addition, the weather acts as a metaphor for events which Leo cannot control, ‘It all began with the weather defying me’ (Chapter 1. p. 39) and comes to symbolize the increasing emotional intensity of a young child’s involvement in the adult world, ‘All the heat of the afternoon seemed to be concentrated where we stood†¦It made me uncomfortable’ (Chapter 7. P. 82-83). This creates a mood of intense anticipation and suspense as the heat reflects how events are escalating out of control. Furthermore, the writer portrays the world of children through Leo and Marcus’s daily ritual of visiting the thermometer to track record temperatures as it adds to the mood of innocent expectation and conveys the simplicity of childhood pursuits.

Essays --

The Scott Peterson Case. This case was about a couple, Laci and Scott Peterson who everyone thought they had a good life together, good jobs, nice cars, a golden retriever, a new house, and even a new baby on the way. Scott Peterson began to become unhappy and did not want that new baby with all the stress going on, and instead of getting a divorce he decided to kill his own wife and unborn son! On December 24, 2002, Laci Peterson was reported missing by her husband Scott, she was eight months pregnant. Scott acted very calm and collected about his missing wife, he was on a â€Å"fishing trip† at Berkeley Marina and he when he returned home he seen that lacy was not at home and that was gone from early in the morning to the mid afternoon. They called the cops, and the search for Laci began. It was a huge search over 1,000 volunteers signed up to give information about Laci and her disappearance. There was a 25,000 dollar reward that increased up to 250,000 dollars and then was then increased all the way up to 500,000 dollar reward for any leads that would bring her home. There were posters, and fliers and even a website trying to spread the word about Laci’s disappearance and trying to bring her home to her family and friends. But, There were no signs of Laci anywhere, they began to not believe that she would show up safe anytime soon about halfway thru, but th ey kept looking all the way until March 5th, 2003, when it went from a disappearance case, to a homicide case where Scott Peterson is the biggest suspect they have. Then everyone hopes of Laci coming home safe went down the drain on April 13, 2003. there was a couple that was walking their dog along San Francisco Bay shore in Richmond's Point Isabel Regional Shoreline park, th... ...ut right because i don’t think that any other sentence would be okay. This outcome was correct because he doesn’t get to walk as a free man or even live his life how he was and he doesn’t have the chance to hurt anyone else. If you hurt your child and your wife, who that is supposed to be who you love and protect the most when you are an older man. When you choose to hurt them, your own family i believe you will hurt anyone then. I think that the defendant did receive a fair trial because there were more than 6 jurors, there were about 9, because of the ones who got kicked off, due to different reasons. I think that it was many different point of views. I believe that he received no special treatment, there was so many points and evidence against him, including the lies, and everything he lied about. I think that there was no special treatment to even go his way.

Jack Unterweger: A Psychopath? Essay

Jack Unterweger was a serial killer whose life after incarceration poorly pointed indications that he killed someone. Although he was a charming man, Jack was sent to prison for killing a prostitute. People would respond to him accordingly (Ramsland, 2008), making the investigators suspect that he used his charm to get a parole. Amazingly, Jack Unterweger became an instant celebrity shortly after his release from prison. He became a bestselling author, and produced articles of all kind, some of which were focused on his life. The events that followed were quite astounding, for Jack Unterweger was illiterate while in prison. It is only in his stay there that he learned how to read and write. As his case progressed, investigators found out that Jack’s mother as a prostitute and the father that he did not meet was an American soldier (Ramsland, 2008). From reading about Jack Unterweger, I concluded that he was indeed a psychopath. The characteristics that he exhibited all throughout, made me convinced further, as he was diagnosed with ASPD. In addition to this, Jack possessed a superficial charm, and had difficulty in keeping and making friends. At the age of 16, he was arrested for attacking a prostitute and posed as a pimp to force a woman on the streets (Crime Files, 2008). Likewise, Jack is not capable of emotions, such as love. This may also be attributed to the fact that he was not close to his grandfather, and his lack of friends in his home and workplace. Jack’s actions have been heightened further when he did not show any feelings of remorse or shame for his actions. Murdering prostitutes in grotesque ways was not something that a normal person would do, and Jack was able to do this without showing signs of nervousness. He would even appear composed and calm in interviews, openly talking about the murder charges filed against him. If I were his psychiatrist, I would use therapeutic communities as the treatment for Jack. With the help of a therapeutic community, Jack would be able to feel his importance in the community, and the possibility that he would be accepted as an individual in his society.