Marshall Aid free essay sample

The Truman Doctrine was an international relations policy set forth by the U. S. President Harry Truman in a speech on March 12, 1947. The speech stated that the U. S. Would support Greece and Turkey with economic and military aid to prevent them from falling into the Soviet sphere of influence. Marshall Aid was the American initiative to aid Europe, in which the United States gave economic support to help rebuild European economies after the end of World War II in order to prevent the spread of Communism.With sufficient evidence, the answer to his essay question will show that even though the Truman Doctrine and Marshall Aid were successful, there were other events more successful than them at containing communism. The Truman Doctrine was seen as a successful policy for containing communism because it was Americas first public criticism of Russia, and it was their first real hostile act towards the Soviets. We will write a custom essay sample on Marshall Aid or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Just before the Truman Doctrine, Britain had announced that they couldnt afford to look after Greece and Turkey anymore, because of this America agreed to look after the two countries.Truman knew it was vital that he USSR did not take these two countries over as they would strengthen the threat of communism, and increase the spread of communism over Europe. The Truman Doctrines main aim was to stop the spread of communism and this is what it achieved. The Soviets couldnt take over Greece and Turkey so therefore it was successful at containing communism in this time period. The Marshall Aid was also seen as a successful policy. In this aid America were using their financial strength to stabilize and strengthen the economies of many European countries, that were not under Soviet influence.Although its intentions to contain communism were not biblically admitted, Stalin thought this was the case. Some of the countries that the Marshall Aid helped were the Netherlands, Belgium and many other countries that to America, were the right side of the Iron Curtain. The aim of the financial help was to make sure that the governments of each country were stable and strong enough to be able to resist communist threat/influence. From my own knowledge know that this policy worked well as it did stop the spread of communist in these countries, therefore it was a successful policy in the entailment of communism.Other factors that were also successful in the policy Of containment was the Berlin Airlift. The Berlin Airlift was used to help Britain and Americas part of Berlin to get food and resources. During the Yalta conference, when the relationship between the USSR, Britain and USA were at its best state, it was agreed that Germany and Berlin were to be split into four zones. One for each of the mentioned countries and one for France. This was also the time of the aforementioned Iron Curtain, and Berlin was behind this curtain.Due to this, USSR set up a blockade to stop America and KGB getting to their zone, as they knew that the lifestyle in their zones were much greater than that of Russians. This was known as the Berlin Blockade. Had America accepted this Blockade and allowed Russia to take over the whole of Germany, the spreading of communism would of exceeded the Iron Curtain, and been a huge threat to West Europe. This was not the case however, as America were not going to let this happen. Instead of using the blocked roads and rail tracks, American soldiers risked their lives by flying onto Berlin on armored aircrafts.By doing this they prevented any communist threat in Berlin, and then in turn, any past the Iron Curtain. This was a successful method of spreading communism because not only did it stop the threat of communism, it showed the German people of Berlin that America were willing to fight for their country and fight for their rights. Even though this wasnt as significant, it was giant step in gaining support from a country they had recently been at War with. The most successful policy of containing communism was the Berlin Airlift.This was the reason that America managed to get supplies to Germany and Berlin, and stop the Soviets from expanding past that iron curtain. Had America not gone through with the airlift, USSR would have been able to capture Berlin, and spread communism across the rest of Germany, and the rest of Europe. This would have been a massive threat to Britain and the west of the European countries. Even though the Marshall Aid and Traumas Doctrine were still successful at containing communism, the Airlift was the most successful policy.

Whats Wrong With The Intelligence Cycle Example

Whats Wrong With The Intelligence Cycle Example What's Wrong With The Intelligence Cycle – Coursework Example How should the intelligence cycle work? Provide your own model. Before answering of how intelligence cycle should work it is reasonable to answer howintelligence cycle usually works. The intelligence circle often works the way which is considered the most effective when decision makers initiate issuance of requirements which then turns into collection, interpretation, and analysis of the information achieved. This method of intelligence cycle work is the most traditional and the most reliable and it is based on the preliminary information and the situation in the state assessment. However, it presupposes that intelligence managers are initiative and control the regularity of concerns received from police on all the levels. The choice of the information is explained by the overall situation in the world and in the country in particular (Johnson, 2007). However, this method leaves intelligence certain gaps of information for the intelligence, and the most important that detecting thos e gaps is impossible without achieving the information from police consumers themselves (Johnson, 2007). Unfortunately, this way of intelligence cycle is not very popular because citizens often consider that intelligence agency is able to alarm their problems, and it is true but still prevention works better than elimination of the problem. In many cases policy consumers themselves are able to express their requirements to intelligence managers: they can share with their worries or point to the directions in which intelligence should work. And it concerns citizens leaving n the territory of the country as well those living abroad. This method can be very effective and reliable if a certain basis for information reporting is created and I mean easy and effective system such as the one created online to which everyone can have access without problems but still be protected. BibliographyJohnson, L. (2007). Strategic Intelligence: The Intelligence Cycle: The Flow Of Secret Information F rom Overseas To The Highest Councils Of Government, Westport: Praegar Publishing.

How to Name Ionic Compounds

How to Name Ionic Compounds Ionic compounds consist of cations (positive ions) and anions (negative ions). Ionic compound nomenclature or naming  is based on the names of the component ions. In all cases, ionic compound naming gives the positively charged cation first, followed by the negatively charged anion. Here are the principal naming conventions for ionic compounds, along with examples to show how they are used: Roman Numerals in Ionic Compound Names A Roman numeral in parentheses, followed by the name of the element, is used for elements that can form more than one positive ion. There is no space between the element name and the parenthesis. This notation is usually seen with metals since they commonly display more than one oxidation state or valence. You can use a chart to see the possible valences for the elements. Fe2 Iron(II)Fe3 Iron(III)Cu Copper(I)Cu2 Copper(II) Example: Fe2O3 is iron(III) oxide. Naming Ionic Compounds Using  -ous and -ic Although Roman numerals are used to denote the ionic charge of cations, it is still common to see and use the endings -ous or -ic. These endings are added to the Latin name of the element (e.g., stannous/stannic for tin) to represent the ions with lesser or greater charge, respectively. The Roman numeral naming convention has wider appeal because many ions have more than two valences. Fe2 FerrousFe3 FerricCu CuprousCu2 Cupric Example: FeCl3 is ferric chloride or iron(III) chloride. Naming Ionic Compounds Using  -ide The -ide ending is added to the name of a monoatomic ion of an element. H- HydrideF- FluorideO2- OxideS2- SulfideN3- NitrideP3- Phosphide Example: Cu3P is copper phosphide or copper(I) phosphide. Naming Ionic Compounds Using  -ite and -ate Some polyatomic anions contain oxygen. These anions are called oxyanions. When an element forms two oxyanions, the one with less oxygen is given a name ending in -ite and the one with more oxygen are given a name that ends in -ate. NO2- NitriteNO3- NitrateSO32- SulfiteSO42- Sulfate Example: KNO2 is potassium nitrite, while KNO3 is potassium nitrate. Naming Ionic Compounds Using hypo- and per- In the case where there is a series of four oxyanions, the hypo- and per- prefixes are used in conjunction with the -ite and -ate suffixes. The hypo- and per- prefixes indicate less oxygen and more oxygen, respectively. ClO- HypochloriteClO2- ChloriteClO3- ChlorateClO4- Perchlorate Example: The bleaching agent sodium hypochlorite is NaClO. It is also sometimes called the sodium salt of hypochlorous acid. Ionic Compounds Containing bi- and di- Hydrogen Polyatomic anions sometimes gain one or more H ions to form anions of a lower charge. These ions are named by adding the word hydrogen or dihydrogen in front of the name of the anion. It is still common to see and use the older naming convention in which the prefix bi- is used to indicate the addition of a single hydrogen ion. HCO3- Hydrogen carbonate or bicarbonateHSO4- Hydrogen sulfate or bisulfateH2PO4- Dihydrogen phosphate Example: The classic example is the chemical name for water, H2O, which is dihydrogen monoxide or dihydrogen oxide. Dihydrogen dioxide, H2O2, is more commonly called hydrogen dioxide or hydrogen peroxide.

Hunffington Posts review Essay Example | Topics and Well Written Essays - 500 words

Hunffington Posts review - Essay Example This was a bit of a bold move considering the outcome AOL’s previous merger with Time Warner, which ended in disaster. It is not difficult to understand the reasons for it. AOL gets access to all of the HuffPost’s readers (i.e. customers) to sell its other products to and HuffPost gets the opportunity to be part of a major new media company. In the context of the newspaper industry, I feel that this merger has both a positive and a negative aspect. As a member of the ‘internet’ generation, I like to see innovation and change. The internet has truly democratized the exchange of information in a way that the printing press or the telephone could not, despite their historically meaningful contribution to the same. If AOL and HuffPost can become sustainably profitable, the new company will provide a model for what journalism and journalists need to do in the future in order to not only survive but actually thrive. That of course brings me to the negative side of the merger. The merger has occurred in an environment which has witnessed the near collapse of the newspaper industry (and the homologous printed book industry). As an avid reader of both books and newspapers, I do not find great pleasure in their disappearance. The printed word has been at the center of human cultural growth over the last few centuries . Personally I love the smell of old books and a freshly printed newspaper. That smell brings up memories of rainy afternoons spent devouring books and mornings spent watching my father read the paper before going to work. The idea that Kindles and websites will replace all that is displeasing and even frightening. You can touch paper. You cannot touch a computer-generated image. The Dewey-Lippman debate in some ways presaged the 21st evolution of the news media. Lippman once said that the â€Å"average American [reader]† is similar to the â€Å"deaf spectator in the back row† in that â€Å"[h]e does not

Management Communication Essay Example | Topics and Well Written Essays - 250 words - 1

Management Communication - Essay Example c. Given your reputation for hiring the coolest cats in town, the big question is why the heck don’t I work there yet? I’m driven, way smarter than average, and would feel right at home in Vegas, baby! d. In addition to being an enthusiastic Zappos’ customer, I am also a customer service professional myself. A brilliant idea came to me last week while I was having yet another satisfying moment with your customer support crew: I want to be part of the team that can create such positive experience for customers. The fourth applicant has the most appealing application message that really attracts attention. The applicant has used words that touch on the current customer service at the company, being a loyal customer, and is already aware of the kind of service required f employees at the company. 2. You like to put applicants at ease right away, so you usually start interviews by asking an offbeat question to break the tension while also prompting the candidate to reveal something about his or her personality and knowledge. Which of these questions would you choose to start an interview? The most appropriate question to start an interview would be the one that aims at determining the level of commitment that an applicant is willing to demonstrate towards the job if selected. For instance, the question (b) suggests a tough task that can either attract negative response, a tactical answer, or completely positive one. 3. Zappos likes employees who can think on their feet, even when faced with outlandish questions and circumstances. Which of these questions would you use to judge a candidate’s ability to grasp a problem and begin developing a solution? a. You are a scientist with the Environmental Protection Agency, specializing in toxic wastes from electronic products. You’re testifying before a congressional committee, and a senator wants to

The Curtin Teaching Essay Example for Free

The Curtin Teaching Essay The Curtin Teaching, Learning and Student Experience Plan 2013-2017 outlines an ambitious vision for reforming teaching and learning, enhancing the student experience, optimising the education portfolio and the student experience. This vision, enabled through a number of strategic projects will position Curtin as leaders in globally innovative education; provide a richly interactive and personalised learning experience and provide opportunity for graduates, equipping them with skills for the future. It is in this context, that teaching excellence is defined. Key to the development of teaching academics, who are engaged in facilitating student learning, is the establishment of criteria to which excellent teachers can aspire. These criteria highlight the capabilities and skills that guide the successful recruitment, development, recognition and retention of quality teaching academics in higher education. The Curtin Teaching Excellence criteria provide a single set of measures to underpin all relevant reward and recognition processes, so that teaching excellence is clear and consistent with the University’s strategic goals. The teaching excellence criteria are designed to assist individual academic staff, particularly new and early career staff, in clarifying expectations, as well as providing guidelines to assist in the process of supporting academics and establishing guidelines for promotion and awards. The criteria will be used by academic staff and their supervisors as a formative development tool to identify career objectives, and development needs, in addition to forming the basis for informing promotion and awards. Curtin’s Teaching Excellence criteria are designed to be broad and flexible, whilst providing a robust and valid definition of excellent teaching within the Curtin context. The criteria are aligned to the teaching roles within Curtin Expectations for Academic Performance (CEAP)1 and the Curtin University Academic, Professional and General Staff Enterprise Agreement 2012-2016 Curtin’s Teaching Excellence Criteria Curtin’s Teaching Excellence criteria mirror those developed in an Office for Learning and Teaching Project2 and informed by criteria and evidence employed by the Office for Learning and Teaching3, the UK Professional Standards Framework for teaching and supporting learning in higher education  20124, the Higher Education Academy Benchmarking Project on Recognition of Teaching in Academic Promotion Project and analysis of criteria developed in other Australian universities. Staff who show evidence of ‘excellence in teaching’ will ‘contribute to systemic change in learning and teaching through ongoing knowledge sharing and dissemination, for example, presentations within the learning and teaching community, collegial mentoring, pairing and networking, and involvement in university and higher education committees’ (Office for Learning and Teaching). Curtin’s Teaching Excellence criteria aim to: 1. Support the initial and continuing professional learning of staff engaged in teaching and supporting learning. 2. Foster dynamic and culturally inclusive approaches to teaching and learning in transforming Teaching and Learning at Curtin through creativity, innovation and continuous development in diverse academic and/or professional settings 3. Acknowledge the variety and quality of teaching, learning and assessment practices that support and underpin student learning. 4. Facilitate individuals in gaining formal recognition for quality enhanced approaches to teaching and supporting learning. The Scholarship of Teaching and Learning (SoTL) for Curtin is systematic inquiry, critique, research and development in teaching, learning and the broader educational context which advances and publicly provides educational benefit to students, staff and the higher education sector. Teachers engaging in scholarship in teaching and learning seek to improve teaching at the tertiary level by: Consulting and applying the literature on teaching and learning Investigating their own teaching Adopting innovative teaching approaches Formally communicating their ideas and practice to peers through publication and other formal means; and Seeking and obtaining peer recognition for their ideas and practice. The scholarship of teaching and learning that underpins the teaching excellence criteria is taken from the definitions first proposed by Boyer (1990)5 and later adapted by the University of Queensland. Scholarly teaching Scholarly teaching in a discipline involves all of the following: striving for a high level of proficiency in stimulating students and fostering their learning in a variety of appropriate ways, being familiar with the latest ideas in ones subject,  being informed by current ideas for teaching that subject,   evaluating and reflecting on ones teaching practice and the student learning which follows. The scholarship of teaching The scholarship of teaching develops from a basis of scholarly teaching in a discipline but is not the same as excellent teaching. It involves exploring, testing, practicing and communicating improved pedagogies, learning processes, curricula, policies and learning materials. It meets the following additional criteria in the context of promoting student learning: It requires high levels of discipline-related expertise. It requires an understanding of who the learners are, how they learn and what practices are most effective in the context of the discipline (pedagogical content knowledge) It breaks new ground and is innovative It can be replicated and elaborated It is documented and subjected to peer review Educational Research Like other social science researchers, educational researchers are guided by theoretical and methodological paradigms. A research academic in the field of education deploys theoretical perspectives to understand educational practice. Educational research includes psychological and philosophical inquiry; historical, policy and cultural analysis; and empirical research on a range of areas including learning and teaching processes, pedagogy and curriculum studies. Such research tests the assumptions and worth of theory  in terms of whether it provides adequate explanations of the data and evidence. The aim of educational research is to expand our understanding of all aspects of education and to contribute to theoretical debates and developments in the area. The questions addressed are broader than those focused on in the area of teaching innovation and involve stakeholders beyond the context in which the innovation takes place (Research Assessment Exercise Guidelines, 2008)6. Curtin’s Teaching Excellence Criteria The seven criteria are: 1. Design and planning of learning activities, units and courses 2. Teaching and supporting student learning 3. Assessment and giving feedback to students 4. Developing effective learning environments, student support and guidance 5. Integration of scholarship, research and professional activities with teaching and in support of student learning 6. Evaluation of practice and continuing professional learning 7. Professional and personal effectiveness Evidence of Teaching Excellence at Curtin Teaching 1. Design and planning of learning activities, units and courses 2. Teaching and supporting student learning 3. Assessment and giving feedback to students 4. Developing effective learning environments, student support and guidance Evidence eVALUate Unit Summary Report including unit coordinator response eVALUate Teaching Evaluation Report Student learning outcomes: (retention and pass rates, student projects) Formal Peer Review Report Formal Teaching Evaluation Review – evidence of report Report from community partners and feedback on outcomes Faculty, University or national teaching awards Peer recognition of quality teaching eg invitations to teach in other universities Scholarship of teaching 5. Integration of scholarship, research and professional activities with  teaching and in support of student learning 6. Evaluation of practice and continuing professional learning Evidence Certificate of completion of Professional Learning program eg FOLT, ALUCP, ALCCP, ALFCP Formal teaching qualification in higher education e.g. Grad Certificate in Teaching Attendance at internal or external teaching-related workshops Training and experience from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Peer reviewed publications / citations University or national teaching and learning grants Details of grants, awards (successful and unsuccessful) and outcomes Service and Leadership in Teaching and Learning (including Community Engagement and Professional Practice) 7. Professional and personal effectiveness Evidence Independent reports from mentees Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus Peer review of curricula as an expert Leadership in supporting colleagues’ teaching through peer support and review. Outcomes of committee leadership Professional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and learning Membership of senior advisory groups to Government Leadership in external professional networks / interest groups in teaching and learning Recognition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodies Contribution to the review and development of national and international professional practice standards Leadership of a school, faculty, university or national teaching and learning initiative Level Dimensions of Curtin’s Teaching Excellence Evidence of achievement Teaching Teach and support student learning Design and plan for learning Assess and give feedback to learners Develop effective learning environments and approaches to student support and guidance A A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" participating in team teaching within an established program with appropriate mentoring ââ€" gaining experience in teaching in a variety of settings (eg small and large group, clinical, lab, field, research supervision) ââ€" developing skills in all aspects of teaching practice, with appropriate mentoring, including -curriculum design, -development of learning materials -analysis of learning needs of students -identification of appropriate approaches to teaching moderation of assessments -development of formative and summative assessment appropriately linked to learning outcomes ââ€" seeking ways to improve practice by obtaining and analysing feedback ââ€" embedding reflective practice within all aspects of teaching. ââ€" maintaining currency with the latest ideas in discipline ââ€" being informed of current ideas for teaching in the discipline Formal Peer review report Evidence of reflective practice and plan for improvement Teaching evaluation review report Evidence of planned learning activities designed to develop the students’ learning Sound knowledge of the unit material eVALUate TER 80% agreement or higher for two consecutive years and in most units taught B A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" using the latest ideas and research in the discipline in teaching and learning ââ€" applying current pedagogies in teaching and learning Formal Peer review report Evidence of reflective practice and plan for improvement eVALUate USR with unit coordinator response and response in unit outline Teaching evaluation review report Evidence of well-planned learning activities designed to develop the students learning Scholarly/informed approach to learning design Thorough knowledge of the unit material and its contribution in the course Effective and appropriate use of learning technologies Evidence of effective unit coordination and management of teaching teams and impact of mentoring on peers, colleagues Quality assurance and evaluation of teaching and learning (eg moderation, academic integrity) Student learning outcomes: (retention and pass rates, student projects) Additional evidence Tutor feedback on preparation, organisation, mentoring support Evidence of effective supervision of honours/postgraduate students to completion eVALUate TER 80% agreement or higher for two consecutive years and in most units taught eVALUate USR 80% agreement or higher for two consecutive years and in most units taught C Strong teaching practice evidenced by: ââ€" teaching in a range of different settings (1st year to PG; large and small group, different learning environments); ââ€" consistently high percentage agreement in teaching and unit evaluations; other evidence of positive student feedback and peer review ââ€" reflection, review and continuous improvement of curricula, teaching resources and teaching approaches; ââ€" application to teaching practice of new ideas in the discipline and new ideas about teaching in the discipline ââ€" Recognition through awards and prizes at School or Faculty level ââ€" Mentoring and supporting the development of teaching skills in Early Career teaching academics As per level B plus: Formal Peer review report Evidence of reflective practice and plan for improvement Teaching evaluation review report Tutor feedback on preparation, organisation, mentoring support Evidence of effective supervision of honours/postgraduate students to completion Report from community partners and feedback on outcomes Receiving a teaching award (faculty or university) D A sustained record of excellence in teaching practice at all levels as evidenced by: ââ€" Breadth and depth of teaching portfolio, ââ€" recognition through awards and prizes at University level and above Mentoring and supporting the development of teaching skills in Early Career and Mid-Career teaching staff As per level C plus: Teaching evaluation review report (External expert) Evidence of leadership of effective curriculum development at the program level. Evidence of contribution to the teaching or curriculum and/or discipline at the national level. Curriculum, learning materials adopted at other universities Receiving a teaching award including curriculum development (university or national) Details of leadership roles and specific contribution Feedback from staff mentored E A distinguished record of scholarly teaching at all levels as evidenced by: ââ€" demonstrable impact on student learning in and attitude towards the discipline over a sustained period ââ€" demonstrable impact on success of graduates over a sustained period ââ€" recognition through awards and prizes at National level ââ€" substantial role in mentoring and supporting the development of teaching skills of Early Career and Mid-Career teaching academics. As per level D plus: Teaching evaluation review report (External expert) Evidence of a leadership role and impact in curriculum design and review, planning and/or development at the (inter) national level Evidence of  significant curriculum, disciplinary contribution through published student learning materials, textbooks Leadership in mentoring and supporting colleagues in planning and designing learning activities and curriculum Details of mentoring and leadership support of colleagues External peer recognition and/or review on impact of curriculum, discipline, innovation Scholarship of teaching Engage in continuing professional learning in subjects/ disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice A A developing profile in the scholarship of teaching as evidenced by: ââ€" Participation in the communication and dissemination of teaching practice within the discipline ââ€" Participation in research on how students learn in the discipline ââ€" Presentations on teaching and learning at local and national conferences Teaching evaluation review report Excerpts from unit materials demonstrating incorporation of current teaching and learning research into teaching activities Evidence of teaching and learning scholarship in the practice of teaching and curriculum development Evidence of teaching materials and curricula which demonstrate engagement with the teaching/research nexus Evidence of self-evaluation leading to changes in practice and student learning Evidence of professional learning Completion of FOLT (all modules) Completion of ALUCP (if in unit coordination role) Evidence of attendance at internal or external teaching-related workshops Evidence of participation in conference / forum relevant to teaching and learning Working toward a formal teaching qualification in higher education e.g. Graduate Certificate in Higher Education A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" using the latest ideas and research in the discipline in teaching and learning ââ€" applying current pedagogies in teaching and learning As per level A plus: Evidence of professional learning Completion of ALUCP, ALCCP and/or ALFCP (according to role) Evidence of attendance at internal or external teaching-related workshops Contribution and systematic participation in professional learning or disciplinary engagement in the area, scholarship of Teaching and learning Formal teaching qualification in higher education e.g. Graduate Certificate in Teaching Teaching evaluation review report Evidence application of current pedagogies in the practice of teaching and curriculum development Membership of disciplinary teaching network (e.g. teaching and learning network, HERDSA, OLT) A strong record in the scholarship of teaching as evidence by: ââ€" Demonstrated institutional impact through curriculum development at the discipline or interdisciplinary level; ââ€" Presentations on teaching and learning at local and national conferences ââ€" Success in attracting funding to undertake projects related to teaching practice in the discipline As per level B plus: Details of grants, awards (successful and unsuccessful) and outcomes Teaching evaluation review report Contribution and systematic participation in professional learning or disciplinary engagement in teaching and learning Peer reviewed publications in the Scholarship of Teaching and Learning (local and national conferences) An excellent record of scholarship of teaching as evidenced by: ââ€"  Demonstrated institutional impact in relation to teaching policy and practice ââ€" Evidence of text books or innovative teaching materials that are used elsewhere ââ€" Participation in international organisations related to teaching area ââ€" A strong record of scholarly publication in major international education journals ââ€" Invited presentations at national and international conferences Partner and/or lead investigator on externally funded teaching and/or curriculum projects As per level C plus: Contributes to teaching and learning policy development and practice Invitation to present, design or evaluate a teaching and learning workshop (evidence of invitation) Peer recognition of quality teaching e.g. invitations to teach in other universities, awarded a faculty and/or University teaching award. Leadership and innovation in teaching practices and supporting students recognised at the university, disciplinary, national level Leadership in supporting colleagues’ teaching through peer review and teaching evaluation Success in a university, national, discipline teaching award Peer reviewed journal publications in the Scholarship of Teaching and Learning Textbook publications or innovative teaching materials used in the higher education sector A distinguished record of scholarship of teaching as evidenced by: ââ€" Recognition as an eminent international authority for scholarship of teaching, as reflected in: high quality scholarly publications in international education journals invitations to present keynote addresses workshops at relevant national and international conferences Lead investigator on externally funded teaching and/or curriculum projects teaching fellowships †¢Evidence of text books or innovative teaching materials that are used elsewhere As per level D plus: Teaching evaluation review report (External expert) Evidence of successful, strategic leadership and innovation in enhancing quality teaching practices and supporting student learning at the university, disciplinary, (inter) national level Evidence of championing an integrated approach to academic practice in the university, discipline, (inter)nationally. Evidence of establishing effective organisational policies and/or strategies for supporting and promoting others (eg through mentoring, coaching) in delivering high quality teaching and support for student learning Evidence of Keynote addresses and workshops in national and international Teaching and Learning conferences Peer reviewed publications in the Scholarship of Teaching and Learning sustained publication record in high quality international journals Leadership in Teaching and Learning, Engagement and Professional practice A Demonstration of potential for leadership in teaching and learning Teaching evaluation review report Contribution and active participation in school teaching and learning committees Evidence of participation in external activities relevant to the discipline/profession and community engagement Demonstration of growing profile in service and leadership in teaching and learning Teaching evaluation review report Active participation in School committees with measureable outcomes details, role and outcomes Independent reports from mentees Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus Evidence of significant external contributions to the discipline/profession and community engagement Demonstration of effective service and leadership in teaching and learning ââ€"  As per level B plus: Teaching evaluation review report Successful prosecution of a major task (sustained or one-off project) that enhances performance of School/Faculty in teaching and learning Evidence of supporting the development of teaching skills in Early Career teaching academics Evidence of successful achievement in roles such as mentor, peer reviewer A significant leadership role in teaching and learning as evidenced by: ââ€" Leadership in curriculum development and renewal at School, Faculty and institutional levels ââ€" Leadership in introduction of new approaches to teaching and learning at School, Faculty and institutional levels ââ€" Invitations to participate in reviews of teaching and learning at other institutions; involvement in national educational activities ââ€" Participation in collaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level C plus: Teaching evaluation review report (External expert) Peer review of curricula as an expert Leadership in supporting colleagues’ teaching through peer support and review Outcomes of committee leadership Professional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop – evidence of invitation Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and learning – evidence of invitation Leadership of a school, faculty, university or national teaching and learning initiative E A national and international leadership profile in teaching and learning as evidenced by: ââ€"  Impact on educational policy and curriculum development nationally and internationally; contributions to curriculum debates ââ€"  Leadership in educational activities of national and international organisations ââ€"  Leadership of collaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level D plus: Membership of senior advisory groups to Government Leadership in external professional networks / interest groups in teaching and learning Recognition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodies Contribution to the review and development of national and international professional practice standards

Transnational Mgt. Case Analysis :: essays research papers

Problem Statement   Ã‚  Ã‚  Ã‚  Ã‚  McKinsey & Company is a highly successful consulting firm worth over 1.8 billion dollars. However, its leader Rajat Gupta wondered if the company could better utilize the knowledge of its employees to better serve its worldwide clients. It was obvious that McKinsey & Company had a strong base of core competencies among its employees, but Gupta was unsure if knowledge development was meeting its clients’ needs in an information and knowledge driven age. Clients hired McKinsey & Company expecting leading edge information from to assist them in their decision-making processes. Gupta felt a process was needed to develop, capture, and leverage this information which he considered an asset to the company. So, the task lay before them on how to accumulate and store the information quickly and make it readily available to consultants on a global scale. List of Symptoms †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  McKinsey & Company desired to provide state-of-the-art knowledge to its clients but currently had no means of measuring exactly how well they were doing in developing their knowledge. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Employees were not being properly developed for the new direction of the McKinsey & Company. McKinsey & Company still had the ability to provide excellent advice to its Clients. However, they were not as prepared as their competitors for dealing with the upcoming technologies of the future. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  McKinsey & Company had experienced rapid growth. McKinsey & Company had 3,800 consultants in 69 offices worldwide. In its present state, the large number of employees and offices it managed actually hindered McKinsey from effectively performing its operations worldwide. Essentially, McKinsey & Company had become too large for itself under its current architecture. Alternative Solutions   Ã‚  Ã‚  Ã‚  Ã‚  McKinsey & Company did not desire to rest on its laurels and remain content with the status quo, rather they aggressively sought out to find answers to their dilemmas. They realized that being a 1.8 billion dollar company did not come easily and also that without modifications they would not remain in their top position in consulting. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  (1) McKinsey & Company must implement a system of knowledge management in which the entire organization is able to benefit from the sharing of knowledge between employees. This will allow the company to benefit internally. Alternative Solution One: (2) In order to measure the results McKinsey & Company must revisit their goals to develop, capture, and leverage their knowledge to better serve their clients. Alternative Solution Two: Know the audience to be measured and what benefits they seek from their relationship with McKinsey & Company.

Farmer V Pilot Essay

Does Farmer have any claim(s) for damages against Pilot based on intentional tort? Discuss. Rule of Law : The essential requirements of intentional torts are the elements of intent, injury, damages and causation. The concept of ‘intention’ does not require that Defendant (D) know that his/her act will cause harm to the Plaintiff (P), but must know with substantial certainty that their act will result in certain outcomes (landing of the plane on the P’s land). To successfully make a claim against D, P must prove that D acted with purpose when he landed the plane on P’s property, that the act was intentional and it lead to the injury suffered by P (loss of land and crops) and the resulting damages to P’s land and crops. It is clear from the facts that that Pilot had clear intent to land the plane on Farmer’s property, that there was injury, that were damages and that it was the act of the Pilot’s that caused the damages. Farmer (Plaintiff – P) may have three claims against the Pilot (Defendant – D) for damages based on intention al tort. The potential claims will be on the basis of : a)Trespass to Land – Did Pilot trespass on Farmer’s land ? b)Trespass to Chattel – Did Pilot trespass on Farmer’s chattel (property i.e. crops) ? c)Trespass to Conversion – Did Pilot commit a conversion of Farmer’s property ? Defenses From the Pilot’s perspective, the potential applicable defense privileges that the courts provide to the Defense such that they are not held responsible for their act, are in the form of i) consent, ii) self defense, iii) defense of others (good samaritan) or iv) necessity. Though there are additional defense privileges available under the rule of law, the facts of this case lean towards exploring the said defenses. i.Consent : In the absence of consent from the property owner, consent can be implied by law (in the cases of emergency, when consent cannot be obtained in person) or consent can be implied in fact (when a consent cannot be obtained, but a reasonable person would believe that the property owner would give consent under the same specific conditions). ii.Self defense as a defense would be applicable in the circumstances when a threat is imminent and the subsequent act is reasonable. It is an affirmative defense, which would absolve D of  all liability. iii. Defense of others is a privilege to act when the ‘other’ person being defended has the right to self-defense and a privilege to act, and the force being used by D is acceptable under the reasonable force rule. iv.Necessity : A necessity defense requires the following elements: (1) D acted to avoid a significant risk of harm; (2) no adequate lawful means could have been used to escape the harm; and (3) the harm avoided was greater than that caused by breaking the law. Some jurisdictions also require that the harm must have been imminent and that the action taken must have been reasonably expected to avoid the imminent danger. The necessity defense could either be a ‘public’ necessity or a ‘private’ necessity. A public necessity is a full defense under the doctrine of ‘public good’ and D is not held liable for any damages. A private necessity is a not a viable defense and maybe considered a limited defense since the act that created t he tort was for the benefit of D or a third party. As a result, D may not be liable for the trespass, but is liable for the damages resulting from the trespass. The fact that the intent was driven from necessity, does not change the fact that the landing of the plane on Farmer’s property was intentional, voluntary and without the consent of the Farmer. However, the based on the facts, Pilot has a potential defense in the form of necessity.[1][2] Analysis a)Did Pilot trespass on Farmer’s land ? Trespass to land is defined as a person’s unlawful entry onto another’s land. There are five elements which the plaintiff must show to make prima facie case : I.Intrusion on P’s land was a volitional act by D. II.D acted with the intent of intruding on the P’s land. III.Physical intrusion on the P’s land by D. IV.P was in possession or was entitled to immediate possession of the land when the trespass took place. V.Trespass was caused by the D’s act. Based on the facts, it is clear that the Pilot has a prima facie case for ‘trespass to land’. The facts are clear that the i) Pilot intended to land on the Farmer’s land; ii) Pilot did land on the Farmer’s land; iii) the Farmer had not expressly authorized the entry. [3] However, as a defense privilege we have to review the law in terms of implied consent (implied in-fact and implied in law) and the application of necessity case law. The urgent nature of the circumstances and the availability of limited options (sub-division of homes, trees of vacant land) provide a basis for implied consent. Implied in-fact consent would be an objective manifestation as a reasonable person would consent under the circumstances especially when taking into account the loss of life against the loss of property. Per case law, the courts have ruled that loss of life over-shadows loss of property. Similarly, implied in-law consent would need to be reviewed under the rule of law and the benefit of the public, considering the options between landing on a housing tract versus landing on a vacant farm where the potential of damages would be significantly lower. The same elements of urgency and limited available options also provide the defense privilege under the rule of law of ‘necessity’. If the defense falls under the preview of ‘public necessity’, then D is not liable for any damages and P will not be able to collect any damages from D. However, if the defense falls under ‘private necessity’, D is liable for limited damages to P. As such a key factor to decide under the rule of law will be ‘was this public necessity versus private necessity ?’. Though D took action to minimize loss to the public, the action was also driven by private necessity as D and D’ clients were less likely to be hurt in the vacant field than in the sub-division and/or trees. In addition, the fact that D was a pilot and was flying a commercially paying client will also play a role in deciding public versus private necessity.[4] b)Did Pilot trespass on Farmer’s Chattel ? Trespass to chattel is the intentional interference with the right of possession of personal property of another. The defendant’s acts must intentionally damage the chattel, deprive the owner of its use for a period of time, or totally dispossess the chattel from the owner. i.An act by D that intentionally interferes with P’s right of possession in a chattel ii.Causation iii.Damages Based on the facts, it is clear that the Farmer does have a valid claim for ‘trespass to chattel’. The elements of causation and damages to the Farmer’s crops are clear. Even though the facts do state that the Pilot ‘did not see the crops from the air as they had been recently planted’), a the Restatement (Second) of Torts indicates that â€Å"intention is present when an act is done for the purpose of using or otherwise intermeddling with a chattel or with knowledge that such an intermeddling will, to a substantial certainty, result from the act†. Based on the rule of law, the Farmer has a valid prima facie claim for ‘trespass to chattel’. c)Did Pilot commit trespass of conversion on Farmer’s property (land and crops) ? The trespass of conversion is similar to the tort of trespass to chattel. Both require D to interfere with P’s right of possession in personal property. However, defendant must have intended to exercise control over the property in a manner inconsistent with the owner’s rights. However, conversion claims are brought in cases where the damage done to the property is more severe than in a trespass case. The facts of the case do not indicate the s everity of the damages or the length of time for the loss of chattel. In the event, that the land was damaged for the longer term where the Farmer was unable to use the land for farming for the longer term, this claim could be made under the laws for ‘conversion’ Conclusion Trespass to land, Trespass to Chattel and Conversion are acts which were committed by Pilot. The Pilot fully intended to land on the Farmer’s property knowing that it belonged to someone else and knowing that they did not have ‘express’ consent to land. The Pilot’s act of intentionally landing in the Farmer’s field caused damaged to the Farmer’s land and crops. However, the Pilot acted within reason, acted as a reasonable person would under the emergency circumstances and did act on the best viable option i.e. landing on vacant farmland versus, a sub-division of homes or trees. The Pilot did not act with recklessness or negligence. As a result, the defense of necessity is applicable. The defense of ‘necessity’ will limit or fully absolve the Pilot from any damage claims from the Farmer. The distinction between public versus private necessity is the deciding factor on the Pilot’s liability towards the Farmer. Though D took a ction to minimize loss to the public, the action was also driven by private necessity as D and D’s clients were less likely to be hurt in the vacant field than in the sub-division and/or trees. In addition, the fact that D was a pilot and was flying a commercially paying client will play a role in deciding public versus private necessity. I believe that it is an act that is not likely to be defined as a ‘public need’ act under case law and as such, the Pilot would be liable to pay reasonable (non-punitive) damages to the Farmer.[5]

Gangs & sub-cultural theories Essay

A gang is a group of individuals that have a common identity and works towards a common goal. The current usage of the term implies a criminal group. Its early usage was to refer to a faction of workmen. In the United Kingdom the term is still used to refer to workmen, but it has undergone semantic change. The term is one that carries a negative meaning; nevertheless, within a group that identifies itself with antagonism to social norms, associates of the gang might decide to use the term as a declaration of identity or rebelliousness. There are a lot of reports of criminal actions committed by gangs throughout the world. There are parts of the world and societies where gang activities are so prevalent causing major problems to different countries. There are cases of documented gangs and gang members in criminology literature. Some of these gangs are well known, not only by the law enforcers, but also by the members of the society. Gang formation is a concept that has been in place since the 13th century. During this time, it is said that children from poor families and the orphans in the United Kingdom obtained their means of survival through becoming members of gangs that were managed by adult crime perpetrators (Allen, 2005). These gangs were basically involved in pick pocketing. Gangs identify themselves by the use of distinct signs, symbols and names. They are known to cause harm, threaten, harass and intimidate other members of the society. Gang violence is a term that is used to refer to criminal activities that are perpetrated by gangs. Throughout history, such activities have been known to be perpetrated by gang members. There is a time in history when all the major cities around the world were haunted by gangs. During this time gang violence became prevalent all over the world. Contemporary gangs have introduced fresh kinds of violence. These acts are in most cases used as rite of passage for those wishing to become part of the group (Allen, 2005). There have been a lot of theories developed to explain the causes of gangs and gang violence. Some of the theories are similar while other others are different in explaining gang formation and crime in the society. These theories are very important in understanding why some people are more prone to crime then others and why some people are more likely to join gangs than others. Two of the most common theories on crime include the strain theory and the sub-cultural theory (Akers, 2000). The main similarity between the two theories is that they both describe gang formation from a social point of view. They are however different in a number of ways, one of them being the fact that their focus is on different elements of the society (Allen, 2005). This paper compares and contrasts strain and sub-cultural theories in explaining gangs and gang violence. The paper first discusses the meaning and background information of the two theories. The Strain theory The strain theory holds that the social structures that are within a society may be contributing factors to some individuals becoming members of a gang and being involved in crime. Strain refers to the elements in the society or in a person that leads to committing of crime. There are two kinds of strain: structural or individual. Structural is the processes within the culture that filter down and control individual’s perceptions of their needs. For example, a state of inadequacy in social structures and regulations can lead to transformation in the way a person perceives his or her needs. Individual perceptions to the means and opportunities can also be transformed (Akers, 2000). This is what causes people perpetrate crime either as individuals or in a gang. From the individual viewpoint, it refers to the pressures and afflictions that a person suffers as he or she searches for ways and means to cater for his or her requirements. This means that the objectives of the society becomes very important to a person such that their achievement becomes more important that the ways of achieving them (Cohen, 1965). People live in a society that is full of requirements and expectations. Where individuals cannot access their needs through the conventional legitimate ways, they tend to use the unconventional ways. Where individuals are in a society where they cannot access their needs normally with the use of the conventional legitimate needs, they tend to become disappointed. This feeling of despair that is associated with the incapability to acquire the requirements is the one that is being referred to as strain. It is this feeling that causes people who are unable to acquire their needs to be involved in crime (Akers, 2000). In many instances, young people will be able to access the unconventional or illegitimate means through becoming members of gangs. This reveals the fact that gangs are as a result of strains that act upon individuals in striving to achieve expectation. In a gang, young people tend to get what they were unable to get in living within the social norms. They find company, finances and most of all the means to acquire what they desire. The theory explains how social elements like poverty, homelessness, and lack of proper parental care can lead to formation of delinquent activities and groups (Cohen, 1965). Sub-cultural theory The sub-cultural theory as used in criminology originated from the efforts of the Chicago School on gangs. This theory was then advanced via the symbolic interactionism school. The theory was advanced into a series of premises that put forward the argument that some factions or sub-cultures in the community have some principles and approaches that are favourable for crime and aggression. This supports the argument that crime is dominant in some cultures or societies than others. This theory focuses on crime committed by young people, mostly in gangs. It is argued that when crime is not controlled from this level, it moves on to adolescent and finally to adulthood (Akers, 2000). Gangs that are formed at the early age in life, tend to graduate to maturity, and continue recruiting the youths. The theory states that if the patterns of crime can be comprehended and controlled from the level of juvenile delinquency, it would be possible to prevent the move to teenage offender and also to adult criminals. It is believed that where the sub-culture is favourable for crime, it begins from an early age, graduating to adolescent and ultimately to adulthood (Miller, 1959). Culture stands for the traditions, ways of life and principles that act as the guide to personality. It is also from these aspects that personality is judged by people. Passage of culture is essentially through social rather than biological ways. This is where the values and principles within a society are transmitted from one generation to the following. A sub-culture is a culture that exists within the larger culture. This culture consist of distinct elements of values, norms and customs that are different from the larger culture but does not essentially stand for a culture considered non-standard by many people. A sub-culture is distinguished from the larger culture for opposition that acts against the larger culture. This offers the explanation why in some parts of a society, especially the poorest regions, there are some kinds of behaviour that have developed into a standard and tend to be passed from one generation to the next. Successful crime perpetrators tend to be role models to the others, revealing likelihood success through criminal activities and its normality. This is where the older members of gangs tend to influence youths into their activities. The cultural arrangement is directed by many principles, traditions, and standards that force people to establish gangs that have unique characters. The sub-cultures that are developed tend to be more diverse than the main stream culture (Miller, 1959). Similarities between the two theories in explaining gangs The two theories take a social perspective in explaining gang formation and gang violence. They both offer the claim that gangs are as a result of the kind of society within which people live. Despite the fact that the two theories describe different ways that the society contributes to gangs, the two argue that society is the main causative element to gang formation and gang violence. In strain theory, people become members of gangs and commit gang violence as a result of residing in a society where their needs are not able to be met. It is as a result of the social class where a person exists that determines the kind of behaviour that he or she exhibits. In the United Kingdom, individuals are always in pursuit of wealth property, power, education, and other things that ensure a comfortable life (Akers, 2000). It is due to their living conditions that the lower class is not in a position to meet these needs adequately. They are not in a position to acquire these needs in conventional legal means. This according to the strain theory is what leads people to join gangs where there opportunities to acquire their needs. Sub-cultural theory explains that it is in a society that is predisposed to crime that people are influenced to join gangs. In a sub-culture where crime is condoned and pardoned, there tends to be many gangs. The young people tend to be influenced by the older members of gangs. In fact, the older members act as role models to the youths. It is therefore evident from the two theories that the society plays the central role in gang formation and consequently to the gang violence. The two theories introduce blocked-goals as the producing factors of deviant characteristics, like gang formation (Shaw, 1930). The strain theory in explaining violence is described similarly to functionalist theory under sub-cultural theories. Functionalist holds that gangs are motivated by financial requirements. This is the same case with the strain theory that holds that financial requirements lead people to commit crime. The functionalist theory states that adolescents are motivated by material gain to be involved in gangs. From this point of view, the sub-cultural theory becomes similar to the strain theory in explaining crime. Here the motivating factor to crime under the two theories is the acquisition of material gain in a society where this is not possible through conventional legitimate needs. Where youths are faced with situations where they are not in a position to fulfil their requirements due to the elements in the society that leads to inadequacy, they tend to join others who share their predicaments. These groups, the gangs, operate in unison, sharing the same identity and motivated by a common goal, which is achievement of their needs. This leads to the fact that the end results of the two theories are similar (Shaw, 1930). The end results of gangs and gang violence as explained by the two theories are similar. The strain theory presents the claim that individuals are influenced by the need to obtain their requirements in an inadequate social environment. This is what leads them to use of illegitimate means. The end result of the act is acquisition of finances or property through illegitimate means. As per the sub-cultural theory, the basic values of a group are what cause a person to be involved in crime. Given situations where the children in the working class cannot to achieve academically as a result of social or cultural factors, they tend to feel that it is impossible to obtain anything through conventional means (Akers, 2000). Such children gather themselves in groups or gangs of people that share their predicaments. They involve themselves in crime and gang violence means to acquire wealth and property. The end result of the action is acquisition of finances or property through illegitimate means. This reveals the fact that the result of gangs as explained by the two theories is acquisition of finances and property. The two theories reveal means to the same end (Akers, 2000). The society has put a lot of pressure on people to attain high achievement and success. Competition and the need for success is one value that is glorified in the society. This means that as per the two theories there are forces and pressures that lead to gang formation and involvement. These are the forces and pressures that lead people to strive to achieve and become powerful, without caring about the means for doing so. The legitimate means may be difficult to acquire, making the illegitimate means more preferable. According to the sub-cultural theory, the forces are the structural constraints. The individuals who join gangs are people who feel completely powerless. They are pushed by the society and end up defying the rules and regulations. The forces as per the sub-cultural theory push people to act as per the society’s expectations (Akers, 2000). According to the strain theory, the forces that act on individuals are the strains. Individuals tend to be involved in gang activities where they are not in a position to cope with the strains. There are series of events and circumstances that hamper individuals from attaining their expectations. This could be major or minor state of affairs and circumstances that upsurge and discourage with time. Dissatisfaction causes displeasure, abhorrence and annoyance. All these are attitudes connected with strain in gang formation. It is a normal human nature to develop feeling of desperation and frustration where they are not in a position to get what they want (Shaw, 1930). Differences between the two theories in explaining gangs Despite the fact that the two theories agree on the fact that the social environment is responsible for causing gang formation, the ways in which the society is responsible tend to differ. The strain theory emphasises on strain and stressing forces of gang formation. The sub-cultural theory on the other hand emphasises on factions as the causing factors of gang formation. The strain theory states that individuals will be forced to join gangs where they are not in a position to gather financial success through legitimate ways. The sub-cultural theory claims that people are pushed into gangs where they belong to sub-cultures that excuse, justify or approve of gangs. Societies that excuses and tolerates acts of violence and stealing, tend to produce more gangs than others (Miller, 1959). The two theories differ in their explanation of the primary cause of gang formation. While the strain theory presents the argument that gang formation is motivated by financial success, the sub-cultural theory argues that gangs are not motivated by money success as the strain theory suggests, but by the pressure of all the dominant values in the society. The adolescent tend to develop what Merton refers to â€Å"social status frustration,† where they are not able to achieve academically. This is what convinces them that they are not capable of gaining anything through conventional means. In this case, their motivating factor is not primarily financial success. They end up in gangs through this conviction, although the ultimate goal is financial success. The difference in the two theories comes up in the motivating factors to gang formation and involvement. As per the strain theory the key motivation is money success, while for the sub-cultural theory the key motivation factor is the failure to succeed through legitimate means in a society that is prone to crime (Shaw, 1930). There is a difference in the nature of the environment as explained by the two theories. However, this does not nullify the fact that the social environment is what basically explains crime and gangs. In the sub-cultural theory, the social environment is one where there is prevalence of crime that is passed from one generation to the following. This means that the theory explains a society where crime is almost a norm. This kind of social environment is not revealed in the strain theory. According to the sub-cultural theory, in most cases, the society has already established illegitimate opportunity structure. The younger members of gangs learn criminal actions from the older members. This is what it basically referred to as learning the ‘tricks of the trade’ (Akers, 2000). The sub-culture makes it clear to the youths that crime is a norm. As per the strain theory, the social environment is one where are goals that need to be achieved. Individuals in this kind of environment are aware of the objectives and how it is crucial to achieve them. There are however some individuals in this environment who lacks the means to attain the social expectations. For the serious need to realize these expectations and the importance of achieving them, some people result to gang involvement. From this perspective, gangs are formed by the society through creation of expectations without availing the means to achieve them (Shaw, 1930). The social environments in which gangs are formed are different for the two theories. While sub-cultural revealed the argument that gangs can be formed in a negative social environment that is already prone to crime, the strain theory presents the crime that gangs can either be formed in a positive or negative social environment. The argument according to the strain theory is that individual’s real expectations or the expected failure to attain positive values set up by the society, real or elimination of positive incentive, and real or expected presentation of negatively valued incentive all cause strain. In a positive social environment, individuals turn to gangs where they are not in a position to live up to the standards set up by the society. Where individuals are not treated in the way they expect, they loose trust with the ability of others to help them meet their expectations. Frustration and dissatisfaction establish negative interactions. This is so because of the desire to keep off hostile rejections. This is what leads to people finding those of their kind; people who are in a position to help them create a sense of belonging and acceptance. This kind of environment is achieved through membership to gangs. Gangs are basically constituted by people who feel that the society is not supportive. The sub-cultural theory operates from the conflicting side. This kind of society is one that does not expect anything positive from its people. The reason for this is that the society is already predisposed to crime. This reveals that unlike the strain theory, this theory operates solely from a negative environment (Miller, 1959). There is another contradiction under the two theories, where in the sub-cultural theory gangs are a way of living up to the social expectations of roughness and smartness, while under the other theory gangs are established due to the inability to live up to social expectations. It is expected under the sub-cultural theory for individuals in the lower class to be involved in gang violence. This is indirectly by the need from the society to be tough and street-wise. This is what motivates then to join groups, begin getting involved in criminal activities, and find fun in defying the regulations of the land. From the strain theory perspective, failure to live up to the expectations of the society is what forces individuals into gangs and gang violence. Every society has set up expectations that its members are supposed to live up to. Where people lack the means to achieve these expectations they tend to become members of groups that help them in attaining them. Failure to reach the expectations may also make some to defy against the law as a way of revealing or dealing with their frustration (Shaw, 1930). Strengths and weaknesses of the theories The two theories are good resources in explaining gangs, but this can be best illustrated through the sub-cultural theory. Thrasher (1927) defines gang through the process that they undertake in formation of groups. â€Å"The gang is an interstitial group originally formed spontaneously, and then integrated through conflict. It is characterized by the following types of behavior: meeting face to face, milling, movement through space as a unit, conflict, and planning. The result of this collective behavior is the development of tradition, unreflective internal structure, esprit de corps, solidarity, morale, group awareness, and attachment to a local territory† (Thrasher, 1927, p. 46). The theory explains the fact that gangs originate from a very early age, through formation of play groups. The groups begin getting involved in simple mischief. They culminate into gangs when they begin to excite themselves with disproval and misbehavior. This is where they begin developing a clear-cut group-consciousness. The social environment encourages gang crimes because of the fact that it is already predisposed to crime. Thrasher gives a description of the way the society can be favorable to delinquent behavior. He claims that gang sub-cultures came up from cracks or interstices of neglect in the teenage years. The argument of Thrasher is supported by Shaw (1930), through the claim that gang acts are passed by older boys to the younger ones. Such gangs are found in areas with high rate of single-parent homes, joblessness and low education. These are the areas of ghettos, and slums. The theories explain the reasons why gangs tend to be more in the lower class than in the middle class. The theory that is preferable here is the sub-cultural theory. This is apparent in the arguments of Miller (1959), who supports the arguments of Cohen. Miller supports the fact that delinquency is a sub-culture, but one that is found within the lower class. There is a clear-cut division between the lower and the middle class. The two classes stand for different traditions and principles. The middle class tend focus on accomplishment and social goals. The other class focuses on the need of their children to stay out is trouble. This class expects their children to be rough and street-wise. This becomes the motivation behind establishing and joining gang groups. Considering the fact that their lives tend to be boring for lack of exciting social activities, they tend to embrace crime as an exciting social activity. This is what makes them start to engage in unlawful activities. They get a sense of freedom by going against the social system that is established by the society. For the lower class, there is another practice that plays a major responsibility in their social life. This institution is same-sex peer groups. To them, this institution is more significant than any other in the society. This is because of the social belonging that it renders. It is from these groups that they are in a position to gain status, one thing they cannot access in the conventional society. They develop a unique identity and work towards a particular goal (Miller, 1959). Despite the fact that the two theories are significant in explaining the reasons behind the formation of gangs, they do not reveal the origins of the motivating factors and forces, which would be helpful in defining possible solutions. This is a weakness revealed by the two theories. This reveals the fact that the explanation of the two theories is incomplete. Up to the point where the strain theory is explained by Akers (2000), there are only kinds of the strains that are discussed and nothing is discussed about their sources. The frictions of situations are only revealed as hindering the attainment or expectations. There is no discussion about where they come from. Even in the sub-cultural theory, there is no much discussion on the structural constraints that are shown to be the forces behind delinquency. The theories fail in finding out the solutions to the problem. The theories can only be used in describing the source of the problem and not the effects and solution to the problem (Akers, 2000). Conclusion This paper compares and contrasts strain and sub-cultural theories explain gangs and gang violence. These two are very crucial in criminology for offering an insight as to the causes of crime in the society. The two have some common as well as different aspects in explaining gang formation and gang-related crimes. The two explain the causes of crime from social perspective and reveal similar end results, which is crime for attainment of wealth and property. The theories reveal strong forces that lead people to committing crime. The two forces are structural constraints for the sub-cultural theory and strains for the strain theory. These are some of the similarities but there are a number of differences between the two. The focus of the two is on varying elements of the social environment. The two also give varying accounts of the reasons why the society leads to crime. The theories are a crucial way of explaining gangs are formed in the society. This is achieved by describing their causes. There is need for further studies to come up with solutions to this problem. (Word count=4,065) References: Shaw, C. (1930). The Jackroller: A Delinquent Boy’s Own Story. Reprint edition: 1966. Chicago: The University of Chicago Press. Miller, W. (1959). â€Å"Implications of Urban Lower-Class Culture for Social Work. † The Social Service Review. Vol. 33, 219-236. Cohen, A. (1965). â€Å"The Sociology of the Deviant Act: Anomie Theory and Beyond,† American Sociological Review 30: 5-14. Akers, R. (2000). Criminological Theories: Introduction, Evaluation, and Application. Los Angeles: Roxbury. Allen, M. (2005). Textbook on Criminal Law. Oxford: Oxford University Press. Thrasher, F. M. (1927). The Gang. Chicago: University of Chicago Press.

Members of Congress by Profession

Members of Congress by Profession There are lots of professional politicians, those solons who hop from one elective office to another and always land on their feet - or at the helm of some federal agency or even in the Senate - because theres no such thing as statutory term limits  and theres no way to recall them. But many members of Congress came from real professions before being elected.  There have been actors, comedians, talk-show hosts, famous journalists and all sorts of doctors who have served in the House of Representatives and U.S. Senate.   Members of Congress By  Profession So who are these people and what did they do? There are the obvious non-politicians: actor and President Ronald Reagan,  Songwriter Sonny Bono was one-half of Sonny and Cher,  one of the most popular rock duos  of the 1960s and early 1970s,  author and  talk-show host  Al Franken, who  was  best known for his role on  Saturday Night Live.  Who can forget professional wrestler Jesse The Body Ventura, whose political resume ended at governor of Minnesota? But what about the common members of Congress? Where did they come from? What were their professions? Business and Law Data compiled regularly by the Washington, D.C., publication Roll Call and the Congressional Research Service have found that the most common professions held by burgeoning members of the House and Senate are in law, business and education. In the 113th Congress, for example, nearly a fifth of the 435 House members and 100 senators worked in education, either as teachers, professors, school counselors, administrators or coaches, according to the Roll Call and Congressional Research data. There were twice as many lawyers and businessmen and businesswomen. Professional Politicians The most common profession among members of Congress, though, is that of a public servant. Thats a nice-sounded term for a career politician. More than half of our U.S. senators served in the House, for example. But there are dozens of former small-town mayors, state governors, former judges, ex-state lawmakers, one-time congressional staffers, sheriffs and FBI agents, just to name a few. More Unusual Professions Of course, not everyone in Congress is a lawyer or professional politician or celebrity seeking to make a serious name for himself or herself. Some of the other jobs held by members of Congress include the following: Car dealerRodeo AnnouncerWelderFuneral home ownerSoftware engineerPhysicianDentists  Veterinarians  PsychiatristPsychologistsOptometristNurse  MinisterPhysicistEngineerMicrobiologist  Radio talk show host  JournalistAccountantPilotAstronautProfessional football playerFilmmaker  FarmerAlmond orchard ownerVintner  FishermanSocial workerStockbroker Are You Thinking of Running for Office? Before you launch that presidential campaign, there are some things you ought to know. These dentists and stockbrokers and astronauts didnt just jump headfirst into politics. Most were involved, whether it was through volunteering with campaigns, becoming members of the local party committees, giving money to super PACs or other political action committees and serving in small, unpaid municipal positions.

The 2004 Indian Ocean Tsunami History and Its Aftermath

The 2004 Indian Ocean Tsunami History and Its Aftermath December 26, 2004, seemed like an ordinary Sunday. Fishermen, shopkeepers, Buddhist nuns, medical doctors, and mullahs - all around the Indian Ocean basin, people went about their morning routines. Western tourists on their Christmas holiday flocked to the beaches of Thailand, Sri Lanka, and Indonesia, reveling in the warm tropical sun and the blue waters of the sea. Without warning, at 7:58 am, a fault along the seafloor 250 kilometers (155 miles) southeast of Banda Aceh, in the state of Sumatra, Indonesia, suddenly gave way. A magnitude 9.1 underwater earthquake ripped along 1,200 kilometers (750 miles) of the fault, displacing parts of the seabed upward by 20 meters (66 feet), and opening a new rift 10 meters deep (33 feet). This sudden movement released an unimaginable amount of energy - equivalent to approximately 550 million times the atomic bomb dropped on Hiroshima in 1945. When the seafloor shot upward, it caused a series of huge ripples in the Indian Ocean - that is, a tsunami. The people closest to the epicenter had some warning about the unfolding catastrophe - after all, they felt the powerful earthquake. However, tsunamis are uncommon in the Indian Ocean, and people had only about 10 minutes to react. There were no tsunami warnings. Around 8:08 am, the sea suddenly drew back from the earthquake-devastated shores of northern Sumatra. Then, a series of four enormous waves crashed ashore, the highest recorded at 24 meters tall (80 feet). Once the waves hit the shallows, in some places the local geography channeled them into even larger monsters, as much as 30 meters (100 feet) tall. The seawater roared inland, scouring large areas of the Indonesian coastline bare of human structures, and carrying away an estimated 168,000 people to their deaths. An hour later, the waves reached Thailand; still unwarned and unaware of the danger, approximately 8,200 people were caught by the tsunami waters, including 2,500 foreign tourists. The waves overran the low-lying Maldive Islands, killing 108 people there, and then raced on to India and Sri Lanka, where an additional 53,000 perished about two hours after the earthquake. The waves were still 12 meters (40 feet) tall. Finally, the tsunami struck the coast of East Africa some seven hours later. Despite the lapse of time, authorities had no way to warn the people of Somalia, Madagascar, Seychelles, Kenya, Tanzania, and South Africa. Energy from the quake in far-off Indonesia carried away approximately 300 to 400 people along Africas Indian Ocean coast, the majority in Somalias Puntland region. The Causation of the Casualties Altogether, an estimated 230,000 to 260,000 people died in the 2004 Indian Ocean earthquake and tsunami. The quake itself was third-most powerful since 1900, exceeded only by the Great Chilean Earthquake of 1960 (magnitude 9.5), and the 1964 Good Friday Earthquake in Prince William Sound, Alaska (magnitude 9.2); both of those quakes also produced killer tsunamis in the Pacific Ocean basin. The Indian Ocean tsunami was the most deadly in recorded history. Why did so many people die on December 26, 2004? Dense coastal populations combined with a lack of tsunami-warning infrastructure came together to produce this horrific result. Since tsunamis are much more common in the Pacific, that ocean is ringed with tsunami-warning sirens, ready to respond to information from the tsunami-detection buoys arrayed across the area. Although the Indian Ocean is seismically active, it was not wired for tsunami detection in the same way - despite its heavily-populated and low-lying coastal areas. Perhaps the great majority of the 2004 tsunamis victims could not have been saved by buoys and sirens. After all, by far the largest death toll was in Indonesia, where people had just been shaken by the massive quake and had only minutes to find high ground. Yet more than 60,000 people in other countries could have been saved; they would have had at least an hour to move away from the shoreline - if they had had some warning. In the years since 2004, officials have worked hard to install and improve an Indian Ocean Tsunami Warning System. Hopefully, this will ensure that the people of the Indian Ocean basin will never again be caught unawares while 100-foot walls of water barrel toward their shores.

Active Range of Motion in the Cervical Spine Increases Article

Active Range of Motion in the Cervical Spine Increases - Article Example This is considered in general to be worthwhile. The participants are the result of an advertising effort. It is known that there were 109. It should be possible to know how many were available. These participants chose themselves. It would have been better if they were chosen from a pool as determined by the researchers. It shows the Chiropractors doing the actual testing. Maybe they should have supervised the tests rather than be actually doing them. Then the instrument readings should be interpreted by the chiropractors. In addition, there should be interpretations by other competent professionals. The interpretation of the two professionals should be considered. The F-distribution is helpful in measuring the ranges of the population. This choice presupposes that there is a difference in the ranges between the participants. The variances can be considered against some other standard or expected data. There were Chiropractors doing the manipulation. It is not clear if the same type of posture was used in the uncontrolled studies. Different types of studies of necessity will provide different results. The uncontrolled study seems to be investigating a change in motion. This controlled study is designed to observe a change in motion. In addition, this controlled study seeks to observe an additional result. It seeks to establish the length of time after the observed change in motion. There is no provision made for the level of pain experienced. How would we measure the pain level from slight to severe? The participants were selected based on the report of the participants. Headaches can be caused and relieved by factors other than movement. There is no indication that the headaches were verified by a professional. The possible difficulty here is that we indicated no certainty as to the link between a headache and the other aspects of the patient. Every aspect is relevant.