Would the international response be different if it were men who were Essay

Would the international response be different if it were men who were suffering and dying as the result of child birth - Essay Example The fair gender is less mighty in strength and physical attribute compared to the man, for this reason they need to be treated with compassion. Unfortunately, physical assaults of various kinds, inhumane treatment, and domestic violence are few of the terms that are part of every society and target the women directly. Every year, large numbers of women go through various mishaps during the process of delivery, they offer come across miscarriages, other complications and in some societies women are held responsible for it, without thinking on the lines, that it’s the woman who suffers directly. The men and world community that is dominated by men might feel for the opposite gender only if exposed to it and made to have a taste of what women go through. It is quite unfortunate that even in modern times like these, there are societies where there are open violations of women rules, there is no consideration about their physical well being, and are directly exposed to violence in various forms, which entails not just the physical torture, but also the various other kinds. Many a times, they are taken for granted and despite going through the immense pain, they are ill treated. It would be an interesting case to see, if men were put to the test by going through equal pain. It is being said that the amount of pain woman goes through during the time of delivery, is right up there with any other kind of pain and suffering a human can endure . The element of consideration would creep into those societies and individuals where intolerance is on the higher side towards the fair gender. It is being said that one can not feel until they go through the suffering themselves, same is the case for the women’s suffering. Men would realize and understand only by going through it. If placed in the women’s shoes, they would realize what a woman goes through, what her sentiments her, what a woman wants in general, and how she should be

Students and Politics Essay Example for Free

Students and Politics Essay The student community, being young and energetic, are a bundle of inflammablematerial, which at the touch of a spark ignites into a large uncontrollable fire like forestfire. They, being young have no patience, are lively and malleable. In India, the trend of students actively participating in politics began in the early 20thcentury, when India was fighting for its freedom. The elders being busy with their breadearning, they actively encouraged the youngsters to enter the arena of politics. Besides,they were young and would be easily enthused to join the mass movement at the drop of a hat. Political parties at that time started enlisting the support of the young students whoorganized themselves happily, to help one party or the other. This trend started in theearly years of 20th century and continued and even expanded up to date. However, once independence was won, it was to be reconsidered if students should beallowed or couraged to enter politics. Some sections of society now started believing thatstudents should stay away from politics and keep to their study schedules only. While thesociety kept debating on this issue, the politician took the younger generation as their work cum energy tanks and this participation of students in politics has come to stay. The present scenario in India is thus a keen struggle of political parties engaged inenlisting support of students. This obviously results in the students getting sharplydivided as if they were of this political party or that so much so, even the campuselections become tainted with a touch of politics. There is of course nothing without advantages and disadvantages, so does thisinvolvement of students in politics. There are both serious disadvantages and may be fewadvantages too of students being on the centre stage of politics. Disadvantages outnumber the advantages. Firstly, while the students, have primarily entered college for studies theyget distracted from their prime objective and become entangled in the dirty game of politics. The energy and time they use or waster in masterminding political moves, couldwell be used to study. This entry of politics in the premises of educational institutions hascaused many a damage to several students. Students have got rusticated owing to their active participation in politics, thus losing their hold on studies. Politics teaches studentsto put an end to all rules and regulations and become rowdy and violent. This leads to closure of institutions which again take a toll of students study time. Thevery innocent and loving appearance of children gets lost and they become rude, arrogantand disobedient. When there is too much of hooliganism entering into educationalinstitutions, even police is to be called sometimes and there is utter disorder in thecampus and even bullets find their way among the students. The disadvantages of students entering politics are numerous and destructive. When we study the advantages of this system, they do exist but, are very few and hardlysignificant. Children entering the arena of politics learn the art of public speaking. Theylearn to be assertive and impressive. This medium is a good stepping stone to the art of leadership. The important and real advantage is that students in these prime years of life gain a lot of knowledge of politics which gives them training to enter the arena as trained politicians. After studying the pros and cons of students participation in politics, the disadvantagesare more damaging than the gains acquired in the sequence. For, all the advantagesstudents gain, can as well be achieved so in other ways also and there is no need for their entry into politics. Students must stay away from politics and retain their interest in studies which alone canhelp them steer the ships of their lives. The most progressive, articulate, inspired and dynamic segment of the country’spopulation is the student’s community. The formative period of student’s lifeshould be utilized for an all round balanced development of his/her personality. Political experience constitutes an essential part of this learning experience. Thisperiod prepares one to face the challenges better and enables one to succeed inlife. The much hyped dirty murky nature not with standing. Politics has the potentialto inculcate qualities like general awareness, keeping abreast with current happenings and above all leadership qualities in an individual. Student’s who joinpolitics are good orators. They become assertive by shedding their timid nessand shyness. Tackling problems and solving disputes and handling crisissituations however small or big they may be, infuses confidence in them. It helpsin developing skills to deal with people from all backgrounds and of all shades of opinion. Moreover, politics cannot be divorced from a student’s life as he continuouslyinteracts with the Student’s Union and various other student associations incollege. Students also have a great deal of exposure to mediums like the press,television, cinema, etc. hich are important agents of political expression. Political science is a vital part of the syllabi both at the school and college level. This underlines the role that politics plays in various stages of a person’s life. Hence, it is futile to shut out students from politics. History is replete with examples of students playing a vital role in over-throwingcorrupt dictatorial regimes, freeing their people from foreign yoke and launchingrelentless crusades against social injustice and exploitation. Majority of the greatleaders entered politics during their student life. Therefore, political education or training during student life is important for success in life. Many students’organizations like all Manipur students union (AMSU) are big and powerfulstudents’ organizations in the north eastern part of India. Their clout is so greatthat they could even go against the general people’s verdict. Where politiciansfail, they succeed easily. The power of the youth is a mighty river, waiting to bechannelized. The politics of a particular system determines whether this happensin a constructive or destructive manner. However, there is a limit to the extent of a students’ involvement so that abalanced participation does not affect his main purpose, which is to study. Whilehe is not expected to remain passive in the face of criminalization of politics,dismantling of democratic organizations, corruption, communalism and casteism,he should not indulge in factional or partisan politics, or give into the unjustdirections of senior party leaders. The student wing should herald the new, onlythen do they deserve to be called the promise of tomorrow. A better tomorrow.

Link Between Islamophobia And Racism Cultural Studies Essay

Link Between Islamophobia And Racism Cultural Studies Essay Indeed, much literature is dedicated to question the (mis)appropriateness of Islamophobia as a labeller of phobia generated, presumably, from an increasingly visible presence of Islam / Muslims in the U.K. in recent years. 1,2,3 The case for / against Islamophobia, depending on which party holds argument, is, in fact, made blurry given the ambiguity of what constitutes a Muslim identity in the first place. 4 Considering potentially multiple identities of U.K. Muslims 5,6, contestation between and within concerned parties holds a fluid ground more so based on or as a result of fluidity of what makes up Islamophobia. This paper examines multilayered manipulations of Islamophobia as contested within a U.K context. The argument, first, discusses literature on race relations and immigration policies, more emphasis being laid on policies pertaining to Commonwealth subjects in Indian Subcontinent. An examination follows of how race-based (addressing ethnicity, assimilation and multicultural ism issues) as opposed to faith-based (addressing religious practices, rights, and interfaith relations) protections have much influenced and/or mixed up contestations over Islam, Muslims and, most importantly, Islamophobia, if any, within a U.K. context. Finally, Islamophobia is placed in a wider European context in which contestation over Islamophobia as such is connected to Continental debates on modern nation-states and multiculturalisms. Race, race relations and immigration policies Historically, Britain has received waves of immigrants of diverse descent for a multitude of reasons. Yet, post-World War II period, particularly during mid-1940s, 1950s and 1960s, witnessed unprecedented influx into major industrial cities for reconstruction efforts. 7,8 Up until late 1960s, no specific laws addressed inter-ethnic violence and conflict. Ironically, ex-colonies subjects were regarded, after all, as second class citizens. 9 Only when families of Asian (primarily Pakistani, Indian and Bangladeshi) works started to flood English cities and ports in what is referred to as chain immigration (i.e. residents invite close family members and friends and, once settled, relatives and friends invite their own families and friends) did local acts of ethnic violence give prominence to and raise public awareness on a national level of alien citizen status as part of British reality. 10 Still, post-World War II period is one characterised more by inflammatory statements made about nationals of non-British blood and descent 11 rather than about citizens whose allegiance to British values and way of life is questionable because of a different creed such as in case of South-Asians. Indicative of an increasingly racialised public discourse pertaining to immigrants and naturalised subjects is: When individuals like the Marquis of Salisbury spoke of maintaining the English way of life, they were not simply referring to economic or regional folk patterns, but explicitly to the preservation of the racial character of the English people. We have developing here a process of subjectification grounded in a racialised construction of the British Subject which excludes and includes people on the basis of race/skin colour. 12 Indeed, race remains a fundamental subtext of British hegemonic discourse during colonial era, in post-World War II period and beyond. For one, one staple justification for subjugation of nations, groups and individuals is race. 13 Further, in case of a South Asian minority, presumably British Subjects, race is invoked as a justification for inequalities at workplace, housing, education, let alone political rights. 14 In essence, race and racism essentialise subjects of racist acts. Similar to all hegemonic practices which maintain specific power relations within an overarching power structure, racism emphasises superior vs. Inferior duality in order not only to maintain existing power relations but also to morally justify excesses of inequalities. 15 In British context, South Asian workers predominantly from Pakistan, India and Bangladesh particularly during first mass immigration waves of 1940s, 1950s and 1960s were, like a gear fit into a larger wheel, brought in as props, imported, used, and returned. Initially, South Asians workers performed and acted as underdogs much to masters delight. Later, however, as familiarity of British System and Administration developed amongst workers of non-British blood, riots and protests became noise (racist) masters needed to work on. Thus, successive legislations regulating immigrants status within U.K. borders were, apparently, meant to control influx of immigrants and to align British Subjects along well-defined ethnic boundaries.16 As U.K.s ethnic makeup diversified over time and across localities, states insistence on ethnic markers between and within ethnic groups grew by leaps and bounds. The racism formula, endorsed by laws and working brilliantly in a colonial era and slightly so within borders during early days of mass immigration, turned out problematic if not unstabilising given growing pressures of growing minorities in pocket cities, minorities now capable of tipping vote balance. Ultimately, a multi-ethnic / multicultural society is not based on a goodwill, all-accommodating multiculturalism discourse one meant to acknowledge ethnic / racial / cultural differences per se by way of minority rights but, rather, one emphasizing ethnic markers for further state control. 17 In fact, state control, in so far as British Muslims are concerned, represents a clear instance not only of an ethnicity manipulated (at multiple layers of discourse in government, media, and education) but, further still, of an identity (i.e. BrMislim / BrAsian) manipulated (at just same layers) and hence fluidity of what constitutes Islam / Muslim and, probably in turn, Islamophobia. Understanding an emerging Islamophobia requires, however, an examination of evolution of race relations politics from one based on race to one based on faith. Race, faith, Islamophobia, and multiculturalism By definition, political discourse is one characterised by manipulation and is, largely, subject to voters sway in democracies. 18 Political Correctness (PC) is just one example of political machination. In essence, a politically correct expression is a euphemism meant (and, for that matter, meaning) less to fulfil felicity conditions required for an actionable statement and more as instrumental. Thus, British policies on race and ethnicity has marked a shift since installation of race relations acts of 1965 and 1968 19 from an emphasis on racial discrimination to an emphasis on religious extremism and bigotry as a basis for incrimination only selectively, excluding BrMuslims. Indeed, incitement to hatred based on affiliation to Islam is one major legal anomaly scholars continue to point out to. 19, 20 Interestedly, given papers purposes, racial discrimination against BrAsians has not, in fact, been eliminated by virtue of progress in legislation on racial relations but only diverted to another (unprotected by law) dimension, significant as is, of a BrAsian subjects identity. That is, being Muslim. That multilayered public discourse has, moreover, shifted from race to faith is indicative not of actionable (as opposed to pronounced) change but of power structure(s) embedded in race relations discourses in the U.K. Thus, in place of a racialised discourse based on BrAsian intrusion into Britishness, same racial group, now British Muslims, comes out as anti-British. Typical of a manipulative political discourse a game of labelling and re-labelling underprivileged, underrepresented groups (except in prisons) is enacted such that power relations as engineered, largely but not always by, state are maintained within and between different ethnicities in a multicultural community which is, Britain. Unsurprisingly, a set of composite metrics has been developed in order to measure Britishness. 21 That such metrics combine gauges of loyalties at intra-national (i.e. Britain), national (i.e. England, Scotland, etc), or local (e.g. Bradford) levels is, indeed, indicative of an ethnic identit y crisis, particularly so in case of BrAsians / BrMuslims. As a consequence, a group diverse as BrAsians / BrMuslims and framed as inassimilable 22 into wider and mainstream community is bundled up altogether, labelled and made alien. Islamophobia is, one argues, an expression of an anxiety over ethnicity identity. Indeed, Islamophobic sentiments are, upon close examination, aimed not at Islam per se but at Muslims. 23 In fact, literature repeatedly points out that people, rather than faith, is phobes trajectory. 23, 24,25 A broad overview of British media is indicative of who is meant and labelled: If you doubt whether Islamophobia exists in Britain, I [Gordon Conway, Head of Commission on British Muslims and Islamophobia] suggest you spend a week reading, as I have done, a range of national and local papers. If you look for articles which refer to Muslims or to Islam you will find prejudiced and antagonistic comments, mostly subtle but sometimes blatant and crude. Where the media lead, many will follow. British Muslims suffer discrimination in their education and in the workplace. Acts of harassment and violence against Muslims are common. 26 Thus, Islamophobia, a label gaining currency in media and academia thanks to Runnymede Trusts much publicised report Islamophobia, a challenge for us all 27 has acquired such a canonical status as to render alternative neologisms unrepresentative of responses to Islam / Muslims. According to Halliday, Islamophobia indulges conformism and authority within Muslim communities. One cannot avoid the sense, in regard to work such as the Runnymede Report that the race relations world has yielded, for reasons of political [emphasis added] convenience, on this term. 28 Moreover, The use of Islamophobia also challenges the possibility of dialogue based on universal principles. It suggeststhat the solution lies in greater dialogue, bridge-building and respect for the other community, but this inevitably runs the risk of denying the right, or possibility, of criticisms of the practices of those with whom one is having the dialogue. Not only those who, on universal human rights grounds, object to elements in Islamic traditions and current rhetoric, but also those who challenge conservative readings from within, can more easily be classed as Islamophobes. 29 Thus, Islamophobia is employed in such a politically correct fashion such as to silence criticisms, on one hand, and to maintain good neighbourhood relations, on another. The former stance is framed, in right-leaning perspective, as militant, jihadist, terrorist, uncivil, anti-modern and anti-Western. 30 The latter is framed, in Islamist perspective, as accommodating, assimilative and hegemonic. In between is media, an arena for meaning-making and shifting perceptions. Alternatively, Islamophobia can be employed not as a politically correct euphemism in order to silence internal criticisms or to maintain law and order but, rather, to militate against an other. This could take a shape of dismantling politeness courtesies essential not for a politically correct dialogue but for one based on critical questioning. Still, Islamophobia could be further employed such as a cover up for supposedly hidden hegemonic agendas. 31 One peculiar shift for Islamophobia as contested within a U.K. context is how instead of imported aliens made citizens being instigators of hate, violence, unrest, and, ultimately terror an enemy within image is constructed and maintained such as to, apparently, pass Islamophobic sentiments, if any, from one generation onto another. 32 For some now increasingly most, credit to media rivers of actual blood running London streets following London 7/7 (Ã   la 9/11 codification) attacks are reminiscent of symbolic blood as invoked by Enoch Powell in his Birmingham speech in 1968: As I look ahead, I am filled with foreboding. Like the Roman, I seem to see the River Tiber foaming with much blood. The tragic and intractable phenomenon [i.e. immigration] which we [emphasis added] watch with horror on the other side of the Atlantic, but which there is interwoven with the history and existence of the States itself, is coming upon us here by our own volition and our own neglect. 33 Unsurprisingly, Powells xenophobic pronouncements just as all xenophobic pronouncements -gain further inertia as an apparently self-fulfilling prophecy comes true. Admittedly, most, if not all, far-right politics tap into a well-rehearsed repertoire of phobias not least Islamophobia. Moreover, whole political careers are created and enhanced based on precautions from an other: now of colour, now of race, and now of different faith. Across Europe, ballot boxes speak volumes of Islamophobia tapped into as a final recourse against an imminent green menace within. 34,35 Islamophobia: European context Placed in a wider context, Islamophobia is not exclusive to U.K. As a matter of fact, for Europe in which U.K. is situated and to which it is historically affiliated Islamophobia is a common currency. Indeed, each European country has a distinctive narrative to tell of Islam / Muslims. Yet, for all differences, European nations especially former colonial powers share common narratives of home-grown terrorists and phobias. 36 Interestingly still is how European nation states follow a similar pattern of state controls over flow of (now particularly Muslim) immigrants as well as controls of modes of conducts of minorities within. 37 In fact, U.K.s, and for that matter Europes, current immigration laws and policies cannot be fully understood in isolation of European conception of nation-states. Historically, European nation-states evolved into democratic polities in which upholding order and rule of law required consistent policies. 38 As European countries grew increasingly into political, economic and scientific powerhouses, an increasing influx of immigrants required subtler means of control. Typically, in major European countries such as U.K. enacting multiculturalism policies meant, at least apparently in so far as actual practices are concerned, less room for truly diverse communities and more for accommodation, assimilation, and full integration of an increasing alien presence posing, allegedly, menaces to established European Enlightenment canonical values of reason and secularism. 39 Probably understandably, far-right currents in European politics manipulated political machinery inciting violence and hatred at times creating, only in voters minds, all sorts of phobias. The case for Islamophobia is one, consequently, which can be understood primarily based on power relations established and maintained in a wider power structure of Europe. This is particularly significant if one is to grasp global (i.e. Western) war on Islam, which is not. For all long-established and nourished power structures need a signifier, a marker, which, presumably , contains, defines, and tags an assumed other only to maintain law and order in an endless historical power struggle over hearts and minds. In conclusion, Islamophobia is, ultimately, a (mis)label slapped onto bottled up power relations within a marked power structure. In U.K. context, Islamophobia is used, as has been demonstrated, not to mark a shift in discursive practices towards a truly multicultural community but to maintain embedded power relations in which specific groups are assigned definite space within ethnic markers. Initially, race is used to maintain power structures but upon introduction of race acts and laws, subtler formers of control and manipulation are employed by which focus is shift from race per se to faith not as a creed but as another boundary of control.

Alcohol Advertising: The Cause of Underage Drinking? Essay -- essays

Alcohol Advertising: The Cause of Underage Drinking?   Ã‚  Ã‚  Ã‚  Ã‚  The question, â€Å"Is alcohol advertising the cause of underage drinking?† seems to flow through the minds of many American families. The answer to the question largely depends upon the families view on drinking in general. Some homes encourage drinking every once in a while, for social purposes; while others condemn it all together. The topic is very controversial with several factors weighing in such as religion, family background, and health. Despite the differing views, statistics have shown that underage drinking has reached a new height this past year. What is the cause of this rise in adolescent drinking? I will be reviewing the work of four different authors in an attempt to answer this question.   Ã‚  Ã‚  Ã‚  Ã‚  Dina Berta grew up with alcohol in her home and believes that alcohol is a part of American life, and is a normal accompaniment to most social events. She said, â€Å"Most Americans enjoy drinking on a regular basis.† She feels that Americans are too â€Å"uptight† and that drinking socially, even underage, is not a problem. George Hacker and Robyn Suriano disagree with her and they feel that underage drinking has become a serious problem and that children are drinking more heavily at a younger age. Suriano states, â€Å"alcohol is the most abused drug in the country, and the number of children trying alcoholic beverages before they reach 18 has doubled in the past decade.† Hacker agrees with this point by giving the statistic that 4.1 million kids younger than 18 tried alcohol in the year 2000. Hacker also states his belief that when the youth drink, they drink heavily and excessively. Suriano and Hacker both agree that the cause of excessive underage drinking is advertisements.   Ã‚  Ã‚  Ã‚  Ã‚  The subject of alcohol advertisements negative effects on the behaviors of young people is very diverse. Most liquor and beer companies agree with Berta that the purpose of alcohol advertisings is to encourage drinkers to try new brands, not to promote excessive drinking. Hacker states, â€Å"despite the intent of the industry, research shows that alcohol advertising does influence young people.† He strongly disagrees with Berta, stating that the advertisements have a negative effect. â€Å"It preprograms them to drink and drink excessively for a â€Å"good time.† ... ...ge drinking and she gives a list of recommendations that all parents should go by in order to alleviate the problem. The opinions of these four authors prove that alcohol advertising is an extremely controversial topic. When questioning American’s youth, you will get varied responses, similar to the conflicting opinions of the authors. Some homes side with Dina Berta and Jon Kate, while others agree more with Robyn Suriano and George Hacker. Alcohol industries see eye to eye with Berta and Kate. Berta feels advertising is fine and that drinking is a normal part of American culture. Kate feels that there is a problem with underage drinking but that advertisements are not the cause. Robyn Suriano and George Hacker feel underage drinking is a big problem and action needs to take place in order to reduce underage drinking. Hacker blames advertisements while Suriano feels the problem stems from both advertisements and the family. As shown, the topic is very debatable, depending largely on personal upbringing and experiences. Hence, the question still remains, â€Å"Are alcohol advertisements the cause of underage drinking?†   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  

Beowulf Essay

When Beowulf dies, the Geats dwell upon his greatness. They see him as a hero, not just because of the things he accomplished, but because of the sacrifices he made for them. The character, Beowulf, is a classic example of someone who fights for pride and glory. He is a brave warrior who is trying to repay his father’s debts to the king of Denmark. Beowulf is a tragic hero because he is noble, has a tragic flaw that leads to his downfall, and sacrifices himself for the good of his people. The achievements that Beowulf accomplishes make the people believe in him as a tragic hero. To be noble, one has to possess power and authority, but still fulfill obligations to their people. Beowulf stands as a noble king. He earns his power, and leads and fights for his people. At the end of the story, Beowulf battles a dragon that has been troubling his people. This shows us the sacrifice he makes for the Geats to try to save them. After Beowulf is defeated and killed by the dragon, his loyal warrior, Wiglaf, speaks. Wiglaf, the only warrior standing by his side during the fight, tells the other warriors that they have betrayed Beowulf, the king â€Å"who showered you with gifts† (2866). In this quote, Wiglaf is saying that Beowulf has proven his loyalty to his warriors by giving them weapons, armor, and treasure, which in their society was expected of a king or ring-giver. After Beowulf’s death, the Geats realize his nobility, generosity, and bravery. Although Beowulf is a noble king, he, like every tragic hero, has a tragic flaw. In Beowulf’s case it is hubris. Hubris is a characteristic of someone who is over confident or prideful. Pride has a good and a bad consequence for Beowulf. One benefit of pride is that it promotes confidence in battles. For example, when Beowulf goes to fight Grendel, he says, â€Å"now I mean to be a match for Grendel, / settle the outcome in single combat† (425-426). In this quote, Beowulf is saying that he wants to keep the matchup fair between Grendel and himself, so to keep the playing field level he will fight him without any weapons. This is a great example of Beowulf being over confident in himself by saying he doesn’t need weapons to kill Grendel. When he is young, his pride helps him win battles, but at an old age, hubris can be a flaw. This is seen when Beowulf faces the dragon after he has been king for 50 years. At this old age, Beowulf is still so prideful that he wants to fight the dragon alone. This is an example of how his hubris is a detriment. Because of his hubris, Beowulf does not regard age and thinks he will be victorious just as in previous battles. He finds out this is not so when he is defeated. Beowulf makes many sacrifices in the course of the story to protect his people. The final sacrifice even leads to his death. Near the end of the story, Beowulf hears of a dragon that has been terrorizing his people. To destroy this figure, which the people fear, he goes to fight the dragon with his warriors. When he arrives to the area where the dragon lives, he turns around to his men and says, â€Å"this fight is not yours, / nor is it up to any man except me/ to measure his strength against the monster or to prove his worth† (2533-2535). In this quote, Beowulf tells his warriors he wants to fight the dragon alone. He commands them to stay back so that he may kill the dragon by himself. The main reason why he does this is because he feels responsible for his people and he believes he is the only one that should defend them. His men obey his words, and he goes into battle by himself. At the end of the fight, Wiglaf sees Beowulf die, and realizes the honorable king he was and the heroic sacrifice that he made for his people. Throughout the story and his many battles, Beowulf displays the characteristics of a tragic hero. He was noble, and made many great sacrifices for his people. Beowulf shows that performing his duty as king was more important to him than his own life. This ultimate sacrifice shows the Geats the true hero he was for them. Beowulf, not only in this book, but in all old English literature is one of the best examples of a tragic hero.

Night World : Secret Vampire Chapter 2

â€Å"Poppy!† Poppy could hear her mother's voice, but she couldn't see anything. The kitchen floor was obscured by dancing black dots. â€Å"Poppy, are you all right?† Now Poppy felt hermother's hands grasping her upper arms, holding her anxiously. The pain was easing and her vision was coming back. As she straightened up, she saw James in front ofher. His face was almost expressionless, but Poppy knew him well enough to recognize the worry in hiseyes. He was holding the milk carton, she realized. He must have caught it on the fly as she droppedit–amazing reflexes, Poppy thought vaguely. Really amazing. Phillip was on his feet. â€Å"Are you okay? Whathappened?† â€Å"I-don't know.† Poppy looked around, thenshrugged, embarrassed. Now that she felt better shewished they weren't all staring at her so hard. Theway to deal with the pain was to ignore it, to notthink about it. â€Å"It's just this stupid pain-I think it's gastrowhatchmacallit. You know, something I ate.† Poppy's mother gave her daughter the barest fraction of a shake. â€Å"Poppy, this is not gastroenteritis.You were having some pain before-nearly a monthago, wasn't it? Is this the same kind of pain?† Poppy squirmed uncomfortably. As a matter offact, the pain had never really gone away. Somehow,in the excitement of end-of-the-year activities, she'dmanaged to disregard it, and by now she was used to working around it. â€Å"Sort of,† she temporized. â€Å"But That was enough for Poppy's mother. She gavePoppy a little squeeze and headed for the kitchen telephone. â€Å"I know you don't like doctors, but I'mcalling Dr. Franklin. I want him to take a look at you. This isn't something we can ignore.† â€Å"Oh, Mom, it's vacation†¦.† Her mother covered the mouthpiece of the phone.†Poppy, this is nonnegotiable. Go get dressed.† Poppy groaned, but she could see it was no use.She beckoned to James, who was looking thoughtfully into a middle distance. â€Å"Let's at least listen to the CD before I have to go.† He glanced at the CD as if he'd forgotten it, and put down the milk carton. Phillip followed them into the hallway. â€Å"Hey, buddy, you wait out here while she gets dressed.† James barely turned. â€Å"Get a life, Phil,† he said almost absently. â€Å"Just keep your hands off my sister, you deve.† Poppy just shook her head as she went into her room. As if James cared about seeing her undressed. If only,she thought grimly, pulling a pair of shortsout of a drawer. She stepped into them, still shaking her head. James was her best friend, her very bestfriend, and she was his. But he'd never shown even the slightest desire to get his hands on her. Sometimes she wondered if he realized she was a girl. Someday I'm going to makehim see, she thought,and shouted out the door for him. James came in and smiled at her. It was a smile other people rarely saw, not a taunting or ironic grin, but a nice little smile, slightly crooked. â€Å"Sorry about the doctor thing,† Poppy said. â€Å"No. You should go.† James gave her a keenglance. â€Å"Your mom's right, you know. This has been going on way too long. You've lost weight; it's keeping you up at night-â€Å" Poppy looked at him, startled. She hadn't told anybody about how the pain was worse at night, not even James. But sometimes James just knewthings. As if he could read her mind. â€Å"I just know you, that's all,† he said, and then gaveher a mischievous sideways glance as she stared at him. He unwrapped the CD. Poppy shrugged and flopped on her bed, staring atthe ceiling. â€Å"Anyway, I wish Mom would let me have oneday of vacation,† she said. She craned her neckto look at James speculatively. â€Å"I wish I had a mom like yours. Mine's always worrying and trying to fix me.† â€Å"And mine doesn't really care if I come or go. Sowhich is worse?† James said wryly. â€Å"Your parents let you have your own apartment. â€Å" â€Å"In a building they own. Because it's cheaper thanhiring a manager.† James shook his head, his eyeson the CD he was putting in the player. â€Å"Don't knockyour parents, kid. You're luckier than you know.† Poppy thought about that as the CD started. Sheand James both liked trance-the underground electronic sound that had come from Europe. James likedthe techno beat. Poppy loved it because it was real music, raw and unpasteurized, made by people who believed in it. People who had the passion, not people who had the money. Besides, world music made her feel a part of otherplaces. She loved the differentness of it, the alienness. Come to think of it, maybe that was what she likedabout James, too. His differentness. She tilted her head to look at him as the strange rhythms of Burundi drumming filled the air. She knew James better than anyone, but there wasalways something, something about him that was closed off to her. Something about him that nobody could reach. Other people took it for arrogance, or coldness, oraloofness, but it wasn't really any of those things. It was just differentness. He was more different thanany of the exchangestudents at school. Time after time, Poppy felt she had almost put her finger on thedifference, but it always slipped away. And more than once, especially late at night when they were listening to music or watching the ocean, she'd felthe was about to tell her. And she'd always felt that if he didtell her, itwould be something important, something as shocking and lovely as having a stray cat speak to her. Just now she looked at James, at his dean, carvenprofile and at the brown waves of hair on his forehead, and thought, He looks sad. â€Å"Jamie, nothing's wrong, is it? I mean, at home, oranything?† She was the only person on the planet allowed to call him Jamie. Not even Jacklyn or Michaela had ever tried that. â€Å"What could be wrong at home?† he said, with asmile that didn't reach his eyes. Then he shook his head dismissively. â€Å"Don't worry about it, Poppy. It'snothing important-just a relative threatening to visit. An unwanted relative.† Then the smile didreach his eyes, glinting there. â€Å"Or maybe I'm justworried about you,† he said. Poppy started to say, â€Å"Oh, as if, â€Å"but instead she found herself saying, oddly, â€Å"Are you really?† Her seriousness seemed to strike some chord. Hissmile disappeared, and Poppy found that they were simply looking at each other without any insulating humor between them. Just gazing into each other's eyes. James looked uncertain, almost vulnerable. â€Å"Poppy Poppy swallowed. â€Å"Yes?† He opened his mouth-and then he got upabruptly and went to adjust her 170-watt Tall-boy speakers. When he turned back, his gray eyes were dark and fathomless. â€Å"Sure, if you were really sick, I'd be worried,† hesaid lightly. â€Å"That's what friends are for, right?† Poppy deflated. â€Å"Right,† she said wistfully, andthen gave him a determined smile. â€Å"But you're not sick,† he said. â€Å"It's just somethingyou need to get taken care of. The doctor'll probably give you some antibiotics or something-with a bigneedle,† he added wickedly. â€Å"Oh, shut up,† Poppy said. He knew she was terrified of injections. Just the thought of a needle entering her skin †¦ â€Å"Here comes your mom,† James said, glancing atthe door, which was ajar. Poppy didn't see how he could hear anybody coming-the music was loud andthe hallway was carpeted. But an instant later her mother pushed the door open. â€Å"All right, sweetheart,† she said briskly. â€Å"Dr.Franklin says come right in. I'm sorry, James, but I'm going to have to take Poppy away.† â€Å"That's okay. I can come back this afternoon.† Poppy knew when she was defeated. She allowedher mother to tow her to the garage, ignoring James's miming of someone receiving a large injection. An hour later she was lying on Dr. Franklin's examining table, eyes politely averted as his gentle fingers probed her abdomen. Dr. Franklin was tall, lean,and graying, with the air of a country doctor. Some body you could trust absolutely. â€Å"The pain is here?† he said. â€Å"Yeah-but it sort of goes into my back. Or maybe I just pulled a muscle back there or something The gentle, probing fingers moved, then stopped. Dr. Franklin's face changed. And somehow, in that moment, Poppy knew it wasn't a pulled muscle. Itwasn't an upset stomach; it wasn't anything simple; and things were about to change forever. All Dr. Franklin said was, â€Å"You know, I'd like toarrange for a test on this.† His voice was dry and thoughtful, but panic curled through Poppy anyway. She couldn't explain what was happening inside her-some sort of dreadful premonition, like a black pit opening in the ground in front of her. â€Å"Why?† her mother was asking the doctor. â€Å"Well.† Dr. Franklin smiled and pushed his glassesup. He tapped two fingers on the examining table.†Just as part of a process of elimination, really. Poppysays she's been having pain in the upper abdomen, pain that radiates to her back, pain that's worse atnight. She's lost her appetite recently, and she's lost weight. And her gallbladder is palpable-that meansI can feel that it's enlarged. Now, those are symptomsof a lot of things, and a sonogram will help rule out some of them.† Poppy calmed down. She couldn't remember whata gallbladder did but she was pretty sure she didn't need it.Anything involving an organ with such a silly name couldn't be serious. Dr. Franklin was goingon, talking about the pancreas and pancreatitis andpalpable livers, and Poppy's mother was nodding as if she understood. Poppy didn't understand, but thepanic was gone. It was as if a cover had been whisked neatly over the black pit, leaving no sign that it had ever been there. â€Å"You can get the sonogram done at Children's Hospital across the street,† Dr. Franklin wassaying. â€Å"Come back here after it's finished.† Poppy's mother was nodding, calm, serious, andefficient. Like Phil. Or Cliff. Okay, we'll get this taken care of. Poppy felt just slightly important.Nobody sheknew had been to a hospital for tests. Her mother ruffled her hair as they walked out ofDr. Franklin's office. â€Å"Well, Poppet. What have you done to yourself now?† Poppy smiled impishly. She was fully recoveredfrom her earlier worry. â€Å"Maybe I'll have to have an operation and I'll have an interesting scar,† she said,to amuse her mother. â€Å"Let's hope not,† her mother said, unamused. The Suzanne G. Monteforte Children's Hospitalwas a handsome gray building with sinuous curve sand giant picture windows. Poppy looked thoughtfully into the gift shop as they passed. It was clearly akid's gift shop, full of rainbow Slinkys and stuffed animals that a visiting adult could buy as a last-minute present. A girl came out of the shop. She was a little olderthan Poppy, maybe seventeen or eighteen. She was pretty, with an expertly made-up face-and a cutebandanna which didn't quite conceal the fact that she had no hair. She looked happy, round-cheeked,with earrings dangling jauntily beneath the band anna-but Poppy felt a stab of sympathy. Sympathy†¦and fear. That girl was reallysick. Which was what hospitals were for, of course-for really sick people. Suddenly Poppy wanted to get herown tests over with and get out of here. The sonogram wasn't painful, but it was vaguelydisturbing. A technician smeared some kind of jelly over Poppy's middle, then ran a cold scanner over it,shooting sound waves into her, taking pictures of her insides. Poppy found her mind returning to the prettygirl with no hair. To distract herself, she thought about James. And for some reason what came to mind was the first time she'd seen James, the day he came to kindergarten. He'd been a pale, slight boy with big gray eyes and something subtly weirdabout him that made thebigger boys start picking on him immediately. On the playground they ganged up on him like houndsaround a fox-until Poppy saw what was happening. Even at five she'd had a great right hook. She'dburst into the group, slapping faces and kicking shins until the big boys went running. Then she'd turned to James. â€Å"Wanna be friends?† After a brief hesitation he'd nodded shyly. Therehad been something oddly sweet in his smile. But Poppy had soon found that her new friend wasstrange in small ways. When the class lizard died, he'd picked up the corpse without revulsion andasked Poppy if she wanted to hold it. The teacher had been horrified. He knew where to find dead animals, too-he'dshown her a vacant lot where several rabbit carcasseslay in the tall brown grass. He was matter-of-factabout it. When he got older, the big kids stopped pickingon him. He grew up to be as tall as any of them, and surprisingly strong and quick-and he developed areputation for being tough and dangerous. When he got angry, something almost frightening shone in hisgray eyes. He never got angry with Poppy, though. They'dremained best friends all these years. When they'd reached junior high, he'd started having girlfriends all the girls at school wanted himbut he never kept any of them long. And he never confided in them;to them he was a mysterious, secretive bad boy. Only Poppy saw the other side of him, the vulnerable, caring side. â€Å"Okay,† the technician said, bringing Poppy backto the present with a jerk. â€Å"You're done; let's wipe this jelly off you.† â€Å"So what did it show?† Poppy asked, glancing upat the monitor. â€Å"Oh, your own doctor will tell you that. The radiologist will read the results and call them over to your doctor's office.† The technician's voice was absolutely neutral-so neutral that Poppy looked ather sharply. Back in Dr. Franklin's office, Poppy fidgeted whileher mother paged through out-of-date magazines. When the nurse said â€Å"Mrs. Hilgard,† they bothstood up. â€Å"Uh-no,† the nurse said, looking flustered. â€Å"Mrs.Hilgard, the doctor just wants toseeyou for a minute-alone.† Poppy and her mother looked at each other. Then,slowly, Poppy's mother put down her People magazine and followed the nurse. Poppy stared after her. Now, what on earth . . . Dr. Franklin had neverdone that before. Poppy realized that her heart was beating hard. Notfast, just hard. Bang†¦bang†¦ bang, in the middle of her chest, shaking her insides. Making her feelunreal and giddy. Don't think about it. It's probably nothing. Reada magazine. But her fingers didn't seem to work properly. When she finally got the magazine open, her eyes ran over the words without delivering them to herbrain. What are they talking about in there? What's going on?It's been so long†¦. It kept getting longer. As Poppy waited, she foundherself vacillating between two modes of thought. 1) Nothing serious was wrong with her and her motherwas going to come out and laugh at her for even imagining there was, and 2) Something awful waswrong with her and she was going to have to go through some dreadful treatment to get well. The covered pit and the open pit. When the pit was covered, it seemed laughable, and she felt embarrassed for having such melodramatic thoughts. But when it was open, she felt as if all her life before this had been adream, and now she was hitting hard reality at last. I wish I could call James, she thought. At last the nurse said, â€Å"Poppy? Come on in.† Dr. Franklin's office was wood-paneled, with certificates and diplomas hanging on the walls. Poppy sat down in a leather chair and tried not to be tooobvious about scanning her mother's face. Her mother looked†¦too calm. Calm with strainunderneath. She was smiling, but it was an odd,slightly unsteady smile. Oh, God, Poppy thought. Something isgoing on. â€Å"Now, there's no cause for alarm,† the doctor said,and immediately Poppy became more alarmed. Her palms stuck to the leather of the chair arms. â€Å"Something showed up in your sonogram that's alittle unusual, and I'd like to do a couple of othertests,† Dr. Franklin said, his voice slow and measured, soothing. â€Å"One of the tests requires that you fast from midnight the day before you take it. But your mom says you didn't eat breakfast today.† Poppy said mechanically, â€Å"I ate one Frosted Flake.† â€Å"OneFrosted Flake? Well, I think we can countthat as fasting. We'll do the tests today, and I think it's best to admit you to the hospital for them. Now, the tests are called a CAT scan and an ERCP-that's short for something even I can't pronounce.† Hesmiled. Poppy just stared at him. â€Å"There's nothing frightening about either of thesetests,† he said gently. â€Å"The CAT scan is like an X ray. The ERCP involves passing a tube down the throat, through the stomach, and into the pancreas. Then we inject into the tube a liquid that will show up onX rays .† His mouth kept moving, but Poppy had stoppedhearing the words. She was more frightened than she could remember being in a long time. I was just joking about the interesting scar, shethought. I don't want a real disease. I don't want to go to the hospital, and I don't want any tubes down my throat. She looked at her mother in mute appeal. Her mother took her hand. â€Å"It's no big deal, sweetheart. We'll just go home andpack a few things for you; then we'll come back.† â€Å"I have to go into the hospital today?† â€Å"I think that would be best,† Dr. Franklin said. Poppy's hand tightened on her mother's. Her mind was a humming blank. When they left the office, her mother said, â€Å"Thankyou, Owen.† Poppy had never heard her call Dr. Franklin by his first name before. Poppy didn't ask why. She didn't say anything asthey walked out of the building and got in the car. As they drove home, her mother began to chat aboutordinary things in a light, calm voice, and Poppy made herself answer. Pretending that everything wasnormal, while all the time the terrible sick feeling raged inside her. It was only when they were in her bedroom, packing mystery books and cotton pajamas into a small suitcase, that she asked almost casually, â€Å"So whatexactly does he think is wrong with me?† Her mother didn't answer immediately. She waslooking down at the suitcase. Finally she said, â€Å"Well, he's not sure anything is wrong.† â€Å"But what does he think?He must think something. And he was talking about my pancreas-Imean, it sounds like he thinks there's somethingwrong with my pancreas. I thought he was looking at my gallbladderor whatever. I didn't even know that my pancreas was involvedin this†¦.† â€Å"Sweetheart.† Her mother took her by the shoulders, and Poppy realized she was getting a little over wrought. She took a deep breath. â€Å"I just want to know the truth, okay? I just wantto have some idea of what's going on. It's my body, and I've got a right to know what they're lookingfor-don't I?† It was a brave speech, and she didn't mean any of it. What she really wanted was reassurance, a prom ise that Dr. Franklin was looking for something trivial. That the worst that could happen wouldn't be so bad. She didn't get it. â€Å"Yes, you do have a right to know.† Her motherlet a long breath out, then spoke slowly. â€Å"Poppy, Dr. Franklin was concerned about your pancreas allalong. Apparently things can happen in the pancreas that cause changes in other organs, like the gallblad der and liver. When Dr. Franklin felt those changes, he decided to check things out with a sonogram.† Poppy swallowed. â€Å"And he said the sonogramwas-unusual. How unusual?† â€Å"Poppy, this is all preliminary†¦.† Her mothersaw her face and sighed. She went on reluctantly.† The sonogram showed that there might be something in your pancreas. Something that shouldn't bethere. That's why Dr. Franklin wants the other tests;they'll tell us for sure. But-â€Å" â€Å"Something that shouldn't be there? You mean †¦ like a tumor? Like †¦cancer?† Strange, it was hard to say the words. Her mother nodded once. â€Å"Yes. Like cancer.†

Tale Of Two Cities Essays - English-language Films, Free Essays

Tale Of Two Cities Essays - English-language Films, Free Essays Tale of Two Cities In the fictitious novel Tale of Two Cities, the author, Charles Dickens, lays out a brilliant plot. Charles Dickens was born in England on February 7, 1812 near the south coast. His family moved to London when he was ten years old and quickly went into debt. To help support himself, Charles went to work at a blacking warehouse when he was twelve. His father was soon imprisoned for debt and shortly thereafter the rest of the family split apart. Charles continued to work at the blacking warehouse even after his father inherited some money and got out of prison. When he was thirteen, Dickens went back to school for two years. He later learned shorthand and became a freelance court reporter. He started out as a journalist at the age of twenty and later wrote his first novel, The Pickwick Papers. He went on to write many other novels, including Tale of Two Cities in 1859. Tale of Two Cities takes place in France and England during the troubled times of the French Revolution. There are travels by the characters between the countries, but most of the action takes place in Paris, France. The wineshop in Paris is the hot spot for the French revolutionists, mostly because the wineshop owner, Ernest Defarge, and his wife, Madame Defarge, are key leaders and officials of the revolution. Action in the book is scattered out in many places; such as the Bastille, Tellson's Bank, the home of the Manettes, and largely, the streets of Paris. These places help to introduce many characters into the plot. One of the main characters, Madame Therese Defarge, is a major antagonist who seeks revenge, being a key revolutionist. She is very stubborn and unforgiving in her cunning scheme of revenge on the Evermonde family. Throughout the story, she knits shrouds for the intended victims of the revolution. Charles Darnay, one of whom Mrs. Defarge is seeking revenge, is constantly being put on the stand and wants no part of his own lineage. He is a languid protagonist and has a tendency to get arrested and must be bailed out several times during the story. Dr. Alexander Manette, a veteran prisoner of the Bastille and moderate protagonist, cannot escape the memory of being held and sometimes relapses to cobbling shoes. Dr. Manette is somewhat redundant as a character in the novel, but plays a very significant part in the plot. Dr. Manette's daughter, Lucie Manette, a positive protagonist, is loved by many and marries Charles Darnay . She is a quiet, emotional person and a subtle protagonist in the novel. One who never forgot his love for Lucie, the protagonist Sydney Carton changed predominately during the course of the novel. Sydney , a look-alike of Charles Darnay, was introduced as a frustrated, immature alcoholic, but in the end, made the ultimate sacrifice for a good friend. These and other characters help to weave an interesting and dramatic plot. Dr. Manette has just been released from the Bastille, and Lucie, eager to meet her father whom she thought was dead, goes with Mr. Jarvis Lorry to bring him back to England. Dr. Manette is in an insane state from his long prison stay and does nothing but cobble shoes, although he is finally persuaded to go to England. Several years later, Lucie, Dr. Manette, and Mr. Lorry are witnesses at the trial of Charles Darnay. Darnay, earning his living as a tutor, frequently travels between England and France and is accused of treason in his home country of France. He is saved from being prosecuted by Sydney Carton, who a witness confuses for Darnay, thus not making the case positive. Darnay ended up being acquitted for his presumed crime. Darnay and Carton both fall in love with Lucie and want to marry her. Carton, an alcoholic at the time, realizes that a relationship with Lucie is impossible, but he still tells her that he loves her and would do anything for her. Darnay and Lucie marry each other on the premises of the two promises between Dr. Manette and Darnay. Right after the marriage, while the newlyweds are on their honeymoon, Dr. Manette has a relapse and cobbles shoes for nine days straight. France's citizens arm themselves for a revolution and, led by the Defarges, start the revolution by raiding the Bastille. Shortly before the start of the revolution, the Marquis runs over a child in the streets of Paris. He is assassinated soon after by Gaspard, the child's father, who is

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Introduction The aim of this paper is to demonstrate the many approaches to, and considerations of, health promotion and health education. The fundamental basis of care, that being the nursing process of assessing, planning, implementing and evaluating, will be used to demonstrate the art of promoting health education. The paper hopes to convey that the definitions of health promotion and health education are being redefined and that nurses predominantly instigate health education and only rarely take part in health promotion. Therefore the focus of the paper will be on the nurse’s assessment and planning for the client within the process of health education rather than health promotion. A strong emphasis will be placed on client needs on an individual basis as well as special focus on the client’s ability to contribute towards their own health decisions. Finally a case study will be used to demonstrate how a health promotion plan is a cyclic process with the nurse contributing by helping the client make educated choices based on the nurse’s knowledge of client focused care. Context of Professional Practice as Health Education Whitehead D (2004) proposes that there is a fundamental difference between health promotion and health education. The latter being what a nurses currently does. Whitehead (2004) defines health promotion as â€Å"†¦the process by which the ecologically-driven socio-political-economic determinants of health are addressed as they impact on individuals and the communities within which they interact.† Therefore health promotion looks to exploit and improve social structure by means of encouraging participation between agents in different sectors and organization It therefore implies an act which aims to change and empower communities by political petition, scheduling change and raising a critical consciousness. The abovementioned definition suggests a holistic approach compared to the World Health Org... Free Essays on Health Promotion Free Essays on Health Promotion Introduction The aim of this paper is to demonstrate the many approaches to, and considerations of, health promotion and health education. The fundamental basis of care, that being the nursing process of assessing, planning, implementing and evaluating, will be used to demonstrate the art of promoting health education. The paper hopes to convey that the definitions of health promotion and health education are being redefined and that nurses predominantly instigate health education and only rarely take part in health promotion. Therefore the focus of the paper will be on the nurse’s assessment and planning for the client within the process of health education rather than health promotion. A strong emphasis will be placed on client needs on an individual basis as well as special focus on the client’s ability to contribute towards their own health decisions. Finally a case study will be used to demonstrate how a health promotion plan is a cyclic process with the nurse contributing by helping the client make educated choices based on the nurse’s knowledge of client focused care. Context of Professional Practice as Health Education Whitehead D (2004) proposes that there is a fundamental difference between health promotion and health education. The latter being what a nurses currently does. Whitehead (2004) defines health promotion as â€Å"†¦the process by which the ecologically-driven socio-political-economic determinants of health are addressed as they impact on individuals and the communities within which they interact.† Therefore health promotion looks to exploit and improve social structure by means of encouraging participation between agents in different sectors and organization It therefore implies an act which aims to change and empower communities by political petition, scheduling change and raising a critical consciousness. The abovementioned definition suggests a holistic approach compared to the World Health Org...

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Governments Role in Organizing Big Sporting Events - Essay Example Decisions of this nature should be based upon and measured against certain basic principles regarding the proper role of government. Functions of a government can be broadly categorized as; In fact these are just indicative types of functions. It is amply clear from these points that the government is supposed to perform a range of tasks in order to look after its people. Now the question arises, "Should the government give financial aid to such projects like the World Cup Soccer, or the Olympics events and why" On the face of it, one ponders to think as to why the government should go whole hog after such an event ignoring its majority of the priority areas. But on deeper thought we realize that there's something beyond the 'apparent truth'. An event of this magnitude gives wide exposure to the country in the international arena. This sort of event generates worldwide interest and people from all over the world flock to the scene of action. Therefore, the government is duty-bound to facilitate such visitors. Governments of the host nations try their level best to make sure that such events become tools for encouraging tourism potential of the country. Towards this end, the government facilitates the organization of this event in different attractive corners of the country. For example during the world cup soccer-2006 sports enthusiasts' came to know about the beautiful historical cities like Berlin, Munich, Stuttgart, Frankfurt etc. while the lesser known cities like Dortmund, Leipzig, Nuremberg, Gelsenkirchen etc. also came on the tourist map. Similarly all efforts are on to make sure that the London Olympics 2012 becomes an opportunity for the world to know more about UK, its heritage, economic potential and the love of British nationals towards sports. In fact, immediately after organizing the highly successful Commonwealth Games in Manchester, UK Govt started lobbying for the 2012 games. The speculated expenditure for organizing an event of this magnitude is around 8 billion pounds, but London Mayor is confident that London Olympics will bring profits for UK. This will result in generation of revenues for the federal governments as well as for the local governments. The real estate industry gets a big boost as the government starts gearing up for modern infrastructural facilities. Government gets revenues in the form of taxes, sponsorships etc. Revenues earned this way, by the country will of course be put to use for the sake of the countrymen. In fact government is also duty-bound to encourage all the sporting events. Sports like Tennis, Cricket having the backing of wealthy sponsors will continue to prosper even if the government looks the other way round, but sporting events like athletics, swimming may suffer if no government backing is provided. In today's market driven economy concept, the art of communication to existing consumers as well as prospective consumers takes a great deal out of the managerial brain storming sessions. Therefore the respective governments make all out efforts to strengthen the communication channel through sporting

MOTHER TONGUE BY AMY TAN Essay Example | Topics and Well Written Essays - 1250 words

MOTHER TONGUE BY AMY TAN - Essay Example From the essay, we learn about the initial encounters of Amy as a young girl. Her life was widely dependant of her knowledge in different languages that constituted of English. In the first part of the book, there is a clear explanation about her learning and use of the language. We get a clear picture about her school life from the second part along with the liabilities she experienced as a due to her mother’s inability to speak correct English. English as a second lingo and a school subject to her made her life in school a living hell. Nonetheless, through the same problems and technicalities, she managed to grasp the language with immense vigor. In fact, her success in the latter, depicted by her writing capabilities, was a source of surprise both to her family and to friends. Her career in writing was geared by the unknown ability that she came to realize in herself years later. Her struggles in grasping correct English for communication with her peers synchronized with th e mastery of broken English for easier communication with her mother enabled the sharing and practice of many different cultures, which gave an ample source to writing materials. Amy came to discover how rich she was in mastering different languages. She was capable of communicating with very many different people: from the different types of English, to her mother tongue. This phenomenon came to her attention, when she inquired from her friends on their opinion about her mother’s mannerism of speaking English. The responses made her realize that it was not a mere normality, to grasp and use different languages effectively. From this perspective, it became easier for Amy to adapt to any changes; blending into different languages with a passion. She knew it was her secret; one that she achieved through struggling and could now interact normally with everyone years later; regards to her childhood efforts. With reference to the latter, she was always good in all other subjects o ther than English. She recalls how her professor discovered her degree in brightness and emphasized on concentration to the subjects she could deliver best. This was in the context of having a strong base in education with a promising future. Contrary to her instincts, Amy never wanted to foster on what she could do. She had zeal and a strong notion on trying what was considered impossible. She then reduced her concentration on latter subjects and focused on English, regardless of the pieces of advises from different entities. At one time, she almost gave up on the subject and even blamed her failure on the poor English her mother spoke. She never came to consensus with the fact behind, other children coming from strong English speaking families, while she came from a family characterized by pitiable English. As a child, English was an unexplained aspect of unfairness. Despite the fact that communication between her mum and the outside world was next to impossible, Amy never gave up . Instead, she listened and practiced quietly until she was sure of herself. In her mother’s case, she countered any problems by assisting different people in communicating with her. She even recalls the kind of difficulties she underwent in instances where they encountered influential people with a notion of taking advantage of her mother. Amy might have been an Asian American, but this aspect never countered her standing out in class. Through her efforts, she finally achieved her long-term quest, becoming a writer and a savior to her mother in the process. Apparently, the author uses hidden language to point out aspects of cultural racism without signifying anger or clearly mentioning out

Personal Perspective of Managing Change Essay Example | Topics and Well Written Essays - 1250 words

Personal Perspective of Managing Change - Essay Example The other challenge is in the environment that holds numerous alterations to provide the necessary comfort. Without an organized plan and schedule to predict these changes, the management of the organization may suffer the fate of failing to develop their mission and generate the needed development. However, with the desire to develop positive progress and create the virtues that help the subordinates create success, the management may articulate the positive measures to relay their information to complete the set goals. The social relationships within the society may also be extended to the relations within the work place to accord the tough challenge of discerning diversity. The norm presented is a constantly changing environment and the stable mission and objective of the organization. The challenge is also extended in presenting the needed steps that would oversee these missions and objectives delivered in the right proportion. Changes within the organization are diverse and affe cted by numerous environmental presentations. The organization holds individuals that bear distinguished beliefs and experiences. The diversity is also presented in the mode of completing tasks and the relation to external subjections. The skilled group of qualified personnel that are invited to engage in the task completion determines the composition of the organization. The changes witnessed in the organizational setting are affected by the nature of the result that is possessed in the procedure. The norms held by the individuals are considered to affect the witnessed changes in the organization. The set up within the organization are determined by the values established and the principles held in the members. When the change to be created affects the values and beliefs of the members, the results may be damaging to the organization and inhibit progress. The set principles and guidelines established are extended to be projected in future organizational setting that defines the org anization. The ideology to preset the necessary implements to maintain the scope of change within the organizational setting promotes development. Once the organization identifies the possibility of experiencing changes within the organization, the reaction needs to be placed on the adequate managerial style that has the capability to maintain the performance level. The changes experienced in the organizational setting may affect the results presented in task completion. The results are varied with the consideration issued in predicting the cause of the changes. They may be from the organizational structure or the accumulated experiences from the members that constitute the organization. Management of these changes has been realized to contribute to the positive outcome needed to provide a positive direction to mission completion. The majority of the attempts to manage the witnessed changes present tasking procedures that may not be productive. The solution presented is the study of the change management procedure that issued the right directive in arranging values that hold the needed key for progress. The images of change management are the key factor applied by the manager to offer a positive platform that abets successful outcomes. The manager needs to

Resilient Families Essay Example | Topics and Well Written Essays - 1000 words

Resilient Families - Essay Example They resonate with the notion that families that play together usually stay compact. Good communication encompasses family members openly talking to one another in trust. They discuss matters in unison with each member highly regarding the other opinion. The discussion often come to conclusion when a solution is reached and the solution is that which commensurate with the each of the family members agreement and convictions. They ability to listen to each other and observing both the verbal and non-verbal reactions of the members is key to the success of effective communication. Parents play an integral role in fostering communication in the family. They are responsible for inculcating or instill this virtue into their children as the up bring them. Technology is taking toll in the ability of family members to effectively communicate. More often, individuals get glued to the TV or get consumed by their phone thus they end up losing physical touch with other members. In addition, comm unication helps in fostering strong emotional attachment, unconditional among other aspects in the family. The problem solving techniques that family members employ is crucial in their resilience especially when confronted with challenges. These techniques manifest when families are able to talk about the challenging situations and work through finding solutions through them. Effective communication will allow the members when faced with challenging situation to express their emotions and view the conflict in question from various angles of perspectives. Moreover, past experiences are essential in solving emanating problems as it reveals whether the members learnt from the previous experiences. The third facet is the level of connectedness within families. It is prudent that members within a family are capable of not only understanding each other but also provide comfort for one another. Strongly healthy bonded compact families are ideal

MOTHER TONGUE BY AMY TAN Essay Example | Topics and Well Written Essays - 1250 words

MOTHER TONGUE BY AMY TAN - Essay Example From the essay, we learn about the initial encounters of Amy as a young girl. Her life was widely dependant of her knowledge in different languages that constituted of English. In the first part of the book, there is a clear explanation about her learning and use of the language. We get a clear picture about her school life from the second part along with the liabilities she experienced as a due to her mother’s inability to speak correct English. English as a second lingo and a school subject to her made her life in school a living hell. Nonetheless, through the same problems and technicalities, she managed to grasp the language with immense vigor. In fact, her success in the latter, depicted by her writing capabilities, was a source of surprise both to her family and to friends. Her career in writing was geared by the unknown ability that she came to realize in herself years later. Her struggles in grasping correct English for communication with her peers synchronized with th e mastery of broken English for easier communication with her mother enabled the sharing and practice of many different cultures, which gave an ample source to writing materials. Amy came to discover how rich she was in mastering different languages. She was capable of communicating with very many different people: from the different types of English, to her mother tongue. This phenomenon came to her attention, when she inquired from her friends on their opinion about her mother’s mannerism of speaking English. The responses made her realize that it was not a mere normality, to grasp and use different languages effectively. From this perspective, it became easier for Amy to adapt to any changes; blending into different languages with a passion. She knew it was her secret; one that she achieved through struggling and could now interact normally with everyone years later; regards to her childhood efforts. With reference to the latter, she was always good in all other subjects o ther than English. She recalls how her professor discovered her degree in brightness and emphasized on concentration to the subjects she could deliver best. This was in the context of having a strong base in education with a promising future. Contrary to her instincts, Amy never wanted to foster on what she could do. She had zeal and a strong notion on trying what was considered impossible. She then reduced her concentration on latter subjects and focused on English, regardless of the pieces of advises from different entities. At one time, she almost gave up on the subject and even blamed her failure on the poor English her mother spoke. She never came to consensus with the fact behind, other children coming from strong English speaking families, while she came from a family characterized by pitiable English. As a child, English was an unexplained aspect of unfairness. Despite the fact that communication between her mum and the outside world was next to impossible, Amy never gave up . Instead, she listened and practiced quietly until she was sure of herself. In her mother’s case, she countered any problems by assisting different people in communicating with her. She even recalls the kind of difficulties she underwent in instances where they encountered influential people with a notion of taking advantage of her mother. Amy might have been an Asian American, but this aspect never countered her standing out in class. Through her efforts, she finally achieved her long-term quest, becoming a writer and a savior to her mother in the process. Apparently, the author uses hidden language to point out aspects of cultural racism without signifying anger or clearly mentioning out

Resilient Families Essay Example | Topics and Well Written Essays - 1000 words

Resilient Families - Essay Example They resonate with the notion that families that play together usually stay compact. Good communication encompasses family members openly talking to one another in trust. They discuss matters in unison with each member highly regarding the other opinion. The discussion often come to conclusion when a solution is reached and the solution is that which commensurate with the each of the family members agreement and convictions. They ability to listen to each other and observing both the verbal and non-verbal reactions of the members is key to the success of effective communication. Parents play an integral role in fostering communication in the family. They are responsible for inculcating or instill this virtue into their children as the up bring them. Technology is taking toll in the ability of family members to effectively communicate. More often, individuals get glued to the TV or get consumed by their phone thus they end up losing physical touch with other members. In addition, comm unication helps in fostering strong emotional attachment, unconditional among other aspects in the family. The problem solving techniques that family members employ is crucial in their resilience especially when confronted with challenges. These techniques manifest when families are able to talk about the challenging situations and work through finding solutions through them. Effective communication will allow the members when faced with challenging situation to express their emotions and view the conflict in question from various angles of perspectives. Moreover, past experiences are essential in solving emanating problems as it reveals whether the members learnt from the previous experiences. The third facet is the level of connectedness within families. It is prudent that members within a family are capable of not only understanding each other but also provide comfort for one another. Strongly healthy bonded compact families are ideal

Uses of Force Policy Essay Example for Free

Uses of Force Policy Essay Abstract Numerous authorized and program limitations control the use of force by law enforcement, starting with the 4th Amendment’s prevention against arbitrary searches and seizures and decentralizing downhill to state decrees and departmental guidelines that manage how and under what circumstances police officer may use force. In most police agencies at present, the use of force is closely regulated by guidelines, and more critical employments of force are evaluated and/or examined by directorial staffs or internal affairs sections. Whenever the law enforcement agency or a defendant uses force, there is a likelihood of harm. Until lately, a small amount was known concerning the incidence, reasons, or associates of force- linked damages. Over the previous few epochs, there have been progressions in preparation and knowledge with the purpose of decreasing the regularity and seriousness of injuries to the law enforcement agency and the community while sustaining the protected and real control over fighting accused. Along with use of force continuum the California Highway Patrol (CHP) has continuously had a well-made procedure concerning the use of force; nevertheless, the situations encompassing the Rodney King event triggered a reappraisal of this guidelines, for not merely the CHP, but also countless other police organizations all through the nation. Seventy-five percent of attackers who confrontation Highway Patrol officers depend on hands and feet. The CHP answer is practically always something other than a sidearm, at the beginning while use of a firearm is not prohibited if conditions command (California, 2013). Regrettably, the instructing simulants used by countless police departments introduce typical shoot / dont shoot circumstances that discount the more mainstream conflicts when a revolver is not a choice. The capability to neutralize or influence a condition before it achieves crisis is a vital ability needed for any police officer. The query for CHPs top administration was Can a preparation course be produced that exposes both an officers perception of procedure, and the ability to make the best selections in any category of circumstances where force may be mandatory? The Missouri Highway Patrol on the other hand has a progression of use of force. The General Order further states that when the use of force is authorized, officers should consider a progressive range of options for which they have been trained or equipped. Officers are not restricted to these options, nor must they use them in a particular sequence. Available options include: 1.â€Æ' Professional presence of the officer or a Patrol canine 2.â€Æ' Tactical communication including verbal dialogue, requests, instructions, and commands 3.â€Æ' Tire deflation devices, to encourage the safe stopping of fleeing vehicles 4.â€Æ' Physical force, which causes little or no pain, such as using empty hands 5.â€Æ' OC aerosol 6.â€Æ' Level I of the lateral vascular neck restraint and the shoulder pin restraint 7.â€Æ' Physical force, which causes moderate or greater pain 8.â€Æ' Chemical irritants such as tear gas, CN, and CS 9.â€Æ' Immediate force, including physical strikes, Levels II, and III of the lateral vascular neck restraint and the shoulder pin restraint 10.â€Æ' Strikes using an approved baton, contact by a Patrol canine, SERT beanbag rounds, and similar force impact 11.â€Æ' Deadly force. The General Order goes on to provide that the decision to use a firearm must be based on facts and the totality of circumstances known to the officer involved at the time (STATE CROWE v. MISSOURI STATE HIGHWAY PATROL, 2005). The similarities in these use of force policies is that both states stress the use of alternatives in their use of force continuum. Both policies stressed the use of alternatives such as officer presence, verbal communication, nonlethal use of force, chemical munitions, and finally deadly force. Both states have remedial training each year on the updated version of use of force. The differences are substantial for example; California Highway Patrol uses high-tech versions and video scenarios to train their officers in the properties of alternatives to the use of force. Each scenario gets a number of alternatives and outcomes to that specific  scenario. On the other hand, Missouri have established General orders outline all stages and alternatives to the use of force. Even the nonlethal use of force can be very subjective over the years there has the meaning different devices used by law enforcement that were considered less than lethal. However, surveys have shown that even the ease less than lethal devices can prove to be very deadly in certain circumstances (Cole Gertz, 2013). While writing my use of force policy many considerations were taken into effect to generate the final product. Such as perception, public view, policy, and training. With regard to Perception, there is continuously an instant merit conclusion made concerning the suitability of the specific use of force. Good shooting versus bad shooting, for example. However, what of a state when an offender is shot in the back? Alternatively, no firearm is discovered on or nearby the offender? Every veteran officer recognizes these particulars unaccompanied are not developmental of the justifiability of the use of force, yet mass media, populace, and even several inside the organization will create the importance of the evidences. However, the community is frequently ignorant of the authentic permissible criteria related to the use of force. They are similarly uninformed of the instruction afforded to police officer on the use of force frequently depend on the expositions made by the mass media, whi ch has an enormous impact on the Perception point. Furthermore, public anxiety pre-existing anytime use of force is confront may aggravate an at present anxious condition. Policy what is frequently imply to as whichever the organization liberator or the evil spirit it did not recognize is the authentic guidelines, principles, and preparation that are in position. In its development and application, effective policy will protect the organization from legal responsibility. Terrible policy or no policy in position will be an understandable obstruction for the organization. Training that is in position is merely an issue of whether the procedure is adhering. Simply retaining a policy in position is not sufficient; it needs to be executed and obeyed. Preferably, the Policy and the Training should echo one another. Retaining a policy in position on the use of force and no training officials in the appropriate implementation of that policy can be the frontrunner to legal responsibility for an unauthorized policy by neglecting to train or to manage. These privileges may give development to a statement of premeditated apathy  against superintendents and the city, which is similar to claiming an unrecorded policy of unauthorized conduct. Use of force policy should have a ACHIEVE result, which is to say that the division supervisors must inform police officer of the policy, Teach police officer on the policy, and Train police officer on the policy. Glass use of force policy; Prior to a police officer authorization to carry department firearms, he/she will obtain trainings in the department guidelines, rules, and techniques regarding the use of force. Police officer obtaining this training must acceptably demonstrate a functioning understanding of the topic by way of realistic and written examination. The officer will use just those methods and abilities appropriate under the Glass Police Department and the Municipal Police Training Committee. A yearly evaluation and examination practice will be controlled and recognized by specialized firearms trainers concurring to the permitted training policy. An illustration of this use-of-force continuum is as followed: * Officer Presence No force is used. * The simple attendance of a police officer works to discourage corruption or verbose a circumstances. * Police officer approaches are professional and nonthreatening. * Verbalization — Force is not physical. * Police officer delivery composed, nonthreatening instructions, for example, Let me see your ID and registration. * Police officer may upsurge their degree and abbreviate instructions in an effort to increase obedience. Concise instructions may contain Stop, or Dont move. * Empty-Hand Control Police officer use physical force to increase influence of circumstances. * Soft technique. Police officer use grips holds and joint locks to detain a person. * Hard technique. Police officer use blows and kicks to detain a person. * Less-Lethal Methods Police officer use less-lethal knowledge to increase command of circumstances. * Blunt impact. Police officer may use a stick or rubber bullet to restrain a belligerent individual. * Chemical. Police officer may use chemical aerosols or shells entrenched with chemicals to detain a person. * Conducted Energy Devices (CEDs). Police officer may use CEDs to restrain a person. CEDs release a high-voltage, low-amperage shock of electricity at a gap. * Lethal Force Police officer use lethal arms to increase the command of circumstances. Should only be used if an accused postures a dangerous threat to the police officer or another person. * Police officer use deadly armaments such as weapons to halt a persons activities. The investigation of Officer Edward Smith, the police officer enmeshed with the scene of a discharging of a weapon or other event causing a death or critical injury of an individual occasioning from the activities or participation of a representative of the Glass Police Department. The police officer shall take actions that are rationally conceivable and suitable to defend their safety, the security of others, and to realm proof vital to the examination of the occurrence (Police, 2011). Safeguard facts from damage, obliteration, or harm that is possible to transpire before reinforcement can arrive. Safeguard that evidentiary articles are not relocated, note unique situation and place of individuals, firearms, and other pertinent matters and verification. Sheltered the location, create a boundary with crime scene tape, and regulate admission to approved individuals essential to investigate the event and help the injured. Document the persons name, addresses, and phone number of all eyewitnesses and other individuals at the scene and ask that they stay on hand in order to make a short declaration whether or not they observed the occurrence. Until supervisory, arrive and establishes a command center. The supervisor after taking control at the scene executes the following. Confirm that the police officer family is informed on a precedence foundation and personally if the police officer is injured. Send for Crime Scene Technicians to the scene. Certify that the attiring of police officer and other injured individuals is gathered for possible evidentiary resolutions and that connected gear of the police officer is protected. If the police officer is not injured, transport him/her away from  the middle of action escorted by another police officer. Safeguard the police officer (s) firearms as evidence. This shall be accomplished in as inconspicuous method as achievable and away from the direct scene. Confirm that the direct area is controlled and restrain any suspects within. Illustrate the scene and take picture as soon as probable. Uncover and secure in place if possible the police officers weapon(s) and ammo casings. Check the firearms of all police officer at the scene, for release and secure the firearm when indication of release is present. Find the accuseds firearm(s), ammunition and used cartridges (Police, 2011). Investigators responsibilities are to ensure that tasks itemized of this procedure have been properly and sufficiently accomplished. Obtain an overall update and walk-through by the controlling police officer concerning the situations encompassing the shooting/use of deadly force. Confirm that the general scene and evidentiary objects are photographed and recorded. Record all individuals’ current at the scene. Certify thorough examination of the scene and appropriate gathering of all articles and materials of evidentiary worth. Acquire taped testimonials from the accused. Find and detect eyewitnesses and perform preliminary tape-recorded questioning. Remove any firearm expended by the police officer(s) into care and control it as evidence. Weapons shall be removed from police officer in a detached method. Make contact with the medical examiner and be present at any autopsy of police officer and/or accused. Conclude entry and departure wounds, approximations of the firearms location, the existence of regulated materials in the decedents blood, or other linked evidence. Acquire search warrants as essential for examinations of cars, vessels, and residences. Complete an account specifying the conclusion of the investigation. The Chief of Police will organize the actions of replying superiors. The Chief of Police will decide the suitable time to publish the names of participating participants to the media. The Chief of Police shall begin an Internal Affairs investigation to be started in episodes resultant in death or life-threatening injury of a police officer or resident, occasioning from or in the implementation of the police officer functions (Police, 2011). References STATE CROWE v. MISSOURI STATE HIGHWAY PATROL, No. WD 64374. (Missouri Court of Appeals,Western District. August 02, 2005). California, S. o. (2013). California Highway Patrol. Retrieved from http://www.chp.ca.gov/programs/fots.html Cole Gertz. (2013). The Criminal Justice System, Politics and Policies. Belmont, California: Wadsworth Cengage learning. Police, I. S. (2011, AUGUST 25). OFFICER INVOLVED SHOOTINGS / LETHAL INCIDENT INVESTIGATIONS. Retrieved from http://www.icgov.org/site/CMSv2/File/police/generalOrders/genorder40.pdf