Free Essays on Juvenile Transfers

National trends in juvenile justice discuss how juveniles should be tried, whether it is in a juvenile or a criminal court. Juveniles can be tried in all 50 states. Juvenile’s age varies from state to state when dealing with transfers. The group of offenses that can send a juvenile in the direction of criminal court is: any crime, capital crimes and murder, specified violent felonies, and specified crimes plus a prior record. There are three types of transfer laws: automatic, judicial-discretionary, and prosecutorial-discretionary. The automatic transfer law is a law stating that any juvenile who commits either murder, manslaughter, kidnapping, rape, aggravated assault, arson, or any crimes committed with a fire arm. In many instances the older the juvenile is, the more likely he or she will be transferred to adult court for the above felonies. The judicial-discretionary juvenile law is when the prosecutor files a petition or motion with the juvenile court and the judge decides whether to transfer the case or not. The other option is prosecutorial-discretionary juvenile law; this is when the prosecutor uses his or her discretion to decide whether to file a case in juvenile or criminal court. The sentencing of juveniles in criminal court varies. It has been found that a large number of incarcerations will lead to few prison sentences and a lot of probation. It seems that criminal courts are a lot less likely to incarcerate juvenile offenders. Even if a juvenile is transferred to criminal court, he or she is likely to spend only a fraction of the given sentence. Studies found that the average prison time for a juvenile sentenced in adult facilities is 3.5 years, which is only about 27% of the imposed sentence. Sentences given in juvenile court may initially be shorter, but the juveniles have a much smaller chance of getting out early. Studies also found that the practice of transferring juvenile offenders to criminal court... Free Essays on Juvenile Transfers Free Essays on Juvenile Transfers National trends in juvenile justice discuss how juveniles should be tried, whether it is in a juvenile or a criminal court. Juveniles can be tried in all 50 states. Juvenile’s age varies from state to state when dealing with transfers. The group of offenses that can send a juvenile in the direction of criminal court is: any crime, capital crimes and murder, specified violent felonies, and specified crimes plus a prior record. There are three types of transfer laws: automatic, judicial-discretionary, and prosecutorial-discretionary. The automatic transfer law is a law stating that any juvenile who commits either murder, manslaughter, kidnapping, rape, aggravated assault, arson, or any crimes committed with a fire arm. In many instances the older the juvenile is, the more likely he or she will be transferred to adult court for the above felonies. The judicial-discretionary juvenile law is when the prosecutor files a petition or motion with the juvenile court and the judge decides whether to transfer the case or not. The other option is prosecutorial-discretionary juvenile law; this is when the prosecutor uses his or her discretion to decide whether to file a case in juvenile or criminal court. The sentencing of juveniles in criminal court varies. It has been found that a large number of incarcerations will lead to few prison sentences and a lot of probation. It seems that criminal courts are a lot less likely to incarcerate juvenile offenders. Even if a juvenile is transferred to criminal court, he or she is likely to spend only a fraction of the given sentence. Studies found that the average prison time for a juvenile sentenced in adult facilities is 3.5 years, which is only about 27% of the imposed sentence. Sentences given in juvenile court may initially be shorter, but the juveniles have a much smaller chance of getting out early. Studies also found that the practice of transferring juvenile offenders to criminal court...

Teaching for understanding †Education Essay

Teaching for understanding – Education Essay Free Online Research Papers Teaching for understanding Education Essay Understanding is one of the most cherished goals of education. Teaching for understanding can bring knowledge to life by requiring students to manipulate knowledge in various ways. For instance, understanding a historical event means going beyond the facts to explain them, explore the remote causes, discuss the incident as different people might see it from their own perspectives, ans skeptically critique what various sources say. History of Teaching for Understanding: A number of years ago, several colleagues at Harvard Graduate School of Education, developed the Teaching for Understanding framework, which centers on the idea of performances of understanding (Blythe Associates, 1998; Gardner, 1999; Perkins Blythe, 1994) and investigated the development of learning processes in children, adults, and organizations since 1967. Today, named, Project Zero is building on this research to help create communities of reflective, independent learners; to enhance deep understanding within disciplines; and to promote critical and creative thinking. Project Zeros mission is to understand and enhance learning, thinking, and creativity in the arts, as well as humanistic and scientific disciplines, at the individual and institutional levels. The research programs are based on a detailed understanding of human cognitive development and of the process of learning in the arts and other disciplines. They place the learner at the center of the educational process, respecting the different ways in which an individual learns at various stages of life, as well as differences among individuals in the ways they perceive the world and express their ideas. Teaching for Understanding or, now a days named PZ (Project Zero) has passed through several stages: l. Conceptual Groundwork (1967-1971): During its early years, PZ consisted of a loose collection of 10-15 research assistants and senior scholars. Included in this group were: psychologist Paul Kolers, philosopher Israel Scheffler, literary analyst Barbara Leondar, and Howard Gardner and David Perkins, as founding (and sometimes uncompensated) research assistants. The group met regularly to discuss philosophical, psychological, and conceptual issues in the arts and art education. From the first, the Project took a cognitive view of the arts, viewing artistic activity as involving mental processes fully as powerful and subtle as those used in the sciences or public policy. In that sense, the Project reflected the Cognitive Revolution of the timecountering both the behaviorist past of psychology and the overly romantic view of the arts as matters of mystery, emotion, or entertainment. The Bible for this period was Goodmans influential Languages of Art (1968). During this early period position papers were written, and mode st experiments were undertaken. The results of this first phase of work are captured in a final report for the U.S. Office of Education, prepared by Goodman, Perkins, and Gardner, called Basic Abilities Required for Understanding and Creation in the Arts (1972). During the first years of PZ, Goodman also served as impresario for a dozen memorable lecture-performances at GSE. The purpose of these lecture-performances was to introduce GSE students, and the Harvard community more broadly, to the cognitive processes that characterize artistic planning, performance, and production. In later years, Goodman continued to serve as producer for a series of artistic activities and events at Harvard: these included newly commissioned multimedia performances of John Updikes Rabbit Run (1970), multimedia presentations inspired by Katharine Sturgis drawing series Hockey Seen, and Picassos drawings after Velasquez. Goodman was also catalytic in the formation of the Harvard Summer School Dance Program and the Harvard Business School Program in Arts Management. 2. Empirical Research in Cognitive and Developmental Psychology (1971/2-1983): In 1971, Goodman announced his intention to retire from PZ. He told Gardner and Perkins that they could direct the projectquipping, in characteristic fashion, that means you can raise the money from now on. At first, Perkins took on the directorship and he was joined in 1972 by Gardner. During the following decade, Gardner, Perkins, and a small group of researchers that included Laurie Meringoff (Brown), Ellen Winner, and Dennie Wolf focussed their attention principally on empirical work in the area of cognitive psychology, with a continuing emphasis on artistic issues. An informal division of labor took place, with Gardner and colleagues focussing primarily on developmental issues and populations, while Perkins and colleagues worked primarily with adult artists (and other adult populations). Results of this work can be found in many books and articles, and a number of collections, including Perkins and Leondar The Arts and Cognition (1977) and Gardner and Perkins Art Mind and Educat ion (1989). During this period, much of PZ research was focussed on the arts. Yet across the organization, there was an increased desire to examine issues that went beyond the arts, to look at issues like problem solving, critical thinking, and brain organization. Even in these cases, however, researchers typically were informed by the artistic focus of PZ. 3. The Turn to Education (1983-1993): In 1983, the influential report A Nation at Risk was issued by the U.S. Department of Education. This report catalyzed a lengthy re-examination of American public education as well as newly energized research and development efforts on educational issues at the University Level. PZ had always been housed at the Graduate School of Education and various members had been involved in educational questions and research over the years. Nonetheless, by 1990 PZ had a very different feeling than it had in 1970 (philosophical and conceptual) or in 1980 (primarily psychological research funded by governmental grants). The staff was larger (an average of 50 persons, rather than 20); more of the staff had backgrounds in education rather than in psychology or other scholarly disciplines; and more of the research and development was of a distinctly applied nature. Funding came increasingly from private foundations. At this time, PZ became involved with schools that were based on multiple intellige nces; smart schools that encouraged creative and critical thinking; and collaborations like ATLAS, that included the Coalition of Essential Schools, the School Development Program, and the Education Development Center. In 1992, PZ celebrated its twenty-fifth anniversary at a gala at the Fogg Art Museum. A few hundred individuals attended. Among the speakers were founder Goodman, long term friend Jerome Bruner, and Harvard Deans of Education Theodore Sizer, Patricia Graham, and Jerome Murphy. At the time it was evident that PZ had gone through a number of changes. Compared to the early years, it was much larger; more empirically oriented; extended well beyond the arts; and had a strong applied division, which worked in the schools, museums, and other educational institutions. 4. The Maturing of PZ (1993-2003): PZ has always been self-supporting. In the 1960s and 1970s support came chiefly from the federal government (NSF, NIH). Since the early 1980s support has come increasingly from private foundations. Thanks in significant part to core support from the Atlantic Philanthropic Services Co., Inc. (now The Atlantic Philanthropies), PZ had the opportunity in the last decade to consolidate and mature. We built up a strong central core administration. The former Development Group (led by Gardner) and Cognitive Skills Group (led by Perkins) gave way to a loosely knit but cohesive organization with many internal and external ties and arrangements. PZ became much more prominent on the national and international scene. Details on this most recent period constitute the remaining parts of this report. During the 1990s, Project Zero went through various attempts at reorganization. Each of these phases advanced PZ, and, in retrospect, each seemed a necessary stage of growth. In 2000, Steve Seidel was chosen to be the new Director. Later that year, Cynthia Quense joined Steve as the Administrative Director; Gardner and Perkins were given the honorary title of Senior Director, and continue to function as key advisors and members of the Steering Committee. Research Papers on Teaching for understanding - Education EssayThree Concepts of PsychodynamicStandardized TestingInfluences of Socio-Economic Status of Married MalesResearch Process Part OneThe Project Managment Office SystemRelationship between Media Coverage and Social andIncorporating Risk and Uncertainty Factor in CapitalAnalysis of Ebay Expanding into AsiaComparison: Letter from Birmingham and CritoEffects of Television Violence on Children

Criminal Law Formal Legal Brief Case Study Example | Topics and Well Written Essays - 750 words

Criminal Law Formal Legal Brief - Case Study Example This decision was appealed by the officials from Burlington and Essex Counties. The US Court of Appeals for the Third Circuit reversed the judgment by stating that any individual who has been incarcerated can be searched by officials without the need for suspicion that the person might be carrying weapons or drugs (Beler, 2011). Yes as Justice Anthony M. Kennedy said in support of a 5-4 majority that strip search of individuals who are arrested in a jail does not infringe the rights bestowed by the Fourth Amendment. Furthermore, the courts concluded that jail officials cannot effectively identify whether a prisoner will have contrabands based upon the nature of the offense or the criminal history (Beler, 2011). The principle is that the jails need to ensure safety and efficiency in order to ensure sound outcomes. Hence there was no violation of the Fourth Amendment according to the views of the court. The Court identified several instances where individuals who have perpetrated minor traffic violations have been capable of extreme belligerency and hostile behaviors. The Court cited the example of Timothy McVeigh who had been arrested for a minor traffic offense. The desire of jails is to ensure that the employees as well as the inmates can be safeguarded in an efficient and effective manner (Ha, 2011). The strip search policy is based upon achieving this objective. The Court concluded that sometimes there might be exceptions when the arrestees do not interact with other inmates or will not have access to the general population. The final decision by the Court was that it affirmed the decision made by the lower courts that the Fourth Amendment laws were not violated when jail officials engage in strip searching inmates in order to achieve the goals of safety and security. Some of the judges argued that there are certain exceptions to the rule (Wagner, 2012). They also argued that some strip searches might be unreasonable but this needs to

Use of Electronic Monitoring to Measure Employee Productivity Case Study

Use of Electronic Monitoring to Measure Employee Productivity - Case Study Example Nevertheless, these systems and tools have promoted intrusion into the private lives of employees by both the profession and the employer. Many organizations have opted to use electronic monitoring to track employee productivity and analyze their electronic communication. The issue of electronic monitoring intrusion into employee’s privacy has sparked a major debate between the employers and employee advocates. This paper will discuss the contemporary issues in the use of electronic monitoring by companies to assess employee productivity. Advancement in information technology: Technological growth has facilitated accurate collection and storage of a great pool of personal information usually without the permission or knowledge of the employee concerned, and whether such information is necessary for business functions. The organizations collect personal information for reasons of evaluation of employee performance,security,and protection from lawsuits among others. Nevertheless, the privacy laws are not robust enough to shield employees from intrusion (Watt, 2009). Currently, employees of private corporations in the United States lack legal protection against abusive practices of e-mail monitoring. Therefore, American employers can freely intercept, seek, and read any messages stored on the hard drives of employee’s computer.... This is attributable to the rising incidences of cyber loafing and litigation. Employers believe that their employees will comply with existing organizational benchmarks for behavior when constantly monitored. However, this has resulted to the development of perception of intrusiveness into private life by employees. In the United States, the anxiety about the stock market and concerns about safety of families makes employees seek the latest information from the Internet in the workplace (Rurhsani, 2005). Only under special circumstances would employers put up with excessive use of the internet for activities other than job although they feel that it can lower their performance. Organizations are increasingly demanding the individual employee’s personal information. In spite of enactment of legislation attempting to resolve the issue of privacy, debate is still raging over the ethical issues with regard to the privacy rights. Lack of rational regulation of such monitoring woul d significantly affect employee’s privacy rights (Mujtaba, 2003; Rustad & Paulsson, 2005). Besides loss in productivity and liabilities involved with employee’s cyber loafing, companies are worried about the sending out of sensitive and secretive information to their competitors, vendors, suppliers, and customers by mischievous employees (Rustad & Paulsson, 2005). Incidences have been reported of employees sharing company’s confidential information and trade secrets with outside employees or friends using an employer’s email system. Moreover, some employees have been found to use an employer’s Internet to initiate or operate their own business while working. Lawsuits may result due to employers being held responsible for employee’s misuse of the internet

World history flvs honors assignment Essay Example for Free

World history flvs honors assignment Essay Brazil is a country in South America that is beginning to flourish and demand attention from the rest of the world. Brazil has had a troubled past gaining independence and problems with poverty but in the last few decades has gotten onto its feet and is, in my opinion, beginning their golden age. Artistic and/or intellectual achievements: The core culture of Brazil is a mixture from Portuguese culture, because of the colonies formed by the Portuguese empire; and other influences like Roman Catholicism and the strong influence by African and cultures and traditions. The music of Brazil was formed mainly from the fusion of European and African culture. But not only do Brazilians love their music, dancing and art, they are proud of their Brazilian national football team that is ranked among the best in the world and has won the world cup 5 times. medical, technological and/or scientific contributions: Technological research in Brazil are conducted in universities and institutes. The funding for most of this research comes from the Brazilian government agencies. economics: Brazil is the largest national economy in Latin America and has growing market exchange rates and purchasing power parity. The Brazilian economy has been predicted to become one of the five largest in the world in the decades to come. Brazil has an employment rate of over a hundred million and the unemployment rate is as small as 6.2% of the population. politics: The main four political parties that stand out in Brazil are the Workers Party, Brazilian Social Democracy Party, Brazilian Democratic Movement Party, and Democrats. Dilma Rousseff is the current Brazilian president. social developments and/or humanitarian efforts: A pole done in 2011said that the literacy rate of the population was 90.4%, meaning 9.6% of people are still illiterate in the country. Every year this can go up if children aren’t reached. As well as a growing education, the cultural diversity is much like a large thriving country. About 92 million described themselves as White, about 83 million claim themselves multiracial, about 13 million are Black from African decent. Many others identify with Asian decent or relation to A merindians.

Martha Stewart: The Goddess of Greed Essays -- Exploratory Essays Rese

Everywhere you look, there she is. Martha Stewart has invaded every avenue of domesticity. Her "radiant presence... seems to be infinite, like that of the Almighty, or of Starbucks" (Lippert & Ferguson: 26*) The outposts of her "omnimedia empire" are quite fortified (Africannet page). Reigning over a vast technical spectrum, her multi-million, multi-media kingdom includes a magazine with a circulation of 1.2 million, a syndicated column, and a TV show with audience of 5.3 million, but she does not have an official web site (Lippert & Ferguson: 26). There are numerous webpages that fans and foes have dedicated to her.   Martha Stewart is energizing the homemaking marketplace. The home is a key part of the American Dream, Her ideas of housekeeping depart from the long-standing tradition of frugality, where practicality was paramount. She mentions Helen and Scott Nearing's The Good Life in an essay in Martha Stewart's Living April edition. While she enjoys foraging for 'nature's hidden treasures,' she does not share the Nearing's core values. Their idea of getting back to nature is to live lightly-- few things, low energy consumption. Hers is highly technical, wasteful and showy. "Make due with less" is not Martha's motto, it's "Just have more." Perfectionism is integral to her image. Having her audiences attempt the impossible ideal of perfection which she claims gets them hooked (if it's easy for Martha, it can be easy for you, too). Most people never realize the staffing that is involved for a layout in her magazine, Martha Stewart Living, or the production hours that go into a few minute long segment on her Lifetime cable show. The photo layouts in her magazine regularly have both a director an... ...ecome more profuse. To proselytize the population must be one of the things she thinks about during the mere four hours she allows for sleep each night. Sources Cited Hoge, Sharon King. "The Place Settings of Kilimanjaro." Forbes (Oct, 23) 1995: 39-40*. Kasindorf, Jeanie Russell. "Martha, Inc." Working Woman June 1995: 26-31*. Leyner, Mark. "Martha Stewart." Esquire Aug. 1995: 52. Lippert, Barbara. "Power Hausfrau vs. Working Woman." Working Woman Dec. 1992: 98. Lippert, Barbara and Sarah Ferguson. "Our Martha, Ourselves." New York (May 15) 1995: 26-35*. Money, Joe. "Little Ms. Perfekt." Boating, March 1995: 30. Speidel, Maria et. al. "The Best Revenge." People Weekly (Oct. 2) 1995: 100-110*. --"*" Indicates an article was obtained through online services, exact pagination is not available (estimates were made).

Crime Reporting

William P Obptande Check Point Crime Reporting and Rates Response Write a 200- to 300-word response in which you address the following questions: What is the purpose of major crime-reporting programs? What makes a successful crime-reporting program in the United States? Programs generally report little detailed information about program expenditures and results. Consequently, it is difficult to hold programs accountable for performance. There is also a lack of information about which programs are effective in reducing crime, due to the small number of programs that are evaluated for effectiveness. In addition, even when information is available, it is not consistently used to modify program design and funding. There is a lack of coordination among the multiple state departments that administer crime prevention programs which results in duplication of effort and inefficiencies. Develop standardized review criteria which can be used to determine funding allocations for new and existing crime prevention programs. Require and fund well-designed impact evaluations that increase knowledge about the types of crime prevention programs which are effective, and therefore should be funded. Establish a state crime prevention office within an existing entity or new organization to develop a strategic plan to coordinate statewide crime prevention activities. How do crime rates relate to arrest rates and clearance rates? Is there a way to improve the correlation between crime rates, arrest rates, and clearance rates in the effort to combat criminal activity? *   Clearance rate is calculated by dividing the number of crimes that are â€Å"cleared† e. g. due to a charge being laid) by the total number of crimes recorded. These are used by various criminal justice groups as a measure of crimes solved by the police. Clearance rates can be very problematic for measuring the performance of police services and for comparing various police services. This is because a police force may employ a very different way of measuring clearance rates. For example, each police force may have a different method of recording when a â€Å"crime† has occurred and different criteria for determining when a crime has been â€Å"cleared. One police force may appear to have a much better clearance rate simply because of its calculation methodology. In System Conflict Theory, it is argued that clearance rates cause the police to focus on appearing to solve crimes (generating high clearance rate scores) rather than actually solving crimes. Further focus on clearance rates may result in effort being expended to attribute crimes (correctly or incorrectly) to a criminal, which may not result in retribution, compensation, re habilitation or deterrence.

”Pride and Prejudice” by Jane Austen Essay

Pride and Prejudice is a 19th century novel written by Jane Austen. As it is a popular novel it has been remade for television and film several times. In this essay two media adaptations are being analysed. The 1995 BBC classic drama of pride and Prejudice and a 2004 Bollywood version renamed Bride and Prejudice. The BBC adaptation of Pride and Prejudice is a period drama and has been made using the books storyline and text very closely whereas the Bollywood adaptation has only faithfully adhered to the storyline and parts have been changed to attract a modern audience. In addition to storyline, and text not changed in the BBC adaptation, costume, props and language are all in keeping with the 19th century way of life. However the Bollywood adaptation uses costume, props and language from the Indian culture, this has up dated the film and also keeps with the storyline of the book. Both adaptations have very different audiences they are trying to attract. Pride and Prejudice aims for older and more mature people, an audience who are interested in period dramas and may have read the book. The Bollywood film, however is aimed at younger audiences who may have not heard of Pride and Prejudice nor read the book. It has been changed into a romantic comedy; â€Å"romcom† rather than a more serious look at the book. The use of the Indian culture and view on marriages is a contrast to the views in the 19th century. In both productions the main theme is marriage but they use different methods to represent it. The BBC version shows how relationships and marriage were in the 19th century, in contrast to this how many of the restrictions placed in the 19th century are still in practise in the Indian culture today, however, modernizes the story. In this essay the two media adaptations, (Pride and Prejudice and Bride and Prejudice), are going to be compared to show how they have been adapted for screen. Three key scenes from both productions are going to be discussed and a number of factors to show how they have changes. The three scenes are: * The Netherfield Ball * Mr Collins/Kholi Arrival * Lydia/Lucky and Wickham relationship The Netherfield ball is the place in both adaptations where Darcy and Elizabeth/Lalita meet for the first time the two settings however are very different. In the Bollywood version the setting very much reflects the Indian culture, it is colourful and brash. The atmosphere is hectic with lots of people talking, dancing, laughing and partying. On the other hand the BBC version is more formal with talking kept to minimum and the mood is soft, this is to show what an occasion in 19th century would have been like. The BBC also has kept to tradition and there are different rooms for occasions throughout, Bollywood have used an open plan room to show the change in time and fashion. The camera shots in the scene change a lot. The BBC adaptation uses a birdseye view of the dancing and uses long shot, medium shot, close ups and point of view shot. This is to give a wide variation of the view of the ballroom and closer shots to see the actors’ facial expressions. In the Bollywood adaptation however they use only a few birdseye views of the dancing and more medium shots and point of view shots especially with Darcy and Lalita’s conversation, this shows us what the other person is feeling as they talk to one another and identify with the character. When Darcy is looking up at Lalita on the balcony and Lalita to Darcy on the ground the camera angle is pointed up and down, this gives the film a more dramatic look. Lighting also varies considerably in the two adaptations. In the Bollywood adaptation top lighting is used to brighten the room and give a party atmosphere, this changes in the scene with Darcy and Lalita on the balcony however and backlighting is mainly used. As the BBC adaptation is a period drama lighting is not as bright as the Bollywood effect, there is more under lighting used from lamps and chandeliers. The sound in both adaptations is also clearly different, the BBC use classical sounds and people play instruments for music, and the music they dance to is soft and quite compared to the Bollywood sound. Instruments again produce the music but everyone sings which gives it more volume, they also use words to reflect their feelings. Both scenes have dancing involved but they are clearly different. The BBC has again stuck with traditional dance, which has very repetitive dance moves and is slow. Also shown is how social etiquette is set out with the men only allowed to ask women to dance and how it was very rude for them to refuse. Bollywood has changed this in its adaptation; the dancing is traditional for Bollywood style, fast and very enthusiastic. The men start the dance with the women following later, the women all walk down the balcony and tighten their saris before they dance to show they are ready. Another difference between dances in Bollywood is the man and women dance towards each other rather than with each other, both of these points show how women now have more power than in the 19th century. The songs in Bollywood films offer meaning and feelings of the characters which the film hasn’t got time to express, this is something used in Bollywood and has been included to reflect this. The conversations that take place between Darcy and Lalita and Darcy and Elizabeth are very different. In the BBC version Darcy and Elizabeth do not actually have a face-to-face conversation, he makes a very rude and cutting remark about her which she later makes light of with her friends. The conversation in the BBC adaptation is also very polite and minimal but important, the conversation has not been changed from the book. However, in the Bollywood version Darcy tells Lalita how he thinks it is simpler to have an arranged marriage, she takes this the wrong way and thinks he means Indian women are simple. Lalita is very defensive towards him and tells him otherwise. This change made in the film is to display thoughts on Indian marriage and show the similarities it has with the original 19th century tradition. There is also a conversation which is both in the BBC and Bollywood adaptations of the novel, that of Mrs Bennet/Bakshi. In the scenes she talks about marriage and wealth to f riends, this conversation gives an insight into the character already and has been included in the Bollywood adaptation because the characters are the same. The costumes in both productions are exactly the same for the time. The costumes also represent the characters. Darcy is uncomfortable but more so in the Bollywood version because he cannot speak the language, cannot join in with the dancing and is a different nationality. The Bingley sister wears modern and expansive clothes, in the BBC version she wears feathers and gold jewellery. This has been changed in the Bollywood adaptation to the sister wearing designer labels, this equally shows the wealth but also the change in time. The Bennet/Bakshi sisters in both productions are not as wealthy as the Bingley sisters and this is visible in their clothes. In the BBC adaptation they do not wear feathers and the accessories are very simple likewise in the Bollywood adaptation they do not wear designer labels. In the scene the personalities of the characters are seen and they are quite similar in both adaptations. In the Bollywood adaptation Darcy is uncomfortable, however he also very rude in the BBC version. Elizabeth is lively, strong and defensive in both scenes, she also shows in the BBC adaptation when she makes light of Darcy’s comment about her. Bingley in both versions is charming and in Bollywood takes part in the dance unlike Darcy. Mrs Bennet and Bakshi both talk about marriage and don’t differ at all in the adaptations, as do the younger Bennet sisters they are flirtatious and playful. The key personality of the characters has not been changed at all and this is one way in which the Bollywood adaptation has stuck to the novel. The scene of Mr Collins/Kholi’s arrival in both adoptions is changed in many ways. Transport that Mr Collins/Kholi arrives in is very different, in the Bollywood adaptation Mr Kholi arrives in a taxi whereas in the BBC adaptation Mr Collins arrives in a carriage. This change shows the change in times and the change of country. The setting is also different and reflects the change in times and country, Mr Collins arrives out side the Bennets house in the Bennets estate which has gardens and gravel walkways, Mr Kholi however, arrives on a dusty Indian street and the Bakshis do not own any estate around them. This to show how the Bakshis live compared to the Bennets. In terms of camera shots Mr Collins/Kholi’s arrival is quite the same, the camera use medium and long shots to show both characters arriving and point of view shots from the families and Mr Collins/Bakshi’s view. Both adaptations also use close up shots of the sisters smirking at Mr Collins/Kholi, this involves the audience in the amusement they find in Mr Collins/Kholi. Lighting is different in the scenes though, Mr Collins arrives in daylight at the Bennets and toplighting is used to give a pleasant atmosphere. In the Bollywood adaptation they are inside and the lighting is darker but again toplighting is used. There are no songs or music in the scenes of Mr Collins/Kholi arriving there is only he and the families talking, however in both films sound effects are used. In the BBC adaptation the carriage arriving and in the Bollywood adaptation the Indian street, these sound effects add to the atmosphere and setting of the arrival. Another adaptation that has been made is the costume. Mr Collins wears formal dress which is the clothes which would be worn in the 19th century. The style of his clothes are also a representation of him, he is a clergyman and a very plain man. Mr Kholi’s clothes are stylish, bold and very up to date, and this represents his character very well. Mr Kholi is self-confident, loud man and does not realise often what he is saying or how he offends people, the clothes also represent his break away from the Indian culture and living in America. As well as the costumes reflecting their characters the audience can also see what the characters are like. In the BBC adaptation Mr Collins is a religious and traditional man, Mr Kholi however has turned his back on his Indian culture and moved to America for a better life. There are some parts of the Mr Collins character that are the same in the Bollywood adaptation in the same way as the BBC adaptation. Both Mr Collins and Mr Kholi look do wn to the Bennets/Bakshis, they think they are better than them. In Mr Collins’ case this is because he will inherit the Bennets estate and Mr Kholi’s because he has more money and a better life than the Bakshi’s, they are both unpleasant characters. The Bollywood adaptation has also changed the conversation of Mr Kholi compared to Mr Collins. When Mr Collins arrives he uses his language to make himself look smart, he uses substantial and intelligent words, which are incorrect. Alternatively Mr Kholi brags about his wealth and lifestyle, he also has inappropriate conversations and is very out spoken. Greetings in the two adaptations are also different too, Mr Collins greets people formally and there is no touching or hugging, this reflects the social etiquette of the 19th century instead of the informal hugs Mr Kholi gives. In both adaptations there are similarities and differences in the mannerisms of Mr Collins and Mr Kholi. Mr Collins uses formal language and, as mentioned before, incorrect in the context intelligent words. This is unlike Mr Kholi who uses casual language and does not realise what he says sometimes offends people. In the same way Mr Collins eats using social etiquette and Mr Kholi eats with his hands and mouth open, Mr Kholi also uses his hands when he talks. These changes show equally how the character is offensive but in different ways and in different circumstances. A similarity however, is that Mr Collins/Kholi feel they are more important than certain people and this shows when they both sit at the head of the table at the meal with the Bennets/Bakshis. As well as the mannerisms of Mr Collins/Kholi presenting similarities and differences, people’s reactions to Mr Collins/Kholi do too. Both of the eldest sisters in the Bennets/Bakshis smirk at each other when he says things and tries to boast about his life, this shows they are sensitive and intelligent enough to realise how stupid Mr Collins/Kholi is. Mr Bennet/Bakshi realises this too but expresses his amusement in different ways. Mr Bennet makes sarcastic comments towards Mr Collins to show him up but Mr Collins does not understand, Mr Bakshi however uses facial expressions to make fun of him. This reflects the characters of Mr Bennet and Mr Bakshi, Mr Bennet takes a more serious approach where Mr Bakshi uses childish gestures. Furthermore Bollywood has also made a change with the reaction of Darcy when he meets Mr Kholi. In the BBC adaptation Mr Collins introduces himself to Darcy and talks about his self, Darcy walks away and ignores him in contrast, Darcy is introduced t o Mr Kholi and does not ignore him. As shown by Mr Bennet and Mr Bakshi this is a reflection of Darcy’s characters, Darcy in the BBC adaptation is confident enough to be able to walk away but Darcy in the Bollywood adaptation is not, as he is a country he does not know he is polite to everyone. The reaction of people towards Mr Collins/Kholi reveals a lot about his character; he is someone who tries to be popular by knowing everyone and likes to be well thought of. One relationship, which has been adapted and changed considerably, is the Lydia/Lucky relationship. Adapted for Bollywood are a number of scenes where the main action takes place. In the BBC adaptation the scenes take place after Wickham and Lydia have eloped and are living in a grotty bedsit, this has changed for Bollywood and is replaced by scenes in public places e.g. fairground, cinema and the main scene where Lucky and Wickham go out for the day in London. The scene has been changed for Bollywood because Lucky and Wickham are not actually together yet and it is the lead up for Lucky finding out eventually who Wickham really is after pursuit by Darcy and Lalita. This change has been made for the viewer to look at their relationship in two different ways, in the BBC adaptation Lydia and Wickham have to stay in bedsit which is far form luxury, this shows how their relationship is very shameful in the 19th century. In contrast to this Lucky and Wickham meet at very public places, th eir relationship seems very open and would not be seen wrong in the public nor the viewer’s eye, but the viewer understands Wickham is a bad man. The use of media effects in both adaptations is strong. The camera effects in both adaptations are similar, in the BBC adaptation medium shots and close ups are used to give the viewer a more intimate view of Lydia and Wickham. It shows shots of Lydia running around the bedsit and close ups of Wickham’s facial expressions to the viewer to tell them he is not happy about the situation. In the Bollywood adaptation the camera plays a very important part in the chase that occurs between Wickham, Lucky, Lalita and Darcy. The camera use close ups and medium shots of the couples, and glances between the two parties. It also uses close ups of Wickham glancing back to see if they are still being chased. The camera follows Lucky and Wickham but blurs out the background to give the viewer an impression of how easily it would be to lose them in a crowd. The lighting effect in the BBC adaptation gives the atmosphere of a dark room and uses underlighting, the only available light source the viewer can see is the daylight coming through the window. Two different types of lighting is used in the Bollywood adaptation however, the first toplighting used in the chase to create a bright, modern setting for the viewer. This contrast however when Lucky and Wickham go into the cinema, the lighting is backlighting from the cinema screen and also presents to the audience that Wickham is trying to hide. Costume has also been changed considerably, the BBC adaptation use typical dress for the 19th century but change it from formal wear to very inappropriate wear in the bedsit. Lydia wears a nightdress and Wickham stays in his uniform but un-tucked his shirt and his boots are undone, this is to represent the seediness of their relationship and how wrong it was in the 19th century. Lucky and Wickham are the same in that Lucky tries to rebel against her Indian culture, like the rules set out in the 19th century, in the scene where Lucky and Lydia meet in London she wears tight jeans and a cropped top and makes no effort to show her Indian roots. Wickham also wears clothes that are very casual and he looks like a traveller, this is in contrast to Darcy’s clothes which are smart, and reveals that Wickham may not be the good character as seen by Lalita and Lucky. The costumes in both adaptations have been translated to represent the character in the same way but to show the change in different cultures and times. Lydia and Lucky wear clothes seen as normal and traditional but try to show their flirty ways by tighter clothes but in other scenes they rebel completely. In Lydia’s case she wears a very inappropriate nightdress and Lucky wears modern, tight clothes. It is the same for Wickham too; Wickham is always put in as the opposite of Darcy who is very formal unlike Wickham who wears an officer uniform or traveller’s clothes, this is also to show Wickham is not like Darcy and a bad character. Bollywood have adapted Wickham to become a traveller to be a modern representation of the BBC Wickham who becomes an officer because he has no money. In the scenes of Lydia/Lucky and Wickham the audience can see a lot about their character. Lydia and Lucky both are flirtatious, young girls who are unaware of consequences of their actions; this is displayed through Lydia’s obsession of the officers and her elopement and Lydia through her constant attention seeking of Wickham. Wickham also plays the handsome man well in both adaptations, his rough look in contrast to Darcy should also tell the viewer he is not as he seems. There are many things left out of the Bollywood adaptation that are in the BBC one. In the Bollywood adaptation we see Lucky and Wickham develop a relationship and meet up on occasions, this does not happen with the BBC as Lydia and Wickham, by chance, meet in Brighton and make a quick decision. This is to show the change in times and controversy of what Lydia and Wickham did, also it is not believable that Lucky and Wickham would have gone to London on just one meeting. The chase of lucky and Wickham also adds to the tension and thrill for the audience, this makes the viewer think, will they be caught? There is also one major difference between the BBC and Bollywood adaptation, the ending. In the BBC adaptation Darcy pays Wickham to Marry Lydia and therefore not bringing shame on the Bennets, in the Bollywood adaptation Wickham and Lydia are caught by Darcy and Lalita and Wickham is seen for the real man he is. This has been changed for the Bollywood adaptation for the happy ending that happens in Bollywood films, it would not be entirely like a Bollywood film if Lucky ended up with the bad man and not be happy. In conclusion the BBC and Bollywood adaptations of Pride and Prejudice have been made very differently. The title of the Bollywood adaptation has been changed to Bride and Prejudice to reflect the difference in the Indian culture, the main personality of the characters have stayed the same in both adaptations, costumes have been changed to reflect the difference in cultures and times yet kept so the characters traits can be seen, the contrast in settings shows the different countries and a different way in life and the change in the storyline reflects the difference in times, countries and culture. The setting of the story has been changed as the film wants to show the restrictions on 19th century marriage still coincide with the Indian view on marriages today, the characters traits were kept the same to show how they could be brought into the present day but changed slightly in their costumes, mannerisms and they way people see them. As the characters are represented through their costumes, the wealth of the families is too, the costumes have been changed in the Bollywood adaptation to traditional Indian costumes but they show the contrast to the expensive clothes of the Balraj sister compared to the Bakshi sisters. This is also the same for the Bingley sister and Bennet sisters in the BBC adaptation. I preferred the Bollywood adaptation. This is because it is not as serious as the BBC adaptation; it is more vibrant, colourful and loud. The singing and dancing breaks up the film and the comedy also puts more life into the story. The BBC adaptation is too long and does not keep my attention as much as the other. Another reason why I preferred the Bollywood adaptation was the costumes and new surroundings, the Indian culture is very bold and this made it more enjoyable to watch.

Objectives and Goals of a Lesson Plan

Objectives and Goals of a Lesson Plan Objectives, also known as goals, are the first step in writing a strong  lesson plan. This article includes descriptions of the objectives of lesson plans, how to write them, examples, and tips. Goal-Writing Tips Whenever possible, write clearly defined and specific objectives (goals) that are easy to measure. That way, at the conclusion of your lesson, it will be relatively easy to determine if you met or missed your objectives, and by how much. Objective In the objectives section of your lesson plan, write precise and delineated goals for what you want your students to be able to accomplish after the lesson is completed. Here is an example: Lets say that you are writing a lesson plan on nutrition. For this unit plan, your objective for the lesson is for students to name a few food groups, identify the food groups, and learn about the food pyramid. Your goal should be specific and use numbers where appropriate. This will help you determine if you met your objectives or not after the lesson is over. What to Ask Yourself In order to define your lessons objectives, consider asking yourself the following questions: What will students accomplish during this lesson?To what specific level (i.e. 75% accuracy) will the students perform a given task in order for the lesson to be considered satisfactorily accomplished?Exactly how will the students show that they understood and learned the goals of your lesson? Will this occur through a worksheet, group work, presentation, illustration, etc? Additionally, you will want to make sure that the lessons objective fits in with your district and state educational standards for your grade level. By thinking clearly and thoroughly about the goals of your lesson, you will ensure that you are making the most of your teaching time. Examples Here are a few examples of what an objective would look like in your lesson plan. After reading the book Life in the Rainforest, sharing a class discussion, and drawing plants and animals, students will be able to place six specific characteristics into a Venn diagram of the similarities and differences of plants and animals, with 100% accuracy.While learning about nutrition, students will keep a food journal, create a balanced meal using the food pyramid (or food plate, as it is now called), write a recipe for a healthy snack, as well as name all of the food groups and the foods that correlate with them.While learning about the local government, the goal of this lesson is to have students identify the components of local government and be able to generate four to six sentences using local government facts and vocabulary.While students learn about the pattern of digestion, by the end of the lesson they will know how to physically point out areas of the digestive track, as well as tell specific facts about how the food we eat can turn into the fuel that our bodies need. After the objective, you will define the anticipatory set. Edited By: Janelle Cox

Noun-Adjective Agreement in Spanish

Noun-Adjective Agreement in Spanish Noun-adjective agreement is one of the most fundamental aspects of Spanish grammar: Adjectives must agree with the nouns they refer to in both number and gender. Agreement: an Essential, Basic Rule of Spanish Grammar The rule, which has no English equivalent, is that singular nouns are accompanied by singular adjectives, and plural nouns are accompanied by plural adjectives. Masculine nouns are described or limited by masculine adjectives, and feminine nouns are described or limited by feminine adjectives. The same rule applies to definite articles (the equivalent of the) and indefinite articles (a class of words that in English include a, an, and any), both of which sometimes are considered types of adjectiveshttps://www.thoughtco.com/noun-adjective-agreement-3078114. How To Modify Adjectives for Number and Gender The normal form of adjectives, the form you will find listed in dictionaries, is singular and masculine. To make the adjective plural, follow one of these steps, which as the same as for making nouns plural: If it ends in an unstressed vowel, add s: verde (green, singular), verdes (green, plural). El rbol es verde, the tree is green. Los rboles son verdes, the trees are green.If it ends in a z, change the z to a c and add : feliz (happy, singular), felices (happy, plural). Soy feliz, Im a happy person; somos felices, we are happy people.If it ends in another consonant or a stressed vowel, add : difà ­cil (difficult, singular), difà ­ciles (difficult, plural). La tarea es difà ­cil, the task is difficult; las tareas son difà ­ciles, the tasks are difficult.Note that in a few cases it is necessary to add an accent mark to maintain the stress on the correct syllable or delete one when its no longer necessary to indicate stress. For example, the plural of inglà ©s (English) as an adjective is ingleses. Making a masculine adjective feminine is even easier. Just follow these steps: If the singular masculine adjective ends in an : pequeà ±o (small, masculine singular), pequeà ±a (small, feminine singular). El gato es pequeà ±o, the cat is small; los gatos son pequeà ±os, the cats are small; la chica es pequeà ±a, the girl is small; las chicas son pequeà ±as, the girls are small.If the singular masculine adjective ends in any other letter, the feminine form is the same. El autobà ºs es grande, the bus is big; la casa es grande, the house is big. Adjectives can come before or after nouns, or they can be used with verbs such as ser (to be) to describe nouns. But (except for invariable adjectives) they will always match the nouns they describe in both number and gender. Invariable Adjectives There are a few adjectives, known as invariable adjectives, that dont change in form. Most of them are either uncommon colors or words of foreign origin. An example is web as in la pgina web (the web page) and las pginas web (the web pages). Sometimes a noun can be used as an invariable adjective, but this practice is much less common in Spanish than in English. Being Spanish students seldom will have the need to use invariable adjectives, but you should be aware that they exist so they dont confuse you when you see them. Sample Sentences Demonstrating Noun-Adjective Agreement Las familias felices se divierten en la playa rocosa. (The happy families are enjoying themselves on the rocky beach.) Felices is plural because familias is plural. The feminine form rocosa is used because playa is feminine. La and las are feminine definite articles. El hombre feliz va a ascender al pico rocoso. (The happy man is going to climb to the rocky summit.) The singular feliz is used because there is only one man. The masculine rocoso is used because pico is masculine. El is a masculine definite article. Al is a contracted form of a plus el. Ha sido un dà ­a largo entre muchas semanas largas. (It has been a long day among many long weeks.) The singular masculine largo is used with dà ­a because dà ­a is masculine and there is one of them, but the plural feminine largas is used with semanas because semana is feminine and there are more than one. Un and muchas are masculine and feminine indefinite articles, respectively. Un taco es una preparacià ³n mexicana que en su forma estndar consiste en una tortilla que contiene algà ºn alimento dentro. (A taco is a Mexican preparation that in its standard form consists of a tortilla the contains some food inside. Su is a determiner or possessive adjective that changes with number but not gender. Estndar is an invariable adjective - the same word would have been used with plural or masculine nouns.) Key Takeaways With the rare exception of invariable adjectives, adjectives must match the nouns they refer to in both number and gender.Singular adjectives are made plural in the same way singular nouns are.Adjectives ending on -o or -os can be made plural by changing those letters to -a or -as, respectively.

Ethics and Morality Essay Example | Topics and Well Written Essays - 2500 words

Ethics and Morality - Essay Example According to Rousseau, for the State, it is important that each citizen has some kind of religion or devotion as a regularizing rod for his behavior. It does not matter to the State if the religion is uplifting the citizen in any way or not. Its requirement is that it controls and shapes his behavior in the right way, so that he is not a nuisance in the society and remains a law-abiding citizen. Morality is the other side of the religious coin. It is interesting to note that much of what we call 'morality' today did not exist in the Stone Age. The powerful took away what they needed from the hapless unfortunate creatures, who either perished or got enslaved. It was the jungle law, what prevails today in most of the animal kingdom, though there are interesting exceptions. As man became increasingly aware of his society, community and responsibility towards them, a kind of bond formed around him, making him an integral part of it and certain rules and conditions were either imposed on him, or he became conscious that to adhere to them would be self-preservation from harmful attacks. The individualist nature has resulted in the collective way of life and man found security in numbers and lived as part of a society, where morality became the most important requirement to have a coherent social structure. Social contract theory is supposed to be as old as Philosophy itself and even Socrates' explanation to Crito approaches it. Rousseau comes very close to Hobbes when he says that religion binds the man to morality, law and hence, to social contract. This is helpful for the peace and well being of the society. It glorifies the prince, the country, and the lawmakers. Hence, it is a form of social contract entered between the individual man and the collective society, which later was governed and protected by political authority. Man and society are bound by this unseen contract and it is easy to assume that morality and social contract are complimentary as well as prerequisites to each other. "Social contracts or Contractarianism stems from the political power and control and man's accepting it as legitimate authority in governance of moral fibre of the society." http://plato.stanford.edu/entries/contractarianism/ According to Hobbes, it is clear that common interest of fear leads men into political society and fear could be of gory death, insecurity, lack of cultural living, deprivation of comfort and industry, losing satisfaction derived out of life, losing kin and possessions, living with unfulfilled desires, separation, misadventure and hatred ruling every bit of life. Hobbs feels that even a bad political authority is better than none and should be welcomed and cherished.

How Global Value Chains May Have an Impact on an Organization's Supply Essay

How Global Value Chains May Have an Impact on an Organization's Supply Chain Design and Corporate Alignment - Essay Example The global value chain encompasses functions which are strongly included and frequently managed on a regular basis. Thus, these functions can impact on the activities of organization in home as well as in other host countries where they perform the business operations. These impacts are pretty straightforward when an organization from one nation inaugurates a new industrial unit or engineering unit in other nation. A few of the impacts are more complex when an organization of one nation makes an agreement with an organization in other nation in order to coordinate production in plants. The impacts of global value chain are precisely seen on the supply chain design and corporate alignment of an organization (Schroeder, Goldstein, & Rungtusanatham, 2010). Value Chain and Supply Chain The idea of value was first created and promoted by Michael Porter in the year 1985. He had demarcated value as the number of purchasers who are prepared to pay for an organization’s products or ser vices (Chan, 2007). According to him, the value chain is the blend of nine common value added functions inside an organization which can deliver value to the consumers. On the other hand, the concept of supply chain first appeared in the year 1980. Supply chain describes the handling of material flow inside an organization from suppliers to the end users. ... Impact of Global Supply Chain on Organization’s Supply Chain Design Nowadays, globalization is no longer restricted to only products; it has expanded to other business aspects such as foreign direct investment, occupation and services among others. The global value chain is determined by the organization’s wish to raise competency, because increasing domestic competition and global market powers are facilitating organizations to become more effective with respect to cost of products and services. In this regard, a strong value chain can help organizations to enter new evolving markets and to improve access to strategic resources which can assist in tapping foreign business knowledge (Kleindorfer, Singhal, & Wassenhove, 2005). In order to cope up with the changes carried by rapid globalization, there is need for an accurate supply chain design. A properly structured supply chain design can enhance the internal network and flow of resources through it. With constant commo ditization of several goods, organizations require improved methods to differentiate themselves from other competitors. In order to compete in the global market, there is need for improvement through supply chain redesign. Therefore, global value chain can impact on supply chain design of organizations in order to fulfill the objective of cost minimization and to develop a more efficient value chain to stay cost competitive (Power, 2005). Impact of Global Value Chain on Corporate Alignment The global value chain is also related with the corporate alignment of an organization. The global value chain delivers the contents of organizational culture, management style,