Nursing Preceptorship Research Paper Example | Topics and Well Written Essays - 1000 words

Nursing Preceptorship - Research Paper Example Preceptorship is defined as a one to one relationship between a registered nurse and a nursing student whose purpose is to introduce a student to a clinical environment and orient them to the intense experience of learning in a practical mode. Preceptors introduce orientees to gain nursing skills, patient dealing, protocols and unit culture of nursing. This program enables them to learn and become competent enough to demonstrate basic unit skills by the end of the course. Students recently graduated from nursing school face difficulties when it comes to implementation part. They are pushed into a situation where one needs time and observation to implement the acquired knowledge. The main cause of the under stress nurses was found to be , lack of confidence in learnt skills, incomplete in critical thinking and clinical knowledge, correlation with patients and preceptors, dependence, frustrating work environment. Thus preceptors are essential to role model the professional attitude and skills which enable the orientees to learn and grasp them practically. This researched discovered how quickly orientees learn to implement clinical knowledge and nursing skills through preceptor orientation learning programs. The significance of preceptorship during nursing school is accepted and has been a part of nursing training program. Collaborative preceptor models between nursing school and service agencies have sustained a positive relationship and facilitated the nursing students to learn to integrate skills with real-life situations. This model provides a single nursing student to be precepted by a registered nurse whereas in the integrated clinical preceptor model, students plan their clinical experiences and preceptor acts as a mentor, clinical teacher, role model. It revealed the positive outcomes in the complex and dynamic world of acute health care. (Sandau & Halm, 2010) The importance of nurse prespectors in educating undergraduate nurses cannot be overstated. The guide and teach new nurses, the roles and responsibilities they have to face in a clinical setting. Thus the transition becomes easy for the undergraduates from the educational institutes to professionalism. It also facilitates t he specialization in any nursing faculty. As a frame work for clinical teaching, these preceptors demonstrate professional practice and share patient care experience. The awareness of handling patient’s condition and providing care accordingly, which they will encounter is shown to them. Theoretical information is thus put into practice with the help of prespectors. It is a responsibility of nurse prespector to form a connection between theory and practical implementation for an orientee, in a patient care environment. Thus achieving the expected results in a given time frame utilizing the facilities in hand is the main objective. This program holds utmost significance for mentor, orientee and the organization itself. Preceptor ship program offers professional nurturance and development in social and professional roles, which reduces the reality shock faced by new nurses in a clinical setting. Orientees feel les stresses as the preceptors gear them into right direction throug h experience thus learning takes place with constant monitoring and under constant guidance. Therefore the confidence level of such nurses’ rise due to participation in preceptorship program and their knowledge expands due to experienced preceptors who steer them into right

The Nature of HIV and the Implications of its Evolutionary Origin on Research Paper

The Nature of HIV and the Implications of its Evolutionary Origin on Treatment - Research Paper Example The Vaccine Hypothesis The Nature of HIV and the Implications of Its Evolutionary Origin HIV, or Human Immunodeficiency Virus, is the cause of one of the most lethal diseases known to infect humankind – AIDS. According to information from the National Institutes of Health, AIDS accounted for 1.8 million deaths worldwide in 2009 alone with 33.3 million already suffering from the disease and 2.6 million who were newly infected (â€Å"Quick Facts,† 2011). In the United States alone, 1 million people are currently living with AIDS and 21% of those infected remain unaware of their condition (â€Å"Quick Facts,† 2011). Furthermore, an alarming fact based on information from One.org states that around 4,900 people die from AIDS everyday and that 7,100 are infected at the same rate (â€Å"HIV/AIDS,† 2012). It is also very sad that those affected by HIV are mostly the youth aged 15 to 24 years old (â€Å"AIDS, Sex and Teens,† 2010). Based on the previously s tated statistics and information, there is every reason to worry about AIDS epidemic. Most of the responsibility of controlling the spread of the virus rests upon the National Institutes of Health, the Centers for Disease Control and Prevention, and the governments of the world. Nevertheless, efforts to develop a cure for AIDS have proved to be fruitless. What is the main reason behind this and what is the missing link, that somehow makes medical experts and scientists keep losing the battle against AIDS and prevents them from developing a good treatment for it? An insight into the evolutionary origin of HIV provides answers to the questions about AIDS that have baffled everyone since the 1970s when the disease first broke out. Structure HIV usually infects the human host cell as an aggregate of virions or â€Å"roughly spherical particles† (Noble, n.d.). These particles, whose surfaces are studded with multiple spikes, are coated with a fatty material called the viral envelo pe, and it is this specific structure that facilitates entry of the virion into the cell (Noble, n.d.). HIV differs from other viruses in that its genes are made up of RNA, or ribonucleic acid, whereas other viruses have DNA, or deoxyribonucleic acid, in their genetic structure (Noble, 2010). The fact that it is RNA, and not DNA, that constitutes the main genetic material of HIV implies a relatively more complex process of replication compared to other viruses, as well as a natural tendency of HIV to engage in a rather continuous replication inside the host cell because of the â€Å"long terminal repeat† in RNA (Noble, n.d.). Another characteristic feature of HIV is its simplicity of structure, which accounts for it â€Å"rapid rate of evolutionary change† (Rambaut et al., 2004). The fact that HIV is structurally simple and that it evolves rapidly means that it can readily develop resistance against any treatment and that it immediately develops a new lineage of resist ant virions (Rambaut et al., 2004; â€Å"HIV: The Ultimate Evolver,† 2001). However, in order to fully understand how rapidly HIV evolves in the host cell, one needs to know how exactly the virus enters the cell. Process of Entry into The Cell According to CDC, HIV is transmitted through contact of mucous membrane, damaged tissue or blood with infected fluids, which can be any of the following: blood, semen, breast milk, vaginal secretions, body fluids that contain blood, as well as fluids that surround the brain, the spinal cord, bone joints and the unborn baby (â€Å"

Restorative Justice: Process and Outcomes

Restorative Justice: Process and Outcomes Should restorative justice be defined as a process or a set of outcomes? Restorative Justice rather than relying on judges to sentence offenders, places great emphasis on the importance of reparation and gives a role to the victim of the crime and the wider community. (Newburn, T 2013:768) When it comes to the debate of how restorative justice should be defined, either as a process or a set of outcomes it could be said that while they both have legitimacy, restorative justice can only be defined as one or the other. There is a great disagreement among critics on whether the emphasis should be placed on the outcome or the process. A definition of restorative justice that highlights the importance of both restorative processes and outcomes is, restorative justice is a theory of justice that emphasizes repairing the harm caused or revealed by criminal behaviour. It is best accomplished through cooperative processes that include all stakeholders. (Van Ness and Heetderks Strong, 2006:43) Marshall (1996:37) whos definition is most frequently quoted said that restorative justice is a process whereby parties with a stake in a particular offence come together to resolve collectively how to deal with the aftermath of the offence and its implications for the future. Within this definition 3 core elements of restorative justice are identified. Zehr (2003) stated that the first element is that harm must be healed, restorative justice views crime as harm done to people and communities. It seeks to repair the harm caused by offenders. The second being that violations create obligations, offenders must understand their wrongdoing and restorative justice wants offenders to accept responsibility for their actions. The third element being engagement or participation, relationships are the focus, it is the crime that violates these relationships and restorative justice needs to repair them. The main aim is to mend, restore and build. Dignan (2005, cited in Newburn 2013:771) suggests that Marshalls definition is of very little value for several different reasons, one being it characterises restorative justice as a particular type of process but fails to focus on outcomes, in doing so raises the possibility that undue attention will be paid to questions of equality and fairness. It also fails to consider outcomes by diverting attention away from those cases where restorative justice processes may be inappropriate but where its values and aims may still apply. the process based definition of restorative justice is at best incomplete, because it has nothing to say on the subject of restorative outcomes (Walgrave, 2002:174) this is because there is no direct involvement from the victim needed therefore there is nothing restorative it is just an outcome. Restorative outcomes may include, restitution, reparation and reintegration. It can be argued that a restorative process may not necessarily result in a restorative ou tcome. For example, within restorative conferencing where a direct victim is not present or participating, decisions on outcomes may be left to state regulators. Walgrave argues for an outcome-based definition of restorative justice for example as an option for doing justice in the aftermath of crime that focuses on repairing the harm and suffering caused by the crime rather than preserving an abstract legal order. (Newburn, 2013:772) The victim is seen to be a central stakeholder, who holds an important role in shaping both the process and outcomes of restorative justice. Victims want information about the processing and outcome of their cases, answers to their questions, empowerment and vindication. The process of restorative justice is to meet the needs of crime victims that are not being adequately met by the criminal justice system. Victims may feel ignored or neglected by the justice process. Victims need answers to questions they have about the offense, why has this happened to them? Victims often feel like control has been taken away from them by the offense. Involvement in their own case can be an important way to return a sense of empowerment to them. Restitution by offenders is often important to victims this may come in the form of an apology. (Zehr 2003:18-20). However there are potential dangers when it comes to the victim they may simply become a mere prop used in a process rather than being an empo wered participant. The community is another stakeholder that is considered to be vital to restorative justice. There is a risk of domination, authoritarianism and vigilantism. In N Ireland a restorative justice process was set up in order to stop paramilitary punishments that were being carried out. Braithwaite (1996 as cited in Newburn, 2013) said there are 3 levels at which it is possible to conceptualise the process of restoring community through restorative justice practices. At a micro level it involves those who are close to both the victim and the offender. At a meso level restorative justice helps to foster a sense of community within institutions such as schools, churches and so on. Lastly at a macro level it helps to focus attention on designing institutions of deliberate democracy. Communities need from justice, attention to their concerns as victims. Opportunities to build a sense of community and mutual accountability. Encouragement to take on their obligations for the welfare of their mem bers, including victims and offenders, and for the conditions that promote healthy communities. Community also want assurance of not to repeat the same and preventive actions. (Zehr, 2003:22) The offender is the third stakeholder that is consider to be of value in the restorative justice process. offenders need the opportunity to take responsibility for the harm caused by their behaviour towards victims. Offenders need to take away from the restorative justice process, accountability that addresses the resulting harms, encourages empathy and responsibility, and transforms shame. Encouragement to personal transformation, including healing for the harms that contributed to offending behaviour, opportunities for treatment for addictions and/or other problems, and enhancement of personal competencies. Also encouragement and support for integration into the community (Zehr, 2003:21). Restorative justice aims to help prevent the offender from reoffending again in the future. Being able to face their victims in a restorative justice process provides a chance to also develop empathy and remorse while also having input into the process. Offenders can complete this process threw co mmunity service or by issuing an apology to the victim. Crawford and Newburn (2003, cited in Newburn 2013) stated that in order for there to be a restorative process, stakeholders involved rely on four forms of restorative justice practice. These practices are victim-offender mediation, conferencing, sentencing circles and community boards. This group of practices has in common a process where the offender, victim and other members of the community meet together to consider the impact of a crime or harm on victims and communities and try to develop a plan to repair this harm that meets the needs of those affected. In Northern Ireland, diversionary youth conferences are used as a form of restorative justice. If the offender admits their guilt, then the Public Prosecution Service decides that there must be a conference involving the victim and the offender. Participation in conferences are voluntary. The offender is given the opportunity to discuss the offence and what he/she is prepared to do to repair the harm caused to the victim. The victim is given the opportunity to tell the offender of the impact the offence has had and what they feel should be done to repair the harm. This may for example include an apology or reparation to the victim or community. (Public Prosecution Service N.I. 2008). Youth Conferences provide an effective, fair, proportionate and restorative response to those offending which provides satisfactory outcomes for victims. The aims of a youth conference are about repairing relationships, making amends and to be able to reintegrate back into society. To conclude it could be argued that when it comes to defining restorative justice as a process or outcome it can cause disagreement amongst critics. Gavrielides (2007) stated that those who agree with a process-based definition, tend to limit the scope of restorative programmes to cases that are considered appropriate for a restorative justice intervention or to those in which both parties are willing to participate and abide by the ground rules. However, restorative programmes may appear in different shapes and forms. By adhering, therefore, to a definition that understands restorative justice as a process, we risk excluding the mostly restorative and partially restorative programmes. And this is only one of the limitations of this approach. On the other hand, those who agree with the definition of outcome-based definitions risk stretching the concept to include programmes for example community service, which although may in the end result with restorative outcomes, they might not b e carried out respecting central restorative rules.

Essay --

The Gulf War was a United States and allied countries offensive against the country of Iraq that occurred during August 1990 to February 1991. Due to the United States involvement in the war, The Golf War was executed effectively and ended within 7 months. Due to the success of the Coalition Air Campaign, Operation Desert Saber (combined ground and air offensive on Baghdad), A cease fire was called which lead to the United States victory in Iraq. The Gulf War involved 24 nations and was led by the United States against Iraq in response to the invasion of Kuwait. It is considered the most efficient war in American History, during the time, the United States deployed 7 Army Divisions, 2 Marine Corps Divisions, 6 Carrier Battle Groups, 2 Amphibious Battle Groups, 1 Marine Wing and 15 Air Force Tactical Fighter Wings. Setting the Stage Iraq is located north of Saudi Arabia, and west of Iran, its borders are shared with the nations, of Syria, Jordan, Turkey and Kuwait. Saddam Hussein, the Iraqi leader, came up with the idea of invading Kuwait for many reasons, one of them being that they owed 14 billion USD to the nation. Kuwait was also exceeding oil quotas set by Organization of the Petroleum Exporting Countries (OPEC), thus bringing more oil to the market and exceeding the demand. In result, the price of oil was at an all-time low and Iraq was losing a significant amount of revenue. Saddam Hussein claimed that Kuwait was stealing oil from Iraqi Reserves, claiming the use of ‘slant drills’, a machine that can drill an oil well at an angle. Saddam claimed Kuwait was doing this at Al-Rumalia Oilfield, a location very close to its borders. The nation of Iraq did not have direct access to the Persian Gulf and invading the nation of Kuw... ... also a media success, full coverage of the 100-Hour was broadcast to the world and the American People completely backed the decision made by The President. The effectiveness of the air campaign; the destruction of Iraqi air power and command infrastructure proved to be a critical point for the coalition against the Iraqi army. It destroyed iraq’s chance to even set a single plane in the air and ultimately lead the United States ownership of the air above Iraq, even out of the reach of Iraq anti-aircraft missiles. Iraq’s air force was nothing compared to the force behind the coalition. The ground war, all but guaranteed the coalition’s success in the war against the Iraqi Army. It was the efforts of the United States military’s that lead to the success of the War. Without the United States Involvement, Iraq could have possibly dominated the Arabic Peninsula.

Farming systems in india Essay

India comprises various farming systems that are strategically utilized, according to the locations where they are most suitable. The farming systems that significantly contribute to the domestic GDP of India are subsistence farming, organic farming, and industrial farming. Regions throughout India differ in types of farming they use; some are based on horticulture, ley farming, agro forestry, and many more.[1] Due to India’s geographical location, certain parts experience different climates, thus affecting each region’s agricultural productivity differently. India is very dependent on its monsoon-based periodic rainfall. If it weren’t for large government involvement in storage of water for agricultural irrigation, only some parts of India would receive rainfall throughout the year, making many other regions arid. Dependency on these monsoons is risky because there are great variations in the average amount of rainfall received by the various regions. Season-to-season variations of rainfall are also significant and the consequences of these are bumper harvests and crop searing. For this reason, irrigation in India is one of the main priorities in Indian farming. India agriculture has an extensive background which goes back to at least 10 thousand years. see more:types of non farming activities Currently the country holds the second position in agricultural production in the world. Despite the steady decline in agriculture’s contribution to the country’s GDP, India agriculture is the biggest industry in the country and plays a key role in the socioeconomic growth of the country. India is the second biggest producer of wheat, rice, cotton, sugarcane, silk, groundnuts, and dozens more. It is also the second biggest harvester of vegetables and fruit, representing 8.6% and 10.9% of overall production, respectively. India also has the biggest number of livestock in the world, holding 281 million. In 2008, the country housed the second largest number of cattle in the world with 175 million. Climate Effect on Farming Systems Each region in India has a specific soil and climate that is only suitable for certain types of farming. Regions on the eastern side of India experience less than 50 cm of rain annually, so the farming systems are restricted to cultivate crops that can withstand drought conditions and farmers are usually restricted to single cropping. On the contrary, the western side of India has an average of 100–200 cm of rainfall annually

A Time Travel with Mr. Swift: Restoring the Early 1800’s Society Essay

English satirist Jonathan Swift (1667-1745) was born in Ireland of English parents. He was educated in Dublin but before he could fix on a career, the troubles that followed upon the subsequent invasion of Ireland drove Swift with the other Anglo-Irish to England. During these years, Swift read widely and discovered his astonishing gift as a satirist (Abrams 1976). For the rest of his life, Swift devoted his talents to politics and religion – not clearly separated at the time, and most of his works were written to further a specific cause (Abrams 1976). In 1714, he returned to Ireland, became identified with the Irish life, and through such brilliant pamphlets as Drapier Letters and A Modest Proposal (1729), became virtually a ‘national hero’ (Hornstein et al 504). Ireland suffered from a number of social, political and religious crises that time when Swift reached a clear sense of his genius; famine, over-population, Irish’ materialism to English goods, Protestant’s suppression of Catholics over estate ownership and the Irish government being filled by English appointees resulting to irresolution and inaction of the gripping condition. Swift who saw the Irish suffering for its cause collaborated with his contemporaries for whom he established a good friendship. In a letter to Alexander Pope, he declared himself a misanthrope; a hater of mankind.   He opposed to the prevailing definition of man as a rational animal and offered his new definition of man as simply an animal capable of reason (Abrams 1978). He antagonised the optimistic view of human nature being essentially good and proclaimed it to be deeply and permanently flawed unless humanity would learn to recognize its moral and intellectual limitation. ANALYSIS: The Misanthrope Mind Jonathan Swift intended his works to be an absolute savage attack upon man and his institutions. His most celebrated works Gulliver’s Travels and A Modest Proposal expressed that personal indignation with moments of comedy and light-heartedness, though both written as much to reform the readers and satirize issues. Swift was a man of the Age of Reason; however, he used his reasoning to oppose the   people’s overindulgence to reason so as to let it dictate all courses of   human life – thus advocating to the Restoration of the 18th century. In Gulliver’s Travels, he made fun of the English society by using satirical symbols that represent the crooked civility of the time. Gulliver observed the shrunken humanity through the Lilliputians who have shrunken concerns. For example, in Lilliput, candidates for public office go through their fantastic acrobatic rope and stick dances in order to obtain appointment and hold office. â€Å"Whoever jumps the highest succeeds while the chief ministers are commanded to show their skill to convince the Emperor that they have not lost their faculty† (Swift Part I Chapter IV p38). It must be noted though that the author’s â€Å"greatest disappointment was his failure to become a bishop in England† (Hornstein et al 504). The system of favoring those of nobler descent in appointing for office seat must have influenced the Lilliputians’ ridiculous and circus political system. On Part I Chapter 7, p 74-75, 77, after the court declared Gulliver’s cruel execution, he tells the readers of â€Å"his Majesty giving many marks of his great lenity and †¦.mercy for which he was so justly celebrated†. Swift was obviously satirizing the sweet words of those in power to cloak their evil deeds. An interesting angle could as well be derived from the war between Lilliput and Blefuscu. Both states were prosperous and have enough to supply the citizens’ needs. Yet they did not live in peace with each other. In fact, when Gulliver learned of the plan to accuse him of high treason, he made an escape to Blefuscu where he was received (his exile from England to Ireland satirized). In exact contrary to his travel to Lilliput was his voyage to Brobdingnag – the land of giants wherein all of human flaws are magnified. There he realized that a human characteristic, whether physical or by manner, becomes ‘ugly’ when put to scale. The King, who prided on his ability at arithmetic, was a calculating leader who objected the knowledge on navigation, music, military affairs, laws and politics. Yet, upon Gulliver’s account of his country, remarked a conclusion of Gulliver’s â€Å"natives to be the most pernicious race of little odious vermin that nature ever suffered to crawl upon the surface of the earth† (Swift Part II Chapter VI, p147). This is a serious, direct last to the English society. Then Gulliver led us to a meeting with the Houyhnhnms – a horse race of the most rational mind and ideals who employ the Yahoos – human brutes who are incapable of reason and are therefore employed as animals (Gale 370). The Houyhnhnms were considered to be the wisest of all creatures and taught Gulliver the notion on truth and falsehood. The Master Houyhnhnm argued that â€Å"the use of speech was to make us understand one another and to receive information of facts† (Swift Part IV Chapter IV p273). Lying then defeats the purpose of speech. Given this, Gulliver accounted the Houyhnhnms or horses in his country, being tamed and trained from young years through cruel beating, in order to make a good tamed horse for the Yahoos (humans). He as well described how the horses are castrated in order to ‘hinder them from propagating their kind’ (Swift Part IV Chapter IV p 275). This savagery appalled the Houyhnhnm saying that in their country; even the Yahoos were less cruelly treated. This intellectual interaction between Gulliver and the Houyhnhnms could be a parody between Swift and the Enlightenment proponents. With the transcendentalists being too logical and ideal, learned of their flaws through the principle of truth and logic. But Swift’s most savage satire came out in 1729 with the pamphlet – A Modest Proposal. After almost two decades of constant battle against the English oppression towards the Irish Catholics with futility, he resolved to side with the English in a proposal any reader will be caught unprepared; the English to devour Irish children. He was angry with the English absentee landowners who bleed the Irish of everything they have leaving the Catholic peasants of Ireland hungry and hopeless. He was angry with the Parliament and the English aristocrats who see these impoverished as eye-sores in the street. The proponent, who appears to be naà ¯ve yet logical and kind, devised a superb plan to lessen the filthy population of the Papists and increase economic gain. Swift pointed the following as causes of the Irish poverty; the inability of the parents to provide their children with their needs, the attitude of the English aristocrats towards these unfortunate people, the government’s failure of providing a substantial solution to these problems and the uncontrollable population of papists that tend to have the largest families. Yet, the savagery that Swift presented in the pamphlet established a more grave argument and thus, only made the whole proposition more compelling. This made Swift a hero to the Irish, the official defender of the oppressed Ireland. However, much to his skeletal chagrin, Gulliver’s Travels TODAY is read with delight by children who are enchanted by its imaginative tales about strange creatures rather than its satire for which it was written for. In fact, instead of an adult audience, today’s children know more about this satire because of the prolific distribution of its cartoon version. While A Modest Proposal will remain an isolated commodity for import, appreciated solely as the first and finest of the satire only a master like Jonathan Swift could deliver. CONCLUSION Jonathan Swift is an example of a writer that we cannot study in isolation from the social, political and religious events of his time. First, his only goal as a writer is to advance his social, political and religious ideologies. Second, he himself is a parody of his time. Like what Immanuel Kant observed that though his age was an Age of Enlightenment, it was not an enlightened age at all (Gay 53). Thus, Swift used his genius, not to support the ideology in vogue, but to challenge the lack or excess of logic in all of human activities. In his characters in Gulliver’s Travels, he implied that humans in whatever form, whether Lilliputian, giant, horse or brute – are all flawed. Lilliputians with their shrunken ways of doing things, the giants in their misplaced vanities, the horses’ superfluous rationality on everything and the brutes’ incapability to reason – all described humanity as essentially imperfect. After reading his works, a momentary analysis may let us believe we have penetrated the mind of the genius. But after some moments of careful thinking, it feels futile to even try.   Indeed, only after a repeated reading will a contemporary reader reaches maturity and learns to appreciate this greatest satire in literary history.

Communication Channel Scenarios

Communication Channel Scenarios Introduction There are many communication channels that managers can use when conveying vital business messages. However, the effectiveness of a particular channel is determined by the level of authority, type of information, urgency of information, the number of recipients among other factors. This paper focuses on three scenarios in which the managers are expected to decide on the most effective communication channels.Advertising We will write a custom assessment sample on Communication Channel Scenarios specifically for you for only $16.05 $11/page Learn More As Robbins and Judge (2011, p.344) suggest â€Å"communication should involve the transfer and acceptance of meaning†. In as much as a manager anticipates the desired outcomes, the circumstances of the scenarios must dictate the proper communication channel. Scenario one In the first scenario, the vice president of operations charges our team to develop a new entry strategy into the internatio nal market for a new beverage that has shown great success in the domestic market. Under these circumstances, timing is an important determining factor because the strategy must be developed in a week’s time. Daft and Marcic (2010) claim that business managers are aware and understand the richness associated with communication channels. In this respect, my knowledge and understanding compels me to think of downward face-to-face communication as the richest communication channel and formal reporting as the least rich channel. Although feedback is not solicited in this communication channel, direction is provided and to the team to be done as the manager sees fit. Face-to-face communication is not only cheap and time-saving, but allows me as the marketing manager to steer the decision making process as the outcomes will reflect what I have portrayed to the team members. Immediately, I would call a meeting of all team members because of the urgency and significance of the assign ment. This will make it much easier to communicate the message and relay the urgency and significance of the project. Misinterpretation and information loss associated with other channels like electronic mails and phone calls will be avoided (Robbins Judge, 2011). In addition, having a group discussion enhances the speed of the project as the physical gathering serves more than an opening. Initial tasks can be accomplished as well as assigning other tasks to individuals according to their potential.Advertising Looking for assessment on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More When conveying the devised strategy to the vice president of operations, I would consider a formal and face-to-face communication channel rather than email. Although written communications can be edited and stored, they have major implications like misinterpretation. I will present to the vice president a PowerPoint containing imp ortant details such as global marketing decisions and distribution channels which the company can use to reach a wider global market. The reason that I choose this channel of communication is the need to clarify any point that might not be included in the presentation. If the vice president agrees with our strategy, a downward communication will be adopted to convey the message to relevant divisions and facilities. The channel is of interest because as the marketing manager and originator of the strategy, I will most likely be elected as the project manager and hence the need to keep in touch with the relevant departments. Scenario two The second scenario involves a manager of a large travel company who manages eleven employees. He discovers that the company login and password are no longer working. The manager must then contact the offsite IT department in order to understand the problem. He is also obliged to communicate the new login and password to the employees. As a competent manager, I realize three vital factors that would determine the most appropriated communication channels: information security, span of control and urgency of the information. When contacting the IT department, I would opt to use the telephone so that I can get first-hand information regarding the problem. The first thing I understand is that the IT department is not within our site and must be reached through a fast and reliable channel. Telephone as a channel of communication will enable me to reach the relevant personnel immediately (Daft Marcic, 2010). Secondly, information about company login and password is vital and requires high security. Therefore, a telephone call will guarantee a high level of confidentiality (Deswarte, Cuppens Jojadia, 2004).Advertising We will write a custom assessment sample on Communication Channel Scenarios specifically for you for only $16.05 $11/page Learn More In addition, the information under question is vital to all business operations and the problem might delay almost all the activities. In response to this need, a telephone allows me to keep in constant touch with the IT department and perhaps press them to speed up in case of delays. When communicating with the employees, downward communication will be the most appropriate to keep them informed and provide them with new login and password details (Robbins Judge, 2011, p.344). When the new instructions will be provided, I will pass the details to the assistant manager who would then pass to other employees. For instance, I might choose to send an email to the assistant manager who will then send a priority email to the rest of the employees as they have an up and running email that can be used. This is the best channel of communication because, as the manager, I would be required to report to my superior. While my designated employee is conveying the message to others, I would be explaining the problem and the solution to my superior. Scena rio three The third scenario involves a business owner of an editing company having ten employees working for him. He critically needs to reduce the workforce in order to raise profit margins. A close assessment of the situation reveals two important factors that determine the appropriate communication channel: number of recipients and nature of the information. Robbins and Judge (2011) are of the opinion that non-routine messages are complicated and have potential misunderstanding and managers can therefore communicate them effectively by selecting rich channels. When informing the employees about the reduction of the workload, I would use face-to-face channel of communication.Advertising Looking for assessment on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More This type of channel has the highest richness while formal reports have the least richness. Information about employee reduction is non-routine and might follow the suggestion put forward by Robbins and Judge. There is likelihood that I will be misquoted if I used other forms of communication such as electronic mails. Furthermore, the number of employees is small and I can easily convene a meeting to relay the message. However, when informing the affected employees that they are being let go, I will use a formal method of communication. I will send a letter to each employee that will be affected by the reduction. This is an appropriate channel of communication because the subject is emotional and explaining the situation to each employee formally is an indication that I care. Indeed, no feature of communication has more meaning and significance than emotions (Nielsen, 2008). Robbins and Judge (2011) identified emotions as a major barrier to effective communication that managers shou ld overcome by selecting channels that eliminate emotional judgment such as formal letters. References Daft, R. L. Marcic, D. (2010). Understanding Management. Florence, KY: Cengage Learning. Deswarte, Y., Cuppens, F. Jojadia, S. (2004). Information security management, education and privacy: IFIP 18th World Computer Congress: TC11 19th International Information Security Workshops, 22-27 August 2004, Toulouse, France. Florence, KY: Springer. Nielsen, J. (2008). Effective Communication Skills. Bloomington, IN: Xlibris Corporation. Robbins, S. P., Judge, T. A. (2011). Organizational Behavior, Communication. Upper Saddle River, NJ: Pearson Education.

Confederacy of dunces essays

Confederacy of dunces essays John Kennedy Toole was only 32 when he took his life in 1969. Tooles story A Confederacy of Dunces was not published during his lifetime. When it was finally published 11 long years after his death, it immediately won the Pulitzer prize. Through out the entire novel there is any underlying sense of pathos that which suggests that A Confederacy of Dunces may be some sort of personal depiction of Tooles life. The epigraph by Jonathan Swift on the first page of the book reads, When a true genius appears in the world, you may know him by this sign, that the dunces are all in confederacy against him. Now given that this quote was not written specifically for this novel, there is not a more effective way to sum up the life of the main character, Ignatius J. Reilly. Never before has a person been more convinced of his own genius, and the idiocy of those surrounding him. Yet, at the same time, he is the most unsuitable candidate for such a flattering title. Ignatius is an obese, unemployed, self-centered, and socially challenged man that wears a green hunting cap, wool coat, and scarf all year long, despite the fact that he resides in balmy New Orleans. He lives with his widowed mother in a dingy, working-class neighborhood. Because his diet strictly consists of pastries and Dr. Nut, a local Louisiana cola, he is always complaining of gastric difficulties, and relieving them with various eruptions. And when under any sort of pressure Ignatius is likely to suffer from a shutting of the pyloric valve, this gastric malady is more than likely a figment of his imagination. On top of this Ignatius believes himself to be some sort of Christian philosopher that maintains and open disgust with the modern world in which he lives. The events of the novel center around a few weeks in Ignatius life. In the first main scene, Ignatius mother, ...

The Best SAT Vocabulary Practice Tips and Resources

The Best SAT Vocabulary Practice Tips and Resources SAT / ACT Prep Online Guides and Tips A solid vocabulary is essential to getting a high SAT score. But what methods can give you the quality SAT vocab practice you'll need to succeed on test day? After all, just reading a lengthy list of vocab words doesn't necessarily mean you'll know how to use them in a sentence or be able to remember what they mean on during the exam. We explain how important vocab is on the SAT and how it’s tested. More importantly, we give you our top four vocab study methods as well as our picks for the five best resources to use for quality SAT vocabulary practice. Read on to learn what these are! How Important Is SAT Vocab Practice? Although it’s important to know some vocabulary, the truth is that vocabulary doesn’t play a very big part on the SAT. So if you’re not a fan of memorizing hundreds of words, this is great news! However, if you’re aiming for a high or even perfect SAT score, you'll definitely need to memorize some of the vocab words most likely to appear on the test. But what exactly does vocabulary look like on the SAT? For starters, all vocab questions (in both the Reading and Writing and Language sections) are based on reading passages, so you’ll always have context to help you figure out the meaning of a word or phrase. On the old (pre-2016) SAT, you had Sentence Completion questions, for which you had to choose the correct vocab word for an isolated sentence. Basically, you hadzero context! Thankfully, these questions are no longer on the SAT. Secondly, all vocab words are about medium difficulty, sodon't expect to see hard words such as pugnacious and obstreperous. Instead, the SAT will test you on more common words, usually ones with multiple meanings. On SAT Reading, vocab questions are calledWords in Context questions; theseask you to match a word with the correct meaning.On the Writing section, vocab questions that ask you to replace (or leave as is) a certain word in a passage are called Precision questions. Here’s an example of a Words in Context SAT Reading question (with the relevant line from the passage): Source: Official SAT Practice Test #1 And here’s an example of an SAT Writing Precision question (again, with the relevant line from the passage): Source: Official SAT Practice Test #2 As you can see, you'll need to be especially adept at using context clues to figure out which word best fits the tone and meaning of the sentence in the passage. That said, remember that vocab doesn’t make up a particularly large part of the SAT.Based on our analysis ofofficial SAT practice tests, we've found that you’ll get aroundseven Words in Context questions (~13%)on Reading, and about three Precision questions(~7%) on Writing. Next up, we look at the four best methods you can use for your SAT vocabulary practice sessions. The 4 Best Methods for Quality SAT Vocab Practice Now that you understand how vocab is tested on the SAT and how important it is, how can you study effectively for it?Here are some of the best methods you can use to get quality SAT vocab practice. Method 1: Use Flashcards and the Waterfall Method By far the best way to study SAT vocab is to make flashcards and use the waterfall method. The waterfall method is a way of going through a deck of flashcards so that you learn all the words in it- even the hardest ones! Here’s how to use this method: start with a deck of about 30-50 cards. This will be your Starting Stack: Go through the entire stack. Put the cards you know in a Know It pile, and the cards you don’t know in a Struggled pile as so: Now, pick up your Struggled pile and go through all the cards in it again. For the words you know, put them in a second Know It pile. For the words you don’t know, put them in a Struggled pile. This will give you two Know It piles and one Struggled pile: Repeat these steps until you have one to five cards left in your Struggled pile: At this point, you’ll have gone through your entire deck and should have multiple Know It piles and one Struggled pile. It's now time to work back up your "waterfall" of flashcards. To do this, combine your Struggled pile with your most recent Know It pile (i.e., the one closest to your Struggled pile). This will be your Working pile: Go through all the words in your Working pile until you've memorized all the meanings in it. If you forget any, go through the entire deck again.This might sound annoying, but it's a crucial step that'll ultimately help you memorize all the words and their meanings. Repeat this process bycombining the pile in your hands with the next Know It pile and then going through it in full until you’ve gotten down all the words' meanings in it. By the time you finish, you should be back at your Starting Stack.You now know all the words in your deck! If you have more vocab words you’d like to study, repeat this entire process (again, using decks of about 30-50 cards) until you’ve memorized all the SAT words you want to know. Method 2: Take an Online SAT Vocabulary Practice Test Another great way to get in some SAT vocab practice is to take online vocab tests or quizzes. Quizzes are great for putting your SAT vocab knowledge to the test.You can find (or make) an SAT vocabulary practice test through free websites such as QuizletandCram. On Quizlet, you can study with flashcards and then use the Test function to take a randomized quiz that includes only the words in your deck. Feel free to skip the question formats that aren’t relevant to the SAT. For example, you won't need to write in vocab words on the SAT, so don't bother doing the write-in questions. Cram is similar to Quizlet: with this site, you can study SAT words using digital flashcards and then take an SAT vocabulary practice test using the Test function. Again, some question types aren't particularly helpful, so try to focus on the questions that are most similar to those on the SAT, particularly the multiple-choice ones. A word of caution, though: if you’re studying with a pre-made flashcard deck, be sure to choose one that contains relevant SAT vocab.The difficulty and type of vocab have changed a lot since 2016.Therefore, the easiest way to ensure you're studying appropriate words is to look for decks created in 2016 or later. You should also check that the definitions and parts of speech are correct so that you’re actually learning the right information! Method 3: Read in Context Since the SAT is all about context, it’s a good idea to study SAT vocab by simply reading more in general.This method can help you make more accurate educated guesses on the SAT, and also teaches you to more quickly identify the tone and purpose of a passage. Here's how to use it: Find a paragraph or passage to read (see the next section for tips on what resources you can use). Begin reading it. Whenever you come across a word you don’t know in the text,try to use the context of the sentence it's in to guess its meaning. Look up the definition of the word (it also helps to see what its synonyms are since the SAT loves to ask for these). If you didn't know the correct meaning, write down the word and its actual definition on your vocab list or in your flashcard deck so you can study it later. If you'd prefer a more convenient way to read in context, try using the free browser application ProfessorWord. This application identifies potential SAT/ACT vocab words in online articles and provides definitions for them, too. Here’s an example of the application in action (using an article taken from The Atlantic): Method 4: Take Official SAT Practice Tests The final way you can get SAT vocabulary practice is to takeofficial SAT practice tests. This method is a great one to try after you’ve used most or all of the ones above and want to test out your vocab skills in the context of a full-length SAT. Moreover, you’ll get to see how questions are worded, what kinds of words you should know, and how much time it takes you to answer them.There are currentlyeight full-length tests available. I suggest taking one official practice test before you begin any SAT vocab practice.This way you’ll be able to get a feel for what questions and vocab words are most challenging for you. When taking a practice test, make sure to emulate real testing conditions as closely as possible: take the test in a quiet room and abide byofficial SAT time limits.Once done, check your answers and calculate your score. Take care to look closely at the vocab questions you answered on both the Reading and Writing sections. Here's how to proceed depending on how many vocab questions you answered correctly in your first practice test: If you got most vocab questions right, congratulations! You’re doing pretty well with your SAT vocab practice. Continue reviewing any difficult words using, ideally, a combination of the resources above (such as flashcards, websites, etc.). If you got most vocab questions wrong, take this as an opportunity to figure out what tripped you up. Were there too many vocab words you didn’t know? Did you run out of time? Look for patterns in your mistakes. Once you’ve determined your specific weakness, use SATReading and Writing practice questions, as well asofficial and unofficial full-length SAT practice tests, to track your progress. Top 5 Free Resources for SAT Vocab Practice So far we've given you our four best methods for studying SAT vocabulary. In this section, we give you the five best free resources you can use for top-notch SAT vocabulary practice. #1: The College Board We've already talked about the importance of using full-length SAT practice tests, but this isn't everything. Through the College Board website, you can access tons of official SAT practice questions, some of which center on vocab.In total, you'll get24 SAT Reading and 22 Writing questions, complete with in-depth answer explanations. Though most of these questions aren’t vocab questions, you can still use them to practice reading in context and to get a better feel for the types of words you’ll be expected to know on these two sections. #2: Khan Academy A partner of the College Board, Khan Academyis a free website offering tons of official SAT practice questions, which you can use to get even more quality SAT vocab practice. With this website, you can not only practice vocab in the context of realistic SAT questions, but you can also get tips on how to answer Reading and Writing questions and how to read passages effectively. For more advice, check out our articleon how to use Khan Academy in your SAT prep. #3: PrepScholar SAT Vocab List If you’re not a fan of having to look for SAT vocab words on your own, never fear- we make it easy for you! Our extensive SAT vocab list (coming soon) contains more than250 of the most common SAT vocab words.We chose these words based on what we found in official SAT practice tests and other high-quality online SAT vocab lists. The best way to use our vocab list is to make your own (paper or digital) flashcards.While you don’t need to memorize every single word, being familiar with them will definitely give you a leg up on test day. By studying our list, you'll waste less time trying to figure out the meaning of a word and will have a better chance of choosing the correct answer. #4: Anki Not into the idea of making paper flashcards for your SAT vocab practice? Then consider usingAnki as an alternative. Unlike Quizlet and Cram- those free flashcard-making websites we mentioned above- Anki is a free software you can download directly onto your computer. So, no,you don’t need to have an internet connection in order to use it when you study SAT vocab! With this program, you can downloadflashcard decks submitted by other users or make your own. Its special spaced-repetition software (SRS) makes it so that you’ll study difficult cards more often than cards you already know (similar to how the waterfall method works). #5: Newspapers and Publications If you’re studying vocab by reading in context, you'll need to find relevant articles in order to get high-quality SAT vocab practice. Studying for the SAT involves reading articles on a wide variety of topics.According to the College Board, you’ll get the following quantities and types of reading passages on SAT Reading: One passage from a classic or contemporary piece of US or world literature One passage (or pair of passages) based on a US founding document or text in the Great Global Conversation One social science passage Two science passages In addition, here are the types of passages you’ll see on SAT Writing: History Social studies Science It’s crucial toregularly read a variety of articles as you study vocab for the SAT. For example, it won’t help you to read only science articles since these will likely use the same types of terms and won’t teach you anything new after a while. Here are some of the best online (and free) publications to use for your SAT vocabulary practice: US and World Literature: The New Yorker, The Paris Review, The New York Review of Books, The Los Angeles Review of Books History/Social Science/Social Studies: The Washington Post, The New York Times, The Atlantic, Time, The Economist Science: Psychology Today, Wired, Discover, Popular Science Conclusion: The Best SAT Vocab Practice Although vocab doesn’t play a large role on the SAT, it’s important to know what kinds of words and questions you should expect on the SAT Reading and Writing sections. Most SAT vocab words are about medium difficulty and will have multiple meanings. By far the four best methods to use for your SAT vocab practice are as follows: Make flashcards and use the waterfall method to study all the words in your deck Take online vocab tests and quizzes on free websites such as Quizlet and Cram Read in context using high-quality resources such as online newspapers and literary magazines Take official SAT practice tests In terms of SAT vocab resources, we recommend starting with the College Board and Khan Academy to get as many official SAT vocab practice questions as you can. Other solid options include the following: Our PrepScholar SAT vocab list, which contains more than 250 high-frequency vocab words Anki, a free downloadable software with which you can make and download flashcards Online newspapers and publications that cover a wide range of topics and genres, such asThe New York Times, Psychology Today, and The Paris Review You're now equipped with all the most important info you need to start studying SAT vocab! What’s Next? Not sure which vocabulary words to study for the SAT?Check out our comprehensive list of 250+ SAT vocab words. Our ultimate SAT Reading guideexplainshow to read passages effectively and how to find the correct answer choice for Reading questions. Likewise,our Writing guideoffers expert advice on the most important things you need to know, from grammar rules to passage-reading strategies. Got more questions about the SAT's Evidence-Based Reading and Writing section?Our guide tells you what's tested on the Reading and Writing sections, goes over how each section is scored, and provides you with key tips for doing well on the SAT. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also feature thousands of practice questions, 6 official SAT practice tests, and personal feedback on your essays from an expert instructor. Check out our 5-day free trial:

The Investigation of an Ethical Issue Essay Example | Topics and Well Written Essays - 1000 words

The Investigation of an Ethical Issue - Essay Example Even while acknowledging the validity of a number of the ethical concerns raised, the fact is that not only are they resolvable but the merit scheme is a meritorious strategy. As school populations increase, teacher populations decrease. While the obvious solution to the problems associated with public school teacher shortages is the recruitment and employment of more teachers, Cornett and Gaines (2002) quite rightly maintain that this is a non-solution insofar as public teachers’ wage and benefit packages dissuade potential recruits from joining the public school system. Added to that, both federal and state resources are simply insufficient to meet the demand for across the board pay increases. Needless to say, long working hours and intense levels of on the job-stress versus low pay and unattractive benefits, de-motivates teachers and discourages a significant percentage from investing and dedicating themselves to their work (Cornett and Gaines, 2002). There is, however, a sizeable percentage of public school teachers who do dedicate themselves to their job, put in the extra hours their students by need and, indeed, invest themselves in their te aching. The merit scheme, according to Cornett and Gaines (2002) arose in response to the two points mentioned: low salaries and differentiations in teachers’ performances. Merit pay is designed to compensate the deserving for low salaries while, at the same time, encourage and reward the latter group of educators. Merit pay, when perceived of in the terms outlined in the preceding, does not simply emerge as a solution to the identified problems but as a meritorious concept insofar as it is fundamentally based on rewarding the deserving. As Johnson (2000) maintains, however, merit pay has been critiqued by many as fundamentally flawed and, ultimately, unethical. To this end, Johnson (2000) quotes Olsen (1987, p. 2) as saying that merit

Religion and Society Essay Example | Topics and Well Written Essays - 1500 words - 1

Religion and Society - Essay Example This led to the conclusion that Protestantism in Europe helped to shape capitalism thereby having a profound effect on economic systems across Europe. I hold the opinion that religion and economy are closely linked and both have a major contribution in the society. Religion affects how people relate with each other and themselves, thereby having a huge impact on the views, opinions and beliefs of individuals with regard to other activities that they are engaged in within their societies. These opinions, worldviews and beliefs are then transferred in business where people exchange goods and services using recognized media of exchange. Religious values such as love, respect, trust hard work and other doctrines such as salvation, sin and predestination also shape how people view ownership, use and disposal of property (Johnstone, 2007). Religion encourages people to be diligent and take care of the surroundings in a way that pleases the Supreme Being, through hard work. Max Weber, realizing the influence of religion on individuals sought to analyze how such influence affected how individuals perceived the economy and business in general. In his theory, Max Weber attempts to elucidate the emergence of Europe and its uniqueness as a dominant economic force globally. Protestantism forms the core of his theory on the origins of capitalism as a major economic model. Capitalism emerged in the 17th century; concurrently with the Protestant reformation, that was taking place in Europe (Johnstone, 2007). During this time, religion was very important to most people and had a lot of influence in their actions and ways of thinking. According to Weber, capitalism began from religion and not from any technological developments that had started springing in the society at the time. Calvinist religions in Germany in particular were very fundamental in shaping the economic system in Germany and across Europe. Weber believed that the work ethic of

WaterAid International Essay Example | Topics and Well Written Essays - 4000 words

WaterAid International - Essay Example In 2012, The Big Dig request gets unimaginable help and raises more than  £2m for our work in country Malawi, bringing clean water and safe sanitation to more than 134,000 individuals. The cash and backing has likewise helped them to impact strategy and practice to guarantee that the imperative part of water, cleanliness and sanitation in diminishing neediness is distinguished universally 1.2 Company Structure WaterAid worldwide is our worldwide legislation structure that organizes the exercises of WaterAid part nations (see note 14 of the Financial Statements for the records of WaterAid universal for the year finished 31 March 2013). In 2012-13, WaterAid was made up of four part nations: the UK, America, Australia and Stheyden (Watercan, an autonomously legislated NGO in Canada, joined in July 2013). WaterAid UK, America, Australia and Stheyden are all autonomously constituted associations with their Boards and Chief Executives. A year ago, WaterAid UK kept on putting resources into WaterAid worldwide to backing the development of Stheyden and our start-up in Japan where an agent was named throughout the year. They likewise put resources into the running expenses of WaterAid universal, and in supporting WaterAid America and WaterAid Australia as they expand their commitments to the accomplishment of the Global Strategy.

How to Calculate the Broadcast Address Assignment - 1

How to Calculate the Broadcast Address - Assignment Example Now you have to right click on the adapter and go to properties option. The Networking tab would be opened, not please select Internet Protocol version 4, press properties button. Please enter the IP address in the respective textbox 12.2.201.2, due to class ‘A’ network, the subnet mask would automatically be filled as 255.0.0.0. Â  The given IP address 211.106.32.0 falls into the class C range and the subnet mask of the Class C range is 255.255.255.0. We need to subclass the subnet mask 255.255.255.224, its equivalent bitmask in binary is 11111111.11111111.11111111.11100000 (FF.FF.FF.E0). The next network address can be calculated as the first three parts 11111111.11111111.11111111 does not change; therefore the network address would be 211.106.32.32. Moreover, the broadcast address would be 211.106.32.63 (Answer), as the last IP in the subnet is ‘00111111’ equivalent to 63. It is calculated as the broadcast address = IP address | (! Subnet). In other words, you need the IP address or (operator) the inverted subnet (Pean, 2002). Â  The given IP address 131.34.0.0 belongs to class B (range of class B is 128.1.0.1 to 191.255.255.254 total 65,000 hosts on each of 16,000 networks). Keeping in view the given IP address, the range of the given host IPs is from 131.34.0.1 to 131.34.15.254, this becomes total 4096 IP addresses that also include network and broadcast addresses. The three ranges can include from 131.34.16.0 to 131.34.31.255, the second range can be from 131.34.32.0 to 131.34.47.255, the third and the final range can be from 131.34.240.0 to 131.34.255.255. Â  The bitmask of the given subnet mask 255.255.255.192 is FF.FF.FF.C0 (192 = C0, where C=1100, and 0=0000) and the IP address 152.19.0.0 belongs to Class B.

Message in the music paper This Train Don't Stop by Elton John Essay

Message in the music paper This Train Don't Stop by Elton John - Essay Example He therefore in a way connotes that he has evolved into a new world where he shall provide his fans with a complete different taste. He asserts that he has â€Å"put one over† on his listeners as a presumption that he has finally realized the inadequacy of the music he was giving them previously. Elton has encoded the message in the song in a symbolic manner as in poetry so that the receivers can keenly decode the whole information to deduce the meaning. The channel of communication in this case relates to all the devices and avenues through which the fans will get to hear the song including radio, internet and television. The feedback on the other hand refers to the output from the receivers as a consequence of absorbing the message in the song. Elton is very keen in keeping track of all the ethical standards expected of him as a songwriter and this is reflected in his careful selection of the words he uses. In a way, Elton appears to be learning how to cope with the str esses and challenges of living with drugs in a life of public fame and limelight. The concept of the train is an interesting analogy that gives the song its melancholy and sad tone as a show of frustration the writer seems to put across. The train won’t stop aspect of the song is a sad reality that Elton could no longer control his addiction to drugs and had abandoned his earlier joys of life in pursuit of satisfying the urge of drugs. It pains for Elton to realize that he was a special being in the past yet he does not hold presently own his earlier self. On deeper scrutiny, much of the lyrics seem to depict the image of a person reflecting upon their life, challenges and all the issues they have encountered in the course on their live. These realities are contrasted to the present

Integration and Communication Essay Example | Topics and Well Written Essays - 1500 words

Integration and Communication - Essay Example unications, as a strategic function and a domain in the sphere of marketing has been evolving with a remarkable host of theoretical and practical applications. Its varied and dynamic functional applications and strategic directions have given it an additional dimension as a seminal marketing tool. Its strategic focus invariably places it on par with any other marketing concept of importance. IMC integrates all forms of communications within and without a business organization and facilitates a seamlessly designed pattern of communications to achieve the company’s marketing goals. This integration process involves horizontal integration, vertical integration, external integration, internal integration and data integration. For example horizontal integration takes place when the four concepts of the marketing mix are integrated with various corporate functions while vertically it occurs when hierarchically organized strata of marketing communications within the organization support corporate objectives at a higher level (Percy, 2008, p.11).When all these functional areas within the organization are seamlessly integrated with the customer through a strategic marketing campaign involving advertising and promotion, the picture of Integrated Marketing Communications is complete. What’s the role played by cost here? Marketing Communications has been a well known strategic function of the modern business organization and Integrated Marketing Communications (IMC) has now almost effectively replaced the former with a marked strategic focus on what’s known as â€Å"a holistic or seamless integration strategy to achieve better results in marketing in particular and long term corporate goals in general†. The above mentioned elements of the IMC strategy inevitably presuppose an efficacious marketing campaign across different marketing parameters and media platforms. The customer is given the kind of information that he wants. Such a sustained effort in marketing

Message in the music paper This Train Don't Stop by Elton John Essay

Message in the music paper This Train Don't Stop by Elton John - Essay Example He therefore in a way connotes that he has evolved into a new world where he shall provide his fans with a complete different taste. He asserts that he has â€Å"put one over† on his listeners as a presumption that he has finally realized the inadequacy of the music he was giving them previously. Elton has encoded the message in the song in a symbolic manner as in poetry so that the receivers can keenly decode the whole information to deduce the meaning. The channel of communication in this case relates to all the devices and avenues through which the fans will get to hear the song including radio, internet and television. The feedback on the other hand refers to the output from the receivers as a consequence of absorbing the message in the song. Elton is very keen in keeping track of all the ethical standards expected of him as a songwriter and this is reflected in his careful selection of the words he uses. In a way, Elton appears to be learning how to cope with the str esses and challenges of living with drugs in a life of public fame and limelight. The concept of the train is an interesting analogy that gives the song its melancholy and sad tone as a show of frustration the writer seems to put across. The train won’t stop aspect of the song is a sad reality that Elton could no longer control his addiction to drugs and had abandoned his earlier joys of life in pursuit of satisfying the urge of drugs. It pains for Elton to realize that he was a special being in the past yet he does not hold presently own his earlier self. On deeper scrutiny, much of the lyrics seem to depict the image of a person reflecting upon their life, challenges and all the issues they have encountered in the course on their live. These realities are contrasted to the present

The Merchant of Venice Essay Example for Free

The Merchant of Venice Essay One of the most central issues in The Merchant of Venice is that of the antagonism between the Jews and the Christians. The unconscious, inborn dislike of cultures which jeopardise our way of life. Ever since people have left their homelands to settle in other places there has been conflict between different cultures. So, in the play, Antonio, Bassanio, Gratiano and many more of the Christians feel resentment towards Shylock the alien. This is partly because of the trap that he has led Antonio into and partly because he is different. This seemingly unaccounted for dislike is shown particularly by Shylock who comments: I hate him for he is a Christian (act 1, scene 3, line 38.) and then later on, in the trial scene itself, when asked to explain his actions he states: I give no reason, nor I will not, more than a lodgd hate and a certain loathing, I bear Antonio (act 4, scene 1, lines 59-61.) This speech shows how even Shylock himself cannot explain his deep-rooted hatred of Antonio (the Christian). The opposite of feuds between cultures, are the bonds which are made between people of the same beliefs and habits. This is shown at the beginning of the Act in the form of a conversation between the Duke and Antonio, both of whom are Christian. In this conversation the Duke reveals his feelings on the matter. I am sorry for thee: thou art come to answer to a stony adversary, an inhuman wretch uncapable of pity, void and empty from any dram of mercy. (act 4, scene 1, lines 3-6.) However, Antonio seems to have no hope, and accepts the law without complaint. This opening view of Antonio portrays his temperament throughout the whole scene, right up until the very end when he is released from the fateful bond. Shortly after this conversation ends Shylock enters. The Duke appeals to Shylock to have mercy upon Antonio, but Shylock is stubborn and sticks with his original decision and intention. Shylock informs the Duke about what will happen if he denies him the due and forfeit of his bond. The consequence of denying the bond would be something that Antonio himself talked about earlier in the play: The Duke cannot deny the course of law: for the commodity that strangers have with us in Venice, if it be denied, will much impeach the justice of the state, since that the trade and profit of the city consisteth of all nations. (act 3, scene 3, lines 26-31.) This means that if the course of law is not permitted, then foreigners will question the integrity and fairness of Venetian justice, which would be fateful for Venice, as the citys wealth depends upon international trade. Venice will also lose its reputation as the centre of international trade if the Duke does not grant Shylock his bond. Yet again, Antonio does not try to excuse himself from the bond, but reminds his friends that they are dealing with a Jew, and of how they will not be able to shift his Jewish Heart. Bassanio proposes to repay Shylock with twice the amount agreed in the bond but, yet again, Shylock is unmoved in his decision. The Duke now realises that there is no way that he can legally save his friends life, but, he states that upon his power he may dismiss the court unless Bellario, a famous lawyer whom he has called to the court  to ask him of his opinion, can attend the hearing. Bassanio sees this as a possibility that his friend may live, but Antonio is not optimistic and says: I am a tainted wether of the flock, meetest for death; the weakest kind of fruit drops earliest to the ground; and so let me. You cannot be better employd, Bassanio, than to live still, and write mine epitaph. (act 4, scene 1, lines 114-118.) He almost feels that he deserves to die, and asks Bassanio to carry on with his own life and write his memoirs for him. The lawyers clerk, who is Nerissa dressed as a man, arrives with a letter from Bellario. The Duke reads the letter and in the meantime Shylock sharpens his knife on the sole of his shoe. Bassanio is upset by this and asks him Why dost thou wet thy knife so earnestly?, and Shylock replies that he intends to take what is rightfully his. At this, Gratiano, who until now has been silent, launches a verbal attack on Shylock, accusing him of having the soul of a man-killing wolf. However, as before, Shylock is unscathed by these insults, and reminds Gratiano that he is only here to uphold the law. After reading the letter the Duke informs the court that Bellario has been taken ill and therefore cannot attend the hearing, but that he has sent a young lawyer in his place, whom he has informed with the details of the case. This lawyer of which the letter speaks is called Balthazar, but when Balthazar enters it becomes apparent to the audience that the lawyer is in fact Portia in disguise. The characters in the play, however, do not know this. Portia attempts to persuade Shylock to have mercy but is unsuccessful. Finally, she agrees that it is lawful that Shylock shall have his bond. Shylock, who is gratified with this judgement, compares Portia to Daniel who, in the Apocrypha, was instructed by God to give a verdict against two elders who had tried to rape the celibate lady Susanna. Portia proceeds to gain Shylocks respect by reminding the court that Antonio must pay the bond with A pound of flesh, to be by him cut off nearest the merchants heart.  Portia asks Shylock whether he has the scales ready to weigh the pound of flesh, to which he replies I have them ready. Portia then feels that she may have found a way to save Antonios life, she asks Shylock: Have by some surgeon, Shylock, on your charge, to stop his wounds, lest he do bleed to death. (act 4, scene 1, lines 255-256.) Yet Shylock reminds her that it says nothing about a surgeon in the bond, so her statement is void. Portia accepts this, she then turns to Antonio to ask him if he has anything to say. Antonio speaks to Bassanio to try and console him, concluding with a wry joke about the matter: If the Jew do cut but deep enough, Ill pay it (the debt) instantly with all my heart. (act 4, scene 1, lines 278-279.) Bassanio then comments that he would give up his wife if it would save Antonio, and then Gratiano says that he wishes that his wife were in heaven so that she could stop the proceedings by some divine interception. These comments fracture the tension that has built in the court because, unknown to Bassanio and Gratiano, their wives are there in the court with them. Portia emphasises the irony in this further by saying: Your wife would give you little thanks for that, if she were by to hear you make the offer. (act 4, scene, 1 lines 286-287.) Portia gives permission for Shylock to take his bond, but just as he is preparing to do so she finds a weak link in the bond: Tarry a little: there is something else. This bond doth give thee here no jot of blood. (act 4, scene 1, lines 303-304.) Meaning that Shylock is entitled to his pound of flesh but not to any of Antonios blood. She then explains that if Shylock does shed one drop of Christian blood then he will have his lands and goods confiscated by the state of Venice. At this decree Gratiano is overjoyed as he can see a way out for his friend. He mocks Shylock by repeating the very praises that Shylock himself had delivered to Portia. The likening of Portia to Daniel is now more fitting because like Portia, Daniel was not anticipated in the court, and the judgement that he gave freed Susanna and condemned her accusers. Shylock is shocked by Portias words, but he is not defeated, he offers to accept triple the original amount, which was offered to him earlier: I take this offer then: pay the bond thrice, and let the Christian go. (act 4, scene 1, lines 316-317.) Bassanio is about to hand over the money when Portia intervenes again. She states that Shylock shall have only his justice, so she instructs him to prepare to cut the pound of flesh, but she warns him, if he should cut any more or less than a pound, even in the estimation of a hair then he shall lose all that he owns. Gratiano jeers at Shylock even further, and yet again Shylock asks for the money, but Portia reminds us that Shylock had refused the money earlier, so now, he shall have merely justice, and his bond. At this, Shylock attempts to leave the court, yet Portia calls him back stating the law hath yet another hold on you. This hold is yet another law of Venice, which states that any alien or foreigner who attempts to take the life of a Venetian shall have all of their possessions confiscated, one half of which shall go to the endangered Venetian, Antonio, and the other half shall go to the privy coffer of the state. This law also states that the life of the alien shall be in the hands of the Duke, and Portia advises Shylock to get down onto his knees and beg mercy of the Duke. The Duke spares Shylocks life, and Antonio, who is now entitled to half of Shylocks wealth, is asked what mercy he can render him? Antonio, despite Gratianos petition, shows his generosity. He offers to take the money on loan, keeping it in confidence for Lorenzo, a Christian who recently ran away with Shylocks daughter, Jessica. However, Antonio puts two conditions on his offer, firstly, that Shylock must become a Christian and, secondly, that he must make a will leaving all that he owns to Jessica and Lorenzo. In doing this, Antonio has struck the  ultimate blow, forcing Shylock to become what he hates and to leave his wealth to someone who has already robbed him of a lot of money and stolen his daughter. Shylock sees that he has been cornered, and asks permission to leave the court. He agrees to conform with Antonios conditions saying: Send the deed after me, and I will sign it. (act 4, scene 1, lines 394-395.) In agreeing to these conditions Shylock has lost his chance for revenge upon the Christians and has had their revenge cast upon himself. Gratiano now makes his feelings apparent, and he declares to Shylock: In Christening shalt thou have two god-fathers; Had I been judge, thou shouldst have had ten more, to bring thee to the gallows, not to the font. (act 4, scene 1, lines 396-398.) This shows that Gratiano feels that Shylock should have been hanged for, in Christianity, when a child is baptised, two god-fathers are appointed to see that the child is properly educated in the Christian faith. However, at the time, god-fathers, was also a nick-name for the members of a jury, a body of twelve men, who would have been needed to pass sentence on Shylock. Gratiano suggests that there should have been ten more god-fathers in order to make up a jury, who he feels would have condemned Shylock to death.  This statement by Gratiano has a double meaning, firstly, that he feels Shylock should have been punished by death and, secondly, that he will be baptised into the Christian faith. The Duke, yet again showing his liking of Antonio, invites Portia to have dinner at his home with him, but Portia declines his offer because she must away this night to Padua. The only thing left to do now is for Bassanio, Antonio and Gratiano to pay the lawyer for his services. Bassanio offers the three thousand ducats which would have been used to pay Shylock, yet Portia refuses payment declaring: He is well paid that is well satisfied, and I, delivering you, am satisfied, and therein do account myself well paid. (act 4, scene 1, lines 413-415.) Suddenly though, the lawyer catches sight of the ring on Bassanios finger, the very ring which Portia gave him at their wedding. She asks for the ring as payment. Bassanio remembers that Portia had told him never to detach himself from the ring for any reason, and, recollecting this, he refuses. Antonio pleads with Bassanio for him to give the ring, and Bassanio, who almost brought about the death of his friend, does not refuse his companions wish. He then sends Gratiano after the lawyer in order to offer Portia the ring.

Relationships Between Risk And Criminology

Relationships Between Risk And Criminology Explore the relationship between risk and criminology. To what extent, if any, have ideas about risk influenced our concepts and management of crime? This essay will explore the relationship between risk and criminology. In doing so, it will examine arguments surrounding a modern day society of risk, to demonstrate a strong intrinsic link between the two. This argument will show the direct link by highlighting how crime prevention approaches seem to control and manage the opportunities for crime. It will shown how arguments and the foundations of risk communication (Beck, 1992: 4; Denney, 2005: 82-103) have helped shape the modern day view of crime management, by presenting examples formulated from a perspective of risk management. Early theoretical attempts to crime management, as suggested by Foucault (1977), revolve around the individual where rehabilitation or conformity is obtained from the individual via controls, such as surveillance (Denney, 2005: 114-6). Prisons are particularly relevant, where Foucault progresses theses ideas of attempting to regulate the individual into an accepted behaviour. Foucault (1977: 25) was suggesting that society had developed technologies of power which were then used to discipline and punish individuals who strayed from what society felt tolerable. Furedi (2002: 12) states: an enlightened society recognizes that human beings need to take risks and that in so doing, they will sometimes experience an adverse outcome. Risk is part of life and a society that adopts the view that preventing injury is an end in itself will have to ban a variety of creative and challenging activities. By offering this definition, Furedi was accepting that we live in a risk society as described by Hardy (2006: 41) as technical factors outweigh social ones and risk analysis is increasingly developed in relation to technological domain and therefore demonstrates how technology has been used in society to determine risk within that society. Thus offering evidence of high risk areas utilising insurance models, as endorsed by the Home Office, to construct crime reduction strategies. OMalley (2009b) also highlights that risk society is an integral part of modern day life and connects risk management techniques to most problems, including criminology. OMalley (2003: 449) eludes to the fact that there has been a noticed shift from crime management of individuals where behaviour control was the kingpin, drawing on actuarial and insurance based approaches. Cohen (1985: 82) was the first to highlight the fact that there was a rapid change to crime prevention involving situational crime prevention, which involved mapping out opportunities for crime and reducing the risk of its occurrence. Feeley and Simon (1994: 175) view risk as the use of statistical models of prediction to reduce harm, whilst Rose (2000: 322) claims that risk involves the use of non-statistical models to minimise risk based on models of uncertainty. Criminologists appear to favour a mixture of both since Haggerty (2003: 193-194) points out that crime prevention techniques seem to involve the management of risk with little reference to statistical models but involves encouraging members of the community to keep a watchful eye over their surroundings, i.e. Neighbourho od Watch. Risk is viewed by people in many different ways for example, victims view risk in terms of the fear of crime a factor becoming more focused by the Government and the actual risks that a criminal is prepared to take in order to achieve their goal or reward. OMalley (2009a: 2) highlights two reports published in the 80s: The Floud Report (1982) and the Greenwood Report (Rand Corporation 1982) which brought in a new approach to crime management by recommending that risk considerations should be embedded in to the Criminal Justice System. OMalley (2009a: 2) writes that recommendations from the Floud Report included implementation of protective sentences which he argued could restructure risk and would not focus on the individual but on the size of the community most at risk from the offender. Likewise, he states that the Greenwood Report argued that the use of statistical models to identify high risk offenders would be an efficient way to allocate longer sentences in order to minimise the risk they present to the community. The resultant was that a few Criminologists (Cohen, 1985; Feely and Simon, 1992; OMalley, 2003) began to shift from correctional theories to develop predictive models to manage crime. Feeley and Simon (1994) pushed the idea of actuarial justice for decisions on sentencing durations by displacement due to incapacitation, thus managing the offender via the Criminal Justice System. A working example of this is the Prolific Priority Offender (PPO), where an individual is categorised and then receives enhanced attention via the Criminal Justice system, (Home Office, 2008). Generally, this approach has been met with criticism (Rose, 2000: 333) where predictive models may criminalise and incapacitate individuals who may not re-offend. There is also a danger of creating further offenders via the labelling theory (Vold et al, 2002: 210-216; Newman and Marongiu, 1997: 158-9). Both the American three strike rule and fact that within the UK convicted sex offenders must inform the Police of their address in order to be risk managed signalled a move within the Criminal Justice System where risk assessment was a part of the whole process. Baumann (2000: 208-10) identified the use of risk management within the pe nal system creating two separate groups the high risk ones who are not given much rehabilitation and the lower risk groups who are viewed with high suspicion regarding their ability to reform and are then excluded from society. Feeley and Simons (1994) research goes a long way to corroborate Baumanns position as it found that predictive models of actuarial justice appeared to target Black and Hispanic working class people in America. Risk management within the Criminal Justice System attempt to minimise the opportunity for criminals to re-offend. As part of risk management, the UK Government has expanded its Protective Services and ensures that agencies work closely together in order to manage specific risk offenders. The probation Service leads DMAPP and CMAPP meetings where an offender on licence can be judged to be a risk to the community and if so may have some draconian powers utilised to restrict and control them. As pointed out by OMalley (2003: 450) situational crime prevention is not concerned with causes of crime and does not encroach on rehabilitation or incarceration of the offender. Instead, it is concerned with how to manage the risk of crime. OMalley recognises the actuarial characteristics of situational crime prevention is more aligned with neo-conservative, rationalist and the New Right whose beliefs are concerned with population management, increased punishment for offenders and displacing the risk to help reduce the fear of crime and enhance societies economic status. Previous theories identified opportunities such as open windows as a high crime risk, situational crime prevention goes further and introduces the concept of the offender having a rational choice (Vold et al, 2002: 203). Cornish and Clarke (2003: 43) allude to prompts and suggest that situational cues are what can trigger criminal behaviour. Therefore, whilst situational crime prevention is concerned with risk manag ement, it introduces the concept that the offender chooses to offend for specific reasons. Rational choice (Vold et al, 2002: 203) suggests that the offender weighs up the risks associated with committing the offence against the benefits from successfully completing the actions to see if the crime is worth committing. Therefore, OMalley (2003) proposes that actuarial justice draws heavily from rational choice theory by doubting the reasons for the offence and constructs the individual as abstract, universal and rational (OMalley, 2003: 451). In the same way that individuals feel they have a right to freedom, rational choice allows such freedoms to do good and therefore when an individual chooses to do harm, then they must be judged accordingly. Foucault noticed that the Criminal Justice System was created with a notion that there were other factors responsible for crime, thus reducing the opportunity for responsibility (Foucault, 1977: 252). OMalley (2003: 451) maintains that the criminal abstract, using an arterial justice framework, the issue of responsibility and its place within the Criminal Justice framework is once again prominent and matched by the New Right philosophy of punitive and just deserts sentencing framework. Incapacitation seems to be the main argument used by supporters of situational crime prevention because they feel it removes the offender from the opportunity of committing further crime and indeed the prison population in the UK and America are at an all time high. Race, class, gender are not routinely a considered factor within situational crime prevention and when they are, OMalley (2003) states: If bothered with at all, they are taken to be predictive of behaviours, not explanatory of meaningful actions (OMalley, 2003: 452). Situational crime prevention brings the victim back to the centre of crime management and criminal justice techniques, placing public safety at the forefront. Although situational crime draws from rational choice theory to explain the behaviour of the offender, it does the same for the victim. This model is about the victim also taking a lead role and being part of the crime prevention model by being aware of any vulnerabilities they are exposing by the surroundings or their actions. This thinking, as proposed by Cohen and Felson (1979) are the foundations of Routine Activity Theory. They claim that criminology concentrated on the offender and paid little attention to the criminal act itself. They increased the argument that lifestyle changes, such as employment, leisure and education influenced the occurrence of crimes and that individuals needed to evaluate these risks and make rational decisions, thus making them less likely to be targets. Cohen and Felson (1979: 593-7) concentrat ed on the location where the crime actually occurred and the surrounding conditions that contributed to making the crime viable. Routine activity theory articulates that a crime can only happen when one or more criminals are motivated and the individuals see an opportunity to commit the crime. The associated argument that managing risk is part of routine activity theory further supports the fact that the criminal must be able to observe few preventative barriers that would make the commission of the crime unsuccessful. From these arguments, Cohen and Felson (1979: 588) highlighted that changes in the way property and valuables are dealt with would have an impact upon the opportunity for crime. The impact of risk analysis, according to Cohen and Felson (1979: 588) is significant, as the risk of crime can be reduced by implementing preventative measures which make the commission of the crime unattractive to the criminal. Smith, Clarke and Pease (2002: 75) highlight research that shows crime prevention initiatives often have anticipatory benefits. These benefits broadly surround change, but are ultimately connected to communication a risk to the potential offender. These principle ideas on managing risk have had a tremendous influence on how crime is policed. Interestingly, Felson (1987) extended his application of routine activity theory to include white collar crime and organised crime. With the development of situational crime prevention Felson (1987) hoped to prevent crimes that were caused by changes in routine activity. Situational crime prevention sees the offender calculating the risks associated with committing the crime, for example, the likelihood that they will not be apprehended. By causing this, the consequences are a reduction in crime by reducing the opportunities. Therefore the risk considerations for both the victim and offender are significant in crime prevention strategies such as improved street lighting (Farrington and Welsh, 2006: 209-224) and the installation and use of closed circuit television (CCTV) (Welsh and Farrington, 2006: 193-208), together with more police patrols (Poyserm, 2004). Policing is increasingly using situational crime prevention strategies and techniques through risk assessment to study crime patterns and implement intervention. As part of the analysis, police use crime data together with environmental and social factors in vulnerable areas to identify who are likely targets and for what reasons. By utilising these techniques they are able to develop bespoke crime reduction strategies for that specific problem. Hamilton-Smith and Kent (2005: 423-5) explain have situational crime prevention techniques have been tailored to target dwelling burglary. They recognise and acknowledge that there have been many models developed to help achieve the reductions and management, but specifically highlight a recognised model by Cornish and Clarke, which is called the 25 techniques (Hamilton-Smith and Kent, 2005: 423; Cornish and Clarke, 2003: 42). Jones (2005: 471) utilises the Oxford English Dictionary (1989) to give a suitable definition of surveillance, which appears quite appropriate: Watch or guard kept over a person, etc., especially over a person, a prisoner; or the like often, spying, supervision; [à ¢Ã¢â€š ¬Ã‚ ¦] supervision for the purpose of control, superintendence. [à ¢Ã¢â€š ¬Ã‚ ¦] of devices, vessels, etc., used in military or police surveillance. Modern crime fighting techniques have positively developed from new forms of surveillance, starting with the prison which was the focus of Foucaults (1977) gaze and saw authorities monitoring the behaviour of prisoners in a structured manner. Braithwaite (2000: 224) took inspiration from Foucaults (1991) reference to the term governmentality and suggested that the state had developed many technological models to manage the risk of deviant behaviour and ensure order is kept to that considered acceptable by general society. These technologies concentrate on the management of risk to control crime and maintain social order. These methods are usually directed at crime control in order to affect social order. The management of some technologies are governed by legislation such as Regulation of Investigatory Powers Act 2000, (OPSI, 2000), yet they can still be abused, which can taint public perception (Big Brother Watch, 2009). Rose (2000) progresses the theory of modulation where the behaviour of social members is controlled by various agencies. Rose believes that this is also a form of risk management aimed at reducing deviance. Rose states: Control society is one of constant and never ending modulation where the modulation occurs within the flows and transactions between the forces and capacities of the human subject and the practices in which he or she participates. (Rose, 2000: 325) The view of Rose supports that of Deleuze (1995: 3-7) who states we live in societies of control. Basically, both commentators hypothesis that prison is no longer the sole place where deviance and risk are controlled, but where the use of digital technology are an important part of the risk assessment toolbox in order to monitor behavior and reduce crime through analyzing risky situations. Melossi (2000: 296-7) argues that the representation of the criminal is not static and therefore surveillance methods and crime control have to change to reflect this contextual dynamism. It is for this reason that continuous risk assessments of hot spots, vulnerable areas and criminal behavior is touted by supporters of situational crime prevention as necessary in order to maintain public order, protection of the public and to control the fear of crime. A relatively new concept in policing is the introduction of hotspots which are used to enhance the service and reduction of crime in a cost effective manner. Hotspots (Braga, 2006: 179-190) are usually busy urban areas, low level crime but high frequency or a pocket of heavy crime occurrence. Risk management is not without its issues and when things go wrong they can have a significant impact on the publics confidence with agencies designed to prevent such failings (BBC News, 2008; BBC News, 2010). The Police service is reacting and learning from these and similar failings and by using risk management techniques has brought a new term in to their daily assessment process, this being People Susceptible to Harm (PSH). Sherman and Weisburd (1995: 634) feel that strategic work around hotspots is more successful than general beat patrolling. They suggest that the police often do not have enough resources to adequately offer sufficient patrols, therefore by concentrating on hotspots, this will give the police a greater chance of observing the hotspot areas and increase the risks for the criminal, thus reducing their likelihood of committing a crime. This argument was supported by their research in Kansas, United States, where they analyzed the influence of police presence in hotspot areas. They found that the increase in patrols in hotspot areas reduced crime which was attributed to criminals apprehension of being caught. Risk has also contributed to the development of community policing within the UK. The success of community policing is based on the ethos that individuals who belong to a community are more likely to be attentive to reducing crime opportunities in their area. It also encourages the community to work with the police to improve crime prevention and their environment, such as lack of good street lighting, overgrown shrubs in alleyways and Neighborhood Watch Schemes. Skogan (2006: 29-31) proposes that community policing incorporates three factors that help police manage the risk of crime: community involvement, problem solving and decentralization. By depending upon the public to provide information to help the police in order for them to reduce the risk of crime, it is clear that modern policing shows how important managing the risk of crime is. Community Forums, where the community members are invited to help set policing priorities and together with other agencies, help tackle crime i s now well embedded in to all areas of the UK (Communities 2010). The application of the broken windows theory within policing has influenced crime management. According to the broken windows theory, consistent public disorder within a community that goes unchecked will lead to more and more serious crime and a downward spiral of urban decay (Kelling and Coles, 1996: 20). Drawing from situational crime prevention, the UK police encourage the community members to report litter, damage, graffiti and broken windows since it is thought that if they are left unchecked this would contribute to the deterioration of society and contribute to crime. The increased use of CCTV is further evidence of risk management influencing crime prevention. The use of CCTV may deter crime due to the increased risk the criminal will be aware of (Brown, 1995: 1-2). This point is extended by Edwards and Tilley (1994: 12) who demonstrate that the use of CCTV reduces crime due to its ability to provide evidence to help convict the offender. Not only does it act as a crime deterrent, but it also acts as a sign for potential victims who are then more aware of the need for them to take preventative steps to reduce potential opportunities for crime. An example of CCTV being used as a risk management tool to reduce crime is in publicity and visibility of the cameras, such as in many public car parks and trains. Such use of CCTV has significantly assisted in the reduction of theft and robberies on the transport system (Laycock and Tilley, 1995: 535). Hayden, Williamson and Webber (2007: 298-304) demonstrated how Nottinghamshire police used risk assessment methods to identify youth offending and correlated post codes to highlight areas of high anti-social behaviour among young people in specific locations for targeting. They show how police in the UK employ the use of geodemographic classifications, alongside statistical and operational data gathered from the police crime reports, and analyze the data using GIS system. There has been a significant increase in the use of GIS in many parts of the UK to map crime and use spatial analysis to identify hotspots for many kinds of crime and therefore inform policing measures to counter these occurrences. The increased effort to manipulate environmental factors which could cause crime and to encourage safer communities is directly linked to the polices use of risk management. Community crime prevention is a major part of social justice and community cohesion in the UK. The implementation of community prevention initiatives, such as Safer Cities, Safer Communities, Sure Start programmes are examples of how risk considerations have influenced crime prevention in the UK (Home Office, 2004). While they do not wholly employ a risk model, by rejecting socio-economic circumstances of offenders, they rely on risk management principles to identify areas which need policing and individuals who are at risk to commit crimes. Ekblom and Tilley (2000: 377) highlight that the police concentrate on the origin of the offence and distribute resources accordingly to make committing an offence more complex for the offender, which is another example of how risk management has influenced crime reduction. Crime prevention technologies, such as electronic tags (Denney, 2005: 128; McDougall et al, 2006: 123-4) and how police have increased their technology to monitor receivers, demonstrates the modern day crime prevention strategies in identifying and managing various risks of crime to occur. Installing and maintaining adequate street lighting is a technique used to enhance the belief by the offender that they are more likely to be observed and apprehended. Painter and Farrington (1999: 80-83) conducted research in to street lighting as a method of crime prevention which reported some success. Their case study of street lighting improvements in Stoke-on-Trent found that crime was reduced in areas which had lighting u pgrades. The theory of using street lighting to control the commission of crime is based on the theory that the offender will form the opinion that there will be a reduced reward and increased risk of being caught. A knock on effect is reducing the fear of crime within the community which has the effect of improving community cohesion (Painter and Farrington, 1999: 82). Likewise, the introduction of electronic entry/exit systems to hotspot areas such as estate buildings and problematic car parks increases the publics awareness and encourages them to burglar proof their dwellings and park their cars in garages as often as they can is evidence of risk management influencing crime control policy. The basic philosophy being that of reducing the appeal of potential targets to potential offenders. More recently, particularly after 9/11, risk management led crime prevention measures have contributed to intelligence led policing and how the crime authorities are able to prevent and respond to terrorism (Birkland, 2004: 186-89). The speed in which the London bombers were apprehended demonstrates the successful use of intelligence led policing (Denny, 2005: 136-138). Risk management strategies were effective in intercepting terrorist activities, especially via the use of CCTV. This is an example demonstrating that risk analysis of situational circumstances open to terrorists for crime have assisted policing in this area. Intelligence led policing is informed by problem oriented policing which seeks to analyze crime patterns to minimize the motivation of likely offenders and also to analyze and assess the police response to crimes committed and their effectiveness. In this manner, the policing of crime is constantly being improved in response to changing environmental and motivatio nal factors for crime (McGarrell et al, 2007: 143). Despite this, critics such as Hobsbawn (1994: 53) point out that increased risk assessments aimed to prevent situational crime has not reduced the crime rate. The UK is currently seeing its highest rate of prison population and this is expected to continue to increase further. One explanation for this increase in the recorded and detection of crimes is the rate of technological advancements, especially in relation to surveillance and intense policing. Hobsbawn (1994: 570) deliberates that modern day society is now in the crisis decades, whereby disorganization has reached unthinkable excesses. Melossi (2000: 314) contends that what we see today is the state increasing its control and risk technologies to temper the seemingly fractured and disorderly watched masses, while the imprisoned population increase and crime continues. It is clearly evident that there is now an intrinsic link between risk and criminology as the use of actuarial risk analysis methodologies is now an essential crime management tool within policing. Risk analysis in criminology is entrenched in the belief that man has a rational choice and the freedom to decide to do what is right or wrong. While risk methods have not being fully employed to secure incarcerations, measures such as Megans law in the United States the three strikes law, and the necessity for convicted sex offenders to report their addresses to police indicate that risk is being used to prevent crime. Furthermore, the prevalence of technologies such as CCTV, tagging, GIS to determine crime hot spots and increased street lighting initiatives demonstrate how actuarial models of risk are being employed effectively within criminology on a daily basis. Likewise situational crime prevention models are also being used on a daily basis to evaluate the risks of crime and reduce their opportunities.