Assisted Suicide Should Be a Choice Essay - 930 Words

Anyone with a terminal illness should get the option of assisted suicide. Millions of innocent people suffer every day from physical pain such as heart failure, chronic lung problems, kidney disease, AIDS, cancer and other serious fatal problems [Hospice Report Card]. When a person with a near death illness knows when their life is over they will no longer enjoy the simple things in their life and the slightest trickle of sweat will send them to there knees in excruciating pain. Assisted suicide is legal in Oregon, Washington, and Montana. People from all over the world travel to Switzerland to be assisted with suicide. Residents in Australia make there own suicide pills by having illegal drugs shipped from Mexico to form a super pill†¦show more content†¦The Chinese population has an ancient custom to drown newborn girls if they think they will have a useless life. Every life is worth giving a chance. The choice to die should be given to the mother when the baby is born, on ly if the baby is in critical care and may not make it. That should be the only time for a newborn to be killed, is to put it out of its misery. In Islam, the Christians society believes assisted suicide is an account of murder. Many regions believe the patient who committed the suicide and the physician, or person assisting the act, should both go to hell. They say, â€Å"God brought us into this world and he will take us out when he is ready.† God does everything for a reason, so when people commit suicide it might be God actually doing it to show that their life is over. When people take their lives they think they are killing themselves but it is actually God killing them or it wouldn’t happen. People die in many different ways and everyone is going to die eventually so the way a person dies should not matter. There are also many cultures that believe in assisted suicide They believe people have the right to end their life, only if they are suffering and their cond ition will only get worse. The Dutch are one of the many cultures that believe this. They think it’s easier to end a persons agonizing life so the family and other people in there life willShow MoreRelatedPhysician Assisted Suicide Should Be The Choice Of The Patient2697 Words   |  11 PagesAbstract Physician assisted suicide is the process of ending one’s life with the administration of lethal injection with the assistance of a physician. Throughout the years, euthanasia has become a controversial topic, determining whether not it is ethical for a doctor to end a patient’s life. On one side of the argument, the negative term suicide creates this illusion of sin and many citizens believe that the task of ending one’s life should not be placed in the hands of a doctor. Doctors have aRead MoreUtilitarian And Virtue Ethics Of Physician Assisted Suicide1314 Words   |  6 PagesPhysician Assisted Suicide Physician assisted suicide or PAS is a controversial topic in the world today. But the important question is, should physician assisted suicides be allowed in cases such as: the patient’s suffering is far too great and there is no chance of them getting better? This is a highly debated issue, that has activist groups on both sides fighting for what they think is the right thing to do. Physician assisted suicides can stop the excruciating pain a patient is in, especiallyRead MoreShould Physician Assisted Suicide Be Legal?847 Words   |  4 PagesShould-Physician Assisted Suicide Be Legal In Every State When it comes to the topic of, should physician-assisted suicide be legal in every state, most of us will readily agree that it should be up to a terminally ill person to make that decision. Whereas some are convinced that it is inhumane, others maintain that it is a person’s decision to end their own life. I agree that physician-assisted suicide should be legal in every state because in most cases, people that are terminally ill should haveRead MoreRichard Doerflinger s Argument Against Physician Assisted Suicide1465 Words   |  6 Pagesagainst physician-assisted suicide. In his article he starts by saying that killing an innocent person is against the Jewish and Christian worldviews. He argues that those in favor of assisted suicide put less, if no, value on human life. He quoted an advocate of assisted suicide, Attorney Robert Risley, who stated that a life of suffering â€Å"racked with pain,† is â€Å"not the kind of life we cherish.† Roerflinger says tha t advocates argue for a pro-choice look at the issue instead of what should be viewed asRead MoreThe Legalization of Assisted Suicide1291 Words   |  5 PagesAssisted Suicide has through out history caused controversy among our society. There are two sides to this issue, one that passionately supports it, and those who religiously disagree. I believe that assisted suicide should become legal for several reasons. Assisted suicide gives individuals the right to end their suffering when they personally feel that their time has come to die. Assisted suicide should become legal because if one can decide to put an animal out of its misery, why shouldn’t thatRead MoreThe Ethics Of Physician Assisted Suicide1723 Words   |  7 PagesPhysician assisted suicide, the suicide of a patient suffering from an incurable disease, effected by the taking of lethal drugs provided by a doctor for this purpose. The question of whether or not this practice should be made legal in the United Stat es has been one of controversy since 1997. Beginning with the case of Washington v. Glucksberg, where the United States Supreme Court ruled that the matter of the constitutionality of a right to a physician’s aid in dying, was best left up to the statesRead MoreShould Physician Assisted Suicide Be Legalized?1426 Words   |  6 PagesPhysician assisted suicide is also known as assisted suicide. It is a very controversial procedure. It is not favored by many. However, in present day society is little bit inclined towards assisted suicide. There is ongoing debate on the legalization of assisted suicide. The main reason to oppose of assisted suicide is the fear of mistreatment of the patient, abuse of power and so on. In contrary, many see assisted suicide as a way to decrease pain in the end of life. Read MoreLegalizing Assistive Suicide1278 Words   |  5 PagesAssistive suicide, also known as euthanasia, â€Å"is suicide committed by someone with assistance from others, typically to end suffering from a severe physical illness† (American Heritage Dictionary, 615). This action is most commonly committed between doctor and patient interactions. This controversial issue depicts suicides as a helpful solution to personally benefit terminally ill patients, as opposed to a forbidden social issue. Assistive suicide has become a major debate of legalization. â€Å"ThisRead MoreShould Physician Assisted Suicide Be Allowed?895 Words   |  4 PagesShould physicians be allowed to help patients determine the timing and circumstances of their death? The â€Å"right to die† debate is a very sensitive and complex issue in modern culture. While suicide is a legal act in the United States, assisted suicide is not. Opinions on the subject are shaped by countless factors such as ethical issues, social issues, and primarily religious issues. Many people are opposed to the legalization of physician assisted suicide for â€Å"moral† reasons, however, legalizationRead MoreDoctor-Assisted Suicide Essay928 Words   |  4 Pagescompletely? There are many choices in the world that one could make, such as seeking physician-assisted suicide or deciding to live with a terminal illness. It is not everyday a person sits around and think about what they would do if an illness became unbearable to them. One could agree with Diane Coleman’s article â€Å"Doctor-Assisted Suicide Should Not Be an Option† or one could agree with Kathryn Tucker’s article â€Å"People Should Be Allowed To Choose Doctor-Assisted Suicide.† To better understand the

James Joyce Background Information Free Essays

James Joyce Essay: First Two Pages James Joyce, author of â€Å"Araby,† â€Å"Eveline,† and Ulysses, attempts to correct the way of life in his home town of Dublin, Ireland, through his works. He does this through the theme of coming of age and recurring religious allusions in â€Å"Araby†. Additionally, Joyce talks about family in â€Å"Eveline† through the themes of escape and betrayal. We will write a custom essay sample on James Joyce Background Information or any similar topic only for you Order Now In Ulysses, he uses stream of consciousness to depict the importance of a father by rewriting Homer’s The Odyssey. James Joyce addresses many Irish problems of his time through his works: such as, religious issues in â€Å"Araby† and â€Å"Eveline† and social problems in Ulysses. James Augustine Aloysius Joyce was born on February 2, 1882, in Dublin, Ireland (â€Å"James Joyce† 1). His inspiration for writing came from his experiences in this town. For example, James Joyce’s father was a highly regarded tenor singer in Ireland; but being a singer, no steady income existed for his family (1). Adding to this lack of stability, his father was also an alcoholic, so his family never had much money to live on during Joyce’s childhood (1). This situation with his father most likely gave James the inspiration to write about paternity in his novel Ulysses. James Joyce, however, not only wrote about his own family, he also wrote about the entire society in Dublin. When Joyce traveled to Paris, France, in 1902, he discovered a â€Å"liberated city completely opposite that of his native city† (â€Å"The Life and Work† 1). For this reason, Joyce wrote all of his pieces of literature about Dublin. He wrote about Irish politics, which his parents introduced him to; and he wrote about what he thought life should be like in Dublin based on how it is in Paris (1). James Joyce additionally wrote about his wife. His wife, Nora Barnacle, provided Joyce with a person for him to develop his groundbreaking female characters, such as Molly Bloom in Ulysses. For Molly Bloom, Joyce actually asked his wife to cheat on him so that he would be in the same situation as the characters in Ulysses (Ellman 58). From his life in Dublin, James Joyce received ample inspiration from the social unrest of his hometown. How to cite James Joyce Background Information, Essay examples

Effects of Vandalism in Schools free essay sample

Research and Planning Unit Papers contain material of a rather more specialised nature than that which appears in the Units main publication outlet, the Home Office Research Studies series. As with that series, they result from research undertaken in the Home Office to assist in the exercise of its administrative functions, and for the information of the judicature, the services for which the Home Secretary has responsibility (direct or indirect) and the general public. On the last pages of this Paper are listed titles already published in this series (the first four titles were known as Research Unit Papers), in the Home Office Research Studies series and in the earlier series Studies in the Causes of Delinquency and the Treatment of Offenders. ISBN 0 86252 070 3 ISSN 0262 1738 ii FOREWORD This paper reports research carried out in London on burglaries in schools. Like other recent studies of burglary, it concludes that local circumstances, principally of design, were an important (if not the only) determinant of crime, and that any measures taken to reduce the opportunity to commit this offence must be to an extent tailored to the local situation. I J CROFT Head of the Research and Planning Unit iii ACKNOWLEDGEMENTS I would like to thank those officers of the Inner London Education Authority and the Greater London Council who provided advice and a s s i s t a n c e during the research and also the headteachers and schoolkeepers of the schools involved in the project for kindly giving their time. TIM HOPE iv CONTENTS Page Foreword iii iv Acknowledgments Chapter 1 INTRODUCTION Chapter 2 THE CHARACTERISTICS OF SCHOOL BURGLARY 5 Chapter 3 BURGLARY AND SCHOOL DESIGN 9 Chapter 4 OPPORTUNITIES FOR BURLGARY 15 Chapter 5 A REVIEW OF PREVENTIVE MEASURES 25 Chapter 6 CONCLUSION: AN APPROACH TO PREVENTION 30 Appendix METHODS OF DATA COLLECTION AND VARIABLES USED IN THE STUDY 33 REFERENCES 38 1 INTRODUCTION Burglaries in schools are only a small fraction (about 4%) of the total number of burglaries recorded by the police each year. (1) Probably for this reason the offence has received less attention from policy-makers and criminologists than residential burglary. Schools, however, are actually at considerable risk of burglary: in London, Metropolitan Police figures suggest that a school or college is 38 times more likely to be burgled than a residential dwelling, and a similar picture seems to hold in other parts of the world (cf. National Institute of Education, 1978). Schools are also more likely to be set on fire (which may be a consequence of burglary) than all other classes of property (Home Office, 1980). The means to control crimes against public property may well lie more in the hands of local authorities than the police (Clarke, 1978; Morris and Heal, 1981). Local education authorities already take practical steps to protect their property from burglary and vandalism but there is undoubtedly room for improvement. They also accept advice on crime prevention from the police, who in recent years have begun to encourage the active involvement of public and private institutions in the prevention of crime (Schaffer, 1980; Moore and Brown, 1981). This can involve the police in helping local authorities to safeguard their property and drawing their attention to the crime prevention implications of day-to-day policies and practices (Engstad and Evans, 1980). This study aims to assess the scope for preventing school burglary by a range of measures which might be implemented by local education authorities. It also aims to assist the police in giving crime prevention advice to schools. As such, it is a modest attempt to extend crime prevention beyond the confines of the criminal justice system (cf. Home Office, 1977). There seem to be four broad approaches which underlie many of the suggestions made for preventing property crime in schools (Hope, 1980). These can be thought of as the therapeutic approach, the school reform approach, the involvement approach and the opportunity-reduction (situational) approach. The therapeutic approach relies on counselling and similar techniques to dissuade disturbed1 children from engaging in school crime. The school reform approach looks to the reform of school practices to forestall a destructive or criminal reaction by pupils to adverse school experiences. The involvement approach aims to develop a positive concern for schools amongst pupils and the local community. Finally, opportunity reduction aims to make crimes more difficult to accomplish and to increase the likelihood of detection. There is little in the way of reliable evidence to suggest which of these courses are useful at first sight (Hope, 1980). The therapeutic1 approach seems of limited value since its main assumption that disturbed1 children are responsible for school burglary may well be untrue. For example, most self report studies show that a wide range of young persons admit quite serious offences (cf. Gladstone, 1978; Elliot and Ageton, 1980). The other three approaches seem more promising. There is some evidence to suggest that the general ethos of a school has a marked effect on pupil behaviour, including violence and vandalism (cf. National Institute of Education, 1978; Rutter et al. , 1979). Yet to isolate the influence of ethos on school burglary from other influences would be a lengthy and arduous task (cf. 1. This estimate is based on figures supplied by the Metropolitan Police Rutter et al. , 1979. The involvement approach holds that schools suffer less property crime if their pupils and the surrounding community hold them in high regard (Stone and Taylor, 1977); yet it would be a considerable undertaking to measure these sentiments and to link them to the prevalence of school burglary. This study focusses on the opportunity-reduction or situational approach to burglary prevention since there is evidence that this approach can be useful in the prevention of a wide range of offences (Clarke and Mayhew, 1980). At the same time, however, it collects together basic information on school organisation, pupil intake and the extent of evening use of schools, so as to facilitate some discussion of the social and educational influences on school burglaries. Hough et al. , (1980) define situational crime prevention as measures directed at highly specific forms of crime which involve the management, design or manipulation of the immediate environment in which these crimes occur in as systematic way as possible so as to reduce the opportunities for these crime as perceived by a broad range of offenders. Clarke (1980) notes that this approach assumes that offenders choose to commit offences on the basis of an assessment of risks and rewards, and will look for opportunities for crime. The built-environment, in particular, provides opportunities for crime. For example, opportunities may be provided by the prevalence of persons or property as targets of crime, ease of access to property and the extent to which there are opportunities for others to witness crime taking place (Mayhew et al. , 1976). The design of schools, and the environment in which they are located, may encourage burglary by providing opportunities of various kinds. Although manipulating opportunities may be easier than altering the motives of offenders (Clarke, 1980), such manipulation may nevertheless entail certain practical difficulties (Reppetto, 1976). Clarke (1978) has suggested that r . is necessary to match our understanding of factors contributing f to a particular kind of (crime) with an analysis of the practicability of the various ways of preventing it. Consequently, this study assesses various options for preventing burglary both in terms of their causal relation to burglary and in terms of their feasibility in preventing it. Method The study took place in the Inner London Education Authority (ILEA), which offered a number of advantages. First, the ILEA has a wide range of schools located both in inner city1 and suburban areas. Second, records of incidents of burglary and theft maintained in the ILEA were easily accessible and seemed an adequate basis for research. (2) There were however certain difficulties in arriving at a suitable measure of the frequency of burglary in schools. Although the modern offence of burglary is deliberately broad (Griew, 1974), covering many acts involving trespass, a more restricted definition of the offence is used here resting mainly on the fact of forced-entry. Strictly speaking, this report deals with break-ins rather than burglaries in general which can include any theft by trespassers whether they break into premises or not. There are two reasons for this. The first is that the ILEAs records were designed to assist in the process of accounting for the loss of equipment and did not distinguish routinely between burglaries and thefts which occurred during the school day. It was therefore necessary to decide which records referred to burglaries and which to thefts. Four criteria were used: whether there was forced entry; whether intruders were mentioned in the record; whether the school was closed when the incident was reputed to have taken place; and whether the ILEAs security officers had reported the incident as a burglary. Inevitably, this produced a conservative estimate of the extent of burglaries in schools. While two or more criteria were present for virtually all (93%) of the incidents defined as burglaries, 84% of them actually involved forced entry. A second reason for defining school burglary in terms of forced entry is that this accords with the perception of people in schools. During the course of this study it became clear that most head teachers and caretakers thought of burglaries as break-ins. This may reflect lay concepts of the offence or it may reflect the evidential problem of not knowing whether a piece of equipment has disappeared as a result of a burglary or an internal theft except when there is clear evidence, such as signs of forced entry. Attempted burglaries (where intruders fail to gain access to school buildings) probably go unreported. Of the school caretakers who were interviewed in this study 44% said they had experienced incidents where it was unclear whether an attempt might have been made at burglary and most of them usually did not report these incidents. In contrast, only two out of the 59 caretakers interviewed (one for each school site in the study) said that they had not at some time reported an incident of forced entry. Therefore, while this study may overlook some of the incidents which would fall within the legal definition of burglary, it probably records those incidents (involving forced entry) which cause most concern. In selecting a sample of schools it seemed sensible to restrict the possibility of bias arising from the more obvious differences between schools. For instance, the ILEA records showed that secondary schools experienced on average about three times more burglaries than primary schools. Also, both co-educational and boys secondary schools had on average roughly twice as many burglaries as girls schools. It was thus decided to exclude both primary schools and girls schools because although differences attributable to the sex and age of school intakes might be important in explaining the causes of school burglary, there seems little scope for altering them appreciably. There also seemed merit in focussing attention on those schools where the problem is most severe. Another factor considered in the sampling of schools was the programme of reorganisation of schools along comprehensive lines which the ILEA were pursuing during the course of the study. If schools which had not been reorganised had been selected, some might have closed or been amalgamated with other schools during the course of the study. It was therefore decided to focus only on those schools which had already been reorganised as comprehensives for at least two years prior to the study. A 60% random sample of schools was drawn from those ILEA coeducational 2. ILEA and police records were compared to assess the suitability of each for this study. The number of burglaries suffered by a small group of schools over a six-month period were compared. Although the majority of burglaries could be found in either sample, the ILEA sample produced somewhat more burglaries than police records. This may be due to differences in recording practice, difficulties in tracing burglary reports in police records; or to the fact that not all burglaries are reported to the police. and boys schools which had been recognised by the Department of Education and Science as having a comprehensive intake since at least January 1976. This produced 46 schools. Because the study would be considering environmental factors, it was decided to treat each school site as a separate unit of analysis. There were thirteen schools in the sample occupying two sites each, giving an effective sample size of 59 school sites. (3) The statistical analysis in this study (Chapters 3 4) uses data from ILEA records on the frequency of burglary at each school and covers a two-year period between January 1977 and December 1978. Preliminary analysis had suggested that the relative ordering of schools in terms of frequency of burglary remained much the same from year to year. However, two years1 figures provided a greater dispersion of burglary frequencies than one year s, ranging from 0 to 24 over this period. The description of the characteristics of burglary incidents (Chapter 2) was collated from ILEA records covering a three year period (January 1975 to December 1978), during which 430 separate burglary incidents were recorded for the 59 schools. Information about burglaries was also gathered from interviews with all the headteachers (of the 46 schools) and caretakers (of the 59 school sites). Information on the educational, social, administrative and environmental characteristics of schools, their intakes and the areas in which they were located was acquired from a variety of different sources. These included: interviews with headteachers and caretakers, information on school intakes collected by the ILEA, data from the 1971 Census, and site surveys at each school. An appendix to this report lists the variables included in this study along with a brief description of how they were measured. Summary This study was intended to provide local education authorities the main agencies to introduce crime prevention measures in schools with soundly-based advice on how to prevent school burglary. A situational approach to preventing school burglary was identified as promising, and it was decided to examine its prospects in detail. In particular this meant focussing on the role of the built environment in providing opportunities for burglary. It did however prove possible to comment on certain aspects of the role of social and educational factors in school burglary. Throughout, attention was paid to the feasibility of implementing measures suggested by the research. 3. For convenience, in the remainder of this report schools will be taken to mean separate school sites, unless otherwise stated. 2 THE CHARACTERISTICS OF SCHOOL BURGLARY This chapter presents a profile of the nature and extent of burglaries In the sample of schools. Several different sources were used, for instance: ILEA records of burglaries over three years between 1976 and 1978; and interviews with the headteachers and caretakers of all the schools. Unfortunately it was not always possible to obtain quantitative information on the nature of school burglary and much of this chapter is necessarily impressionistic. The material is organised so as to provide a crime specific analysis (Pope, 1977), which is intended to draw out the salient features of the offence. Between 1976 and 1978 there were 420 burglaries at the 59 schools in the sample incurring losses of about ? 71,400 at 1978 prices. This averages out at roughly ? 170 per burglary. However, just under half these burglaries involved losses of less than ? 25 suggesting that many burglaries are fairly trivial. Nevertheless, about 30% of burglaries involved losses of more than ? 100, and the highest recorded loss of equipment during this period was ? 6,000. (1) Unfortunately it proved impossible to separate the costs involved in repairing damage caused during burglaries from the cost of other maintenance repairs to ILEA schools. For an indication of the scale of the damage it is therefore necessary to rely on the more subjective assessment of headteachers and caretakers. When asked to rate the extent of damage occurring during burglaries, just over three-quarters of the 46 headteachers said that it usually amounted to no more than enough to gain access to buildings and equipment. The remaining 22% said that their schools suffered a certain amount of vandalism during burglaries but none said that it was particularly serious. Of course, extensive vandalism does happen during burglaries but this seems to be quite rare. Only 10 headteachers, in describing their worst burglary over the period, specifically called attention to vandalism. Similarly most caretakers described the typical burglary as being fairly trivial with little of value stolen and not a lot of damage. School burglaries often occur at weekends since more burglaries were discovered (accordingly to ILEA records) on Sunday and Monday mornings than on any other day of the week (a different pattern from residential burglary) . However, seasonal variation in the amount of darkness bore no relation to the incidence of burglary, presumably because most school burglaries occurred after about 10 pm. Burglaries were no more likely to occur during holidays than during term time. Burglars of schools seem to operate late at night throughout the year with a preference for weekends when there is less chance of there being anyone around. If school burglary schools having a burglaries are usually accomplished in the dark, then a successful must involve a degree of planning and some familiarity with a layout. This is because schools are often large and complex, caretaker living on the premises and are fitted out with intruder 1. The Criminal Statistics for 1978 give an average value for property stolen in residential burglary as ? 303, and ? 240 for non-residential burglary; which are higher than the average loss during a school burglary. Nevertheless, schools seem to have about the same proportion of trivial burglaries as other classes of property, for about half of all residential burglaries involved losses of slightly over ? 25, while half of all non-residential burglaries entailed losses of just under ? 25. 5 alarms. Burglars need to know where to go and how to avoid traps. Past and present pupils can be expected to have a good knowledge of school layout and it is therefore not surprising that 40% of headteachers said that pupils had been apprehended after breaking into their schools. Nevertheless, it is not clear exactly how many burglaries are attributable to current school pupils nor for how many burglaries those arrested were responsible. It seems likely that people other than current pupils also break into schools, especially since the more serious losses from burglary may be the work of adults rather than children. Seeing that many schools are used by the public in the evenings for a variety of purposes, there may be ample opportunity for others to become familiar with the layout of schools. Consequently, it may be mistaken to attribute school burglary solely to current pupils. It is not difficult to see why schools are frequently victimised for apart from being familiar to a large number of people they also contain considerable amounts of valuable and desirable equipment. Audio-visual electronic equipment seems particularly popular with the school burglar. The ILEA only record the type of property stolen during a burglary if its replacement value amounts to more than ? 25. Between 1976 and 1978 there were 179 burglaries (43%) where individual items stolen cost more than ? 25 (at 1978 prices). Audio-visual equipment was stolen in 70% of these burglaries. Additionally, cheaper portable tape recorders were reported by headteachers and caretakers as being very vulnerable. It is clear why this kind of equipment is stolen. Not only is it amongst the most common high value portable equipment to be found in modern schools, but also its resale value on the stolen goods market is likely to be high given the considerable demand which nowadays exists for home entertainment products (cf. Henry, 1978). Both headteachers and caretakers were asked to rate how serious a problem they considered burglary to be in comparison with other aspects of their work. The majority of both headteachers (83%) and caretakers (55%) thought that burglary was a minor or moderate problem, but caretakers were significantly more likely to think of burglary as a serious problem (30%) than headteachers (9%). This may reflect the fact that while headteachers have general responsibility for a school, it is usually caretakers who clean up after burglaries and who are responsible for security in a day-to-day sense. Although burglaries do not seem to cause too much disruption to the school routine, a few burglaries may be very troublesome. One headteacher reported, for instance, that losses from a particularly serious burglary had amounted to as much as the previous 30 break-ins put together. Also, the cost of some burglary incidents, in terms of distress and the destruction of important papers or pupils work, may outweigh the financial cost of damage. Types of school burglary Headteachers and caretakers were asked to describe the burglaries which occurred in their schools and to estimate how frequently they suffered from them. There were three common types of burglary which emerged. The respondents felt that the most common form of burglary was what might be called nuisance burglary. The following descriptions from caretakers are typical: Burglars are mostly children, teenagers, some pupils. Usually entry is via a window. Petty goods, cash etc are often stolen. Often they dont take anything at all. Very little damage is done except to gain access. Pupils, ex-pupils or teenagers from youth centre are mostly involved. They break open the table-football machine. There is some vandalism: they take sweets, etc. Burglars are juveniles. There is not much vandalism; it is more a nuisance. They are not very professional not much is stolen. Burglaries are mostly for devilment the school is not broken into with theft in mind. Typically , these burglaries may involve local adolescents (perhaps pupils or ex-pupils of the school) who seem to break into schools almost as an end in itself. They easily find their way around the building in the dark and avoid various pitfalls such as alarms or locked doors. Usually nothing of much value is stolen unless it happens to have been left lying around. Very little serious damage is done. A window may be smashed on entry and internal connecting doors may sometimes be kicked through. Serious vandalism is rare during this kind of burglary; slogans and obscenities may be scrawled on blackboards or walls and a few items of furniture may be broken. This kind of delinquency seems to be motivated far more by an adolescent need for excitement than by any particular malicious predisposition towards schools (cf. Parker, 1974; Gill, 1977). Perhaps the next most common type of school burglary is what might be called professional burglary. For example: Burglars are local criminals. Mostly adults. Little damage usually occurs except to get in. Not usually any vandalism. They steal video equipment, tape recorders, amplifiers, cameras etc. Intruders got into the main storeroom for audio equipment by forcing a door which had a security lock. More professional and premeditated than others. The two break-ins to the learning resources area were the only serious burglaries over this period. During April there were losses of ? 10,000; at Christmas ? 2,000. These burglaries usualy exhibit a relatively high level of skill involved in entering schools and in breaking into secure stores containing audiovisual equipment. The proceeds from these burglaries may be fairly high, reflecting the kind of equipment which is stolen for example, video-tape recorders, stereo-equipment and electronic musical instruments. Such equipment is bulky, suggesting that transport may also have been arranged. Little incidental damage is done and burglars do not seem easily distracted from the main task of stealing equipment. A third, but (according to headteachers and caretakers) fairly rare type is what might be called malicious burglary. Paradoxically, this is probably the kind of burglary to schools which is popularly regarded as most common. Here, intruders break into the school and damage certain areas quite severely, most often the general offices or senior teachersf rooms. For instance: Damage was done to the office photocopying machinery, IBM typewriter and files were rifled, ink spilt, powdered milk was brought in from outside and strewn about. There was evidence of an intent to start a fire. Estimated cost of damage: ? 3,000. The headmasters office has been vandalised during quite a few break-ins. There may also be the occasional incident of arson, which is essentially a form of malicious burglary. Just over a quarter of headteachers said that their schools had been subject to arson incidents. However, the consequencs of these incidents are not usually too harmful. Only five headteachers said that any serious damage had occurred or that teaching and other school activities had been disrupted as a result of arson. The prevalence of burglary Although boys and mixed schools were broken into more frequently than other schools, some schools within this group suffer far more from burglary than others. Some 38 schools (64%) had less than five burglaries between 1977 and 1978 including 11 schools (19%) which had no burglaries at all. In contrast, 19% had 10 or more burglaries each during this two year period. The most victimised school had 24 burglaries. Thus although the majority of schools had relatively few burglaries, some were at considerable risk. Summary An examination of the characteristics of burglaries in 59 ILEA schools over a three-year period (1976 1978) confirmed that there is some justification for refining preventive thinking. There was a sufficient number of serious burglaries to cause concern, and more trivial nuisance burglaries can be harmful if allowed to persist. As burglaries for most schools are still relatively infrequent events, it is difficult to predict exactly when incidents are likely to occur, although evenings and weekends are the periods of highest risk. Losses are low in the majority of burglaries, but when serious theft does occur, it is most likely to be of expensive audioelectronic and visual equipment. Within this sample of relatively high-risk schools there was much variation in the number of burglaries experienced. This underlines the value of trying to determine why some schools are more prone to burglary than others and of considering how best high-risk schools might be protected. 3 BURGLARY AND SCHOOL DESIGN Situational crime prevention stresses the importance of the environment in providing incentives and opportunities for crime (Hough et al. , 1980). This chapter and the next describe how this proposition was examined with regard to burglary in schools. Plan of the research The broad hypothesis that different schools provide differential opportunities for burglary was examined in the following stages: first, schools were classified according to certain design characteristics to see whether schools of differing design had different rates of burglary. The results are reported in this chapter. Second, schools with broadly different designs were compared to determine the extent to which differences in burglary rates were due to social and educational influences or to differential opportunities for access, surveillance and reward. Finally, two groups of schools with broadly similar designs, but differing in the extent to which they were victimised, were compared to see whether the character of schools which depart from the general relationship between burglary and design can suggest fruitful prevention possibilities. Relating burglary to school design There are a number of ways in which the design of schools can be conceived and measured. These depend on the methods employed to collect information on school design and on how this information is organised to characterise the built environment of schools. The methods employed in this study were dictated both by the resources available for research and by the purpose for which the research was undertaken. Since the study was intended to be exploratory, it was decided to collect information on school design characteristics that was easy to obtain. Design variables were derived from site plans of individual schools and were supplemented with observation by the researcher (see Appendix for details). This method can be contrasted with one which seeks to elicit burglars perceptions of school buildings. Since it did not seem particularly feasible to find a sample of school burglars who could be interviewed, it was decided to collect information on some common aspects of school design and to organise this information in such a way as to convey broad differences and similarities between schools. Thirteen variables were selected to characterise the design of schools. These measured: scale; building configuration; building character and site character. Scale was measured by two variables : the plan areas of buildings; and site area. Building configuration was measured by three variables: the number of separate buildings; the proportion of the building area contained within the largest separate building (building concentration); and a ratio of building perimeter to area (plan compactness). Five variables were used to express building character. These were: the height of the tallest building; the proportion of single storey buildings; the amount of glazing; whether the school was built before or after 1945; and whether the school had been substantially altered or remodelled after 1945. (1) The site 1. Schools which contain pre-1945 buildings but which were substantially altered or added to in the post-war period were classified as having been built after 1945. and grounds were characterised by: the total area of the site; the ratio of buildings to open space; the proportion of the site under grass (including playing fields); and whether the grounds were landscaped in any way (i. e. containing trees, shrubs, flower-beds etc. ). As a first step, a multiple regression equation was calculated using all thirteen separate design variables as predictors of the extent of burglary. Together, the thirteen design variables were significantly related to burglary and accounted for a sizeable proportion of the variation in burglary frequencies between schools. (2) The pre-selected design variables taken together predicted the distribution of school burglary in the present sample fairly well. Nevertheless, there are a number of reasons why these findings do not greatly assist in the task of evaluating the hypothesised relationship between school design and burglary. In the first place, the variables are highly inter-related. This is to be expected since they can all be thought of as attributes of some general concept of school design. Therefore, despite it being possible to gauge their overall effect on burglary, it is not easy to interpret the way in which they combine together to influence the rates of burglary suffered by individual schools. One method of elucidating the relationship between school design and burglary is to use techniques which take as their starting point the actual pattern of relationships between the design variables. For example, one might seek to isolate some underlying dimensions of school design (via principal components analysis) or one might elimina

Ultrasonic Radar For A Home PC System Essays - Electric Motors

Ultrasonic Radar for a Home PC System One of the fastest changing and most expensive fields, is that of technology. Our computers, printers, modems, and much more is being outdated faster than anything else in the world. Just as we buy a new computer that does what we want, the industry comes out with a new option on a smaller and better computer. There seems to be so much changing that unless we invest our life savings into technology, we are considered obsolete like our computers. What used to fill an entire room, is so small now that it can be swallowed with a glass of milk. A computer used to be a mechanical engine that had many moving parts and was very slow. Now computers design computers that are tenfold their own power and a tenth the size, with less parts and using less power. An airport or an army base used to have huge structures that could send out signals to find out if any aircraft were approaching. This technology is now offered to people who have a computer with microsoft's quick basic, or a Macintosh, and space (equivalent to that of a coffee-pot) to spare. Ultrasonic radar is now a small component for your computer, giving computer operators a chance to see low flying objects, household furniture, and even themselves on their PC screen. Just to impress a neighbour or friend is reason enough to build your own ultrasonic radar station. Similar to that of a Polaroid, ultrasonic transducers are used in this type of radar. A rangefinder emits a brief pulse of high frequency sound that produces an echo when it hits an object. This echo returns to the emitter where the time delay is measured and thus the result is displayed. The Polaroid rangefinder is composed of two different parts. The transducer (Fig. 1) acts as a microphone and a speaker. It emits an ultrasonic pulse then waits for the echo to return. The ranging board is the second part (Fig. 2). This board provides the high voltages required for the transducer, sensitive amplifiers, and control logic. Since R1 is variable it controls the sensitivity of the echo detector. A stepper motor rotates the transducer to get a 360o field of view. For entire assembly see Figure 3. An Experimenter is hooked up to the ranging board to control the ranging board and to measure the round trip time of pulses. It also controls the stepper motor and communicates with the control computer. The connections between the Experimenter, ranging board, and transducer are shown in Figure 4. The ranging board's power requirements are usually under a 100 mA, but at peak transmission the circuit can draw up to 2 Amps of current. Power passes from GND (pin 1) and V+ (pin 9). To avoid malfunction a 300mF or greater should be connected between pin 1 and pin 9 (or alternately pin 16 and pin 5). Another 300mF resistor should be added to the Experimenter end of the cable. Figure 5 shows the timing diagram of the ranging boards's signals. It takes about 360 microseconds to transmit the pulses. The transmitter waits 1 millisecond for the pulse transmission and transducer to complete it's task. Then the experimenter waits for the pulse echo to return. If a pulse is detected the board sets ECHO at high. The Experimenter times the difference between BINH going high to ECHO going high. The experimenter sets INIT to low, waits 0.5 seconds for the echo, if no echo is heard the experimenter cancels the measurement. The measured time is sent to the computer which then calculates, at thousands of calculations per second, the distance based on the speed of sound (1100 feet per second). With a program called DISTANCE.BAS the exact speed of sound can be calculated according to the local weather conditions. The stepper motor is used to rotate the radar so it can scan 360o around the room. An ordinary DC motor would not do for such a project. The rotation must coincide with the emissions and the receptions of the echoes. In a DC motor the armature rotates and the brushes connect successive commuter bars to windings to provide the torque. The speed of this motor depends heavily on how much load there is and how much voltage is applied. A stepper motor has different wires to each winding. By energizing a winding the armature rotates slightly, usually a few degrees. By sequentially charging one winding after another the armature can rotate completely around. By

Memorable Quotes from Camus The Plague

Memorable Quotes from Camus The Plague The Plague is a famous allegorical novel by Albert Camus, whos known for his existential works. The book was published in 1947 and is considered one of the most important works by Camus. Here are some memorable quotes from the novel. From Part 1 The truth is that everyone is bored, and devotes himself to cultivating habits. Our citizens work hard, but solely with the object of getting rich. Their chief interest is commerce, and their chief aim in life is, as they call it, doing business.You must picture the consternation of our little town, hitherto so tranquil, and now, out of the blue, shaken to its core, like a quite healthy man who all of a sudden feels his temperature shoot up and the blood seething like wildfire in his veins.8,000 rats had been collected, a wave of something like panic swept the town.I cant say I really know him, but ones got to help a neighbor, hasnt one?Rats died in the street; men in their homes. And newspapers are concerned only with the street.Everybody knows that pestilences have a way of recurring in the world; yet somehow we find it hard to believe in ones that crash down on our heads from a blue sky. There have been as many plagues as wars in history;  yet always plagues and wars take people equally by surprise. We tell ourselves that pestilence is a mere bogy of the mind, a bad dream that will pass away. But it doesnt always pass away and, from one bad dream to another, it is men who pass away.They fancied themselves free, and no one will ever be free so long as there are pestilences.He knew quite well that it was plague and, needless to say, he also knew that, were this to be officially admitted, the authorities would be compelled to take very drastic steps. This was, of course, the explanation of his colleagues reluctance to face the facts. From Part 2 From now on it can be said that plague was the concern of all of us.Thus, for example, a feeling normally as individual as the ache of separation from those one loves suddenly became a feeling in which all shared alike and- together with fear- the greatest affliction of the long period of exile that lay ahead.Thus, too, they came to know the incorrigible sorrow of all prisoners and exiles, which is to live in company with a memory that serves no purpose.Hostile to the past, impatient of the present, and cheated of the future, we were much like those whom mens justice, or hatred, forces to live behind prison bars.The plague was posting sentries at the gates and turning away ships bound for Oran.The public lacked, in short, standards of comparison. It was only as time passed and the steady rise in the death-rate could not be ignored, that public opinion became alive to the truth.You cant understand. Youre using the language of reason, not of the heart; you live in a world of abstractio ns. Many continued hoping that the epidemic would soon die out and they and their families be spared. Thus they felt under no obligation to make any change in their habits, as yet. Plague was an unwelcome visitant, bound to take its leave one day as unexpectedly as it had come.To some the sermon simply brought home the fact that they had been sentenced, for an unknown crime, to an indeterminate period of punishment. And while a good many people adapted themselves to confinement and carried on their humdrum lives as before, there were others who rebelled and whose one idea now was to break loose from the prison-house.I can understand this sort of fervor and find it not displeasing. At the beginning of a pestilence and when it ends, theres always a propensity for rhetoric. In the first case, habits have not yet been lost; in the second, theyre returning. It is in the thick of a calamity that one gets hardened to the truth- in other words, to silence.Death means nothing to men like me. Its the event that proves them right. Whats true of all the evils in the world is true of the plague as well. It helps men to rise above themselves. All the same, when you see the misery it brings, youd need to be a madman, or a coward, or stone blind, to give in tamely to the plague.Paneloux is a man of learning, a scholar. He hasnt come in contact with death; thats why he can speak with such assurance of the truth- with a capital T. But every country priest who visits his parishioners and has heard a man gasping for breath on his deathbed thinks as I do. Hed try to relieve human suffering before trying to point out its goodness.Tarrou nodded. Yes. But your victories will never be lasting; thats all. Rieuxs face darkened. Yes, I know that. But its no reason for giving up the struggle.There comes a time in history when the man who dares to say that two and two do make four is punished with death.Many fledgling moralists in those days were going about our town proclaiming there was nothing to be done about it and we shoul d bow to the inevitable. And Tarrou, Rieux, and their friends might give one answer or another, but its conclusion was always the same, their certitude that a fight must be put up, in this way or that, and there must be no bowing down. Invariably their epical or prize-speech verbiage jarred on the doctor. Needless to say, he knew the sympathy was genuine enough. But it could be expressed only in the conventional language with which men try to express what unites them with mankind in general; a vocabulary quite unsuited, for example, to Grands small daily effort.All this time hed practically forgotten the woman he loved, so absorbed had he been in trying to find a rift in the walls that cut him off from her. But at this same moment, now that once more all ways of escape were sealed against him, he felt his longing for her blaze up again.Ive seen enough people who die for an idea. I dont believe in heroism; I know its easy and Ive  learnt  it can be murderous. What interests me is living and dying for what one loves.Theres no question of heroism in all this. Its a matter of common decency. Thats an idea which may make some people smile, but the only means of fighting a plague is- common decency. From Part 3 No longer were  there  individual destinies; only a collective destiny, made of plague and emotions shared by all.By the force of things, this last remnant of decorum went by the board, and men and women were flung into the death-pits indiscriminately.  Happily,  this ultimate indignity synchronized with the plagues last ravages.So long as the epidemic lasted, there was never any lack of men for these duties. The critical moment came just before the outbreak touched high-water mark, and the doctor had  good  reason for felling anxious. There was then a real shortage of man-power both for the higher posts and for the rough work.The truth is that nothing is less sensational than pestilence, and by reason of their very duration great misfortunes are monotonous.But, really, they were asleep already; this whole period was, for them, no more than a long nights slumber.The habit of despair is worse than despair itself.Evening after evening gave its truest,  mournfulest  expr ession to the blind endurance that had outlasted love from all our hearts. From Part 4 The one way of making people hang together is to give em a spell of the plague.Until now I always felt a stranger in this town, and that Id no concern with you people. But now that Ive seen what I have seen, I know that I belong here whether I want it or not. This business is everybodys business.No, Father.  Ive  a very different idea of love. And until my dying  day  I shall refuse to love a scheme of things in which children are put to torture.No, we should go forward, groping our way through the darkness, stumbling perhaps at times, and try to do what good lay in our power. As for the rest, we must hold fast, trusting in the divine goodness, even as to the deaths of little children, and not seeking personal respite.Nobody is capable of really thinking about anyone, even in the worst calamity.We cant stir a finger in this world without the risk of bringing death to somebody. Yes, Ive been ashamed ever since; I have realized that we all have  plague, and I have lost my pea ce. Whats natural is the microbe. All the rest- health, integrity, purity (if you like)- is a product of the human will, of a vigilance that must never falter. The good man, the man who infects hardly anyone, is the man who has the fewest lapses of attention.Can one be a saint without God? Thats the problem, in  fact  the only problem, Im up against today. From Part 5 Its energy was flagging, out of exhaustion and exasperation, and it was losing, with its self-command, the ruthless, almost mathematical efficiency that had been its trump-card hitherto.Once the faintest stirring of hope became possible, the dominion of the plague was ended.Our strategy had not changed, but whereas yesterday it had obviously failed, today it seemed triumphant. Indeed, ones chief impression was that the epidemic had called a retreat after reaching all its objectives; it had, so to speak, achieved its purpose.Yes, hed make a fresh start, once the period of abstractions was over.It was as if the pestilence, hounded away by cold, the street-lamps and the crowd, had fled from the depths of the town.So all a man could win in the conflict between plague and life was knowledge and memories.Once plague had shut the gates of the town, they had settled down to a life of separation, debarred from the living warmth that gives forgetfulness of all.If there is one thing one can alw ays yearn for and sometimes attain, it is human love. What we learn in time of pestilence: that there are more things to admire in men than to despise.He knew that the tale he had to tell could not be one of final victory. It could be only the record of what had to be done, and what assuredly would have to be done again in the never-ending fight against terror and its relentless onslaughts.

Arnolds Works and Hidden Radicalism In Them

Arnold's Works and Hidden Radicalism In Them Matthew Arnold was born in 1822 in Laleham-on-Thames in Middlesex County, England. Due to some temporary childhood leg braces, (Machann, 1) and a competitiveness within the large family of nine (Culler xxi) young Matthew earned the nickname Crabby. His disposition was described as active, but since his athletic pursuits were somewhat hindered by this correction of a bent leg (Machann 1), intellectual pursuits became more accessible to him. This may have led him to a literary career, but both his parents were literary (his mother wrote occasional verse and kept a journal, Machann 1) and scholarly, also, and this may have been what helped to accomplish the same aim. His father, Thomas Arnold, was a celebrated educator and headmaster of Rugby School, to which Matthew matriculated. He later attended Oxford, and, after a personal secretary-ship to Lord Lansdowne (Machann, 19) he was appointed Inspector of Schools. He spent most of his adult life traveling around England and sometimes the continent observing and reporting on the state of public schools, and his prose on education and social issues continues to be examined today (Machann xi). He also held the Chair of Poetry at Oxford for ten years, and wrote extensive literary criticism (Culler, xxii). Arnold is probably best known today for this passage of his honeymoon-written (Machann, 31) Dover Beach, the only poem of Arnolds which may be called very famous. This is the last stanza of the poem. Ah, love, let us be true To one another! For the world, which seems To lie before us like a land of dreams, So various, so beautiful, so new, Hath really neither joy, nor love, nor light, Nor certitude, nor peace, nor help for pain; And we are here a on a darkling plain Swept with confused alarms of struggle and flight, Where ignorant armies clash by night. (Strand and Boland, 185-186) This poem, a love poem doubtless, in the end directs us to a love beyond all earthly love, and a rejection of the world as a place of illusions. Religion was the central idea of Arnolds life, but he thought that poetry was an excellent, and, in fact, vital part of the new society, which he thought absolutely necessary to understanding the spiritual component of life. He wrote in his The Study of Poetry, But for poetry the idea is everything; the rest is a world of illusion, of divine illusion. Poetry attaches its emotion to the idea; the idea is the fact. The strongest part of our religion to-day is its unconscious poetry. (463), and We should conceive of [poetry] as capable of higher uses, and called to higher destinies, than those which in general men have assigned to it hitherto. More and more mankind will discover that we have to turn to poetry to interpret life for us, to console us, and to sustain us. (464). So this poet, who was actually not primarily a professional poet for a large part of his life, but instead accomplished all of his great poetic feats during his time off from his employment inspecting schools (Britannica article), argued that poetry was of paramount importance to everyone, and necessary for spiritual health. What kind of poetry would a man like this write? He naturally excelled at lyric and elegy (Schmidt 486,) but he really thought the truly impersonal epics the classic virtues of unity, impersonality, universality, and architectonic power and upon the value of the classical masterpieces (Britannica article) were the highest form and the best model of poetry. He wrote some long dramatic and narrative poems, such as Empedocles on Etna Sohrab and Rustum, and Tristram and Iseult, with classical and legendary themes. He had a classical education at Rugby and Oxford, but distanced himself from the classics (though he thought of them as being the bastion of sanity (Schm idt 486,) but he was also the first Poetry chair at Oxford to deliver his lectures in English instead of Latin (Culler, xxii)). He gave a lecture On Translating Homer, but in it refused to translate it himself, and instead provided criticism on the latest two translations. He was very religious, but also was critical of the established religions of his Victorian time, and wrote most of what now passes with us for religion and philosophy will be replaced by poetry (Harmon, 464,) which must have been a somewhat shocking claim in his time coming from a man employed in more than one capacity to mold young minds. He was a product of his time, but had deep personal reservations about the state of his world. His poetry has been criticized, even his greatest poems, as being an allegory of the state of his own mind. (Culler, xvii). His talents appear to have lain in the personal poems the lyric and the elegy, such as Dover Beach, but his ambitions perhaps lay in what he considered a higher form of poetry the epic. Empedocles on Etna, for example, doesnt have the immediacy and the musicality of Dover Beach or even his famous (at the time) sonnet Shakespeare: Others abide our question. Thou art free. We ask and ask Thou smilest and art still, Out-topping knowledge. For the loftiest hill, Who to the stars uncrown his majesty, Planting his steadfast footsteps in the sea, Making the heaven of heavens his dwelling-place, Spares but the cloudy border of his base To the foild searching of mortality; And thou, who didst the stars and sunbeams know, Self-schoold, self-scannd, self-honourd, self-secure, Didst tread on earth unguessd at. Better so! All pains the immortal spirit must endure, All weakness which impairs, all griefs which bow, Find their sole speech in that victorious brow. (Culler 26) This poem has the fourteen lines of a sonnet, and the final rhyming couplet, but has additional stanza breaks that Shakespeares sonnets did not. Perhaps in this kind of laudatory poetry (perhaps imitating the original form of classical elegies, which were replete with flatteries) Arnold didnt think he was worthy to directly imitate his subjects sonnet form. This example of Arnolds poetry shows his mastery of language even awkward constructions like Self-schoold, self-scannd, self-honord, self-secure trip off the tongue and make sense without seeming simplistic. He uses some of Shakespeares language (didst, thou,) but doesnt make this sound like a piece of Elizabethan poetry, either. He brings the reader to think about what in Shakespeare he or she might have read that is out-topping knowledge. The comparison in the second stanza is definitely classical in origin (perhaps the Colossus of Rhodes, or the battles of the Titans and the gods in Greek mythology), showing Shakespeare metaph orically large enough to stand on earth and live in heaven. We humans on earth can only contemplate his lower parts, his base (Machann says that it is an image of Shakespeare as a lofty mountain, 15.) It is a good way of capturing the wonder and mystery of great art. We ask and ask, as Arnold says, be we dont fully understand a masterpiece or how its creator made it. Also, its just self-conscious enough to show Arnolds modesty about his own talent. He doesnt put himself in the class with Shakespeare, or with Homer or writers of the other classical epics. He hasnt quite reconciled himself, I think, to the idea that the future of poetry lay in the personal, which was a kind of poetry he himself was able to write very well. Arnolds poetry, especially his lyrics and elegies, are often interesting and thought-provoking. His mastery of English is complete, and his diction shows his full Latin and Greek education, with the deep understanding of the origin of Latinate English words. But he does not shy away from good Anglo-Saxon words, either, like Shakespeare does not, and is fully able to use both high-flown language (such as in Empedocles on Etna, These rumblings are not Typhos groans, I know!/These angry smoke-bursts/Are not the passionate breath/Of the mountain-crushd, tortured, intractable Titan king, Culler 65) and very simple, lovely images, such as stars and sunbeams know. His elegy Memorial Verses to Wordsworth is considered one of the best elegies in English. (Schmidt, 485) Arnold was a product of his time the old Victorian world of religion and classical education but he also anticipated the new modern focus on self-choice and the value placed on the personal. He was a poetic talent with a flair for thoughtful poems, with the ability to create beautiful and lasting images. Works cited: Machann, C. Matthew Arnold: A Literary Life, New York: St Martins Press, 1998 Arnold, Matthew. Encyclopedia Britannica. 2006. Encyclopedia Britannica Online. 8 Oct. 2006 http://www.britannica.com/eb/article-9009580. Culler, A. D., Ed., Poetry and Criticism of Matthew Arnold, Boston: Houghton Mifflin Company, 1961. Strand, M., and Boland, E., Eds., The Making of a Poem, New York: W.W. Norton and Company, 2000 Harmon, W. Ed., Classic Writings on Poetry, New York: Columbia University Press, 2003. Schmidt, M. The Lives of the Poets, New York: Alfred A. Knopf, 1999

Friendship in Julius Caesar Essay Example | Topics and Well Written Essays - 500 words

Friendship in Julius Caesar - Essay Example ever, Antony unlike his friend show his complete devoutness to Caesar when he was call by Caesar, and he responded to "Here, my lord.† Subsequently, the Caesar’s conspirator that is Cassius, Decius and Brutus had used their friendship as concealment to blind Caesar from the truth. Since, Caesar was predisposed to the power of amity just as any other ordinary person this blinded him thus making him unable to understand the reality as it was. For instances, Decius, who is one of the Caesar‘s schemers, came to Caesar’s house, and the first thing that he said was â€Å"Caesar, all hail! Good morrow, worthy Caesar."(2.2. 58-59). Decius perceives Caesar as "most mighty" and this made Caesar become even more comfortable with Decius. Conversely, it was through this that Caesar‘s conspirators were able to plan for the killing of Caesar. Brutus, Decius and, Cassius knew that by ascertaining Caesar that they had solid friendship him this will give them a chance to lure Caesar. For that reason, Brutus, Decius and, Cassius decided to use their excellent established relationship with Caesar in an utterly deceiving manner, in order to ‘exterminate’ him. Hence, Decius a friend to Caesar was able to start this plan by using sycophancy and swift wit in order to trick and persuades Caesar into going to the congress house, in spite of the factual that Caesar’s wife know as Calpurnia had dreams of Caesars homicide the night-time before. Still, Decius was able to his own conspiracy to convinces to Caesar that, â€Å"This dream is all amiss interpreted; it was a vision fair and fortunate†( 2.2. 83-84). Moreover, Decius continue to convinces his friend Caesar by misinterpreted the dream as he to ld him that dream was a noble one and that it was through him that Rome would be invigorated into an inordinate city once more (Shakespeare, 28). Interestingly, Caesar was very delighted with Decius’s interpretation of his wife dream, and this excitement had delighted him so much

Musicians who are known as heroic figures Essay Example | Topics and Well Written Essays - 250 words

Musicians who are known as heroic figures - Essay Example One can almost draw the over-commercialization of this genre back to Jackson, shaping pop music into what it has become today. It truly is impossible to negate the intense influence he has had. At the same time, no one has conveyed social and political ideas using music quite as powerful as Dylan. He led in an age of prodigious songwriters. Dylan’s influence comes through his lyrics, hard-hitting poetry merged with beautiful music. He is a giant in the modern music’s history. The Beatles transformed pop music on a level that no one else has ever been able to. They are perhaps the most well known musicians in the world and their legacy is undoubtedly certain to last for several decades to come. Elvis, on the other hand, formed rock and roll music. He commanded high-energy music to the foreground. According to the Rock and Roll Hall of Fame, â€Å"he rose from humble circumstances to launch the rock and roll revolution with his commanding voice and charismatic stage presence.† He carried this music and made it part of popular culture that it has been one of the greatest part of our culture

William Preston Essay Example for Free

William Preston Essay The Half-Brothers is a short, realist, tragedy story, that illustrates the hardships that the poorer people had to undergo in the late Victorian period especially the hardships faced by widows and some of those around them. I think that the purpose of the story other than to entertain the reader is more to make people realise how difficult it is for people living in harsh conditions and to perhaps examine human relationships. I think that the genre of the story is perfectly suited to the purpose because of its realism and tragedy, I think that the reader is possibly affected emotionally even if the emotion felt is a slight feeling of happiness because they are not in the scenario faced by the fictional characters portrayed by the author Elizabeth Gaskell. Obviously the reader faced with such a tragedy would want to read all of the story and that is why I think that genre is well suited to this story. The story can be divided into six sections. The first section is the introduction, the second section is the development of the story, the third section is the climax, the fourth section is the narrator of the younger brother and the final section is the conclusion of the story. Many events take place in the story, in the introduction the story mentions the death of the eldest brothers farther, the story tells us that the narrators sister dies before he is born, it also tells us that the narrators mother did not cry at her daughters death but instead did not cry until the coming of the narrators half-brother were I quote, When my aunt came back from the funeral, she found my mother in the same place, and in the same place, and as dry-eyed as ever. So she continued until after Gregory was born; and, somehow, his coming seemed to loosed the tears, and she cried day and night, day and night, in the development of the story it tells the reader about how the narrators mothers job and how his mother had to end her job because of bad eyesight, this part of the story also tells about William Preston asking the narrators mother to marry him and her reaction to that, the narrators mother gets married and has a child early she then dies, with the farther blaming the narrators brother for hastening his brothers birth. In the climax the story tells the reader about the narrator leaving home and getting lost. In the rescue the narrator gets rescued by his elder brother but his older brother dies in the process. And in the conclusion of the story, the narrator tells the reader how his brother saved him, about the respect that his brother gains from saving his life and the sadness faced by everyone because of the way they treated his eldest brother. I think that the plot fits well into the structure because the structure and plot work up gradually to the tragic ending that concludes the story, that is why I think that the story can induce emotion into the reader because of the tragedy involved especially at the end. There are very few settings involved in this story, there is the home of the narrators mother at the beginning, the home of the narrator at his farther farm and the fells which the narrator describes it as, It looked dark and gloomy enough; but everything was so still that I thought I should have plenty of time to get home before the snow came down. And, The right path was clear enough in the daytime, although at several points two or three exactly similar diverged from the same place; but when there was a good light, the traveller was guided by the sight of distant objects, a piece of rock, a fall in the ground which were quit invisible to me now. This is where the narrator gets lost. I think that the narrator choose these settings because this is were the narrator grew up and so new the most about. I think these settings achieved the purpose of the story because the last setting illustrates the difficulty faced by the eldest brother to find the narrator at great risk. There are few main characters in this story, the narrator, his brother Gregory, his mother, his aunt fanny and his farther William Preston. The narrator describes himself as, I suppose I was a cleaver lad; at any rate, I always got plenty of praise; and was , as we called it, the cock of the school. He also says how everybody thinks of his brother, But everyone said he was stupid and dull, and this stupidity and dullness grew upon him.

Faces Of The Diamond - Essay O :: essays research papers

Faces of the Diamond - Essay on The Diamond as big as the Ritz â€Å"Diamond †¦ was designed utterly for my own amusement. I was in a mood characterized by a perfect craving for luxury, and the story began as an attempt to feed that craving on imaginary foods.† Craving is a strong, urgent and persistent desire. According to Buddhist teachings, desire is the root to all the sufferings and injustices in the world. If it were the goal of mankind to abandon their desires for excessive needs, the world would be a peaceful and harmonious place. Throughout history, there had also been great prophets such as Isaiah and other outstanding preachers who made daring attempts to convert and lead mankind back to the Lord, our God. However, their words of wisdom fell upon deaf ears for evilness can be very seductive. With a similar task to those of the prophets and preachers, the author F. Scott Fitzgerald, also known as the poet of the Jazz Age, criticizes the American society in a different approach. By stressing and emphasizing on the societyâ⠂¬â„¢s worst features, the faults of its members will be greatly magnified and clearly defined. This literary genre of satire is employed by Fitzgerald in his novelette, â€Å"the Diamond as Big as the Ritz† to ridicule the American society on the terms of the corruption of the American dream, the maltreatment of human life and the limits to the power of wealth. Before the dawning of the Jazz Age, the American dream stood for hard work, honesty, virtue, and morality, as any individual of the society is able to achieve success and rise to a higher level of material living regardless of one’s origin. As time proceeded, Americans began to strive for their goal through underhanded tactics thus corrupting the main principles of the utopian dream. Hence, the American dream has now become a satirical term that is known for crime, deceit, stealing, and killing. â€Å"The Diamond as Big as the Ritz† features Braddock Tarleton Washington, the richest man on Earth, as one who rises to ultimate power without having to work for it. Born a direct descendent of George Washington, Braddock only takes care to protect his prized possession, the world’s biggest diamond rivaling in size with the Ritz-Carlton Hotel. His task is easily accomplished by simply killing and imprisoning those who accidentally stumble upon his property and learn of his secret possession.

Filipino Entrepreneurs

Henry Sy Henry Sy is a Chinese Filipino entrepreneur and founder of SM Group. You’ll be hard pressed to not find an SM Mall around the Philippines. Henry Sy started building his own small business called â€Å"Shoe Mart† and eventually turned it into a major corporate identity. Henry Sy inspires many people that you can start small and grow it into a massive empire.2. Manny Pacquio – Champion BoxerManny Pacquiao Manny Pacquio is a famous professional champion boxer and now politician. He won six world titles and is the the first in eighth division world champion category. Manny Pacquio had to drop out of school due to extreme poverty and at the age of 14 started boxing. Manny Pacquio is one of the best icons known in the world today.3. Tony Tan Caktiong – JollibeeTony Tan Caktiong Feeling hungry? Try Jollibee. Tony Tan Caktion started an ice cream parlor in 1975 and then founded Jollibee in 1978. He took on the fast food giant Mc Donalds and expanded his r estaurant chain all over the Phililippines. The big bee standing infront of Jollibee is a reminder of no matter who you are, you can still take on the big boys in the industry.4. Charice – SingerCharice Charice is a Filipino singer who shot to fame using YouTube. She started off with a talent for singing (doesn’t all Filipinos have this talent?) and eventually turned her passion for singing into a world wide phenomenon. Charice is a great story of how you can use what you have, put it in front of as many people as possible online and eventually achieve success.5. Anne Curtis – Actress / Model / SingerAnne Curtis Anne Curtis is a professional actress, model and singer of the Philippines. Half Filipino and Australian, her popularity has grown immensely over the years. One of the most interesting things about Anne Curtis is that she commands â€Å"Front of Mind† awareness. Ask any Filipino who you think of when you think of a female celebrity? It’s An ne Curtis. Anne Curtis inspires many Filipinos to go for their dreams. Fine then, i’ll admit it, she’s pretty6. John Gokongwei – Cebu PacificJohn Gokongwei John Gokongwei is the founder of Cebu Pacific, a Filipino airline company started in 2005. Cebu Pacific is one of the most recognised airline companies in the Philippines. John Gokongwei is a great rags to riches story of how he started entrepreneurship out of poverty. He also is a active philantrophist and donates millions to various charities around the Philippines.7. Jaime Augusto Zobel – Ayala MallsJaime Augusto Zobel Jaime Zobel is the founder of Ayala Corporation is a best known for his malls in Greenbelt and other locations. If you ever visit one of his Ayala Malls, you’ll notice that his architecture carries a unique design that’s reflective on his creative abilities. Jaime Zobel is a reminder of great design and architecture.8. Rob Schneider – ActorRob Schneider Rob Schnei der is a funny guy and famous for appearing in many movies along side Adam Sadler. He does stand up comedy and features in films such as Duece Bigalow, The Hot Chick and Grown Ups. Rob Scheneider puts Philppines on the map through his movies and comedy roles.9. Apl De Ap – SingerApl De Ap Apl De Ap rose to fame through his career singing with the Black Eyed Peas. His famous song â€Å"BeBot† is completely sung in Tagalog and features Filipino people around the globe. Apl De Ap is a reminder of how you can make it in the music industry through the right contacts and associations.10. Eduardo Cojuangco Jr – San MigelEduardo Cojuangco Jr Feel like a beer? Try San Mig! Eduardo Conjuangco Jr is the founder of San Migel Corporation and produces one of the most trusted food and beverages in the Philippines. Locals love drinking San Migel beers and enjoy Eduardo’s creation on a regular basis, sometimes too much. Eduardo Conjuangco is a reminder of how you can have more fun the Philippines. So there’s my list, the top 10 Filipino Entrepreneurs. Of course, there’s many more people who would easily make this list, however it would take forever for you to read the entire list. After my study of these successful Filipino Entrepreneurs, I have discovered a common characteristic behind these people.The 6 Secrets of Success of Filipino Entrepreneurs1. They all loved what they are doing. These Filipino entrepreneurs all enjoyed what they were doing. They never did anything they hated or anything they didn’t want to do. Their careers was built around what they enjoyed and had a natural talent for. 2. They didn’t need a qualified and formal education to become successful. Some of these Filipino Entrepreneurs didn’t have any education at all. They dropped out of school and somehow created success from it. 3. They all failed.Before they â€Å"arrived† to success, they all previously failed in whatever they did to get there. This is an extremely common pattern. Everyone fails on their way to success. 4. They worked hard. None of them took the easy route to get where they were today. They all worked long into the night on their craft, their business and their careers. They paid the price for success. 5. They all had dedication and persistence.Along their journey, they all continually kept working towards their goal of being successful in their field. They never gave up after their first attempt, they just kept on going for many years. 6. It took time.Lots of it. These Filipino Entrepreneurs shows that you can’t achieve success over night, it takes hard work, dedication and continual improvement to get where they were. They all focused on their careers and made it successful. So there you have it, my list of top 10 Filipino Entrepreneurs and their 6 secrets of success. Please send me your thoughts or suggestions.If you liked this article, please share it with your friends and together w e can all learn from Filipino Entrepreneurs and succeed in our careers. To your success. Khoa Bui (no I’m not Filipino)

College writing and casual writing Essay

A. I think there is a big difference in college writing and casual writing. I fell like college writing has is more structured. You have to capitalize the words that need to be capitalized, Indent at the beginning of each paragraph, and write paragraphs in the write structure. College level writing is more in-depth and detailed than casual writing. B. My favorite hobby is listening and creating music. Music is very strong, meaningful, and a way to express feelings. C. I love listening and creating music. Listening and creating music is very fun to me, it’s also very relaxing. Music can be very useful in many ways. You can give a positive message in music and also get people to enjoy it by expressing on a rhythmic beat and words. Listening and creating music gives an outlet to express many different emotions, sad, mad, and happy. Creating music is fun from recording lyrics to mixing and creating the whole sound. Music is what I do in my free time, it’s my favorite hobby. Part2: A. I have to basic step that I think is going to be the most difficult for me is â€Å"Drafting†. The reason I chose drafting is because I never utilized that step unless it was required by the teacher, and counted as part of the assignment. I’m going to start utilizing all of the steps that where listed. When I write my text paper I’m going to sit down and plan my paper, Also planning and taking the proper steps actually make the paper easier to write.

The Concept and Actuality of Sociological Imagination

The Concept and Actuality of Sociological Imagination Sociological imagination is the capacity to distinguish how large scale social forces and individual actions relate. In this realm one can be able to see the relationship between historical changes and the lives of individuals. One can be able to tell the operation of social causation in the society. It is a description of the insight that is offered by the sociological discipline. It also explains the relevance that is offered by sociology in our daily lives (Mills, 5).Advertising We will write a custom essay sample on The Concept and Actuality of Sociological Imagination specifically for you for only $16.05 $11/page Learn More Sociological imagination aids a person in realizing that one is not usually in control of the issues that affect their lives in a vast extent. It assists the individual not to focus on the meager causes of a certain problem but to look at the bigger picture when analyzing a certain problem in life. According to this concept, culture has a lot to do with the social shapes and happening in our lives. Culture has a direct influence on the way that we talk, the way we learn and the orientation of our thoughts. With sociological imagination, the conscience of a person is simplified to avoid stressful thinking which might have resulted from major losses in life. When a person happens to suffer a job loss or some other significant loss in life, sociological imagination can be beneficial in assisting the person in being able to comprehend that the loss is not absolutely due to their will. There are so many responsibilities in our daily lives that might have a direct or an indirect influence on our jobs leading to the job loss. At times, one can lose a job because the company that he is working in has a lower demand and thus low market capabilities. Such a problem is beyond the control of an individual (Rose, 13). Some of the excuses that can come in from the concept of sociological imagination vary. A person can be fir ed due to incompetency. This incompetency could have resulted from poor education because of lack of funds or due to irresponsible parents. A drop out can assume that the cause of dropping out from school was due to the norm in the family where everyone was taking part in the same behavior. This might have resulted from poor conditions in their respective schools like being harassed by their peers to an extent that they could not condone the conditions (Mills, 6). According to Mills, any occurrence in the life of an individual has an interrelation with the society. In getting to know how the life of a certain individual is, one should look at the immediate surrounding. This will help the person in being able to perceive the image as a whole basing the happenings with the surroundings (Kendall, 7).Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is not possible to cover all the vari ables that are involved with this field. The concept of sociological imagination is due to the human nature to make a discovery and a subsequent interpretation of the meaning of our day to day experiences. It basically involves learning nature between social groups in a society. Sociological imagination thus will help play a crucial role in helping a certain individual be able to come to terms with various things that occur in life and thus be able to forge ahead smoothly (Kendall, 6). Kendall, Diana. Sociology in our times, (6 Ed.) Michigan: Cengage Learning. pp.  6–7. 2007 Mills, C. Wright. The Sociological Imagination, Oxford: Oxford University Press. 1959 Rose, K. Golden. â€Å"Mills and the Profession of Sociology†, In the New Sociology, (Ed). Irving Lewis Horowitz, New York: Oxford University Press. 1964.

Use of Business Intelligence in Knowledge Management, Sales Essay

Use of Business Intelligence in Knowledge Management, Sales Forecasting or Market Research - Essay Example In order to demonstrate the variations in its meaning only two of its various meanings are demonstrated as under. â€Å"Business intelligence (BI) is a broad category of application programs and technologies for gathering, storing, analyzing, and providing access to data to help enterprise users make better business decisions. BI applications include the activities of decision support, query and reporting, online analytical processing (OLAP), statistical analysis, forecasting, and data mining.† (Sauder, 2011) and, â€Å"Normally describes the result of in-depth analysis of detailed business data. Includes database and application technologies, as well as analysis practices. Sometimes used synonymously with "decision support," though business intelligence is technically much broader, potentially encompassing knowledge management, enterprise resource planning, and data mining, among other practices. ...† (csumb, 2011) Trying to interpret the actual meanings of the term ‘intelligence’ and how it is evolved would give us a better understanding into the terminology of business intelligence itself. Generally, intelligence refers to the ability to understand, learn and evolve. Intelligence develops with every learning experience and input of every kind of information. Basic intelligence, when deployed in business environment is referred to as business intelligence. THE DISCUSSION: The capacity of human beings to incorporate prior instinctive and experience based knowledge to execute processes in order to achieve a particular objective is termed as intelligence. It’s a virtual entity that encompasses all logical horizons. Business is also one of the natural and logical processes. Logic can be defined as a set of rules that governs executions. To discriminate a process as being logical or illogical one needs to be intelligent. This new perspective about intelligence gives a much unde rstandable definition of Business Intelligence. BI would now be defined as, the capacity that enables businessmen to differentiate logical and illogical executions in a business.. This definition presents Business Intelligence as an umbrella that covers almost all the tasks performed under the tag of ‘businesses’. This paper emphasizes on the same notion with the discussion of multiple top notch business terms namely sales forecasting, market research and knowledge management. The association of business intelligence with sales forecasting, knowledge management and Market Research brings new meanings to this seemingly simple business term. It is attempted to take a general look at the basic definitions of each of the above mentioned terms before looking at their comparative involvements and meanings. SALES FORECASTING: Sales forecasting is a well known business terminology. Integral to its existence this business process involves an insight into the future prospects of a company’s sales. These sales may be spanned over any specific amount of time may it be weekly, monthly or yearly. The importance of this vital business process can be assessed by the fact that the prospective production strategies and those involving inventory are all based upon the feedback given to the business by it sales forecasting process. It is impossible that without having an idea of the sales of a business the designing of its inventory be done. Estimates regarding

Management of tricyclic antidepressant overdose Essay

Management of tricyclic antidepressant overdose - Essay Example The major use of the drugs belonging to this class has been of course as an antidepressant, but they have also found to be effective in controlling enuresis and attention deficit disorder in children and incontinence in the elderly. Other miscellaneous indications for use are Migraine, chronic pain, neuralgias, hiccups and irritable bowel syndrome. However the Therapeutic Index of these drugs has a narrow margin of safety i.e. the dose level between therapeutic and toxic level is very less. This accounts for several cases of adverse effects and acute toxicity with these compounds. The toxicity is due to the same manner and mechanism of action in which the drug exerts its therapeutic action. Although poorly understood, the TCAs are hypothesized to exert their therapeutic action by preventing the reuptake of norepinephrine and serotonin by the presynaptic neuron. This results in an increased supply of these neurotransmitters in the synapse, which continues to stimulate the effector cells and organs. It is this constant stimulation that is believed to be responsible for the clinical improvement in depression (Baldessarini, 1989). According to Richelson (1982) TCAs are also competitive antagonists of histamine H1 andH2 receptors. They also block muscarinic acetylcholine and alpha-one adrenergic receptors. The toxicity symptoms and presentations are manifested as central nervous system toxicity in the form of myoclonic seizures, cardiovascular complications like life threatening arrhythmias, asystole, ventricular tachycardia and ventricular fibrillation. The patient is usually presented with symptoms of orthostatic hypotension which is quite common with TCA use and is independent of the age factor and in some cases is followed by cardiac arrest. Treatment is aimed at reversing the effects of the TCAs by specific antagonists, promoting elimination of the drug and its metabolites from the body and reestablishing