Not Just a Story of a Childhood Essay - 1117 Words

Turpen/ 1 Marjane Satrapi’s Persepolis is one of the most intriguing books for not only students of history, but for anyone who can enjoy the historical time that was taking place in Islam through the late 1970s’ and 1980s’. Through the eyes of a child, Marji shows the underlying issues dealing with war from a child’s perspective, moral uncertainty and the impacts on class differences. War from a child’s perspective in Persepolis is so unique compared to other literary works because it is giving the details from a young Iranian girl who is getting first hand accounts from not only her experiences, but also from her parents and other members of the family and the community. There is little information involving ‘’actual events’’ that†¦show more content†¦For example, in a part of the book, her teacher tells the class to rip out their picture of the Shah in their textbooks. She was completely baffled by this becaus e it was that same exact teacher that had praised and spoken well of the Shah prior to the revolution. She did not fully comprehend how someone can take a complete turn around and their preferences change. It is almost like she only saw the world as in black and white. It was either one way or the opposite. When Marji’s mother learns about the torture that her friends had went through, she had claimed that all of torturers should be massacred. Prior to coming to that idea, she had told Marji about forgiving. When Marji had asked her mom why not forgive the torturers too, she gives a response that she does not quite understand by saying that ‘’Bad people are dangerous but forgiving them is dangerous too.’’ This all leads to a degree of moral uncertainty because it made Turpen/3 Marji, question on what it is that they are actually supposed to be for or what they are supposed to be opposed to. God also plays quite a significant part in this book. Along with many other reasons, God in this novel plays a major role of moral certainty. If the reader looks closely, it is noticeable that at the beginning of the story, he was very close to Marji, then during the revolution he appears less. He then completely disappears because Marji had pushed him away after her Uncle Anoosh hadShow MoreRelatedDiction Analysis963 Words   |  4 PagesFlowers†, a short story by Alice Walker, is a great example of diction at play. This short story uses contrasting imagery and diction to develop and show meaning in the work. The contrasting imagery and diction convey meaning in Alice Walker’s short story, â€Å"The Flowers† because they show how the happy and good times shifted towards gloomy and sad moments. Also, the contrasting imagery and diction identify the loss of childhood innocence as a theme and they describe how Myop lost her childhood innocence. Read MoreThe Influences and Impacts of Settings on Characters and Readers1445 Words   |  6 Pagesseriously consider developing when writing a short story. Alberto Alvaro Rios, an award-winning author and mastermind behind the short story â€Å"The Secret Lion,† utilizes his brilliant writing style to carefully devise an intricate double-setting that is simple, effective, and innocent. It reminds the reader how precious life is. The setting influences and impacts not only the main character, but the reader as well, who can also relate back to the story being told. Developed settings help the reader soakRead MoreThis Is What It Means For Say Phoenix, Arizona712 Words   |  3 Pagesthemes and symbolic ideas throughout his story. Alexie’s story can be simplified as the death of a father changed his son’s life. However, it is more complex than that throughout the sto ry. There are hidden connections all through Alexie’s work. One hidden connection is the character Thomas Builds-the-fire. Thomas is Victor’s childhood friend, and is the reservations goofball, storyteller. Thomas plays a much larger role in Victor’s life than just a childhood friend. Thomas Builds-The-Fire is Victor’sRead MoreComing of Age in The Man Who was Almost a Man by Richard White Dave562 Words   |  3 Pagesman is just referring to a coming of age, and it somewhat is, however there is more. In the short story â€Å"The Man Who Was Almost a Man† by Richard white, Dave, the main character is a young boy trying to become a man and is searching for the key. However, there are certain ways to do things in society, and there are ways to not, and both of these ways have their benefits and consequences. In this short story Dave sees the gun as a symbol of manhood, and it will set him free of his childhood. ThroughoutRead MoreWhere Are You Going, Where Have You Been?965 Words   |  4 Pagestransitions throughout the story. The transitions maybe big or small, but they do make a difference in the story. In the short story â€Å"Where are you going, Where have you been?† by Joyce Carol Oates, Connie is the protagonist. Connie is a 15 year old girl that is so unexperienced and she wants to go out and explore the world. Connie is enveloped by Arnold Friend’s sweet talk, he is the instrument that Oates uses in order to make Connie transition through many stages in the story. Connie is faced with theRead MoreEssay on Messages Revealed in Annie Dillards, An American Childhood735 Words   |  3 Pages In An American Childhood by Annie Dillard, Dillard reminisces on her many adventures throughout her childhood living in Pittsburgh. Her stories explain her school, her home life, her family, and growing up. Dillard also talks about changes in her life, and how they affect her, and how she felt about others around her. One’s childhood is a crucial part of life, because it’s a time of learning more than any other time of life. Childhood is a time of curiosity and realization. What you learn in yourRead MoreAnnies Story675 Words   |  3 PagesAnnie’s story Childhood, we all are going trough childhood. Childhood can be filled with love and happiness, but also sorrow and pain. Some of us think that childhood is a time with no responsibility and almost no sorrow. It is for some of us, a time where being happy and learning by playing almost is inevitable. Sadly, even though every child in the world deserves a childhood like this, it is far from it. Many children, sadly, have more scars than good memories from their childhood. The shortRead MoreRelentless Progress : The Reconfiguration Of Children s Literature1603 Words   |  7 Pagesforward a valid perspective that the act of a child reading any form of children’s literature is set up to promote â€Å"adult aims and the power of the market† (4). Although this perspective is important to remember when considering how the formation of childhood identity is guided and influenced by children’s literature, it is important to remember that the literature itself is not to b lame. Adults, parents, teachers, guardians or other people of influence in a child’s life have the power to provide childrenRead MoreLiterary Art : Edgar Allan Poe1195 Words   |  5 Pageswhen writing a short story or even a detective story. He used the tragic events of his childhood, and used that for â€Å"fuel† to create the plot lines in his stories. He used the dark and somber events of his childhood and turned it into literary art to be remembered for many years to come. Instead of Poe taking his dark childhood out on other people, he put it into words, stories with so much effort put into it. Poe wanted people to follow certain guidelines when writing a short story; if you did not followRead MoreComparing Through The Tunnel, The Bridge And The Scarlet Ibis723 Words   |  3 Pagespassage. All the stories contain these elements but having contained different meanings. As for the symbols in these stories, are quite mind blowing once you learn more about their s ignificance, as for Through the Tunnel and The Bridge both have very similar symbols, although The Scarlet Ibiss symbols are not quite like the other storys. Coming from the stories Through the Tunnel and The Bridge, Jerry along with the Boy both have a childhood place (the safe beach, and the childhood house) which they

The Relationship Between Mainstream Media on The One Hand...

In the past years, the matter of environmental issues has become a more and more debated topic of interest for people all over the world. For example, according to Nisbet et. al (2007), in the U.S.A. alone, the majority of the adult population is ‘interested’ or ‘very interested’ in regards to the state of the environment. Due to the high development rate encountered by mass-media in the past 20 years, (reference), one may assume that this domain can be regarded as having had a (significant) influence on people increasing their awareness on environmental issues. The aims of this paper are to provide information on the manner in which mainstream media presents information on environmental matters and to offer data on the strengths and weaknesses of mainstream media when relating to this topic. Also, the essay will talk about written press and how this section of mainstream media presents the public information on environmental matters. Apart from the above me ntioned objectives that this paper has set, it will also debate what consequences occur for an individual who uses mainstream media and the press to obtain information on environmental issues from relying on ‘official sources’, such as the Government, scientists, NGOs . In addition, it will show how environmental groups try to make usage of media to transmit their messages and ideas to as many people as possible. In order for an adequate understanding of the paper’s topic toShow MoreRelatedHistory of American Journalism Essay1148 Words   |  5 Pagesseems, have an innate need to feel connected on a global level with one another. Our history as a civilization shows the importance that we have placed on sending and retrieving the latest news so that we may be ever informed on the happenings of the world. Beginning at first with the sending of messages of news to each other through conversations to the press explosion that Gutenberg set off with the invention of h is printing press, people remained connected. The idea of public in the eyes of journalismRead MoreIs This Real Life : The Untold Story Of Queen1614 Words   |  7 Pagesmusical journalist and writer who has been writing since 1989. He has written for Q, the music magazine Mojo, The Times, and other well-known musical publications as well as written three books of his own. His book â€Å"Is This Real Life: The Untold Story of Queen† was published in 2010 by Aurum Press Limited and addresses the life of the four members of Queen while at work and within their everyday life. The book utilizes one-on-one interviews with important people in Queen’s success such as former producersRead MoreNews Stories That Changed the World2522 Words   |  11 Pagesthe power the media holds. It’s no secret that journalism is under attack in a myriad of ways; particularly the notion that it deserves to exist as a governmental watchdog. Another river has feed into this phenomenon t hat allows the public to question the legitimacy of journalism, that is that as viewers we are obviously not able to witness these events firsthand, therefore the media has the power to create pictures in our heads; however they may or may not always be the correct ones. FurthermoreRead MoreThe Cold War Was Not A Normal Conflict1494 Words   |  6 Pagesand the USSR never fought. However, they often supported different warring sides. Nevertheless, we can say that the Cold War is a political, military and media conflict, which has a large effect over the lives of thousands of innocent civilians. The Cold War is a battle between totalitarianism and democracy, battle for a new world turn between two opposing systems. This essay will look at three different theories that explain why the Cold War came to an end. First will be discussed the RevisionistRead MoreSocial Power of the News Media12127 Words   |  49 Pages1 Power and the News Media Teun A. van Dijk University of Amsterdam __________________ INTRODUCTION In the study of mass communication, there has been a continuous debate about the more or less powerful effects of the media on the public.1 Instead of reviewing these positions and their empirical claims, this chapter examines in more general terms some properties of the social power of the news media. This power is not restricted to the influence of the media on their audiences, but also involvesRead MoreSocial Conflict Theory : The Sociological Theories Of Domestic Violence1753 Words   |  8 Pagescan be understood in terms of large-scale patterns that extend beyond individual experience that are part of society and history† (The Promise of Sociology, 5). In the reading, Mills went on to express how personal trouble is a public issue and that one must understand his or her own history before they can go on and understand how they themselves fit into society. A social issue, also known as a social problem, is an undesirable condition that influences many people in society to think it can be fixedRead MoreHegemony and Discourse : Negotiating Cultural Relationships Through Media Production8970 Words   |  36 PagesJournalism http://jou.sagepub.com/ Hegemony and discourse : Negotiating cultural relationships through media production Michael Robert Evans Journalism 2002 3: 309 DOI: 10.1177/146488490200300302 The online version of this article can be found at: http://jou.sagepub.com/content/3/3/309 Published by: http://www.sagepublications.com Additional services and information for Journalism can be found at: Email Alerts: http://jou.sagepub.com/cgi/alerts Subscriptions: http://jou.sagepub.com/subscriptionsRead MoreThe Identity And Street Art5052 Words   |  21 Pagesactivism, and awareness all while being an integrated part of a city. Social media is one of the most important tools to connect people in our lives, especially in today’s youth culture. Our group is interested in investigating the relationship between identity and media. We are approaching this question in three main ways: street art, gentrification, and social media posts. One of the main points of both social media and street art is broadcasting a message to a larger audience. We want toRead MoreEssay on Microcultures in Canada7105 Words   |  29 PagesMicrocultures in Canada A Comparative Approach Introduction Every society contains both a mainstream culture and many different subcultures. The mainstream culture is how one is identified as. However, microcultures consist of how we identify ourselves within the global mainstream culture. There are multitudes of ways to participate in a microculture. It could be along ethnic, religious lines, or even lifestyle. All these factors come into play with regards to the different aspects of microculturesRead MoreEssay about The Mass Media in Princess Dianas Life4852 Words   |  20 PagesThe Mass Media in Princess Dianas Life From the moment she stepped foot outside, Princess Diana of Whales had camera lenses and microphones pushed in her face. She was constantly pursued and for this reason she sometimes had to hide or disguise herself in order to avoid the unyielding persistence and constant harassment of the press. Eugene Robinson, a journalist in England said, For the tabloids, day in and day out, no story is bigger than the royal family. All the tabloids employ royal-watching

The Most Dangerous Game Literary Analysis free essay sample

In the short story â€Å"The Most Dangerous Game†, Richard Connell uses conflict to create a suspenseful mood. When Rainsofrd is struggling to swim in the ocean it shows man v. nature conflict. â€Å"For a seemingly endless time he fought the sea† (42). Suspense really shows in this scene because its really nailbiting to see if he is going to give up and let himself drown, or if he is going to push and swimm to the island hes heard has a bad reputation. Man v. man conflict is shown when Zaroff challenges Rainsford to the hunt.Zaroff said, â€Å"Your brain against mine. Your woodcraft against mine. Your strength and stamina against mine. Outdoor chess! † (52). The reader feels a lot of suspense in this part because Rainsford is in an unfamiliar place, in the dark, at night, being chased by an expert hunter, his huge servant/guard Ivan, and a pack of wild dogs. We will write a custom essay sample on The Most Dangerous Game Literary Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The suspenseful mood reaches a turning point when Rainsford chooses to jump off the cliff instead of continuing the hunt. Rainsford also has a lot of man v. self conflict during the hunt. Rainsford has to repeat a motivational phrase to himself so he will keep calm and collected under the stressful hunt. Rainsford repeats, â€Å"I will not lose my nerve. I will not† (54). This adds suspense because it really makes the reader anxious to know whether or not he will keep his cool. In â€Å"The most Dangerous Game† man v. nature, man v. man, and man v. self conflicts are shown to create a suspenseful mood.

Dimensioning Angles of Drawing Essay Example For Students

Dimensioning Angles of Drawing Essay An isometric drawing is a view of an object that shows the 3 views of an object, they may be; side view, front view and top view. The picture to the left is an example of an isometric drawing, is a cube and has a top view, a right front view and a left front view. What is an Orthographic drawing? An orthographic drawing show all the sides to an object as an individual, whereas the isometric shows the sides still connected to the shape the orthographic raring shows it off the object so you can see the full views. Dimensioning What is Dimensioning? Dimensioning is showing the measurement made to a shape or object, Parallel Dimensioning- Parallel dimensioning consists of several dimension lines originating from one projection line. The picture on the left is an example of parallel dimensioning. Notice how on the left the dimension lines all meet on the same line. Dimensioning Angles- Angled surface may be dimensioned using coordinate method to specify the two action distances of the angle. Angled surfaces may also be dimensioned using the angular method by specifying one location distance and the angle. This is an example I have made to show how an Object that is isometric and orthographic drawn. The object on the left is an isometric drawn object; it shows the front view, the side view and the front view, but all one the one shape. And on the right is an orthographic drawing of the object, Notice the object isnt owned, that is because an orthographic drawing shows all sides Of the Object to make better sense of how the object is shaped.

Clouds Essays (264 words) - Cloud, The Clouds, Serbian Folklore

Clouds I`ve opened the curtain of my east window here above the computer, and I sit now in a holy theater before a sky-blue stage. A little cloud above the neighbor's trees resembles Jimmy Durante's nose for a while, then becomes amorphous as it slips on north. Other clouds follow, big and little and tiny on their march toward whereness. Wisps of them lead or droop because there must always be leading and drooping. The trees seem to laugh at the clouds while yet reaching for them with swaying branches. Trees must think that they are real, rooted, somebody, and that perhaps the clouds are only tickled water which sometimes blocks their sun. But trees are clouds, too, of green leaves--clouds that only move a little. Trees grow and change and dissipate like their airborne cousins. And what am I but a cloud of thoughts and feelings and aspirations? Don't I put out tentative mists here and there? Don't I occasionally appear to other people as a ridiculous shape of thoughts without my intending to? Don't I drift toward the north when I feel the breezes of love and the warmth of compassion? If clouds are beings, and beings are clouds, are we not all well advised to drift, to feel the wind tucking us in here and plucking us out there? Are we such rock-hard bodily lumps as we imagine? Drift, let me. Sing to the sky, will I. One in many, are we. Let us breathe the breeze and find therein our roots in the spirit. I close the curtain now, feeling broader, fresher. The act is over. Applause is sweeping through the trees.

Where in the World Classroom Icebreaker

'Where in the World' Classroom Icebreaker Technology and transportation in the modern world have given us the opportunity to learn so much more, often first hand, about the rest of the world. If you haven’t had the privilege of global traveling, you may have experienced the thrill of conversing with foreigners online or working side-by-side with them in your industry. The world becomes a smaller place the more we get to know each other. When you have a gathering of people from various countries, this icebreaker is a breeze, but it’s also fun when participants are all from the same place and know each other well. Everyone is capable of dreams that cross borders. To make this icebreaker kinetic, require that one of the three clues be a physical motion. For example, skiing, golfing, painting, fishing, etc. Basic information about the Where in the World Icebreaker: Ideal Size: Up to 30. Divide larger groups.Use For: Introductions in the classroom or at a meeting, especially when you have an international group of participants or an international topic to discuss.Time Needed: 30 minutes, depending on the size of the group. Instructions Give people a minute or two to think of three clues that describe, but don’t give away, either the country they are from (if different from the one you’re in) or their favorite foreign place they have visited or dream of visiting. When ready, each person gives their name and their three clues, and the rest of the group guesses where in the world they are describing. Give each person a minute or two to explain what they like best about their favorite place in the world. Start with yourself so they have an example. If you want students on their feet and moving, require that one clue be a physical motion like swimming, hiking, golfing, etc. This clue may include verbal help or not. You choose. For example: Hi, my name is Deb. One of my favorite places in the world is tropical, has a beautiful body of water you can climb, and is near a popular cruise port (I am physically imitating climbing). After guessing is finished: One of my favorite places in the world is Dunn’s River Falls near Ocho Rios, Jamaica. We stopped there on a Caribbean cruise and had the marvelous opportunity of climbing the falls. You start at sea level and can climb 600 feet gradually up the river, swimming in pools, standing under small falls, sliding down smooth rocks. It’s a beautiful and fantastic experience. Debriefing Your Students Debrief by asking for reactions from the group and asking if anybody has a question for another participant. You will have listened carefully to the introductions. If somebody has chosen a place related to your topic, use that place as a transition to your first lecture or activity.

Synthesis paper Essay Example | Topics and Well Written Essays - 1250 words

Synthesis paper - Essay Example On the other hand, where justice is not present, then the laws cannot be followed by men who wish to live by such higher moral laws, and they have a duty to resist them without violence, even if it leads to personal suffering and jail. There is the sense in both King and Thoreau of making use of this higher inner moral compass to subvert what they see as the evils of their time, slavery and an unjust war campaign on the part of Thoreau, and the discrimination and systematic marginalization of African Americans suffering from centuries of slavery on the part of King. In both men the vision is that human laws are only to be followed where they conform to universal moral laws. The individual too and the respect given to the individual’s human rights and dignity are the proper starting points of any government crafting laws. Where society, government and the law disrespect human rights and debase individual liberties, then men have no obligation to follow those laws at all, but ar e free within their own individual capacities to resist the law and to go against society. This paper asserts therefore that one can read into the works of the two men the intention to lay out the foundations of moral action in society: people being able to immediately live with integrity and totally within their own individual capacities to live according to those higher moral laws. This is regardless of what is happening on the outside- regardless of whether governments and societies are enlightened or unenlightened in moral terms. The rest of the paper integrates the two writings in the context of this latter thesis (Thoreau; King). King notes that during the time of Hitler in Germany, all of his actions were legal, but his actions were not just. The plight of the Jews in Germany has become a clichà ©, but worth mentioning here, in that the Jews were victims of massive

Utilisation of Electrical Energy Assignment Example | Topics and Well Written Essays - 2500 words

Utilisation of Electrical Energy - Assignment Example The average consumption of electric energy around the world is approximately 19 % of the total electric energy produced. This calls for the specialized improvement in the lighting efficiency to save energy which translates to conservation of the environment. Different environment requires different lighting luminaries. The choice of a specific lighting luminary in a given environment depends on several factors. Some of the factors that influence the choice of lighting luminaires in given environments include the availability of natural light, the intensity of light required, the availability of energy sources – in this case electricity – among others. This paper discusses the common discharge luminary in different environments. The chosen environments include office building, an indoor – 5 –a – side – pitch, and Cul-de-sac street lighting Office Building For efficiency lighting in an office building, there must be sufficient source of light. This implies that the lighting luminaries used must have a high light intensity. Since the light is always switched on, the luminary must have the capacity to save energy. Considering this factors among others, the best luminary suited for an office building is Fluorescent Lamp. This is the best choice due to the following advantages: Fluorescent lights are cheap Fluorescent lamps generally have a very good luminous efficacy Fluorescent lamps have a very long lamp life (Ranges from 10 000 hours to 16000 hours). This implies less maintenance costs They come in large varieties of CCT and CRI Fluorescent Lamp Construction, Operation and Associated Circuitry The associated circuitry of fluorescent lamp is shown in figure 1 below. Figure 1. The associated circuitry of a fluorescent lamp. Construction and Operation In a fluorescent lamp, light is predominantly produced by fluorescent powders which are activated by ultra – violet radiation originating from mercury. This type of ligh t source is characterized by low – pressure gas discharge light source. Physically, the lamp is composed of a long tubular pipe that contains an electrode on both sides. This tubular pipe is filled with low pressure mercury vapour which is enhanced with an inert gas, in this case, argon, for starting. The emission of the light occurs in the ultraviolet region. The wavelength of the energy emitted falls in the range of 254 – 185 nanometres. The ultraviolet radiation produced is, then, converted into light by the phosphor layer which is coated on the inside of the tube. Most of the initial photon energy, 65 %, is lost by the dissipation since one ultraviolet photon produces only one visible photon. Moreover, the final spectral of the light that is distributed can be varied. This is by different combinations of phosphors. The CCT (Correlated Colour Temperature) of fluorescent light varies from 2700 Kelvin to 6500 kelvin. On the other hand, the colour rendering indices var ies from 50 to 95. Different fluorescent lamps have different luminous efficacy depending on their construction. The latest fluorescent lamp has a luminous efficacy of 100 lm/W. This excludes the ballast losses. The operation of a fluorescent lamp is shown in figure 2 below. Figure 2. The operation of a fluorescent lamp. Fluorescent lamps have an ever increasing current. This is harmful since it can destroy the lamp (National Industrial Pollution Control Council. Electric and Nuclear Sub-Council, United States. Dept. of Commerce, 1972). Thus, to correct this, it is designed in such a way that it limits the lamp current. This is seen in instances where it displays the negative voltage to counteract the ever increasing c

Proteins Lab Report Example | Topics and Well Written Essays - 1250 words - 1

Proteins - Lab Report Example However, this method is somewhat expensive and a time consuming. There are various methods of protein quantification such as the Ultra violet Absorbance, Lowry Assay and BCA assay (Mathews, 2000). This experiment employed the Bradford protein assay method in determining of protein. The experiments entail a spectroscopic, analytical procedure used in measuring the concentration of proteins in any solution. The procedure in this method relies on the binding of the dye Coomassie BrilliantBlue G-250 to protein in the sample, in which the dye is proportional to the protein concentration. The bradford dye-binding assay is a colorimetric assay method for measuring protein concentration in solution samples. Much of it involves the binding of Coomassie Brilliant blue to protein. In this case, there is no interference from carbohydrates such as sucrose or from cat ions. However, some of the detergents like sodium dodecyl sulfate, as well as triton x-100 are capable of interfering with the assa y, and the alkaline solutions. In this particular experiment, blank alongside six other test tubes were provided with a certain volume of Bovine albumin standard and the volume of some distilled water. The 1.5 mL of the unknown protein was constituted in the fourth test tube. The absorbance was then found through measuring it with the use of the Ultraviolet-visible spectrophotometer. The protein concentration was the computed with the help of the dilution equation. The determination of the unknown protein concentration was achieved through the use of two methods. These were linear regression method and the graphical methods. Quantitative determinations of proteins is the most accurate yet more rapid method for estimating of protein concentration in the field of protein study. The Quantitative determinations of proteins can be titrimetric-elemental, gravimetric or spectroscopic (Stoscheck, 1990). An assay originally described by Bradford has

Integrating ICT in Teaching and Learning Mathematics

Integrating ICT in Teaching and Learning Mathematics Investigate and discuss the use of ICT in teaching and learning Mathematics. Explore the use of MAPLE. Illustrate and discuss: 1) Competence with the main features of a range of ICT: ICT in teaching and learning mathematics is a requirement of the National curriculum and computer simulations can now place mathematics in a real life context. [1]There are a number of superior computer-based environments available to support this process. Some of these include dynamic geometry environments, graph-plotting packages, statistics and data holding packages and computer- algebra packages. Graphing calculators can be used to teach the beginning of Algebra. Similarly pocket calculators are convenient and quick to access as well as being relatively inexpensive today and is a useful mathematical tool. With the graphing calculator it is possible to determine that ‘every classroom could be turned into a computer lab and every student could own his or her own inexpensive personal computer with built-in mathematics software’ [2] The researchers Arnold and Aus identified three generations of graphing calculators: scientific calculators with large viewing windows, e.g. The T1-82, those which were more versatile with a range of mathematical functions like the Casio – 98JOG and those with CAS and dynamic geometry like the TI-92. Several discussions can be had around the implementation of calculators in mathematics teaching and learning and the subject continues to spark debate. Although the resolution of a hand held calculator is not comparable with that of a computer screen there is no need to alter the setting of the classroom or have to gain access to a number of computers to use it for learning. With regard to computational skills and mental arithmetic again calculators come up for criticism although there is a definite argument to be had that suggests calculators do not compromise the application of basic mathematical skills, as long as those skills are developed first in a conventional environment u sing pen and paper based calculations. [3] ICT can assist with turning algebraic symbols into graphical representations and vice versa. Using spreadsheets for algebra can encourage the use of letters to be interpreted as symbols and spreadsheet symbols can be used to solve mathematical problems[4]. Spreadsheets can be utilized to introduce students to a range of mathematical ideas and as a more generic mathematical tool. Recent research also provides evidence that young people are beginning to use spreadsheets on their own home computers. [5]Dynamic geometry can be used to teach transformation geometry as it can for establishing properties of circles, functions and graphs. Secondary level curriculum mathematics skills and the application of IT can be linked intrinsically by way of some of the following examples. The pupils ability to develop skills of mathematical modeling through the exploration, interpretation and explanation of data can be enhanced by using the appropriate graphical representations for displaying information from a data-set, by experimenting with forms of equations in producing graphs which are good fits for data plots and using motion sensors to produce distance-time graphs. Software can be applied in the context of learning about shapes, space and links with Algebra which automates geometric constructions, carries out specific geometric transformations and performs operations on co-ordinates or is able to draw loci. Finally by entering a formula in algebraic notation to generate values and match a given set of numbers, this can support the Secondary level skill to explore, describe and explain patterns and relationships in sequences and tables of numbers. [6] There are many reasons why mathematics teachers are reluctant to integrate ICT into teaching in the classroom. Many of the computer-based environments are complicated and teachers need to learn themselves how to use these tools effectively for doing mathematics. Although newly qualifying teachers have to pass a basic ICT test as part of their training, it is still difficult for teachers to know where to start, particularly some of the older generation of mathematics teachers. In the practical sense access to computers is not always possible for the benefit of every child being able to learn at the same time and sub-groups and individuals may have to be established in order to take it in turns to use a single computer in the classroom which can be time consuming and logistically difficult. However computers and calculators can be considered to provide six major opportunities for students learning mathematics: Learning from feedback – the computer can provide fast and reliable feedback which is non-judgmental and impartial. This can build students confidence and help them construct their own ideas. Observing patterns – The speed of computers and calculators enables students to provide many examples when exploring mathematical problems. Seeing connections – The computer enables formulae, tables and numbers and graphs to be linked easily. The result of seeing one representation and changes in the other helps pupils to understand the connections between them Working with dynamic images – Students can use computers to manipulate diagrams and encourages them to visualise the geometry. Exploring data – Computers enable students to work with real data which can be represented in a variety of ways. This supports its interpretation and analysis. ‘Teaching’ the computer – When students design an algorithm to make a computer achieve a specific task, they are urged to express their commands literally and in a correct order.[7] 2) Demonstrate the ability to explore maths and solve maths problems using MAPLE in-depth. MAPLE can be defined as a fundamental computer algebra software package which uses simple commands to perform complex operations and enables like by like analysis similar to using a pen and paper. It also allows pupils to focus on the underlying mathematical principles. [8] In Darlene Wu’s Understanding of Calculus she uses a number of experiments to determine the benefits of MAPLE on a series of students. She adheres to the notion that most traditional algebraic features can be delegated to a computer. In particular using MAPLE most problems can be resolved and believe this should be riled out for the benefit of all students studying mathematics. The problem below was assigned to a group of students in a research environment: Graph f(x) = ln(sin(x)*cos(x)) and g(x) = ln(sin(x)) + ln(cos(x)). What is the relationship between the graphs? Does it contradict the property ln(x*y) = ln(x) + ln(y)? By using the graphs of these two functions together with the graphs of sin(x) and cos(x), the students investigated the properties of sin, cos, and ln and show their answers in writing. Students used Maple to draw the two graphs easily, but they looked entirely different. This led the researchers to wander whether this contradicted ln(x*y) = ln(x) + ln(y)? And if so how would students explain it? The experiment needed to be repeated several times, recalling the definitions and properties of ln, sin and cos and concluded that the students assumed the two graphs looked different, whereas they are identical as long as ln(sin(x)cos(x)) and ln(sin(x))+ln(cos(x)) are defined. Wu’s paper concludes that it is necessary to train students to use mathematical methods effectively not just for the purposes of their job but for ‘the real world’ and that software programmes that help in this process are fundamental to their learning. However as a number of contradictions and problems emerged with equations through using MAPLE not only does Wu concede that students may become confused and panic if they cannot attribute the Mathematics problem to themselves or the Mathematics problem itself. She also notes that when teaching calculus it is important to consider whether such technology is still too overwhelming as well as students becoming dependent on its solutions, rather than working them out traditionally. [9] In comparison to this notion another paper with MAPLE as its core area of study is Fitz-Gerald and Healey’s Enlightening the mathematics curriculum with MAPLE. This discusses the implementation of MAPLE to the undergraduate Mathematics curriculum in a large University in Australia. The overall consensus was that in applying MAPLE, traditional topics that were once unpopular with students were now being approached in a much more understanding and enthusiastic way. This experiment demonstrates the advantages of being able to encourage Mathematics by way of helpful software across new audiences who might not have been inspired previously to study in this area.[10] 3. Identify the ways in which a particular ICT Software or graphics calculator can be used within a learning environment and the advantages/disadvantages of each in enabling effective maths learning. In Horton et al’s The graphing calculator as an aid to teaching algebra the paper points out that calculators have become popular in the classroom for the benefit of convenience and speed. What the researchers also determined was that tutorials on the Casio FX2.0 and FX 2.0 PLUS models actually improved manipulative skills. Students beginning a college algebra course following the tutorial scored significantly higher on a test which involved solving linear equations and in addition made suggestions for the tutorial also contributing to an improvement in attitudes.[11] It is interesting to consider their benefits for something other than the obvious assumptions to be made about graphics calculators. In absolute contrast to all perceived theories Graphic Calculators In The Classroom: Students’ Viewpoints presents the results of a piece of research carried out amongst low achieving eleventh grade pupils in Portugal. This revealed that little improvement was gained from introducing graphic calculators to mathematics lessons as the pupils considered the impact of their teacher; their teaching style and personality to be of more educational value to them than the calculator, which improved very little in terms of their academic improvement where mathematics was concerned.[12] Another perhaps more important everyday negative aspect of graphic calculators is their inclusion of games and other non-educative devises such as phonebooks and personal organizers which can detract pupils away from the learning process in the classroom. In addition, the potential for students to store information and consequently cheat during examinations when they are allowed to take calculators in with them in a test environment. The other argument when weighing up some of the differences between hand-held devices and computer programmes is that a calculator can accompany a student into an examination, whereas a computer cannot. They are flexible and user- friendly as well as being able to be powered by solar energy which is of course far more beneficial to the environment. Another advantage is the diminishing cost of calculators. They can be easily purchased anywhere at a relatively small price in comparison with a computer which ‘It has been suggested recently render(s) the use of graphics calculators much more attractive to schools than computers’[13] Interestingly in his research Spreadsheets, graphics calculators and  mathematics education, Barry Kisane provides a suggestion for combining programmes into graphics calculators in order to maximize their potential, thus making them less of a calculator and more of a computer. And notes that ‘The inclusion of these essential  features on graphics calculators seems to extend the range of influence of the  spreadsheet as a useful device for mathematics education in secondary schools, and is deserving of attention to exploit it appropriately’.[14] Essentially perhaps the way forward with graphics calculators is to then modify and technologically enhance them further so that they can take on many of the characteristics of the computer whilst not having the capacity to store information that might prove potentially incriminating to a student in the examination room. Bibliography Bishop, A.J, Clements, M.A (2003) Second International Handbook of Mathematics Education: Springer Cowan, P (2006) Teaching Mathematics: A Handbook for Primary and Secondary School Teachers: Routledge Da Ponte Canavarro (1993) Graphic Calculators In The Classroom: Students’ Viewpoints: Centro de Investigaà §Ãƒ £o em Educaà §Ãƒ £o da Faculdade de Cià ªncias Fitz-Gerald Healey Enlightening the mathematics curriculum with MAPLE, Essay taken from Maple V: Mathematics and Its Application : Proceedings of the Maple Summer Workshop and Symposium, Rensselaer Polytechnic Institute, Troy, New York, August 9-13, 1994By Robert J. Lopez: Birkhà ¤user Horton, R. M., Storm, J., Leonard, W.H. (2004). The graphing calculator as an aid to teaching algebra, Contemporary Issues in Technology and Teacher Education, 4(2), 152 -162. Johnston-Wilder, S, Pimm, D (2005) Teaching Secondary Mathematics with ICT: McGraw-Hill International Kemp, M, Kissane, B Bradley, J (1995) ‘Assessment and the graphics calculator’ in Anne Richards (ed.) FLAIR: Forging links and integrating resources, Darwin, The Australian Association of Mathematics Teachers, 235-241. (Also available at http://wwwstaff.murdoch.edu.au/~kissane/papers/aamt95.pdf Kissane, B (2007) Spreadsheets, graphics calculators and  mathematics education, In K. Milton, H. Reeves T. Spencer (eds) Mathematics: Essential for learning, essential for life. 21st Biennial Conference of the Australian Association of Mathematics Teachers (pp 331-339), Hobart: Australian Association of Mathematics Teachers. Rielly, C (2004) The Application of Computer Algebra Software in the Teaching of  Engineering Mathematics, Higher Education Academy Sutherland, R (2004) Teaching for Learning Mathematics: McGraw-Hill International Wu, D, Some Examples on Using Maple to Increase Students. Understanding  of Calculus, Sourced from: http://archives.math.utk.edu/ICTCM/VOL08/C052/paper.pdf, Date accessed, Footnotes [1] Cowan,P (2006) Teaching Mathematics: A Handbook for Primary and Secondary School Teachers: Routledge [2] Bishop,A.J, Clements,M.A (2003) Second International Handbook of Mathematics Education: Springer [3] Bishop,A.J, Clements,M.A (2003) Second International Handbook of Mathematics Education: Springer [4] Sutherland,R (2004) Teaching for Learning Mathematics: McGraw-Hill International [5] Sutherland,R (2004) Teaching for Learning Mathematics: McGraw-Hill International [6]Cowan,P (2006) Teaching Mathematics: A Handbook for Primary and Secondary School Teachers: Routledge [7] Johnston-Wilder, S, Pimm,D (2005) Teaching Secondary Mathematics with ICT: McGraw-Hill International [8] Rielly,C (2004) The Application of Computer Algebra Software in the Teaching of  Engineering Mathematics, Higher Education Academy [9] (Sourced from: http://archives.math.utk.edu/ICTCM/VOL08/C052/paper.pdf, Date accessed, 30/11/08 [10] Fitz-Gerald Healey Enlightening the mathematics curriculum with MAPLE, Essay taken from Maple V: Mathematics and Its Application : Proceedings of the Maple Summer Workshop and Symposium, Rensselaer Polytechnic Institute, Troy, New York, August 9-13, 1994By Robert J. Lopez: Birkhà ¤user [11] Horton, R. M., Storm, J., Leonard, W.H. (2004). The graphing calculator as an aid to teaching algebra, Contemporary Issues in Technology and Teacher Education, 4(2), 152 -162. [12] Da Ponte Canavarro (1993) Graphic Calculators In The Classroom: Students’ Viewpoints: Centro de Investigaà §Ãƒ £o em Educaà §Ãƒ £o da Faculdade de Cià ªncias [13] Kemp, M, Kissane,B Bradley,J (1995) ‘Assessment and the graphics calculator’ in Anne  Richards (ed.) FLAIR: Forging links and integrating resources, Darwin, The Australian Association of  Mathematics Teachers, 235-241.  (Also available at http://wwwstaff.murdoch.edu.au/~kissane/papers/aamt95.pdf [14] Kissane,B (2007) Spreadsheets, graphics calculators and  mathematics education, In K. Milton, H. Reeves T. Spencer (eds) Mathematics: Essential for learning, essential for life. 21st Biennial Conference of the Australian Association of Mathematics Teachers (pp 331-339), Hobart: Australian Association of Mathematics Teachers.

Sailing to Byzantium Essay -- W.B. Yeats Sailing to Byzantium Essays

Sailing to Byzantium In W.B. Yeats, â€Å"Sailing to Byzantium† the narrator is an older man looking at his life with detest as the way it appears now. He is holding resent for the way the young get to live their lives and how he lives his now. The narrator is dealing with the issue of being older and his sadness of worth in this life, and who is later able to come to terms and accept his life. In â€Å"Sailing to Byzantium† the poem is broken up into four stanzas, each describing a different part of the voyage and the feeling associate with it. Stanza I is the narrators departure to Byzantium; II the voyage done by boat and landing in Byzantium; III in the holy city of Byzantium and visiting the ancient landmarks; IV the desire of the narrator to become a part of physical aspect of Byzantium. In first stanza the narrator of the poem describes that the lands of where he is from is not for the older people, there are too many young people frolicking around enjoying their lives, while the older people and sulking and are not take pleasure in their own lives. To him he sees the young people neglecting the knowledge they have around them â€Å"Caught in that sensual music all neglect Monuments of unageing intellect.† The place he is taking his voyage to see to be much more enjoyable when the people are more full of life. It seems to the man that everyone within Byzantium is able to escape life through music. In the second stanza, the man is likely mediating aboard the ship on growing old. (Hochman 211) He feels that as if his body is withering away and that his is much more badly off then any of the young. According to Olsen, in the line â€Å"every tatter in this mortal dress† is cause for further argumentation of joy, and the soul is able to rejoice. (216) â€Å"The soul of the aged must be strong to seek that which youth neglects. Hence the old must seek Byzantium; that is the county of the old.† (Olsen 216) When they reach Byzantium they are no longer forced to look at the youth of things but are allowed to appreciate the long development in the holy city, which happened long ago. The narrator has landed into the city realizing how magnificent of a place Byzantium really is. During the third stanza the narrator summons the wise old men who are portrayed thought the golden walls of the Byzantine churches. The narrator asks to be knowledgeable about in the anc... ...zantium.† Poetry for Students. Ed. Marie Rose and Rubuy, Mary K. Rev. ed. Gale, 1997 211-214 Napoerkpwsi, Marie Rose and Rubuy, Mary K., ed. Poetry for Students. Rev. ed. Vol.2 America: Gale Research, 1998. 19 vols. Olson, Elder, â€Å"Sailing to Byzantium: Prolegomena to a Poetics of the Lyric,† in On Value Judgments in the Arts and Other Essays, University of Chicago Press, 1976 Yeats, W.B. The Collection of Poems by W.B. Yeats: Definitive Edition, With the Author’s Final Revisions. New York: MacMillan, 1959 Michael Harvey’s Nuts and Bolts of College Writing 2002 < http://nutsandbolts.washcoll.edu/mla.html> Wright C. â€Å"Sailing to Byzantium-Help† William Butler Yeats Campfire June 2000 < http://killdevilhill.com/yeatschat/messages2/1695.html> Analysis of Yeasts’ â€Å"Sailing to Byzantium† < http://courses.washington.edu/englhtml/engl481/yeats.htm> [minstrels] Sailing to Byzantium -- William Butler Yeats Mar. 1999 < http://www.cs.rice.edu/~ssiyer/minstrels/poems/21.html> http://www.geocities.com/Athens/5379/SailingToByzantium.html Date Unknown < http://www.geocities.com/Athens/5379/SailingToByzantium.html>

Crucible Allusions

One allusion Miller used is New Jerusalem, meaning the holy city of heaven in the Bible. I believe Miller used this allusion in order to show us how his characters viewed their land in America. They believed that they were the ones who were selected by God to find this New Jerusalem. But I also think Miller had intentions to make this allusion ironic because when they Puritans came to America to pursue religious freedom because they were persecuted for their beliefs in England.However, they also persecuted others for having different religious views because they thought that other religions would corrupt and bring deceitful ideas to their New Jerusalem. I also believe Miller used this allusion to show the vengeance of the Puritans, since they felt the need to persecute because they themselves were persecuted (Miller 1237). Another allusion used by Miller is the use of Lucifer, which is the Devil. I believe Miller used Lucifer as an allusion because he wanted to express the importance that the Devil had on the characters of The Crucible.I think Miller thought this was necessary since it shows that they both need and want someone to blame for everything that is goes wrong in Salem (Miller 1260). They accuse people of being witches, who were there because of Lucifer. The use of this allusion several times throughout the Crucible suggests that the Puritans were kind of obsessed with Lucifer, thus revealing that Miller had high regards for the Salem characters religious beliefs..This also shows that vengeance was very common since envy of the miserable toward the happy resulted in revenge (Miller 1237). Martin Luther, a German theologian who led the Protestant Reformation, was another allusion Miller used in The Crucible. The reason why I believe Miller used Martin was because Martin had an experience that closely resembled that of the Salem witch trials. He too was blamed of being affiliated with Hell and accused of heresy. So Miller wanted to show that trials were not only held in Salem but in other parts of the world.In the case of Martin, he also then accused his enemies of being in an alliance with Hell, similar to how Tituba accused someone else when she was accused (Miller 1260). But for Luther, his case was more complicated in that he thought that he had contact with the Devil and argued theology with him. So I believe this allusion was ultimately used to provide similar examples of the problems that were happening in Salem. The last allusion that Miller uses is the Inquisition.I think Miller used this allusion because it sort of resembles the Salem witch hunts of The Crucible. Instead of only mentioning witch hunts in early America, he shows us other examples of people being accused of wrong doings and then blaming it on others. Pope Gregory IX proposed the Inquisition in 1231 and Catholic judges started accused people of treason and heresy (Miller 1253). In both cases there were deaths because of persecutions. So he wanted us to see the similarities between other cases of accusations, vengeances, fear, and greed.

World War 2 essays

World War 2 essays In America in the Twentieth Century, George Donelson Moss describes the change in American society as a result of World War II. He argues that during the Second World War the United States went from a nation suffering the effects of a Great Depression while dealing with a world occupied by war and controversy regarding President Roosevelts foreign policy, to a unified, proud, and powerful nation. Moss claims [The United States] armed forces and industrial might had played decisive roles in destroying Fascism, militarism, and imperialism around the globe. The rise of Nazism in Germany and Fascism in Italy were two main factors contributing to the outbreak of the war. Many feared Fascism, a political ideology condoning the recreation of a populist ultranationalist state, along with Communism . A common belief in many modern societies including the United States was that radical ideas such as Fascism and Communism were too extreme. Militarism existed mainly in Japan and Germany, as both nations were trying to build an empire. Through aggression and appeasement, Hitler gained Austria, Sudetenland, a section of Czechoslovakia, and other European territories. Meanwhile, in Japan, Emperor Hirohito seized Manchuria, an area of Northern China, with hopes to gain control of Southeast Asia. While the United States attempted to stay out of the conflict, the last straw came on D ecember 7, 1941. Japans surprise attack on Pearl Harbor left almost 2,400 Americans dead and an overwhelming sense of patriotism. The United States then entered the War, with hopes of destroying fascism, militarism and imperialism. ...

The Man Behind Jay Gatsby essays

The Man Behind Jay Gatsby essays In the novel "The Great Gatsby" by F. Scott Fitzgerald, no one really seemed to know the man known as Jay Gatsby. When he was rich and powerful, he was a man everyone "wanted to be well acquainted with." But when he died, life went on without him. It seemed as if nobody cared that he was the man behind the extravagant parties and all the good times. He was dead and nobody mourned or gave any signs of sympathy. This shows the difference of opinions of the great Jay Gatsby throughout the story. He was an icon of not only every man's image of the American Dream, but he was also a part of Americanism and the American Experience. He was seen as the richest and luckiest man during his time. Unlike any of the other characters in the novel, Jay Gatsby does not change during the course of the story. He as a person may not have changed, but the way that people perceived him certainly became different. When he was alive and well, he was the perfect example of the American Dream. "He took out a pile of shirts and began throwing them one by one before us, shirts of sheer linen and thick silk and fine flannel which lost their folds as they fell and covered the table in many-colored disarray (Fitzgerald 97). This illustrates how he had more money than he knew what to do with. He could afford to have oversized parties every weekend and live the lavish style that he did. Jay Gatsby was the person to know when it came to West Egg. In the beginning, he was only known as Jay Gatz. He was a poor boy who had joined the army. He only had his charm to get him by. With that, he met Daisy. She was a very rich and sheltered girl from a wealthy family. They were in love from the beginning. Unfortunately, Daisy believed overall that security was of more importance than of love. From that moment on, Jay Gatz wanted one thing; to get rich so he could gain Daisy's approval and also to show her that a poor boy can become wealthy. This obsession ate up and de...

Financial Management in Nonprofit Organizations Research Paper - 1

Financial Management in Nonprofit Organizations - Research Paper Example In fact, such regulative provisions aim to ensure that the organization’s funds are properly used for the stated purpose. As compared to for-profit organizations, a nonprofit enterprise is not allowed to keep huge amount of surpluses with it. Since a nonprofit organization’s financial management is not liable to take any level of risk, it can operate freely with greater degree of certainty. In contrast, for-profit organizations bear some levels of business risks including debt financing. Generally, both nonprofit organizations and for-profit organizations use the incremental budgeting technique. Undoubtedly, restricted financial management operations can reduce nonprofit organizations’ probability of failure. Introduction The term financial management simply refers to the process of planning toward the future of an individual or a business organization so as to ensure a positive inflow and outflow of cash. To be more specific, â€Å"financial management pertains to the optimal sourcing and utilization of financial resources of a business enterprise†; and the two key processes including resource management and finance operations constitute this process (Sofat & Hiro, 2011, p.20). Theoretical frameworks suggest that the application of financial management techniques in non-profit organizations is entirely different from its application in for-profit organizations. This paper will discuss the financial management practices in nonprofit organization. It will also compare and contrast the applications of financial management techniques in nonprofit organizations with that of for-profit organizations. Core Concepts of Financial Management Core concepts of financial management encompass capital budgeting, cash management, cost of capital, capital structure planning, and dividend policy. Capital budgeting is a financial tool used to analyze whether an organization’s long term investments like new plants, machinery, research and develo pment projects, and other new products are worth pursuing. Cash management activities try to maintain an effective balance between inflow and outflow of cash. From the management view point, cost of capital represents the cost of a firm’s funds including debt and equity. The concept of capital structure refers to the way an organization uses particular combinations of ‘equity, debt, and hybrid securities’. Dividend policy refers to a strategic measure that an organization uses to decide the level of returns to be paid to its shareholders. The application of these financial management concepts depends on a number of factors in addition to the size and nature of the organization. Among them, the firm’s efficacy in applying these concepts is vital in order to exercise a control over the organization’s future cash flows. Therefore, firms usually establish separate finance departments so as to deal with their day to day financial operations. Financial Ma nagement in Nonprofit Organizations Unlike for-profit organizations, the p ­rimary goal of a nonprofit organization is not shareholder value maximization; instead, it intends to meet specific socially desirable needs. As Griswold and Jarvis (2011) point out, nonprofit organizations lack financial flexibility as such institutions heavily depend on resource providers that are not engaged in exchange transaction. The resources provided are

Economics Assessment Assignment Example | Topics and Well Written Essays - 1500 words

Economics Assessment - Assignment Example Gross Domestic Product (GDP) The GDP is an important primary economic indicator for assessing economic growth of a country as it impacts on the businesses, industries and people. The economic growth measured by comparison over a period of time indicates trends in the economy. GDP Real growth rate refers to GDP growth on an annual basis adjusted for inflation and measured on year-over-year basis. GDP real growth rate North Korea South Korea 2012 (est.) 2.7% 2011 (est.) 0.8% 3.6% 2010 (est.) -0.5% 6.3% 2009 (est.) -0.9% The GDP real growth rate of South Korea during 2010 to 2012 reflects the effect of slowdown in the international economy consequent upon the US subprime crisis and financial crisis in Europe due to its level of exposure to international trade. The strength of the country’s economy could be assessed meaningfully by comparing its GDP growth rates with the other developed countries’. ... The developing countries like India (4.5%) and China (7.9%) have higher GDP growth rates as they were not affected by subprime or European financial crisis. North Korea’s GDP growth compared to many of the developing and under-developed countries has been poor. The country had negative growth in 2009 and 2010 against good performances of several Asian and African countries during this period. The industrial development achieved by South Korea over the period of time is linked to its external trade and GDP growth as can be observed from the following table. External Trade of South and North Korea (USD 100 million) North Korea (A) South Korea (B) B/A 2010 2011 2010 2011 2010 2011 Trade Amount 41.7 63.2 8916.0 10796.3 213.8 170.8 (22.3) (51.3) (29.9) (21.1) Exports 15.1 27.9 4663.8 5552.1 308.9 199.0 (42.5 (84.2) (28.3) (19.0) Imports 26.6 35.3 4252.1 5244.2 159.9 148.6 (13.2) (32.6) (31.6) (23.3) Notes: 1) Excludes bilateral trade between North and South Korea. 2) Figures in par entheses represent rates of growth over the previous years. Source: The Bank of Korea, p. 6. â€Å"Historically, from 1971 until 2012, South Korea GDP Annual Growth Rate averaged 7.23 Percent reaching an all time high of 18.20 Percent in September of 1973 and a record low of -7.30 Percent in June of 1998. South Korea’s economy became one of the most diversified and technologically advanced in the world in the last 50 years† (Trading Economics, 2012). The sanctions imposed on North Korea by the US and European community has affected the country’s internal trade severely. Apart from South Korea, other trading partners of North Korea are mostly the developing nations of the world. The comparative performance of the two countries reflects the weakness in the political system

Minard Assignment Example | Topics and Well Written Essays - 250 words - 1

Minard - Assignment Example In the graphical image by Minard, he uses six organizational patterns in Technical Communication. The six organizational patterns shown in the figurative map of Napoleons disastrous Russian campaign of 1812-1813 include the army size. The army size is ideally the number of individuals in the army at any particular stage during the inversion. Secondly is the location. In the image, there is the location depiction at every stage, showing the reduction progression of the army men. The third organizational pattern shown is that of the direction of the army’s movement. The direction of the army’s movement is clearly shown as the movement progressed from the Niemen River to Moscow. Other organizational patterns included temperature variance, which also contributed significantly towards the reduction in the number of soldiers as they would not tolerate the low icing temperatures. The various challenges faced, also shown as an organizational pattern in the figure. It mainly identifies the various obstacles that contributed towards the reduction in the number of army men. These included diseases. The last of the organizational pattern observable is unity. The image shows that despite the numerous challenges that were faced by the army men, a majority of them remained unity in forging ahead with the

The Lymphatic System Essay Example for Free

The Lymphatic System Essay A. What was the purpose of doing this exercise? The purpose of this exercise was to learn about the lymphatic system and its components. We learned about lymph, structure and function of lymph nodes, T-Cells, B-Cells, and Macrophages, and differentiating between antigens and antibodies. Exercise 1: Microscopic Anatomy of Lymphatic Structures A. Sketch of Reticular Connective Tissue Slide (Lymph Node). Describe the structures you observed on the slide. B. Sketch of Spleen Slide: Describe the structures you observed on the slide. C. Sketch of Tonsil Slide: Describe the structures you observed on the slide. D. Sketch of Thymus Slide: Describe the structures you observed on the slide. Exercise 2: Immunity and the Immune Respose A. Describe what happened to the red and green food coloring after 45 minutes. The food coloring spread throughout some of the dish. B. Which sera was an antigen in section 2 of the dish? Describe what you observed in section 2 of the dish. After 3 days, there was no visible line of precipitation evident and therefore the result is inconclusive. C. Which sera was the antigen in the â€Å"unknown† sample used in section 3 of the dish? Describe what you observed in section 3 of the dish. After 3 days, there was no visible line of precipitation evident and therefore the result is inconclusive. Picture of the Agar Plate After 3 Days Questions Exercise 1: Microscopic Anatomy of Lymphatic Structures A. How are lymph, lymphatic vessels and lymph nodes related? Lymph, lymphatic vessels and lymph nodes are all part of the lymphatic system. Lymph vessels carry lymph throughout the body. Throughout the vessles are lymph nodes which fight infection. B. What are the two major functions of the lymph nodes? They clean and filter lymph before it goes back to the blood. They produce antibodies and lymphocytes. C. What are the two functions of the spleen? It protects the body and helps to produce and store blood cells. D. What is the function of the tonsils? They protect the body from harmful germs. E. What are the structural similarities found in lymph nodes, spleen and tonsils? They all have a capsule and are rounded organs with an internal parenchyma of lymphoid cells. Exercise 2: Immunity and the Immune Response A. Explain what is meant by â€Å"memory† as a characteristic of the immune response. When the body comes in contact with a harmful antigen, it has a primary response, which remembers the antigen by creating memory cells. By the secondary response, the memory cells will counteract the antigen. B. How does our immune response distinguish between our own cells and foreign invaders? A major histocompatibility complex is at the surface of each cell in our body. It is what recognizes if something is foreign or not, and lets the immune system know. B. What are lymphocytes and where are they produced? Lymphocytes are a type of white blood cell that protect the body from infection. They are produced in the bone marrow. C. Distinguish between an antigen and an antibody. An antigen is a foreign material that enters the body, and an antibody is what recognizes the foreign material and helps fight it.

Kinship Care: Help for Looked After Children in the Education System

This essay will explore how principles for working with children in kinship care and their carers influence professionals practice towards improving their educational outcomes. Legislations will be explored with an insight to the history and development of raising educational attainment of kinship children. The term Kin child/children is a child being raised by a member of their family because they can no longer live with their parents (Family and Friends Carers, 2011).Kinship care is defined in many ways such as private and informal, registered private and Local Authority foster care. However throughout this essay it will refer to ‘a child who is in care of a Local Authority and is deemed under section 22 of the Children Act 1989’ and is raised by a member of their family (Looked After Children, 2004). According to the United Nations Conventions on the rights of the child (UNCRC) ‘all children have a right to education’ (Convention on the Rights of the Child, 1989), this notion will be explored to examine how much this applies to children being raised by a family member. Children in kinship care can be viewed as having more additional behavioural issues than the general population of children which can have a negative effect on the child’s education (Padbury & Frost, 2002), however research what research? from children in care suggests it should be more about a paper exercise and not about being listened to suggesting the emphasis is on school attendance as opposed to the education received. Experience from the carer, the practitioner and the child will be explored linking theory to practice. In the last two decades a number of important pieces of legislation have been directly and indirectly aimed at improving the educational... ...inclusive environment, when there is a risk in producing poor results. Legislation has provided a framework to meet all children’s needs; politically there is some catching up to do, in the way of providing equitable resources. If this is not achieved, it will be difficult for society to embrace the concept of ‘inclusion’, which is so greatly needed. The PEP system continues to be worked and could be a useful tool in attaining good educational outcomes. The government's investment in the PEP has ensured education stays high on the agenda for all involved however it may be more than a paper system. Children with educational gaps can be missed and their behaviour and attitude is assumed it’s about their upbringing. However this is not always the case, the transition from school to school brings along its own social issues.

Donoghue V Stevenson Essay

Summary On August 26th 1928, Donoghue (plaintiff) and a friend were at a case in Glasgow, Scotland. Her friend ordered / purchased a bottle of ginger beer for Donoghue. The bottle was in an opaque bottle (dark glass material) as Donoghue was not aware of the contents. After, Donoghue drank some and her friend lifted the bottle to pour the remainder of the ginger beer into the glass. A remains of a snail in a state of decomposition dropped out of the bottle into the glass. Donoghue later complained of stomach pain and was diagnosed with gastroenteritis and being in a state of severe shock by a doctor. Donoghue subsequently took legal action seeking  £500 damages against the manufacturer of the ginger beer, Stevenson (Defendant). She was unsuccessful at trial and appealed the decision to the House of Lords. Issue 1. Is there liability in negligence for injury caused by another in the absence of a contract? 2. Does the manufacturer of a product owe duty of care to the consumer to take reasonable care that the product is free from defect? Judgement The issue was complex because her friend had purchased the drink, and that a contract had not been breached. So Donoghue’s lawyers had to claim that Stevenson had a duty of care to his consumers and that he had caused injury through negligence. The leading judgement, delivered by Lord Atkin in 1932, concluded that Stevenson should be responsible for the well-being of individuals who consumes their product. Among the reasons given by the judges that is related to the issues above: 1. Le Lievre v Gould established that â€Å"under certain circumstances, one man may owe a duty of care to another, even though there is no contract between them† 2. Negligence claims can be brought against people who owe you a duty of care. 3. A manufacturer has a duty of care to the ultimate consumer if either the consumer or the distributors he received the product from had a reasonable chance to inspect it. Firstly, that negligence is a different tort. A plaintiff can take civil action against a defendant, if the respondent’s negligence causes the plaintiff injury or loss of belongings. Previously the plaintiff had to demonstrate some contractual arrangement for negligence to be proven, such as the sale of an item or an agreement to provide a service. Since Donoghue had not purchased the drink, she could prove no contractual arrangement with Stevenson however Atkin’s judgement establis hed that Stevenson was still responsible for the integrity of his product. ‘The liability for negligence, whether you style it such or treat it as in other systems as a species of â€Å"culpa,† is no doubt based upon a general public sentiment of moral wrongdoing for which the offender must pay. But acts or omissions which any moral code would censure cannot, in a practical world, be treated so as to give a right to every person injured by them to demand relief’ Furthermore, manufacturers have a duty of care to consumers. According to Lord Atkin’s ratio decendi, â€Å"a manufacturer of products, which he sells to reach the ultimate consumer in the form in which they left him owes a duty to the consumer to take reasonable care†. This precedent has evolved and expanded to form the basis of laws that protect consumers from contaminated or faulty goods. These protections began as common law but many have since been codified in legislation, such as the Trade Practices Act. Thirdly, Lord Atkin’s controversial ‘neighbour principle’. Here Atkin raised the question of which people may be directly affected by our actions, our conduct or things we manufacture. â€Å"You must take reasonable care to avoid acts or omissions which you can reasonably foresee would be likely to injure your neighbour. Who, then, in law, is my neighbour? The answer: persons who are so closely and directly affected by my act that I ought to have them in (mind) when I am I am [considering these] acts or omissions.† Lord Atkin: â€Å"The rule that you are to love your neighbour becomes in law you must not injure your neighbour. Reasonable care to avoid acts or omissions which you can reasonably foresee would be likely to injure your neighbour. Who, then, in law is my neighbour? Persons who are closely and directly affected by my act that i ought reasonably to have them in contemplation as being so affected when i am directing my mind to the acts or omissions which are called in question. Analysis I agree with the judgement of the issue that, the manufacturer does owe a duty of care to future consumers. Manufacturers are aware that production has the overall goal of its product that is to be consumed, and not simply to be purchased by a distributors or retailers. Therefore, taking into account all liabilities and reasonable care of what the product can cause to civilians. The reason being, that there is a liability of negligence present by the injury of another because in layman’s term, action conducted or carried forward must be foreseen and taken into consideration that it can harm society involved indirectly. Firstly, goods which are primarily purchased, used or consumed for personal, domestic or household purposes  which in this case Donoghue consumed a ginger beer in the cafà © and suffered injuries. Stevenson is liable for its product manufactured and as the plaintiff had suffered injury due to the consumption of the product it is due to the failure on the compliance to safety of goods supply and it is believe to fail its compliance on the rule ‘love you neighbour’ / duty of care. Second the manufacturer and the retailer included a price which consist of consideration in any form whether direct or indirect in relation to acquisition, where in this case the defendant sold the ginger beer that was consumed by Donoghue. In my opinion, a rule of safety standards according to Consumer Protection Act 1999 Section 18-23 should be carried should be taken into consideration by the defendant as it bring a better quality to goods served. As Stevenson did not take account of its product quality, its goods (ginger beer) contained a decomposed snail piece resulting in plaintiff injury ‘gastroenteritis and being in a state of severe shock’. Hence, manufactures owe a duty of care to Donoghue because Stevenson did not comply on the quality of the goods sold. Moreover, as application on this case to real life reason are our work, relaxation and our life in general, we must think about the well-being of people around us (our neighbours). We cannot simply plan out activities with no regard to the safety of all participants, including civilians. For  example, one person cannot execute work duties without concern for our fellow colleagues or our clients. We cannot leave uncovered holes in the track, or fail to shut gates where animals are restrained, or leave hazardous chemicals lying around. In a nutshell, if we don’t do the right thing as level deemed to be appropriate to the people involved, then we will be accused of exhibiting irresponsibility. Overall, in this case where the manufacturers or suppliers in respect of selling goods for the eventual consumption to consumers, have a duty to take reasonable care to consumers / â€Å"neighbours† to ensure that their products are safe for consumption and to take full responsibil ity in respect of a guarantees in the supply of goods. References Donoghue v Stevenson (1932). Taylor, Martin R. (2008). â€Å"The Most Famous Litigant†. Donoghue v Stevenson Digital Resources. Scottish Council of Law Reporting. Retrieved 8 September 2012. SCLR – Resources – Donoghue v. Stevenson Case Report. 2015. SCLR – Resources – Donoghue v. Stevenson Case Report. [ONLINE] Available at: http://www.scottishlawreports.org.uk/resources/dvs/donoghue-v-stevenson-report.html. [Accessed 06 January 2015]. Donoghue v Stevenson – Wikipedia, the free encyclopedia. 2015. Donoghue v Stevenson – Wikipedia, the free encyclopedia. [ONLINE] Available at: http://en.wikipedia.org/wiki/Donoghue_v_Stevenson. [Accessed 06 January 2015]. Donoghue v Stevenson – Case Brief Wiki. 2015. Donoghue v Stevenson – Case Brief Wiki. [ONLINE] Available at: http://casebrief.wikia.com/wiki/Donoghue_v_Stevenson. [Accessed 06 January 2015].

Outline the key theoretical claims of restorative justice and critically evaluate its advantages and disadvantages as applied to contemporary punishment practices in the UK.

Abstract Restorative justice describes various processes designed to correct the harm that the criminal inflicts on it’s victims and communities (Braithwaite,1999). It requires all parties; victims, offenders and communities, to establish ways of repairing the harm of crime and prevent it from happening again (Strickland, 2004, Cornwell, 2009). Although such practices may be seen as a more equitable and humane form of justice, it has been criticised for extending the criminal justice system (net-widening) (Garland, 2001) and for it’s propensity to ‘privatise’ the justice estate, by its use of informal and less accountable forms of, what Foucault refers to as ‘governmentality’ (Foucault, 1975, Pavlich, 2013). However, research shows that restorative justice has been successful in reducing reoffending rates and more significantly, giving a voice to the victims of crime, previously ignored by the prevailing criminal justice system. Introduction Restorative justice describes various processes designed to correct the harm that the criminal inflicts on it’s victims and communities (Braithwaite,1999). It requires all parties; victims, offenders and communities, to establish ways of repairing the harm of crime and prevent it from happening again (Strickland, 2004, Cornwell, 2009). This paper will explore the conceptual underpinnings of the restorative approach that will examine it’s development within the theoretical and practical framework of contemporary punishment practices. It will argue that those who advocate restorative justice claim that traditional ways of responding to harm tend to neglect the needs of victims and communities (Braithwaite, 1999). Van Ness & Strong (2010) contend that the prevailing policies and practices of the criminal justice system focus entirely on the offender as law breaker, that only address legal guilt and punishment (Stohr et al,2012). Further, over the last three decades, within the context of the rise of neo-liberal populism, that has seen decline of the rehabilitative ideal, restorative justice practices have the potential to mitigate the worst excesses of punitive punishments (Garland, 2001). However, the theoretical underpinnings of restorative justice, as this paper will show, has been attacked in various ways, due, in part, to its propensity to either be seen as undermining the impartiality of the criminal justice system, or as yet another form of what Foucault (1975) describes as ‘governmentality’. From this perspective, restorative justice is seen as an informal process that results in a net-widening of state control (Garland, 2001, Pavlich, 2013). This, in turn, has generated a significant ideological debate over the future of criminal justice (Johnstone & Van Ness, 2007). Proponents of restorative justice, however, argue that within the prevailing punitive regime, the increase in custodial sentences has generated a penal crisis that may be mitigated by the use of restorative approaches (Cavadino & Dignan, 2006). Restorative justice may therefore be seen as a significant and pragmatic means of lowering the rate of recidivism and bringing about a more humane and equitable justice (Sim, 2008, Cornwell, 2009). The Demise of the Rehabilitative Ideal Since the eighteenth century, idea’s surrounding state punishment have led to a mixture of approaches that prevail today (Stohr et al, 2012). Clarkson, 2005, suggests that these theories in turn have generated continual discourse surrounding the moral justifications for punishment, which are; retributivism, deterrence, rehabilitation and incapacitation. Sim (2009), citing Foucault, argues that although the prevailing literature on the history of the criminal justice system has placed an emphasis on the shifts and discontinuities in the apparatus of punishment, such as the move from retributive punishment toward a more progressive rehabilitative approach, since the mid 1970s punishment has been underpinned and legitimated by a political and populist hostility to offenders (ibid, Garland 2001, Cornwell, 2009). Garland (2001) argues that the last three decades has seen a shift away from the assumptions and ideologies that shaped crime control for most of the twentieth century. To day’s practices of policing and penal sanctions, Garland argues, pursue new objectives in a move away from the penal welfarism (rehabilitation) that shaped the 1890s?1970s approach of policy makers, academics and practitioners. Cornwell (2009) argues that although the rehabilitative model of punishment was seen as a progressive approach in the middle years of the last century, when it was widely accepted that the provision of ‘treatment and training’ would change the patterns of offending behaviour, the ideology failed to work out in practice (Garland, 2001). In turn, there became a disenchantment with the rehabilitative approach, and the ‘Nothing Works’ scenario became an accepted belief, given the reality of prison custody (Martinson, 1974). Muncie (2005) claims that the 1970s neo-liberal shift in political ideology saw the rehabilitative welfare model based on meeting individual needs, regress back towards a ‘justice model’ (retributi ve), that is more concerned with the offence than the offender. From the 1990s, Muncie argues, ‘justice’ has moved away from due process and rights to an authoritarian form of crime control. The Prison Crisis Cornwell (2009) claims that the effect of the ‘justice model’ on the prison population cannot be overstated (Sim, 2008). In England and Wales in 1990 the average daily prison population stood at around 46,000, by 1998 this figure increased to over 65,000, by 2009 the number rose to 82,586 (ibid). Further, the findings in the 2007 Commission on Prison’s suggest that a ‘crisis’ now defines the UK penal system (The Howard League, 2007). Despite a 42,000 decline in reported crime since 1995, the Commission argue, the prison population has soared to a high of 84,000 in 2008, more than doubling since 1992. Cornwell (2009) claims that at present the costs of keeping an offender in prison stands at around ?40,000 per year, where the estimated cost of building new prisons to accommodate the rise of the prison population will take huge resources of public money. Prison has therefore become the defining tool of the punishment process, where the United Kingdom (U K) now imprisons more of its population than any other country in Western Europe (ibid: p.6). A History of Restorative Justice In response to the prison crisis, experimentation in the 1990s began to see various forms of restorative justice models in order to mitigate retributive punishment and as a means of re-introducing a greater emphasis on the rehabilitation ideal (Muncie, 2005). The arguments for restorative forms of justice, Cornwell (2009) claims, are not just about cost and sustainability on national resources, but more significantly, the notion of the type of unjust society the United Kingdom (UK) is likely to become unless this surge in punitive sanctions is not abated (ibid, Sim, 2009). Cornwell (2009) suggests that the main strength of the restorative justice model is that it is ‘practitioner led’, deriving from the practical experience of correctional officials and academics who have a comprehensive understanding of the penal system. From a ‘Nothing Works’ (Martinson, 1974) to a ‘What Works’ experience, the emphasis of restorative justice has been to identi fy a more humane, equitable and practical means of justice that goes beyond the needs of the offender (rehabilitative goal) toward addressing the victims and their communities (Cornwell, 2009). Restorative Justice ? Theory and Practice Howard Zehr (2002), envisioned restorative justice as addressing the victim’s needs or harm that holds offenders accountable to put right the harm that involves the victims, offenders and their communities (Zehr, 2002). The first focus is on holding the offender accountable for harm, the second is the requirement that in order to reintegrate into society, offenders must do something significant to repair the harm. Third, there should be a process through which victims, offenders and communities have a legitimate stake in the outcomes of justice (Cornwell, 2009.p:45). In this way, Zehr (2002) redefines or redirects the harm of crime away from its definition of a violation of the state, toward a violation of one person by another. At the same time, the focus of establishing blame or guilt shifts toward a focus on problem solving and obligations. As a result, communities and not the state become the central facilitators in repairing and restoring harm (ibid). Although restorative justice has received wide recognition across many western countries together with the endorsement of the Council of Europe in 1999, progress toward the implementation of restorative justice principles into mainstream criminal justice practices is slow (Cornwell, 2009). Further, restorative justice, both in theory and practice continues to generate a substantial and contentious debate (Morris, 2002). Restorative Justice ? A Critique Acorn (2005) argues that ‘justice’ has traditionally symbolised the scales of impartiality on the one hand, and the sword of power, on the other. Justice is thereby possible when a neutral judge calculates a fair balance of accounts to make decisions that are backed by state power. Restorative justice, by its practice of informal dispute resolutions, can be seen as a call to a return of a ‘privatised’ form of justice (ibid, Strang & Braithwaite, 2002). This criticism is qualified by the propensity of restorative justice advocates (Braithwaite, 1989) that critique punitive justice responses and thereby view the power of the state as harmful. This in turn, at least theoretically, erodes state power and state created crime categories, thereby threatening to create a ‘privatised’ justice process (Strang & Braithwaite, 2002). Within this process, Strang & Braithwaite (2002) argue, restorative justice cannot be seen to ‘legitimately’ deal with crimes. Acorn (2004) suggests that unlike the prevailing criminal justice system, the desire to punish (retribution) is replaced by a version of justice that is centred on specifically nuanced concepts of harm, obligation, need, re-integration and forgiveness. Such values guide Family Group Conferences, Community Mediation, Victim-Offender Commissions and various forms of tribunals (Alternative Dispute Resolution (ADR)) (MacLaughlin et al, 2003). Family Group Conferences is a prominent practice in restorative justice, that includes community members (paid or unpaid) to ‘hear’ disputes and help parties to resolve conflicts. However, rather than a diversion from the criminal justice system, such conferences involve offenders already convicted (Acorn, 2004). Garland (2001) views this arrangement a form of ‘net-widening’, where informal justice becomes part of the social landscape that encompasses a widening and ever expanding form of crime control (ibid) . Although restorative justice advocates argue that informal justice creates domains of freedom that empower victims, offenders and communities, opponents claim that restorative justice represents another pernicious way in which community mediation expands state control, while claiming to do precisely the opposite (Acorn, 2004, Garland, 2001, Pavlich, 2013). Restorative justice proponents are clear in their critique of the criminal justice system that is seen to not represent victims or their communities, where state officials, such as the police, lawyers and judges, are impartial, and thereby have no direct understanding of those affected by criminal offenses (Pavlich, 2013). Here, Pavlich refers to Foucault’s concept of ‘governmentality’, where the state subtly arranges the background settings to produce subjects who think and act in ways that do not require direct coercion, in what Foucault terms the ‘conduct of conduct’ (Pavlich, 2013, Foucault, 1975). In this way, Foucault argues, self governed subjects are produced when they buy into the logic and formulated identities of a given governmentality (Foucault, 1975). Garland and Sparks (2000) claim that restorative justice, as a form of govermentality has, in part, come about by the increased attention, over the last twenty-five years, toward the rights of the ‘victim’. Here, Garland (2001) argues that the last two decades has seen the rise of a distinctly populist current in penal politics that no longer relies on the evidence of the experts and professional elites. Whereas a few decades ago public opinion functioned as an occasional restraint on policy initiatives, it now operates as a privileged source. Within this context, Garland argues, victims have attained an unprecedented array of ‘rights’ within the criminal justice system, ranging from; ‘the right to make victim impact statements’, the right to be consulted in prosecutions, sentencing and parole together with notifications of offenders post release movements and the right to receive compensation. Further, the right to receive service provision ent ails the use of Victim Support agencies who help people address their feelings and offer practical help and assistance, mitigating the negative impact of crime (Reeves and Mulley, 2000). Wright (2000) suggests that while such developments may be seen as a triumph for victim support movements, these reforms do not fundamentally alter the structural position of victims. This, Wright explains, is because the punitive structural system remains intact whereby the victim’s interests will necessarily remain secondary to the wider public interest, represented by the crown (Wright, 2000). It can be argued that while critics may be seen as correct in their perception of restorative justice as a form of governmentality or net-widening by the state, the attack may be seen as premature, given the early stages of its development (Cornwell, 2009). Cornwell argues that critics have not given restorative justice enough time to develop and potentially emerge as a stand alone resolution to the problem of crime and its repercussions for the victims, offenders and their communities (ibid). Restorative justice programmes are still at an embryonic stage, where they are attracting critique, mainly due to their attachment to the Criminal Justice System (Cornwell, 2009, Morris, 2002, Ministry of Justice, 2012). Cornwell (2009) also addresses the argument that the restorative approach places too much emphasis on the status it affords to the victims of crime. In reality, Cornwell suggests, that status is very much based on political rhetoric rather than actual reform. The publication of the Criminal Justice Act 2003 that anticipated an advance in restorative and reparative measures into the criminal justice system, in reality bought in a much more punitive provision. Restorative measures under the Act are initiated on the basis of a ‘mix and match’ arrangement for ‘custody plus minus’. Here, (Garrielides, 2003) points out that restorative justice has therefore become somewhat removed from its underlying theory (Garrielides, 2003). Put simply, the restorative approach has been cherry picked to support other punitive initiatives, leaving its central tenets at the margins of the criminal justice system (Cornwell, 2009). Restorative Justice – Does it Work? Since the 1990s a number of restorative justice trial schemes began to take place, in order to measure success in terms of re-offending and victim satisfaction. According to a Ministry of Justice Report (Shapland et al, 2008), measuring the success of restorative justice against criminal justice control groups, it was found that offenders who took part in restorative justice schemes committed statistically significantly fewer offences (in terms of reconvictions) in the subsequent two years than offenders in the control group. Further, although restorative justice has been generally reported to be more successful within youth justice, this research showed no demographic differences, for example; in age, ethnicity, gender or offence type. The report also showed that eighty-five percent of victims were happy with the process (ibid). These results are reflected in various case studies. Published by the Restorative Justice Council (2013) the following gives an example of the positive impa ct that restorative justice can have on the victim, the offender and communities: Arrested in February last year, Jason Reed was sentenced to five years in prison after admitting to more than fifty other burglaries. During the criminal justice process, Jason expressed his wish to start afresh and make amends, so he was referred to the post-conviction restorative justice unit. After a full assessment to ensure his case was suitable for restorative justice measures, three conferences took place between Jason and five of his victims. The victims had different motivations for taking part and they were able to express their upset and anger directly to the offender. Jason agreed to pay back an agreed amount of compensation and the victims showed some acceptance and forgiveness (Restorative Justice Council, 2013). Conclusion Overall, this paper has argued that restorative justice may be seen as an attempt to address the disillusion within the criminal justice system in the 1970s that had conceded that ‘Nothing Works’. The demise of the rehabilitative ideal (Garland, 2001), against the backdrop of political shifts toward a neo-liberal ideology, bought about a more punitive, retributive stance toward punishment and offending (Sim, 2008). As a result, the rise in prison populations has bought about a penal crisis. In response, new initiatives in restorative justice began to develop, emerging as a more equitable, humane form of punishment (Cornwell, 2009). The advantages of the restorative approach cannot be overstated, as this paper shows, rather than the state focusing on the offender (as is the case with the prevailing criminal justice system), restorative justice seeks to address the needs of the victim and community participation (Zehr, 2002). In practical terms, there appears to be some su ccess in terms of re-offending and victim satisfaction (Ministry of Justice, 2008). Despite the criticisms (Garland, 2001), it can be argued that restorative justice demonstrates an opportunity and potential to mitigate the worst excesses of the criminal justice system and bring about a more equitable and humane approach (Cornwell, 2009). Word count: 2654 Bibliography Acorn, A (2004) Compulsory Compassion: A Critique of Restorative Justice. Vol 14, No.6 (June 2004) pp. 446-448. University of British Columbia Press Bottoms, A, Gelsthorpe, S Rex, S (2013) Community Penalties: Change & Challenges. 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