Prison Term Policy - Free Essay Example

Sample details Pages: 3 Words: 783 Downloads: 6 Date added: 2017/09/25 Category Law Essay Type Narrative essay Topics: Prison Essay Did you like this example? Prison term Policy Recommendation Prison Term Policy Recommendation As a Criminologist Advisor to a member of State Legislature, I have been chosen to provide a prison term policy on armed robbery. Soon, the legislature will be voting on a bill that would double the maximum prison term for anyone who is convicted of armed robbery. Included is a recommendation on this policy and the reasons why the recommendations were chosen. Before I go in great details on the pros and con, I would like to define what the legal term for armed robbery is. Armed robbery is an aggravated form of robbery in which the defendant is armed with a dangerous weapon, though it is not necessary to prove that he used the weapon to effectuate the robbery. The legislature will be voting on the change in the prison term on armed robbery. There are cons and pros to this new policy. There are at least two cons if this bill is passed. First of all, if the prison term is doubled, it will cost a lot of tax mo ney. Second of all, according to statistic, people who commit crimes have one thing in common; they think they will not get caught committing crimes. Lastly, prisons are already overcrowded due to the number of inmates who have committed minor offenses, doubling the sentence will add to this problem. On the other hand, there are at least three pros if this bill is passed. First of all, if the rate of arm robbery is reducing, the citizen will feel more secure. Second of all, if this prison term is double, it will keep the ex-convicted from committing the same crime over and over again. Lastly, if we can reduce the rate of armed robbery, we can reduce the people financial and mental lost. I would like to go in more details on the pros and cons before I recommend an action. Firstly, if this bill is passed, it will create a financial crisis for the innocent citizens. Doubling the prison term means doubling the cost of maintaining the prison’s facility. Therefore, it is requ ired for the government to increase the percentage of tax that needed to be charge against working citizen. The extra money that needed to be spent on maintaining the prison’s facility could be use on increasing the economy or it could be spend on education purposes. Secondly, according to statistic, people who commit crimes have one thing in common; they think they will not get caught committing crimes. Therefore, it is useless to increase the prison term when it will no have effects on preventing citizens committing crimes. Lastly, people are sentence to serve minimum requirements for minor offenses, doubling the prison term on armed robbery will add to this problem. On the other side, there are pros to this change. First of all, if the rate of arm robbery is reducing, the citizen will feel more secure. When the citizens feel secure, they will trust in the law and its effectiveness. Once the people see the effectiveness of the new bill, they will less likely to plan a n armed robbery. Secondly, if this prison term is double, it will keep the ex-convicts from committing the same crime over and over again. Although we cannot prevent citizens from committing a planned armed robbery, but if this bill is passing, it will decrease the crime rate produced by ex-convicts who have committed armed robbery to come back and enact the same crime, which eventually will reduce the crime rate. Lastly, being able to reduce armed robbery will help victims from losing materialistic things and mental health. According to statistics from the Federal Bureau of Investigation (FBI), in the year of 2001 robbery accounted for 29. 4 percent of violent crimes in the United States, costing victims a total of $532 million. The average loss per victim during that year was $1258. Not only will the victim suffer financially, they will also suffer mentally (Federal Bureau of Investigation, 2009). Because the lives and security for citizens are more important then the outcome o f tax increase, I would recommendation the legislatures to enforce the policy. The economy has a cycle. It has its ups and down and we know that financially we can afford to maintain or build new prison facilities. However, we cannot increase the security for our citizens if we cannot reduce the crime rate in the near future. Doubling the maximum prison term for anyone convicted of armed robbery will reduce the crime rate; therefore it will increase the safety for our citizens. I strongly advice you to vote for the change. Reference * No Authors. Federal Bureau of Investigation. Retrieved July 4, 2009, https://www. fbi. gov Don’t waste time! Our writers will create an original "Prison Term Policy" essay for you Create order

Oedipus The King, Antigone, And Minority Report - 1364 Words

Throughout the stories of Oedipus the King, Antigone, and Minority Report, there is a common theme of greatness beyond the scope of the individual story. Oedipus was the dedicated king of Thebes, whose predestined fate detailed failed attempts to outrun his destiny. His sacrifices were for the good of his city. Creon and Antigone battle throughout their story, yet ultimately showed that death and sorrow are fates that are bigger than the both of them. Finally, John Anderton fought to prove his own innocence, and uncovered variables that resulted in the termination of the Precrime system, and prevented the possible conviction of thousands of innocent people. Ultimately, these three stories tell the detailed and complex lives of their†¦show more content†¦The Chorus knows that life will be full of pain and the endless search for the truth, yet like Oedipus, persistence is the only way to truly see. The city will continue to thrive no matter the fate of its leader, things will always carry on. The story of Antigone is more heavily influenced by choice. Like Oedipus, it follows the individual story of the ruler of Thebes: Creon. Despite his hostile attitude and gravitation towards violence, Creon is a leader not too different than Oedipus. He believes his word to be law, not out of entitlement as much as desire to keep his city in order. To Creon, the law is what will keep his city safe, just as Oedipus believed that the truth would do the same. The chorus continues to be a representation of universal truths greater than Creon as an individual. The chorus recognizes Creon’s motivations, ideas, and the morals of man, â€Å"When he weaves in the laws of the land, and the justice of the gods that binds his oaths together he and his city rise high† (Sophocles 77) Creon’s faith in human law over the divine is part of his sense of responsibility. Like any man, this organization is necessary for

Marketing Strategy Victoria Secret free essay sample

Victorias Secret was started in San Francisco, California, in 1977 by Roy Raymond who was Business alumnus of Tufts University and Stanford Graduate School. He felt embarrassed trying to purchase lingerie for his wife in a department store environment. He opened the first store at Stanford Shopping Center in Palo Alto, and quickly followed it with a mail-order catalog and three other stores. With this store he hoped that it could create a comfortable environment for men, with wood-paneled walls, Victorian details and helpful sales staff. Instead of racks of bras and panties in every size, there were single styles, paired together and mounted on the wall in frames. Men could browse for styles for women and sales staff would help estimate the appropriate size, pulling from inventory in the back rooms. In 1982, after five years of operation, Roy Raymond sold the Victorias Secret Company, with its six stores and 42-page catalogue, grossing $6 million per year, to Leslie Wexner, creator of The Limited, for million. We will write a custom essay sample on Marketing Strategy Victoria Secret or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Limited kept the personalized image of Victorias Secret intact. Victorias Secret was rapidly expanded into the U. S. malls throughout the 1980s. The company was able to vend a widened range of products, such as shoes, evening wear, and perfumes, with its mail catalog issued eight times annually. By the early 1990s, Victorias Secret had become the largest American lingerie retailer, topping one billion dollars. However, The Company gained notoriety in the early 1990s after it began to use  supermodels  in its advertising and fashion shows. Throughout the past decade, it has turned down celebrity models and endorsements. Current business At present, Victoria’s Secret is the fastest growing subsidiary of Limited Brands and contributes 42% of corporate profits. More than 1000 Victorias Secret retail stores are open in the United States. Products are also available through the catalogue and online business, Victorias Secret Direct, with sales of approximately $6000 million in 2010. Victorias Secret is known for its annual fashion show, the Victorias Secret Fashion Show, and for its catalogs, both of which feature top fashion models. II – Executive summary (NG? C) In 2012, Victoria Secrets goals are to increase 10% in revenue and 13% in market share. To achieve those, the marketing plan will be divided into 4 quarters with a clear division of labor for each department. Every people in company from management to employees will perform each mission separately in order to helps achieve the best returns.

The Historical Powers of the American Presidency

Introduction Constitution refers to a set of laws on which a state or a nation is governed. It outlines the provisions for the powers of the arms of the government as well as the responsibilities of the government to the governed population. This paper seeks to discuss the constitution of the United States of American with respect to the powers of the arms of the government. The paper will look into the historical powers of the American presidency in comparison with the provision for separation of powers among the arms of the government.Advertising We will write a custom essay sample on The Historical Powers of the American Presidency specifically for you for only $16.05 $11/page Learn More Controversy over Powers of the President The presidential powers in the United States of American have been surrounded with a lot of arguments with respect to whether or not such powers are consistent with the initial meaning as was provided for in the first amendment . The lack of agreement as to the consistency has led to a wide perception that the powers are being exercised with respect to convenience of solving emerging problems rather that according to the constitution. The executive branch of the government whose powers are vested in the president has in most cases been realized to overstep its mandate assuming the roles that were meant to be undertaken by the other arms, that is, the judiciary and the legislative arms. The powers of the president as was initially provided for were viewed to be limited with the only prerogative of approving legislations after such have been deliberated upon and passed by at least two-thirds of representatives from each of the house of the representatives. Powers of appointment of diplomatic representatives were also vested on the president subject to approval by the congress. The presidency was only offered full powers being the commander in chief of the armed forces together with the role of receiving dipl omats from other countries. Even representations in international agreements such as treaties were subject to approval by the congress. Such provisions are however, not what Americans witness today with respect to the powers that are exercised by the president. Contrary to the provisions, the presidency has fully assumed the roles that were primarily vested in the congress or were supposed to be shared between the executive and the congress. Prerogatives such as â€Å"foreign affairs powers, war powers, fiscal powers, legislative powers and administrative powers† (Kurland, 2006, p. 4) are currently identified as active roles of the executive contrary to the constitutional provisions. Powers Currently exercised by the President The increased authority that has been adapted by the presidency has been due to the direct of implied provisions that have been made by both the congress and the judiciary under the Supreme Court. The Supreme Court has, for instance, pronounced that the president, under precedence from the system in the Great Britain has the prerogative to appoint foreign diplomats. This has been contrary to the initial constitutional provisions. Foreign relations with respect to international agreements have also realized a deviation of powers from the original provisions. Treaties were originally supposed to be negotiated by the executive but approved by the congress on the basis of the two-thirds majority rule. In this setup, the congress had a basis to offer checks on the decisions of the executive. This has also been significantly altered by the Supreme Court through its decision that distinguished executive agreements from treaties.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Though failing to offer a distinction in meaning between the two, the court has provided that the president has the power to make executive agreements without the need for congress approval. The lack of difference has thus allowed the office of the president to enter into international relations without the approval of the congress on the ground that they fall under executive agreements and not treaties (Kurland, 2006, p. 6). The office of the president has equivalently assumed powers over declaration of war by the United States of America. Timely evolution of systems since the first amendment has witnessed the adopted capacity of the president to declare war on another nation without an approval by the congress. The congress is itself identified to have also played a role in delegating its duties to the president by assuming silence whenever such powers have been exercised and even amending the constitution to allow the president have such prerogatives. The congress, for example, passed a resolution in the year 1973 to allow the president to make war declarations against foreign powers and inform the congress of the decision within two days. Powers over fisca l policies which were basically restricted to the congress have been to the contrary associated with the president following significant involvement of the executive in influencing such policies. This has again been made possible by the congress that now appears dormant as compared to the executive over fiscal policy matters. The legislative process has also been compromised and transformed from the congress dominant process to one that is highly influenced by the executive through coercion (Kurland, 2006). Conclusion Constitutional provisions of the first amendment laid out roles of different arms of government to ensure that each arm of the government was checked by others. The current excessive powers of the president, however, exceed the provisions causing a threat to the checks and balances which can be said to have failed. References Kurland, P. (2006). From encyclopedia of the American constitution. New York, NY: Macmillan. This essay on The Historical Powers of the American Presidency was written and submitted by user Kamren Reyes to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Isambard Kingdom Brunel essays

Isambard Kingdom Brunel essays From around 1760 till 1860,the work and innovation of a few revolutionary engineers made possible the social and economic change in Britain that is know known as The Industrial Revolution. Isambard Kingdom Brunel is possibly the most remembered of this small but very significant group and many of his designs and projects have survived to the present day and there are some that are still in use. Isambard Kingdom Brunel was born in Portsea on 9th April 1806 to an English mother (nee Kingdom) and a French father. His father, Sir Marc Brunel, was a French monarchist whose continuing residence in revolutionary France had made life there somewhat uncomfortable. Probably due to his familys background in engineering Isambard had the luxury of having a sound grounding in the basics of engineering before he began working for his father. In 1818 sombards father designed a tunnelling shield that allowed work to be done on the excavation of the tunnel without the fear of a collapse. This lead to the founding of a company called the Thames Tunnelling Company and this was the beginning of the project known as the Thames Tunnel. At the tender age of 20 Isambard was put in charge of this 18 year project, but unfortunately the operation suffered 2 major disasters and in the 2nd flooding of the tunnel Isambard himself was nearly drowned. However this didnt seem to discourage Isambard and he continued to peruse his career in engineering and at the age of 26 he was offered a job as an engineer at the newly formed Great Western Railways. His work on the line that linked London to Bristol helped to establish Brunel as one of the world's leading engineers. Impressive achievements on the route included the viaducts at Hanwell and Chippenham, the Maidenhead Bridge, the Box Tunnel and the Bristol Temple Meads Station. Probably due to his now impressive record Brunel was able to persuade Great ...

Raining Death and Destruction

Raining Death and Destruction Raining Death and Destruction Raining Death and Destruction By Maeve Maddox This week I received an email that contained the phrase â€Å"reigning death and destruction on innocent people.† Naturally, I was moved to do a web search to see if other writers were misspelling the phrase â€Å"raining death and destruction.† Here is some evidence that some are: INCORRECT: Civil liberties are suppressed for our own good, and patriotism means going along with lawless governments, reigning death and destruction on defenseless nations for imperial, not noble, reasons.- Political commentary blog. CORRECT : Civil liberties are suppressed for our own good, and patriotism means going along with lawless governments, raining death and destruction on defenseless nations for imperial, not noble, reasons. INCORRECT: The FSA, however, have developed a different role for their Gunship, the Princeton class is an artillery emplacement on the water, its large turret reigning death and destruction from afar along with a healthy dose of rockets to boot.- UK gaming site. CORRECT : The FSA, however, have developed a different role for their Gunship, the Princeton class is an artillery emplacement on the water, its large turret raining death and destruction from afar along with a healthy dose of rockets to boot. INCORRECT: The name refers to the Lords passing over the Jewish children while reigning death and destruction on the Egyptians for Pharaohs refusal to free the Jews.- Feature article in The Washington Post. CORRECT : The name refers to the Lords passing over the Jewish children while raining death and destruction on the Egyptians for Pharaohs refusal to free the Jews The misspelling occurs with the similar idioms â€Å"raining blows† and â€Å"raining punches†: INCORRECT: A man has been told he is lucky not to be going to prison after reigning blows on his mother’s partner in their own home.- The Plymouth Herald (UK). CORRECT : A man has been told he is lucky not to be going to prison after raining blows on his mother’s partner in their own home. INCORRECT: A.J. Ferrer lived up to his nick name â€Å"The Pitbull† when he stormed out of his corner at the bell and began  reigning punches  from every angle.- Mixed martial arts site. CORRECT: A.J. Ferrer lived up to his nick name â€Å"The Pitbull† when he stormed out of his corner at the bell and began  raining punches  from every angle. In these idioms, the metaphor is that of a heavy rain pelting down on someone or something beneath. Reigning, on the other hand, is from the verb reign: â€Å"to exercise authority or hold sway in the manner of a monarch.† The participle form is used with the meaning ruling or predominant. Here are examples of reigning used correctly: The reigning dynasty  of Uaxactun was not always housed in the same location. The  reigning philosophy of the Enlightenment, we are told, was that of Locke and his disciples in England and on the Continent. We have never had a World Championship where  the reigning champion could defend the title. In conclusion, death, destruction, blows, punches, insults, volcanic ash, and other such unpleasantries rain on their recipients. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Passed vs Past20 Rules About Subject-Verb Agreement5 Tips to Understand Hyphenated Words

Discussion Boards 2-3 Assignment Example | Topics and Well Written Essays - 250 words

Discussion Boards 2-3 - Assignment Example For this reason, it will be quite important for all therapists to consult widely about the exact dynamics of dual relationship in order to avoid finding themselves in a precarious situation. Dual relationship can undoubtedly become an ethically troubling incident in a wide range of settings, which include both clinical and non-clinical in multifaceted ways. The first major ethical concern is the fact that it can lead to boundary violation. Boundaries are often set in relationships to maintain professionalism. However, dual relationship is believed to create boundary issues due to unclear and ambiguous boundaries. The more the therapist engages in dual relationships with the client the issue of role conflict arises making dual relation a major ethical issue. The same case also applies to the client as he/she also becomes confused of which of the two or more predefined roles should take precedence. There is also an ethical concern of impaired professional judgment during care delivery as the therapist may overlook his professional counseling role (Capuzzi & Stauffer, 2012). The final ethical issue associated with dual relationship involves power exploitation. It is believ ed that the party holding influential position can sue the dynamics of power arising from the dual relationship to exploit or harm the susceptible

Data Compression Algorithms.Use of Compression Algorithms in Forensics Essay

Data Compression Algorithms.Use of Compression Algorithms in Forensics - Essay Example Therefore, each algorithm has a number of strengths as well as weaknesses. The compression algorithms are also commonly used in forensics. These algorithms are used to reduce space amount required to store data on the computer hard disk. Usually, these algorithms are employed on the large files so that their size may be reduced. Mainly, there are two types of the compression algorithms include: lossless and lossy algorithms. The lossless compression algorithms have been developed to compress the data with hundred percent (100%) original data reconstruction from the compressed data. In these algorithms, you do not lose any data, as it preserves all the data as it is in novel form. For compressing the text or images, the algorithms that are used include: LZW, Borrows-Wheeler transform and LZ77 and Prediction by Partial Matching (also known as PPM). General purpose lossless compression algorithm include: run-length encoding, Lempel-Ziv 1978 (LZ78) and Lempel-Ziv-Welch (LZW). On the othe r hand, the lossy compression algorithms are mostly used to compress audio and video data or files. These algorithms are used to endeavour reducing or even eliminating the superfluous or redundant information from the video or audio files. Typically, the lossy algorithms or techniques attain a advanced level of compression by plummeting the by and large quality of the sound or image. In order to compress an image, the lossy algorithms that are used include: Wavelet Compression, block truncation coding, fractal compression, etc. Whereas, for video files, the algorithms include: DV, MPEG (I to IV), etc. and for the audio file famous techniques are MP3, MP2, AAC etc. Use of Compression Algorithms in Forensics The data compression algorithms are commonly used in forensics tools to get help during electronic investigations. There are a number of implications for the forensic inspector during an analysis or investigation these include: only the lossless compression can be utilized in fore nsics analysis, however, lossy compression cannot be used because it alters the original data but through the hash collisions , a compressed folder or file could be in a combination of both compressed and uncompressed data, it is recommended that the text file or data can always be compressed or decompressed by the lossless algorithms as a word document may contains a number of documents, therefore it is critical to lose any document. It should be kept in mind that if a Word document presents on hard disk in a compressed structure, when deleted then it resides in its compressed form. Therefore, searching a hard disk intended for a keyword will not get any result if the keyword only contained by the compressed deleted file. Whereas, on the other hand, an image file such as the JPEG has already been compressed in high format, therefore, it will yield deprived compression. In fact jpg’s usually have a compressed first cluster (this normally contains manufacturers info) followed by uncompressed clusters and compression units. It should be known to the forensic examiner that decompressing a file without remedy to the files Master File Table (MFT) record might not be achievable i.e. the only sign of whether a compression run has been compressed is within the MFT. It means that if a record of a file named ‘document’ is not available in the MFT, the operations of decompressing the file or extracting the compressed file may not be successful. PST Viewer According to the Forensic Control Limited in June 2012, the top (10) free computer forensic software are OSForensics, FTK Imager, Forensic Image Viewer, FoxAnalysis, Mail Viewer, PST Viewer, USB Write Blocker, P2 Explorer, Encrypted Disk Detector, and Dumplt. From the above most famous forensic software I have

Discuss the importance of children making choices Essay Example for Free

Discuss the importance of children making choices Essay Issues that could be considered might be that the children are young and can’t make up their mind enough, even though it’s good to let children make choices the adults are to support the child helping and reassuring the child. Some children are more confident playing in a set activity; any child who is not as confident has to be helped and giving motivation to help their development. â€Å"Children like to feel the same as others; living with a medical condition may make a child feel different† Tassoni p, (2007) childcare and education 3rd edition page 60. When giving children the opportunities to make choices you make them feel in control and help to build up their self-esteem, children need to make choices to develop their understanding of the world and know how to handle their self, not encouraging them to make choices might lead them to misbehave or rebel. Choices enhance their imagination; play can consist of amusing or imaginative activity for independent play or with others. The rites of play are evident throughout nature; it helps in their social development. In a classroom it’s important for the children to choose what activities they would like to do, according to Piaget’s constructivist principles if they can make their own decision they will be self-motivated and they will not feel the need to break rules behind the teachers back. â€Å"Play often entertains props, tools, animals, or toys in the context of learning and recreation. Some play has clearly defined goals and when structured with rules is called a game. Whereas, some play exhibits no such goals, nor rules and is considered to be unstructured in the literature. † http://en. wikipedia. org/wiki/Play_(activity) A1 – Describe how practitioners can encourage children to direct their own play. â€Å"For play to be empowering children must be allowed to take control of their own play rather than follow what adults want them to do† Tassoni p, (2007) childcare and education 3rd edition pg. 318 Practitioners would have to provide activities that would encourage children to play independently, letting the children choose what activates and equipment they want to use can help. When the children are playing on equipment a practitioner could ask the child â€Å"how are you supposed to use it† this will make the child show you, it’s good for a quieter child, encouraging them to take part in the play. When laying out activities or equipment it’s important that you are aware of spaces around, the children will not be encourage to play when an activity is not appealing to them. Make sure that there is enough room for the children to play around it. When choosing the equipment get the children involved let them choose what they would like to play. A practitioner should intervene when the children are choosing numerous activities let one child at a time get a say then the practitioner can make the final decision making sure you explain to other children why they could not have done that activity then. Creative play D1 – describe the activity You will need; 2 medium sized containers 2 different coloured paints Paint brushes (different sizes) Pasta (different shapes) Different colour sting Scissors Coloured paper Beads Glue Pour the pasta into the separate containers. Allow the children to paint the pasta. Use the different colour paint for each container. When they have finished painting, leave the pasta to dry. When they have dried the children can choose whether to make jewellery or use the pasta to decorate their drawings. D2 – what is the purpose or aim of the activity? Include the age of the children. This activity is for children aged 3 or 4. It will help to develop their hand and eye co – ordination skills, whilst making their jewellery, threading the string through the pasta. It helps develop their fine motor skills. It helps with their social development because they are working with other children and learning how to take turns. â€Å"Children need to feel secure, valued and loved without this emotional support; they find it hard to show co – operative behaviour. Attention seeking behaviour can be assign that a child needs more support† Tassoni p, (2007) childcare education 3rd edition page 44 This activity will also support their language and communication skills because they are talking to other children, telling each other what they’re making and who they’re doing it for. D3 – describe how the activity is set up to promote the children the children’s interest. Get the children’s attention firstly and tell them to come and help you set up the activity. When you’re choosing the paint ask the children what colours they want to use. Choose a child to pour the pasta into the containers, give all the children paint brushes to paint the pasta, supervise them to make sure they are all playing together and encourage all the children to take part in the activity. Once all the pasta has been painted take the trays and put them away to dry, explaining to them the next step of the activity. When the pasta has dried put them onto a table, (still in the containers) get out any beads that may be around and ask the children† who wants to make a necklace or bracelet†. You give the children the choice of what they want to make, while they are doing so interact with them, ask them questions about what they are making, keeping an eye out for the children that are struggling. â€Å"Play may also serve as a pretext, allowing people to explore reactions of others by engaging in playful interaction. † http://en. wikipedia. org/wiki/Play_(activity) D4 – health and safety considerations Consider any skin allergies of the children. They may not be able to use the paint. Make sure the children are supervised at all times when making the jewellery because the small beads are choking hazards. D5 – the adult’s role in stimulating play in this activity. During this activity the practitioner will play the role of the facilitator. The practitioner will be talking to the children asking them questions; â€Å"what are you making†, â€Å"who are you making it for† and helping the children if they need it. He/she will try and encourage the children who are having trouble and motivating them giving each child praise and acknowledging their efforts. D6 – explain how this activity provided for children’s choices This activity allows the children to make choices and be independent with their play when they’re making their jewellery they can choose whether to make a necklace or a bracelet and they will be able to choose what colour string they would like to use. They can also choose what shape pasta there are. C1 – description of a resource that supports spontaneity and choice The beads support the children’s element of choice because there are different beads of shapes and size a colour; it supports their spontaneity because each child’s jewellery will be different and unique. D7 – how does this activity meet the individual needs of the children? This activity can be for all children. Children with allergies may not be able to do the painting part of the activity. Children with learning needs can take part with the help and supervision of an adult because they might not fully understand what to do so the adult can support and encourage them. B1 – explain how the activity can be extended to meet individual play needs. To extend this activity you could use the pasta for different things. Getting a box and gluing the pasta onto it. Making pictures with the pasta. The children could use the left over pasta as food in a food tray. This activity is suitable for a child with learning needs because it’s supervised by an adult, the child will get help.

Computers :: essays research papers

This paper is about the computer. Today computers are used by hundreds of millions of people. There have been many advances in the computer. The computer used to weigh 30 tons and filled warehouse size rooms, but today can be as light as 3 pounds and fit in a persons pocket.There were basically three times the computer was mentioned. One as a mechanical computing device, in about 500 BC The other as a concept in 1833, and the third as the modern day computer in 1946. The first mechanical calculator was called the abacus. The abacus is a is a string of moving beads.The first concept of the modern computer was first outlined in 1833 by the British mathematician Charles Babbage. His outline contained all of todays features in a computer today. Those features are memory, a control unit, and output devices. Even though Babbage worked on the machine for over 40 years he never actual saw it work. The modern computer grew out of intense research efforts mounted during World War II. The military needed faster ballistics calculators, and British cryptographers needed machines to help break the German secret codes.Early as the 1940's the German Inventor, Konrad Zuse, produced the first operational computer. It was used in aircraft and missile designs, but the German government would not let him improve the machine so it never reached its maximum capability. Two engineers called John W. Mauchly and J. Presper Eckert Jr. from the University of Pennsylvania constructed a calculator. Its construction was an enormous feat of engineering. The 30-ton machine was 18 feet high and 80 feet long, and contained 17,468 vacuum tubes linked by 500 miles of wiring. This calculator performed 100,000 operations per second, and its first operational test included calculations that helped determine the feasibility of the hydrogen bomb. Computers were finally made to a smaller size in 1958 by Jack Kilby. He used less expensive silicon chips, this made it possible to cram as many as 10 million components on 1 chip. Another big step in the computer chip was made by American Engineer Marcian E. Hoff. He combined the uses of a computer into 1 tiny silicon chip which he called the microprocessor. This microprocessor was called the Intel 4004. By the mid 1970's the microprocessor or microchip reduced the cost of computers. The first affordable desktop computer designed specifically for personal use was called the Altair 8800 and was sold by Micro Instrumentation Telemetry Systems in 1974.

Math150 College Algebra Ctu Phase 1 Db2

MATH150-1201A-01 Phase 1 DB2 Part 1 and Part 2-Primary Task Response January, 2012 Part 1 Confirmation of MyLabsPlus login I was able to login to MyLabsPlus with my username and password. Part 2 Primary Task Response 1. I went into the learning lab and in the mathematics section I chose the presentation titled â€Å"Basic Algebra Skills-Real numbers & Algebraic Equations, Exponents & Scientific Notation, Radicals & Radical Exponents, and Polynomials†. I chose this presentation because I felt I needed to remember algebraic equations, exponents and polynomials. I have not had algebra for many years so this presentation was a very good refresher. It reminded me about real numbers and algebraic expressions and square roots. It was good to be reminded about the steps you take in algebra to solve an equation such as: 1. Perform operations within the innermost parenthesis first and working outward. 2. Evaluate all exponential expressions. 3. Perform multiplications and divisions as they occur, working from left to right. 4. Perform additions and subtractions as they occur, working from left to right. Overall the presentation was a very good reminder. I am happy I watched this particular presentation. I definitely will benefit by visiting the learning lab math center because I have not had algebra in many years and I will need the extra help to learn. 2. I would explain to the programmers in my new job that a mathematical expression is a phrase or a sentence fragment with a variable that has to be simplified and has no relation symbol. And that a mathematical equation is a sentence that you solve and has a relation symbol and is a statement that two numbers or expressions are equal. A couple of mathematical examples of the difference between an expression and an equation is: 1. Mathematical expression – 1. z + 2 ? (7 – z) 2. A number is less than five. x < 10. 2. Mathematical equation – 1. 6 =6 2. 15 = 2 + 13 A real life example of when someone would use a mathematical expression is when a car is going a certain mph speed and the driver wants to know how many miles he has traveled after so many hours. A real life example of when someone would use a mathematical equation would be to figure their profit or loss during months of business. 3. I would explain to the programmer that the expression means five x five x five = 125 and not 5 x 3. I would explain that 5 is the â€Å"base† and 3 is the â€Å"exponent† or â€Å"power†. I would show him/her how to calculate it on paper. A real life example where one would use exponents is when one would need to measure square feet, square kilometers or square inches. You might also use it if you need extremely tiny or extremely big quantity results. References Math League Press, (copyright, 1997-2006). Introduction to algebra. Retrieved from http://www. mathleague. com Miller, M. (copyright, 2003 -2012). Where do you need or use exponents in everyday life?. Retrieved from http://www. homeschoolmath. net/teaching/where-need-exponents. php Editorial Board. College algebra. Chapters 1 and 2. Colorado Technical University: Words of Wisdom.

Weaving Architecture & Nature

Landscape from its beginnings has a man-made connotation with associated cultural process values. The idea of having a landscape does not suggest anything natural at all. Yet there are instances of projects where the landscape itself suggests natural connotations as though there is no interface between nature (site) and culture (architecture).In Chichi Art Museum, Today And made a radical decision to create an underground space to create minimal changes to the current natural environment, exposing only very basic geometries as the openings for the underground gallery. He transformed the site into a natural work of art, interfacing with the internal works of art. On the other hand, Frank Lloyd Wright's Billingsgate transforms the original site into a beautiful monumental landscape and brings nature into the house by using materials found on site, creating natural experiences through his architecture.Yet the ideas of the interface between Nature and architecture are translated very di fferently for the 2 projects. Nod's idea of the interface was a stark exposed one while Wright's was more clear and rational. This paper seeks to find out whether one of their interpretations questionable, or it is Just harder to comprehend one than the other. Keywords: Nature; Integration; Art; Landscape; Culture 1. INTRODUCTION Figure 1 . Illustration of the Phases of Museum Development The concept of museums since the late 18th century evolved through 3 different phases (Figure 1).The first generation are mostly built by royalties as part of their collections, the second generation museums are more particular in presenting artworks and collections in their raw form, where exhibition spaces are designed to segregate the works from any context using spaces that is ere and abstract. As art works progressed further, artists evolved to creating works that are more specific, works that interact with surroundings and also visitors.This concept itself brings out the definition of cultura l landscape by Saucer (Saucer 1925, 46), where the art works themselves represents the cultural interference to the surrounding natural landscape. Here, the architect undertakes a special role as the direct influencer to the landscape. The Chichi Art Museum by Today And is one of the first of the 3rd development of museums, specially designed to house the works f Claude Monet, Walter De Maria and James Turrets, or on a higher level, to integrate their works with the natural environment.The way Today And created his cultural landscape, interfacing with nature with his strong use of man made materials concrete and glass, gives us a new perspective on how one interfaces with their surroundings. 2 THE ORIGIN The concept emerged due to a similarity between the artists in the history of art – they question modern art and architecture and the â€Å"quality of aesthetic experience† in a three-dimensional space. By congregating them into one space could form â€Å"a lace for a esthetic experience† (Watchmaker and Mammoth 2005, 83). Figure 2.Mashing, Japan (Source: http://architects. Files. Wordless. Com/2011 /06/chichi_panorama Jpg) The chosen site (Figure 2) was based on the likes of the initial client, Choirs Effectuate whom had a special liking towards the views of Sets Inland Sea and other islands from a place in Mashing (Watchmaker and Mammoth 2005, 83). The site was a good match with a three dimensional space envisioned by Monet – a space that by itself is a piece of art giving birth to the idea of a space that blends art and architecture together seamlessly.Hence instead of a monumental building sitting on the site, the building took the form of 2 an underground building with no apparent form. The visitor world experience each artist's space, one by one independently, and was prevented from looking at the building as a whole. Upon gathering all the experiences, they would then discover the structure in its entirety, and the relationshi ps and arrangements between spaces (Figure 3). Figure 3. Illustration of Separate volumes coming together in the site (Source: Today And at Mashing: art, architecture, nature. )The final museum itself, shown in Figure 3 embodies a mastery of light and materials that seek to reconnect with the elements of â€Å"art and nature†. To maintain the existing environment and aesthetics of the site, And chose to ‘bury' the museum underground. Only a series of concrete openings and geometrical skylights float among the greenery shown in Figure 4. He dedicated a separate space for each of the artists' gallery, bounding them together with a triangular courtyard that connects all the exhibition spaces via a mixed sequence of spaces – light and dark, open and closed. Figure 4.Concrete opening and Skylight 3 THE INTERFACE . 1 Today Nod's Chichi Art Museum Mashing 3 From Section 2, we understood that And made the decision to integrate art and nature as one by placing the buildin g underground thus giving Chichi its name. Yet in his design, we see stark signs of man – made influences to the site, the most obvious being the introduction of concrete volumes that encompasses the entire site. As visitors enters the 27,700 square foot reinforced-concrete Chichi Museum, they will discover the diminishing sunlight taken over by the disorientating semidarkness.The tunnel-like passageway provides a full separation from the external environment ND leads them into a square-sis forecourt carpeted with green stalks of bamboo-like grass (Pollock 2005, 116). This initial experience that And created as his entrance sounds rather intimidating. The uniqueness and unfamiliarity created a rather daunting feeling, and nature is nowhere mentioned or considered when one enters the space. Is the integration with nature only a surface treatment to the architecture by infusing the building underground?Perhaps And was looking more into interfacing art and architecture together rather than interfacing the culture with nature. For our interpretation of a seamless interface with nature seem to be different from Nod's radical representation of nature in his work. Yet where did our interpretation come from? 3. 2 Frank Lloyd Wright's Billingsgate Figure 5. Billingsgate and the terraces (Source: HTTPS://blobs. Alt. VT. Dude/Kristin/files/2012/12/few Jpg) One of the historical buildings that perfectly epitomize the concept of one with nature is Frank Lloyd Wright's 4 Billingsgate.Wild animals live near it; Trees surround it; Water swirls underneath; huge beclouded rest at its feet; the house's terraces echo the pattern of the rock ledges below (Figure 5). Billingsgate seeks to find harmony with nature. Instead of scoping a natural landscape for its inhabitants, the Kauffmann, Frank integrated the waterfalls with the architecture and hence integrated the falls into their lives. Figure 6. Elevation and Section of Billingsgate with materials (Source: Billingsgate: F rank Lloyd Wright's romance with nature. ) Wright furthered the integration with nature via his selection of materials.He kept his selection to merely 4 materials – sandstone, reinforced concrete, steel and glass and integrated them as part of the natural environment (Figure 6). All the stone at Billingsgate was quarried from the bottom of the waterfalls. Beams are designed in an arc shaped Just so to allow tree to grow through the trellis. The chosen concrete was of a pale ochre color to match the back of a fallen rhododendron leaf (Hangman 2011, 40). Exposed steel was painted red to give a raw feeling; reminding people of the red color of iron ore and also of the fiery method used to create steel.Clear glass was used to extend the nature into the interior of the house, sometimes becoming reflective like mirror-like surfaces of a calm pool, and at night, disappears to eliminate any distinction between the interior and exterior. Understanding Wright's design and linking it to integration with nature seemed almost redundant as the building encapsulates the whole concept. It is simple to relate the architecture as part of the landscape, and the concept of integration was strongly showed in every angle, which was not seen for the case of Chichi Art 5 Museum. 3. New Interpretation As a 3rd generation museum, perhaps we should not Judge the interface at its mere surface. Was there more to its looks for the Chichi art museum? From the Periphery of Architecture, And wrote â€Å"Nature in the form of water, light ND sky restores architecture from a metaphysical to an earthly plane and gives life to architecture. A concern for the relationship between architecture and nature inevitably leads to a concern for the temporal context of architecture. I want to emphasize the sense of time and to create compositions in which a feeling of transience or the passing of time is a part of the spatial experience. (And 2005, 465) Nod's interpretation of the interface between architecture and nature showed that it should not be merely a visual effect, but a more in-depth understanding and experience towards nature. It is thus reasonable to feel that what And is doing with his architecture was in particular, to isolate natural elements in blending them with the architecture. Yes one would not feel the natural environment, for we have never experienced nature in its rawness. Our idea of sunlight goes together with landscape, with clouds, with mountains and seas.We do not see light as a unit on its own. Figure 7. A Collage of the Monet Gallery at Chichi Art Museum This ideology was translated rather well in the Chichi Art Museum project. For Motet's Gallery where the 6 tater lilies situate, the experience starts with changing your shoes to soft indoor slippers at the shoebox followed by a vacant room before the exhibition gallery. The dim experience diminishes through the rectangular open entrance, where silky light trickles in. Once we enter the Motet's r oom, the transparent veil of light surrounds us.The completely white atmosphere, the white frames, white walls, white ceiling, and white floors seem to be representative of the raw sunlight, as it fills the environment. This enabled the paintings to have an illusion that it is relieved of its endings to the frame and Joins the space as floating scenery (Figure 7). The gentle ramp that circulates around the central triangular courtyard features a slit in the walls, exposing elements of light into the dim passageway creates a transition of space yet connecting the spatial qualities of the Monet gallery to the other galleries (Figure 8).This triangular courtyard exposes only rough stones at its surface, propelling vision from the visitors towards the sky (Figure 8). In James Turret's Installation of the Open Sky, visitors are given the opportunity to enjoy the natural sky IA a framed skylight and observe the changes where visitors may see sunlight shining through the window, clouds dri fting by or a lingering evening glow. Figure 8. The triangular courtyard (Source: Chichi Art Museum: Today And builds for Walter De Maria, James Turrets, and Claude Monet. The entire approach of Chichi Art Museum in integrating with nature forms a critical questioning of the natural environment. It forcefully brings out nature via the use of concrete envelope. The physical interface here is the concrete building, although man-made, it seems to be the perfect medium to bring the isolated 7 tater into the art and architecture. The Chichi Museum is thus a successful effort between the architect and the artists, people and nature, acting as a specific artwork in itself. Even the form as seen from the exterior, is like an art piece, infused within the mountains (Figure 9). This made the argument in 3. Invalid as the approach took by And in creating a dramatic entrance was Justifiable if his intention of integrating with nature is as discussed. Figure 8. Series of mediums illustrating the building infused into the site. (Source: Chichi Art Museum: Today And builds for Walter De Maria, James Turrets, and Claude Monet. ) The isolation of nature to provide the integrated experience is not a new concept. Even in Wright's Billingsgate, we can see hints of this method used. In integrating the waterfall into the architecture, instead of scoping a view, Wright chose to situate the house right on top of it.

Computer Task Group, Inc vs Brotby Essay Essays

Computer Task Group, Inc vs Brotby Essay Essays Computer Task Group, Inc vs Brotby Essay Essay Computer Task Group, Inc vs Brotby Essay Essay In 1995 William Brotby was hired by Computer Task Group. Inc. ( CTG ) as an information engineerings adviser. Upon engaging. Brotby had to subscribe an understanding saying that he would be restricted to work for any CTG clients if he left the company. No more than two old ages subsequently. Brotby left CTG and began to work for one of CTG’s clients known as Alyeska Pipeline Service Company. CTG. complainant. filed a suit against Brotby. suspect. in a federal territory tribunal avering breach of contract. During the production of find. Brotby refused to to the full react to CTG’s interrogations. neer gave true replies. filed indefensible gestures. made flimsy expostulations. and neer disclosed all of the information that CTG sought. Brotby was fined twice by the tribunal and was issued five separate orders telling him to collaborate. Because of Brothby’s uninterrupted refusal to collaborate. CTG finally filed a gesture to come in default judgement against him in 1999. The tribunal granted the gesture ; nevertheless. Brotby appealed to the U. S. Court of Appeals for the Ninth Circuit. Is uninterrupted refusal of the suspect to bring forth find plenty to justify a default judgement by a federal territory tribunal? The federal territory tribunal granted CTG’s gesture to come in a default judgement. The U. S. Court of Appeals for the Ninth Circuit affirmed the judgement of the lower tribunal. Therefore. the appellant tribunal held that â€Å"in visible radiation of Brotby’s atrocious record of find abuses† and his â€Å"abiding disdain and go oning neglect for the court’s orders. † the lower tribunal decently exercised its discretion in come ining a default judgement against the suspect. The Federal Rule of Civil Procedure 37 allows the territory tribunal to come in a default judgement against a party who fails to follow with an order demanding find. In add-on. the territory tribunal must weigh five factors in order to suitably make up ones mind if a countenance of default for disobedience with find is evidences for dismissal. These five factors are: â€Å" ( 1 ) the public’s involvement in expeditious declaration of judicial proceeding ; ( 2 ) the court’s demand to pull off its ocket ; ( 3 ) the hazard of bias to the opposing party ; ( 4 ) the public policy prefering temperament of instances on their virtues ; and ( 5 ) the handiness of less drastic countenances. † When a tribunal order is violated. the first and 2nd factors will prefer countenances whereas the 4th will dispute the order. With respects to the first factor. Brotby’s actions were deliberate ; he intended his actions to be as they were. Furthermore. in finding whether get rid ofing countenances are appropriate in Brotby’s instance is reliant on the 3rd and 5th factors. Brotby violated tribunal orders by neglecting to bring forth sufficient and factual paperss. and by neglecting to pay one of the mulcts. These fallacious tactics delayed the judicial proceeding procedure while burthening the tribunal. and prejudiced CTG. Brotby failed to bring forth paperss ordered by the tribunal. and most of what he did subject came after find. The withholding of of import information and the clip hold is sufficient bias towards CTG. There are three factors considered in make up ones minding whether the territory tribunal adequately considered lesser countenances: â€Å" ( 1 ) explicitly discussed the option of lesser countenances and explained why it would be inappropriate ; ( 2 ) implemented lesser countenances before telling the instance dismissed ; and ( 3 ) warned the piquing party of the possibility of dismissal. † The territory tribunal justice suitably considered the option of lesser countenances by telling Brotby to follow with CTG’s find petition five times and enforcing two lesser countenances against him. However. Brotby neer responded and therefore it is appropriate to fling lesser countenances if the tribunal anticipates uninterrupted false misconduct. Brotby besides had uninterrupted consciousness that his involuntariness to collaborate would finally ensue in a default judgement against him ; the justice warned him to â€Å"stop playing games† if he wanted to remain in the game. Therefore. the two pecuniary countenances. five orders telling him to collaborate. and repeated warnings proved adequate notice that Brotby’s continued failure to follow would ensue in default.

Answer Why Does Elizabeth Want John to Go to Salem

Answer Why Does Elizabeth Want John to Go to Salem SAT / ACT Prep Online Guides and Tips Many readers have the same question about Act 2 of The Crucible:why does Elizabeth want John to go to Salem?This article provides both short and long answers to this question. It should help you to understand the reasoning behind her request, why it changes slightly over the course of the act, and how it connects to the lingering tension in their marriage. Why Is This Question Tricky? This question addresses an important but somewhat confusing aspect of the plot in Act 2. John and Elizabeth Proctor have several one-on-one conversations in this act that introduce the audience to the issues in their marriage that have arisen as a result of John's affair. Elizabeth asks John to go to Salem twice, changing her request slightly when she learns additional information about the court proceedings from Mary. Her first request is driven by an urgent concern for the others who have been accused, but her second request is an even more dire plea as she realizes that she herself is in danger from the trials. We'll look at what the different requests are and why Elizabeths makes them from both a practical and psychological standpoint. Short Answer Elizabeth initially wants John to go to Salem so he can testify that Abigail told him Betty’s illness had nothing to do with witchcraft. When Elizabeth finds out from Mary that she was accused in court, however, she decides she wants John to speak with Abigail directly. She says he must tell Abigail that they will never enter into a romatic relationship again. Elizabeth hopes this will dissuade Abigail from making additional false accusations designed to remove her from the picture. Elizabeth's hope is that John will be willing to set the record straight, first on an official level and then on a personal level.This is the only way he can prove his loyalty to her over Abigail.As she says, â€Å"I will be your only wife, or no wife at all!† (pg. 59) For Elizabeth, this is about more than just protecting herself from accusations. It symbolizes John's renewed commitment to their marriage and the final nail in the coffin for his infatuation with Abigail. Long Answer Elizabeth Proctor first urges John Proctor to go to Salem so he can testify that Abigail and the other girls are frauds.John knows this to be a fact because when he and Abigail spoke alone in Act 1, Abigail scoffed at the suggestion that Betty’s illness had anything to do with witchcraft. Here’s the exact exchange between John and Abigail (on page 20): PROCTOR: The road past my house is a pilgrimage to Salem all morning. The town’s mumbling witchcraft. ABIGAIL: Oh, posh! We were dancin’ in the woods last night, and my uncle leaped in on us. She took fright, is all. John is hesitant to go into town and produce this evidence because he’s not sure he will be believed. It’s his word against Abigail's. He says, â€Å"If the girl’s a saint now, I think it is not so easy to prove she’s fraud, and the town gone so silly. She told it to me in a room alone - I have no proof for it† (pg. 51). Elizabeth is frustrated because she believes that some of his reluctance really stems from the fact that he still has feelings for Abigail.She says, â€Å"John, if it were not Abigail that you must go to hurt, would you falter now? I think not† (pg. 52).Her trust in him is shaken by the fact that he spoke with Abigail alone, a detail that he kept to himself until now.Elizabeth needs John to give his testimony discrediting Abigail to prove that he has moved on from her and his loyalties aren’t divided (and because it’s the honest thing to do). After Mary Warren reveals that Elizabeth was accused briefly during that day’s trial, Elizabeth’s request regarding John’s visit to Salem changes.She sees that the situation is more dire than they originally thought; her life may actually be in danger because of Abigail’s vendetta against her.She now wants John to go to Salem so he can speak with Abigail and tell her that the two of them will never end up together under any circumstances.She knows that Abigail wants her out of the picture so that she can take her place as John’s wife.If Abigail hears directly from John that this will never happen, she might be persuaded to give up her charade. Elizabeth urges, â€Å"Whatever promise she may sense - break it, John, break it† (pg. 59). She understands that thehysteria surrounding the trials has grown to a point where addressing the root of the problem (Abigail) may be more effective than attempting to convince the court officials that the girls are lying. Also, if John speaks to Abigail himself, Abigail won't be able to mistake his intentions in the future. If he's willing to do this, it will prove to Elizabeth that he really is done with the affair psychologically as well as physically. The psychological wounds of John's affair run deeper than his romatically obtuse brain can comprehend. Summary: Why Does Elizabeth Want John to Go to Salem? Ok, let's recap the answer to this question with some snappy bullet points: Elizabeth originally wants John to go to Salem so he can tell the court that he knows the girls are lying. Then, when she finds out she was accused in court, she wants him to go to Salem to speak directly with Abigail. Elizabeth makes these requests with an eye towards correcting injustice and saving her own life. However, she also has a more emotional motive, which is to force John to show his loyalty to her and fully renounce his connection to Abigail. What's Next? Want more details about what exactly happens in Act 2 of The Crucible? Check out our full summary of Act 2, including key quotes and thematic analysis. We've also written in-depth analyses that focus on the main characters of the play. Read a complete breakdown of John Proctor's relationships, motivations, and personality traits. Looking for some good quotes to include in your essay for English class? We have a full list of the most important quotes in The Crucible along with explanations of their thematic relevance. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Clara Barton Second Draft Essay Example | Topics and Well Written Essays - 500 words

Clara Barton Second Draft - Essay Example Barton became involved with dealing with wounded soldiers behind the lines during the American Civil War, firstly distributing supplies and later searching for the fallen of the Union army. In 1864, thanks to her tireless efforts on the battlefield, Barton was promoted to superintendent of nurses. Her role in assisting casualties was of extreme importance, as Tooker underlines. He underlines that ‘volunteers, such as Barton, provided an invaluable service early in the war until larger charitable organizations, such as the U.S. Sanitary Commission, were able to assist the Union Army on providing basic necessities, sanitation and medical support for the troops’. (Tooker, 2007 p.220) After the war ended, as a result of her work and her determination to see the official list of the dead (copied in secret by a soldier – Dorence Atwater – and known as the ‘Atwater list’) published, she became known as the Angel of the Battle field. To recover from her exertions during the war, Barton travelled to Switzerland in 1869 for a peaceful break in Europe. However, when the Franco-Prussian war broke out in 1870, Barton once again took to the battlefield to help the injured, working with the International Committee of the Red Cross. Egglestone (2003: p.172) describes Barton’s activities in this period; ‘she followed German troops into Strasbourg after [a] 30-day siege and remained there for six months whilst setting up relief programs for the sick and wounded’. Upon returning to the US in 1973, Barton was determined to establish a similar organisation in her own country. However it took seven long years for her to persuade the American establishment that such an organisation was needed. Many Americans believed that their country would never again face a war as bloody as the Civil War, but Barton managed to gain recognition for the organisation by arguing that it could be useful not just in war time, but also in

Raymond Carver, Analytical paper Essay Example | Topics and Well Written Essays - 1250 words

Raymond Carver, Analytical paper - Essay Example The story tries to explore the notion of different people about love, the uncertainty they face in their love life and the common ideological conflicts they face. In addition, one can see a certain degree of effort from the part of Carver to show the hollowness of the so called ‘true-love’ and its short term nature. The basic ideology the writer tries to express through this story in which nothing happens seems to be that every ‘true love’ contains a certain degree of selfishness as a basic element, and this selfishness haunts every person at varying degrees. In the story, four people sit around a table in an afternoon and start discussion on the topic love while drinking gin. The four people, Terri, her husband Mel, the writer and his wife Laura engage in a discussion on the true meaning of love, though Mel leads the discussion. While Terri and Mel seem to have differences in opinion on the subject, and a greater degree of insecurity too, the other people a ppear strong in their attachment. However, one can see exhibition of selfishness reaching the extent of violence and even killing exhibited by some characters. The first factor that needs to be analyzed seems to be the degree of selfishness expressed by each character. The former love of Terri deserves that place. His love turned a physical obsession with violence. The man loved Terri so much that he even tried to kill her. Terri knows it was love and even now, after marrying Mel, she says ‘I know it was’. As she says it, one can see a rise in the feeling of insecurity faced by Mel and he even strongly argues that true love is spiritual in nature and it has nothing to do with physical. One can see his humble efforts to prove that what Terri got from her first lover was not love. However, Terri seems to possess little idea about the feeling of insecurity her husband faces, or is totally neglecting it, stating again and again that her first lover loved her very much. It s eems from the story that the couple, though sit and drink together, lives in two different poles and have little common consensus. The story makes it clear that though Mel does not like his wife meeting her former lover, she visited him again on his death bed. She accepts the fact that she and Mel spent many days in the fear of that man attacking them, but, even then, she keeps a ‘soft corner’ for him against the wishes of her husband. However, she feels happy, contented, and satisfied in the fact that her husband does not like to talk to his first wife Majorie. She happily explains to others that Mel wishes that Majorie be married again or dies. Thus, the writer succeeds in picturizing how selfishness and obsession are intermingled in the feeling of love. In addition, it shows the female ability to feel for two people at the same time. Terri, based on her personal convenience, jumps from one to another totally ignoring the impact of her activities on the others. Terri even now knows that her first lover loved her and knows very well that Mel loves her. However, she still goes on keeping sentiments for the former lover and yet prefers to live with Mel as it does not involve physical violence. Thus, she adopts a position that is good to no one. Her behavior seems annoying Mel a great deal and that seems to be the reason for his admiration of the narrator’s wife Laura and saying to Laura â€Å"if I did not have Terri, I would fall in love with you†. However, this statement instantly hurts Terri and

To what extent did the invasion of Iraq in March 2003 signify a change Essay

To what extent did the invasion of Iraq in March 2003 signify a change in the way that force is used in international relations - Essay Example An urge to conduct an investigation in Iraq emerged when the Iraq government attacked US in the year in 2001. The US government felt vulnerable, especially after this attack that is believed to have been an operation of Al-Qaeda, one of the rogue groups in Iraq. The US government felt vulnerable and feared that the Iraq government would use the weapons of mass destruction against the US government. Another fear was that with these weapons available in Iraq, the Al-Qaeda group would access them and conduct a more severe attack than one of 2001. Thus, the US felt the need to launch an effective operation to inspect and disarm the Iraq government of any weapons of mass destruction that they could be holding. Although many felt that the rumour on the presence of weapons of mass destruction in Iraq was a mere speculation, the UN team engaged a powerful gear to unravel the truth of the matter. In 2002, the plan of inspection was underway and there was light that the Iraq government would comply with the inspection plan. On the other hand, the US government felt that this process was slow and that there was a need to hasten the process to avoid the looming threat that the weapons would be used against the US. In essence, they felt that the UN and the international bodies were slow in neutralizing a threat that would have dire consequences on US. However, the international body insisted that it was important to give Iraq sometime to comply with the demands of the inspection as there was still hope that the process would succeed. Even a number of the US allies accepted that this was not a time of war as there was no any evidence that there was any destructive weapon. Despite the efforts of many countries and international bodies to stop US from engaging Iraq in a war, the US government declared a war in the country and organized their troops

Principle of teaching Essay Example for Free

Principle of teaching Essay Maintaining an environment for ï ¬ rst-class higher education Nine educational principles underpin the University of Melbourne’s teaching and learning objectives. These principles represent the shared view within the University of the processes and conditions that contribute to ï ¬ rst-class higher education. The nine principles were ï ¬ rst adopted by the University’s Academic Board in 2002. This renewed edition of the document reï ¬â€šects the bold changes the University has undergone since then with the implementation of the Melbourne Model. Many elements of the nine principles are embedded in the philosophy of the Melbourne Model. The provision of a cohort experience, the breadth component, research-led teaching, attention to the physical and intellectual learning environment, knowledge transfer opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the University’s commitment to them. Aspects of the principles guiding knowledge transfer with regard to teaching and learning are the most signiï ¬ cant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and seven. In principle two the interrelations between research, knowledge transfer and teaching and learning are described while in principle seven the practical elements of embedding knowledge transfer in teaching and learning are discussed. Nine guiding principles 1. An atmosphere of intellectual excitement 2. An intensive research and knowledge transfer culture permeating all teaching and learning activities 3. A vibrant and embracing social context 4. An international and culturally diverse learning environment 5. Explicit concern and support for individual development 6. Clear academic expectations and standards 7 Learning cycles of experimentation, feedback and assessment . 8. Premium quality learning spaces, resources and technologies 9. An adaptive curriculum The nine guiding principles are interrelated and interdependent. Some relate to the broad intellectual environment of the University while others describe speciï ¬ c components of the teaching and learning process. Together, these principles reï ¬â€šect the balance of evidence in the research literature on the conditions under which student learning thrives. Each principle has a direct bearing on the quality of students’ intellectual development and their overall experience of university life and beyond as they embark on a process of lifelong learning, regardless of whether they come to the University as undergraduate, postgraduate coursework or postgraduate research students. Generic statements of beliefs, values and practices cannot completely capture the diversity and variation present in a large and complex University. However, the underlying principles presented in this document hold true despite variations across the disciplines in traditions of scholarship and in philosophies and approaches towards teaching and learning. Indeed, the nine principles described here support the process of interdisciplinary learning encouraged by the Melbourne Model: they provide a framework under which teachers from different backgrounds and disciplines can work together to plan, develop and provide coherent interdisciplinary learning experiences for students. The ultimate objective of the University of Melbourne’s teaching and learning programs is to prepare graduates with distinctive attributes — described in the next section — that enable them to contribute to our ever-changing global context in a meaningful and positive way. The purpose of the present document is to guide the maintenance and enhancement of teaching and learning standards that serve this end. It is a statement of what the University community values. As such, it has aspirational qualities and the suggestions for good practice offered provide laudable benchmarks to which the University is committed within the availability of resources. Responsibilities The maintenance of the University of Melbourne’s teaching and learning environment is the responsibility of the whole institution. This document identiï ¬ es various University, Faculty and individual responsibilities, though not all of the detailed implications apply equally to all members of the University community. The Academic Board is responsible to the University Council for the development of academic policy and the supervision of all academic activities of the University of Melbourne, including the preservation of high standards in teaching and research. It has core quality assurance functions, including the approval of selection criteria, the monitoring of student progress, the approval of new and changed courses, and the monitoring of the quality of teaching and learning. The Provost is responsible to the Vice-Chancellor for the conduct, coordination, and quality of the University’s academic programs and the planning of their future development. The Provost provides academic leadership, working in close collaboration with the Academic Board, deans and professional staff to ensure the alignment of accountability, budgets and initiatives in the delivery of academic programs and consistent, high quality student support. The Academic Board and Provost together ensure that the University: †¢ recognises and rewards excellence in teaching through its policies in staff recruitment, selection and promotion criteria; †¢ provides extensive opportunities for professional development in teaching and learning; †¢ supports and promotes research-led teaching; †¢ develops and maintains high quality teaching and learning spaces and resources; †¢ places high importance on the place of knowledge transfer activities in making its degrees relevant and distinctive and supports its staff and students in pursuing such activities; †¢ encourages and supports innovative approaches to teaching and learning, including through the application of advancements in information and communications technology; and †¢ provides mechanisms for on-going curriculum review involving all stakeholders (students, community, industry, professional associations, and academics) of the content, structure and delivery of courses and the learning experiences of students. The University is committed to the scholarship of teaching in the belief that academic staff in a research-led environment should apply scholarly principles to teaching and to the leadership of student learning. In practice, the scholarship of teaching involves academic staff being familiar with and drawing on research into the relationship between teaching and student learning. It also involves evaluating and reï ¬â€šecting on the effects on student learning of curriculum design, knowledge transfer activities, teaching styles and approaches to assessment. The present document is designed to support consideration of the University’s obligations in terms of the scholarship of teaching and to assist in the review and enhancement of the quality of personal teaching practices. Students have responsibilities as well for the quality of teaching and learning. The effectiveness of a higher education environment cannot be expressed simply in terms of the challenge, facilitation, support and resources provided by teaching staff and the University as an institution. Students have complementary responsibilities. Students have responsibilities for their personal progress through their level of engagement, commitment and time devoted to study. Students also have obligations to contribute to the creation and maintenance of an effective overall teaching and learning environment. These obligations include: †¢ collaborating with other students in learning; †¢ contributing to the University community and participating in life beyond the classroom; †¢ developing a capacity for tolerating complexity and, where appropriate, ambiguity; †¢ respecting the viewpoints of others; †¢ being reï ¬â€šective, creative, open-minded and receptive to new ideas; †¢ actively participating in discussion and debate; †¢ seeking support and guidance from staff when necessary; †¢ accepting the responsibility to move towards intellectual independence; †¢ being familiar with the Graduate Attributes and consciously striving to acquire them; †¢ respecting and complying with the conventions of academic scholarship, especially with regard to the authorship of ideas; and †¢ providing considered feedback to the University and its staff on the quality of teaching and University services. The Attributes of University of Melbourne Graduates The University of Melbourne Graduate Attributes are more than simply an aspirational vision of what the University hopes students might become during their candidature. They can be used practically to guide the planning and development of teaching, knowledge transfer and research to ensure the University’s students acquire the experience, skills and knowledge necessary for graduates in today’s complex global environment. Graduate Attributes The Melbourne Experience enables graduates to become: Academically excellent Graduates will be expected to: †¢ have a strong sense of intellectual integrity and the ethics of scholarship †¢ have in-depth knowledge of their specialist discipline(s) †¢ reach a high level of achievement in writing, generic research activities, problem-solving and communication †¢ be critical and creative thinkers, with an aptitude for continued self-directed learning †¢ be adept at learning in a range of ways, including through information and communication technologies Knowledgeable across disciplines Graduates will be expected to: †¢ examine critically, synthesise and evaluate knowledge across a broad range of disciplines †¢ expand their analytical and cognitive skills through learning experiences in diverse subjects †¢ have the capacity to participate fully in collaborative learning and to confront unfamiliar problems †¢ have a set of ï ¬â€šexible and transferable skills for different types of employment Leaders in communities Graduates will be expected to: †¢ initiate and implement constructive change in their communities, including professions and workplaces †¢ have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations †¢ mentor future generations of learners †¢ engage in meaningful public discourse, with a profound awareness of community needs Attuned to cultural diversity Graduates will be expected to: †¢ value different cultures †¢ be well-informed citizens able to contribute to their communities wherever they choose to live and work †¢ have an understanding of the social and cultural diversity in our community †¢ respect indigenous knowledge, cultures and values Active global citizens Graduates will be expected to: †¢ accept social and civic responsibilities †¢ be advocates for improving the sustainability of the environment †¢ have a broad global understanding, with a high regard for human rights, equity and ethics Principle 1: An atmosphere of intellectual excitement The excitement of ideas is the catalyst for learning Intellectual excitement is probably the most powerful motivating force for students and teachers alike. Effective university teachers are passionate about ideas. They stimulate the curiosity of their students, channel it within structured frameworks, and reveal their own intellectual interests. While students have strong vocational reasons for enrolling in courses of study, unless they are genuinely interested in what they are studying their chances of success are low. Pascarella and Terenzini’s (1998) meta-analysis of research on the effects of university education concluded that the evidence unequivocally indicates that greater learning and cognitive development occur when students are closely engaged and involved with the subjects they are studying. The research evidence shows that most undergraduates commence university with a strong interest and curiosity in the ï ¬ eld they have selected, providing a strong foundation on which to build. A Centre for the Study of Higher Education study of applicants for university places (James, Baldwin McInnis, 1999) showed that intrinsic interest in the area of knowledge was among the most important inï ¬â€šuences on their choice of a university course. University of Melbourne graduates conï ¬ rm these sentiments. When asked for their views of their educational experience at the University some time after graduation, graduates consistently stress the inï ¬â€šuence of staff who were excited about ideas, and the importance to them of studying in an atmosphere of intellectual stimulation and discovery. Part of fostering an atmosphere of intellectual excitement in students includes providing them with stimulating experiences that enable them to realise the value and knowledge of their skills in external settings. Some of these experiences will involve activities in the classroom – such as problem and project-based approaches and involvement of community and industry participants in class activities – but many will take students beyond the University’s campuses, to include such activities as ï ¬ eld and industry placements or internships, on-location subject delivery and student exchange programs. As well as providing students with a vibrant intellectual experience, embedded knowledge transfer activities allow students to understand and analyse the social, cultural and economic contexts in which their own knowledge acquisition is situated as well as help them realise their capacity, responsibility and opportunity for current and future knowledge transfer. Implications for practice †¢ Subjects are planned and presented in terms of ideas, theories and concepts. †¢ Conï ¬â€šicting theories and approaches are incorporated into courses to stimulate discussion and debate. †¢ Courses are designed to foster an understanding of the legal, political, social, economic, cultural and environmental contexts for practice in national and international settings, and of codes of conduct and the ethics of practice. †¢ Knowledge is presented in terms of broader contexts — intellectual, social, political, historical — to help students understand the signiï ¬ cance of what they are studying. †¢ Students’ personal engagement is fostered by teaching which encourages them to relate their learning to their own experiences. †¢ Staff convey enthusiasm for the subject matter and work to provoke students’ curiosity. †¢ Courses and subjects are revised regularly to incorporate new theories and approaches. †¢ Staff model the excitement of intellectual exploration when working with students. †¢ Students are given opportunities to make discoveries for themselves and creativity is rewarded. †¢ Innovative approaches to teaching and learning are incorporated into existing courses so that necessary, ‘base-line’ learning is revitalised. †¢ The University provides resources and activities to allow students to develop their interests beyond the experiences provided within their courses. Principle 2: An intensive research and knowledge transfer culture permeating all teaching and learning activities A climate of inquiry and respect for knowledge and the processes of knowledge creation and transfer shapes the essential character of the education offered by a research-led University It is a basic conviction within the University of Melbourne that the University’s research activities and research culture must infuse, inform and enhance all aspects of undergraduate and postgraduate teaching and learning. Across all disciplines and across all study levels, education in a research-led university develops its distinctive character from an understanding of and respect for existing knowledge and the traditions of scholarship in particular ï ¬ elds, recognition of the provisional nature of this knowledge, and familiarity with the processes involved in the ongoing creation of new knowledge. Historically, research and teaching have always been considered in symbiotic relationship at the University of Melbourne; however, the Melbourne Model introduced a crucial third strand to this relationship: knowledge transfer. In the context of teaching and learning, knowledge transfer experiences â€Å"underpin the development of high levels of skill and ï ¬â€šexibility in problem-solving, in creative contributions in the workplace, in understanding, assessing and initiating innovative contributions to community needs and in promoting and developing egalitarian ideals and social, civic, ethical and environmental responsibility† (Curriculum Commission 2006: 35). Research thus lays the foundations for knowledge transfer, but knowledge transfer, in turn, elucidates the signiï ¬ cance of research by placing the knowledge it produces in context. The process of knowledge transfer is also inherently two-way: as students engage in activities such as substantial ï ¬ eld-based projects or placements and internships, so too they engage with industry, the professions and the broader community, taking their knowledge – which has its origins in research and experiences to the world. Not all students are directly involved in research activity, but the University has a strong commitment to the teaching-research nexus, and aims for all undergraduate and postgraduate students to beneï ¬ t from being taught or supervised by active researchers, from studying a curriculum informed by the latest research developments, and from learning in a research-led environment. Training in research skills is fundamental to students acquiring the skills of critical thinking. As Baldwin (2005) has shown, there are myriad opportunities and methods for teachers to incorporate research in teaching, a process fundamental to students ’learning how to learn’; that is, how to effectively process and apply both their present understandings and giving them a framework and skills for using the knowledge they will acquire in future. It is essential, therefore, that teaching staff are learners too and that their teaching is infused by their learning and their love of research and scholarship. The particular beneï ¬ ts for undergraduate students of an intensive research culture derive from experiencing the ‘latest story’ — curricula underpinned not only by the corpus of human knowledge in the particular ï ¬ eld but also by the latest research and scholarship — and from learning in an educational climate in which knowledge claims are viewed as fallible, ideas are questioned and inquiry-based learning is given a high priority. Knowledge transfer adds yet another dimension, giving students the opportunity to see knowledge at work in social, economic and cultural context. Interdisciplinary learning and teaching can also provide students with unique perspectives and solid understandings of how knowledge is created and used. However, while interdisciplinarity should be embraced — underpinned by the maintenance of established quality assurance and evaluation processes — a strong disciplinary focus should, nonetheless, be preserved (Davies and Devlin 2007). A climate of respect for ideas and spirited inquiry in which theories and ideas are actively contested supports the development of critical thinkers and heightens student sensitivity to the history of the evolution of knowledge, the provisional nature of knowledge and the processes of knowledge renewal. Knowledge transfer adds a signiï ¬ cant new dimension to curriculum design and delivery, encouraging innovation and dynamism in approaches to teaching. It is essential, however, that the overriding principles of coherence and appropriateness – within both a subject and the broader course of study itself – are maintained; that is, that knowledge transfer activities are embedded, relevant and targeted to the overarching goals of the degree. Ultimately, exposure to the interdependence of research, learning and teaching and knowledge transfer provides students with the opportunity to acquire the graduate attributes (see page 4), and to use them in practice. Implications for practice †¢ Teachers model intellectual engagement in the discipline, including an approach of analytical scepticism in the evaluation of all research. †¢ Current research and consultancy experiences are directly incorporated into teaching content and approaches. †¢ Teachers demonstrate that they value lifelong learning, and foster in students an awareness that it will be essential in their professional and personal lives. †¢ Students are trained in the research skills of particular disciplines, but that they are also aware of the possibilities for and challenges in interdisciplinary and multidisciplinary research; †¢ Students are made aware of the traditions of scholarship in particular ï ¬ elds, the history of knowledge development, and the body of existing knowledge. †¢ Teachers keep abreast of current developments in their own and related disciplines and incorporate this knowledge into their teaching. †¢ Evidence-based or scholarship-informed practice is emphasized, and students gain experience in critically evaluating and contributing to the evidence base, or in critically assessing and contributing to the scholarly discourse on practice. †¢ Research students are exposed to current research through involvement in staff seminars and conferences. †¢ Students are made aware of the questioning of paradigms that is central to the development of knowledge. †¢ Staff demonstrate a commitment to professional values and ethical practice in the conduct of research. †¢ Students conducting research are made to feel part of the community of researchers while they are being trained in its procedures and values. †¢ Staff adopt a scholarly, evidence-based approach to the decisions made about curriculum design, teaching approaches and assessment methods. †¢ As appropriate, staff conduct research into the effects of teaching on student learning. †¢ Staff demonstrate a willingness to revise their own views and admit error, and encourage this attitude in students. †¢ Students are enabled to see the relevance of research to current practice through exposure to experienced practitioners, e-enabled case experiences, ï ¬ eld trips and other in situ learning experiences.

Nature versus Nurture :: Genes vs Environment

Abstract The paper covers the debate of nature versus nurture. Within the paper there is an introduction in which the hypothesis is given and a literature review that provides the reader with previous studies done with nature versus nurture. The methods, results, discussion and recommendations from the research study are also provided within the paper. Introduction and literature review The research question is: When comparing Nature verses Nurture in children which one is stronger than the other? The hypothesis is: Nature has a stronger correlation than nurture when it comes to individual differences between males and females. There is a big controversy between whether inherited genes or the environment influences and affect our personality, development, behavior, intelligence and ability. This controversy is most often recognized as the nature verses nurture conflict. Some people believe that it is strictly genes that affect our ways of life, others believe that it is the environment that affects us, and some believe that both of these influence us. A wide variety of characteristics have been considered in such debates, including personality, sexual orientation, gender identity, political orientation, intelligence, and propensity for violence or criminality (Wright, 1998). Human nature is the range of human behaviors that is believed to be innate rather than learned. There is much debate over which behaviors are innate and which are learned, and whether or not this division applies equally to all individuals. Although "nurture" may have historically referred mainly to the care given to children by their parents, any environmental (not genetic) factor also would count as "nurture" in a contemporary nature versus nurture debate, including one's childhood friends, one's early experiences with television, and one's experience in the womb(Wright,1998). Indeed, a substantial source of environmental input to human nature may arise from external variations in prenatal development (Wright, 1998). Either way, social scientists have been struggling for centuries deciding whether our personalities are born or made. Tests are done often on identical twins that were separated to see how they are influenced. In the past twenty years, it has been discovered that there is a genetic component to about every human trait and behavior (Pinker, 2002). However, genetic influence on traits and behavior is partial because genetics account on average for half of the variation of most traits (Pinker, 2002). Researchers are finding that the balance between genetic and environmental influences for certain traits change as people get older (Pinker, 2002).

Comparative Essay between La Goulue & Les Girard

The city of lights was all about fun and the nightlife during the 19th century. Fortunately enough, Jules Cheerer and Henry De Toulouse-Ululate were able to perfectly capture the essence of Parish's blooming nightlife through their posters. Generally speaking, both posters are the same style, however, each artist was able to create different visual effects and atmospheric perspective using their own aesthetic sense. In this situation, both posters are advertising to the viewer the exhilarating nightlife n Parisian cabarets back in the 19th century.Yet, Latter's poster managed to capture a distinctive and sensual atmosphere compared to Cheerer's joyful atmosphere. Louise Weber, the female dancer In Latter's poster, can be seen performing the provocative cancan dance, which exposes her undergarments as she kicks her legs. The audience in the background looks as if they are interacting with the dancer even if they are Just watching her. Meanwhile, the dancers in Cheerer's poster are che erfully dancing with their hands in the air with no audience around.Even though the figures depicted in both posters are 2-dimensional, Latter's poster has more depth because of the way he places his figures through out different layers. The male dancer and the unusual yellow shape on the left dominate the foreground. The main focus of this image is the female figure placed in the center and between the foreground and background. The contrasting silhouettes behind her further highlight the focus on her. The figure in the middle of Cheerer's poster is wearing a vibrant red dress, which easily catches the viewer's eye even though two lively nagging men overlap her.The two male figures are framing the woman in the middle with their legs. The soft, textured, and plain background contrast with the red and black of the flat figures and brings them out. There Is minimal use of shading, but instead, crisp black lines outline the figures, giving the illustration a flat look. Nothing seems to have a definite structure since there is no sense of strong, angular and straight lines but instead, the lines look more organic as seen with the text and figures.This poster might look a bit symmetrical but the artist drew both men who re facing each other with slight differences to add more to the unstructured and organic feel of the Image. One of the main features of Less Gerard is how the text and illustrations can be seen interacting with one another. One figure looks like as if he is standing on the letter G while the other figure has his legs passing through the letter o. The small 3rd figure relationship can be seen between the text and illustrations in the way they were rendered. The have a long pointed form.For example, the tip â€Å"A† in â€Å"Less Gerard mimics the man's foot. The text was customized by the artist hence the similarities between the illustrations and the text. Ululate uses several different fonts in his poster. In this case, Latter's font does n ot interact with the figures in the poster and does not look like it was drawn by hand but instead is placed on top of the figures with low opacity. The other text that is dominating the top part of the poster has more bold colors and is outlined in black, which balances out the heavy image filled bottom part of the poster.Since Ululate was influenced by Cheerer, the similarities in their work. Ululate also chose to work using the same medium, lithography, which is why their work has strong bold colors. There is no doubt that both artists were influenced by the Japanese style, as it is evident in most of their work. The flat planes of color, 2-dimensional figures, and crisp black contour lines are elements from the Kikuyu-e woodblock print style. Latter's composition of figures overlapping each other is also derived from the Japanese art style. On the other hand, the composition in Cheerer's poster is almost symmetrical.This shows us that even though Ululate was influenced by Cheere r, Ululate had a better understanding of Japanese art and was able to fuse that with his own work in order to produce his own style. In conclusion, the posters may seem to be very similar in style; nevertheless, slight differences between those posters do exist and those differences showcase each artist's unique touch. This demonstrates the endless cycle of an artist influencing another artist who in turn modifies and develops what he learned in order to develop his own style and that may even result in a whole new art movement.