Belarus essays

Belarus essays On August 25, 1991 the Republic of Belarus gained its independence from the Soviet Union.The Republic of Belarus had recognized the city of Minsk as its capital. Landlocked in Eastern Europe, Belarus has a total area of 207,600 sq km, including no appreciable water areas. Belarus has 3,098 km of borderline adjacent to 5 different countries. Belarus is mainly comprised generally of flat land with a good deal of marshland. This land can be dived into 5 land uses: arable land 29%, permanent crops 1%, permanent pastures 15%, forests and woodland 34%, other 21% (1993 est.). Belarus generally has cool and moist summers with cold and sometimes harsh winters. Belarus main natural resources consist of peat deposits, forests, and small quantities of natural gas and oil. Since Minsks liberation in 1944 its population has steadily increased from 50,000 to 1,672,000 people as (1995 est.), qualifying it as the largest city in Belarus. Excluding Minsk, Belarus top 5 cities by population in order are: Homjel', Mahiljow, Vicebsk, Hrodna, and Brst (2001 est.). 99.9 % of all electricity in Belarus is produced by fossil fuels while 0.01 % is hydroelectric. Per year, Belarus produces 24.911 billion kWh while the consumption of kWh is at 27.647 billion kWh, forcing Belarus to import 7.1 billion kWh, although Belarus does export 2.62 billion kWh. The only environmental issues plaguing Belarus are soil pollution from excessive pesticide use and nuclear fallout in the south from the 1986 Chernobyl accident. Belarus has a population of 10,350,194, growing at a rate of -.15% per year. Belarus has a population density of 50.10 people/sq km, currently ranked 147th in the world. Belarus has a mortality rate of 13.97 deaths/1,000 population and a infant mortality rate of 14.38 deaths/1,000 live births. Belarus ratios are: under 15 years: 1.04 male(s)/female ...

Aphrodite - Goddess of Love and Beauty

Aphrodite - Goddess of Love and Beauty The Greek goddess Aphrodite may have been an import from the Near East where Sumerian and Babylonian goddesses played a part in love, fertility, and war. For the Greeks, Aphrodite was goddess of love and beauty. Although Aphrodite bore children to the messenger and war gods, is considered married to the blacksmith god, and was otherwise engaged in activities suitable to the immortals, she also played an active role in the lives of man. She could be helpful or hurtful with gifts of love and lust, depending. Who Is Aphrodite?: Aphrodite Profile gives you the basics of Aphrodite goddess of love and beauty, including her family and major myths associated with her. Aphrodite Meddles: Aphrodite Meddles in Mortal Affairs identifies the metamorphoses, deaths and marriages caused by Aphrodites interference in mortal affairs. Cupid and Psyche Here is my re-telling of the love story of Cupid and Psyche, the charming romantic story in which the goddess Venus (Aphrodite) plays a villainous role to try to keep her son from the mortal women he loves.   Also see the Bulfinch version of Cupid and Psyche. Bulfinch retells Venus Profile: To the Romans, Aphrodite was Venus, but there were other aspects of the Roman goddess of love. Read about the fertility aspect and rituals associated with Venus. Venus Basics Venus is the Roman goddess of spring whose worship overlapped the Greek goddess Aphrodite. Read the basics on Venus. The Modest Venus There was more to Venus than love and beauty. She was also one of the goddesses in charge of modesty. Love Goddesses: In Love Goddesses, read about the top ancient love goddesses. Beauty (or attraction), promiscuity, fecundity, magic, and an association with death are some of the attributes associated with love goddesses. Surprisingly, warfare was also an attribute of some love goddesses. Adonis: Read the love story of Adonis and Aphrodite, which ends with the death of Adonis, as told in The Metamorphoses of Ovid. Homeric Hymn to Aphrodite: The generally short hymns (called Homeric Hymns, although they were not written by the epic poet Homer) to the ancient gods and goddesses reveal much of what the ancient Greeks thought about them. Read an English translation of one of them, Homeric Hymn to Aphrodite V that reveals which gods were impervious to her charms. Online Resources on Aphrodite Goddess: AphroditeCarlos Parada lists the many mates of Aphrodite and her interventions in human affairs, as well as three versions of her birth, and her offspring. AphroditeAphrodites birth, parents, spouse, and an image.

A Very Old Man with Enormous Wings Essay Example | Topics and Well Written Essays - 500 words - 1

A Very Old Man with Enormous Wings - Essay Example "A Very Old Man with Enormous Wings’’ is the reflection of relations between real and divine worlds. Firstly, it should be noted that there is no need to focus on reality of the events. It is better to open the minds of readers to new opportunities and creative triggers. It is even impossible to claim whether this angel is real or not, or from which world he has come from. Common people are unable to meet with the miracle and when they have this magic opportunity they even do not know what to do. Angel tries to teach people in patience, which is almost a supernatural feature and it is hardly conceivable by the people. There is no cruelty or anger about this angel. Maybe, it is his main intention to teach people to be more tolerant and friendly. This is the main question, I am interested in. A didactic nature of this story should be found in the Angel’s distant guidance of people and not in imposing doctrines of goodness or patience on them. The Angel is capable of making miracles, but people do not seem to be ready for them. Thus, for example, when he is asked to return vision to a blind man, the latter obtains three teeth. What is even more scaring is that people’s greediness prevents them from close relations with the h Angel and good natured emotions shown towards him. They are so much focused on their own troubles and even their achievements do not make them happier. Pelayo and Elisenda do not care much about the Angel, they just clean him from time to time, but they do not want to think deeply and obtain magical lessons from the Angel.

Technological Advancements and Its Impact on Human Intellectual Research Paper

Technological Advancements and Its Impact on Human Intellectual Development - Research Paper Example The intention is to prove that modern advances in technology affect the development of the human brain, especially children, whose brain development still ongoing. With this acknowledged, the next thing is to ascertain the impact of these changes. The question is to what extent does technology affect development, and does this effect make the person a better human being or more intellectual one than those whose intellectual development is not influenced by technology? On one part, technology is good, but on the other, not being so cultured does not necessarily mean that intellectual development is impaired. The best way to prove this argument is to contrast the development of children who are exposed to technological changes such as in urban areas, against children of the same age not as much exposed to technology, most likely in the rural areas (Society for Research in Child Development 2009). It has been indicated in various studies that the reason some people from certain regions and cultures do well or poorly in intellectual quotient tests is not because they are very capable or intellectually challenged, but because the tests do not reflect how their minds have been developed and hence, the subjects cannot identify with the challenges posed there in. The only predisposition towards the topic is concurrence with Michael Baylor (quoted in Patoine, 2008), the world knows too little about the effects of technology on human intellectual development than is necessary, hence the need for the study. On one part, changes in intellectual development caused by technological advancements work to better the affected and make them adjust faster to their environment, enabling them to survive in the new environment. On the other part, such changes do not make the affected better individual as compared to non affected persons. The paper will follow four basic planning steps namely: choosing of the topic which is

Meaning of supervision and my professional life Essay Example for Free

Meaning of supervision and my professional life Essay Instructional Supervision Instructional supervision is a very important concept which must be understood by all educators for the sake of achieving their teaching objectives. For this case, the process of instructional supervision must be applied for the sake of delivering effective instructions to the students. Supervision of instruction for example in England began as an external inspection where some people were appointed to go around the school to observe what the students were learning and what the teachers were teaching the students. The main aim of these supervisors was to ensure that the set curriculum was being followed and the students were actually being taught. On the other hand, in United States, supervision began in 1830’s after the formation of common schools. Initially, supervision in schools was undertaken by superintendents after the formation of city school system due to increased population in major cities. Later on, the role of supervision by superintendents became impossible as the number of schools increased. The role of supervision had to be delegated to the principal to oversee that the teachers we following the curriculum in their teaching. In order to promote growth of teachers and recognizing practice of supervisors time restrain, Sergiovanni and Starratt (1998), suggested that a supervisory system be created that would contain a number of processes of supervision even summative evaluation. The system was not to involve direct formal supervision every year for every teacher. This system was to evaluate the teachers within a period of three to five years. In this kind of evaluation, the teachers were to receive a variety of evaluation during the three or five years and finally be evaluated formally only once. Professional growth evidence is required during once-a-cycle formal evaluation. The work of supervision was also attempted to be opened at international involvement by Sergiovanni and Starratt. In a school setting, the principal has the overall responsibility of supervision of the whole school. For this case, he supervises, teachers, students and all the other staff working in the school that include: librarian, gardeners, drivers, cleaners etc. The supervision role is not an easy task especially of teachers and for this case, the principal has to carry out the exercise with intelligent and diplomacy. The teachers of course knows their role and they would feel not motivate if they see they are being supervised like factory workers. This would in turn kill their morale at work and finally they would not deliver the required knowledge to the students and the end result would mean that the teaching objectives will not be achieved. The principal on the other hand has a responsibility of supervising the work of the students and together with their behaviors. Students tend to acquire deviant behaviors from other students like smoking and unless this behavior is corrected at an early stage, the student will not concentrate in his learning. In some situation, the supervision of students gets out of hand as they tend to have acquired more serious behaviors such as carrying of weapons and may be killing of their fellow students. For this case, this becomes criminal offence and is not likely to be handled the principal. Principal should be very strict when it comes to discipline for the sake of ensuring that education objectives are achieved. Since the students are in a crucial stage of adolescent stage where influence of behavior is at high level hence their behaviors should supervised keenly. According to Glickman (1990), there are a number of supervisory approaches within clinical supervision structure. He developed a supervision model that provides theoretical framework that with four supervision approaches that would be found in supervision concept. These approaches are similar in the intended end goal but they differ differs slightly in the power and control that is accorded to the teacher. The four approaches are a follow: The first supervision approach is the nondirective supervision whereby the teacher has the freedom of formulating his own plan on the future development. In such a situation, the supervisor is there to give advice to the teacher when he comes up with his own ideas on the way forward. This kind of approach indeed motivates the teaching staff members as they feel they are in control with their undertakings. For this case it should be encourage at situations where the teachers are experienced in their work and they can work with little or no supervision. (Glickman, 1990) The other supervision approach is collaborative supervision. In this approach, the teacher and the supervisor do share idea before the supervisor makes decision on whatever decision he wants to make. This approach too is a good one also as the teachers feels motivated as they are consulted before any decision can be arrived at. For this case, the teachers contribute their ideas and the supervisor weighs various options before settling on the best idea that has been contributed by the teachers. By merely brainstorming of ideas, the approach is of much help for the sake of choosing the best approach to be used. For this case, this kind of approach should be encouraged at situation where teachers involved are experienced in their work. The third supervision approach is the directive informational approach. In this situation, the supervisor formulates the supervisor plan and it is the responsibility of the teacher to decide if he is going to follow the plan. In this kind of an approach, the teachers are not motivated with it as they feel they are not consulted before a decision is being made in their work. Although some of the approach since it consumes less time before it is formulated, majority of them especially the experienced ones feels that some ideas which are better are overlooked. In this kind of approach, the teachers are given an opportunity to follow or not to follow the approach directives. However, the approach is appropriate mostly to teacher who are not experienced or the novice teachers. Lastly is the directive control approach in which the teacher formulates the supervisory plan and expects are the teacher to follow it. For this case, the teachers have no alternative on whether to have another idea. They have to follow the supervisory plan that has been formulated by their supervisor. This approach however does not motivate the teachers as they are not given an opportunity to contribute their ideas toward formulation of a supervisory plan. For this case, they have to follow the directives as formulated by their supervisor. This approach is popular where the teachers being supervised are less experiences of novice. It is also very appropriate in situations whereby there is not time to gather in a meeting and brainstorm on the way forward as far as supervisory plan is concerned. Before the supervisor can know on which approach he should use, he should consider knowledge and experience of the teachers concerned before settling on the supervisory approach plan to use. The issue of responsibility and accountability should also be looked into in order to decide on the approach to use for the sake of at least motivate the teacher in their work. Motivation is the inner drive to do something, and unless the teachers have that inner drive to deliver knowledge to their students, teaching objectives might never be achieved Glickman (1990) asserts that collaborative approach is very popular among the teachers and they really enjoy their work if used. For this case, school principal should at least ensure they use this kind of an approach when they are formulating their supervisory plan to be applied in their school. There are three supervisor responsibilities that should be considered in the supervision process. They include: ? The Supervisor to carry our observations to both the teachers and students. ? The supervisor to give guidance and support to teachers and students. ? Lastly is for the supervisor to give feedback to the teachers. According to Knoll (1987), the information that a supervisor gather after carrying out a classroom observation is very important. He is able to have an access to a wide range of skills necessary for teaching which he can in turn share it with other teachers. The main aim of carrying out a classroom observation is to collect data that is necessary for carrying out an evaluative rating which is accurate. As far as supervision is concerned, guidance and support should be the main idea of supervision in the first place. Supervision is not done just to see whether teachers are following the curriculum or not and then note that one down, no. One should continuously offer guidance and support as he supervises. For this case, the supervisors are urged to make correction on the spot while carrying out their supervision roles in order for them to achieve their objectives. In order for teachers to improve on their areas of teaching, the supervisor must ensure that he gives feedback to them on the areas he has observed that would like to be improved. There would be no need of supervision if the teachers are not given the feedback as it is this feedback that they will know what areas they need to improve in while carrying out their duties. There is very big difference between evaluation and supervision though the two terms interrelates. Evaluation is the art of making judgment about the performance of a teacher. On the other hand, supervision is mere the art of ensuring that the teachers are following the laid down rules and regulation in their work. Evaluation comes after one has carried out an observation on the teachers. Appendix Literature Review Instructional supervision improves teaching performance if it is carried out in the manner that is desired by teacher. If the collaborative supervision approach is used according to Knoll (1987) is used, the teachers will be motivated in their work and the overall performance of the school will be felt. In his book Supervision for better instruction: Practical techniques for improving staff performance, Knoll (1987) asserts that teachers are motivated in their work of teaching when collaborative supervisory plan approach is applied in their supervision. Pfeiffer and Dunlap (1982) in their book Supervision of teachers: A guide to improving instruction asserts that teachers need to be motivated in their work for the sake of achieving their teaching objectives. Motivation can only be achieved if the supervisors uses collaborative supervisory plan in their work. On the other hand, Rettig (2000) in his journal Leslie’s lament: How can I make teachers’ supervision meaningful? asserts that unless guidance and support is given to teacher, there is no need of supervision in the first place. He further states that teachers should be given a feedback after they have been successfully evaluated by their supervisor in order for them to improve in their teaching. He concludes that teachers’ supervision will be meaningful after the guidance, support and feedback is given to teachers by their supervisors. References Bourisaw, D. M. (1988): Anticipatory set bias: Effects on teacher observation in Evaluation: Unpublished Doctoral Dissertation, Iowa State University, Ames Glickman, C. D. (1990): Supervision of instruction: A developmental approach, 2nd Edn: Boston, MA: Allyn Bacon. Knoll, M. K. (1987): Supervision for better instruction: Practical techniques for Improving staff performance: Englewood Clif, NJ: Prentice Hall. Odell, S. J. (1986): Induction support of new teachers: A functional approach. Journal of Teacher Education, 37(1), 26-29 Pfeiffer, I. L. , Dunlap, J. B. (1982): Supervision of teachers: A guide to improving instruction: Phoenix, AZ: Oryx Press. Rettig, P. R. (2000): Leslie’s lament: How can I make teachers’ supervision meaningful? Educational Horizons, 79(1), 33-37. Sergiovanni, T. J. (1982): Toward a Theory of Supervisory Practice: Integrating the Scientific, Clinical, and Artistic Views. In Supervision of Teaching, ed. Thomas J. Sergiovanni. Alexandria, VA: Association of Supervision and Curriculum Development Sergiovanni, T. J. and Starratt, R. J. (1998): Supervision: A Redefinition, 6th edition. New York: McGraw-Hill. Shantz, D. , Ward, T. (2000): Feedback, conservation and power in the field experience of preservice teachers. Journal of Instructional Psychology, 27 (4), 288-294.

Crime Problems Essay -- essays research papers

Crime is a serious issue that affects everyone in society. It affects the victims, perpetrators and their families. Crime has increased drastically within the last decade. More prisons are being built around the world because there is not enough room to hold inmates. The government has made an attempt to reduce crime by funding programs such as prevention and intervention for youth at risk , as well as rehabilitation for prisoners that will be released. Some argue that criminal behavior is due to environment, others believe that it is genetic, and yet others think that it has to do with personality. If there were certain personality traits that could be identified with potential criminal behavior, steps could be taken to try to reduce or diminish the â€Å"criminal personality†. Although personality is not the only factor in criminal behavior, there does seem to be a strong association between the both. Alfred Adler believed that children who failed to solve the vital problem of social interest-who lack cooperation and a desire for contributing to the well-being of others-will always meet significant problems later, during their adult years (Adler, 1998). This could include personality problems or criminal behavior. Personality develops early in life. That is why early childhood aggression and antisocial behavior should be taken seriously. Being able to identify potential criminal behavior is vital for prevention and intervention. Childhood factors shown to relate to the development of antisocial behaviors include a difficult early temperament, low IQ, academic deficiencies and learning problems, lack of empathy, underdeveloped social skills, and negative peer relations. (Sutton,Cowen, Crean, & Wyman, 1999). Environmental factors such as family structure and poverty are also associated with potential criminal behavior. The Federal Bureau of Investigation Report (1993) noted that one violent crime (e.g. aggravated assault, murder) was committed every 22 seconds in 1992, and 15% of those arrested for such crimes were under the age of 18 (Sutton, ete.al. 1999). Juvenile delinquency is becoming more common. The age at which these young kids are committing crimes is getting younger. The crimes they a re committing are getting more serious. They are not only involved in vandalism and shop lifting like many people might assume, but they are involved in life threat... .... Each child is unique and learns in different ways. Therefore, parents, teachers, and mentors must learn to reach children and youth. As members of society we must be aware of negative behavior and/or personality that could possibly lead to criminal behavior in the future. If we take responsibility for the youth of society as a whole, we will not only improve the life of that child, but we will improve the world we live in. The lack of connectedness that is portrayed by the delinquent youth can also be seen by the members of society. The attitude of, â€Å" That is not my kid, therefore that is not my problem† contributes to the criminal society that we live in. I believe that the prevention, intervention and rehabilitation programs are helpful, but I also think that parents have the power to prevent their child from engaging in such acts of crime. After all, a parent should know their child more than any other person in this world. Although, having an antisocial/aggressi ve personality does not necessarily guarantee that a child will become a criminal, I believe that taking the proper steps to insure the positive future for children is the best prevention method that a parent can use.

Tattoos in Todays Society

Tattoos In Today’s Society Preparation Outline: Informative Speech on Tattoos in today’s society. Specific Purpose: The purpose of my speech is to inform my college speech class about the stigmas, obsessions, and acceptance of tattoos in today’s society. Thesis: After listening to my speech, each person in my audience should be informed about how tattoos have taken on a different meaning from previous generations and are becoming more accepted in today’s society. Introduction I. People with tattoos come from many different culture backgrounds.I personally have tattoos and find it to be an art. In addition to having tattoos, I researched this topic extensively by consulting sources such as The Journal of American Culture, StatisticBrain. com, and The Journal of Popular Culture. II. Tattoos are no longer the purview of bikers, punks, and thugs, tattooing is increasingly practiced and appreciated by mainstream, middle class individuals. III. Tattoos are a for m of art that allows individuals to express themselves in ways other than using words.The media has played a big part in why tattoos are more accepted today then 10-15 years ago. Transition: Let’s start with the stigma associated with tattoos. Body I. Even though not nearly as bad as previous generations, having a tattoo does come with stigmas. A. Religious groups, cults, and gangs have tattoos as a symbol of their dedication to one’s specific group or belief. B. It’s believed if you have tattoos you are rebellious and are more likely to experiment with drugs and alcohol at a younger age. C.Individuals with tattoos are associated with having mental issues and damaged egos, who engage in deviant behavior. Transition: Now that I have told you about the stigmas that go along with having a tattoo, lets discuss the obsessions with tattoos. II. Despite the fact that millions of individuals have tattoos, not all bodies are equal in American culture. There is indeed, a difference between people who have tattoos and the tattooed people. (Bell 55-56) It’s a collection of art on ones body. A. A person’s first tattoo is the start of their collection.It can be compared to a drug, an instant addition. B. Tattooed people say by getting tattoos it allows them to express themselves though body art. C. Tattoos have meaning, some spiritual, some sentimental and some just express their personality in the form of art. It can be explained as a montage of one’s life. Transition: Now that I’ve told you about stigmas and obsessions associated with tattoos, now lets discuss the acceptance of tattoos in today’s society. III. America has become a tattooed nation. A. 45 million Americans have tattoos. B.The annual amount of US spending on tattoos is $1. 65 billion a year. C. Everywhere you turn you are hearing or seeing tattoos in television, magazines, movies, actors, models, musicians, and idolized athletes. In conclusion, today we have discussed the stigmas, the obsessions, and the acceptance of tattoos in today’s society. Conclusion Although there are still stigmas associated with tattoos, with the help of media and Hollywood, there are still individuals who find comfort in being able to express themselves through body art. References . Tattoo Statistics.Pew Research Center, Tattoo Finder, Vanishing Tattoo, 23 Jul 2012. Web. 24 Feb 2013. . John Roberts, Derek. â€Å"Secret Ink: Tattoo's Place In Contemporary American Culture. † Journal Of American Culture 35. 2 (2012): 153-165. Academic Search Complete. Web. 25 Feb. 2013. Koust, Mary. â€Å"An Ironic Fad: The Commodification And Consumption Of Tattoos. † Journal Of Popular Culture 39. 6 (2006): 1035-1048. Academic Search Complete. Web. 25 Feb. 2013. Bell, Shannon. â€Å"Tattooed: A Participant Observer’s Exploration of Meaning. † Journal of American Culture 22. 2 (1999): 53–58. Print.

How Spongebob Effects The Brain

Pants, the wildly popular Nickelodeon has been under buzz as the cheerful, buzzing sponge can threaten a child's normal development. After much research, studies have shows that the television program has many characteristics that would make a child perform half as well as a child watching a public access cartoon. The every 1 1 second scene change during the T. V show doesn't defend the case anymore, as that causes mass confusion amongst the kids.Aiding to the case Is the total anta education message portrayed, thus making this show blindsided. The plebeian conundrum of the program has created a mass boom amongst a child who enjoys watching this show and also the countless medical professionals who are trying to dissuade parents. Research and countless studies have shown that 4 year olds who have watched nine minutes of Sponge, preformed only half as well as the children who spent the same amount of watching Callous which is a PBS show or drawing.This conundrum Is stated when head re searcher Brown stated â€Å"Technology is great, but we also want to explore how does that impact our 38) When the children are asked to perform four tasks such as playing games that involve rules, the non Sponge watching kids did significantly worse than the children that did not partake in the watching of the show. Eleven seconds doesn't seem Like a long time but It Is plenty of time to ruin a child's thinking capability.According to Christians, a professor of psychology at the university of Washington ; Sponge Squarest' constant rate of the program has a negative and a permanent detrimental effect on the wellbeing of the children. During a single nine minute episode, has over 30 changes with a very fast speed that leave the kids confused causing them to zone out or spun up. This is making the researchers think that the slower(but less amusing shows) that have about 2 changes per episode to be much better for the health of the children.Unlike Dora and Sesame Street which teach th e viewers how to read and write, Sponge entertains the children using utter stupidity and unrealistic motions. This shows children the negative behavior that they should not be portraying in the real life atmosphere. Many child psychologists state that there should be a educational factor that would aid In the learning of the children and also have a factor that can aka the children learn positive behavior.This show Is a negative role model for children as they are like clay, the way they are molded, is the way they will be. The negative harm that this show can cause on children is undetermined. There are many that state that this could be a permanent reaction while many state that this is a short lived reaction but all say that there Is a negative prospect of watching reactions that this would have, but there are some that are positive such as the lack of performance, confusion and of course bad habits. This would be a problem that can have countless problems yet to come.

Peter and Susan are members of an animal rights Essays

Peter and Susan are members of an animal rights Essays Peter and Susan are members of an animal rights Essay Peter and Susan are members of an animal rights Essay Title: Peter and Susan are members of an carnal rights group named CFA ( Compassion for Animals ) . They are incensed at the policy of the EU of exporting unrecorded animate beings within the EU and from member provinces to other states throughout the universe. During a meeting of the CFA they propose to organize a March in two hebdomads clip with the intent of pulling attending to this pattern and showing against it. The March will continue through Wetcliffe, a big port and culminate at the central office of Cargo Ltd, the largest exporter in the U.K. The demonstrators assemble at Wetcliffe. There are about 500. Whilst assembled, and prior to the March commencing, Peter and Susan urge the demonstrators to stay peaceable in order to aerate their grudges more efficaciously. The demonstrators set off with Peter taking. As the March enters the town, the traffic is held up for 15 proceedingss and many of the local occupants are angry at the break the March is doing. Within proceedingss a little figure of the local occupants and a subdivision within the marchers are shouting maltreatment at each other and the temper of the March begins to acquire rather angry. Sergeant Burrows asks Peter and Susan to scatter half the group but they refuse and when the Sergeant asks them to deviate the March to climax some one half a stat mi from the central office of the Cargo Ltd. they once more refuse. Sergeant Burrows apprehensions Peter and Susan. The demonstrators arrive at Cargo Ltd. Jane and Robert reference, through loud hailers, their protagonists. A vocal group who are opposed to these positions are besides present, a group which includes several employees of Cargo Ltd. The latter threaten Jane and Robert with force if they do non scatter. Anxious at the possible eruption of force the constabulary apprehension Jane and Robert. The crowd is, by now, counter and the employees of Cargo Ltd cry and do opprobrious marks which antagonises the demonstrators. Some of the demonstrators retaliate by throwing missiles. Eight of the demonstrators light a fire under one of the lorries. The constabulary arrive and consequence several apprehensions including the eight demonstrators who had torched the lorry. Meanwhile Sergeant Burrows returns to the local Police Station with Peter and Susan. He has learnt that they live together and that their level is en path to the Police Station. He decides to come in and seek their premises on the evidences that he might happen inside informations of future riotous assemblages, believing Peter and Susan to be trouble makers. He finds nil but seizes a DVD redact, which is still in the box and Tells Peter and Susan that he believes this to be stolen. On reaching at the Police Station Peter and Susan are put in the cells, where they are left for 9 hours before being released with no charge. Explain the legality of the above incidents with mention to the powers of them constabularies to collar, the duties of the demonstrators and the human rights context. Let us get down with a treatment associating to the legality of the apprehension of Peter [ P ] and Susan [ S ] by Sergeant Burrows [ B ] : Apprehensions are of two sorts: a ) With a warrant and B ) without a warrant. There is no information provided in the facts of this instance which suggest that B did in fact obtain a warrant for the apprehension of P and S, and as such we will continue on the premise that the relevant jurisprudence in inquiry falls within the latter of the above two classs. The relevant jurisprudence refering the powers of apprehension without a warrant, by constabulary constables, are contained within subdivision 24 of PACE, as amended by subdivision 110 ( 1 ) of the Serious Organised Crime and Police Act 2005: Section 1 of the 2005 Act states that a constable may collar without a warrant ( a ) anyone who is about to perpetrate an offense ; ( B ) anyone who is in the act of perpetrating an offense ; ( degree Celsius ) anyone whom he has sensible evidences for surmising to be about to perpetrate an offense, and ; ( vitamin D ) anyone whom he has sensible evidences for surmising to be perpetrating an offense. Section 110, ss4 of the Act states that a constable may merely do such an apprehension where he has ‘reasonable grounds’ for believing that such an apprehension is ‘necessary’ . Section 110, ss5 of the 2005 Act stipulates the valid grounds which may take to such a ‘reasonable belief’ in the necessity of the app rehension. Let us now consider whether there is any information within the facts of our instance which might propose that B was justified in doing his apprehension of P and S: We are non told the grounds behind the apprehension: we are told nevertheless that P and S refused both ‘to disperse half the group’ and ‘to divert the March to climax some one and a half miles’ off from its proposed finish, at the central office of Cargo Ltd. We are besides told that the March, in which P. and S. are members, was barricading up portion of the town, with ‘traffic [ being ] held up for 15 minutes’ . Let us now ascertain whether any of the above facts might fulfill s110, US Secret Service ( 1 ) , US Secret Service ( 4 ) and US Secret Service ( 5 ) of the Serious Organised Crime and Police Act 2005: P. and S’s refusal to deviate the March to a different finish clearly does non represent an offense in itself, and as such, B was non empowered under s110 ( 1 ) of the Act to collar them on this land. In respect to P and S’s refusal to scatter half the crowd ; B might hold deemed this refusal as representing an offense under the Highway Obstruction Act, in visible radiation of the fact that P and S both orchestrated the March and were hence, at least to some extent, in control of the crowd [ we are told that the March was ‘being led by P’ ] and hence non merely responsible for the obstructor, but in a place to scatter it. In this manner, B might hold perceived that he was legitimately entitled to collar them under s110 ( 1 ) of the 2005 Act. However, it would be hard to reason that the apprehension of P and S would hold served to take this obstructor, and as such, whilst fulfilling the ground specifications of s110 ( 5 ) ( V ) of the 2005 Act [ ‘causing an improper obstructor of the highway’ ] , an apprehension on this land would about surely be deemed improper due to s110 ( 4 ) which required B to hold an apprehension necessary in order to foresta ll the obstructor in inquiry, when clearly the apprehension would non, and did non [ the March go oning regardless of the absence of P and S ] , have this consequence. In respect to their personal presence [ i.e. being portion of the obstructor themselves ] , B may hold believed that P and S were themselves in breach of the Highway Obstruction Act, and as such had evidences under s110 ( 1 ) of the 2005 Act to do an apprehension. For the apprehension to be lawful nevertheless, B must hold once more deemed the apprehensionnecessary[ s110 ( 4 ) ] upon one of the evidences specified in s110 ( 5 ) , and it is my contention that this statement would neglect: the facts presented to us make non bespeak that B of all time really asked P and S to travel themselves, simply to scatter some of the other dissenters, and as such an apprehension was non yetnecessaryin order to take the obstructor ; had they been asked to travel themselves and so refused, there is no uncertainty that all the legal commissariats would hold been satisfied to guarantee that the apprehension made by B was lawful, but this is non apparent from the facts provided, and this statement must therefore fail. With respects to B’s common jurisprudence power to do apprehension under the Public Order Act 1936 ; there is no grounds to propose that P and S were doing an altercation, or that their refusals were, or were likely to do any breach of the peace, and as such, in visible radiation of the determination in Wershof V Metropolitan Police Commissioner [ 1978 ] , we can disregard an probe into this possible claim. In decision, the apprehension of P and S had no lawful footing and must been seen as a cardinal breach of their cardinal human right to single autonomy, as protected by Article 5 of the ECHR and enacted into English jurisprudence by the Human Rights Act 1998. P and S would hence be absolutely within their rights to establish an action against the constabulary force on the land of improper apprehension. Likewise, it appears that B did non inform them of the grounds for the apprehension ( as required by PACE, s28 ) , and this would be sufficient evidences, in itself, for a successful action against the constabulary for improper apprehension ( e.g. Christie V Leachinski 1947 ) . As for the apprehension of Jane [ J ] and Robert [ R ] ; whilst s110 ( 5 ) ( two ) of the 2005 Act stipulates that an apprehension may be deemed necessary ( ss4 ) in order to forestall them from being harmed ( the employees of Cargo Ltd were endangering them with force ) , J and R were non themselves perpetrating any offense and as such no lawful apprehension could be justified under ss1 of this Act. Prima facie, their references made via loud-speakers might be seen as representing incitation to breach of the peace under the Public Order Act 1936, but there is no grounds provided which suggests that J. and R. were motivating the crowd to do any breach of the peace, and as such, in visible radiation of the determination in Wershof V Metropolitan Police Commissioner [ 1978 ] , must neglect. In decision, the apprehension of J and R had no lawful footing and must been seen as a cardinal breach of their cardinal human right to single autonomy, as protected by article 5 of the ECHR, as ena cted into English jurisprudence by the Human Rights Act 1998. J and R would hence be absolutely within their rights to establish an action against the constabulary force on this land. Likewise, it appears that B did non inform them of the grounds for the apprehension ( as required by PACE, s28 ) , and this would be sufficient evidences, in itself, for a successful action against the constabulary for improper apprehension ( e.g. Christie V Leachinski 1947 ) . This Section is designed ‘to protect the person against the extra or maltreatment of the power of apprehension, ’ ( Hill v Chief Constable of South Yorkshire 1990 ) in the same manner that Article 5 of the ECHR efforts to protect such violations of personal autonomy. As for the apprehensions of the eight demonstrators who lit a fire under the lorry ; clearly s110 ( 1 ) is satisfied by their blazing offense of incendiarism, and ss4 would be satisfied as an apprehension was necessary to forestall these attackers from doing farther harm ( s110 ( 5 ) ( degree Celsius ) ( three ) ) and to let the prompt and effectual probe of this offense and their behavior ( s110 ( 5 ) ( vitamin E ) ) . It should be noted that we are told the constabulary effected ‘several apprehensions including the eight demonstrators who had torched the lorry’ , connoting that more than these eight people were arrested. There is nil from the facts to bespeak which other parties were arrested, whether demonstrators or employees of Cargo Ltd, and as such any treatment of the legality of these extra apprehensions would be strictly bad. In respects to the duties of the demonstrators in this inquiry ; the jurisprudence must endeavor to strike the right balance between freedom of look, in leting protestors to voice their sentiments, and doing certain that the demonstrators do non motivate racial hate or alienation, promote blasphemy or promote violent behavior [ or take portion in such behaviour ] . In our instance the apprehensions of J, R, P and S were, leading facie, illegal ; none of these parties being in breach of their duties as demonstrators to maintain the peace ( we are even told that Peter and Susan urged the demonstrators to stay peaceable! ) . Clearly nevertheless the demonstrators responsible for the incendiarism onslaught on the lorry were in breach of their duties and the jurisprudence as such provided sufficient evidences for their lawful apprehension. With respect to B’s entrance of P and S’s premises: there is no indicant that they gave consent to such entry ( as per Code of Practice B, para 4 ) , and about surely B had non obtained a hunt warrant in conformity with subdivision 8 of the Police and Criminal Evidence Act 1984. In Thomas V Sawkins [ 1935 ] , a common jurisprudence right to come in without such a warrant in order to ‘deal with or forestall a breach of the peace’ was entertained. In visible radiation of the fact that B entered on evidences that ‘he might happen inside informations of future riotous gatherings’ and as such, was for the specific intent of ‘preventing a [ hereafter ] breach of the peace’ , a tribunal might keep that such entry was lawful, although the instance of McLoed v UK ( 1998 ) seemed to set such a contention to rest as being a breach of Article 8 of the ECHR [ regard for place and private life ] . Assuming that a lawful right to entry could be e stablished, which I do non strongly believe to be the instance in visible radiation of the human rights context and the determination in the aforesaid ECHR instance, allow us now analyse the legality of the hunt conducted on P and S’s premises by Bacillus: Again, we can presume that B did non obtain a warrant to seek the premises. We besides know that P and S were non present in their house at the clip of, or instantly anterior to their apprehension. As such, the relevant jurisprudence is contained within s18 PACE, which permits a hunt of an arrested person’s house if ‘reasonable evidences exist to surmise that there is, on the premises, grounds associating to the offense for which the individual was arrested, or other arrest-able offences’ . B believed P and S to be trouble makers in visible radiation of their earlier refusals to collaborate, and as such there is no uncertainty that he believed such sensible evidences to be. As for B’s ictus of the cd-writer ; the instance of Ghani V Jones [ 1970 ] outlined status by which a constable may legitimately prehend points which have nil to make with his original grounds for entry. None of these conditions would be satisfied in this instance. S19 ( 2 ) PACE states that such points may be seized if there are sensible evidences to propose that the points in inquiry have been obtained through offense, and remotion of the points is necessary to forestall them being later concealed, lost, damaged or destroyed ; the presence of a bran-new boxed Cadmium author nevertheless does non look sufficient to warrant sensible evidences, and as such, I must reason that this ictus was improper. The last issue to discourse is the length of clip that P and S were detained at the constabulary station without charge ; in visible radiation of the fact that the apprehension was doubtless illegal, P and S would hold clear rights to take action for false imprisonment. If the apprehension had been lawful nevertheless, there would hold been no job with the length of clip [ 9 hours ] for which they were detained [ 96 hours maximum- PACE ] , every bit long as they were allowed to confer with a canvasser ( s58 PACE ) and have a friend or household informed of their apprehension and detainment ( s56 PACE ) , should they so wish. Mentions: Serious Organised Crime and Police Act 2005 Public Order Act 1936 Police and Criminal Evidence Act 1987 [ PACE ] Police Act 1997 Wershof V Metropolitan Police Commissioner [ 1978 ] 3 All ER 540 Hill V Chief Constable of South Yorkshire ( 1990 ) 1 All ER 1046 Thomas V Sawkins [ 1935 ] 2 KB 249 McLoed V UK ( 1998 ) 28 EHRR 493 Ghani V Jones [ 1970 ] 1 QB 693

You Shouldnt Even Think About Buying a Research Paper

You Shouldn't Even Think About Buying a Research Paper Its the night before your paper is due, and you havent even started. Are you tempted to go online to buy a ready-made project? Dont do it! This could ruin your academic career. Here are a few things to know about buying a paper. 1. It is plagiarism, which is an academic crime. Plagiarism comes in many forms, but the basic definition is claiming credit for work that is not your own. The punishment for plagiarism is different from place to place, but every college or high school should have an honor code to deal with academic crime.2. Chances are, youll get caught. Teachers are pretty smart. If you turn in a paper that you didnt write, there will be lots of things about that paper to tip off your teacher. The tone and the research will not match your past work. As for college professors- please! These people research for a living. Dont try to outsmart someone who went to college for eight or ten years! Theyll catch on.3. The work is not reliable. Of course, the web site that offers great papers will claim the work is original and reliable. That is advertising. Dont believe it! The sources could be fake, the research could be sloppy, and the format wont match the assignment.4. Papers are sold and re-sold. Just imagine turning in a paper that the teacher has seen before!5. A fake paper wont match the assignment. If you buy a paper, it probably wont match the teachers assignment exactly. Teachers often word their assignments in a way to make them less generic, so students cant cheat.6. There is software for catching plagiarism. Many university faculty have access to software that scans papers and compares them to thousands of papers available on the web.7. Sometimes, parts of papers are used in several papers. People who write papers to sell often use the same phrases or sentences in many different papers. You could buy a paper that is guaranteed to be one-of-a-kind, but that paper could still contain phrases from other papers. Plagiarism software will pick up on this!8. It costs a lot of money! Do you really want to spend a hundred dollars or so, just to get out of an assignment? Is it worth the risk?9. Its not worth the risk. Students are kicked out of school for plagiarism or honor code violations all the time. Once that happens, its on record for good. There goes your future.10. You wont learn anything! Seriously. When you cheat at school or college, youre really only cheating yourself. Sound cheesy? Just think about it. Youre going to have lots more assignments in the future, and you cant buy your way out of all of them. It will catch up with you, one way or another. Â   Take a Cheating Quiz!

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

Portfolio - Essay Example Global interaction has increased, and the need has arose to enable people to develop the capability of adapting to different environments comprising of a multitudes of people with varying personalities, where an individual can encounter contradictory, imperfect and inconsistent opinions and views (Tambe, 1997), thus individuals should be willing and capable enough to take charge of situations by initiating in ones self the spirit of leadership and adaptability. This semester has proved worthwhile since it has equipped us with the insight to recognize our own skills as well as our flaws, and has developed in us an urge to polish our strengths and take advantage of the opportunities available to us in order to hone our personalities and unleash our potential to improve, which is innate in every individual. Furthermore, it has enabled us to identify the weaknesses which lead to setbacks in various moments in life and the resulting damage to the self confidence and morale due to these failures, and has given us the timely opportunity to work on this weakness and therefore establish ourselves into dynamic individuals who have the courage to withstand different challenges in life, thus we can apply the marketing management approach of SWOT analysis on our team to identify the Strengths, Weaknesses, Opportunities and Threats we face and work upon them specifically to reap maximum advantage (Piercy and Giles, 1989). Throughout this semester we fac ed teamwork challenges in the form of three mediums: four reading review tests wherein individuals had to ponder over a given set of questions and then collaborate with the team members to agree on an answer which is accepted by all members, essay writing in group was another way to initiate team spirit in all members, and lastly the challenge which was most significant was the presentation in which the entire group had to work as a team in the development of the presentation