Accused: Eye Color and Man

The small figure bent over a table place intentionally sideways in the center of a small, dirt-floored room. The only light source that allowed him to see was the little light that trickled In through the filth stained window. As his hands worked, sewing the soft, bristled fur, a chorus of childish voices found Its way Into the house from outside. â€Å"Ring around the rosy,† they sang. The figure couldn't help but to cringe at the intricate lyrics, knowing their horrible meaning. â€Å"Pocket full of posies. † The man stood up to straighten his back, plucking his new work up as he did so.Pinched gently between his thumb and forefinger was the inert body of a rat, its fur hardened with dirt. The rat, though no longer alive, was positioned with its back arched up into the air and its paws held up as if ready to leap, whether to strike or flee. â€Å"Ashes, ashes. † A small drizzle started to fall from the gray clouds outside. Fat rain drops thumped gently against the wooden door. The man placed the rat on the window sill, the heavy stains of dirt working as a sufficient background of his new masterpiece. The rain started to fall harder from the miserable sky, and then even harder still.The fat drops pounded harshly now against the door and with a distinct flash of lightning that illuminated the rat's eyes, lighting up its dead gaze, followed by the crack of raging thunder, it was almost as if death itself rapped upon his door. And as the small children fled back to their homes, their last chorus echoed through the wind, raising the hair on the man's neck and sending a cold shiver down his spine. â€Å"We all fall down. † Jonathan Merger, a tall, thin man with dark hair and hazel eyes, stood behind a small woman and her three children as he waited to meet the sorceress.It had started to rain an hour ago, and if he hadn't of had to come outside, he wouldn't have. HIS clothes were already soaked with rain water. The offer of protection I s what drove him to come. Protection Is what drove everything now, standing alone against misery and fear. Jonathan watched as two of the children played around their mother, splashing in the muddy puddles that now line the cobblestone streets, still bustling with activity despite the weather. A third child, the smaller one of the three, grasped the dress his mother wore with small hands and buried his face into its cough fabric.As if sensing someone watching him, the small boy looked up from his mother's dress. Jonathan felt a pang in his heart. The boy, who couldn't be older than five, had a small blister just visible on the side of his cheek. His face was flushed with fever and he looked out of breath, as if he had been running for quite a long while. The boy put his face back into his mother's dress. The woman looked down and gently ran her fingers through his hair with motherly affection. As she left the small vendor, her children followed. Jonathan walked up to the small, simp le stand.Various stones and bracelets were laid out before him In small wooden boxes. Small woven designs and triangular cards tied to simple string hung from a wooden stick down past her shoulders and shockingly green eyes set into a wrinkled face splashed with freckles. Jonathan exchanged a few words with the older woman, and then placed a few silver pennies into her palm. She smiled, revealing chipped and missing teeth, then turned and reached up for one of the small triangular cards. She plucked it down from off the small stick and stretched out her arm towards him, her hand hiking with old age.Jonathan took the intricate charm with a kind nod of his head, then turned away from the woman and walked down the flooded streets seeking shelter. A small figure caught his eye as he approached the local pub. He was cloaked in a black robe that hung heavily around his body from the rain. A hood was drawn up over his face, but it didn't do well to hide him from the crowd. People began to whisper in the ancient language of gossip to one another, telling rumors and profound stories that they had heard about the man.They told each other about owe he hardly ever left his home to appear out in public, much rather sticking to the loneliest parts of town. They murmured of his shady figure, how he never really talked of his past or personal life, or they whispered about the way he presented himself in the strangest of ways, nothing like a normal man would. The strangest part about this man, however, was the fact that he never seemed to approach any of the vendors that sold magical charms and trinkets of protection, seeming to ignore them all together.Everyone tried to get protection from this horrible plague, but the an seemed to Just carry on as if it were none of his concern. Still, Jonathan couldn't help but notice that today he had seemed even odder than usually. His fingers danced and interlocked in a nervous habit, and his feet seemed to shuffle around underneath him with small, almost unnoticeable movements. Usually Jonathan preferred to stay clear of the man, but his curiosity was taking over. Without actually realizing, he had begun to follow the man as he walked back to his home.Carl Oakley walked into his small home and eased the door shut behind him. He drew his hood back from his face, now heavy and drenched with water. He sighed quietly and looked around at all the small projects he had recently completed. Black rats stood in various positions all around the room. His most recent one was placed on his window sill. He thought it would have been a good idea to put it there as a way for him to distinguish it from the rest, but now he felt as if he had made a very unfortunate mistake.One of the people in town had stopped him as he was passing through, which was unusual due to the fact that many people preferred to avoid him, and asked him about the black rats in his house. He had been so shocked that he ad nearly remained speechless, but aft er a few moments found his courage to answer. To his relief, she had thought that it had simply been a normal rat that had found its way into his humble abode. Carl quickly moved over to the window and removed the rat, wondering how the child had been able to see it through the thick layer of filth covering the lower half of his window.When he looked closer, he could see tiny streaks where the rain had run down the window, looking as if a toddler had taken its finger and swiped the dirt away. It wasn't completely clean, but it was clean enough to where the small shape of the rat could be visible from up close. He gave At that moment, Oakley heard his door open, allowing the cold outside air to flood into the dark room. A man hurried inside, looking completely unabashed at the fact that he had Just entered another man's home without any permission. Oakley threw him a confused look, but the man wasn't focused on him. He was focused on the rats.His face had gone a pale color and his ey es were wide in horror as he looked around at all of them, all in different poses, as if their death had been frozen and prolonged o that they may suffer the pain of living. His mouth moved as he tried to form words. Finally he managed, â€Å"What†¦ What is this†¦ This†¦ † â€Å"What is your reason of entering? I do not remember allowing you in,† Oakley said, his own face going pale. â€Å"Sorcerer,† the other man said, barely above a whisper, and then he spoke louder. â€Å"Sorcerer! What black magic is this? † â€Å"l am not a sorcerer neither do I practice in the skill of Black Magic.There is no such thing,† Oakley said, trying to keep his voice level at the situation. The man looked around, his eyes showing a mixture of fear and anger, and rasped a knife that had been lain down on the center table. It was the knife that Oakley had used to remove the skin from the rats. Dried blood now covered its metallic surface. Muff†¦ L s hould have known†¦ It's you isn't it? † Oakley was taken off guard by the question. â€Å"It's me what? † â€Å"The reason this plague has fallen upon our heads, shadowing the entire continent in fear and death. I knew it†¦ Ever since you arrived on that ship.You were hiding something, I knew it, I knew it†¦. But no, I won't let this go on any longer,† he said, raising the knife so that the tip faced Oakley. Have you succumbed to the rancid plague as well, or are you Just as mad as you sound! † Carl said, his anger rising up. â€Å"My son was taken by this plague,† the man continued, as if Carl had said nothing. â€Å"But no more, no more death, no more fear. † â€Å"Stop making foolish accusations against me! † Oakley shouted at realizing the reason for the accusation. The man was seeking revenge for his son, and he wanted it any way he could. Carl spoke again, this time his voice was softer. Do you not see what I have d one? Look around you. † The man glanced warily around him. L can see very well what you have done. † â€Å"l have preserved these small creatures,† Oakley said, with a sense of excitement and awe in his own voice. â€Å"Don't you see? I have made them everlasting. Now they shall be preserved for all future generations. Everyone may know of this plague, but not in the way we must suffer it. What I have done is great. † Oakley spoke like an artist would speak of one of his new masterpieces. â€Å"What you have done is evil and unholy! And I will send you back to the deepest parts of†¦ Jonathan had begun, his eyes gleaming bright with fear. Off still don't see! I have done nothing to cause this plague! † Oakley replied in anger. â€Å"l have done something marvelous that will help us too†¦ † â€Å"No more! † the man cried in a shaky voice. Muff think you're innocent, let God decide. Let us abide to the laws of the church! † Oakley froze, his hands up in gestures that he had made while he had been Jonathan had heard enough. The insanity of anger had overcome him, and now he only wanted one thing. â€Å"God will let the guilty fall against the good, and now let us judge,† the man said, raising the knife over his head.Oakley looked at the gleaming metal, feeling fear wash over him like waves of the ocean. His hands fell to his side. In a soft voice, â€Å"Please, you don't†¦ ,† he began to say, but then looked at Jonathan. His Jaw was set in determination, and his eyes shone with something so pronounced, it scared Oakley. As soon as the fear came, though, it vanished. He raised his arms out, leaving a clear strike for the man. â€Å"It doesn't matter. I have already left my mark upon this world. My work will be remembered, and later on copied. I will not be forgotten. † There was a flash of metal, and then blood sprayed the walls.

Case About Anthony Tan

Concise Summary of Case – Anthony Tan was one of the most wanted men as he was allegedly charged for murder of Bosnian refugee and Rebels bikie, Edin â€Å"Boz† Smajovic. After 2 years building an export business in Vietnam, he read a media report from NSW, describing him as one of the state’s most wanted men. He was unaware for 2 years of the police hunt for him. He immediately got on the phone, first his lawyer, then to an airline. He was more than willing to return to Australia to fight his allegations.In the end he was arrested and charged for the murder and held on remand in prison for over a year. When he granted bail in August, his trial was to start that same week. Both Anthony Tan and co-accused Nathan Keith Reddy and taken to court. Once the case reached the Supreme Court, the case was dismissed even before the trial had started. This was because, it was understood that the case failed partly due to an alleged confession from a prosecution witness. Juri sdictions of all courts involved –The two courts involved in this case were the Central Local Court and the Supreme Court. The jurisdictions for the local court include the majority of criminal, summary prosecutions in NSW and with civil matters up to $100,000. It also conducts committal proceedings to determine whether or not indictable offences are to be committed to the District and Supreme Court. Meanwhile the jurisdictions for the Supreme Court has unlimited civil jurisdictions and handles claims of more than $750,000. It also deals with the most serious criminal matters, including murder and treason.The initial court for this case (Central Local Court) had refused bail, but when it reached the Supreme Court, the case was dismissed even before the trail had even started. Area of law – The Anthony Tan case was a public, criminal case, as Anthony allegedly broke the criminal law, which is part of the public law (also known as the Common law). The standard of proof i s the amount of evidence which a plaintiff or prosecuting attorney, in a criminal case, must be presented in a trial in order to win.As for a civil case the standard of proof is generally that the plaintiff must prove this case by majority (51%) of the evidence. The standard of proof for this case was it was beyond reasonable doubt. The standard of proof needed for a criminal case is that there must be no reasonable doubt that the defendant committed the crime in order to convict the defendant. The standard of proof in this criminal case, which resulted in the freedom of Mr. Tan, was an alleged confession from a prosecution witness, which led to the case to fail.Was a jury used? Why or why not? – A jury is usually used in the Supreme Court, but the Supreme Court judge had dismissed the case on technical terms, therefore a jury was not needed. It was an interesting case due to the fact that Tan was innocent yet held in jail for more than 1 year. This had a major impact on Anth ony Tan’s life, reputation and his future. For a case that would of continued in the Supreme Court, a jury would have been selected, but due to the fact that the case was dismissed, a jury was not needed.Is a jury effective? – A jury is a group of citizens (usually of 12) who hears the testimony in legal disputes and determines what they believe is the truth. The word jury is derived from the French word jurer, which means, â€Å"to swear an oath. † The jury has generally been successful because their peers judge the accused and the public plays a role in the criminal justice system, as they make the community feel as though they have a voice in situations that concern society at large.The jury is there to represent a cross-section of society and they provide a range of perceptions. Also the responsibility for the verdict is spread across 12 jurors and the system acts as a safety net against corrupt and oppressive conduct by state and/or police force. The jury i s also carefully selected to avoid bias, prejudice, racist, sexist or any other form of discrimination, which can influence the verdict. Also the defense council can remove a juror, if they feel uncomfortable with them being in the jury.

Describe and discuss the Ebers medical papyrus and the Edwin Smith Research Paper

Describe and discuss the Ebers medical papyrus and the Edwin Smith papyrus. When and how were they found What do they contain - Research Paper Example The main study of these papyri was conducted in Berlin in the year between1954-1973 (Atta and Hussein 123). The Ebers papyrus has haphazard collection of medical texts which are organized in paragraphs which are arranged in blocks and thus addressing specific medical conditions. It contains the most voluminous medical record of the ancient Egypt known. The proof that diseases healed from magical spells, were not available in the papyrus. Issues regarding the supernatural intervention in relation to treatment and diagnosis are highlighted in paragraphs (David and Rosalie 124). Diseases discussed by the Ebers papyrus include; disease of the stomach such as intestinal parasites, anus diseases, skin diseases, head diseases, treatment of migraines, flow of urine, hair, flesh wounds and burns and extremities of the disorders (Bonn and Kitty 45). From the Edwin Smith Papyrus, we are able to point out that, they were able to treat fractured and dislocated bones. From this again we find out t hat they too treated dislocated bones and performed minor surgical procedures. On the same note, they were able to treat diseases in physical manner. However, alongside this physical treatment, they accompanied it with spiritual practices. According, to Edwin Smith Papyrus, much of the treatment involved crushing and mixing of herbs. Diseases addressed by Edwin Smith Papyrus include: tongue diseases, conditions related to dermatology, dental diseases, ear diseases, throat and nose diseases and gynecological disorders. There are also discussions regarding the diagnosis of pregnancy, treatment of tumors, trachoma, birth control and fractures (David and Rosalie 89). About seven hundred magical formulas their remedies are also contained. The papyrus notes that the heart serves as the centre of the supply of blood with the attachment of vessels to other parts of the body. Seemingly the Egyptians did know little about the kidneys and assumed the heart to be the meeting point vessels carry ing body fluids such as blood, urine, tears, and sperm. The chapter known as the Book of Hearts gives details about the mental disorders. Dementia and depression are equally covered (Haas 90). The Ancient Egyptians, like the Ancient Greeks and the Romans, have provided modern historians with grounded knowledge and evidence towards medicine and sufficient knowledge on the medical field. This evidence is particularly based on the many papyrus found in the archaeological sites. This is like in the history of man, where some of these beliefs of the Egyptians were based; myths and legends. This should not however, be disputed with the increase of knowledge of the Egyptian people who exceedingly grew in human anatomy and plain commonsense. In the Ancient Egypt the treatment of illness was no longer carried out by the common magicians and medicine men, because knowledge of diseases and their curing method had already developed. This is supported by the archaeological evidences available in the papyri (refers to physicians and doctors). This is particularly amazing, in that there are archaeological digs that have added more evidence of men titled as physicians. This means that all the knowledge about the Ancient Egypt medicine comes from the discoveries of papyrus documents. Most of these papyrus documents have come from the era of 1900 BC and 1500 BC (White and Renee 45-67). This is the evidence to the common

Formal Criticism Essay Example | Topics and Well Written Essays - 1000 words

Formal Criticism - Essay Example This paper will use formal analysis of a selection of scenes from the film 2046 by Wong Kar-wai to highlight Sontag's objection to such analysis. The film explores the experiences surrounding the many loves of the main character, Chow Mo Wan, but doesn't give a precise meaning for the events or even the relationships themselves. The film opens with the enigmatic and multi-layered image of a large, donut-shaped object. It is dark and smooth and shiny, yet also gives the impression of the spiral form of a shell. This represents the "hole in the tree" into which, according to a story repeated by Chow several times in the film, people whisper their deepest secrets, after which they fill the hole with mud to prevent the secret from ever being discovered. As Chow talks about a woman he once loved, we see a woman from behind, whispering her secret into the hole. We don't see her face. The film is filled with images that try to enlarge and deepen the impression that human memory and meaning are limited. The settings are few; a few hotel rooms, a rooftop, streets in which all that is shown is the street light or the wall of a building, a club, a restaurant, and the futuristic train that exists within the science fiction story Chow is writing. Also simplified are the appearances of the actors, almost always shown only from the chest up. They are frequently shown alone, even while conversing with another character. The colors red and black dominate the dcor and the clothing, and dark lighting is used in the majority of the scenes. On rare occasions light colors and daytime scenes are used, as when one of the hotel owner's two young and still somewhat innocent daughters is shown dressed in light green, or when a character is seen on the hotel rooftop during the day. Similarly, worldly women, or women who become worldly during the film, almost inevitably smoke and wear red, black, or gold. Many conclusions could be drawn from such repetitive symbolic content, but from Sontag's point of view, it would be a mistake to do so. Would smoking be interpreted as worldliness at all times and in all cultures, just as the colors a woman wears would always reveal her level of morality If we allow ourselves to see the red dress and the cigarette as symbolic of something specific and universal, do we then, for instance, start to ignore the facial expressions Even here the film seems to adhere to a pattern; the majority of expression shown by the actors is whether and when they do and don't look at one another. This could be interpreted as a device of emotional distancing between people who try to avoid intimacy while at the same time desperately yearning for it. Could it be that the visual elements of the film are simplified in order to force our attention to less obvious parts of the story, or to more subtle characterizations of the actors But it could also be said that the film us es such devices in order to render a flatness and hopelessness in the storyline that lets the viewer know well in advance that there will be no happy endings here. The film doesn't defend itself against this kind of analysis. In one particularly engaging sequence, Chow is writing a futuristic story in which he imagines himself as a Japanese man riding a train into the year 2046, "the place where people go to recover memories". It is

Financial Crisis Assignment Case Study Example | Topics and Well Written Essays - 1250 words

Financial Crisis Assignment - Case Study Example Its effects were far reached and almost everyone on the globe was impacted by it on some level. Those who were closer to financial markets and deeply involved in the investment business faced greater impacts and are still incurring huge losses. This crisis raised questions that pointed fingers on the functioning of the global financial markets. The liquidity crisis was triggered by a bunch of policies that were implemented by the United States banking system to promote massive investment and growth in the economy. Nevertheless, what started as an attempt to increase consumer spending and encourage investor confidence soon turned out to be the underlying weakness in the financial system. The imbalance in the global economy became too massive for any individual government to control and with the passage of time it only worsened. A critical part was played by the developed economies whose excessively loose monetary policies during the early part of this decade contributed in widening th e gap between the West and the East. It is very interesting to know that the budget deficit of the United States was at an all time high during 2006-2007, while on the other hand huge surpluses were being recorded in Asia, particularly China and other oil exporting countries of Middle East. If we look at figures they reveal a clearer picture, the current account balance as a percent of GDP for US was -4.7%, while for China, Saudi Arabia, Russia and UAE was 10%, 28.9%, 6.1% and 15.8% respectively. Analyzing the figures it clarifies that even after the West was generating billions of dollars in revenue, the global net flow was concentrated towards the Eastern giants as they were becoming powerful by the day. This can be strongly attributed to the fact that the gap between the saving-investment function was extensive and this gap was only widening with time since developing countries started relying more heavily on developed economies to provide for their development expenditures. Ther e were some direct impacts of these huge cross-border financial flows on the financial intermediation process. (Mohan) One of the major causes of the crisis is attributed to the sub-prime lending in the housing industry in America. In order to increase the share several banks gave loans to individuals who were doubtful of paying back their installments in the future. Nevertheless, since in the short run it would show an artificial boast in the economy along with a positive growth of the company many bankers and financial institutions to fulfill their personal interest gave top notch credit ratings to doubtful individuals. This resulted in a massive spending in the housing sector even though it was clear this was only short-lived. Banks gave loans on negligible interest rates at times even below 1%, showing the extent of how eager they were to raise their customer base. The financial sector was involved in a personal struggle to widen its customer base. Derivates were used to inject huge sums of money from the investors in the market, but these derivatives were passed on to other investors and so on. The original derivative holder had no idea who was in possession of his derivative as it was a long chain that no one was aware of. The derivative market surpassed the whole US GDP number and according to estimates in 2010 the US GDP stood at $14 trillion dollars compared to the $300 trillion derivative market. It is apparent that the market was financially diluted and

Creativity & Art Education Research Paper Example | Topics and Well Written Essays - 1000 words

Creativity & Art Education - Research Paper Example If one thinks of a new idea, he has to evaluate its feasibility or workability, convince those who are in charge of putting it into practice that it will work, and if they do not accept it persist with it in the face of opposition. Many people relate creativity to intelligence. Studies have shown that there is no direct relation between the two. Environment on the other hand may have an important part to play in creativity. There also seems to be a co-relation between creativity, spontaneity and freedom of thought. Creative people are usually found to be more impulsive and unafraid to experiment with new ideas and voice their opinions even if these go against the norm. Creating an environment for children where they have the freedom to experiment and are exposed to new experiences can nurture creativity in them. Can creativity be learned? Yes it can. All of us were very creative as children, till we learned that there were certain ways of doing things that are considered the right ways. If we can learn to question the way we think and try to stifle the idea that a new way of doing something must lead to failure, every one of us has it in us to be creative. Art education has long been associated with the notion of creativity. However the question remains of how we define creativity. Is it a sudden flash of inspiration or is it as Edison described it 1% inspiration and 99% perspiration? There was a time when art education focused on creativity, which in turn was linked to spontaneity and novelty. Hence the curriculum was designed to develop creativity in children rather than teach them skills. This was the model on which art teachers were trained. The four functions on which creativity depended were thought to be fluency, flexibility, originality and openness. Freud considered creativity as an unconscious primary process, and the prevailing thinking was that children were more creative when left alone and art should be fun and

Nonverbal communication in the classroom (between students and Term Paper

Nonverbal communication in the classroom (between students and instructor) - Term Paper Example All things communicate and this includes material, time systems and physical space. Whereas it’s easy to turn off verbal communication, non-verbal can’t be easily done away with. The purpose of this paper is to explore how non-verbal communication affects or relates to what is happening in the classroom especially between the student and the instructor and try and look at how it can be understood and have different meanings. There has been an overemphasis on verbal communication in the classroom and early research primarily focused entirely on the verbal interaction taking place between the teacher and student. However within a period of the last three and half decades, practitioners, researchers and scholars have realized the relevance that non-verbal communication has in the classroom. It has been researched and proven that non-verbal component part of communication is as crucial as verbal when it comes to instructor-student relationship(Ambady&Rosenthal,1993) However it is important to note that there is what works and what doesn’t when it comes to the typical classroom. Instructors or rather teachers have got various roles to play in the classroom so as to effectively impart their learners (students) with the pre-requisite skills and knowledge they require in a specific subject. Some of these roles include; the role of the teacher as a speaker, moderator, manager, trainer, coordinator, contro ller, supervisor and helper. To be effective in all those roles listed above, a teacher must be able to exhibit the right way of communication to the class or else s/he might be mistaken or rather misunderstood. Not only is the verbal communication critical, nonverbal communication too is extremely important and it has a very huge impact to the students. Nonverbal communication serves many functions such as repetition, contradiction, substitution, complementing, accenting and regulating verbal

What constitutes a crime Understanding the various Acts that Essay

What constitutes a crime Understanding the various Acts that Constitute a Crime with Examples - Essay Example There are certain acts that get categorized as criminal activity and one must acquire knowledge about what comes under the boundaries that are considered unlawful according to the law of the land. Knowledge about the acts that constitute a crime is necessary for not just criminologists but ordinary people too. An understanding about the source behind a criminal activity helps in eradicating any sort of upcoming harm generated through that act. It also refrain people from heading towards the wrong (and unlawful) path. This paper discusses the most significant acts that propel a criminal activity or a crime in detail along with helpful examples. Any illegal or unlawful act comes under the category of crime. Crime is the commission of an act or it may be named as the omission of an act, through which the law is violated and results in punishments by the authorities (Milhorn, 2005). Crime serves several functions; it is because of crimes that the societies set the boundaries related to m orality. There are three classified main types of crime that is conventional or ordinary, occupational and organizational. Conventional category includes the unlawful acts regarding violence such as assault, rape and murder, but mainly involves of property crimes for example theft, robbery and burglary. Usually people involved in such acts belong to the lower and blue collar classes. Whereas the occupational crimes comprise of acts which are entirely different like violation of laws named as white collar crime, performed by people of middle or upper social classes. The people may include business persons, government employee etc. Third category is the organizational crime, which is committed by organizations, industries, labor unions etc. (Yeager, 1980). In general, ordinary crimes can be further divided into two categories personal and property crimes. Personal crimes are violations against any other person which may include the crimes such as assault, battery, betrayal, false impr isonment, kidnapping, homicide crimes namely first and second degree, murders and involuntary manslaughters and vehicular homicides. The property crimes comprises of actions against properties such as larceny, arson, burglary, forgery, false pretenses and receipt of stolen goods etc. Above are some of the crimes which are equivalently affective both personally and property wise like robbery involves enforcement through physical force as well as theft of ownership. Organizational crimes are the white collar crimes that include embezzlement, bankruptcy fraud, mail and wire fraud, bribery, theft or trade secrets, etc. They are named as corporate crimes because the acts have impact on the state. Assault, is a crime by a person who has an anxiety of fulfilling a pending damaging or violent connection. An assault does not take place when merely words are used to threaten; rather it takes place when apprehension of harm, that is, use of certain action along with the threat is called an ass ault. For example, a man commits an assault when he sexually harasses a female either verbally or physically. Battery is said to be a type of common assault, which is the result of a volitional deed, which is an action executed to cause harm to another person. For example, if a person even throws a rock at someone with the cause of hurting him and the rock hits the person, then this will lead to battery. False imprisonment is a form of crime in which a person is confined against his will by

Mobile Phones for University Students Essay Example for Free

Mobile Phones for University Students Essay Nowadays modern technology is developing so rapidly that people can hardly catch up with its pace. There is no doubt that mobile phones, as a new industry of modern technology, have got into people’s life. As sensitive reflectors of information and fashion, more and more mobile phone users have appeared in the campus everywhere. While some students are enjoying whatever mobile phones have brought to us, there are others who stand against it. This essay will explain the possible effects of mobile phone use on university students, focusing on the benefits and drawbacks. The main benefits of mobile phones in university are as follows. Firstly, there is no denying the fact that mobile phones have made campus life more convenient. A recent survey found that mobile phones are becoming part of university life and 99. 7% of students use their own mobile phones to communicate with others (Ransford, 2009). As it can be seen, mobile phones provide students with a fast and convenient way of communication, such as getting in touch with schoolmates and hunting for jobs, which was previously unimaginable. Secondly, instead of going to the PC lab and finding computers to look for news on current events, students can use mobile-network to search the Internet. It is by this means that university students can broaden their horizon and enrich their minds. Lastly, with the help of mobile phones, students can do work more efficiently. Many students in university treat mobile phones as electronic dictionary and chart with teachers for academic purpose. They share useful information related to their lessons and solve academic problems sometimes. In this way, mobile phones not only can save our time and energy but also help with our study. However, the negative effects are also obvious. Above all, more and more university students are indulged in Java QQ and online games, which make them weak in study. Moreover, some even use mobile phones to cheat in the examinations. It has been reported that almost 80% university students use Java QQ constantly and more than half of them are in favor of it. Only less than 1/3 of them comment that it is bad to our health and study if students spend too much time on Java QQ and online games. Some students even spend a whole day playing with their mobile phones and send thousands of short messages every day. If they do not use Java QQ a day, they will feel anxious (Yang, 2009). In other words, some university students have regarded playing with mobile phones as a kind of habit and fashion. In the second place, some students often make comparison of others’ mobile phones. They always want to own an attractive and high-grade one. Consequently, it costs them too much money and energy to buy a new style in order to gratify their vanity. Finally, mobile phones in university also bring some health risks, both physical and mental, if not properly used. It has been highlighted the fact that some pornographic video and photos of two U.  S. high school girls was spread so rapidly that even police were hard to stop them. In addition, District Attorney James B. Martin said that at least 40 Parkland High School students believed to have received the pornographic images (Rubinkam, 2008). It is really harmful to university students’ future development, especially those are immature. In conclusion, everything has its advantages and disadvantages, and mobile phone is no exception. On the one hand, using mobile phones in university can help students communicate with each other more convenient, have rich knowledge and study more efficiently. On the other hand, mobile phones can also have bad influence on learning; encourage students’ vanities as well as mental injury. In my point of view, therefore, there are three solutions which can solve this problem. Firstly the university authority should intensify publicity and education. Secondly coercive measures can be put into effect, such as shielding the mobile phones in classrooms and libraries. Lastly university students should promote themselves and fight temptation. A brighter future is awaiting us if we make good use of mobile phones.

The Fate of a Creative Person Essay Example for Free

The Fate of a Creative Person Essay The Fate of a Creative Person What is creativity? Who are creative people? What role do they play in our society? Creativity refers to the phenomenon whereby a person creates something new (a product, a solution, a work of art etc. ) that has some kind of value. According to this definition we may conclude that creative persons are those people who are able to produce something new that has some kind of value, both personal and public. On the one hand, many scholars are sure that people reveal their creative abilities only when they are surrounded by positive things, when they have a loving family, good friends. On the other hand, some researches show that many people can create something only when their life is full of hardships and difficulties. Many writers devoted their works to description of creative people’s life. Among them are William Somerset Maugham, Kazuo Ishiguro, Mary Shelly and Ernest Hemingway. To my mind this fact proves that the fate of creative persons has interested people since long ago. To watch how the above mentioned writers reflected the fate of creative people in literature we decided to analyze the protagonists’ characters of the three novels: â€Å"The Painted Veil†, â€Å"An Artist of the Floating World†, â€Å"Frankenstein† – and a short story â€Å"The Snows of Kilimanjaro†. All these characters have both similar and different traits: they devoted their life to different fields of science and art (Walter Fane – to biology, Masui Ono- to painting, Victor Frankenstein- to study of chemical processes and the decay of living beings, Harry-to literature), but the end of their life is the same (all of them, except Masui Ono, died at the end of the book). Now let’s have a deeper look at these characters. Walter Fane is one of the main heroes in the novel â€Å"The Painted Veil† by W. S. Maugham. He was a young, poor but giving great hopes biologist when he first saw Kitty and married her, thinking that he really loved her. As the novel progresses Walter starts to understand that marriage with Kitty was the greatest mistake in his life. At first he put all the blame for distraction of their marriage on Kitty. She wasn’t fair to him when started to have affairs with Charles Townsend. But later Walter realizes that part of the blame was on him, it was he who proposed to Kitty without getting to know her properly. Walter tries to find the escape from the problems in science. He convinces Kitty in Charles’s shallowness, cowardice and deception and persuades her to move with him to China where he will be curing people of epidemic disease. This trip became a crucial moment both for Kitty and Walter, from this moment they started to understand and respect each other. Days and nights Walter spends at the laboratory trying to find the cure. People treat him as a saint, only Kitty at first doesn’t notice that he is a very intelligent, kind person, devoted to his job. I think he would be also devoted to a family if he had a good one. May be Walter hoped even that everything can be good in the near future, he notices that Kitty changes, she becomes more thoughtful, more sensible. But Kitty destroys his hopes when she understands that she is pregnant, but on Walter’s question â€Å"Who is the father? † she says â€Å"I don’t know†. Shortly after that Walter dies, supposedly in the result of experiments that he carries out in himself trying to find the cure. But the reader doesn’t know whether all this happened by accident or whether Walter did it deliberately, as his hopes for happy life had been destroyed. The tragedy of Walter’s life is in his deep involvement in science. Being absorbed by it since youth he failed to make out between true feelings and Kitty’s desire not to lag behind her younger sister and marry someone as soon as possible. So, from the example of this hero we can see that sometimes people of great creative potential are too devoted to their occupation, they are very successful in their job, but suffer in everyday life, being unable to accommodate to it. Another example of a creative person in literature is Masui Ono, an elderly man who devoted his life to paintings. His creativity, his art had a destructing character. He and some other painters and composers during World War II propaganded Japan’s involvement in the war and German’s support by their works. When a young man, Masui depicted in his works â€Å"a floating world†: beauty of nature, beauty of women, night pleasures- all the things that were not forever. But later when he matured, when he realized that his country was in crisis, that poverty and famine were progressing, Masui decided to do everything he could to help people. This decision seems very generous, but the way he embodies his plans and the results of these plans change the reader’s mind. In his pictures he calls people to join the army and help Germany to lead the war, hoping that the win in it will help his country to overcome all the difficulties. On the one hand, we can’t despise him, because everything he did was realization of his sincere desire to help his country, and besides he also suffered as he lost his wife and his son in the war. But on the other hand, Masui and people having the same ideas, who were blind and couldn’t see the real political situation, led the country to even more critical situation, because the war brought nothing but ruins and dead bodies. In the period of reconstruction such people like Ono become outcast, some of them even commit suicide, some of them are too old and just spend their last years in loneliness. Ono in comparison with such people is not lonely, he has a family: two daughters and a grandson. He never stays at home alone, his elder daughter very often comes to visit him. But Masui isn’t lonely only on the surface, deep inside he is extremely lonely: his daughters don’t understand him, they watch at him like at an elderly man, all they feel is only pity. Masui’s past has influenced not only his own life but also lives of his children: his younger daughter couldn’t marry, because young men didn’t want to have any business with a family, that had contributed to the destruction of the country. So, the tragedy of such people like Masui Ono is that they failed to give their gift the right direction. People could have admired Ono’s works, but he didn’t manage to make out between art and politics, two things that are very rarely can be combined. The third novel tells us a story of Victor Frankenstein, a young man who became interested in science since the very childhood. His study at the university has inspired him to the terrific experiment-creation of a living being from dead people’s bodies. He becomes fascinated with the â€Å"secret of life,† discovers it, and brings a hideous monster to life. The monster proceeds to kill Victor’s youngest brother, best friend, and wife; he also indirectly causes the deaths of two other innocents, including Victor’s father. Though torn by shame and guilt, Victor refuses to admit to anyone the horror of what he has created, even as he sees that he loses control of his creature. As the novel progresses Victor turns from an innocent youth fascinated by science into a disillusioned man determined to destroy the result of his horrific experiment by all means. At first Victor doesn’t care about the results of his experiments, he cuts himself off from the society and carries his experiments out. He lacks humanity in spite of the fact that he was brought up in a big family, in which everyone loved and respected each other. He takes the responsibility of the God for making people alive, but can’t cope with the consequences. He realizes what he really had done only after the monster starts killing people who were close to him. The rest of his life Victor devotes to searching for the monster and killing him, but dies himself. His life and life of all his relatives-that is the price that victor payed for his thoughtless experiments. The example of this character, as well as the example of the character from the previous novel, one more time proves the fact that not always creative people know, how to use their gift. Instead of using it for peaceful purposes they are blindly wasting it or are directing it to dangerous innovations. Creation of the monster by Victor Frankenstein in the novel can be put on the same scale with creation of the atomic bomb. The protagonist of the short story â€Å"The Snows of Kilimanjaro† Harry is a writer, who during his travel in Africa infected his cut on the leg and is dying from gangrene. This character is as lonely in life as Masui Ono: he has a woman who loves him, but he doesn’t love her, she is reach and this is the main reason for Harry’s staying with her. In fact he was lonely all his life: he loved a lot of women but all of them left him because he was demanding too much. The problem of this character is that only at the end of his life Harry realizes that he didn’t manage to write about everything he wanted, that he did very little in this life. Lying on the stretcher in the last evening before his death, the hero recollects all the events he would like to describe in his books in details. Rich imagination of this person, imagination that wasn’t fully used, is revealed in the last minutes of the hero’s life: his death seems to him a flight on the helicopter to his destiny a snowy peak of Kilimanjaro. To make a conclusion I would like to say that a fate of a creative person has been quite a hot issue in literature for many centuries and is touched upon by many contemporary writers. Different writers took different protagonists for their books but many of them make such heroes unhappy outcast of the society. They can’t find their place in the world by different reasons: one of them are so absorbed by their ideas that can’t distinguish people’s true feelings, others can’t direct their creativity in the right way, others use only very small part of their talent and don’t perform their function in this world. If you have gift it means you were touched by God and you should create only good things using this gift. If your creativity brings destruction you will be punished by God.

Solutions to Domestic Violence

Solutions to Domestic Violence Problem Solution Every now and then, people have been known to say, What can they do to help someone they know that is being abused? There are many different solutions that people can do to help those in need that are involved in a domestic violence relationship. According to the Michigan State Police there are various solutions involved in assisting someone. Knowing what one is talking about by having some background on domestic violence. Always let them know that your ears are open at anytime they need to talk. Help them as much as possible by being respectful, patient and supportive in learning about their safety. Lastly, never let them think it is their fault, keep addressing that as much as possible. There is always ways to get help when someone needs it. They can do so by calling the confidential National Domestic Hotline (DMVH) at 1-800-799-SAFE (7233), they are available to the United States, 24 hours, 7 days a week, and open 365 days a year. The DMVH have counselors to support them in getting them information and referrals for themselves, their children, shelter, and legal assistance (Michigan State Police). There are many other things that you could do to help a victim or even a victim herself can do. It may be just as easy as picking up a phone book to find out what organizations in your community help out with such as employment or even child care. There are other different things that can be done such as seeking counseling or even support groups. While you are seeking counseling, make sure you identify weather the counselor is for the abused and has had experience of working with the abused. Most of all stay active as much as possible to help your self esteem, self confidence, and getting you independence back (Women Web, Getting Help). Domestic violence shelter, often called a womens shelter is a building or set of apartments where victims of abuse can seek shelter. These shelter locations are kept confidential so these womens abusers are unable to find them. Shelters are known to provide those abused and their children with shelter, food and childcare. Since there are very limited times for residing at a shelter, many shelters assist in placement of permanent homes and jobs (Help guide). There are different things that can be done after leaving a shelter so their abuser doesnt find them. The top 3 things that you can do are: 1.) get and unlisted number, 2) use a P.O. Box, 3.) open new bank accounts and credit cards (Help guide). After discovering how serious Domestic violence actually was, the Domestic Violence Bill, 2006 was passed. The Domestic Violence Bill was intended to allow more help and relief of the abuse. The purpose of this Bill was to allow those involved in domestic violence the maximum protection that the laws can provide. These laws have made it mandatory for all police stations to have specific departments to deal with and give legal duty on the officers to assist in a complaint domestic violence. Under the provision of this bill, police officers are suppose to advise the victim of their rights under, help in obtaining shelter, offer medical treatment, and to lodge a criminal complaint. The Domestic Violence Act also gives police officers the power to arrest the accused perpetrator, without a warrant who is reasonably suspected to have committed or who is threatening to commit an act of domestic violence on a victim. If any person is arrested they are to be brought before a magistrate within forty-eight hours (Government Gazette) Under the Michigan Constitution, (Art. I, Sec. 24; eff. Dec. 24, 1988) and the Crime Victims Rights Act, (1985 PA 87; MCL 780.751) have given crime victims the right to be treated with dignity and respect. Making sure all is handled in a timely manner following an arrest. The victim also has the right to receive emergency and medical services. Receive an explanation of all court proceedings. This act allows them to be protected of being free of any threats, acts, and/or discharge from your employer. The name of the Prosecutors who is handling the case. Any scheduled court proceedings, including sentencing, the defendants release on bond or escape from custody while awaiting trial. The probation departments address and telephone number. Attend the court trial and make an oral statement to a pre-sentence investigator, and to write an impact statement which will be included in the pre-sentence report. Victims are also allowed to receive information regarding the conviction, sentence, im prisonment, and release of the accused. (Michigan Prosecuting Attorney Associations). There are many different effects of the abuse. If someone had physical abuse they may suffer from long term health complications. Abused women often have anxiety, tension, low energy, depression, insomnia, loss of appetite, or even headaches. They may believe that they failed the relationship. They have also been known to be ashamed and not allowing others to know exactly what had happened to them. In just about every case of Domestic Violence, women have stated that they have lost their self esteem and lack of confidence. Women have also been known to have anger and fear towards themselves and their abuser. They are also known to isolate themselves from other such as family and friends (Womens Web, The Effect of Abuse). According to Direnfeld (2007), the aftermath of emotional and psychological can last for several years or even lifetime. It not only affects the victim but also other family members and later relationships. In many cases, children have the trauma of the violence. These children grow to become bullies in their own right whose behavior the violated parent cannot control and whose behavior is reinforced by the perpetrator. There are many things that a victim needs to remember, its very hard to do it all at once. Between the police, and shelters, the victim has other they can talk to; rather it is a counselor or even someone that has been through it. There main thing they need to know what are their rights? References Direnfeld, G. MSW, RSW (2007). Alumbo, the Long Arm Of Domestic Violence. Retrieved July 24, 2009 from http://www.alumbo.com/article/32544-The-Long-Arm-Of-Domestic-Violence.html Government Gazett (2006). Domestic Violence Bill, 2006. Retrieved July 22, 2009 from http://www.kubatana.net/docs/legisl/dom_viol_bill_060630.pdf Help guide (2008). Domestic Violence and Abuse: Help, Treatment, Intervention, and Prevention Retrieved July 24, 2009 from http://www.alumbo.com/article/32544-The-Long-Arm-Of-Domestic-Violence.html Michigan Prosecuting Attorney Associations (2008). Victim Rights. Retrieved July 20, 2009 from http://www.michiganprosecutor.org/Victim.htm Michigan State Police (2009). Domestic Violence Awareness. Retrieved July 20, 2009 from http://www.michigan.gov/msp/0,1607,7-123-1589_1711_4577,00.html Women Web (2009). Domestic Violence, The Effect of Abuse. Retrieved July 25, 2009 from http://www.womensweb.ca/violence/dv/effects.php Women Web (2009). Domestic Violence, Getting Help. Retrieved July 25, 2009 from http://www.womensweb.ca/violence/dv/help.php

Creation and Destruction in A Clockwork Orange Essays -- Clockwork Ora

Creation and Destruction in A Clockwork Orange In the novel A Clockwork Orange, Anthony Burgess shows his readers a society in which pure destruction seems to reign supreme. The lead character, Alex, and most members of his generation, spend their evenings recreationally beating passersby, having small but brutal gang fights, and generally destroying both property and people. Yet these images and instances of destruction constantly interact with images of art, of things created, usually thought to be the diametric opposite of such violence. Indeed, over the course of the novel, creation and destruction become almost indistinguishable. The motivations for creation and destruction are more important to the novel than the distinctions between the two. Alex and his three droogs, Pete, Georgie and Dim, commit many acts of violence in the first five chapters, vivid and graphic enough that even Burgess admits in his introduction that "my intention in writing the work was to titillate the nastier propensities of my readers" (Burgess ix).1 The crimes are always committed with a certain theatricality, giving Alex’s narration the tone of an artist’s pride. The "maskies" that the four wear are not only "real horrorshow disguises," but also provide dramatic effect (153). It is ars gratia artis (art that comes purely out of a desire to create art), as Alex does not cite any motivation for his violence besides the fact that he derives pleasure from it, and these four perpetrators consider their violence art. Alex’s repetition of "O my brothers," particularly in the more grueling scenes, gives the novel the feel of one of Rudyard Kipling’s Just So Stories,2 a creation myth. Both the manner of telling the tales a nd the tales themse... ... Alex eventually grows up. Violence, at the end of the novel, ceases to be his most desired form of creativity. Alex is ready to put his energies elsewhere. "At eighteen old Wolfgang Amadeus had written concertos and symphonies and operas and oratorios and all that cal, no, not cal, heavenly music" (189). The Ludovico technique that would have destroyed Alex would not have been something he could outgrow. A Clockwork Orange blurs the lines between creation and destruction, to the point where distinctions between the two become almost irrelevant. What is important to Burgess is the motivation behind each, and the ability of characters doing either, or both, to change their ways. Works Cited 1) Anthony Burgess, A Clockwork Orange (New York: W.W. Norton and Company, 1986). 2) Rudyard Kipling, Just So Stories (New York: Doubleday and Company, 1974).

Hardy-weinburg Equilibrium :: essays research papers

The Hardy-Weinberg theorem states that the frequency of alleles and genotypes in a population’s gene pool remain constant over the generations unless acted upon by agents other than sexual recombination. For example, take a population of mice that consists of 1,000 members. A specific allele, albino allele, is recessive within this species. 80% of the population expresses the normal phenotype- brown coloring, while the remaining 20% are albino. 640 members of the population have the genotype AA, 320 have Aa, and 40 have aa. If completely random mating were to occur, there would be an 80% chance that a gamete would bear the normal allele, A, and a 20% chance that the gamete would bear the albino allele, a. The resulting offspring will display the following genotype ratios: AA will have 64%, Aa 32% (the chance of the offspring having the A allele is 96%), and aa 4%. The offspring have the same genotype ratio as their parents. This example was one of Hardy-Weinberg equilibrium. The next generation will express the same genotype ratio as their parents, and so on. But what exactly is needed to create Hardy-Weinberg equilibrium? (Basically, a population in Hardy-Weinberg equilibrium s not evolving in any way.) Five specific factors are needed to create Hardy-Weinberg equilibrium within a population- a very large population, isolation from other populations, no net mutations, random mating, and no natural selection. The first element needed to create Hardy-Weinberg equilibrium is a very large population size. The larger the population, the less likely it is for genetic drift to occur. Genetic drift is a chance fluctuation in the gene pool that may change the frequencies of alleles. A large population can better represent the gene pool of the previous generation than a small one. In order to completely eliminate all chances of genetic drift, a population would have to be infinitely large. Thus, we can see here that perfect Hardy-Weinberg equilibrium, which has no changes in the frequency of alleles, would require no genetic drift at all, and genetic drift itself is only possible in a population of infinite size. There are two types of genetic drift- the bottleneck effect and the founder effect. Both severely decrease the variability within a population, altering the frequencies of alleles and thus making Hardy-Weinberg equilibrium impossible. If a disaster occurs in a population, killing off many members, the surviving members will not be representative of the original population. Hardy-weinburg Equilibrium :: essays research papers The Hardy-Weinberg theorem states that the frequency of alleles and genotypes in a population’s gene pool remain constant over the generations unless acted upon by agents other than sexual recombination. For example, take a population of mice that consists of 1,000 members. A specific allele, albino allele, is recessive within this species. 80% of the population expresses the normal phenotype- brown coloring, while the remaining 20% are albino. 640 members of the population have the genotype AA, 320 have Aa, and 40 have aa. If completely random mating were to occur, there would be an 80% chance that a gamete would bear the normal allele, A, and a 20% chance that the gamete would bear the albino allele, a. The resulting offspring will display the following genotype ratios: AA will have 64%, Aa 32% (the chance of the offspring having the A allele is 96%), and aa 4%. The offspring have the same genotype ratio as their parents. This example was one of Hardy-Weinberg equilibrium. The next generation will express the same genotype ratio as their parents, and so on. But what exactly is needed to create Hardy-Weinberg equilibrium? (Basically, a population in Hardy-Weinberg equilibrium s not evolving in any way.) Five specific factors are needed to create Hardy-Weinberg equilibrium within a population- a very large population, isolation from other populations, no net mutations, random mating, and no natural selection. The first element needed to create Hardy-Weinberg equilibrium is a very large population size. The larger the population, the less likely it is for genetic drift to occur. Genetic drift is a chance fluctuation in the gene pool that may change the frequencies of alleles. A large population can better represent the gene pool of the previous generation than a small one. In order to completely eliminate all chances of genetic drift, a population would have to be infinitely large. Thus, we can see here that perfect Hardy-Weinberg equilibrium, which has no changes in the frequency of alleles, would require no genetic drift at all, and genetic drift itself is only possible in a population of infinite size. There are two types of genetic drift- the bottleneck effect and the founder effect. Both severely decrease the variability within a population, altering the frequencies of alleles and thus making Hardy-Weinberg equilibrium impossible. If a disaster occurs in a population, killing off many members, the surviving members will not be representative of the original population.

Running Head: Development of Criminal Procedures

The ruling of United States Supreme Court in favour of Powell in the Powell V. Alabama case was highly critical in the foundations of its criminal jurisdiction. According to the ruling, a defendant guilt criminal trial should be given adequate access to counsel if he /she requested the same. The incident occurred in 1931 where nine African-American men were accused of having raped two American white women who were in a freight car that surpassed a train in Alabama. It occurred in a train that had two females and seven men. However, in the plight of the incidence a fight broke which saw six men thrown out.In the due process, the women configured a rape case by the men. However, one of them retracted this claim at later date (Carol, 2006, p. 14). From the proceedings of the Alabama court, eight of them excluding Roy Wright got a life sentence. However, following the nature of the proceedings of the case, a ruling was made that the defendants were not provided with an impartial defense which comprised adequate court proceedings. Above all, they were denied adequacy of legal counsel. However, following the inadequacy of the case, an appeal was made to the Supreme Court.Following the power and rule of majority, the ruling of the Alabama Supreme Court was reversed to give fresh legal jurisdiction. According to the decisions by the U. S Supreme Court, the Alabama court had violated due process for the validity of the case. This was provided by its three consequential judgments. Firstly, the defendants were obsessed their right to counsel. Elsewhere, the judgment was not impartial deliberate and fair. Additionally, the judgment court officials lacked a representation of juries which was inclusive of qualified members from the defendant’s race.(Carol, 2006, p. 32) The case proceedings at Alabama was critical in its general atmosphere and the nature of its proceeding. At one level, it salvaged great hostility towards the defendants which included both military esc orts and hostile public domain. Elsewhere, it was unprofessional and compromised impartial trial when the judges failed to provide room for counsel even without them request. The case could not provide a fair trial from the manner in which it was expeditiously dealt with or without providing enough time for the defendants to find their lawyers.Even with Mr. Roddy as their counsel, his role was unclear. However, the Supreme Court made a ruling in favor of Powell. According to its judgment, the Alabama court failure of giving adequate time for the defendants’ secure of counsel denied the due process in the case. Accordingly, the court was obliged in providing a counsel whether or not the defendants had requested it. This was important for a due process in the legal case jurisdiction. (Bradford, Ken, 1997, p. 98) The Powell V. Alabama case was critical in the development of criminal procedures.Significantly the legal provision of a counsel at a well and adequately prescribed man ner was perhaps a benchmark towards a formal judgment and inquiry into criminal procedures. This implied that, any future criminal proceedings would be in reference to this case such that the most plausible legal institution would only qualify for a reasonable and valid criminal judgment. (Akhil, 1998, p. 76) Reference to this case judgment would no longer make incompetent trials, which does not secure impartial and fair trial.Every criminal proceeding would therefore follow the precepts of provision of a legal counsel, which would only validate a due process in the legal judgment of the case. Therefore, Powell V. Alabama case provided a greater scope of legal rationality in handling criminal cases. The idea of legal counsel for the indigent defendant got a further expansion in Gideon V. Wainwright case. According to the ruling of the Supreme Court, all state courts were required to provide counsels in all criminal cases for the defendants who were unable in affording their attorney s.This was in reference to the sixth amendment of the constitution. According to the ruling of the court, any incident of lack of defendants representation was synonymously to a legal denial of their due process, which consequently denied them a fair trial of court proceedings. Consequently therefore, the court was obliged to providing defendants with attorneys for whom they could not afford. This provided a crucial part in formulating a standard scope with which the judgment levied on the criminal defendants would not compromise any fair trial, impartial and due process. Reference Akhil, R. (1998) The Constitution and Criminal Procedures. First Principles. Yale University Press, pp.76 Bradford, P & Ken, M (1997) The Supreme Court and American Constitutionalism. Rowman & Littlefield, pp.98 Carol, Steiker (2006) Criminal Procedure Stories. New York, Foundation Press, pp. 14, Â  32

A Description of the PDA Psychometric Test

What is the PDA Psychometric Test? PDA is a psychometric test that through a simple, precise and scientific method allows us to discover and analyze people’s behavioral profiles. It also allows us to evaluate the behavioral requirements of a job and generate detailed compatibilities that apply to the different Human Resources processes. The PDA test does not qualify behavioral profiles as â€Å"good or bad†; it describes the evaluated individual’s behavioral characteristics. In the case of generating a study of compatibilities between a person and a job description, it simply describes and provides details on the strengths and weaknesses. Back to Menu Who uses the PDA test? This psychometric evaluation can be beneficial to: * People: in order to understand their strengths and weaknesses to get a better job, to become better at their current job, to improve their relationship with colleagues, superiors and or/collaborators. * Entities: to identify, develop and/or retain talent. This tool is utilized by most of the leading companies ranked on Great Place to Work. * HR consulting entities: Incorporate a new product into your portfolio, add value to your services, and generate consulting projects based on the psychometric behavioral test. Back to Menu What information does the PDA provide? Through the PDA psychometric test ou can quickly go online to obtain: * A person’s behavioral profile description, detailing (press here to see an example): o Leadership style o Decision-making style o How to lead this person to success o Persuasive skills o Analytical skills o Sales skills o Motivation level o Main skills and strengths o Areas of improvement * Individual and / or group compatibility between one or more individuals and a job. Individual and or group compatibility between one or more individuals and your company’s competences. Back to Menu How does the PDA Report contribute to the professional growth and development of an individual? The complete PDA report will help you to know yourself better and to identify what are your main strengths and weaknesses. At the same time, it’ll allow you to objectively identify the skills you need to maximize your potential. If you are currently interviewing or l ooking for a better job, the complete PDA report will help you to†¦ †¢ Research strategically Interview successfully †¢ Emphasize skills and strengths †¢ Feel confident †¢ Find a job that matches your â€Å"natural† characteristics †¢ †¦other benefits â€Å"From all the possible knowledge, the wiser and more useful is to know yourself† – William Shakespeare. If you are currently working, the complete PDA report will help you to†¦: †¢ Understand and improve your leadership skills †¢ Effectively develop your skills and strengths †¢ Improve your relationship with your colleagues †¢ Plan self-improvement †¢ Understand difficulties with team members †¢ †¦ among many other benefits The key to negotiate with others effectively is to manage you first. The better you know yourself, the better you can relate to others, from a confident, secure and strong position† – Hendrie Weisinger. Back to Menu Does the PDA have theoretical support? The PDA test is a powerful tool with more than 50 years of studies based on different theories and statistics. It is certified for its application in Latin America. The PDA test is based on a model with 5 pillars that measure the following dimensions and their intensities: †¢ Results oriented †¢ People and negotiation oriented Details oriented †¢ Conformity to Rules †¢ Autocontrole emocional The PDA test is based on the following theories: 1) William Moulton Marston’s personality structure 2) Self consistency theory 3) Perception Theory 4) Semantic Study Back to Menu Similarities and differences with DiSC Many evaluation tools are based on the concepts of Emotions of Normal People developed by Marston. These tools were created with emphasis on the advantages and benefits that such methods contributed to the military and working environment. The first generated tools were called â€Å"pure† (PDA). From its first applications the tool manifested its enormous contribution due to the quantity and quality of information. However, the process was extremely slow and complex. It would take 2 hours from the moment the individual finished the evaluation until the analyst was able to produce the results. In the late 60’s, Dr John Greier, from University of Minnesota, modified Marston’s model with the intention to simplify the process and that was the beginning of what we know today as DISC- Which is nothing more than a simplification of Marston’s model. Greier’s simplified version changed the original questionnaire and even though the process took less time to interpret the result, much of the valuable information was lost. Some of the key information missing from Greier’s model is: †¢ Intensity Axis: Measures the intensity of each behavioral tendency. †¢ Profile intensity: Measures how â€Å"faithful† the evaluated person is to his or her behavior. It assesses the flexibility/rigidity level of the person evaluated. †¢ Energy level: Measures the level of energy available. Provides better understanding of the motivation and stress level. Consistency indicator:Measures the information’s consistency and quality level. †¢ Self control Axis: the 5th axis measures the individual’s capacity to control impulses and emotions, related to â€Å"Emotional Intelligence†. Already in the 90’s, with the possibility of every Human Resources employee having their own computer, inter net connection, and the possibility to systemize the process of loading the forms and automatically issuing graphs and reports, resurfaced the many benefits that the â€Å"pure† tools offered to companies over the simplifications provided by the DiSC model..

Montessori Method and Child

The sequence of exercises through which the child is introduced to group operations with golden beads. â€Å"If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is life to be hoped from it in the bettering of man’s future† (Maria Montessori – The discovery of the child) Dr. Montessori recognized that children are born with a particular kind of mind, one that is naturally inclined towards order.This ‘special’ mind is what gives humans the ability to make judgments and to calculate; it is how we have progressed in fields such as engineering and architecture. Dr. Montessori called this ‘the mathematical mind’ – a term borrowed from the French physicist and philosopher Blaise Pascal. Montessori felt that, if we are to support development, then we must offer mathematics at an early age since this is the kind of support that is appropriate for the kind of mind that we have. S he observed: Great creations come from the mathematical mind, so we must always consider all that is mathematical as a means of mental development. It is certain that mathematics organizes the abstract path of the mind, so we must offer it at an early age, in a clear and very accessible manner, as a stimulus to the child whose mind is yet to be organized. ’ (Maria Montessori – The discovery of the child) Dr.Montessori believed that children pass through sensitive periods when they possess a unique and amazing aptitude for learning; to take advantage of these sensitive periods, we must prepare environment to simulate their particular interests and allow them to exercise their innate ability to learn. I began to understand to that the shelf-works are actually the practical life and sensorial exercises that are as necessary as the materials insolated qualities physically and prepare the children before they begin the mathematics learning.From the course manual and the var ious reading materials, I began to discover some important elements that will lead the children to progress mathematics learning from concrete to abstract using Montessori methods in teaching. These elements are:1) The Montessori Sensorial materials and Exercises 2) The Practical life materials and Exercises 3) The unique Montessori mathematics curriculum and materials When we think of Montessori Mathematics, we cannot just consider math materials only because sensorial training is of great importance in teaming the basics of mathematics.The entire sensorial materials for dimension (knobbed cylinders, pink tower, broad stairs and long rods) are in sets of ten. When the child works with the sensorial materials, he is indirectly learning the units of measurement, the ‘tenness’ in the materials. For example, when the child has mastered the arrangement of the long rods, he has a sensorial basis for counting tens. The long rods are identical top the number rods: the child al ready has an impression and is familiar with the long rods which make learning concepts of 1-10 easier when the child is being introduced to number rods.The long rods act as an indirect preparation for a more advanced activity. Dr. Montessori stated that the long rods provide an absolute and a relative concept of numbers. As the children handled and compared would help them to various combinations and contracts. (The Discovery of the Child, Pg. 264) The sensorial exercises are based on a logical learning sequence. It goes from the concrete to the abstract an example of geometry: In the traditional system, when we introduce ‘triangle’, we would show children a plane figure enclosed by 3 straight lines but is quite an intellectual concept and children are being ‘told’ then ‘discover’.However, Montessori Method introduces the triangle in the form of solid wooden insets which can be taken out and fitted into corresponding wooden sockets. When the c hild ‘tough’ and ‘see’, he forms a visual image of the object and make it easier to remember. Secondly, the child is given the ‘triangle’ printed on cards wholly filled in. thirdly, the ‘triangle’ is not filled in now, but drawn with thick outlines. Fourthly, the ‘triangle’ is shown by a thin outline only and lastly it arrives at the Euclidean Definition of a triangle, i. e. a plane figure enclosed by 3 straight lines.In this example, the child has gone through five stages before reaching the abstract concept. (The Course Manual, Pg. 73) The materials also contain a control of error, e. g. in the cylinder blocks, directress will not tell a child if he makes a mistake in placing the cylinder back, the child will make his own judgment when he discovers on his own if the cylinder will not fit in a hole that is too small, this guides him to accurate observation and also builds up the child’s perseverance skills, tha t teachers him not to give up so easily.The sensorial materials basically help the child to learn through their senses. According to Dr. Maria Montessori, there is a purpose for sensory education: â€Å"It is exactly in the repetition of the exercises that the education of the sense consists the aims of the exercises are not that the child shall know colours, form and the different qualities of objects, but that he refines his sense through an exercise of attention, of comparison of judgment. Maria Montessori The sensorial materials provide the child with plenty of opportunities to improve his attention span as the child is allowed to work with the material as long as the child’s interest may hold. The sensorial didactic materials such as the cylinder blocks, the Colour tablets, the geometric cabinet and many other exercises provide the child the skills to make comparison and judgment that are so essential to prepare the child to the next level of learning.When the children work with the sensorial materials, they are being introduced to the idealization of things and isolation of qualities. It fosters concentration and thinking skills, which develop the mathematical mind. The Practical life exercises in everyday living skills help the child to improve his fine motor skills, eye-hand co-coordination and concentration. The activities are familiar tasks to their home settings, such as pouring, transferring, sweeping or even cleaning the shoes. For example, the child begins with simple pouring exercise like pouring water into a bottle with a funnel.These simple exercises prepare the child indirectly for mathematical concepts such as volume and capacity. The practical life materials are mostly practical and creatively made or assembled by the teachers. The various exercises often begin from simple to more complexes in design and usage. Each material has a definite purpose and meaningful to the child. The directress will also observe different childrenâ€⠄¢s capabilities and arrange the shelves with activities helping to progress in their learning paths. These purposeful activities help to assist children in their development: physically, cognitively, socially and emotionally.They increase the children’s attention span, help them to understand achieving objectives through set sequence and gain a sense of â€Å"I can do it† independence. These Practical life exercises ultimately help the children with three basic mathematical skills: exactness, calculations and repetition. Obviously, the Practical Life and Sensorial activities and materials have indirectly preparing them for learning the mathematical concepts and building a strong platform of foundation even before the child begins mathematical learning. Dr.Montessori also knew that the child aged six and under learns through his senses and through movement, that is, through hands-on, manipulation. She concluded that she needed to provide mathematical concepts in a conc rete form, which would be accessible to the children's senses. A prime example is the material used to introduce the concept of quantity: the Number Rods. These wooden rods are painted in sections of red and blue so that each section represents the addition of a unit. The rod for two is therefore twice as long and twice as heavy as the rod of one; that the rod for ten is ten times larger than that for one is strikingly apparent.In traditional education, on the other hand, mathematics is taught in a less hands-on manner. The child is given the abstract symbol as a starting point. Beads on a thread may be used to practice counting to ten, but it is more often done aloud or in the form of songs. Recognizing the symbol and counting up to ten does not imply an understanding of what these numbers mean; they are simply symbols and words to be said in sequence. Furthermore, counting individual objects such as beads requires the child to make the additional mental step of grouping objects to gether in order to come up with the quantity.Far clearer is the Montessori approach of presenting the idea of the quantities as a whole using the Number Rods. As Dr. Montessori wrote, ‘When, on the other hand, in ordinary schools, to make the calculation easier, they present the child with different objects to count, such as beans, marbles etc. , and when, he takes a group of eight marbles and adds two more marbles to it, the natural impression in his mind is not that he has added 8 to 2, but that he has added 1+1+1+1+1+1+1+1 to 1+1.The result is not so clear, and the child is required to make the effort of holding in his mind the idea of a group of eight objects as one united whole, corresponding to a single number, 8. This effort often puts the child back, and delays his understanding of number by months or even years (Maria Montessori – The discovery of the child) The Montessori mathematics curriculum is organized into six groups.It begins with Group one introducing units of quantity from 1 – 10 using various concrete materials like the number rods, number cards, sandpaper numerals, spindle box, cars and counters and number games to learn the names of the numbers and repetition learning in counting from 1 – 10. The materials are designed to prepare the child indirectly for further learning. For example, the sandpaper numerals are used to teach children the name of the numbers from 1 – 10. By tracing the numerals with his fingers; he builds a muscular memory of the numerals and therefore prepare him to write numbers.The number ‘Zero’ is being introduced through the spindle box when the child learns that ‘zero’ means ‘nothing’ and he does not put any spindles into the spindle box compartment that shows the numeral ‘0’. Each topic is presented to the child individually. The teacher also uses the ‘three period lesson’ to teach the concept of the numbers 1 – 10. For Example by using the sandpaper numerals. First period: The teacher places the sandpaper numeral 1 in front of the child and says, â€Å"This is one. † She also traces 1 using two fingers. She continues with numeral 2 and numeral 3.Second period : To test if the name of the numerals is associated in the child’s mind. The teacher places both the numerals 1 and 2 in front of the child and asks, â€Å"Show me the numeral 2† and asks child to trace 2, followed by â€Å"Show me the numeral 1† and trace 1. The teacher moves on to the next stage should the child succeed in the association. Third Period : The teacher points to the numeral 1 and asks, â€Å"What numeral is this? † If the child is able to name the numerals, she replaces it with the other numerals and asks the same question.Once the child has mastered the thorough knowledge of the units, then he will be introduced to the whole decimal system, learning the names of the power of ten usi ng the bead materials which is Group two. The children are given concrete experiences with the units, tens, hundreds and thousands; and these learning are made possible and easy because of the golden beads and colorful bead stair. Montessori golden beads are golden beads of the same size, which are used to help children understand unit, quantities of tens, hundreds and thousands.A single bead comprises one unit. Ten beads strung on a wire indicate ten. One hundred is indicated by ten bars side by side, which makes a square, and one thousand is ten one hundreds staked on top of each other, making a cube. It uses sensorial approach as the different bead materials can be differentiated in depth, weight and quantity. (www. montessori. com/goldenbeads) The children will explore the quantities and place values as they count though the units, tens hundreds and thousands using the materials.As the children can see visually, making it easier for them to associate the name of the numerals wit h the quantities. With the use of the materials like the large number cards, children also begin to link written symbol with quantities. All these exercises help to prepare the children as they progress towards abstract learning later on. Next, in Group three, the child first learn with the beads and the beads are arranged vertically to help the child to associate his learning later when he is being introduced to use sequin board A to learn 11 – 19 and sequin board B to learn 10,20,30,†¦. 0. Correspondingly, the child is also using the sequin board B and the golden beads to reinforce concepts of learning numerals 11 -99. The correct number of ten bars and short bead stair provide control of error and give the child the muscular impression of the quantities. In Group four, the children are being introduced to not just addition and subtraction but also to multiplication and division. It is not yet written in the book but as a sensorial level with an interesting set-up of a banker and two players.The children will fetch the beads, large numeral cards, small numeral cards on trays, making it fun like a trading game, but most importantly, the children are learning. All the directress has to do is to guide the children, observe their learning capacities and enjoy playing in the game as well. When the children have enough learning and understanding with the operation of decimal system, the children progress on to the next level. This is Group five. Lastly in Group six, the children will begin to transit to abstraction as they move on to internalize the function of arithmetic.At this point, the children would have a good foundation practicing the individual sums with golden beads. Conclusion Indeed, the Montessori mathematics materials and methods have proven its efficiency that is necessary for laying the foundation of counting and arithmetical operations. These key elements of sensorial learning, practical life exercises and mathematics materials are imp ortant process for children to learn from concrete to abstract in mathematical learning. The child is free to explore the material for mathematics material at his own pace, without pressure.The materials are designed with their own ‘control of error’ so the child is always able to assess his own progress. He is introduced to the concepts of addition, subtraction, multiplication and division in group activities where he is given an actual concrete experience of the meaning of these functions. For example, he experiences addition as the putting together of two quantities that results in the production of a larger quantity and multiplication as a special addition in that it is the putting together of quantities that are all the same.The working in groups appeals to his need to interact socially at this age in sharp contrast to the solitary approach of the traditional ‘worksheet’. The Montessori approach results in the concepts being fully understood at a time when it is easy for the child to understand as long as the ideas are presented to him through the manipulation of concrete materials. By the time the children are six years old they have a solid knowledge of mathematics that will stand them in good stead not only for further study, but also for many other aspects of everyday life

To Kill a Mocking Bird Mrs. Dubose

Valeria Lackey Mrs. Flemming English 10 March 3, 2011 To Kill a Mockingbird Essay In the book To Kill a Mockingbird Jem and scout live in a small town called Macomb. Scout and Jem have a lot of fun times roaming their neighborhood; even though most of the town found it unruly and disturbing that their father was okay with this behavior. Jem and scout heard criticism from a lot of people but the person who made it sting the most lived two houses down from them, Mrs. Dubose. Mrs. Dubose is an old, rude hag addicted to morphine and in this book is a symbol for the reality of things.This mean old witch is racist, very rude and knows how to make her words sting. Mrs. Dubose’s full name is Henry Lafayette Dubose, a boy’s name, which is more than ironic when she makes fun of Scout for being a tomboy and saying things like, â€Å"Don’t say hey to me you ugly girl! You say good afternoon, Mrs. Dubose! † Harper Lee is showing Mrs. Dubose is a hypocrite because one s he has a boy’s name and two she is not attractive either so she has no right to call anyone ugly. A lot of people in this community do not agree with Atticus, but one of the few that let it be known is Mrs.Dubose. Every day the kids pass by her house and everyday she has a new comment about their father like, â€Å"not only a Finch waiting tables but one in the court house lawing for niggers! † Mrs. Dubose doesn’t have to address the children so harshly but she chooses to do so, Harper Lee is trying so symbolize stereotypical people. Mrs. Dubose might be able to stand up to her morphine addiction; she wouldn’t tell anyone to their face what she thinks about them only if they are smaller and they cannot do anything about it.Mrs. Dubose is a bully. Mrs. Dubose has been sucked into what most people should fear, an addition, but this was to a powerful highly addictive medicine, morphine. In the book it states that,† Mrs. Dubose lived alone except for a Negro girl in constant attendance’’, yet her name suggests that she is married which can only mean she has been widowed. That is when she began to spiral downward into the hands of the monster. Jem and Scout didn’t know that she was addicted to morphine they just thought she was sick.Even when they go over to the house to read to her, Jem’s punishment Scout just tags along. Jem and Scout saw it as a nightmare to go over to this horrible woman’s house and read to her and do little chores for her. They didn’t even know they were easing her mind off of the thing that stalks it. â€Å"Mrs. Dubose was a morphine addict,† withdrawals is what Mrs. Dubose suffered every day until the morphine was completely out of her system, shortly after that she died, but she ended with a great battle to the finish.Harper Lee was symbolizing how everyday people are sucked into the devils hand it’s their choice to decide whether or not they will get out. Through everything Mrs. Dubose thought the children and Atticus she still unfortunately died. Like everything in life no matter the accomplishments people still die, the importance is the memory story and knowledge they leave behind. â€Å". . . Instead of getting the idea that courage is a man with a gun in his hand. It’s when you know you’re licked before you begin but you begin anyway and you see it through no matter what.. Mrs. Dubose did not get to tell Jem this but she helped Atticus make his children realize that there is more to courage than a gun. Mrs. Dubose fought a fight with out a gun and it was a hard one but she made it and accomplished what she thought she could only dream of doing. Being free of morphine was her last wish and she accomplished that, â€Å"She said she was going to leave this world beholden to nothing and nobody. † Her death symbolizes you do not know what you have until you lose it Jem would have never looked through her wi ckedness.It took death for him to realize what she was truly about. More than just the characters in the book can learn from Mrs. Dubose, she helps unfold many lessons. Do not judge a book by its cover, take a step in another shoes for a while and a friendship can come in an unlikely place. Harper Lee used Mrs. Dubose as a symbol to reality that the real world is not a fairy tell and a lot of people are going to say hurtful things; but being the bigger person is better off in the long run. Mrs. Dubose was an old hag that overcame her fear and died without morphine.

Analysis of Generalization on the Example of Radio Shack’s Audience

Analysis of Generalization on the Example of Radio Shack’s Audience Radio Shacks Sociocultural Environment Radio Shack is a computer-controlled radio that has a recording feature on live programs. It is available in both the United States of America and Canada. The aspect of socio-culture for both countries is different in the sense that, the USA is diverse with many ethnic groups while Canada lacks diversity since it has few ethnic- groups. The culture of a place is typically influenced by the number of ethnic groups that exist. For instance, the United States and Canada are different when it comes to market structure and consumption. For both countries, there is a notable variation, which can be attributed to different cultures. In the USA it needs to incorporate the diversity to a large existent while in Canada it is not necessary. As such, the Sociocultural environment is seen as fundamental in coming up with generalized decisions as well as specific operating needs of each sociocultural cluster (Macky et al., 2008). Geert Hofstede looks at the sociocultural environment as a different way, which individuals of one group are distinguishable from the other. This is a result of how they have adapted to their society and how they can view and react to various elements (Hofstede, 2011). Socio-cultural parts of the States include considering a product on merit, that is, how it meets the need it was purchased for and the cultural aspects of the company involved. Moreover, the company can consider taking part in various social responsibility programs. Corporate social responsibility programs are essential in that; they can help market the products of the company in their localities. Radio Shack is one company that is surviving in different cultures, however, Canada, on the other hand, is more of how collectively a product can meet the desired results. In this case, it is not about a single person but the entire group. Similarly, the corporate social responsibility that the parent company is involved in p lays a role in improving Radio Shack penetration in the market. The socio-culture of the USA is first centered on individualism, which ideally means every person wants a product or a service that perfectly meets their needs and many of the consumers do not consider the tastes of others (Apsalone Sumilo, 2015). As such, Radio Shack is meant to have personal satisfaction. Concerning masculinity, the States is not that divided when it comes to roles, ideas or products that befit a certain gender. From a business perspective, Radio Shark can easily qualify as a unisex product that cuts across the needs of both men and women. Uncertainty in the USA is high because it is tolerant to various ideas and allows businesses to try products without any restrictions. To Radio Shack this is a good environment for trying out new products, as the market allows a variety of products without having to judge and condemn them in totality. Canada, on the other hand, is more into collectivism, mainly because, it has less ethnic groups compared to the USA. As such, there are strong groups such as extended family connections or influence by church groups at different age levels (Dube et al., 2015). Radio Shack has to be spot on when it comes to its programming of a product in that this market takes only a single individual to affect the sales to a huge group due to the collectivism, which represents socio-cultural aspects. The other aspect of masculinity in Canada is pronounced in the sense that men and women tend to be competitive and assertive. As such, for the business, a product has to be tailored to adapt to the competitive nature of both genders. Uncertainties in Canada are very low, in that, the level of tolerance that is accorded to ambiguity is so minimal. Rules and regulations are adhered to strictly as well as the need for safety and security of consumers. Radio Shack’s business in this market is therefo re subject to strict controls from the regulatory authority, and there is no room for any errors. In the business world, there are situations where uncertainties are unavoidable either due to political or economic causes. However, the social-cultural aspect of inequality in both countries is similar. Every person or business is accorded same opportunity to access government services or social amenities. This has been key for Radio Shack in the sense that, venturing into a foreign market comes with a lot of rules and regulations with the outstanding aspect of foreign ventures. Operating business in a foreign land can be difficult, especially when it comes to compliance. Radio Shack has enjoyed relatively a pleasant business season in both cultures. This can be attributed to their mode of operation, which incorporates diversity. In both Canada and USA, the market is friendly for the company in many ways. As such the aspect of equality means ease of accessing market as well as launching the product. The socio-cultural factors have a huge impact on the business of Radio Shack in various ways. The aspect of individualism means that the companys marketing structure need to focus independently on every customer. The reverse is true for the collectivism aspect in that, all required is a good marketing structure at the group level and the product will be accepted. Design of a product is also affected by the element of masculinity in that; in an environment where these aspects are more pronounced, the product should equally make them pronounced. This can be achieved by having labels that distinguish between male and female. The level of tolerance to uncertainty also plays a role. Unfamiliar products that are not from the individual’s country may be unwelcome, and this may affect business negatively. As such, cultures that have low uncertainty tolerance pose a high risk to a business regarding having a competitive edge in the market or not.