A Construction of Test Bed for Spatially Integrated Online Surveying

The gathering of public opinion and spatially associated information is an important and critical task for city and local government agents, in order to assess human resources, regional development planning, decision-making process and public facility management.Most local government decision-making processes require spatial distribution patterns of population and the associated information, especially in disaster management and emergency preparedness. Collaboration between residents and the local government is a key factor for effective administration process and regional development planning.Current public surveying systems (either online or by regular mail or telephoning) merely collect information, and additionally skilled persons are required to convert these data into GIS (Geographical Information Systems), in order to visualize and analyze them for decision making processes.Here we are talking about implementing a Spatially Integrated Online Surveying System (SIOSS), which mak es it possible to collect, integrate and analyze public survey data with spatially associated attribute information for the city and local government in a timely and cost effective way, under the collaborative GIS discipline. Study tools like ASP.NET, MS SQL Server and WebGIS will also be used to collect, store and share the spatially distributed objects and attributes in a time-efficient and cost effective way, (with little or no human intervention) for decision making processes.Introduction.With the increasing number of Earth observation satellite launching, and advances in communication and networking everyday, spatial information is more mobile and more widely used at various user levels (ranging from desktop expert users to mobile public users). In additional to offering educational resources in schools, students have the opportunity to think, explore and analyze the world they live in.On the other hand, technological improvement in computing and networking (such as Google Eart h and Microsoft Virtual Earth) provides Internet home users with the opportunity to visualize the world either in a 2Dimensional or 3Dimensional view interactively. The growth of the Internet has been an explosive since inception, and this has lead to a great increase in the number of portable/mobile computing and communication devices such as notebook computers and mobile phones, in recent years.As manufacturers constantly improve on the features, and general capabilities of mobile devices, the Internet also continues to get bigger and to improve, even at a faster rate than these mobile devices. By utilizing all advances in Geographical Information Systems (GIS) for city and local government decision making processes, a Spatially Integrated Online Surveying System (SIOSS) can be implemented, which makes it possible to collect, integrate and analyze public information for the city and local government in a cost-effective and time efficient way, under the collaborative GIS discipline .Classical database management systems, especially the Relational Database Management System (RDBMS) can store, query and retrieve the information. However, RDBMSs are business-oriented applications, which manipulate large but simple data sets and are unable to manage geographical objects.Our identification with geography gives us a sense of place, so applying geographic concepts to public education and management is natural. Geography provides us with unique positions on the Earth's surface, which can help in the study of resources. For example, the modeling of a landscape can give us valuable information about the ecosystem or historical setting of the landscape and help to visualize its future appearance, under various management strategies.These RDBMS applications are normally used in libraries, stores, reservation and so on. There have been considerable efforts to extend and adapt DBMS technology to spatial information systems, known as Spatial Database Management System or Geo -database, naming by ESRI. The following table compares the answers from common spatial information users between the classical public surveying DBMS (either online or offline) and the SIOSS system.

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Mice and Men Movie Review Example | Topics and Well Written Essays - 500 words

Mice and Men - Movie Review Example r Lewis Milestone unveils the psychological reason behind the strange friendship between two individuals and leads the audience to the hidden reason behind the tragedy in the end. In the film, the director portrays the strange relationship between George Milton and Lennie Small. One can see that this relationship is strange due to the reason that George Milton is an intelligent individual but Lennie is a mentally challenged individual. To be specific, their characters are not identical, but different. On the other side, both of them were migrants who wished to survive the Great Depression in America. At the same time, both these characters possessed the same aim, to own a piece of land. In addition, this dream or ultimate aim helped them to accept hardships in their life as a challenge. Psychologically, George is a strong person. On the other side, Lennie is mentally weak and physically strong, but attracted towards soft things in life. His life revolves around soft things. On the other side, George is workaholic and his ultimate aim is to own a piece of land. The psychological reason behind the friendship is that George is in search of an apt companion who c an understand him and his dreams. On the other side, Lennie is in search of a guide in his life. As he is mentally challenged, he needs an individual who can save him from critical situations in life. The difference in their characters and their ultimate aim acts the role of a psychological link which connects them. One can see that the director makes use of these differences in attitude towards life and physical and mental strength/weakness to link the main characters in the film. In the film, the director attempts to unveil the hidden reason behind the tragedy faced by George Milton and Lennie Small. For instance, George is aware of the fact that Lennie cannot live without his help. Besides, both of them are aiming to attain the same end result, i.e., to own a piece of land. George tries his level best to

Case study assignment Essay Example | Topics and Well Written Essays - 500 words

Case study assignment - Essay Example The Tokyo management concept could not be successful because the French population was not as open to the American ideas as was the Japanese audiences, very exited to see the American Disneyland experience no matter what it cost. Financial losses compelled management to charge high rates of rooms rent and food served. The management found flaws in the European perspective of market financing while comparing it with the US market financing. Later, management revised the marketing plan for Disney by implementing strategic and tactic changes at the right time. Changes were made to adapt to the French culture by allowing wine andentry of pets in the Disneyland. The French characters like Zorro, Mary Poppins, and Alladin were casted in advertisements along with celebration of Donald Duck’s birthday to position EuroDisney on the top of the European destinations for short time visits. The new French CEO changed marketing tactics by capturing local markets based on different touristsà ¢â‚¬â„¢ habits. Advertisements and packages were structured according to the city marketing trends. Park admission rates were reduced by 20% and room rents by 30% with special promotions for the winter season. The name of the park was changed to Disneyland Paris (Case Study). Taking a lesson from its experiences of Tokyo Disney management, the Hong Kong Disneyland marketing strategy was made keeping mainly the Asian audiences in view. Local cultural traditions were particularly taken care not to antagonize the feelings of public as it happened in the case of Tokyo Disneyland. The American experience matched only in the matter of admission fee, which was marginally more affordable and similar to the Disney’s US parks in California and Florida than to the fees in Tokyo and Paris (Asia Times 2005). According to Roy Tan Hardy, vice president of marketing and sales of Hong Kong Disneyland, regarding park’s attractions â€Å"We carried out extensive, in-depth consumer insight

Business Plan for a Coffee House Assignment Example | Topics and Well Written Essays - 3500 words

Business Plan for a Coffee House - Assignment Example The main purpose of my business plan is to start a coffee house venture as I feel that this is a very viable option. In California today, there are a large number of coffee houses that run because of a demand created by people to have a place where they can sit, relax and enjoy beverages and eatables. Most people are willing to pay a certain amount of money as they would rather meet their friends and family at such locations and enjoy a nice morning, afternoon or evening with them. The sales for coffee have kept on increasing over the last decade despite a time of financial downturn. This is because this is a beverage that has a lasting demand among the community. Therefore, the main purpose of my business plan is to provide people with a place to enjoy their beverages in, coupled with European style food so that they are attracted by the quality and creativity that I have attempted to bring about with the help of my plan. (Weitzman, H. 2006) Other than this, the purpose is also to provide employment, generate profits as well as bring about a fair trade where the farmers who I import my coffee from will be guaranteed at least $1.26 per pound which is twice the going rate for coffee. (Weber, Jeremey 2007) (Weitzman, H. 2006) My products will include a number of meals and beverages as well as desserts, mostly European ones so that people find some amount of differentiation and this is what helps to set my venture apart from the already established coffee houses in the country. I wish to provide the age bracket of 14-28 years a place, with free wireless internet so that they are able to come, relax and enjoy good food and coffee, and at the same time, get their work done, meet their friends and just have a bit of change away from home. I feel I will be able to carry out this project very well since I have excellent interpersonal skills and also a very dynamic personality. I am aware that there are many competitors in this  industry such as Starbucks.

Assignment Essay Example | Topics and Well Written Essays - 500 words - 12

Assignment - Essay Example Indians appreciate punctuality but most of them are not very strict about time. Office hours are from 10am-5pm. Tie and suit for men is preferred whereas more casual wears are acceptable in the fields of IT. Shalwar suit or long skirts or pants for women are considered agreeable. Politics, cricket, economic reforms and movies are the welcoming topics for conversation. Topics such as Religion, Political ties with Pakistan and economic disparity within India should be avoided. The Power distribution ranking of India is 77 compared to the world average 55. This indicates that the lower class citizens are satisfied with the unequal distribution of wealth. It is a male dominated society and the country is more prone to unexpected situations. The United States of America is an individualistic society with a greater will to work and be competitive. It is the strongest economy of the world and has an extremely high GDP of 20%. The U.S. economy also maintains a very high level of output per capita. It is also the largest trading nation in the world with major trades from Canada, China and Mexico. Power distance is of 40. People in the United States usually work a lot in the industrial and services sector. Not much importance is given to traditional jobs like agriculture or forestry. Americans work on the principle that by working hard one can become more financially strong. The work culture is employee centric. There are many laws governing the rights of employees. Work hours are from 9am-5pm. Many employees work overtime. While setting up appointments, time is considered to be of great value and Punctuality is given due importance. Dressing is usually casual. Generally English is spoken. Topics such as religion or racism should be avoided. Whereas, Sports, travel, food and music are the welcoming topics. China has the second largest economy in the world after the United States. It has a very high growth rate and is the largest exporter of goods,

Quantitative Methods Individual work2 wk2 Assignment

Quantitative Methods Individual work2 wk2 - Assignment Example She has beat her opponent with a battling average of 0.03 hits/at-bat My criteria for choosing the best player would be based on the batting average of the player. The right player for the scholarship is the one that has the highest batting average. The best player averagely will be Fran Hayes with a battling average of 5.66 hits/at-bat whereas her opponent Millie Marshall had an average of 5.59 hits/at-bat. This makes the analysis choose on Fran Hayes is the best player. She has the biggest overall hits/at-bat and, therefore, deserves the opportunity. However, a factor that must be incorporated in this analysis is that Millie Marshall did not win, but she records the highest hits/at-bat during her senior years than Fran Hayes. She is victorious because of the total battling average of her junior and senior years. Millie Marshall would have been given the scholarship if it were based on observing the current trend in hits/at-bat. She records the highest battle hits /at –bat and, therefore, the current softball team would rely on her to a great extent. If the analysis were focused on selecting a player based on the battling average of her junior years, then the best player in this context would still be Fran Hayes. This is because she records the highest batting average during her junior years. She has a battling average of 3hits/at-bat compared to her competitor who has 2.66 hits/at-bat. The range at which she beats her competitor is 0.34 which is a slightly significant margin. She was good during her junior years, however currently her competitor only beats her by a very narrow margin of 0.03 which is a slight margin. The selection of Fran Hayes as the suitable candidate for the scholarship is still rational and superb. Fran Hayes had a good start of the game during her junior years. She seemed to have gotten a better foundation and learnt the game much faster than her competitor. This is because her batting average during the junior years was very

Identify the historical significance related to the theme of freedom Essay

Identify the historical significance related to the theme of freedom - Essay Example â€Å"The Cornerstones of History, a book written by Thomas A. Scott, is quote â€Å" a collection of fifty-nine primary documents presents multiple viewpoints on more than four centuries of growth, conflict, and change in Georgia. The selections range from a captive's account of a 1597 Indian revolt against Spanish missionaries on the Georgia coast to an impassioned debate in 1992 between county commissioners and environmental activists over a proposed hazardous waste facility in Taylor County. Drawn from such sources as government records, newspapers, oral histories, personal diaries, and letters, the documents give a voice to the concerns and experiences of men and women representing the diverse races, ethnic groups, and classes that, over time, have contributed to the state's history.† In Eric Foner’s, â€Å"The Story of American Freedom†, Foner’s idea of freedom can be quote, â€Å"summed up in this very quote, his saying that it is ‘the oldes t of cliches and the most modern of aspirations.’† â€Å"However, what does it truly mean to be free? For the people of the United States, the concept of "freedom† and its counterpart, "liberty† has had widely differing meanings during the centuries. The Story of American Freedom, therefore, "is not a mythic saga with a predetermined beginning and conclusion, but an open-ended history of accomplishment and failure, a record of a people forever contending about the crucial ideas of their political culture." During the colonial era, Foner projects freedom to be comprised of the event, when the â€Å"Puritans believed that liberty was rooted in voluntary submission to God and civil authorities, and consisted only in the right to do well.† John Locke, as well, would argue that liberty did not consist of a lack of restraint, but of â€Å"a standing rule to live by, common to every one of that society, and made by the legislative power.† Foner revea ls the ideological conflicts that lay at the heart of the American Revolution and the Civil War, the shift in thought about what freedom is and to whom it should be granted. Adeptly charting the major trends of Twentieth Century American politics, including the invocation of freedom as a call to arms in both world wars, Foner concludes by contrasting the two prevalent movements of the 1990s: the liberal articulation of freedom, grounded in Johnson's Great Society and the rhetoric of the New Left, as the provision of civil rights and economic opportunity for all citizens, and the conservative vision, perhaps most fully realized during the presidency of Ronald Reagan, of a free-market economy and decentralized political power. â€Å"The Story of American Freedom† is a sweeping synthesis, delivered in clearheaded language that makes the ongoing nature of the American dream accessible to all readers (Ron Hogan). According to the Atlanta Journal of Constitution, â€Å"The book's aim is to increase understanding of southern history as a whole by focusing on a single state. New chapters added since the 1983 first edition discusses urbanization and diversification.† â€Å"’The Journal of American History’† says quote â€Å"that the book, ‘The Creation of Modern Georgia, informed by the latest scholarship, particularly the last decade's studies of the South in the thirty years following the Civil War, his work is an ambitious attempt to understand Southern history through a study of one state.’† â€Å"Bartley's is a stimulating interpretive synthesis, but one that does not lose itself

Disproportionate Representation of African American Students in Special Education Essay Example for Free

Disproportionate Representation of African American Students in Special Education Essay Abstract In 2011 there is still disproportionate representation of African American Students in special education classes. This can be defined as conflict in the education environment because, government legislation mandates that No child be left behind, yet African American students, males in particular, are disproportionately being just that, left behind. The purpose of this study is to discuss disproportionate representation. What it means and who it affects most will be identified. Contributing factors such as socioeconomic status and race and ethnicity will also be discussed. Possible solutions in the form of equity and early intervention will be discussed as well. Lastly with these factors identified, it is the hope that feasible and probable solutions can be reached or at least recommended. Review of Literature For more than 40 years the topic of Disproportionate representation has been addressed by scholars. The data collected has been qualitative and quantitative. According to Bollmer, Bethel, Garrison-Morgen, and Brauen â€Å"The issue of disproportionate identification and placement of racial/ethnic minorities in special education has been investigated extensively (Bollmer, Bethel, Garrison-Mogren, Brauen, 2007). † They go on to share that the risk ratio, which is used to compare one racial/ethnic groups likelihood of receiving special education and related services to all other students is one of the most useful tools in this research (Bollmer, Bethel, Garrison-Mogren, Brauen, 2007). Sometimes referred to as disproportionality, disproportionate representation covers both over and underrepresentation. Overrepresentation happens when the percentage of students from one group is larger than expected based on their numbers in the general population. Underrepresentation is occurring when a specific group of students are involved at a lower rate than their numbers in the general population. According to Beratan â€Å"The disproportionate representation of minority students in special education is as clear of a racist outcome as one can find. The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) formally recognizes such disproportionate representation as a problem in special education (Beratan, 2008). † He goes on to share the following thoughts and statistics: A) Greater efforts are needed to prevent the intensification of problems connected with mislabeling and high dropout rates among minority children with disabilities. B) More minority children continue to be served in special education than would be expected from the percentage of minority students in the general school population. C) African-American children are identified as having mental retardation and emotional disturbance at rates greater than their White counterparts. D) In the 1998-1999 school year, African-American children represented just 14. 8 percent of the population aged 6 through 21, but comprised 20. 2 percent of all children with disabilities. E) Studies have found that schools with predominately White students and teachers have placed disproportionately high numbers of their minority students into special education (Beratan, 2008). Disproportionate representation not only speaks to the overrepresentation of African-American students labeled as learning disabled, but also to the gross lack of African-American students being labeled gifted. Bonner and Jennings share â€Å"According to the literature, African American males have been disproportionately place in special education classrooms and underrepresented in gifted and talented programs (Fred A. Bonner I. M. , 2007). † Bonner and Jennings go on to say that â€Å"The story of the African American male in gifted and talented programs is one of widespread underrepresentation (Fred A. Bonner I. M. , 2007). † Bonner and Jennings further share that lack of instructor referrals, substandard performance on standardized norm-referenced test scores and student and family choice contributed to the underrepresentation of African American males in gifted programs (Fred A. Bonner I. M. , 2007). The  authors continue to expound on this phenomenon by stating â€Å"Due to the potential for underachievement among African American students in first, second, and third grade, a time in which most identification processes for these programs are implemented, these students often go unidentified (Fred A. Bonner I. M. , 2007). † Artiles and Bal maintain that African American males and Native American students appear to be the most affected groups at the national level (Artiles Bal, 2008). While disproportionate representation has touched all minority groups, African American males in particular have continually been identified as the most over represented population in Special education. Several factors are said to contribute to the disproportionate representation of minority students in Special Education. Yolanda Anyon shares: Barton and Tomlinson (1981) argue that the identification of students with learning disabilities and subsequent placement in special education is a form of social control to minimize problem behaviors in mainstream classrooms. Other researchers have documented that teachers and principals refer children for special needs assessment who are causing the biggest problems in the classroom be it passivity, failure to learn material or aggressiveness (Anyon, 2009). She further goes on to share â€Å"in this way, special education primarily serves social control functions in schools as it legitimizes the removal of â€Å"deviant† students from regular classrooms (Anyon, 2009). † Socioeconomic status is said to increase the likelihood that student will be placed in special education. It is also said that race and ethnicity of students can be a large variable that causes excessive amounts of students of color to be referred and placed in special education. Skiba and fellow scholars share: Among the most longstanding and intransigent issues in the field, the disproportionate representation of minority students in special education programs has its roots in a long history of educational segregation and discrimination. Although national estimates of disproportionality have been consistent over time, state and local estimates may show varying patterns of disproportionality. A number of factors may contribute to disproportionality, including test bias, poverty, special education processes, inequity in general education, issues of behavior management, and cultural mismatch/cultural reproduction (Skiba, et al. , 2008). They further go on to say that â€Å"special education was born out of, and owes a debt to the civil rights movement†, alluding to the fact that both the inspiration for and the strategies used by those whose work resulted in the initial national special education legislation came from the civil rights movement (Skiba, et al., 2008). They also maintain that â€Å"concerns about racial inequity were central to litigation that led to the promulgation of the first special education legislation (Individuals With Disabilities Education Act, IDEA) (Skiba, et al. , 2008). The scholars aptly point out the irony of racial disparity rates of special education service remaining one of the key indicators of inequity in our national educational system (Skiba, et al. , 2008). An additional contributing factor that they share is â€Å"A second factor that might contribute to a disproportionate rate of representation in special education among students of color are sociodemographic factors associated with economic disadvantage (Skiba, et al. , 2008). Skiba, et al, give this insight into the role of poverty in disproportionate representation: In order to directly assess the contribution of poverty to the disproportionate representation of African American students in special education, Skiba et al.(2005) studied the relationship of special education enrollment, race, socioeconomic and demographic factors, and test score outcomes in a sample of 295 school districts in a Midwestern state. Across ordinary least squares and logistic regression equations, poverty made a weak, inconsistent, and often counter-intuitive contribution to the prediction of disproportionality across a number of disability categories (Skiba, et al. , 2008). While there are no definitive causes of the issue of disproportionate representation the above named ones come up in study after study which lends ample credence to them as real and possibly surmountable issues. â€Å"It might well be expected that the students whose educational opportunities are limited will be more likely to be referred for special education services (Skiba, et al. , 2008). Another point expressed by Skiba and fellow scholars is: Of the possible links between general education practices and special education disproportionality, however, only the proportion of culturally consonant teachers in the teaching force has been directly investigaed. Serwatka, Derring and Grant (1995) found that as the percentage of African American teachers increased, overrepresentation of African American student in the emotionally distrubed category decreased. Similarly, in a cross-state comparison, Ladner and Hammons (2001) found that the discrepancy of African American and white rates of eligibility for special education rose in direct proportion to the percentage of the teaching force that was White, especially in districts with a White percentage of more than 60% (Skiba, et al., 2008). Just as there are no definitive causes identified, there are not any fool proof solutions laid out for correcting the issue of disproportionate representation. There are varying thoughts about strategies such as the following: If disproportionality in special education is multiply determined, no single intervention strategy can be universally relied on to reduce racial disparity. Rather, complex causality clearly suggests the need for comprehensive and multifaceted assessment and intervention plans. In particular, the possibility that the determinants of disproportionality are locale-specific suggests that remediation plans must be driven by local needs assessment capable of identifying unique local patterns (Skiba, et al. , 2008). Early intervention approaches are said to possibly reduce disparities to the level that economic disadvantage is at work (Skiba, et al. , 2008). â€Å"Early intervention would not be expected to address systemic failures or bias and would hence fail to address disproportionality that is due to institutional inequity (Skiba, et al. , 2008). † Researchers are beginning to look at the problem of disproportionate representation within the arena of equity studies (Artiles Bal, 2008). According to the authors â€Å"researchers, practitioners, and policy makers continue to debate this problem and critical questions remain unanswered (Artiles Bal, 2008). They go on to question the ability to, or lack thereof, explain how the phenomenon of disproportionate representation consistently remains in existence. Artiles and Bal have raised the following questions â€Å"How have researchers approached the study of this problem, and what are some key gaps in this knowledge base? Does the problem exist in the United States only (Artiles Bal, 2008)? † These scholars have chosen to conduct research on â€Å"the problem of disproportionate representation as related to equity concerns in educational systems’ responses to difference (Artiles Bal, 2008). Artiles and Bal share the following about equity in the United States educational system: Educational equity in the United States has aimed historically to enhance access and participation for students considered different. For instance, programs were created to address the educational needs of students who have different ability levels or whose proficiency in English is limited (i. e. , special education and bilingual education, respectively) (Artiles Bal, 2008). They further go on to share that special education in the United States was created as an answer to some of the issues of difference: The creation of special education was a landmark achievement in the attention of students considered different on the basis of ability. Special education legislation entitled these students to free and appropriate public education, individualized educational programs, due process, and education in the least restrictive environment. Interestingly, an increasingly louder debate has emerged in the past 40 years in the United States about the disproportionate representation of ethnic minority and poor students in special education (Artiles Bal, 2008). Laws that require states report placement data as it pertains to socioeconomic and racial lines to stay abreast of the problem of disproportionality have been imposed. States and school districts that find themselves faced with the issue of disproportionate representation are required to take remedial actions to address it (Artiles Bal, 2008). If equity is the solution and special education was designed to level the playing field, why then the issue of disproportionality? This same question is posed by Artiles and Bal, â€Å"But why then is placement in programs that purportedly address equity issues for students with different ability levels considered a problem when it involves other groups of different students, namely, ethnic minorities and poor students (Artiles Bal, 2008). † While that is a very rational and valid line of questioning, it is far too complicated to answer without factoring in the historical issues that plagued African American students long before special education legislation was implemented. Conclusions Disproportionate representation of African Americans in special education is not a new phenomenon. It has been studied and researched for well over 40 years. Whether it is referred to as disproportionality or disproportionate representation, the terminology covers both over and under representation within a group. While most of the research addresses overrepresentation, there is some out there that speaks to the underrepresentation of African Americans in gifted programs, more specifically African American males. There are no concrete reasons for this phenomenon, but several different factors have been considered contributing factors. Socioeconomic status and race and ethnicity are often the most discussed contributing factors. Special education having roots that stem back to civil rights legislation lends a great amount of credence to the belief that those two factors are probably the leading cause of disproportionate representation. The research shared a very specific accusation of how racism plays a very real part in disproportionate representation. Examples to that end were that studies have found that schools with predominately White students and teachers have placed disproportionately high numbers of their minority students into special education and African-American children are identified as having mental retardation and emotional disturbance at rates greater than their White counterparts. In regards to equity Skiba and fellow scholars give this advice to educators in regards to making effective interventions: Thus, educators and policy makers seeking effective interventions to close special education equity gaps must be willing to openly discuss and address issues of race, ethnicity, gender, class, culture, and language. Moreover, processes chosen to address inequity must have at their core a mechanism to ensure that the perspectives of all stakeholders, especially those of historically marginalized groups who have been the recipients of unequal treatment, are represented when interpreting data on racial and ethnic disparities (Skiba, et al. , 2008). As educators we must take heed to the information shared about disproportionality. Though this information is not new, it must continue to be shared as if it was. While this resarch was specifically about African Americans, other minorities are affected by disproportionate representation. I will be more cognizant of how I determine whether or not to suggest a student be tested for special education services. It is so easy to refer them, before taking the time to investigate the reasons behind the undesireable behavior. Works Cited Anyon, Y. (2009). Social Theories of Learning Disabilities: Understanding Racial Disproportionality in Special Education. Journal of Human Behavior in the Social Environment, 44-57. Artiles, A. J. , Bal, A. (2008). The Next Generation of Disproportionality Research Toward a Comparative Model in the Study of Equity in Ability Differences. The Journal of Special Education, 4-14. Beratan, G. D. (2008). The song remains the same: Transposition and the disproportionate representation of minority students in special education. Race, Ethnicity and Education, 337-354. Bollmer, J. , Bethel, J. , Garrison-Mogren, R. , Brauen, M.(2007). Using the Risk Ratio to Asess Racial/Ethnic Disproportionality in Special Education at the School-District Level. The Journal of Special Education, 186-198. Fred A. Bonner, I. M. (2007). Never Too Young to Lead: Gifted African American Males in Elementary School. Gifted Child Today, 31-35. Skiba, R. J. , Simmons, A. B. , Ritter, S. , Gibb, A. C. , Rausch, M. K. , Cuadrado, J. , et al. (2008). Achieving Equity in Special Education: History, Status, and Current Challenges. Exceptional Children, 264-288.

Intervention in Nigeria Essay Example for Free

Intervention in Nigeria Essay When called to account for its lack of direct involvement and intervention in Nigeria, especially in the wake of the politically and financially motivated killing of Nigerian activist Ken Saro-Wiwa, Shell ran full page ads in major publications such as the New York Times to defend its non-action. The reason was a seemingly altruistic and simple one, that it is not befitting for a commercial company to interfere in the politics and the rightful jurisdiction of governments (p. 66). The company further postulated that â€Å"the world where companies use their economic influence to prop up or bring down governments would be a frightening and bleak one indeed† (p. 66). Shell was masterfully employing its spin-doctor expertise to protect its own less-than-noble motives in this ravaged nation, with Nigeria as the ironic victim of an internecine conspiracy perpetuated by her own greedy warlords. Both the political and social situation in Nigeria is dire. The commonfolk are oppressed and live in squalor, again painfully ironic considering just how rich and blessed the land was in her earlier years in this century. The extensive oil exploration and eventual access to the source of oil not only caused a physical blemish on the face of the earth, it stained everything that came into contact with it. The air was bad, the land dotted with pipes, significant spillage abounded, and everything looked bleak. However, the real damage was in the conscience and consciousness of the people, from the tyranny of the perpetrators of power and the murderers of those who went against them, to the greed and heavy regard for material wealth by the ruling elite and their goons, and also to the Shell executives who can disregard their involvement in hastening the demise of a people and exploitation at once both moral and monetary in nature. There is simply no justification or rationalization that will reduce the severity of the intransigence on the part of Shell in the intricacies of its dealings with Nigeria and her people. Is there reason for Shell not to be involved? On the surface, it would appear that Shell has a valid excuse; that government and corporations should never mix, and that to be involved that way would be a serious compromise and blur the lines between autonomy and decency, both political and corporate. However, this is no longer a position from which Shell can hide behind. For years, she had been oiling the pockets and hands of the political and military elite who, once their desires and lusts are well-lubricated, allowed Shell to be the instrument of choice in the exploitation and cherry picking of their land and people. Shell gladly positioned herself to play the role with aplomb, and was almost certainly, if not outright, furthering her advances and deepening her profits, while rewarding Nigeria’s ruling class with luxuries at the open expense of the latter’s people. Shell has lost her moral license, and therefore cannot use this excuse to defend her studied indifference to the chaos and calamity that befell Nigeria surrounding the arrest and execution of cause-celebre Ken Saro-Wiwa. Shell was hard-pressed to do something, anything, to boost her image and public relations. She therefore employed defensive tactics that at once denounced the charges against her, shed a few tears on the public stage to proclaim her innocence and inability to interfere, and used some money to pay off the likelihood of further protests. That speaks volumes about her intent to hide the reality of the situation, and it appears that in a fuel-obsessed world, she may have the upper hand yet.

Strategies for an Inclusive Classroom Setting

Strategies for an Inclusive Classroom Setting Robyn Clark Contents Introduction Explanation of key terms Literature Study Gender Roles Cultural and Racial Identity Example of cChecklist Written Report on findingsFindings School A School B Suggestions Resources Introduction Explanation of key terms Anti-bias Oxford Dictionary gives the definition of bias as â€Å"[the] inclination or prejudice for or against one person or group, especially in a way considered to be unfair†. Thus, anti-bias is an approach implemented to ensure that bias does not occur in any context in the classroom environment. â€Å"In an anti-bias classroom, children learn to be proud of themselves and of their families, to respect human differences, to recognize bias, and to speak up for what is right† (Derman-Sparks Edwards, 2010: 5) Identification According to Gestwicki (2014:261) identification is the process of imitating or adopting ideas of admired individuals. Diversity Diversity refers to a range of different things. In the context of this paper, it refers to differences in the following aspects cultures, learners, learner’s backgrounds, languages and ability groups. Multi-cultural Multi-cultural education is an adaptive process that incorporates Education the idea that all learners have equal opportunities in school, regardless of their gender, sexual orientation, social class, and ethnic, racial or cultural characteristics (Banks, 2013: 1) Gender Identity Awareness of gender in biological terms that an individual is either male or female Prejudice Prejudice is defined as a â€Å"judgement or opinion, against or in favour of a person or thing formed beforehand or without due examination of the facts† (Lemmer, Meier van Wyk, 2012: 31). Stereotypes According to Oxford Dictionary, a stereotype is defined as a widely held but fixed and oversimplified image or idea of a particular type of person or thing. A stereotype is when one creates â€Å"mental cages in order to place people items or events into conceptually specified groups† (Lemmer, Meier van Wyk, 2012) Culture Culture is a multi-faceted concept, composed of many interrelated aspects, all of which have an influence on the teaching and learning process. According to Coetzee, van Niekerk Wydeman (2008) cultures are processes of social and human interactions; embrace a body of knowledge; dynamic, creative and continuous processes; continuously modified over time and every culture has its own system of values, beliefs, norms and attitudes. Race Race refers to a group of people who are grouped together or classified according to a common physical characteristic, such as the colour of their skin. Racial / Cultural Identity Understanding of one’s racial or ethnic understanding (Gestwicki, 2014: 262) Literature Study An anti-bias approach to education aims at developing a sense of self-awareness in each individual, fostering a sense of appreciation, tolerance and understanding for the differences between children and cultures, and highlighting the similarities between them. Instilling an anti-bias approach is particularly important in Early Childhood Development. There are four core goals of anti-bias education, namely; children demonstrate self-awareness, confidence, family pride, and positive social identities; each child expresses comfort and joy with human diversity and is able to use accurate language to describe human differences as well as form deep human connections; children increasingly recognize unfairness and are able to describe unfairness, understanding that unfairness hurts; and children will demonstrate empowerment and the skills to act, with others or alone, against prejudice and/or discriminatory actions (Derman-Sparks Edwards, 2010). Anti-bias includes bias relating to gender, race, culture, religion, disability, age and language. This approach aims at incorporating different cultures fully into the environment in an inclusive, integrated and on-going process, avoiding superficial representations, isolated and trivial representations., and patronizing events (Gordon Browne, 2014:259). Children as young as two years old begin to notice differences in race and gender, as well as form categories and classifications about the world, and people, around them (Gordon Browne, 2014 : 258). During their early years, children begin to develop socially and emotionally. Identification, the process in which a child imitates an admired individual in their environment, takes place during these formative years, and is a key step in a child’s development, particularly pertaining to personality and social development. According to Gestwicki (2014: 261) the identification process is related to issues of acquiring gender or sex-role identities, acquiring cultural or racial identities as well as developing a sense of self-confidence and personal competence. For optimal learning, children derive meaning from what is being taught by connecting the new knowledge with what they already know. Thus it is crucial that each child’s own cultural or family reference is reflected in their learning environment. A child’s experiences â€Å"are embedded in the social exchange within their own cultural groups and their frame of reference, which reflect[s] the shared meanings and experiences of those groups† (Meier Marais, 2012:130) Gender Roles During their Early Childhood years, children begin to form their gender identities. A gender identity is composed of two different aspects; an awareness of sexual identity, such as whether they are male or female biologically, and an awareness of sex-role behaviour. Sex-role behaviour, often determined by the culture, is the different roles and behaviours of the two genders. A child seeks to understand what being male or female means, and learns about the different roles through observation and asking questions. Before the age of four, children often engage in gender neutral games, wherein boys and girls play together comfortably. Thereafter, children tend toward gender-specific forms of play, and choose to play with children of the same sex (Gestwicki, 2014:261). Children learn about their gender roles through observation and imitation of those in their immediate environment. Thus parents and teachers, and the way in which they encourage gender roles and model specific gender charac teristics and behaviour also have a profound influence on the child’s gender role perceptions. Their perceptions of gender role are also influenced by the media, and stereotyping in their immediate surroundings and society. In order to steer clear of gender stereotyping in the classroom, teachers need to be mindful of their words and actions in the class that could be perpetuating gender stereotypes (Gordon Browne, 2014:124). In a predominantly female environment, such as early childhood education programmes, one needs to aware of the behaviour they model, and ensure that the environment, materials, examples used, as well as expected behaviour are fair and non-bias, and cater to boys too. Although there are developmental differences between the genders, in the rate of maturity, as well as the rate of physical growth, there are â€Å"no significant differences between girls and boys intelligence and reasoning behaviour† (Gordon Browne, 2014: 124). Consequently, teache rs should not hold unequal expectations for the genders, as this inhibits the child’s ability to reach their full potential (Meier Marais, 2012: 139). In order to avoid gender based bias, teachers need to be actively involved in self-reflection and be engaged in a constant state of awareness of their expectations and the behaviour they are emulating, and the effect these expectations and behaviours have on a child’s growth and development. During a child’s formative years, the child is in the process of forming a healthy gender identity, and the teacher is actively involved in aiding in this development. According to Gestwicki (2014:274) teachers facilitate this development when they answer child’s questions about their bodies and themselves in a factual manner. Teachers also offer experiences and scenarios that challenge stereotypes of gender behaviour as well as organise the children’s environments to encourage cross-gender play. Teachers should also be mindful of language and images in books, and teaching materials, to ensure diversity in work and home life is portrayed. It is also essential that teac hers work closely with learner’s families, and are aware of the possible cultural influences that could influence a parents views on non-traditional gender roles. It is important to maintain open communication to avoid tension, and to better understand and be respectful of the child as well as their family and background. One also needs to be actively challenging child’s stereotypical words or actions, and â€Å"[t]eachers [RC1]intervene with immediate and follow-up activities to counter [the] cumulative, hurtful effects of these messages† (Derman-Sparks Edwards, 2010). A healthy gender identity is very important to a child’s development, and it is during their formative years that this identify is formed and moulded. It is the teacher’s ethical responsibility to provide an environment and classroom-culture that is free from bias and stereotypes. The teacher should be actively trying to eliminate bias, and to intervene when children use actions or comments that are stereotypes or bias. It is important that a teacher remain mindful of their own perceptions of gender roles and actively model behaviour and language that is free from bias and stereotypes. Cultural and Racial Identity Creating an anti-bias environment that conveys a genuine respect for all diversity fosters positive attitudes towards cultural and racial identities. It is crucial that the core aims of an anti-bias approach (Derman-Sparks Edwards, 2010) are achieved, and the structures and processes are in place to effectively achieve these aims. South Africa is a multi-faceted and diverse country, with multiple different cultures and races. Diversity however â€Å"not only constitutes groups such as ethnic, race, language and religious groups† (Lemmer, Meier van Wyk, 2012: 19) but also the range of personal differences between the individuals within the different ethnic groupings. In the classroom setting, each teacher and child is a unique individual, with unique and â€Å"distinct set of beliefs, values and attitudes to form a complex and unique classroom culture† (du Plessis, Conley du Plessis, 2007). Culture is a complex human phenomenon, and in the multi-cultural education per spective, â€Å"culture can be viewed as a composite of significant and interrelated aspects, all of which have specific significance for the teaching-learning process† (Coeetzee, van Niekerk Wydeman, 2008:117). Unfortunately there are learners that enter the class with preconceived prejudices that they have picked up from their home environment or immediate surroundings. According to the SAHRC report of racism in schools, â€Å"[l][RC2]earners approach schools with the prejudice imbued in their home environments† and it is necessary to â€Å"transform the minds of learners†. It is not only parents attitudes that instil a sense of prejudice in young children’s lives; other sources include â€Å"school, classmates, siblings and the media† (Lemmer, Weier van Wyk, 2012:32). As some children are entering the classroom with prejudices, it is essential that the teacher is proactive and actively deals with those prejudices and stereotypes as and when they arise. It is important that the teacher acknowledges and respects the different cultures in their class, and ensures that this respect is incorporated in all aspects of the daily programme. It is the teacher’s r esponsibility to ensure that the all interactions, materials and experiences convey respect for all people. It is important to bear in mind that education is a â€Å"powerful agent of cultural transmission and preservation† (Coeetzee, van Niekerk Wydeman, 2008:118). According to Gestwicki (2014: 277) teachers must be aware of what is included or excluded in the classroom environment, as this is a clear reflection of what is valued by the educational institution and teachers. A lack of respect for the varying cultures in the class, or a serious cultural alienation could lead to cultural isolation, cultural erosion, learning problems, behaviour problems, conflict and communication problems (du Plessis, Conley du Plessis, 2007:152). Young children are aware of cultural and racial differences, and their perceptions of these differences and different cultures are developed and moulded during their pre-school years. According to Gestwicki (2014: 262) children, by the age of four, are aware of their racial or cultural identity and have absorbed attitudes, negative and positive, towards their own and other’s identities. Thus it is crucial that young children are taught to respect one another’s differences, enjoy and cherish human diversity, as well as use accurate and non-bias or stereotypical language for human differences (Derman-Sparks Edwards, 2010). Although differences between individuals and cultures are discussed, the similarities between them are also emphasised and celebrated. Children learn to identify with one another through their similarities and to respect their differences. Teachers should create a classroom environment that will â€Å"allow optimal learning in a climate of safety, car e and acceptance† (Coeetzee, van Niekerk Wydeman, 2008:119). Children feel accepted in a classroom community when they see themselves, their families and their cultural background reflected in every aspect of their school day. â€Å"All children and families have a sense of belonging and experience affirmation of their identities and cultural ways of being† (Derman- Sparks, 2010) To ensure anti-bias in their classrooms, and to make sure that their class and curriculum reflects the plurality of their contemporary society, teachers must ensure that all pictures and books realistically portray the diversity in the class, and give a realistic and well-rounded view of different cultures, avoiding stereotypes and over simplification (Gestwicki, 2014:276). They should endeavour to provide toys, materials and activities throughout the class that children can identify with, that represent their various families as well as the â€Å"major groups in the community and nation† (Gestwicki,2014:278). Content about different ethnic groups should to fully integrated into the curriculum, and should occur regularly and naturally, not as an appendage to the curriculum. Different cultures should be discussed in depth and holistically, and teachers should maintain open and constant communication with parents and families to ensure that they too fully understand the children ’s backgrounds in their class. Parents should be fully involved, and invited to school regularly to share songs, stories or traditions of their cultural and language background (Gestwicki, 2014:278). Language Religion Disablity Language Example of checklist Facility: _________________________________________ Address: ________________________________________ Manager: ________________________________________ Telephone Number: _______________________________ SECTION A SECTION B Interview questions Interviewee: ______________________________Interviewer: ____________________ Position: _________________________________Time: _________________________ How does your selection process work? What process do you use to divide your classes? Collectively, do your staff speak / understand a range of South African languages? What is your school’s language policy? How do you ensure each child’s unique family is reflected in the classroom? Do you consider your facility open and non-bias towards all families? Including gay-lesbian families, single parents, cross-cultural families and adoptive families? How does your curriculum reflect the diverse nature of our society? How do you communicate with the learners families? What is your policy regarding learners with physical disabilities? How do you deal with different religious holidays? Do you do Bible stories in your Morning Ring? Are the meals you prepare catered to all religions / cultures? Do you cater for gender differences in your educational activities and art activities? How do you deal with bias, racism or stereotypes in the classroom or on the playground? Do you consider your facility to be anti-bias? Participants Name: ________________________Signature_________________Date: __________ Name: ________________________Signature_________________Date: __________ Name: ________________________Signature_________________Date: __________ Written Report on findings School A School B Suggestions Resources Banks, J. A. 2013. An Introduction to Multicultural Education. 5th Edition. Pearson: New Jersey Coetzee SA, Van Niekerk EJ Wydeman JL. 2008. An Educators Guide to Effective Classroom Management. First Edition. Van Shaik: Pretoria Deiner, P. L. 2010. Inclusive Early Childhood Education: Development, Resources Practice. 5th Edition. Wadsworth Cengage Learning Derman-Sparks, L Edwards, J. 2010. Anti-Bias Education for Young Children and Ourselves. National Association for the Education of Young Children. Washington, DC. Du Plessis, P; Conley, L du Plessis E. 2007. Teaching and Learning in South African Schools. First Edition. Van Shaik: Pretoria Gestwicki, C. Developmentally Appropriate Practice : Curriculum and Development in Early Education. 5th Edition, International Edition. Wadsworth Cengage Learning Gordon, AM and Browne, KW. 2014. Beginnings and Beyond. Foundations in Early Childhood Education. 9th Edition. Boston: Ally Bacon Lemmer, E. M; Meier, C van Wyk, J.N. 2012. Multicultural Education: A manual for the South African teacher. Second Edition. Van Shaik: Pretoria Meier C Marais P. 2012. Educational Management in Early Childhood Development. Second Edition. Van Shaik: Pretoria Mittler, P. 2000. Working Towards Inclusive Education: Social Contexts. First Edition. David Fulton Publishers: 2000 Recchia, S.L Lee, Y. 2013. Inclusion in the Early Childhood Classroom: What Makes a Difference? First Edition. Teachers College Press: New York Vally, S Dalamba, Y. 1999. Racism, racial integration and desegregation in South African public secondary schools. A report on the study by South African Human Rights Commission (SAHRC). Johannesburg: SAHRC Department of Education (2011). Curriculum and Assessment Policy Statement Grades R-3 English Home Language. Pretoria: Department of Basic Education Department of Education, National Protocol for Assessment, Gr R -12 (CAPS). Pretoria: Department of Basic Education [RC1] [RC2]?

Blind Ambition in Mary Shelleys Frankenstein Essay -- Frankenstein es

Blind Ambition in Mary Shelley's Frankenstein Mary Shelley, the renowned author of Frankenstein, explores the consequences of man and monster chasing ambition blindly. Victor Frankenstein discovered the secret that allowed him to create life. His understanding of how bodies operated and the science of human anatomy enabled him to make this discovery and apply it to the creation of his monster. Walton wished to sail to the arctic because no sailor has ever reached it. The monster was created against his will, his ambition was to avenge his creation as a hideous outcast. These three characters were all driven by the same blind ambition. After Frankenstein discovered the source of human life, he became wholly absorbed in his experimental creation of a human being. Victor's unlimited ambition, his desire to succeed in his efforts to create life, led him to find devastation and misery. "...now that I have finished, the beauty of the dream had vanished..." (Shelley 51). Victor's ambition blinded him to see the real dangers of his project. This is because ambition is like a madness, which blinds one self to see the dangers of his actions. The monster after realizing what a horror he was demanded that victor create him a partner. "I now also began to collect the materials necessary for my new creation, and this was like torture..." (Shelley 169). Victor's raw ambition, his search for glory, has left him. His eyes have been opened to see his horrible actions, and what have and could become of his creations. As a result, Victor has realized that he is creating a monster, which could lead to the downfall of manki nd. His choice is simple, save his own life or save man. The monster was created against his wi... ...the downfall of Frankenstein and the monster. Frankenstein found the secret to life, though he applies his gained knowledge and ambition to his own selfish goals, which wind up destroying him and those closest to him. Walton has something in common with Frankenstein; his ambition to achieve something that no man has ever accomplished before. The difference between Victor and Walton is tat Walton decides to turn back. The monster on the other hand never wanted any fame or glory; his ambition was motivated by the thirst for revenge. Ultimately even Frankenstein, on his deathbed, realized the harsh consequences of his actions. Victor states, "Seek happiness in tranquility, and avoid ambition..." (Shelley 229). Work Cited Shelley, Mary. Frankenstein or the Modern Prometheus. Edited with an Introduction and notes by Maurice Hindle. Penguin books, 1992

Strong Penelope of Homers Odyssey Essay -- Homer, Odyssey Essays

The Strong Penelope of The Odyssey "My lady, there is no man in the wide world who could find fault with you. For your fame has reached broad heaven itself, like that of some illustrious king."(Page 289,Book 19) In Homer's epic, The Odyssey, Odysseus is an epic hero with an epic wife, Penelope. Penelope is also the Queen of Ithaca, a vital role indeed. Penelope's love and devotion towards Odysseus is proven when she waits nineteen years for her husband to return from the wine dark sea, rather than losing faith and marrying another man. Penelope's character is strong and solid, and her personality remains consistent throughout Homer's Odyssey. Since there are so few mortal women featured in The Odyssey, Penelope can be seen as an ideal figure to represent all noblewomen in the Greek world. Although women were seen as possessions they could still be highly respected and influential in society. This is shown very effectively in this quote by Antinous as he speaks about Penelope, "Her skill in fine handicraft, her excellent brain, and the genius she has for getting her way, In that respect, I gra... ...en Skylla and Penelope: Female Characters of the Odyssey in Archaic and Classical Greek Art," pp. 29-58. Richard Brilliant, "Kirke's Men: Swine and Sweethearts," pp. 165-73. Helene Foley, "Penelope as Moral Agent," in Beth Cohen, ed., The Distaff Side (Oxford 1995), pp. 93-115. Homer. The Odyssey. Trans. Robert Fitzgerald. New York: Vintage Books, 1989. Marilyn Arthur Katz, Penelope's Renown: Meaning and Indeterminacy in the Odyssey (Princeton 1991). Nancy Felson-Rubin, Regarding Penelope: From Courtship to Poetics (Princeton 1994). Strong Penelope of Homer's Odyssey Essay -- Homer, Odyssey Essays The Strong Penelope of The Odyssey "My lady, there is no man in the wide world who could find fault with you. For your fame has reached broad heaven itself, like that of some illustrious king."(Page 289,Book 19) In Homer's epic, The Odyssey, Odysseus is an epic hero with an epic wife, Penelope. Penelope is also the Queen of Ithaca, a vital role indeed. Penelope's love and devotion towards Odysseus is proven when she waits nineteen years for her husband to return from the wine dark sea, rather than losing faith and marrying another man. Penelope's character is strong and solid, and her personality remains consistent throughout Homer's Odyssey. Since there are so few mortal women featured in The Odyssey, Penelope can be seen as an ideal figure to represent all noblewomen in the Greek world. Although women were seen as possessions they could still be highly respected and influential in society. This is shown very effectively in this quote by Antinous as he speaks about Penelope, "Her skill in fine handicraft, her excellent brain, and the genius she has for getting her way, In that respect, I gra... ...en Skylla and Penelope: Female Characters of the Odyssey in Archaic and Classical Greek Art," pp. 29-58. Richard Brilliant, "Kirke's Men: Swine and Sweethearts," pp. 165-73. Helene Foley, "Penelope as Moral Agent," in Beth Cohen, ed., The Distaff Side (Oxford 1995), pp. 93-115. Homer. The Odyssey. Trans. Robert Fitzgerald. New York: Vintage Books, 1989. Marilyn Arthur Katz, Penelope's Renown: Meaning and Indeterminacy in the Odyssey (Princeton 1991). Nancy Felson-Rubin, Regarding Penelope: From Courtship to Poetics (Princeton 1994).

Personal goal and professional goal Essay

Submit a statement that discusses your career goals, as well as the factors that led you to select the Mid-Career MPA program as a means of furthering your personal and professional goals. Be as specific as possible in describing how your expected course of study will enable you to build on your prior professional experience and achieve these goals (750 word limit). Economic development and welfare of the people are the natural fit with my personality traits from my childhood which allowed me to choose the highest level of Federal Civil Service Examination of India and got selected in this merit based competitive examination. Candidates with different To get the blend of all the fields I was the class monitor up to class 5th; class president from 6th to 11th class to conduct the weekly debates, secretary of the scientific society in college, in Students’ Union at Indian School of Mines, club secretary in Ordnance Factory, and secretary, Residence Welfare Association. I was in National Cadet Corps and Junior Red Cross Society. After completing the schooling and graduation with merit scholarships I joined Indian School of Mines, the premier Institute for Earth science for Masters in applied Geology through national competition. Selected in National Education Test of UGC and with a scholarship from Council for Scientific and Industrial Research I completed M. Phil. Initially, 12 years I have worked in middle level management in various Defence production units mainly in the field of Administration, Industrial Relations, Human Resources, Estate and store. I got one year exposure in policy issues in Higher Technical Education. As the head of Coal Mines provident Fund Organization (CMPFO) for two years, I sought to improve the public service to benefit 7.5 lakh coal workers in the field of provident funds and pensions bringing reforms in a mission mode. SAP ERP was implemented in the organization which was first in govt. department in India. A bench mark was created in engaging multiple Fund Managers leading to transparency and fair competition. I had the exposure of Board level management in Mineral Exploration Corporation limited, a pan India Company as Director. Four years under my leadership, as the country head of computerization at Employees’ Provident Fund Organization (EPFO), the organization transformed from manual environment to fully computerized system. All receipts and payments of PF and pension became online making the life of 50 million poor workers easy removing all paper returns. The interactions are now through web and SMS reducing the footfalls of workers and employers in EPFO offices. 6 years, while working with the Federal Ministers for Water Resources, Rural Development and as the Director in coal ministry of Government of India, I have actively participated in development of macro level policies, its formulation and implementation. To name a few are; the National Water Policy, Land Use Policy for Inclusive Economic Development, Drinking Water and Sanitation, Corporate Social responsibility in coal sector, re-engagement of ex-service personnel in coal transportation, Poverty Eradication through National Rural Employment Guaranty Act to meet the Millennium Development Goal, programme were massive initiatives of the Government. I have played important role in the planning and monitoring of execution of such policy options. Additionally, I have been deeply engaged in my advisory role to the ministers to address the political and other socio-economic development issues of the different political provinces of India. Now I am working in top level management of Ordnance Equipment Factory, a Defence production Unit of India. The Mason program is intended to provide the analytical and leadership skills to implement major social and economic change. It has the sessions on experience sharing, strategic management, communication, and policy decision making. The curriculum also includes the applied economics, quantitative analysis, political institutions and globalisation. My extensive experience in multiple roles in different government departments of India will provide a good fit to contribute during the MPA programme as a Mason Fellow. My in-depth knowledge in important streams of public work will further allow me to perform effectively during my academic work at Harvard. I have credible track record of having developed and fostered enhanced level of partnership and cooperation between the stakeholders engaged in the faster socio-economic growth of India. I have demonstrated leadership skills by initiating several joint institution development activities with government, which all will be honed through a formal exposure to a MPA programme at Harvard. I have dreamt and aspired lately to be a Mason Fellow and would accomplish my personal goals of doing public good with improved knowledge and competence. I seek to join a mid career management course in public administration to sharpen my ideas in consonance with the emerging National and International Economic Scenario. I strongly feel MPA under Mason Programme, would provide me this opportunity to upgrade my capacity and equip me with latest management techniques. As I grow in my career, I would be required to take more responsibility and be associated in major policy making issues in govt. in the country.

Evaluate the strengths and weaknesses of youth justice policies in England and Wales since 1997 Essay

Introduction When Labour took office in 1997 they claimed that they would be tough on crime and the causes of crime. The first 6 months were unprecedented, with six consultation documents being released on youth and crime each containing its own proposals these were first published in Tackling Youth Crime, Reforming Youth Justice (Labour 1996). To start this essay I will first discuss Labours 1997 White Paper, No more excuses: A new approach to tackling youth crime in England and Wales, where policy was laid out and then later legislated in The Crime and Disorder Act 1998. From this I will evaluate the weaknesses and strengths of the various elements of this policy which will include the aims of the youth justice system. Then in the second part move to evaluate the abolition of the doli incapax, the reparation order and parenting order. Thirdly I will evaluate the child safety order, local child curfew, final warning scheme, action plan order. The fourth part will be an evaluation of the detention and training order and new arrangements for secure remands of 12-16 year olds. And finally the establishment of the Youth Justice Board for England and Wales, Youth Offending Teams and the duties of the local authorities and other agencies to make sure the availability of the appropriate youth justice services. And then finally bring all my findings together to produce a clear and comprehensive conclusion; which I believe has many strengths and some weaknesses. The Labour government’s 1997 White paper, No more excuses: A new approach to tackling youth crime in England and Wales is a document which sets out labours programme of reform for the youth justice system in England and Wales, it aims are â€Å"a clear strategy to prevent offending and re-offending, that offenders, and their parents, face up to their offending behaviour and take responsibility for it, earlier, more effective intervention when young people first offend, faster, more efficient procedures from arrest to sentence, partnership between all youth justice agencies to deliver a better, faster system† Home Office (1997). According to the Home Office (1997) the aim of the youth justice system is to prevent offending by young people. And the Crime and Disorder Bill has in it a requirement that it is the duty of all people working in the youth justice system to uphold these. The requirement covers all the youth justice agencies in England and Wales like the police, social services the probation services and others working in the Youth Offending Teams, the Crown prosecution service, defence solicitors, the prison services and courts and the way they deal with young adults. The claim is that this will provide unity between them all and that everyone is striving for the same purpose. The government will also complement this with a new proposal for a new Youth Justice Board for England and Wales who will give advice on how to set standards and how to monitor performance. Also this will not take over or supersede practitioner’s previous roles, but will support them to understand their actions and choices when they deal with young people this can help to stop offending and can prevent avoidable delays; such as the chances of offending when awaiting sentence can be reduced, also making young people responsible for their own behaviours which can help youths understand and change their behaviours. Also community and custodial penalties whose priorities are on the causes of offending which can be enforced can help. This duty that has been stated is a clear strength bringing the various agencies and services in the same line and having one clear aim of what the task ahead is this also eliminates any confusion that might have existed. The government according to the Home Office (1997) proposes that an aim of youth justice system and the duty discussed previously and their practitioners would be supported by more complete, non statutory objectives for these agencies. These would support the proposals made by Jack Straw’s Youth Justice Task Force which is a variety of people and groups that have a high knowledge of the system and have now issues of victims and representatives of the governmental departments. The Task Force stated their recommendations for preventing offending which were, a speedy administration of justice so that the accused matter can be sorted out quickly, confronting offenders with the consequences of their actions, for themselves their families, victims and their communities. Punishment which reflects the seriousness and the persistence of the offending. Also to support reparation to victims by the offenders and to strengthen the responsibilities of parents and to help offenders to fix their problems and to build a sense of the personal self. This is also strength as all involved have a good knowledge of the problems and the system and would be a good resource to the system to have. And also what the Task Force has recommended is also a good step forward as it is these that have stopped the system from being efficient. Moving onto the abolition of the doli incapax the reparation order and parenting order. The doli incapax according to Muncie (2009:275) In England and Wales, children fewer than 10 could not be found guilty of a criminal offence, and the law for many years believed that those under 14 were incapable of criminal intent. But during the 1990s the doli incapax, which had been in the law since the 14th century, was being challenged by both the right and the left. This was due to the Bulger case, the policy was put under review by the conservatives after the 1994 High Court ruling. Three years later it was abolished in the Crime and Disorder Act, the reasons given for this were so that they could convict young offenders who wreaked havoc on communities this was based on the fact that they believed that 10 and 13 year olds could capable of knowing between right and wrong. This was against what the UN had recommended for The UK which they had made in 1995 then 2002 to come in line with the rest of Europe but the government went totally in the other direction. They gave no direction to the courts and to the youth offending teams that overall child welfare is the main consideration. This is a weakness as it contradicts what Labour had said in there White Paper, and the fact that the YOTs would be confused with conflicting policies. This legislation manages not to take the child’s age into consideration and this can be seen just by looking at the rest of Europe are the children in the UK not the same. The reparation order is for young adults to understand the cost of their actions and to take responsibility for them. What is asked is that they repair the damage caused directly to the victim through mediation if they both agree or to the community indirectly cleaning up graffiti and other tasks around the community. This would be managed by the YOT, this can be a real strength in the rehabilitation process giving something back to the victims and the community and being able to see the damage they have caused helping to change their lives around. Also the parenting order which has been stated by the Home Office (1997) to be created so that it can give support to parents so they can control their children. The order requires parents attend a counselling or guidance session once a week for 3 months and if the courts think that it is needed then a requirement to make sure that children attend school and to see that they get home on a certain time. This is also a strength as it forces parents to be responsible as some parents let their children do what they want to and so this is a good way of making parents act so that they can help their children from offending. Now moving onto the child safety order, which according to the Home Office (1997) has been developed to safeguard children who are under ten where there is risk that these children will be involved in crime or signs of anti social behaviour can be seen. This could be available to local authorities in the family proceeding court. A court would be able to make a child stay at home at a certain time or ban them from going to certain places. They could also stop certain behaviours like truanting; this could also be combined with a parenting order. And if these are not obeyed then the local authority can start proceedings. The strength of this is a the combination of the two orders as it can be most effective this way by handing responsibility 2 both parent and child giving maximum results. Then there is the Local child curfew which is for the Childs own good and to stop neighbourhood crime and disorder and states that children should not be out without supervision at night. This can be used by the local authorities and police but they would have to get permission from the Home secretary. Also the council could then bar children under 10 from certain public places after certain times. These can last for up to 90 days and if these are to be extended then police and local community. The strength of this is that it involves the local community so determining what’s best for the members of their own community. Then there is the final warning where the Home Office (1997) has replaced the cautioning with a statuary police reprimand, what happens is that the police can decide to reprimand a child and give them a final warning or to bring criminal charges to the offender. What then happens is a community intervention programme is forced which makes the offender and his family address the causes this behaviour which can help solve the problem. What the final warning entails is that the first offence the offender can receive a reprimand by the police if the crime is not that serious and if it carries on then a another final warning or criminal charges can be pressed. But on no grounds must 2 final warnings be given. The strength of this is that it lets the offender know that they will be strict and will not put up with it again a final warning is a final warning. Also an action plan order which is like a community penalty for young offenders, this is a small, rigorous programme where community intervention is used combined with punishment and rehabilitation so that the offender’s behaviour can be changed and more crime can be stopped. The strength in this lies in the way that it uses various methods simultaneously like community intervention, punishment and rehabilitation which can only increase the chances of success. Moving onto and new arrangements for secure remands of 12-16 year olds. The Home office (1997) state that the government should have undeniable powers to remand to secure accommodation. For young people who are of the age 10-16 and are awaiting trial. And so The Criminal Justice Act 1991 and the Criminal Justice and Public Order Act 1994 included in its provisions to amend the Children and Young Persons Act 1969 which was to allow courts to remand 12-16 years olds directly to secure local authority accommodation with certain conditions. But this was not put into operation. The conservatives had started a building programme which was for 170 new local authority secure places, there completion date was 1998. But Labour said that these would be not enough. And so declared to use the Crime and Disorder Bill to implement court ordered remand power on some groups of youths. Priority would be gives to 12-14s then girls of the age 15 and 16 and also boys of that age when places become available. This is due to courts believing that these children are vulnerable and they are emotionally and physically immature and so there is a danger that they could harm themselves, this is also strength as it recognises that they are still young but this also does contradict other policies in this White Paper which it does on many levels. Also detention and training orders, these will give powers the Home Office (1997) states can be used for 10-17 year olds and courts can use these only if it is a very serious crime and if they are persistent offenders and the court believes it is needed to protect the public. This will also added to 10-11 year olds but would only be permitted by parliament if seen to be needed. The length of the sentence will be divided, half of it will be in custody and half in community supervision and this also could be adjusted if good behaviour is seen. This is a good as it does not just impose a detention where by this can harden the youth and in some cases lead to further crimes but with the community supervision would let the offender know that they have been given a chance to mend their ways. Then Maguire, Morgan and Reiner (2002:560) discuss Labours ‘new youth justice’ which is the forming of the Youth Justice Board (YJB) and the Youth offending Teams (YOTs); and also what takes place through this legislation is a restructure of non custodial penalties in the youth court. So considering Labours main aim of having a youth justice system which prevents offending by children and young adults, the way labour went about this is to impose order from the centre. There tools to enable this was a catalogue of legislations, also the then Home secretary Jack Straw formed a youth justice task force the aim of this was to keep a tight link with all the other agencies involved with young offenders. Due to the section 41 of the Crime Disorder Act the YJB had turned into a non departmental public body which was then sponsored by the Home Office. The job of the YJB was to monitor the running of the youth justice system and the provision of the youth justice services and also the national standards and establishing the right performance measures. What also the 1998 Act made possible was for the home secretary to give the board more powers which included the YJB becoming the commissioning body of all the placements that are under 18 in a secure facility on remand or have a sentence from the courts. The YJB was also given control over commissioning places including prison services YOTs, secure training centres (STCs) and local authority secure units. This is also strength as it brings together all the agencies under one roof you could say and so the aims are understood by all and are the same this can only help. This brings me to managerialism, the reason the YJB and the YOTs were set up in the first place was because according to Muncie (2009:297) investigations from the Public Accounts Committee, Audit commission and the National Audit Office recommended and supported subjugating professional skills independent managerial ideals of what works, which could attach certain resources to credible and successful outcomes and which could initiate responsibility to law and order from a central state to a sequence of semi independent local partnerships which will include privatized bodies and voluntary agencies. Words such as individual need, rehabilitation, reformation, penal purpose and due process are replaced by techniques of classification and actuarialism, risk assessment and resource management changes all the earlier understanding of law and order from understanding motivations of crime to making crime bearable through universal coordination. This is a total difference from earlier ways and managerial system is thought to lower the standard or expectations of what a government can achieve in the youth justice system. This to me is a weakness as it is being run like a business which always has its priorities in cost and reduction, but also I can see strengths to as it can be more efficiently run with professionals running it – with the right knowledge. The Act also contained anti social behaviour orders. Muncie (2009:317) explains that they are usually refer to a variety of things such as youths that hang out causing trouble making a nuisance of them and to their neighbours, making noise, vandalising property, littering, and causing graffiti to public property and drunkenness. This has been a priority in England and Wales, the key to New Labour was to strengthen the ability of the criminal justice system so they could treat disorder and the lack of respect but serious crimes too as it was clear that disorder was rising and was affecting neighbourhoods and also that it was a sign of times to come more serious crimes. The police and courts were said to be powerless against the nuisance and the anti social behaviour that was being caused and that this was being mixed in with impunity. Second at the centre was a program and wish not just to reduce crime and disorder, but to encourage a process of civil renewal and civic responsibility. Third the broken windows theory was taken aboard a it was believed that a failure to accept zero tolerance policing of lesser serious offending and signs of disorder could only further destroy already deprived and marginalized communities. The Anti social behaviour order (ASBO) was the flagship of New Labour in their 1998 Crime and Disorder Act. Muncie (2009:318) explains that this is a civil not a criminal order and can be given by the police and local authority to anyone that is over 10 years of age whose behaviour can cause alarm, distress or even harassment. The minimum time an order can last is two years. But if you breach the order it will be treated as a criminal offence and the punishment for this can be up to two years in prison for juveniles and five years for adults. Certain local authorities went even further and started to experiment with Acceptable Behaviour Contracts (ABCs) which were for even lower levels of behaviours and for lower ages those below for ten years of age. And if they are given an order then they must agree and to take steps to correct their behaviour, the steps will be decided by local youth offending team (YOT) and their parents must also agree on the steps. Initially when the ASBO was introduced it was said that it was for adults that were nuisances to their neighbours, but this statement was later changed and became for young people and areas that high crime rates became the targets of this order. The â€Å"Home office review, 58% were made on under 18 year olds and a further 16% on those aged between 18 and 21. There are certain steps in this that are positive but to me there are inherent weaknesses to, like to give anti social behaviour order and lock youths in their houses and stop them from going into certain locations can work but does not address the real problem, and Labour could try and find the cause of these problems as this to me is just breeding further adult criminals and as we have seen lately getting an ASBO is some thing to show off so demoralising it entirely. So to conclude I have found that Labour have a lot of strengths in their Youth Policy but have inherent weaknesses which stem from various contradictions in the policy. The strength that I have found are first of all is the duty that has been put into the legislation, which brings various agencies and services together, which unifies them and sets a main agenda that all must adhere to as it is in the legislation to follow the duty and eliminates any confusion that might have existed, and another strength is to support these by the task force which comprises of professionals and people in the field that can offer the best advice. Also the reparation order is a strength as it forces parents to be responsible as some parents let their children do what they want to and so this is a good way of making parents act so that they can help their children from offending and make them responsible. Then the child safety order, the strength of this is a the combination of the two orders as it can be most effective this way by handing responsibility 2 both parent and child giving maximum results. Then the local child curfew’s strength lies in the way it involves the local community so determining what’s best for the members of their own community. Then there is the final warning where the strength in this lies in the way that it uses various methods simultaneously like community intervention, punishment and rehabilitation which can only increase the chances of success. Which brings me to secure remands of 12-16 year olds which is also a strength as it recognises that they are still young but this also does contradict other policies in this White Paper which it does on many levels, the detention training programme has strength because it does not just impose a detention where by this can harden the youth and in some cases lead to a life of crime but with the community supervision would let the offender know that they have been given a chance to mend their ways. The forming of the YOTs and YJB is strength as it brings together all the agencies under one roof you could say, and so the aims are understood by all and are the same this can only help, and managerialism is strength as it can be more efficiently run with professionals in charge. Now I will just conclude my findings of the weaknesses which are; the abolition of the doli incapax to me is a weakness as it manages not to take the child’s age into consideration and this can be seen just by looking at the rest of Europe, are the children in the UK not the same. Another weakness is the ASBO to lock youths in their houses and stop them from going into certain locations can work but does not address the real problem, and Labour could try and find the cause of these problems as this to me is just breeding further adult criminals and as we have seen lately getting an ASBO is something to be proud off and to show off so demoralising the order entirely. There are strengths and weaknesses in this policy but I have found the strengths outweigh the weaknesses. Bibliography Home Office, (1997), White Paper, No More Excuses: A new approach to tackling youth crime in England and Wales Muncie, J. (2009), Youth and Crime, 3rd edition, London, Sage publications Maguire, M. Morgan, R and Reiner, R. (2002), The Oxford Handbook of Criminology, 3rd Edition, Oxford, Oxford University Press. Goldson, B. Muncie, J. (2006), Youth Crime and Justice, London, Sage Publications Baldock, J. Manning, N. and Vickerstaff, S. (2007), Social Policy, 3rd edition, Oxford, Oxford University Press.

A Tale of Two Cities Essay

Does strong devotion overpower the will of a good heart? Ernest Defarge, a character in A Tale of Two Cities by Charles Dickens, is no more than a puppet to his wife. Though he does not like the idea of killing innocent people just because they are aristocrats, he refuses to speak up due to fear of confrontation with his wife. Due to his background and life as a slave, Defarge, like many other revolutionaries, dislikes the aristocracy, and has some desire to get revenge. However, he does not truly want these desires to build to the extent that the revolution got to. Ernest Defarge is a man with a good heat, driven to be a catalyst to the revolutionary acts by his strong devotion to the two things he cares about most: his country, and his wife. Paragraph 1: Though many may not see it behind all the terrible things he has done, Ernest Defarge really does have a good heart. Ernest Defarge shows compassion my comforting Gaspard, saying, â€Å"Be a brave man, my Gaspard! It is better for the poor little plaything to die so, than to live. It has died in a moment without pain. Could it have lived an hour as happily?† Defarge didn’t have to make an effort to help him out, but he does. This random act of kindness shows that he does in fact have a good side to him. After the child is run over, the Marquis throws a coin out of the carriage, thinking he can pay for the child’s life, and in return he is â€Å"suddenly disturbed by a coin flying into his carriage†. In this action of throwing the coin back, which is believed to be done by Monsieur Defarge, shows his dislike to the aristocracy, and foreshadows the fact that he will take a stand against it for the good of his country and its people. Monsieur Defarge’s personality differentiates from this sense of kindness when he barks orders at the revolutionaries such as, â€Å"Patriots and friends, we are ready! The Bastille!† (214). In opposition to his good heart, Defarge is also the leader of the Revolution. In this part of the book, he, and his fellow revolutionaries, destroy The Bastille, and everything else that happens to be in their path. This completely contradicts the compassion shown from Ernest Defarge earlier in the book, but also shows that there may be something behind his madness. Monsieur Defarge also happens to be an old servant to Dr. Manette, and cares deeply for him, but when it comes to choosing between helping the Doctor, or helping his country, Defarge’s great devotion to France towers over his feelings towards Manette. Do the square thingy with this quote * â€Å"†¦In a hole in the chimney, where a stone has been worked out and replaced, I find a written paper. This is that written paper. I have made it my business to examine some specimens of the writing of Doctor Manette. This is the writing of Doctor Manette. I confide this paper, in the writing of Doctor Manette, to the hands of the President.† This note he found, is of Manette â€Å"(add quote where he condems darnay)† Even though he deeply cared for Manette, he would do anything, literally anything, to help the people of his country. He believes that sentencing Darnay to death is the right thing to do for France, and since he believes that, he will do everything in his power to make it happen. Defarge knew how bad this would hurt Doctor Manette, since Darnay was the Doctor’s son-in-law, but it was his and his wife’s duty to kill all aristocrats, therefore he couldn’t show and mercy. Defarge would even hurt a friend, in order to do what he thinks will help his country. Paragraph 4:  Even though it is kind of hard to see at first, Madame Defarge seems to have a great deal of power over her husband. â€Å"As to thee†, pursued madame, implacably, addressing her husband, â€Å"if if depended on thee-which, happily, it does not, thou wouldst rescue this man even now† Even though Monsieur Defarge wants to help Charles Darnay, she wouldn’t allow it. He wanted to help out the Manette’s and save Darnay, but after the revolutionaries were informed on what the Evermond’s did to Madame Defarge’s family, he was the only one who wanted to show mercy. Due to the fear of confrontation with his wife, he doesn’t speak of saving Darnay again. Ernest Defarge, from A Tale of Two Cities by Charles Dickens is portrayed as a great leader to the revolutionaries, but in reality, he is merely a puppet, with Madame Defarge as his puppeteer. Devotion can be a strong thing, sometimes so strong that it can lock up the kindness of a good heart, and throw away the key. A Tale Of Two Cities Essay We learn that the Signal man has seen very disturbing events such as the train crash and the bride dying and what is more troubling is that he seen it coming, throughout the story we see how the signal man opens up to the narrator on how he is troubled and is emphasizing how he saw a ghost but the narrator starts to doubt his new friends mind and starts to have a very patronizing attitude towards the signal man. Throughout the story the fear is spreading. Dickens also uses tactile imagery â€Å"Frozen finger tracing out my spine† and also Dickens uses olfactory imagery â€Å"an earthly deadly smell†. The relationship between the narrator and the signal man is one of trust as the signal man opens up to him on their second meeting â€Å"do the signal man and the narrator linked in some way? Dickens has made the story raise some doubts about the afterlife and fate. However Bram Stoker famed for his book â€Å"Dracula† has created a short story that is much like ‘The Signal Man† but has a different approach to the horror genre for the first few pages are a little bit of a mysterious â€Å"Dracula’s Guest† is full of suspense the title alone raises the expectation for the reader as it does not give away the plot but creates a feeling of intrigue making the reader want to read on, this is a clever ploy Stoker has used and it was also a popular theme to use as in the middle ages and Victorian era the legends of vampires have been popular among the people of Britain and Ireland and perhaps the world. The short story contains many dark themes that create mystery and also adds to the mounting tension that is created by the title â€Å"Dracula’s Guest† Bram who is Known for his Dark stories that contain major supernaturalist elements such as Mythism and oppressive that are including as the novel â€Å"The Lair of the White Worm†, Bram creates the prefect atmosphere for the short story and for the century as the Victorian era had a thing for vampirism stories. The story begins in Munich the weather is idyllic â€Å"The sun was shining brightly on Munich, and the air was full of the joyousness of the early summer† is the weather too idyllic? Bram cleverly opens the story this way to lull the reader into a sense of false security a very smart move I think personally, but that all ends when â€Å"still holding his hand on the handle of the carriage door† is used which is very arousing and causes a lot of interest, He also uses personification † a shiver in the north wind† adds more dramatic effect so does the use of alliteration â€Å"Sudden Storm† but the line â€Å"But I am sure you will not be late, here he smiled and added for you know what night is it† mysterious what is the night in question? And why is it so important? The 1st paragraph creates a sense of importance for the night and adds to the mystery and we then learn the reason the maitre and coachman fears the night and also we learn the name â€Å"Walpurgis Nacht† which translated from German means â€Å"Night of Evil† this term is very important to Catholics this is the first relation to religion, later on we here â€Å"Walpurgis nacht! â€Å", Stoker uses the language barrier and the fail to understand adds to the suspense and surreal aspect, later the weather changes to â€Å"dark clouds drifted rapidly across the sky† the atmosphere changes to a sinister dull mood. Again the language barrier is there and the personification has the desired effect â€Å"the storm of snow he comes before long time† also the dialogue become vague and broken creating more tension here vampirism applied ‘mouths red with blood†, we see that the protagonist seems to doubt his sanity a lot like Dickens character â€Å"The Signal Man† it seems he also is succumbing to his fear â€Å"Paroxysm of the fear- white face perspiring, trembling† Bram Stoker’s technique second to none he uses detailed descriptions for his characters and settings and his use of the language devices such as metaphors â€Å"glistening white carpet† and his alliteration â€Å"Sudden Storm† and lastly repetition â€Å"Walpurgis nacht†. Each writer Dickens and Stoker uses different methods to create a spine-chilling effect on the reader each could even be masters of horror and suspense, all the aspects that the gothic genre needs to be successful and â€Å"The Signal Man† and â€Å"Dracula’s Guest† where very successful in that age and successful today in the study of literature . In conclusion after close analysis of both stories I have seen that both stories are great for maintaining tension and use techniques such as alliteration, pathetic fallacy and are good to create confusion among the readers. This wining combination gives the story a kick and keeps the reader engrossed in the story. I believe that stoker is perfect for building suspense and tension while Dickens plays on the reader’s emotion by lulling them into a sense of security and then confuses them and then plays on their confusion. Gavin Teggart Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section. A Tale of Two Cities Essay Throughout well-known stories, authors tend to develop memorable characters in order to enhance the plot; although they may not always be portrayed in the most considerate manner. In Charles Dickens’ novel A Tale of Two Cities, he also uses such characters. First, Lucie’s role of over dramatic damsel in distress. Second, Miss Pross’ participation as the over protective mother figure. And third, Mme. Defarge as the bloodthirsty crazed villain. Through these characters, Dickens portrays women in the three most stereotypical demeanors: weak and fragile, a worrisome mother and a psychotic wife. Throughout the novel, Lucie is a feeble girl who cannot stand up to the hardships of life. â€Å"Perfectly still and silent, and not even fallen back in her chair, she sat under his hand, utterly insensible; with her eyes fixed upon him and with that last expression looking as if it were carved or branded in to her forehead† (Dickens 25). This is Lucie’s reaction to the news from Mr. Lorry that her father, presumed to be dead, has been found alive after spending eighteen years in the Bastille. Instead of a normal reaction of tears and joy, she is simply so stunned that she cannot even move; her expression of shock and fear is frozen upon her face. She reacts very similarly when she goes to meet  her father for the first time. Dickens writes, â€Å"Mr. Lorry got his arm securely round the daughter’s waist, and held that she was sinking†¦ ‘I am afraid of it’ she answered, shuddering. ‘Of it? What?’ ‘I mean of him. Of my father’ † (36). Of course it would be intimidating for her to meet her father for the first time in her life but she is on the verge of fainting a second time just from thinking about her father. She also does not even see him as human referring to him as â€Å"it†, not even wanting to approach her father. Finally, when her husband is taken away to prison, again she displays weakness, â€Å"As he went out at the prisoners’ door, she turned laid her head lovingly on her father’s breast, tried to speak to him and fell at his feet† (324). Yes it horrible to have her husband sentenced to death and is taken away to prison. But, she has a 6 year old daughter, she cannot give in to self-pity and weakness, it is the time for her to be strong not only for herself but for her daughter as well. It is important for her to see her mother strong and able to be there for her, but when she faints, her hope falls alongside her mother’s body. It seems Lucie has never had to really fight or be strong for anything in her life before. She acts like she always needs to rely upon someone else; she is very dependant upon others. Miss Pross’ role in the novel, although not very large, was nonetheless very important, especially for Lucie. Miss Pross was the mother figure in Lucie’s life, always caring for her and always nurturing her. When Lucie faints at the mention of her father, it is Miss Pross who is the first to her side: â€Å" ‘Why, look at you all!’ bawled this figure, addressing the inn servants. ‘Why don’t you go and fetch things, instead of standing there staring at me?†¦if you don’t bring smelling salts, cold water, and vinegar, quick, I  will’ † (26). She quickly takes charge of the situation and gives out orders in the same urgency as if it was her own daughter. It is also always Lucie for whom she is most concerned about: â€Å" ‘O me, O me! All is lost!’ cried she, wringing her hands. ‘What is to be told to Ladybird? He doesn’t know me, and is making shoes!’ † (187). Dr. Manette has a relapse and is no longer coherent. Miss Pross’ first concern is not restoring Dr. Manette back to health, but what the impact of seeing her father like this will do to Lucie. Finally, Miss Pross demonstrates her love for Lucie because she is willing to lay down her life for Lucie: â€Å" ‘I am a Briton,’ said Miss Pross, ‘I am desperate. I don’t care an English twopence for myself. I know that the longer I keep you here, the greater hope there is for my ladybird’ † (356). This demonstrates Miss Pross’ love for Lucie, risking her life in the hope that her sacrifice will keep Lucie safe. Miss Pross means well and is always looking out for Lucie and would do anything for her. However at times her actions are a bit eccentric. Finally, there is Mme Defarge, a very angry and vengeful woman. Mme Defarge takes it upon herself to make a register of all the nobility whom she proclaims as enemies to the revolution: â€Å" ‘Knitted in her own stiches and her own symbols, it will always be as plain to her as the sun. Confide in Madame Defarge. It would be easier for the weakest poltroon that lives, to erase himself from existence, than to erase one letter of his name of crimes from the knitted register of Madame Defarge’ † (166). This is M. Defarge explaining his wife’s register to others of the revolution, and saying that any who make it onto the register; will meet certain death. Not only does she register all  nobility in her knitting, but Mme Defarge also makes a point to remember the faces of anyone who is an enemy to the revolution: â€Å" ‘His appearance; is it known?’ ‘Age, about forty years; height, about five feet nine; black hair; complexion dark; generally, rather handsome visage; eyes dark, face thin, long and sallow; nose aquiline, but not straight, having a peculiar inclination towards the left cheek’†¦Ã¢â‚¬ËœIt is a portrait!’ said madame, laughing. ‘He shall be registered to-morrow’ † (171). Just from this short description, Mme Defarge already has a mental image of this man and even commits it to her memory. Finally, once she decides to kill someone, she will stop at nothing to kill them: â€Å" ‘I have been in the streets from the first, nothing has stopped me, I will tear you to pieces, but I will have you from that door’ † (356). This is Mme Defarge when she is confronting Miss Pross, telling her that she has been fighting in the streets for the revolution since day one, and nothing will keep her from killing Lucie as well. Mme Defarge’s rage and thirst for blood did greatly help the revolution. However, it became something that ultimately consumed her and turned her in to what she set out to destroy in the first place. It is through these characters that Dickens portrays women very unjustly. Lucie as delicate and flimsy, not being able to handle life’s hardships. Miss Pross as the overprotective mother, sometimes taking her job to the extreme. Mme Defarge as the crazed wife, always full of anger and violence. Even though women display these qualities from time to time, is it really fair to say that these traits define their whole character.