Emotion Appeal Essay

The fallacy of ad hominem is an attack against the person of the one asserting a claim. The assumption made is that, as a consequence of the attack against the person, the claim made by such person is also false. 2. Ad hominem tu quoque This fallacy is possible to occur when a person made two inconsistent statements or a statement inconsistent with a prior action. It is assumed the claim later made is false because of the inconsistency without considering which or whether one of the two statements or actions made is really true. 3. Appeal to consequences of a belief Appeal to consequences of a belief makes the truth or falsity of a claim be based on the consequences that may occur if its truth or falsity is accepted. In this fallacy, if a claim will result to good consequences, it must be true and vice versa. 4. Appeal to authority Appeal to authority exists when a claim is asserted to be true based on the fact that it was made by an authority, who is in fact not an authority on that subject or is not qualified to make such claim. If the person to whom the claim is attributed is actually an authority or an expert, then there is no fallacy. 5. Appeal to emotion Appeal to emotion is the act of stirring one’s emotion to influence a person to accept that a claim is true. 6. Begging the question Begging the question is properly called as reasoning in circles. It involves a premise that contains an assumption that the conclusion is true, thus giving rise to a situation wherein the premise is used to support the truth of the conclusion while the conclusion is used to support the truth of the premise. 7. Confusing cause and effect This fallacy occurs when a person assumes one event to be the cause of another event just because these two events usually occur regularly together, when there may in fact be no justification or proof establishing such causal relation other than the fact that they often occur together. 8. Middle ground The fallacy assumes a position to be true just because it lies in the middle of the two extremes. 9. Red Herring This fallacy is used to direct the attention of the other person away of the main topic of the argument. The argument is diverted from the main issue to another issue which is not relevant, but s introduced under the guise of being relevant to the main issue. 10. Slippery slope This fallacy argues that one event will follow another event without giving a justification why. This usually occurs when the causation is too remote, such as when several other steps, which may not be inevitable, will have to follow before such claimed consequence may arise. 11. Straw man This fallacy occurs when a person attacks a distorted position of another person, as a consequence of which it is assumed that the real or original position is also falsified. 12. Who is to say? In this fallacy, a person asks the question â€Å"who is to say† or other similar questions, but already has a preconceived answer that no one is to say. As a consequence of this, it is accepted that the issue cannot be decided because no one is capable or qualified to decide on it.

Macbeth- Monster or Man Essay

When the play begins, Macbeth is given the characteristics of being a great warrior, who leads his nation to victory with the simple motivation that we will stop at nothing to serve his country. Yet as the play goes on, the true colors of Macbeth come out as he is blinded by his ambition to obtain power to which he would take extreme measures, where only tragedy was sure to arise, revealing that Macbeth is a true monster at heart. The only thing between Macbeth and the crown was his cousin Duncan, which he decided to kill Duncan if he is to become king, where only a monstrous person can achieve. Though he troubles himself whether he should murder, his determination to obtain power took over his morality and drove him to kill his cousin to claim the crown. â€Å"To prick the sides of my intent, but only Vaulting ambition, which o’erleaps itself And falls on the other†¦Now I’m decided, and I will exert every muscle in my body to commit this crime.† (Act 1 Scene 7) Even with the crown, Macbeths evil doings do not stop, for once he is crowned king, he becomes paranoid of all those around him, imagining that they will betray him, and when he suspects that his best friend Banquo, questions of how he became king, he makes no hesitation to have him killed. â€Å"To be thus is nothing, But to be safely thus. Our fears in Banquo Stick deep, and in his royalty of nature Reigns that which would be feared.† (Act 3 Scene 1) Macbeth stopped at nothing from becoming and staying king, taking out all of those in his way, even those who wear closest to him. Although Macbeth was deceived by both the witches and his wife to do their doing, Macbeth realized the extreme measures of the actions he had to do, but yet he follows through, discarding the future consequences. Even though Lady Macbeth bamboozled Macbeth to kill Duncan, by questioning his man hood, Macbeth had the choice to whether he should murder his cousin, or wait until he died naturally, but became too anxious to prove that he is a man and he truly wants to become king. â€Å"Wouldst thou have that Which thou esteem’st the ornament of life, And live a coward in thine own esteem†¦I dare do all that may become a man; Who dares do more is none†¦What beast was ’t, then, That made you break this enterprise to me ? When you durst do it, then you were a man; And to be more than what you were, you  would Be so much more the man†¦I am settled, and bend up Each corporal agent to this terrible feat.† (Act 1 Scene 7) Macbeth seeked the witches, and chose to be driven by fear, imbedded by them, to believe that Macduff will defeat him, and allowed it to unravel his plan to kill those who will betray him immediately, exposing that we will do anything to protect his ruling. â€Å"Time, thou anticipat’st my dread exploits. The flighty purpose never is o’ertook Unless the deed go with it. From this moment The very firstlings of my heart shall be The firstlings of my hand. And even now, To crown my thoughts with acts, be it thought and done: The castle of Macduff I will surprise, Seize upon Fife, give to th’ edge o’ th’ sword His wife, his babes, and all unfortunate souls That trace him in his line. No boasting like a fool. This deed I’ll do before this purpose cool.† (Act 4 Scene 1) Macbeth always had a choice to do what was morally right, but rejected it to prove his manliness as well as to satisfy his ambition. To lift suspicion from one self, one must hide their true dark desires, and must act as virtuous hero that can only do upright as if to wear mask that deceiving everyone what a true monster one is. Not only does Macbeth fool every one of his â€Å"sorrow†, when he overreacts at the news of Duncan’s death, but uses it to his advantage to brain wash everyone into justifying his actions done. â€Å"Had I but died an hour before this chance, I had lived a blessed time, for from this instant There’s nothing serious in mortality. All is but toys. Renown and grace is dead. The wine of life is drawn, and the mere lees Is left this vault to brag of. Who can be wise, amazed, emp’rate, and furious, Loyal and neutral, in a moment? No man. Th’ expedition of my violent love Outrun the pauser, reason. Here lay Duncan, His silver skin laced with his golden blood, And his gashed stabs looked like a breach in nature For ruin’s wasteful entrance; there, the murderers, Steeped in the colors of their trade, their daggers Unmannerly breeched with gore. Who could refrain, That had a heart to love, and in that heart Courage to make’s love known?† (Act 2 Scene 3) Macbeth was always the ‘snake under the flower’, masking his true self, deceiving those around him into believing that he is innocent. Towards the end of the play, the true selfless, ruthless and cunning aspects  of Macbeth are reveal to unmask the true ambitious, power hungry, and heartless monster he truly is.

It must be related to worikng and education Research Proposal

It must be related to worikng and education - Research Proposal Example Additionally, part-time jobs offer a practical learning experience to the students. This experience ensures that they are well prepared for their jobs. It is very beneficial especially if the students get part-time jobs that are related to their class work. They will develop useful professional networks that will assist them on later years (Lillydahl 310-315). For the students who find jobs that are not related to their career paths, they benefit by gain skillful tactics that will enable them in responding to challenges on their later days.On the other hand, some people fell that the students could drop out of school after they have earned money. Additionally, they also argue that the students will be too exhausted after working to go to school. This will lead to missed classes and poor performance in the examinations (Tilly b 35) This research paper will conduct a survey to show the actual percentage of people on each side of the motion. The researcher will issue questionnaires to parents and students to fill up. An interview will also be conducted. The data collected will be analyzed and graphically presented for a clear understanding of the problem. The researcher will have some recommendations at the end of the research. The drive of steering this research is to try to develop recommendations for the students who wants part-time jobs. The research will be relevant for the society and Company to know whether when they offer jobs to students they cause problems to them or not. The study will also assist students in making their decisions when looking for jobs. This will assist them in knowing the pros and cons of part-time jobs. The research will try to answer three questions which will support in realizing the objective of the study. One of the question will be â€Å"Should students have part-time jobs?† This questioned will be answered by both parents and students. The respondents who will be answering the questionnaire and interviews will be

How does the educator demonstrate an understanding of the focus Assignment

How does the educator demonstrate an understanding of the focus learners performance with respect to both learning targets as reflected in the lesson objectives - Assignment Example le for selecting such a resource was forms as the resource was able to exhibit a clear association between learning targets, performance and assessment of the learning instructions. Through the resource it was clear that learning targets played an essential role in assisting teachers to demonstrate a comprehension of the focus learner’s performance in relation to learning targets within the goals of the lesson (Moss & Brookhart 2012). Despite the contributions of the resource various improvements were considered essential. For instance the resource laid more emphasis on the learning targets as opposed to the focus learning performance which is an important aspect that can be engaged by educators in lesson planning and meeting the objectives of the lesson. From the resource utilized various lessons can be learnt by educators. These lessons are important as they will enhance their skills and make them better educators. An important lesson involves the connection between the learning targets and the lessons goals. Through this association the skills of the educators will be enhanced in terms of designing classroom evaluation within the context of lesson planning and understanding (Moss & Brookhart 2012). Moss, M.C. & Brookhart, S.M. (2012). Learning Targets. Helping Students Aim for Understanding in Today’s Lesson. Retrieved on 20 April, 2015 from,

Human Resources Management Assignment Example | Topics and Well Written Essays - 3750 words

Human Resources Management - Assignment Example Human Resources Management From the past quarter, the organization is facing problem in its course of work that is directly related to HRM. The problem pertaining in the organization is related to knowledge management. New recruitment has taken place in the organization, and the new employees are not able to perform up to the expectations of the company. A lot of complaints have been made against the company about which the company came to know from the feedbacks of the customers. The complaints were mostly related to the solutions, which the employees provide to the customers as the employees lacked training and knowledge to do so. In this paper, we will discuss the issues that are pertaining to the organization and give recommendation and action plan so that the organization can work in an efficient manner and achieve its desired goals. The issues of the organization are related to the HRM department as they are responsible for recruiting and training of the employees. Some changes in the policy of HRM must be made to overcome these problems. Fresh employees had hired by the organization few weeks ago. The company had faced many difficulties after hiring because the employees were not capable of giving quick response to the problems of consumers. The feedbacks of the consumers help in analyzing the problems. It was identified through inspection that human resource department is the area where the improvement is needed. Some mismanagement in the department of human resource management is creating the problems to the organization.

Requirements for an Effective and Efficient HR Professionals Essay

Requirements for an Effective and Efficient HR Professionals - Essay Example In this paper, the four concentric circles of HR professionalism such as managing self, managing in groups or teams, managing upward, and managing across the organization are analyzed. As an added value contributor, Farnham enumerates the skills and knowledge required in managing human resources. First, in-depth knowledge on an organization’s strategy, â€Å"performance goals and drivers, and the sector in which they work† involving the external context that can affect business operation including the market factors such as demography, customers, competitors, and globalization. Thus, HR practitioners should be familiar with the â€Å"language† of the business operation in empowering human resources to utilize their potential in business accomplishment. Next is wide comprehension of the 10 professional areas. Then, reviewing the local and international law on â€Å"access relevant employment and discrimination† within their jurisdiction. The political and e conomic factors are the external and internal forces that induce business performance and creating strategy and plans applicable to combat them. They must design reinforcement through evaluating the capabilities and â€Å"resourcing levels† of HR strategy. Lastly, they must apply benchmarking strategy to learn from the failure of other organizations and anticipate solutions to problems. After formulating the strategy, insights, and solutions, the second area is leading and managing the HR function. The CIPD requires an HR professional to be knowledgeable in leading, engaging, and aligning people with diverse cultivation to deliver the strategic plan at the appropriate time. The third area is organization design wherein HR must ensure that employees’ skills and qualifications match the job designation to attain organizations’ short term and long term goals, and the structural design of the internal and external environment â€Å"fit in the current and future org anizational strategy.

Rising Cost of Health Insurance Essay Example | Topics and Well Written Essays - 500 words

Rising Cost of Health Insurance - Essay Example An entire family's coverage can easily be lost because of retirement, divorce, or a simple switch from full to part-time work. USA Today claims: "Employers say there is no concensus on what to do, long term, to slow health spending," which proves that an agreement needs to be met soon. This issue seriously affects many different individuals, from company owners to the middle-class. Small business suffers especially, but often compensates by hiring young employees; eighteen to twenty-four year olds have the least health coverage in America. Some companies have "eliminated coverage for dependents, while others have canceled their medical plans altogether" (Porter). It is unfair that so many must suffer because of this cost. Two reasons health care is expensive are incredible advertisement costs and a need for advanced machines used for diagnoses. The need for costly medical machines makes sense, but it is unfortunate that countless people aren't receiving proper care due in part to the high prices of commercials. Costs can increase over ten percent in one year, and usually do not go back down afterward. It is disappointing to consider where some portions of health insurance money are headed and how much better they could be spent. Adding to the problem, premiums cut into funds mean

Use of neologisms in legal translation Essay Example | Topics and Well Written Essays - 2000 words

Use of neologisms in legal translation - Essay Example This research will begin with the statement that the difficulties in legal translation from one original term to another in consideration of â€Å"cultural asymmetry† between different legal systems of which one country or group of nations’ legal concepts as well as courtroom procedures have been formed by their own history and experience. Likewise, these established legal concepts are not always, if at all, shared by other countries or nations and states of which target language for translation may be necessary. Once specific observation was that of Stern where there are acknowledgment and accommodation of other cultures in the International Criminal Tribunal for former Yugoslavia (ICTY) but these â€Å"other cultures† were not able to experience equal status with the Anglo-Saxon legal and communicative culture dominating the Tribunal. While it is generally understood that legal language is accepted by the precision of its legal terms predominantly generic and c onnotative so that they are not decoded by a simple process of one-to-one relationship in linguistics, Newmark and Baker also pointed out that the relative accuracy of legal or lexical equivalent was problematic in the translation and interpretation process. Local courts may employ the essential capabilities of legal professionals and the judiciary, but there are growing occurrences and instances that foreign as well as internationally accepted laws are a necessity in order to provide legal solutions to local cases, and vice versa. The quality of interpretation, then, as well as the exigency of justice becomes dependent on the interpreter, or how legal translation is undergone, presented and used. This paper will try to explore the use of neologism in legal translation with close reference to Rene de Groot's article "Title" and (year, PLEASE SUPPLY, ALSO UNDER REFERENCE) as well as to other available resources. Discussion: Whereas Swiss linguist Ferdinand de Saussure argued that "Language is a system of interdependent terms in which the value of each term results solely from the simultaneous presence of the others ... Content is really fixed only by the concurrence of everything that exists outside it. Being part of a system, it is endowed not only with a signification but also and especially with a value," (qtd. Noth, 1990, p 61), we are then presented with technical connection of words between and amongst themselves which altogether changes when used with other words. This alone as well as cultural differences provide a difficulty in the manner of translating legal terms which this paper explores. Already, in a study conducted by Stern (2004), it was acknowledged that the lack of exact legal equivalents between languages, in this context English and French or Bosnian, Croatian and Serbian (BCS), was an obstacle and a very difficult aspect of translation. Given examples "for everyday terms and concepts, such as allegations, cross-examination, pre-trial, to plead guilty/not guilty, beyond any reasonable doubt or balance of probability (and) cognates such as appeal, charges, objection," (Stern, 2004) proved to have different significance in the target language/s and presented discrepancies in the translation of official legal documents, as well as judgments. Weston (1983 p 207), himself pointed out that, "It is no business of the translator's to create a new word or expression if the SL [source language] expression can be adequately and conveniently translated by using one of the foregoing methods" of which methods were enumerated as: 1. equivalent notions 2. literal translations 3. leaving the term un-translated. De Groot, nevertheless, presented three solutions as: 1. Do not translate and use the target language the original or transcribed term from the source language. If necessary one explains the notion between brackets or in a foot-note by using a 'literal translation' or by using a remark as 'comparable with

Hotseating evaluation Essay Example for Free

Hotseating evaluation Essay I played Benvolio in the hot seating exercise. The majority of the questions were asked about my relationship with Rosaline. The first and the most challenging question that I has asked in role was: If youd have to chose between your family and Rosaline, which one would you chose?. I found it very difficult to answer, because Benvolio does love Rosaline very much, but would he leave his family, who has raised him for all of his life, for a girl? I believed that at that point Benvolio would leave almost everything for Rosaline. He was blinded by love and his family wanted revenge, whilst the only thing he wished was peace. Benvolio had deep feeling towards Rosaline and he truly believed that he has the power to win her heart and erase the hatred, only if he would give her time. Another quite interesting question from Plub was raised How did I know that Rosaline is not going to kill me in the elections of The Prince of Cats?. My answer was again referring to the fact that Benvolio was extremely in love with Rosaline It was in her eyes. She couldnt do it. This shows that Benvolio believed only the best of the girl. This hotseating exercise made me more optimistic that the peace can be achieved between the two families, because Benvolio showed strong feelings of love for Rosaline. Feelings that are strong enough, I believe, to destroy her hatred. Rosaline had already shown some moments of hesitation (she didnt hurt Benvolio in the end of the elections of The Prince of Cats) of her dedication to revenge. Therefore if he keeps on trying to win the revolutionary girls heart, I am sure that he can achieve the aim. The fighters without the leader will fall apart and slowly the massive hatred between the families will disappear. But on the other hand, I believe that the oldest generation will try to continue the war, but they are too aged and tired to accomplish anything recognizable. During hotseating I discovered that Benvolio is very straight-forward and open-minded person, who is not afraid to talk about his feelings. His character is sweet and gentle. But on the other hand after diving into his mind, I learnt that he was more blinded by love towards Rosaline that I thought All the answers to the questions were about creating a better impression of Rosaline that she is not a bad person by wanting revenge, just confused and hurt. I also wanted to put across Benvolios sense of hurt, because Rosaline is rejecting his love, by facial expressions and petite gestures. Reason of the choice of still images Still image one The first still image introduces the situation the hatred and suppressed urge to fight with each other, which is also referring to the theme of the play. Furthermore the first two characters, Valentine and Rosaline, both lost somebody dear to them in Shakespeares play Romeo and Juliet, therefore are very revengeful. Even more significant is the fact that Valentine and Rosaline are representatives of the opposite families: Montagues and Capulets. This noteworthy detail and their violent movement suggest that there is really no truce existing between the two families. Still image two Benvolio is offering Rosaline his love, whilst she is still devastated because of the loss of Romeo. This as well is one of the main points of the play: Benvolio is trying to stop the endless fight by opening her eyes. But Rosaline is blinded and deaf by the dead love. The scene shows the levels of power to emphasize that Rosaline is the one who makes decisions whether to be on the same side of Benvolio or not. Still image three In the still image Revenge vs. Passion the levels of power are greatly highlighted. The situation is similar to Still image two, but in this scene Rosalines feelings have developed from mourning to hatred and revenge. This darkness has filled her heart and she cant even look at people who care for her, because they might distract her from the mission. From the mission of revenge. It is the ultimate theme of the play: Is Rosalines hatred strong enough to carry out the revenge or Benvolio will stop her with his passion full of love. Still image four Rosaline goes to the tomb to steal the sword that lies between Romeo and Juliet. It is the turning point of the play, because now Rosaline has dangerous weapon. As previous still images have shown, Rosaline is full of rage and wants to spill the blood. And now she has the right tools for it. There is high range of tension, because Rosaline is having a monologue with dead Juliet her jealousy and disgust, as well as nasty insultings became more powerful with each sentence. This suggests that she is confident and ready to have the revenge. Still image five The election for Prince of Cats has commenced. We chose this still image to show the audience will officially peace begin or revenge takes its chance. People on Rosalines side represent the rage and eager to fight, while Petruchios side is full of peace. As well as we can see from the still images, there are more people on Rosalines side, which means that the revenge will continue. Alice is in between the two leaders. With that point we wanted to represent the fact that she loves Petruchio, but the urge to fight it too strong. Still image six The last still image signifies the testing of Rosalines love and revengeful feelings. She lays her sword on Benvolios chest. Rosaline does not cut nor hurt him; however she has the chance, which means that even though her heart is full of hatred, there is hope for it to cool down. There is hope for peace. But still the war hasnt ended, because nobody laid their weapons down.

Presentation of information Essay Example for Free

Presentation of information Essay Here is various data which I obtained from the 2001 West Finchley census that is based around the demography of the area. This data will help me to make conclusions about potential customers, levels of income etc. I have converted some census data into graphs and kept some as tables.  From this graph taken from the census data, it is clear that the majority of people living in Finchley Central are aged 20-64. From this data, Coffee Republic has a good age gap to provide coffee and other beverages to potential customers. However, there is still a high amount of 5-19 year olds, so they may need to provide an alternative for the younger people instead of coffee, such as a sandwich or juice. The most popular mode of transport that employed residents use here is the train via the underground station. This is very significant for Coffee Republic as the underground station is very near to the site where the possible Coffee Republic would locate. This would mean that Coffee Republic could be able to obtain many customers from the underground station as a lot of employed people would be leaving the station to go home in Finchley Central. This table acquired from the census, shows us what percentage of the residents in Finchley Central are economically active. There are a lot of employed people shown in this data, which can provide the possibility of customers, as the employed have more disposable income to spend on such indulgences that Coffee Republic provides. From the table above, I can see that 18% of people in Finchley Central are classed in the large employer, higher managerial/higher professional group. This information tells me how much possible disposable income potential customers may have by looking at their economic classification. By looking at this group in particular, it can show that this group of people have a high amount of disposable income as this group is associated with high paid jobs such as doctors, lawyers etc. From gathering this information, it can help to make a decision on pricing, as Coffee Republic will need to set a pricing strategy that will suit its target market. This table shows that 10% of people in Finchley Central work from home. This indicates that this class of people may not have a lot of disposable income to spend on luxuries, which can mean people in this category may not visit the potential Coffee Republic. This would mean that Coffee Republic may need to set a low price for their quality products to appeal to this set of people, as this category of people may not earn a lot of money compared to those in a high professional role. Data from upmystreet: This map shows data which I have collected from www.upmystreet.com. It lists the ten surrounding coffee shops in Finchley Central, which may prove to be potential competitors to Coffee Republic. This can help me to pick out which of these competitors would be a threat to Coffee Republic. From the competitors map I can see that there are a large number of competitors surrounding the potential location of the new franchise. This data shows me whether locating a new franchise would be a sound business decision as a large number of competitors could be detrimental to Coffee Republic. On the contrary, the map shows that the competition is small scale businesses e.g. local cafà ¯Ã‚ ¿Ã‚ ½s, which could mean that locating a franchise there would eliminate them, due to the reputable name and brand that Coffee Republic has built up. The Coffee Republic franchise process:-  This flowchart shows the processes and steps involved in creating a Coffee Republic Franchise. Possible franchisors will always look to these steps when considering creating a new Coffee Republic franchise. I obtained this information from the Coffee Republic franchise pack from the Coffee Republic website.

Strategies to Prevent Child Injuries

Strategies to Prevent Child Injuries Table of Contents CHILDHOOD INJURIES Introduction The significance of child injury Health education strategies Strategy 1: to Educate the general public regarding risks of injury and the effective methods to avoid child injuries Strategy 2: to Develop new venues for imparting child injury awareness programs in schools, communities and professionals Strengths: Weaknesses: Social change strategies Strategy 1: Legislation and enforcement Strategy 2: modification of products Strengths: Weaknesses: Strategies that reflect either the medical, behavioral and/or empowerment Approach. Strategy 1: rehabilitation and Care Strategy 2: Health Care and Health Systems Strengths: Weaknesses: Recommendations for future health promotion Conclusion References CHILDHOOD INJURIES Introduction Urgent consideration is needed to handle the issue of child injuries over the world. There have been extensive shifts in the epidemiological examples of child demise; while incredible advancement has been made in counteracting infectious illnesses, the introduction of children and teenagers to the dangers of injury seem, by all accounts, to be increasing and will keep on doing so in the near future (Hyder, 2003). The global focus of children well being interventions’ has been on decreasing mortality of kids less than 5 years to accomplish the Millennium Development Goals. This has implied that the 5-18-year age bunch, in which injuries make up an incredible weight, has received less consideration. Without a doubt over the entire age range of children, the issue of child injuries is almost always absent from talks and is generally imperceptible in policies. In the December of 2008, WHO along with the United Nations Children’s Fund, published the first of its kind World report on child injury prevention, stressing the problem internationally (Sminkey, 2008). The significance of child injury Injury is a leading cause of death and misery among children aged one, and rises to become the main cause of demise among children in the age group of 10 to 19 years. Every year, nearly 950 000 young children less than 18 years of age die as a consequence of an injury. Almost 90% of these, i.e., around 830 000 die because of accidental injuries which is about the same count that pass away from measles, whooping cough, diphtheria, tetanus and polio consolidated (Meddings, 2011). A large portion of these accidental wounds is the aftereffect of street car accidents, drowns, burns, falls and poisoning, with the most noteworthy rates happening in low-wage and middle wage nations (Lewit Baker, 1995). The significance of child injury can be concealed by an emphasis on the significant concerns for mortality of young children who are under 5 years of age, which in many countries do not add to the injury. In fact, even in areas where deaths due to injuries are known to be under reported and child survival is decided basically by perinatal reasons, lower respiratory tract infections, measles, stomach ailments and malaria, child injury has an effect on death rates of kids under 5 years and includes a large extent of children passings after the age of 5 years (Smith Pless, 1994). In nations that have gained significant progress in wiping out or decreasing child deaths from different other reasons, nonetheless, child injury obviously arises as a major issue (Johnston, 2008). For instance, in high-salaried nations, accidental injuries represent about 40% of all young deaths, despite the fact that these nations for the most part have generously lower child injury casualty rates than low- and middle income nations. Health education strategies Instruction, development of skills and behavior modification programs for children and their parents ought to be consolidated as one part of a varied child injury avoidance system, yet ought not be utilized as stand-alone measures as there is no confirmation that this sort of project decreases risk of injury in the absence of any other safety measures. Strategy 1: to Educate the general public regarding risks of injury and the effective methods to avoid child injuries Education is an establishment to help, coach and guide parents, guardians, and organizations to settle on better decisions for childrens health and security. Formal training can prepare the general population with tools to diminish injuries to children. Also, along with increasing the knowledge aptitudes, child injury training can help parents, caregivers and the public make the fundamental moves to make more secure situations at home, at play, and even while the child is out on the roads. Knowledge about child injury avoidance can serve as a premise for enhancing safety gadgets and changing approach and practices in the communities at large. Actions that can be taken for this include- Integration of child injury prevention education into various efforts for child health promotion like- infant and early childhood programs. This can also be incorporated into maternal programs. General education to the decision makers of the society like the lawmakers, administration of the school and various business leaders should be provided about the burdens child injuries can have, the need for prevention, how it can save money and what are its health benefits publically. The knowledge imparted should be put to practice by making or strengthening associations with research organizations, individuals working in injury prevention and with all those working with children and their families directly. Textbooks, periodicals and newspapers should contain information regarding the importance of prevention of child injuries. Strategy 2: to Develop new venues for imparting child injury awareness programs in schools, communities and professionals Educational material regarding Child injury prevention should occupy an important place in educational curriculum and even in the training and practice to professionals. Prevention of Injury can be coordinated into numerous courses and settings and ought not be constrained to education on health and the promotion of safety. Education pertaining to child injury can take place in parenting classes, language training classes, vocational training, etc. to achieve this certain action can be taken like- Internship opportunities for child injury prevention can be established at agencies and other organizations are various levels –local, state and national level. Training modules on how child injury programs can be implemented should be developed. This should include evaluation, communication, risks and ways to advocate them. The internet and other technology should be used to improve the access to the training for child injury prevention. Training which pertains to child injury in fields like science, engineering, transportation and architecture should be provided. All mothers who are expecting and their families should be educated and trained in child injury and emergency response in case of an injury. Strengths: Education and training are a crosscutting strategy that can impact other facets of injury prevention. It is considered to have a more formal connection, with the plan to propel change. Child injury prevention training should be integrated into more extensive educational projects, creating powerful, instructive materials, cataloging and offering what works, and paying consideration on instructive needs and services at all levels from essential instruction to expert proceeding with training. Weaknesses: Not all people can be educated at once and this will require a continuous effort. Social change strategies Unplanned and Fast urbanization keeps on creating comps, casual urban settlements and slums, which pose as high dangers of child injuries all across the world. Motorization likewise influences child injury hazard. Streets have dependably been risky spots for children, yet the development rate of traffic, and the overall change in transport frameworks to the streets, implies that the issue is progressively squeezing (Executive summary: reducing childhood pedestrian injuries, 2002). Street injuries as of now are the main reason for death in the age group of 15–19 years and the second driving reason for death among children aged 10–14 year. Injuries and deaths from street car accidents are estimated to rise drastically over the world in the advancing decades (Chalmers, 2010). Ecological change might likewise have an effect on child injury rates. Young children can be presented to injury hazards either through an increase in extreme occasions that pose dangers straightforwardly, for example, flooding or mud streams, dry spells, rise in sea level, etc. Poor kids in low- and middle wage nations, who frequently stay in over burdened casual urban settlements or underestimated country zones, are particularly defenseless against the negative impacts of procedures, for example, urbanization, mechanization and ecological change (Gracey, 2003). These major worldwide techniques may have a huge impact on child injury study and preventive action, and child injury in a quickly changing world needs to be at the heart of future general health strategy and practice. Strategy 1: Legislation and enforcement Legislation obliging the utilization of protective equipments, for example, protective helmets, child traveler restrictions, safety belts, smoke cautions, and fencing around swimming pools can prompt expanded use of such gear and in this manner decrease the danger of injuries and their seriousness (Education and legislation are key to preventing child injuries, 2009). Compulsory standards for different products and services (e.g. Play area gear, security equipment, toys, furniture and handling) additionally indicate duty to safety for children and can decrease injury (Ramagoni, Shetty Hegde, 2007). To be successful, obviously, enactment and regulations must be implemented. As a rule the level of authorization decides the viability of these prevention measures. Strategy 2: modification of products Modification of items, for example, cooking stoves, lights, play area surfaces, furniture and decorations (e.g. Bunks, stairway railings) and adjustment of item package can act as successful prevention methods by decreasing the danger of injury, diminishing access to a risk and/or by lessening the severity of injury. The count of stairs, the direction in which windows open, and how galleries are planned are extremely critical cases (Martin, 2012). Child injuries can likewise be prevented by features, for example, low level handrails on stairs (Kim, 2008). Homes are regularly outlined with the needs of grownups as opposed to children as a top priority. Strengths: Society has a great role to play in the health of an individual. Individuals can make a great change in the degree of child injuries from trying to create a safe environment for children. Weaknesses: Increase in traffic influences how individuals use the road as pedestrians. Perhaps, the most important aspect related to child injuries is deprivation. The standard of living and the way it is distributed plays a vital role in peoples health. Strategies that reflect either the medical, behavioral and/or empowerment Approach. Safety of children as a general health concern has picked up momentum and a solid research establishment over the past decade (Child safety programs, 1982)s. To attain big gains up in the safety of children, prevention of child injuries information and practice should now be incorporated into standard child and juvenile health activities. From the health perspective of a child, this integration is vital, given the weight of child injuries. Such reconciliation is expected to overcome hindrances to kid damage aversion from the safety perspectives of children. Injury prevention must be incorporated in child wellbeing examination motivation and as a component of kid and juvenile health advancement and practice. A few steps may be taken to start this reconciliation. Strategy 1: rehabilitation and Care Improvement should me made in the quality and access of first aid and vital trauma care. Rehabilitation of the injured child is an important step to reduce the severity of injuries and their aftereffects. This will help to reduce the severity and frequency of disability related to injury and will improve outcomes for children with disability. Strategy 2: Health Care and Health Systems Medical services providers treat injuries, however, they are likewise accomplices in counteractive action through social insurance systems. While reacting to and treating injury, health care providers are basic for precisely reporting external reasons for wounds and injuries. Past the clinical setting, human health suppliers are sound promoters for child health and can encourage change in groups and families (Keyes, 1999). Strengths: Health care providers can educate and promote the prevention of child injuries, both at an individual level and at community level. Weaknesses: There are people living in the under-privileged sector who cannot reach out for the health service providers. The rate of child injuries in the poor socio economic class ig comparatively higher than the urban sector. Recommendations for future health promotion Both nonfatal and fatal injuries of children are expensive from numerous points of view. Notwithstanding the significant burden of death and handicap, injuries to children can likewise bring about generous financial expenses, including medical care facilities to the injured child and lost profitability for his or her guardians. The vision ought to be to anticipate injuries to children where they live, work, learn, play, and go by setting a national vital heading for moving from attention to the activity. This could be possible by illuminating activities cutting over all manifestations of youngster inadvertent damage and can be utilized to outline more particular activities by harm sort. this can be achieved by- Creating awareness about the degree, risks and effects of injuries in children as compared to other health issues. Drawing attention towards the ways of prevention of child injuries. Recommendations can be provided to increase the efforts for prevention of child injuries by improving data, research, education, communication and training. A plan of action should be outlined for organizing and then implementing child injury preventive actions. Conclusion Children have the privilege of health, a protected environment and protection from damage (Childrens Health And Health Care, 2007). Nations are obliged to take administrative, authoritative, social and instructive measures to guarantee the maximum extent of safety and development of the child. This commitment incorporates shielding children from injury. Unless the multi-sectoral activities depicted above are spread and executed in an auspicious way around the world, the weight of injury on childrens health and survival will rise and a percentage of the interest won through kid survival activities will be dissolved as children lose their lives and health to injury later in youth (Miller, Romano Spicer, 2000). The hindrances that at present thwart advances in prevention of child injury can be somewhat overcome by coordinating child injuries in the teenage and adult health motivation, both in arrangement and practically speaking (Alonge Hyder, 2013). On the other hand, advancement in child health will be constrained if child injuries-are not tended to methodically. References Alonge, O., Hyder, A. (2013). Reducing the global burden of childhood unintentional injuries. Archives Of Disease In Childhood, 99(1), 62-69. Chalmers, E. (2010). Review of child road injury prevention initiatives. Injury Prevention, 16(Supplement 1), A8-A9 Child safety programs. (1982). Journal Of Safety Research, 13(4), 177. Childrens Health And Health Care. (2007). Health Affairs, 26(2), 314-314. Education and legislation are key to preventing child injuries. (2009). Bulletin Of The World Health Organization, 87(5), 334-335. Executive summary: reducing childhood pedestrian injuries. (2002). Injury Prevention, 8(90001), 3i-8. Gracey, M. (2003). Child Health Implications of Worldwide Urbanization. Reviews On Environmental Health, 18(1). Hyder, A. (2003). Childhood injuries. Injury Prevention, 9(4), 292-292. Johnston, B. (2008). Child injury in the spotlight. Injury Prevention, 14(6), 345-345. Keyes, C. (1999). Communication and coordination of care among providers. International Journal For Quality In Health Care, 11(2), 169-170. Kim, K. (2008). Child Injury Prevention: Home Injuries and Bicycle Injuries. Journal Of The Korean Medical Association, 51(3), 230. Lewit, E., Baker, L. (1995). Unintentional Injuries. The Future Of Children, 5(1), 214. Martin, R. (2012). Product safetyso who is responsible?. Injury Prevention, 18(Supplement 1), A126-A126. Meddings, D. (2011). Child injury prevention and child survival. Injury Prevention, 17(3), 145-146. Miller, T., Romano, E., Spicer, R. (2000). The Cost of Childhood Unintentional Injuries and the Value of Prevention. The Future Of Children, 10(1), 137. Ramagoni, N., Shetty, Y., Hegde, A. (2007). Do Our Children Play Safe?. Journal Of Clinical Pediatric Dentistry, 31(3), 160-163. Sminkey, L. (2008). World report on child injury prevention. Injury Prevention, 14(1), 69-69. Smith, R., Pless, I. (1994). Preventing injuries in childhood. BMJ, 308(6940), 1312-13.

The Devils Disciples :: Essays Papers

The Devils Disciples King James II’s rise to power in the 1680s became an extremely turbulent time for all under his reign. This was primary due to Catholic versus Protestant relations. Unlike his brother Charles II, James II openly professed his Catholic beliefs and granted religious freedom to all. Aside from religious toleration, his appointing of Catholics to high government posts enraged the Protestant colonialists even more. One individual was Governor Andros. He wrongfully imposed taxes, took way self-governing systems, ended jury trials, and oppressed Puritan beliefs. Peter Hoffer gives the reader an account of the Salem witch trials through the story of the Barbadian minister Parris, his daughter Betty, and his slave Tituba. In certain places, he eludes to mini-stories and small history explanations to help the reader better understand the Puritans way of thinking and Titunba’s African back round. Parris is called to Salem Town for a temporary position. However, through a town feud between two powerful Puritan families, Parris’ position soon becomes permanent. Like all small Puritan villages, Salem Town is a struggling Utopia. After James II leaves the throne, Governor Andros is murdered. The evasive Utopia, lost governor, struggling economy, cold winters, and deadly sicknesses that plague Salem Town put the residences faith to a test. One might ask why the Puritans, a religious sect thought to be quite holy, should have the most witchery. Hoffer explains how the Puritans â€Å"holy† attitudes and beliefs are partially the cause of their problems. Each Puritan village is a highly structured and disciplined society. The goal of each of these settlements is to achieve Utopia or something close to it. They fail to reach anything close. Because of this, many Puritans blame their problems on outside forces. Although somewhat educated, they attribute any discrepancies as the Devil’s work. More often than not, the victims were women and the suspects were women, raving the possibility that witchery and accusations of witchery were the way the struggling Puritans coped with their situation. This in not to say the belief in witches came about during this time. The belief in witches was widespread long before the witch trials. In fact, the government recognized its presence by making â€Å"malefician† (b ad magic) a felony. Witches were said to have certain meeting places, which were never actually seen, in which they held secret meetings and unholy rituals. Although no one ever saw a real witch gathering, this superstition was a mainstream belief.

Chlamydia Trachomatis Essay -- Essays Papers

Chlamydia Trachomatis Introduction: Chlamydia Trachomatis is the organism responsible for diseases such as trachoma and the STD Chlamydia. Chlamydia is the most common STD in the United States, with about 4 million new cases diagnosed every year. The Organism & it’s Life Cycle: Chlamydia are obligate intracellular parasites, and are among the smallest living organisms. There are two stages in the life of Chlamydia: elementary bodies and reticulate bodies. Another feature of Chlamydia is that they are unable to synthesize their own energy (ATP) and are completely dependent on their host for energy. The organism is in the elementary stage of its life when it encounters its host and is taken up by phagocytosis. It prevents the fusion of the phagosome and lysosome; this is what normally kills pathogens. Once the phagolysosome formation is stopped, the bacteria secrete glycogen and transform into the reticulate body. Reticulate bodies obtain their energy by sending forth â€Å"straw-like† structures into the host cell cytoplasm, and they divide by binary fission. Each phagolysosome produces about 100-1000 reticulate bodies. Virulence Factors: The cell wall of Chlamydia has been characterized as gram negative with a notable difference: it lacks muramic acid that is found in the cell walls of most other bacteria. This makes Chlamydia resistant to _-lactam antibiotics such as penicillin, because such antibiotics disrupt the â€Å"typical† cell wall, which includes muramic acid. Being gram-negative, it also contains LPS, which helps cause damage to the host’s body(mainly due to the host’s immune response). Once inside the host, chlamydia bind sialic acid receptors, which are usually found in mucous-rich environments. Antigenic variation is ... ...nant women and neonates (that are infected with Chlamydia), erythromycin is the drug of choice. Chlamydia may be difficult to completely eradicate, but in the past few years, the incidence rates have been steady, and with planning and spreading information about it, we can attack the overwhelming incidence rate and curb the spread of Chlamydia. References: 1) University of Wisconsin. http://www.bact.wisc.edu/Bact330/lecturechlamydia 2) CDC. Recommendations for the Prevention and Management of Chlamydia trachomatis Infections, 1993 http://www.cdc.gov/mmwr/preview/mmwrhtml/00021622.htm 3) Schaechter, Engleberg, Eisenstein, and Gerald Medoff (1999). Mechanisms of Microbial Disease. Third Edition. Lippincott Williams and Wilkins, Philadelphia. 4) MedlinePlus Medical Encyclopedia. http://www.nlm.nih.gov/medlineplus/ency/article/001345.htm

Macomber

A crowd of natives has just carried Francis Macomber triumphantly into camp. Macomber, a good-looking athletic type, has just blown it on a lion hunting adventure and now everyone knows he's a coward. Macomber's wife can't contain her resentment and humiliation about her husband's breakdown on the hunt. This is not a proud moment for the Macombers. Shmoop Editorial Team. â€Å"The Short Happy Life of Francis Macomber† Shmoop. com. Shmoop University, Inc. , 11 Nov. 2008. Web. 12 Apr. 2013. Hemingway's Short Stories By Ernest Hemingway Summary and Analysis â€Å"The Short Happy Life of Francis Macomber†Ã¢â‚¬  Hemingway's Short Stories: Summary and Analysis: â€Å"The Short Happy Life of Francis Macomber† Wiley Publishing, n. d. Web. 12 Apr. 2013. Hemingway, Ernest. â€Å"FAST-US-1 Intro to American English Reference File. † FAST-US-1 Intro to American English Reference File. Charles Scribner's Sons, 7 May 2010. Web. 12 Apr. 2013. â€Å"The Short Happy Life of Francis Macomber. † Wikipedia. Wikimedia Foundation, 04 Nov. 013. Web. 12 Apr. 2013. Gaillard, Theodore L. â€Å"JSTOR. † The English Journal. Vol. 60. N. p. : National Council of Teachers of English, 1971. 31-35. The English Journal. Web. 12 Apr. 2013. I. Francis Macomber and his wife Margaret (usually referred to as â€Å"Margot†), are on a big-game safari in Africa, guided by professional hunter Robert Wilson. Earlier, Francis had panicked when a wounded lion charged him. Margot mocks Macomber for this act of cowardice, and it is implied that she sleeps with Wilson.The next day they hunt buffalo. When they find the buffalo, it charges Macomber. Francis, faced with a buffalo, suddenly becomes a man of courage, but his shots are too high. Wilson fires at the beast as well, but it keeps charging. Macomber kills the buffalo at the last second. At the same time, Margot had also fired a shot from the car, which instead hits Macomber in the skull and kills him. F or once, they are both on the same side, shooting at the same bull, but tragically she kills the man she was trying to save.In â€Å"The Short Happy Life of Francis Macomber,† Hemingway uses his famously sparse prose style and villains with the moral make-up of animals to demonstrate the ironic truth that happiness is fleeting and had better not depend upon others. II. The narrator furnishes details, nothing more, but packs in those details is all the psychological nuance of a session with a psychoanalyst. In â€Å"The Short Happy Life,† a numerous basic actions can go a great distance. The sentences are certainly not fancy, but they reveal a ton about the characters.For example: â€Å"The mess boy had started them already, lifting the bottles out of the canvas cooling bags that sweated wet in the wind that blew through the trees that shaded the tents† (p. 1). Here, Hemingway speaks volumes in one sentence: the feeling in the air is apparent, he sets the visual scene, and he conveys ideas of class and environment. Readers know where they are, and what kind of people they are dealing with. Hemingway also lets the dialogue do a lot of the work. That way readers get to know the characters through what they say instead of having Hemingway tell them what to think.At the story's opening, for example, Margot says, â€Å"I'll have a gimlet too. I need something† (p. 1). This unadorned expression gives the reader their initial impression of Margot: She will drink because she needs something – but something for what? Something, readers soon find out, to dull the rage and disappointment over Macomber's failure and something as in â€Å"my husband gave me nothing, so give me something. † Lastly, this short sentence says â€Å"Macomber's wife,† not Margot, so readers know that this man's wife needs something, and she needs it because of him.That's a whole lot of meaning for eight short words. He omits things because he trust s the readers to be active, and to understand what he is saying indirectly. Hemingway packs a lot of unsaid things into the actual words on the page. III Animals: A technique that emerges as one of the most impressively effective is Hemingway’s use of animals, for behind the scenes of the five-act tragedy that constitutes â€Å"The Short Happy Life of Francis Macomber† stalks a troupe of inhuman supporting actors whose effect on the understanding of Hemingway’s story is crucial.Wether in the from of a charging lion or, more subtly, in Margot Macomber’s back-handed reference to those â€Å"big cowy things that jump like hares† (p. 9), Hemingway uses his animal menagerie as a standard against which to measure and evaluate his human actors. Francis Macomber’s safari turns out to be quite different from a romantic adventure out of Martin Johnson’s storybook; Macomber’s adversaries are a far cry from â€Å"Old Simba the lion, the b uffalo, Tembo the elephant† (p. 22) and the Natural History Museum that the columnist describes.Hemingway suggests here that Macomber has emerged from the fairytale world of high society into the real world of tooth and claw. It is in conjunction with the animals they themselves hunt that readers can best evaluate Robert Wilson, Francis Macomber, and his wife. Wilson emerges as â€Å"the professional. † He is self-confident and almost detached from the jungle world of his employers. From Margaret’s point of view he seems a killer, but his â€Å"flat, blue, machine gunner’s eyes† (p. 8) ironically seem to raise Wilson into a position of dominance over the brutal struggle for supremacy that he witnesses.Margot Macomber, on the other hand, is deeply enmeshed in this struggle. Her husband labels her â€Å"a bitch† (p. 22) after her return from Wilson’s tent and refers to her â€Å"bitchery† (p. 10) elsewhere in the story, but more s pecific than this implicitly negative criticism of Macomber is Hemingway’s explicit use of animals as a verbal weapon in the mouth of Margot. To Francis’ self-punishment Margot adds criticism of her own. When Francis passes her some cooked eland he shot, she scoffs at his offering with the comment: â€Å"They’re the big cowy things that jump like hares, aren’t they? (p. 9). Rubbing salt into his wounded ego, she facetiously asks, â€Å"They’re not dangerous, are they? † (p. 9). All Francis has been able to shoot by this point in the safari are relatively harmless animals, and he has proved himself a coward in the face of the only dangerous game he has encountered. Although Hemingway links Margot with no specific animal, she does materialize as the condensation of all the most dangerous qualities of female carnivores. To Robert Wilson she is a typical American woman, one of the â€Å"hardest in the world: the hardest, the cruelest, the most predatory, nd the most attractive† (p. 8). Externally she is so â€Å"enameled in that American female cruelty† (p. 9) that she seems even more insensitive than Robert Wilson. While she is seen as cruel and predatory, her husband is compared with a rabbit and is at the end linked with the lion whose head is blown off by Wilson. Hemingway’s subtle identification of Macomber with the lion he is hunting serves a far more important purpose than symbolically to foreshadow his death at the hands of his wife.Indeed, it is through Macomber’s links with both the lion and the buffalo that readers become aware of his transition from emotional adolescence to manhood. Initially, the lion’s bravery and determination are used strictly as a contrast to Macomber’s rabbit-like trembling. In his struggle for survival the lion with half his head shot away kept â€Å"crawling on toward the crashing, blasting thing that had destroyed him† (p. 21). He stare d defiantly with â€Å"yellow eyes, narrowed with hate† (p. 19); similarly, â€Å"Francis Macomber found that, of all the many men that he had hated, he hated Robert Wilson the most† (p. 3). Momentarily facing the challenge posed by the lion, Macomber feels â€Å"sick at his stomach† (p. 16) and cannot control his shaking. â€Å"The fear was still there like a cold, slimy hollowin all the emptiness where once his confidence had been and it made him feel sick† (p. 11). The difference between Macomber and the lionis suggested by the nature of their respective wounds. Macomber’s psyvchological â€Å"wound† can be traced ultimately to his overall weakness and, more recently, to the effects of his â€Å"huntress† wife. But the lion’s wound is more a â€Å"red badge of courage† incurred in combat.Instead of fear, a . 30-06 220 grain solid bullet causes the â€Å"sudden hot scalding nausea† (p. 15) in the lion’s s tomach. In contrast, the nausea of fear experienced by Macomber is one of nothingness. The lion is broken down and fights his fate to the end, whereas Macomber has collasped internally, â€Å"gone to pieces nervously† (p. 8). Macomber bolts like a rabbit, where in the lion â€Å"all of him, pain, sickness, hatred and all of his remaining strength, was tightening into an absolute concentration for a rush† (p. 19) directly at his attackers.In death he becomes almost human. Macomber becomes, by his own admission, a rabbit. But Macomber changes. His metamorphosis from â€Å"rabbit† and â€Å"laddy-buck† occurs after the second crossing of the stream that separates the camp from the hunting ground. Just as we view the initial conflict through the lion’s stream-of-consciousness as he watched Macomber dismount from the car, so we now see Macomber observe â€Å"three huge, black animals looking almost cylindrical in their long heaviness, like big black ta nk cars† (p,27). The situation has been inverted.Where the lion saw the car and its passengers in animal terms, â€Å"bulking like some super-rhino† (p. 15), Macomber sees the animal in car terms. Hemingway’s inversion of style implies the conversion of Macomber to a lion-like figure and foreshadows his courageous birth into his all-too-short â€Å"happy life. † The hunter becomes the hunted; the man with newly achieved lion-like qualities falls prey to the predatory wife who has seen the change in her husband (p. 33) and herself has become white and ill with fear at what it portends.In Macomber’s death he is subtly linked with his own last victim, the buffalo: â€Å"Francis Macomber lay now, face down, not two yards from where the buffalo lay on his side.. † (p. 36). Linked with the buffalo both in the manner of death and by physical proximity, Macomber has, at last, achieved the transition from â€Å"rabbit† to lion, to bull, and to manhood. Hemingway’s subtle use of animals as an evaluative device has helped to turn what would have been a story of pitiableness into one that approaches tragedy.Hemingway is very careful with these details so that the reader can fully explore the extent to which Macomber has sunk. (margot dominant)In addition to Macomber’s embarrassed cowardice, he watches as Margot kisses Wilson on the mouth, calling him â€Å"the beautiful red-faced Mr. Wilson. † After Margot returns from sleeping with Wilson, readers learn about the reasoning for her marriage to Frances. She is too beautiful for Francis to divorce her, and Francis has too much money for her to ever leave him. When Macomber reminds Margot the there â€Å"wasn’t going to be any of that.You promised there wouldn’t be,† readers realize that this deceit has been going on for a long time. In years past Macomber has never been enough for his wife, but being here, on the safari, was supposed t o change all that. Yet Margo’s betrayal is so open and executed in such defiance that Macomber gets to know how very much his cowardice has changed everything. Margot will continue to press her advantage until the end, when she notices that Macomber is gaining courage and a strong sense of his own manhood.The shooting of the first buffalo marks the beginning of the tremendous change in Macomber. In all of his life, he has never felt so remarkable. On the other hand, Margot sits â€Å"very white faced. † She realizes that Macomber is changing, and she fears this change. She fears this change because she is losing psychological control over Macomber. She knows that if Macomber finally gains a sense of manhood, he will have the strength to leave her. She tries to taunt him, but he is oblivious to her existence. She now knows that his future does not include her.

Race and Ethnicity Essay

This course focuses on the issues, challenges, and opportunities presented by U. S. population diversity. Workplace issues related to employee diversity in terms of gender, race or ethnicity, socioeconomic class, and cultural background are emphasized. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢ University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Harvey, C. P. , & Allard, M. J. (2009). Understanding and managing diversity (4th ed. ). Upper Saddle River, NJ: Pearson. Schaefer, R. T. (2011). Racial and ethnic groups (12th ed. ). Upper Saddle River, NJ: Pearson. All electronic materials are available on the student website. |Week One: Workplace Diversity | | |Details |Due |Points | |Objectives |Recognize the dimensions of diversity. |6/10/13 | | | |Differentiate the concept of inclusion from the concept of diversity. | | | | |Describe diversity and inclusion in the workplace. | | | |Reading |Read Ch. 1 of Racial and Ethnic Groups. | | | |Reading |Read Ch. 17 of Racial and Ethnic Groups. | | | |Reading |Read Introduction to Section I and Section I of Understanding and Managing Diversity. | | | |Participation |Participate in class discussion. |6/10/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |6/10/13 |2 | |Learning Team |Create the Learning Team Charter. | | | |Instructions | | | | |Learning Team Charter | | | | |Learning Team |Review the Week One objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Individual |Apply critical-thinking skills to answer the following questions based on this week’s |6/10/13 |5 | |Thinking About Diversity|readings. The response to each question must contain 150 to 300 words. | | | |and Inclusion | | | | | |What are the dimensions of cultural diversity? Identify and briefly explain the dimensions by | | | | |referencing both textbooks. | | | | |With what ethnic, cultural, or other groups do you identify? Describe what members of your | | | | |social circle have in common. | | | | |What is the difference between diversity and inclusion? | | | | |What is the importance of workplace diversity training? | | | | |What is your experience with workplace culture? Could there be, or could there have been, more| | | | |inclusion? | | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Week Two: Prejudice, Stereotypes, Discrimination, and Privilege | | |Details |Due |Points | |Objectives | |6/17/13 | | | |Explain how the concept of culture is used to construct group identity. | | | | |Analyze the social concept of race. | | | | |Describe how behavioral and thinking patterns apply to diversity issues. | | | |Reading |Read Ch. 2 of Racial and Ethnic Groups. | | | |Reading |Read Ch. 3 of Racial and Ethnic Groups. | | | |Reading |Read Ch. 5 of Racial and Ethnic Groups. | | | |Reading |Read Introduction to Section II in Section II of Understanding and Managing Diversity. | | | |Reading |Read Are African Americans Still Experiencing Racism? | | | | |in Section II of Understanding and Managing Diversity. | | | |Reading |Read Inventing Hispanics in Section II of Understanding and Managing Diversity. | | | |Reading |Read To Be Asian in America in Section II of Understanding and Managing Diversity. | | | |Reading |Review Ch. 6 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 7 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 8 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 9 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 10 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 11 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 12 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 13 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 14 of Racial and Ethnic Groups. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |6/17/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |6/17/13 |2 | |Learning Team |Submit the Learning Team Charter. | | | |Instructions | | | | |Learning Team Charter | | | | |Learning Team |Review the Week Two objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Learning Team |Begin working on the Equal Rights Proposition Outline assignment due in Week Three. | | | |Instructions | | | | |Equal Rights Proposition| | | | |Outline | | | | |Individual Multicultural|Resources: Culturegrams database and Racial and Ethnic Groups |6/17/13 |15 | | Matrix and Analysis | | | | |Worksheet |Select and research six ethnic groups from Part III (Ch.6–14) of Racial and Ethnic Groups and| | | | |in Culturegrams. Use the following instructions to access Culturegrams: | | | | | | | | | |From the University Library, click the Library Resources link. | | | | |Click Country Profiles and Economic Data. | | | | |Click Culturegrams. | | | | |Navigate Culturegrams using the map or use the search option for specific terms. | | | | | | | | | |Complete the University of Phoenix Material: Multicultural Matrix and Analysis Worksheet | | | | |located on the student website. | | | | | | | | | |Write a 350- to 700- word analysis of the advantages of a multicultural society and labor | | | | |force. | | | | | | | | | |Format any references consistent with APA guidelines. | | | |Week Three: Immigration, Assimilation, Pluralism, and Multiculturalism | | |Details |Due |Points | |Objectives | |6/24/13 | | | |Describe U. S. immigration policies within a historical framework. | | | | |Summarize the benefits and consequences of immigrant labor for the U. S economy. | | | | |Analyze strategies for inclusion in the workplace. | | | |Reading |Read Ch. 4 in Racial and Ethnic Groups. | | | |Reading |Read A World View of Cultural Diversity in Section II of Understanding and Managing Diversity. | | | |Reading |Read Cultural Transmission Today in Section II of Understanding and Managing Diversity. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |6/24/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |6/24/13 |2 | |Learning Team |Review the Week Three objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Individual |Resource: Completed Multicultural Matrix and Analysis Worksheet. |6/24/13 |15 | |Media Reaction | | | | | |Write a 1,050- to 1,400- word reaction to a media piece focusing on a current political issue | | | | |relating to immigration. Possible media pieces include an article, a video or audio clip, a | | | | |television show, a book, a documentary, or a movie. | | | | | | | | | |Research the issue of your media piece. | | | | | | | | | |Address the following: | | | | | | | | | |What is the historical framework of this issue? | | | | |What is the political context of this issue? | | | | |What message does the media piece attempt to portray? Was the media coverage biased or | | | | |unbiased? Was the issue sensationalized or portrayed objectively? | | | | |How might the media coverage affect the public’s perception of this issue? Does it encourage | | | | |or discourage prejudice, discrimination, and stereotyping? | | | | |How might this issue affect the U. S. economy and labor force? | | | | |If you were a manager affected by this issue and its media coverage, what inclusion strategies| | | | |from this week’s reading might you implement to moderate the media’s effect on your employees | | | | |and to promote inclusion in the workplace? | | | | | | | | | |Include at least two academic references in your research. | | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Learning Team |Select a current social issue related to the rights of ethnic or social groups. |6/24/13 |10 | |Equal Rights Proposition| | | | |Outline |Research the subject and existing action plans designed to solve the issue. | | | | | | | | | |Develop a 1,050- to 1,500- word comprehensive outline of your proposition to promote equal | | | | |rights. Be sure to include the following: | | | | | | | | | |The issues, challenges, and opportunities experienced by this group in the labor force | | | | | | | | | |How society has constructed this group’s identity | | | | | | | | | |The legal framework relating to this issue | | | | | | | | | |Summary of existing or proposed solutions of differing groups. Consider the U. S. Equal | | | | |Employment Opportunity Commission, corporate human resource departments, state or federal laws| | | | |and regulations, political strategies, government agencies, religious groups, and grass roots | | | | |organizations. | | | | | | | | | |Whether or not this issue exists in other countries, and if so, how it is handled by differing| | | | |groups | | | | | | | | | |Your team’s compromise or alternative to existing solutions | | | | | | | | | |A description the organization, order, and approach to your team’s presentation | | | | | | | | | |Your decision on the presentation format your group will to use for your Week Five Equal | | | | |Rights Proposition Presentation. Consider using Microsoft PowerPoint ® or alternative software,| | | | |such as iPresent Presio ®, Prezi ®, and Glogster EDU. | | | | | | | | | |Outline your proposition in the format and software program of your choice. | | | | | | | | | |Include at least five academic references in your research. | | | | | | | | | |Format your outline consistent with APA guidelines. | | | |Week Four: Legal Framework of Diversity | | |Details |Due |Points | |Objectives | |7/1/13 | | | |Outline the U. S. legal framework related to diversity in the workplace. | | | | |Explain the relationship between social mobility and social change. | | | | |Analyze management strategies to ensure compliance in the multicultural workplace. | | | |Reading |Read the article â€Å"Social Class Diversity† in Section II of Understanding and Managing | | | | |Diversity. | | | |Reading |Read the Introduction to Section III and Section III of Understanding and Managing Diversity. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |7/1/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |7/1/13 |2 | |Learning Team |Review the Week Four objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Learning Team |Continue to work on the Equal Rights Proposition Presentation assignment due in Week Five. | | | |Instructions | | | | |Equal Rights Proposition| | | | |Presentation Preparation| | | | |Individual |Resource: the Equal Employment Opportunity Commission (EEOC) website |7/1/13 |15 | |EEOC Presentation | | | | | |Explore the EEOC website (http://www. eeoc. gov) to learn more about the organization. | | | | | | | | | |Click the About the EEOC link and select Newsroom. Select a press release about an employee | | | | |lawsuit published within the last 6 months. | | | | | | | | | |Search the Internet to find at least one news item about this lawsuit, preferably from a news | | | | |source in the state in which the incident occurred. | | | | | | | | | |Write a 1,050- to 1,200- word paper that includes the following: | | | | | | | | | |A description of the compliance issue that led to the lawsuit and its ramifications for the | | | | |organization. | | | | |A brief summary of the functions of the EEOC in one paragraph. | | | | |The EEOC’s role in this lawsuit. | | | | |Whether or not this lawsuit promotes social change; justify your reasoning | | | | |A comparison of the EEOC press release to the news item. What accounts for the differences? | | | | |Strategies you would implement, if you were a senior manager of this company, to ensure future| | | | |compliance and inclusion in the multicultural workplace. | | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Week Five: The Global Comparative Perspective | | |Details |Due |Points | |Objectives | |7/8/13 | | | |Compare anti-immigration movements in different countries. | | | | |Analyze the historical effect of discrimination on the global economy. | | | |Reading |Read Ch. 16 of Racial and Ethnic Groups. | | | |Reading |Read Negotiations–BWA Discovers the Indonesian Way in Section II of Understanding and | | | | |Managing Diversity. | | | |Reading |Read Interpreting Intercultural Communication at a Business Meeting in Section II of | | | | |Understanding and Managing Diversity. | | | |Reading |Read How Canada Promotes Workplace Diversity in Section II of Understanding and Managing | | | | |Diversity. | | | |Reading |Read Ch. 16 of Racial and Ethnic Groups. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |7/8/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |7/8/13 |2 | |Learning Team |Review the Week Five objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Learning Team |Resource: Equal Rights Proposition Outline |7/8/13 |20 | |Equal Rights Proposition| | | | |Presentation |Create a comprehensive presentation of your equal rights proposition using the presentation | | | | |software approved in Week Three. | | | | | | | | | |Include the following: | | | | | | | | | |The issues, challenges, and opportunities experienced by this group in the labor force | | | | | | | | | |How society has constructed this group’s identity | | | | | | | | | |The legal framework relating to this issue | | | | | | | | | |A summary of existing or proposed solutions of differing groups. Consider the U. S. Equal | | | | |Employment Opportunity Commission, corporate human resource departments, state or federal laws| | | | |and regulations, political strategies, government agencies, religious groups, and grass roots | | | | |organizations | | | | | | | | | |Whether or not this issue exists in other countries and if so, how it is handled by differing | | | | |groups. | | | | | | | | | |Your team’s compromise or alternative to existing solutions | | | | | | | | | |Present your proposal in the software approved in Week Three. | | | | | | | | | |For Local Campus students, these are 10- to 15-minute oral presentations. | | | | |For Online and Directed Study students, these are presentations with notes. | | | | | | | | | |Include at least five academic references in your research. | | | | | | | | | |Format your presentation consistent with APA guidelines. | | | Optional Discussion Questions Week One Discussion Questions †¢ Explore topics in the Global Issues in Context database, which may be access through the University Library, under Library Resources. Which topics may be relevant to cultural diversity or workplace diversity? List all topics that apply. What resources, other than journal articles, are available? How might Global Issues in Context be a resource throughout this course? †¢ What are two specific groups that you have observed being subordinated? Describe the situations. How do you think the involved individuals were affected? †¢ What is a cultural difference that is likely to engender hostility in the workplace? Why? What inclusion strategies could be used? †¢ What are potential advantages and drawbacks of a company providing resources for different cultural groups? †¢ Why are workplace populations becoming increasingly more diverse? What is one historical change that has contributed to the shift to workplace diversity? Week Two Discussion Questions †¢ Read â€Å"White Privilege and Male Privilege† by Peggy McIntosh, and â€Å"The Negative Consequences of Male Privilege† by Stephen Farough, in Understanding and Managing Diversity. What are your reactions to the articles? Do you prefer one article to the other? Do you find the information in both articles accurate? Is one more relevant than the other is? Why or why not? †¢ Under what circumstances is ethnicity apparent? How can an ethnic identity be both positive and perhaps counterproductive? Give a detailed example. †¢ What is an issue indigenous people face regarding assimilation? Describe this issue and any effort made to mitigate it. How effective were these efforts? If they were not effective, what could have been done differently? For ideas, consider researching the White House Tribal Nations Conference of 2009 or the Universal Declaration on the Rights of Indigenous Peoples issued by the United Nations in 2007. †¢ Even within one’s own community, every individual is different. Based on your appearance or mannerisms, how might you be stereotyped in your local community? List both positive and negative stereotypes a stranger might assign to you. If you travelled to a different region of the country, how might you be stereotyped differently? †¢ Refer to this week’s readings; how do policy makers use the concepts of half-full or half-empty to argue for or against social change? Do you think this is an effective strategy? Why or why not? †¢ According to this week’s readings, race does not distinguish humans from one another biologically. Why is it a persistent social issue? Why do misconceptions about race persist, and what people do to dispel these misconceptions? Week Three Discussion Questions †¢ What is the Department of Homeland Security (DHS)? What does the DHS do for United States citizens? †¢ If you lived in a country outside the United States and wanted to come to the United States to work, to live, or to attend an institution of higher learning, what process would you follow? Describe a realistic or imagined scenario, and explain the legal process as outlined by the U. S. Bureau of Citizenship and Immigration Services. †¢ What do you think are the biggest concerns some people have about illegal immigration in the United States? Is it the effect on the U. S. economy, on the population, on public education, on the workforce, or on something else? †¢ What are the advantages and disadvantages of having diversity training conducted by internal employees versus using an outside consultant? Which would you prefer? †¢ Distinguish among the terms glass ceiling, glass walls, and glass escalators. How do they differ from more obvious forms of discrimination in employment? †¢ What challenges and opportunities do non-English speakers face in the United States? In schools? In the workplace or workforce? In other everyday environments? †¢ How do the terms biracial and multiracial relate to W. E. B. Dubois’s notion of a color line, which is discussed in Ch. 1 of Racial and Ethnic Groups? How were these terms used and for what purpose in the 2010 U. S. Census? Week Four Discussion Questions †¢ In 2009, The EEOC implemented the Genetic Information Nondiscrimination Act of 2008 (GINA). What effects might GINA potentially have on workplace culture, on health insurance, and on the economy? †¢ Why is it important for managers to understand diversity management from both and managerial and legal perspectives? In your experience, how much legal knowledge have your managers possessed? †¢ How did the passage of the Americans with Disabilities Act change workplace culture? Give at least one example. †¢ Describe one group protected by the EEOC, and summarize the related legislation. Are all groups fairly represented? Are any groups missing? Justify your answer. †¢ Why do some criticize affirmative action? What would be one advantage and one disadvantage of eliminating affirmative action? †¢ The United States has seen significant social changes in the areas of population, education, labor force participation, health, technology, and the family structure. Which area has had the greatest social changes? What has caused these changes? Week Five Discussion Questions †¢ The conflicts outlined in Ch. 16 of Racial and Ethnic Groups are examples of ethno-national conflicts. How have the actions or inactions of the United States affected these problems? Give at least one specific example. †¢ How have civil uprisings affected intergroup tensions in Mexico and Israel? †¢ To what extent are the problems facing Brazil or South Africa part of the legacy of racial divisions? †¢ Has the United States made good use of its social capital to increase workplace inclusion? Why or why not? †¢ How does the power of the Canadian federal government differ from the power of province governments? How does the power of the U. S. government differ from the power of state governments? Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. 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American Mafia

According to Wikipedia the free encyclopedia, The American Mafia especially Five Families has its origins in Italian Cosa Nostra. The American Cosa Nostra underwent many changes at the hands of Black Hand gangs around 1900s, Five Points Gang during 1910s and 1920s in New York City and Al Capone’s Syndicate in 1920s in Chicago. Two factions of organized crime emerged by the end of 1920s leading to Castellamarese war for gaining control over organized crime in New York City. Murder of Joseph Masseria, leader of one of the factions ended the war uniting the two factions.First leader of the American Mafia Salvatore Maranzano established a code of conduct, â€Å"family† divisions and structure. He also established certain procedures to resolve disputes but was murdered within six months. Charles â€Å"Lucky† Luciano took over the reins and set up a â€Å"Commission† consisting of bosses from six or seven families for managing their activities. According to Bind er, Jim Colosimo or â€Å"Big Jim† was considered the most powerful gangster and led a multi-ethnic group, with Italian, Jewish, Irish, Greek and other members. In May 1920 he was probably shot dead by â€Å"Frankie Yale under contract John Torrio.† John Torrio took over and united major local gangs dividing the liquor business in Chicago city to a stable state and profitability. The other major gangs during this period in Chicago were North Siders led by Dion O’Banion, the Guilfoyle gang, the Gennas in Little Italy, the West Side O’Donnells, the Druggan-Lake gang, the Saltis-McErlane gang and the Sheldon gang. Torrio under the guidance of Capone took over brothels in Cicero and managed the largest area covering the South Side and major suburbs occupying the south and west of the city.Problems started when a gang tried to increase its profits by not following the agreement strictly and entered neighboring gang’s territory. Friction between Gennas a nd the O’Banion gang led to the murder of O’Banion in November 1924 starting off prohibition gang wars. The Sheldon gang, the Gennas, the Druggan and Lake, the Guilfoyle and later the Circus Gang were all allies of Torrio-Capone. Chicago Heights joined Capone in 1926 and controlled Joliet and major areas east of Indiana and south of Chicago. Torrio was succeeded by Al Capone in 1925.Gennas under Hymie Weiss surrendered after their leadership was attacked by North Siders and the Gennas rackets such as Unione Siciliana were taken over by Al Capone appointing Tony Lombardo as Unione president. The West Side O’Donnells joined ranks with Capone in 1926 after a short lived gang war. Similarly Sheldon gang too joined Capone after Danny Stanton left the town. Gang wars continued for several years and North Siders lost Hymie Weiss in October 1926, nothing remarkable was noticed until the St. Valentine’s Day Massacre in 1929.Now let us consider organized black gang s during this period run by Italian, Jewish and Irish gangsters operating from Harlem, New York and a few loosely run black gangs concentrated primarily on policy and lottery gambling, prostitution and drugs. Bell stated that over 200,000 blacks returned after World War I to Harlem expecting better pay, better housing and equality. But they realized very soon that whites had not changed and found some of the worst low paying menial jobs such as that of janitors, bootblacks, cooks, houseboys and baggage handlers.They were paid very less compared to a white person doing the same work. The housing situation too was worst; Harlem an overcrowded and segregated community accommodated more than 250,000 citizens in 50 blocks long and 8 blocks wide area with more than 5,000 people staying in one block. The people were compelled to sleep in shifts. Blacks suffered the most with Racism, race riots and labor riots being the order of the day. Things moved from bad to worse with the passage of 18 th Amendment to the constitution banning sale of alcoholic beverages by the Congress on January 20, 1920.Establishments primarily depending on the sale of these products (alcoholic beverages) were compelled to down the shutters across the nation. These developments marked the beginning of the infamous Roaring Twenties – one of the country’s darkest periods when the mob, the crooked politicians and the gangsters ruled. Taking advantage of the fact that consumption of alcohol was a part of American culture and people could not stop drinking due to prohibition, the mob and the crooked entrepreneurs illegally transported the alcoholic beverages from the Canadian border and at times even manufactured beer and liquor.â€Å"The overt exclusion of blacks from the nation's economic, social and political processes only served to foment alternative means toward becoming a part of established idealized factions. † Blacks were suppressed to the maximum possible extent by den ying good jobs, influential political positions, advanced education, nice homes, equal social treatment and benefits. Thus most of the black Americans took to illegal means to compensate for the economic denials.Black crime was independent initially with traditional thievery, gambling, prostitution and robbery, but later two key factors Bolito (the numbers game) and drugs led to evolvement of organized crime. Bets could be placed from any where such as parlors, bars, restaurants, pool halls, barber shops, drugstores and even from their homes, more than 800 runners or bet collectors hurried places to collect and place bets on behalf of customers in 30 policy banks. The policy bankers became the richest and started extending loans and finance to Harlem residents, which the blacks could not expect from whites operated financial institutions.The big time number operators included James Warner, Stephanie St. Clair, Casper Holstein, Wilfred Brandon, Jose Miro, Joseph Ison, Masjoe Ison and Simeon Francis. By 1928 the numbers game became most profitable and the arrests on this count also increased. Profits were reported to the elected representatives through police officials and these corrupt elected politicians had strong links with mob’s syndicate led by white gangsters. â€Å"Corruption ran throughout New York's law enforcement, legal and political systems, including bondsmen, high-ranking police officials, judges, lawyers and politicians.† To protect themselves the night clubs, businesses, bars, pimps, whores, gamblers, bankers and number runners started paying huge kickbacks. Democratic Party boss in Manhattan, James J. Hines had links with mobster and beer baron â€Å"Dutch† Schultz. Schultz and fellow Murder Inc. gangsters â€Å"Lucky† Luciano, Frank Costello, Owney Madden, Bugsy Siegel, Joe Adonis and Meyer Lansky started taking over Harlem’s numbers racket. Short gang wars that erupted due to taking over and syndication led to an estimated 40 murders and 6 kidnappings. By late 1928 a total of 20 policy banks remained out of 40 and most of the bankers retired mysteriously.Dutch Schultz was in total control and called â€Å"King of Harlem Bankers† From the discussion above it is clear that organized crime had flourished in American society basically due to prohibition which was in vogue from 1920 to 1933 and every affluent individual was either directly or indirectly involved in illegal activities such as illicit liquor trafficking, prostitution, maintenance of brothel houses and having ties with mafia bosses. It is now clear that removal of prohibition led to a reduction in one of the evils i. e. , illegal liquor trafficking, but other illegal activities do continue carried out even to this day.References Cosa Nostra. Wikipedia, the free encyclopedia (2006). Retrieved on September 21, 2006 from: http://en. wikipedia. org/wiki/Cosa_Nostra John Binder. The Chicago Outfit (2003). Arcadia Publishing. Page nos. 27 to 42. Walter A. Bell. Brief History. Court TV. Crime Library. Criminal Minds and Methods. Black gangs of Harlem (2005). Retrieved on September 21, 2006 from: http://www. crimelibrary. com/gangsters_outlaws/gang/harlem_gangs/index. html Walter A. Bell. The Roaring Twenties. Court TV. Crime Library. Criminal Minds and Methods. Black gangs of Harlem (2005).Retrieved on September 21, 2006 from: http://www. crimelibrary. com/gangsters_outlaws/gang/harlem_gangs/2. html Walter A. Bell. The Numbers Game. Court TV. Crime Library. Criminal Minds and Methods. Black gangs of Harlem (2005). Retrieved on September 21, 2006 from: http://www. crimelibrary. com/gangsters_outlaws/gang/harlem_gangs/3. html Walter A. Bell. The Takeovers and Syndication. Court TV. Crime Library. Criminal Minds and Methods. Black gangs of Harlem (2005). Retrieved on September 21, 2006 from: http://www. crimelibrary. com/gangsters_outlaws/gang/harlem_gangs/6. html

Financial Accounts The Assignment Liam O’Brady

Financial Accounts The Assignment Liam O’Brady owns a business selling musical instruments. The following trial balance has been extracted from the books of account at 31 October 2012. DrCr Bank balance19281 Capital balance as at 1 November 201161489 Carriage inwards480 Carriage outwards2110 Discounts664811 Drawings28650 Fixtures and fittings – at cost62200 Fixtures and fitting – provision for depreciation27990 General expenses7436 Insurance1158 Purchases and sales129745206543 Rent and rates10926 Returns375619 Inventory at 1 November 201148560Accounts receivable and payable1128516407 Wages and salaries29551 333140333140 Additional information: W ages owing to employees at the period end amounted to ? 830. The accountants invoice for preparing the full accounts is expected to be ? 720 Liam plays drums as a hobby. During the year, he took various items from the business for his own use. The items had a cost price of ? 1760 The landlord charges a total of ? 8000 pe r annum and the local authority levies rates at ? 2400 per annum. Included in Accounts Receivable is an invoiced amount of ? 207.This has been outstanding for almost 12 months, and Liam accepts that it will not be paid. He also anticipates that 5% of the Accounts Receivable balance might not be paid. He thinks that provision should be made for this now. Liam has recently discovered a small number of invoices which he paid for with his personal credit. Card. They total ? 642 and are mostly for materials used to repair the shop counter. Depreciation is to be provided on fixtures and fittings at 20% per annum using the straight line basis. During the year, Liam purchased a light van for ? 4200.This is to be included in the business and depreciation provided at 25% per annum using the reducing balance basis. Stocks as at 31 October 2012 According to the stock records as at 7 November 2012, the stock, valued at cost, came to ? 55630. During November sales of ? 3225 were recorded, as were purchases of ? 2300. The following matters also need to be taken into consideration: Eight classical guitars costing ? 220 each need to be repaired before they can be sold. It is expected that each guitar will cost ? 35 to repair and that they can then be sold for ? 260 each. Two drum kits, costing ? 00, would normally sell for ? 1200. They have been â€Å"on sale† at ? 1175 each for several months. It is decided to drop the sale price even further to ? 975 each and to re-skin some of the drums at a total cost of ? 130. According to the stock records, there are 27 recorders, with a value of ? 4 each. The stock-take revealed that there were only 22 recorders. G hjkjhlhljhjn Liam O’BradyRequired tasks Task 1 Review the additional information items and prepare the journals that will be required. Each journal is to include a brief description indicating why it is required. Task 2Stock is to be valued in accordance with accepted accounting practice. State what the standard practice is. Prepare a memorandum note for Liam O’Brady explaining any adjustments you propose to make to the stated stock value (? 55630). State the final stock value that you propose to use. Show any workings. Task 3 Using the information given above prepare the Income Statement (Trading, profit and loss account) for the year ended 31 October 2012 and Statement of Financial Position (Balance sheet) as at 31 October 2012 Task 4 Liam O’Brady has used a manual accounting system for several years.After meeting with fellow businessmen at a local Chamber of Commerce workshop, he is now thinking about computerising the accounts and sales control aspects of his record systems. He is asking for your comments / advice about the matter. After carrying out suitable research, you are to prepare a formal report for Mr O’Brady which identifies possible advantages and disadvantages of computerising the accounts function. You are not required to identify, or be familiar with, any particular accounting software package that is in the marketplace. SUBMISSION DATE:Thursday 14 January 2013