Final draft short story Essays - Free Essays, Term Papers

Final draft short story Essays - Free Essays, Term Papers Creative writing Final draft short story It was a hot summer day in Bethlehem, USA, all the kids were coming home for their summer vacations. The town that was once calm and peaceful, was now crowded. Everyone was complaining about all those noisy kids in town, but deep down they were very happy, everybody loved that time of the year. Those noisy kids were the ones who brought life to that small town. Stephen, the hot guy in town was there, all the girls dreamed about him. He was tall and athletic, he had a golden blonde hair, and eyes as blue as the sky in summer; there wasnt one girl who didnt at least once dreamed about him. Oh wait, there was Sara, Sara didnt stand Stephen. According to her, Stephen was to full of himself. Let me explain why, Stephen was the son of the mayor, he had some jerk friends, and he dated a girl who would be a perfect witch if she knew how to cast spells. Now, its hard to believe that a person surrounded by people who would be perfect villains in a movie is a nice guy. Yes I know its funny, but its real, Stephen was a really good guy. Sara was short, she had red hair, green eyes and freckles on her cheeks, which was something she hated, but I personally thought it was very cute. She was the Pastor's daughter. Therefore, there were certain things that the others did, but she couldnt. For example, she couldnt go to parties because her father wouldnt let her. He even controlled what she wore every day, poor Sara if she had a dress or a skirt above her knees, shorts? Forget it, he would look at them as if he was seeing the devil itself. Pastor Thomas was very strict. There was a welcome party, which the popular guys organized every year, and only the popular guys and girls in town went to that party. This year it would be different, they would invite everyone in town, and Lindsay and her friends would take care of every single detail to make sure nothing went wrong. The party was going to be at Stephens house, they would have all kinds of food, mexican, American, chinese, and many others. As for the drinks, since they were underage, they were not allowed to have alcoholic drinks, but since Ryan and Chris, Stephens friends were so smart, when it comes to parties of course, because at school it was a whole different story. But never mind, they found out a way to sneak alcohol into the party without anyone knowing. Lindsay was Stephen's girlfriend; every girl in town was jealous of her. She was what we call "the hot girl," tall, with a perfect blonde hair and a body that even the world's most famous supermodel would want. However, even with all that outside beauty, Lindsay was very ugly on the inside. She once cut a girl's hair because she didnt like the color, can you imagine these? She dropped a bucket full of white paint on Camila's head the day she was performing in the town's local auditorium. Lindsay was just awful. So, the party was on Saturday, everyone wanted to go as pretty as they could, specially the girls. Sara was invited too, and after a war to convince her father to let her go, she finally did it. Now, the problem was what to wear. All the girls were looking for the best outfit, but they had to be very careful not to outshine Lindsay, the princess of the town, or worse, not to wear the same thing as her. Last year, the girl that wore a bracelet that looked kind of like hers, was thrown into the lake. Fortunately she is alive, but she is now traumatized and doesnt want to go to one of these parties again. Finally Saturday, Lindsay as usual was stunning, she wore a short blue dress that showed a little bit more than we wanted to see, she had her hair pulled into a perfect ponytail and a perfect makeup of course. Stephen was also there, he had a red polo

Pros and Cons of Whole Group Discussion

Pros and Cons of Whole Group Discussion ​ Whole Group Discussion is  a method of teaching that involves a modified form of classroom lecture. In this model, the focus is shared between the instructor and the students throughout the information exchange. Typically, an instructor will stand before a class and present information for the students to learn but the students will also participate by answering questions and providing examples. Pros of Whole Group Discussion as a Teaching Method Many teachers support this method as whole group discussions typically provide greater interaction between teacher and students. It provides a surprising amount of flexibility in the classroom, despite the lack of the traditional lecture. In this model, instructors give up the format of dictating the lecture and instead control what is being taught by steering the discussion. Here are a few other positive outcomes from this teaching method: Auditory learners find them appealing to their learning style.Teachers can check on what students are retaining through questions posed.Whole group discussion is comfortable for many teachers because it is a modified form of the lecture.Students have a tendency to stay focused on the lesson because they might be called on to answer questions.Students may feel more comfortable asking questions during whole group discussions. Cons of Whole Group Discussion as a Teaching Method: Whole group discussions can be unsettling for some teachers, as they require setting up and enforcing ground rules for students. If these rules are not enforced then there is a possibility that the discussion could quickly go off-topic. This requires strong classroom management, something that can be a challenge for inexperienced teachers. A few other drawbacks of this option include: Students who are weak in note-taking skills will have trouble understanding what they should remember from group discussions. This is even more so than in lectures in many cases because not only the teacher but fellow students are talking about the lesson.Some students may not feel comfortable being put on the spot during a whole group discussion. Strategies for Whole Group Discussions Many of the strategies below can help prevent the cons created by whole class discussions. Think-Pair-Share:  This technique is popular in the lower elementary grades to encourage speaking and listening skills. First,  ask  students  to think  about their response to a question, then ask them to pair up  with another person (usually someone nearby). The pair  discusses their response, and then they  share that response with the larger group. Philosophical Chairs:  In this strategy, the teacher reads a  statement that has only two possible response: to agree or to disagree. Students move to one side of the room marked agree or to the other marked disagree. Once they are in these two groups, students take turns defending their positions. NOTE: This is also an excellent way to introduce new concepts to the class to see what students know or do not know about a particular topic. Fishbowl: Perhaps the most well-known of classroom discussion strategies, a fishbowl is organized with  two-four students who sit facing each other in the center of the room. All the other students sit in a circle around them. Those students seated in the center discuss the question or predetermined topic (with notes). Students on the outside circle, take notes on the discussion or on the techniques used. This exercise is a good way  to have students practice discussion techniques using follow-up  questions, elaborating on another person’s point or paraphrasing. In a variation, students on the outside may provide quick notes (fish food) by passing them to students on the inside for use in their discussion. Concentric Circles Strategy:  Organize students into  two circles, one outside circle and one inside  circle so that each student on the inside is paired with a  student on the outside. As they face each other, the teacher poses a question to the whole group. Each pair discusses how to respond.   After this brief discussion, the students on the outside circle move one space to the right. This will mean each student will be part of a new pair.  The teacher can have them share the results of that discussion or pose a new question.  The process can be repeated several times during a class period. Pyramid Strategy: Students begin this strategy in pairs and  respond  to a discussion question with a single partner. At a signal from the teacher,  the first pair joins another pair which creates a group of four. These groups of four share their (best) ideas. Next, the groups of four move to form groups of eight in order to share their best ideas. This grouping can continue until  the whole class is joined up in one large discussion. Gallery Walk: Different stations are set up around the classroom, on the walls or on tables. Students  travel from station to station in small groups. They perform a task or respond to a prompt. Small discussions are encouraged at each station. Carousel Walk:  Posters are set up around the classroom, on the walls or on tables. Students are divided into small groups, one group to a poster. The group brainstorms and reflects on the questions or ideas by writing on the poster for a specific duration of time. At a signal, the groups move in a circle (like a carousel) to the next poster. They read what the first group has written, and then add their own thoughts by brainstorming and reflecting. Then at another signal, all groups move again (like a carousel) to the next poster. This continues until all the posters have been read and have responses. NOTE: The time should be shortened after the first round. Each station helps students to process new information and read the thoughts and ideas of others.   Final Thoughts: Whole group discussions are an excellent teaching method when used in conjunction with other methods. Instruction should be varied from day to day to help reach the most students possible. Teachers need to provide their students with note taking skills before starting discussions. It is important that teachers be good at managing and facilitating discussions. Questioning techniques are effective for this. Two questioning techniques that teachers employ is to increase their wait time after questions are asked and to only ask one question at a time.

Drug policy in Mexico and Colombia Research Paper - 1

Drug policy in Mexico and Colombia - Research Paper Example South America, in stark contrast to its other counterpart North America or U.S.A, the world of riches as we know it, has long being plagued with the curse of poverty and deprivation coupled with alarmingly low levels of overall development. It is known that poverty, chronic unemployment and underemployment and illiteracy often give birth to crimes and Latin America has been no different. In Mexico, unemployment is around 20% while underdevelopment is just the double of unemployment (Gilbert 22). Drug trafficking, with all its vices in this context has been alleged as the prime concern spreading its â€Å"wings† with each passing day not only in Latin American nations but also in the U.S and the whole world. Countries like Mexico and Colombia have been the main architects of drug trafficking throughout the American sub-continent. In the early’80s Colombia used to be the main exporter of drugs and narcotics throughout the world, but with the Colombian government policy ge tting more stringent, Colombian drug-lords started using Mexico, mainly due to its suitable geographic locations to export drugs through Mexico to the U.S. (Rosin, 2). Mexico One prime social policy taken by the Mexican government towards curtailing the drug trafficking is to decrease violence in the Mexican drug market and reduce increasing crime frequency to controllable levels (Venda Felbeb-Brown,1). The ongoing drug war in Mexico is mainly an armed conflict among the several drug cartels fighting each other for market control and also with the Government armed forces installed to fight drug trafficking. Mexico is the main supplier of heroin in U.S.

High School Violence Essay Example | Topics and Well Written Essays - 2500 words

High School Violence - Essay Example Using the research questions and assumptions used in Chapter I, the researcher developed a research survey questionnaire that was presented in Chapter III. For Chapter V, the researcher will come up with a conclusion based on the quantitative and qualitative data analysis and the research findings presented in Chapter IV. Right after discussing the study conclusion, the student will discuss about the implications for teaching practices including some implications for future research. The research questions in the study were answered using a combination of quantitative and qualitative research questionnaires that was distributed to randomly selected participants between the age brackets of 14 – 18 years old at (name of US high school) and (name of US high school). Eventually, the research survey results was compared to the research findings that was reported by the National School Safety Center: Review of School Safety Research (2006) including the Childhood experience and the personal relationship of each individual with the parents significantly affect the behavior of each individual. Since the development of a child’s attitude starts at home, parents are considered to be responsible in the psychological, mental, and behavioral development of their children. Likewise, the school teachers also have a role to play in terms of disciplining the students whereas students in general could easily track down possible causes of school violence more than the school teachers or parents since these young individuals are more closely involved with other children who are capable of committing violent acts. Since parents, teachers, and students are among the three most important groups that actively participate in school activities, the research study concluded that it is important for these groups to be given a special role to play in the prevention of school violence. Encouraging these people to

Interracial Marriage Essay Example for Free

Interracial Marriage Essay Marriage has been a union between a man and a woman for over hundreds of years. Whether or not it was their choice depended on what time period we were living in. There was a time when young women were promised to older men in order to keep their families in good reverence. There was even a time when a marriage was planned from the moment two wealthy, royal families popped out a boy and a girl. However, today it is mainly that man and woman’s choice, because they simply long to be with one another for the rest of their lives. If they do, however, change their minds, there is always divorce. So what if someone told you that you could not marry someone based on the color of their skin? Times have changed and that should no longer attribute to why a man and a woman should not be brought together in holy union. Be that as it may, some citizens of today’s society are willing to retrogress; losing sight of how much America went through in order to obtain the right of interracial marriage. Most people would think that the only type of marriage that is at threat of being condemned as illegal is gay marriage, but that is wrong. There are actually a few states that would also have interracial marriage as illegal. The Atlantic Wire states that â€Å"about 60 percent of these Southern Republicans are hearkening back to a time†¦when the American mainstream overwhelmingly looked down on people with different shades of skin getting married.† Like afore mentioned, marriage is a choice between two people not an entire government. Not only are we going back in time by making interracial marriage illegal, but we are also violating people’s rights. This violates the constitution! The Fourteenth Amendment guarantees equal rights to all American citizens especially the inclusion of African Americans who were not before. If we take away the right of interracial marriage, we will be segregating a whole group of people from our society. Today’s generation holds millions of interracial children, teenagers, and adults. How will they ever get the opportunity to reproduce and find love if they are limited to someone with the same racial background? For example, if a male is a combination of Hawaiian, African-American, and Chinese, how likely will the chances be to find another individual exactly like him? It seems irrational and  animal-like. We are not separate species that will only mate upon a mating call or by a trigger of hormones; we are human beings for crying out loud. Segregation ended years ago, no one wants to go back to a time where we were forced to drink from separate drinking fountains. One might think that this speculation of events is rather extreme, but honestly how else will society react if we ban interracial marriage? People will still fraternize with different races and soon others will peer onto them with the same disgust they direct towards gay couples. There will be an outbreak of

My Educational Philosophy Essay -- Philosophy of Education Teaching Es

My Educational Philosophy "Let experience be your teacher. Let challenges be the test of life!" ~Unknown Education is an experience that without a doubt no one can avoid at least for a while. While this process should be positive sometimes it can seem more negative. People should not look back at their education and perceive it as a â€Å"bad† thing or a waste of time. Logically one would think that a person is entitled to their own opinion; however, the opinion of one’s education should never be portrayed as a negative one. Every teacher or educator, whether they realize it or not, has developed an educational philosophy probably starting at the time they became interested in the field of education. It is through this educational philosophy or goal that the classroom teacher prepares children for their future. The purpose of education as a whole is to prepare children intellectually, emotionally, socially, and physically for the world they are making a large portion of. As a child develops in these four major areas there are more requirements or minimal expectations set for the student. Today you it is very difficult for an adult to get a well paying job without the proper background in education. I hope that by becoming an educator I can help students acquire the â€Å"want† to get the necessary background to do whatever it is they so choose. I plan to teach all of these aspects in my classroom alone. I am an education major at the present time; however, I am not aware of exactly which content area I want to set my mind on for the rest of my life. If I had my choice, I would teach in elementary or middle school. This is because I want to feel as though I have the maximum impact on my students, and I feel children ... ...lusion, I have all intentions of impacting my students in a more than positive way. I want them to be comfortable enough with me to talk to me about their problems and concerns when it comes to education. I will focus not only one education of the intellectual self; instead, social, emotional, and physical skills will be further developed and strengthened. During my, what seems like never ending, many years of education, I have encountered teachers that were both effective and those who were not effective in the slightest. I have experienced teachers that I could talk to with my concerns about classes and those that I could not. When my students are grown and have lives of their own, I want them to be able to look back and feel as though they learned more than what they had to in my class. I want to be remembered as an â€Å"effective† teacher.

Police Corruption Essay

Corruption is a complex problem having its roots and ramifications in society as a whole. Corruption is defined as â€Å"improper or selfish exercise of power and influence attached to a public office or to a special position one occupies in public life† Definition of corruption is sufficiently broad to include a range of such activities: â€Å"A public official is corrupt if he accepts money or money’s worth for doing something he is under a duty to do anyway, that he is under a duty not to do, or to exercise a legitimate discretion for improper reasons.† [McMullan (1961: 183-4)]    Punch (1985) broadens this definition in two ways. He defines corruption as occurring: â€Å"When an official receives or is promised significant advantage or reward (personal, group or organizational) for doing something that he is under a duty to do anyway, that he is under a duty not to do, for exercising a legitimate discretion for improper reasons, and for employing illegal means to achieve approved goals.† Punch has broaden the definition in the way that corruption is not always individual it can be in group or organizational and sometimes it also involves illegal means to achieve the goals.   Corruption in one form or other has always existed in the country. The Bofors, HDW Submarine deal, Airbus deal, ABB Loco deal, Jain Hawala Racket, Sugar scam, Security scam, Urea scam, Fodder scam, etc., are a few example of corruption in various departments. The tentacles of corruption have spread to the system of governance –from civil-political-military. Thus no institution can claim itself to be free from corruption. It has now become the part of life and is a problem that has and will continue to affect us all, whether we are civilians or law enforcement officers.   Unlike the other executive wings of the government, the police,  Ã‚  Ã‚   which have maximum visibility in the society, are a pet theme for such corruption. In police, corruption is usually viewed as the misuse of authority by a police officer while in duty to fulfil personal needs or wants. Few facts about police corruption: It is: Pervasive – corrupt practices are found in some form in a great many police agencies in all societies; A continuing problem – there is evidence of corrupt practices from all stages of police history; Not simply a problem of the lower ranks – corruption has been found at all levels of the police organization; Not simply financial: activities (including ‘process’ activities) extending beyond bribery and extortion have been found. For a corrupt act to occur, three distinct elements of police corruption must be present simultaneously:   1) Misuse of authority,   2) Misuse of official capacity   3) Misuse of personal attainment. (Dantzker, 1995: p 157) It can be said that power inevitably tends to corrupt, and it is yet to be recognized that, while there is no reason to suppose that policemen as individuals are any less fallible than other members of society, people are often shocked and outraged when policemen are exposed violating the law. General police deviance can include brutality, discrimination, sexual harassment, intimidation, and illicit use of weapons. Police corruption is a universal problem that has its regime in many countries and is a recurring issue that cannot simply be away by repressive measures. Police officers are the state made flesh and plays a role of law enforcers, problem solvers and the most direct representatives of the state. They give their visible, uniformed, 24-hour presence on the streets and their crucial involvement in social intervention and law enforcement. If they are corrupt, then the citizens will lose their confidence in them. Police corruption is not an individual aberration it can takes place from patrol to chief and can be generated by the organization itself. Corruption within police departments falls into 2 basic categories, which are external corruption and internal corruption. External corruption: It involves the relation of police with the public and can involve one or more of the following activities: Payoffs to police: By essentially non-criminal elements who fail to comply with stringent statutes or city ordinances; (for example, individuals who repeatedly violate traffic laws). By individuals who continually violate the law as a method of making money (for example, prostitutes, narcotics addicts and pushers, & professional burglars). 2) â€Å"Clean Graft† where money or courtesy discounts or gratitude is paid to police for services. Internal corruption: It is the relationship between various officers within the police department. Police corruption comes in various shapes and sizes from the major drug trafficking and money laundering to looking the other way on minor everyday violations of the law. The typology of police corruption given by Roebuck and Barker (1974) has eight categories, to which Punch (1985) has added a ninth one (Table I). TABLE I Types and dimensions of police corruption. Types      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dimensions 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Corruption of authority  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚              2.   ‘Kickbacks’  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   3. Opportunistic theft      Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   4. ‘Shakedowns’         Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   5. Protection of illegal activities      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   6. ‘The fix’      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   7. Direct criminal activities         Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   8. Internal payoffs      Ã‚  Ã‚  Ã‚  Ã‚   9. ‘Flaking’ or ‘padding’  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When officers receive some form of material gain by virtue of their position without violating the law per se (e.g. free drinks, meals, services)    Receipt of goods, services or money for referring business to particular individuals or companies    Stealing from arrestees (‘rolling’), from traffic accident victims, crime victims and the bodies or property of dead citizens    Acceptance of a bribe for not following through a criminal violation – not making an arrest, filing a complaint or impounding property    Police protection of those engaged in illegal activities (prostitution, drugs, pornography) enabling the business to continue to operate    Undermining of criminal investigations or proceedings, or the ‘losing’ of traffic tickets    A police officer commits a crime against person or property for personal gain ‘in clear violation’ of both departmental norms and criminal law    Prerogatives available to police officers (holidays, shift allocations, promotion) are bought, bartered and sold Planting of or adding to evidence (particularly but not exclusively in drugs cases; Punch 1985)       Causes of the police corruption: To find out the causes of police corruption one has to focus on the nature and the kind of police work. One of the old explanation suggests that corruption is the product of â€Å"Bad Apple† i.e. corruption is due to few number of police officers who are quite unrepresentative of the wider standards exhibited by the organization. Factors of police corruption: Constant factors Variable factors Constant factors include the following: Discretion: The exercise of discretion is argued to have both legitimate and illegitimate bases. Low managerial visibility A police officer’s actions are often low in visibility as far as line management is concerned. Low public visibility Much of what police officers do is not witnessed by members of the public. Peer group secrecy ‘Police culture’ is characterized by a high degree of internal solidarity and secrecy. Managerial secrecy Police managers have generally worked themselves up from the ‘beat’ and share many of the values held by those they manage. Status problems Police officers are sometimes said to be poorly paid relative to their powers. Association with lawbreakers: Police officers inevitably come into contact with a wide variety of people who have an interest in police not doing what they have a duty to do. Variable factors Community structure: Refers to the degree of ‘anomie’, the political ‘ethos’, and the extent of culture conflict. Organizational characteristics: Levels of bureaucracy, integrity of leadership, solidarity of work subcultures, moral career stages of police officers, and the perception of legitimate opportunities. Legal opportunities for corruption: Moral: so-called ‘victimless crimes’ (Schur, 1965) associated with the policing of ‘vice’. Regulative: the exploitation of minor or trivial regulations such as those associated with construction, traffic and licensing. Corruption controls: How the guardians are themselves ‘guarded’. Social organization of corruption: Two basic forms: ‘arrangements’ and ‘events’. ‘Moral cynicism’: Association with lawbreakers and contact with temptation is inevitable in police work, inclining officers towards moral cynicism. Corruption control and Prevention: Basically controlling corruption is the only way that we can really limit corruption, because corruption is the by-product of the individual police officer, societal views, and, police environmental factors. Therefore control must come from not only the police department, but also must require the assistance and support of the community members. Controlling corruption from the departmental level requires a strong leadership organization, because corruption can take place anywhere from the patrol officer to the chief. Various strategies can be followed to control corruption viz., : Human resource management: It includes amendment of the existing system, training and implementation of new procedures.   Anti-corruption policies: Includes policies that would codify the standards of behavior of staff and outline the general parameters of the organization’s response to the problem. Internal controls: Emphasizes on detection and punishment of the wrong doings. External environment and external controls: Involves the attempt to encourage the public to be more vigilant and more willing to report suspicions of corruption. Although the police department have to solve the problem of corruption on their own still some support and assistance from local community is required. Public should be given knowledge regarding the negative effects of corruption on their police agency. They should be taught even ‘gratitude’ i.e. the most basic and common form of police corruption acts as a catalyst for more and future corruption. Earlier we use to think that corruption is a temporary, exceptional ‘problem’ which can be removed by ‘surgical’ treatment, as if it was a malignant cancer, to restore an otherwise healthy agency (the ‘bad apple’ metaphor), but now things have shifted to see corruption as   universal and as forming a permanent concern. All measures to control corruption have to take place in presence of sound leadership, sufficient resources and a battery of measures that should all be reinforcing the same mission and message. Thus it is the healthy leadership which is important and a focus on front-line supervision over the essential primary processes at the base of the organization is required. The police organization deals with people in trouble and people who cause trouble thus its cutting-edge is formed by uniformed officers and detectives in situations of low visibility. There has to be a persistent, patient emphasis on integrity and professional standards and on pushing the message that a corrupt policeman is a criminal, that he or she lets down colleagues and the profession, and that ‘noble-cause’ corruption is self-defeating. This is because, when it is exposed, it makes it more difficult to secure convictions and makes police methods suspect (Rose 1996). Vigilance and realism must be the watchwords of the police administrator seeking to control corruption. The emphasis, then, is on pride, professionalism, standards of competence and performance, legitimacy and of gaining and retaining confidence. Conclusion: To curb the widespread social evil, called corruption the efforts will have to come from both the police and the civil society. Society members should be educated about the negative effects of corruption within the police force and its long term disadvantages. For controlling corruption the police department requires an organization lead by people of strong character and who have good leadership qualities. The departmental goal should be well defined and should be pursued earnestly. According to today’s situation there is more urgent need to address basic issues like improving the working conditions of the police persons, inhumanly long working hours, the inadequate police-population ratio, a pay structure which is not proportional to the work allocated and, the disproportionately low budget for meeting the day to day expenses. All these are some major factors which are responsible for contributing to the image of the Police Force as insensitive and a corrupt organization. As long as citizens are willing to go along with corrupt police officers, just for the reason to obtain favors, there is no way in which corruption can be curbed . Some effective steps should be taken to make the picture cleaner and corruption free for the future generation. Thus one should not perceive corruption and other forms of police misconducts as individual aberrations of an incidental character that can be effectively banished by temporary, repressive measures. Reform of the police is the part of the reform of the society. It is important to focus on corruption control and to open our eyes to other insidious forms of police misconduct and even serious police crime. References: Punch Maurice (2000), Police Corruption And Its Prevention: European Journal on Criminal Policy and Research 8: 301–324. Newburn Tim, Understanding and Preventing Police Corruption:Lessons from the Literature; Research, Development and Statistics Directorate 50 Queen Anne’s Gate London SW1H 9AT. Bracey, D. H. (1992) ‘Police corruption and community relations: Community policing’ in Police Studis Vol 15 No 4, 179-183. Sayed, T. and Bruce, D. (1998a) ‘Police corruption: Towards a working definition’ in African Security Review Vol 7 No 1, 3-14. Thomas KV (2004), Corruption in Indian Police. Holloway Brandon(2002),Police Corruption (2002, November).   Police brutality, the copcrimes homepage for law enforcement and government corruption. Available: http://www.copcrimes.com/homepage.html   

Haier’s Strategy for Global Success Essay

In 1920s China, a small factory opened in Qingdao, Shandong province, to manufacture refrigerators. Though the Qingdao factory survived for more than sixty years, by the early 1980s, poor management and heavy debt nearly forced it to declare bankruptcy. At the same time, the opening of the Chinese economy to the international market saw an influx of foreign companies seeking investment opportunities. One such company was Liebherr Haushaltergà ¤te (Liebherr), a leading German appliance maker. Liebherr saw a burgeoning market for appliances, and proposed a partnership with the Qingdao factory, in which Liebherr’s technology and manufacturing know-how would be sold to the factory. In 1984, Qingdao Refrigerator Co. Ltd. was born out of this partnership. However, technology alone was not enough to rescue the company. That same year, CEO Zhang Ruimin, then the assistant manager of Qingdao city’s household appliance division, arrived, bringing with him management techniques adopted from Japan and the West, with a focus on building a strong brand name founded on quality products. Mr. Ruimin’s techniques were successful, and by 1991 the company had turned a considerable profit and diversified into other household appliances such as freezers, microwaves and air conditioners. Recognizing that the company’s name was no longer synonymous with its products and had a poor reputation from its prior history, Mr. Ruimin decided to take a new name. The company adopted an abbreviation of the phonetic spelling of Liebherr – written as Lieberhaier – to become the Haier Group Corporation (Haier). This name change marked the birth of a new brand name and the revitalization of the company’s image. Capitalizing on its new management and brand, Haier transformed itself into the second largest home appliance company in the world, and the number one such company in China. By 2010, Haier designed, manufactured and marketed over 15,000 products in 96 categories sold in over 100 countries throughout the world. Branding The beginning of Haier’s brand strategy is the stuff of corporate legend. In 1985, one of the company’s customers brought back a refrigerator (still a rare luxury item in China at the time) because it did not work. Mr. Ruimin and the customer went through all the company’s available stock of refrigerators until they finally found a working model. Of the 400 or so finished refrigerators in the factory at the time, 76 were found to not be in working order. In response, he called his employees together and ordered that all of the dud refrigerators be lined up on the factory floor. He then gave sledgehammers to the workers and ordered them to smash the refrigerators. Mr. Ruimin is reported to have told the workers: ‘Destroy them! If we pass these 76 refrigerators for sale, we will be continuing a mistake that has all but bankrupted our company.† This event brought the importance of quality products to everyone in the company, and Mr. Ruimin stressed to them that quality products linked to a strong brand name were essential to the company’s survival. With this new commitment to quality, the installation of new equipment and the transfer of manufacturing know-how from Liebherr, sales rose 83% in two years. With the company’s reputation increasing, the name change to Haier created a new brand synonymous with quality cutting-edge technology that would inspire customer confidence and do away with any negative sentiments associated with the company’s former name. Developing new products backed by intellectual property rights (IPRs) such as patents ensured that the brand’s success would continue and it would maintain a competitive edge. The company and its customers also took pride in the ability of the Haier brand to successfully compete with more established international competitors. Haier knew that its brand was its most valuable resource, with brand image at the core of its business identity and strategy, therefore its early branding strategy was to build a strong, leading national brand name. Throughout the 1990s, the company realized its vision, and made multiple acquisitions to diversify its product portfolio and the company brand quickly become ubiquitous throughout China. With its position in China profitable and secure, Haier embarked on a global branding strategy. This strategy aims to position the company as a local brand in different world markets in conjunction with enhanced product competitiveness and strong corporate operations. The company focuses on localizing the design, manufacturing and sales processes, so it can truly become a â€Å"local† brand. The company is close to achieving its goal in important markets such as the United States and Europe, in which it has local production facilities. Its products are available in twelve of the top fifteen chain stores in Europe and in ten of the leading chain stores in the United States. Research and Development Since the company’s restructuring in the early 1980s, innovating new quality products has been of central importance to its goal of building a globally recognized brand name. Haier and its subsidiary companies constantly focus on innovating new products through research and development (R&D). One such technology the company’s R&D efforts developed is its â€Å"Safe Care† technology, which it applies to appliances such as water heaters. Safe Care monitors wiring and electrical components of the appliance and gives a warning should any electricity leakage pose a risk to the consumer. This technology was introduced at the 66th International Electrotechnical Commission Conference in 2002, and products equipped with Safe Care went on sale in 2006. This is just one example of Haier’s innovative capabilities through its R&D efforts. The R&D department is also responsible for developing all of the computer software that runs its products such as Safe Care, and this is an essential part of the company’s R&D strategy. Patents, Copyrights and Trademarks Haier’s innovation and expansion has led it to be the owner of over 6,000 patents and over 500 software copyrights worldwide. To maintain its competitive edge, the company ensures that it secures protection for all of its intellectual property (IP). Haier is an avid user of the Patent Cooperation Treaty (PCT) system, and has made over twenty PCT applications. Because the company endeavors to build a global brand, trademarks are also an essential aspect of its IP strategy. As such, Haier has registered a trademark for its company name under the international Madrid system. It has also made trademark registrations for its name in the United States with the United States Patent and Trademark Office (USPTO) and in Europe with the Trademark and Designs Registration Office of the European Union (OHIM). Commercialization Haier designs, produces and markets its products through its global network and business framework. As of 2010, Haier had fifteen industrial complexes, thirty overseas production factories and bases, eight design centers and over 58,000 sales agents worldwide. In the domestic market, Haier focuses on four leading product categories: refrigerators, refrigerating cabinets, air conditioners and washing machines. Haier also has a significant consumer electronics division. For international markets, Haier has adopted a unique strategy to penetrate difficult markets such as the United States and Europe. When it first entered the market in the United States, it identified two potentially lucrative yet underdeveloped niche markets – that of small sized refrigerators for dorm rooms, hotels, and the like; and electric wine cellars. Haier’s imports of these appliances, coupled with a strong design and development team, helped the company rapidly develop its brand, and by 2000 it was a major player in both product markets. The success of Haier in such niche markets has allowed its brand name to become well known, which encouraged the company to target the higher-end full size refrigerator market in the United States. To do so, the company built its first manufacturing plant in the United States in Camden, South Carolina in 1999. In line with the company’s goal of making its brand name â€Å"local† in international markets, this initiative was a resounding success. Haier has since undertaken similar initiatives in other markets such as the European Union and the Middle East. Business Results Haier’s focus on building a strong brand has brought it from the brink of bankruptcy to one of the most successful appliance companies in the world. By 2010 the company had over 50,000 worldwide employees. It enjoyed an annual growth rate of 68% between 1984 and 2005, with revenue in 2005 totaling 103.4 billion Chinese Renminbi (RMB). The company enjoys a 40% market share for household appliances in China and has successfully entered difficult markets such as the United States, and it is now the world’s number two refrigerator manufacturer, only second to Whirlpool. Despite the economic slump in 2008, Haier profits increased nearly 20% that year and enjoyed net profits of RMB 768 million. In 2004, Haier acquired a controlling stake in Haier-CCT Holdings, a joint venture which was listed on the Hong Kong Stock Exchange that same year. Haier’s international success and well known brand name led to the company becoming an official sponsor for the 2008 Beijing Olympic Games. Success Built on the Shoulders of Branding Key to any company’s success is its brand, and strong brands allow a company to not only grow domestically but also internationally. Haier rode the wave of its strong domestic brand to enter new markets and expand into a fast growing multinational corporation. In March 2009, the Financial Times recognized Haier’s success when it ranked it among the Top 10 Chinese World-class Brands. Through protecting its IP and brand names with trademarks, Haier has built up a powerful asset that has transformed the company and brought global recognition for its brand and products.

Analysis of What a Girl Wants essays

Analysis of What a Girl Wants essays The movie What A Girl Wants could be said to be a modern take on Pygmalion. It focuses mainly on the relationship of Daphne Reynolds and her parents. Because Daphnes dad was not in their lives, Daphne and her mothers relationship is very close. Although they are a single- parent family they could be classified as a traditional single- parent family, where once the male is gone that role is delegated to the mother. In some occasions the roles reverse and the child becomes the parent and the parent the child. The family in What a Girl Wants start out as a non- traditional, single- parent family and they end up as a typical nuclear family. The movie is mainly regarding Daphnes search for her dad and viewers get to see their relationship blossom. What A Girl Wants concentrates on the effect of society on individuals and situations. Daphne gets into many mishaps in England when she tries to fit in with what society expects of a person of her status. Peoples views affect families whether in reality or on screen. Daphne is expected to conform to what society decrees is proper behaviour; this has a negative impact on her relationship with her father who is a very important politician in the middle of elections. Daphnes mum and dad were also affected by societys views. When Daphnes dad- Henry who could be classified as upper- class and Daphnes mum- Libby who is classified as lower middle- class got married everyone (family members etc.) found their marriage to be unacceptable because of the difference in status. They felt that Henry had married below him and eventually their relationship ended because of that. In What a Girl Wants it is society that prevented relationships from happening. In Looking For Alibrandi it is the Itali an beliefs, customs and practices. But in both texts, the same results were achieved- separation. What A Girl Wants causes you to wonder whether your status, wealth ...

7 Key Grammar Differences Between Spanish and English

7 Key Grammar Differences Between Spanish and English Because Spanish and English are Indo-European languages- the two have a common origin from several thousand years ago from somewhere in Eurasia- they are alike in ways that go beyond their shared Latin-based vocabulary. The structure of Spanish isnt difficult for English speakers to understand when compared with, for example, Japanese or Swahili. Both languages, for example, use the parts of speech in basically the same way. Prepositions (preposiciones) are called that, for instance, because they are pre-positioned before an object. Some other languages have postpositions and circumpositions that are absent in Spanish and English. Even so, there are distinct differences in the grammars of the two languages. Learning them will help you avoid some of the common  learning mistakes. Here are seven major differences that beginning students would do well to learn; all but the last two should be addressed in the first year of Spanish instruction: Placement of Adjectives One of the first differences youre likely to notice is that Spanish descriptive adjectives (those that tell what a thing or being is like) typically come after the noun they modify, while English usually places them before. Thus we would say hotel confortable for comfortable hotel and actor ansioso for anxious actor. Descriptive adjectives in Spanish can come before the noun- but that changes the meaning of the adjective slightly, usually by adding some emotion or subjectivity. For example, while an hombre pobre would be a poor man in the sense of one not having money, a pobre hombre would be a man who is poor in the sense of being pitiful. The two examples above could be restated as confortable hotel and ansioso actor, respectively, but the meaning might be changed in a way that isnt readily translated. The first might emphasize the luxurious nature of the hotel, while the second might suggest a more clinical type of anxiety rather than a simple case of nervousness- the exact differences will vary with the context. The same rule applies in Spanish for adverbs; placing the adverb before the verb gives it a more emotional or subjective meaning. In English, adverbs can often go before or after the verb without affecting the meaning. Gender The differences here are stark: Gender is a key feature of Spanish grammar, but only a few vestiges of gender  remain in English. Basically, all Spanish nouns are masculine or feminine (there also is a less-used neuter gender used with a few pronouns), and adjectives or pronouns must match in gender the nouns they refer to. Even inanimate objects can be referred to as ella (she) or à ©l (he). In English, only people, animals, and a few nouns, such as a ship that can be referred to as she, have gender. Even in those cases, the gender matters only with pronoun use; we use the same adjectives to refer to men and women. (A possible exception is that some writers differentiate between blond and blonde based on gender.) An abundance of Spanish nouns, especially those referring to occupations, also have masculine and feminine forms; for example, a male president is a presidente, while a female president is traditionally called a presidenta. English gendered equivalents are limited to a few roles, such as actor and actress. (Be aware that in modern usage, such gender distinctions are  fading. Today, a female president might be called a presidente, just as actor is now often applied to women.) Conjugation English has a few changes in verb forms, adding -s or -es to indicate third-person singular forms in the present tense, adding -ed or sometimes just -d to indicate the simple past tense, and adding -ing to indicate continuous or progressive verb forms. To further indicate tense, English adds auxiliary verbs such as has, have, did, and will in front of the standard verb form. But Spanish takes a different approach to conjugation: Although it also uses auxiliaries, it extensively modifies verb endings to indicate person, mood, and tense. Even without resorting to auxiliaries, which also are used, most verbs have more than 30 forms in contrast with the three of English. For example, among the forms of hablar (to speak) are hablo (I speak), hablan (they speak), hablars (you will speak), hablarà ­an (they would speak), and hables (subjunctive form of you speak). Mastering these conjugated forms- including irregular forms for most of the common verbs- is a key part of learning Spanish. Need for Subjects In both languages, a complete sentence includes at least a subject and a verb. However, in Spanish it is frequently unnecessary to explicitly state the subject, letting the conjugated verb form indicate  who or what is performing the verbs action. In standard English, this is done only with commands (Sit! and You sit! mean the same thing), but Spanish has no such limitation. For example, in English a verb phrase such as will eat says nothing about who will be doing the eating. But in Spanish, it is possible to say comerà © for I will eat and comern for they will eat, to list just two of the six possibilities. As a result, subject pronouns are retained in Spanish primarily if needed for clarity or emphasis. Word Order Both English and Spanish are SVO languages, those in which the typical statement begins with a subject, followed by a verb and, where applicable, an object of that verb. For example, in the sentence The girl kicked the ball, (La nià ±a pateà ³ el balà ³n), the subject is the girl (la nià ±a), the verb is kicked (pateà ³), and the object is the ball (el balà ³n). Clauses within sentences also usually follow this pattern. In Spanish, it is normal for object pronouns (as opposed to nouns) to come before the verb. And sometimes Spanish speakers will even put the subject noun after the verb. Wed never say something like The book wrote it, even in poetic usage, to refer to Cervantes writing a book but the Spanish equivalent is perfectly acceptable, especially in poetic writing: Lo escribià ³ Cervantes. Such variations from the norm are quite common in longer sentences. For example, a construction such as No recuerdo el momento en que salià ³ Pablo (in order, I dont remember the moment in which left Pablo) is not unusual. Spanish also allows and sometimes requires the use of double negatives, in which a negation must occur both before and after a verb, unlike in English. Attributive Nouns It is extremely common in English for nouns to function as adjectives. Such attributive nouns come before the words they modify. Thus in these phrases, the first word is an attributive noun: clothes closet, coffee cup, business office, light fixture. But with rare exceptions, nouns cant be so flexibly used in Spanish. The equivalent of such phrases is usually formed by using a preposition such as de or para: armario de ropa, taza para cafà ©, oficina de negocios, dispositivo de iluminacià ³n. In some cases, this is accomplished by Spanish having adjectival forms that dont exist in English. For example, informtico can be the equivalent of computer as an adjective, so a computer table is a mesa informtica. Subjunctive Mood Both English and Spanish use the subjunctive mood, a type of verb used in certain situations where the verbs action isnt necessarily factual. However, English speakers seldom use the subjunctive, which is necessary for all but basic conversation in Spanish. An instance of the subjunctive can be found in a simple sentence such as Espero que duerma, I hope she is sleeping. The normal verb form for is sleeping would be duerme, as in the sentence Sà © que duerme, I know she is sleeping. Note how Spanish uses different forms in these sentences even though English does not. Almost always, if an English sentence uses the subjunctive, so will its Spanish equivalent. Study in I insist that she study is in the subjunctive mood (the regular or indicative form she studies isnt used here), as is estudie in Insisto que estudie. Key Takeaways Spanish and English are structurally similar because they have common origin in the long-gone Indo-European language.Word order is less fixed in Spanish than it is in English. Some adjectives can come before or after a noun, verbs more often can become the nouns they apply to, and many subjects can be omitted altogether.Spanish has a much more frequent use of the subjunctive mood than English does.

Bibliography sketch of the author Essay Example | Topics and Well Written Essays - 750 words

Bibliography sketch of the author - Essay Example Because of his articulate literature, he has won several awards, including the Margaret Edwards Award, National Humanities Medal, and Newbery Medal (Stevens 86). Richard did not begin his career as a novelist. He was a high school teacher who read passionately and dreamt of becoming a novelist one day. He started his writing profession when he was transferred to a junior high school as an English teacher. Occasioned by this transfer, he decided to cut short his teaching career and embark on writing novels. He used his observations at the junior school to write his first novel. He learned a lot from his students. Richard Wayne Peck loved young adult very much. He wanted to inspire their mind change their thinking. That is why Richard chose to write about Young-adult fiction, mystery, and horror (Bostrom 204). Richard is a well-educated writer. He studied his first degree at DePauw University in 1956. He advanced with a bachelors gradation in English and spent much of his time as a member of Delta Chi fraternity at University of Exeter. Later in 1959, he completed his masters degree in English at Southern Illinois University. He also taught junior school and high school English while studying his masters at the university. He continued teaching English until 1971 when he authored his first novel entitled â€Å"Dont Look and It Wont Hurt.† The novel was published in 1972 by Holt, Rinehart, and Winston. The novel illustrates the life of a teenage girl who was struggling to understand her place within the world and her family. Richard is a versatile novelist. He has steadily grown to join the list America’s most respected writers. He is cherished by young adults and middle graders worldwide because of his mystical coming of age novels. He writes novels that are perfectly suited for children and young adult literature. In fact, every association and publications dealing with children literature have recommended Richard Peck’s books. His

Examining Economic Differences Between Nations As Caused by the Essay

Examining Economic Differences Between Nations As Caused by the Presence of Education and Higher Learning - Essay Example Although there is an enormous difference in economic/educational knowledge between an American who has a degree in finance or education, and an American who had to struggle to complete a high school diploma, nevertheless the two would most likely still be able to agree upon a fairly straightforward idea: formal education indubitably enhances one's ability to become a valuable employee, and therefore a contributor to our comparatively wealthy nation. Money is on our minds, and education is almost universally accepted within this country as the means by which to build our fortunes. Within the next few pages, the aim of this paper is to illustrate with facts and figures more of the mechanics of the answer to the question above. The focus will be upon politics and the history of one particular developing nation, Liberia. First of all, let's look at the evidence that Americans see education as the key to opportunity. On a typical day, it is almost guaranteed that msn.com will tout at least three new articles from one, if not all of the following topics: "finding the best college" "the best college for your money," "how to save for your child's education," "finding the most lucrative major," "where to find baby's first SAT guide to ensure that he is able to get a 1600 before other kids can walk." The article dujour for April 12 is somewhat subdued, and we see only a few articles on money and/or education: "Tax-day Aftermath in 19 Cities," "Saving Family Fortunes," and last but not least, "Preparing for a High-Paying Job." We are focused on finding both the best education for ourselves AND for our children. Can any of us really deny the powerful, but mixed feelings (awe, admiration, maybe a little bit of envy or self-consciousness) we would have upon meeting someone who non-chalantly declares that he o r she recently completed a master's degree for some convoluted area of study (we're not even sure what a person with such a degree will do with it) from a very sexy, name-brand college "Certainly," we think to ourselves, "this person has it made when it comes to finding a job." The Black Collegian states, "we launched this magazine with the conviction that earning a higher education was among the most important, transformative and uplifting opportunitites in a young person's life-and the most challenging. This remains as true today as in 1970." (The Black Collegian, 4) Although, as with everything, there are exceptions to the following statement, it cannot be denied that the majority of Americans will agree that it is wise to pursue a quality education, if one desires to attain a certain level of comfort, and the career necessary for achieving that lifestyle. It can be said that although atypical of every single citizen of the United States, there are also those who see education as more than a means to a financial end, who hold academia dear to their hearts not only for the monetary rewards that it holds, but also for the sake of learning itself, and who will argue strongly against anything they see as threatening to their education: "Intellectual freedom-the freedom to ask questions, to uncover facts, to speak independently without fear-is the foundation of our democracy and remains of critical importance, especially in a time of crisis,"