Equal Rights in South Africa Essay

Mission Equal Education is a movement of learners, parents, teachers and community members working for quality and equality in South African education, through analysis and activism. Background 20 years after Nelson Mandela’s release from prison the education received by young people in South Africa remains vastly unequal. Despite attempts to overhaul the system, class and race-linked inequalities remain entrenched. Education was the foundation upon which inequality was fashioned during the years of apartheid, but unequal educational opportunities still remain amongst the greatest obstacles to equality, dignity and freedom in today’s South Africa. What is Equal Education? EE is a community and membership-based organisation. It advocates for quality and equality in the South African education system and engages in evidence-based activism for improving the nation’s schools. It is a leader in youth leadership development. EE’s campaigns, based on detailed research and policy analysis, are aimed at achieving quality education for all. We promote the rights to equality and education, with the firm belief that these will enable the poor and working classes to an equal opportunity in life. Education is an end in itself. Also,education helps one to understand and demand the full realisation of the rights enshrined in the Constitution. Led by young activists, EE seeks to improve the poor quality of education in South Africa by working together with communities, schools, teachers, principals, learners, parents, academics, researchers and the government. We build an understanding of the educational system, whilst drawing attention to problems faced by schools and their communities. Equipped with this knowledge, EE offers a new way for people to participate in the democratic system and bring change to education and society. History of Equal Education The organisation began in February 2008 by conducting research in schools in Khayelitsha (a working-class community in Cape Town, with a population of approximately 700,000 people, and 54 schools). Schools in Khayelitsha, like those in other poor communities, are under-resourced, under-staffed and overcrowded – factors which have a significantly negative impact on academic performance. EE began with the aim of supporting the many hardworking teachers and determined learners within the community who are battling in difficult conditions. Today EE is known nationally, and has members active in most provinces. The Head Office remains in Khayelitsha, where it intends to stay. EE has active branches in Bonteheuwel, Khayelitsha and Kraaifontein. There is also regular campaigning taking place in Grahamstown, Johannesburg, Port Elizabeth, Potchefstroom, Polokwane and Pretoria-Tshwane. Equal Education’s most active members are called ‘Equalisers’. They are high school students in grades 8 to 12. Equalisers have a leading role in the activities of the organisation. They, along with parents, teachers, activists and community members, work with EE to improve schools in their communities, and they set an example to their peers through their dedication to their own education. Major Campaigns to Date †¢ EE successfully campaigned for the Western Cape Education Department [WCED] to fix 500 broken windows at Luhlaza High School in Khayelitsha. †¢ EE has been assisting Harry Gwala High School in Khayelitha to have its leaking roof fixed. †¢ EE ran a ground-breaking campaign against late-coming in 8 Khayelitsha High Schools. In some schools (Esangweni, for example) daily late-coming was reduced from over 100 learners per day to zero. This campaign also spread into other parts of Cape Town and the Eastern Cape. †¢ EE is presently running a major campaign for a National Policy on School Libraries, and a campaign for Minimum Norms and Standards for School Infrastructure.

APUSH Summer Assignment Essay

Many farmers were considered peasants in the 800s. SIG: Peasants would revolt and cause movements that go against the economic reasoning. The movements were usually to gain recognition for their work and other reasons. Yeomen ID: A servant who gives assistance to royal households or other great households SIG: A yeomen farmer was the ideal American which is being independent and hardworking. They were the best type of citizen to have a say in politics. Dower ID:The portion of property a widow receives from her deceased husband’s belongings. SIG: In the 18th and 19th centuries dower rights were not given much attention. In 1945, dower was abolished but some states still allowed bits of property to be given to a widow. Primogeniture ID: Being the firstborn and eldest of the children of the same parents. Also receiving the largest portion of the father’s property after the death of the father. SIG: This ensured that powerful families kept their power in their family line. Pagans ID: a follower of a polytheistic religion or an irreligious person. SIG: This is significant because many American pagan religions contain different traditions that are similar to to others. Also traditions have been passed down for thousands of years. Heresy ID: When one has a belief that is mutually opposed to a church or religious system. SIG: This separated church and states. A result from this was the unappreciative countries towards the American Church’s optimism. Civic Humanism ID: The idea that one should participate actively in serving its leader or state in the 15th century. SIG: The language of civic humanism was a tool to the leaders who Republics ID: a body of people viewed as a commonwealth or a state where the head of government is not a monarch. SIG: The government of the United States is based partly on Rome’s model of a republic and the U. S has been authorized by the United States Corporation created in 1871. The forming of a republic from Rome’s model is a significant part of US history. Guilds ID: An association of people who have some power and are reaching a common goal. SIG: These were important for trading and small societies that could have grew to be important in history. Reconquista ID:The effort by Christian leaders to drive the Muslims out of Spain from the 1100s to 1492. SIG: It is important to study because the Christian people fought until they expelled their enemies. The Reconquista became an ethnic need. Conquistadors ID: A Spanish conqueror of Mexico and Peru in the 16th century. SIG: They were mercenaries who were responsible for the near extinction of native people in present day US, Mexico, and Central America. Encomiendas ID: A system created in 1503 which guaranteed Spanish soldiers land with Indians. SIG: This led to forced labor which led to enslavement which was used in the US for years. Columbian Exchange ID: This was an exchange between the new and old world of culture, plants, animals, and diseases. This changed the way Europeans and Native Americans lived. SIG: This affected both sides of the world culturally and socially. Mestizos ID: a person of mixed ancestry from Latin America SIG:Mestizos were born to give power to the Spaniards and maintain their power. This affected races by not being biological instead history. Caste System ID: a Hindu system of social classes based on castes SIG: it was important because it divided labor in societies Indulgences ID: a pardon from punishments that would have happened due to sins SIG: Indulgences emerged in the 1 lth century when the idea of purgatory spread. Reformers complained about the selling of indulgences. Predestination ID:the idea that God has determined who will be saved and who will not SIG: People hought the idea came so the conquistadors can be forgiven for what they did to the natives. Mercantilism ID: A system that worked to unify a nation by strict regulations of national economy. SIG: European countries had knowledge with building empires and engaging in the system of mercantilism. The colonies in the United States grew and the English knew they could increase trade and benefit from it. Price Revolution ID: The 16th century era of sustained inflation SIG: This led to the price of food to rise and fall. The prices were changing often due and gold from the New World that was brought to Europe. Part Two: Chapter 1 Questions . The four main characteristics of the Indian civilizations in Mesoamerica where art, religion, society and economy. These characteristics were equal to those of Europe and the Mediterranean. Mesoamericans portrayed art through dance, pottery, and music. All of the Mesoamerican religions were polytheistic and the gods had to be given offerings. Mesoamericans did not have unity, so they were divided in a social hierarchy. The economy relied on agriculture because of the scarce amount of large animals. . The eastern woodland Indian societies were organized and governed by self-governing tribes composed of clans. In their culture, the elders would encourage local chief, who aided clan elders conducted ceremonies and regulated personal life. Gender played a role when it came to farming because it was the province of both sexes, but among eastern Woodland Indians it was the work of women. These societies were matrilineal, which is the inheritance one receives from the female line of ancestors. Farmers focused on religious ceremonies related to the agricultural cycle

Hamlet Essay Essay

Good morning teachers and students, our understanding of Hamlet takes many turns and the most important of these is in act 3 scene II. As a pivotal scene in William Shakespeare’s play, audiences gain an understanding of the characters and their actions leading up to this point. Many of the themes in the play come to light in this scene as the plot gathers pace and it is for all these reasons I chose this scene. Our understanding of a text is greatly affected by the context in which scenes take place. Act 3 Scene 2 transpires after a series of turbulent events and the increasing surveillance of Hamlet’s life. In the preceding scene Hamlet considers suicide in the â€Å"To be or not to be,† soliloquy after learning that his father’s sudden death was in fact a murder by his uncle Claudius’s hand. He plans to prove the ghost’s word by watching his uncle’s reaction to a play that follows the events of Hamlet’s father’s death. Hamlet also confronts Ophelia and denounces her and women in misogynous diatribe overheard by the spying Polonius and Claudius. After hearing this Claudius decide to export Hamlet to England with Rosencrantz and Guildenstern, as â€Å"madness in great ones must not unwatched go†. The latter gives audiences insight to later events in the play. Context is the basis of our understanding of certain lines, soliloquies and actions and overall affects our understanding of the entire play. The ‘Play within a play’ scene is a pivotal scene in Hamlet and its significance resounds throughout the rest of the play. It is a scene dripping in dramatic irony because Hamlet triumphs over the king in full public view while Claudius deals in secret to obtain information. The scene comes as the action following Hamlet’s musings of death, and the relative inaction of the first two acts. Knowing he was correct about his father’s murder Hamlet is emboldened and Rosencrantz and Guildenstern then sets out to confront his mother fracturing numerous relationships. Furthermore, Claudius’s sudden exit from the play raises the question whether he was reacting to the guilt of murdering his brother or to the act of Lucianus, the murdering nephew of king Gonzago in the Mouse Trap, possibly foreshadowing his own death. Either could be the trigger of Claudius’s decision too have Hamlet killed in England. The significance of this particular scene is undeniable because of its importance is upheld throughout the rest of Hamlet and this is why it affects audiences understanding of the entire play. As a pivotal scene, many themes in Hamlet are present including action versus inaction, espionage, revenge and deceit. These mix into a tangible cocktail to which audiences are more likely to pay attention to and gain better understanding. The scene provides the first ‘action’ in the play after driving uncertainty of the first two acts, the audiences reaction epitomised in a player’s line â€Å" so after Pyrrus’ pause, a roused vengeance sets him to work†. Revenge is the motive behind Hamlets writing of the play. Espionage makes another appearance in Hamlet’s urging Horatio to ‘observe my uncle. If this occulted guilt do not unkennel itself in one speech, it is a damned ghost we have seen† Rosencrantz and Guildenstern deceitfulness comes to an end when Hamlet turns the tables on them using the metaphor of how he was played like a pipe then later abandoning and sending them to their deaths. The presence of themes allows audiences to make connections with dialogue and leads to heightened understanding of the play and this is why act 3 scene 2 is crucial to the understanding of the entire play. A plethora of literary devices is used throughout the scene causing the meanings of numerous lines to be left up to the audience’s interpretation. Use of dramatic irony, alliteration, metaphor, pun, repetition and others highlights lines that are of greater importance for example, Hamlet’s mocking â€Å"what, frightened with false fire! † to his uncles reaction to the murder as well as the extended metaphor of hamlet being a pipe played upon by Rosencrantz and Guildenstern. The dramatic irony of the scene is important, as it is Hamlet’s action that snowballs into the different outcomes. Hamlet’s rhyming flattery to Horatio is full of literary techniques like alliteration (need example), possibly highlighting his desperation to keep one faithful friend by his side or adoration or want of Horatio’s balanced character. Hamlets jovial punning makes light of all that said to him by authority figures, this being an attempt at showing possible rebelliousness or more likely showing his enthusiasm for the outcome of the play’s impact on the king. We do not know which part of the play Hamlet scripted so it can be assumed that some of his own feelings are showing through the repetition of love and fear whether this be about his love of Ophelia or incestuous thoughts about Gertrude. Understanding of act 3 scene 2 is crucial to our understanding of Hamlet. This is assisted through the uses of literary techniques, the presence of many themes to capture audience’s attention, the significance of these and the context in which the scene takes place. These combine to make this scene of upmost importance to our interpretation of the entire play and that is why it was chosen. 5min14secs Matt: I’ve re-worked your speech below using as much as possible, cutting out the repetition, and suggesting where examples from the play are needed to illustrate your point. We can add these in tomorrow as I want you to go through this process of selecting appropriate egs with me. Apologies for typos – something is rotten in the state of our computer (ref to the play, sorry! ) â€Å"The play is the thing in which I’ll catch the conscience of the king† [Good morning teachers and students, our understanding of Hamlet takes many turns and the most important of these is in act 3 scene II. As a pivotal scene in William Shakespeare’s play, audiences gain an understanding of the characters and their actions leading up to this point. Many of the themes in the play come to light in this scene as the plot gathers pace and it is for all these reasons I chose this scene. Too vague: needs a more dramatic opening eg rhetorical question, or fabulous quote or natty and relevant anecdote or recent current happening that you can relate to this scene to catch the audience attention. The intro needs also not to waste words that could refer to specific context, themes, dramatic techniques, particular character development and plot development. Adding language aspects into this intro may be overdoing it but the word play on the idea of the â€Å"play† and â€Å"play within the play† might work. ] e. g. Can you think of a more delicious irony or more dramatic way of catching out a murderous hypocrite like Claudius than putting on a play in full public view that shows two audiences – the court of Denmark and us – how he killed the rightful king? Especially since we know that Claudius has set up all those who are closest to Hamlet, except for the faithful Horatio, to spy on him in secret! I chose this play within the play scene – Act 3 Scene II – for a number of reasons: firstly, for the lovely dramatic irony I just mentioned; secondly, it is pivotal in terms of resolving Hamlet’s doubts and advancing the plot towards the final bloody end; thirdly, it is very satisfying drama, with lots of action following on from the lengthy musings and relative inaction of Hamlet’s famous. â€Å"To be or not to be† soliloquy; in addition it reflects a number of key themes and preoccupations of the play, including that of surveillance; and finally it is incredibly dramatic and beautifully written, with lots of the fantastic and funny word play, vivid images and other literary and dramatic techniques we all love about Shakespeare. This scene, as I said in the introduction, is pivotal in terms of the action of the entire play, and also in terms of Hamlet’s evolution, from inactive to hyperactive. In the preceding scene Hamlet considers suicide after learning from the Ghost that his father’s sudden death was in fact a murder by his uncle Claudius. The Ghost is a mysterious character about whom there are considerable doubts – does he represent the troubled state of Denmark following the death of a beloved and heroic king and/or does he represent H’s traumatised mind following the sort of tragedy that would unhinge most of us. [ref to a critic here? ]. Whatever we say about Hamlet and his tendency to overdo the thinking aspect of life, he does approach problems with a fair and scientific mind: he does resolve to kill his father’s murderer, but, fair enough, as death is reasonably permanent, even for Shakespeare’s religious audiences, he set up the play within the play as a kind of controlled test for his uncle, whom the Ghost purporting to be King Hamlet has said killed him: He tells Horatio to observe his uncle during the  play as well and â€Å"after we will both our judgments join in censure of his seeming†: this does indicate that Hamlet, despite his understandable hatred of Claudius, is a fair man, who is also aware of the seriousness of killing the man who is now King of Denmark. Elizabethan audiences would have recognised Hamlet’s hesitation about killing the King as reasonable, just as they would have seen his vengeance once his suspicions had been confirmed, as justified. This scene also follows Hamlet’s misogynist confrontation of Ophelia which is overheard by the spying Polonius and Claudius, who decides at this point to export Hamlet to England with Rosencrantz and Guildenstern, since â€Å"madness in great ones must not unwatched go†. Since Ophelia had also been encouraged to spy on Hamlet, we now have his dastardly uncle, his school friends, and his fiance, not to mention his mother, keeping a close watch on Hamlet: no wonder he needed a theatrical outlet! However, seriously, we see here a recurring and important theme in the entire play, that of spying and surveillance. The Michael Almereyda directed film version of Hamlet with its constant CCTV cameras and Hamlet’s speaking into the cameras provide the perfect representation of the sense of inescapable surveillance that Hamlet feels he is under throughout the play. : FIND QUOTES re SPYING IN THIS SCENE. Another key theme of this play within the play scene. amd to the entire play, that relates to the spying is that of deceit, and of illusion masking the reality. The play Hamlet devises to catch the King out is called â€Å"The Moustrap†, and its aim is to depict the exact way in which Claudius killed his brother, that is, by pouring poison into his ear, not the commonest way to kill someone! If King Claudius reacts is a guilty manner, presumably this demonstrates his guilt. So Hamlet’s goal is to unmask his uncle in front of the entire court, including the wife he has won so wrongfully. Plays are a theatrical form of illusion, masquerading as reality, just as Claudius in killing the rightful king, marrying his widow and acting as a legitimate King, is masquerading. Rosencrantz and Guildenstern are similarly masquerading as Hamlet’s friends, while in reality they are deceitfully reporting on his actions and words to his treacherous uncle. The play within the play traps Claudius just as Hamlet himself must have felt trapped within this world without honesty and fidelity. The theme of honesty and reliability, those qualities that Hamlet craves and finds in no-one but his friend Horatio, provides a key to a deeper understanding of Hamlet’s apparently cruel behaviour towards his mother and also Ophelia, and also to Polonius and Rosencrantz and Guildenstern. â€Å"Give me that man/That is not passions’s slave .. and I will wear him/ in my †¦ heart of hearts†: Hamlet, having suffered the worst tragedy one can imagine, finds no person in his circle whom he can trust except for Horatio. [ repetition Our understanding of a text is greatly affected by the context in which scenes take place. Act 3 Scene 2 transpires after a series of turbulent events too vague – what events? References like this read like padding and markers know it! ] and the increasing surveillance of Hamlet’s life. The play within the play leads us to a focus on another potent theme of this scene and of the entire play: revenge! â€Å" So after Pyrrus’ pause, a roused vengeance sets him to work†. Revenge is the motive behind Hamlet’s writing of the play, and once his suspicions have been confirmed, Hamlet is ready to turn his vengeful thoughts into action. This scene is brilliant drama! There is beautiful dramatic irony in Hamlet’s selection of a play to trap the guilty king. And there is lots of discussion of theatrics, and how the players should speak their lines, which reveals Shakespeare’s own deep understanding of the craft of acting, the more realistic version being more like his own preferred style: â€Å"Nor do not saw the air too much with your hand †¦ the purpose of playing,.. is to hold the mirror up to nature†, that is to act as one would speak and act out such lines in reality. Critics say that Shakespeare is having a go here at the plays of Chrsitopher Marlowe and the players such as Edward Alleyn at the Rose Theatre, who was known for a rather exaggerated approach to acting. Whatever the origins of these descriptions of how NOT to act, they are very funny, and must have made an Elizabethan audience as well as myself, a 21 century lad, laugh! â€Å"O it offends me to the soul to hear a robustious periwig-pated fellow tear a passion to tatters: etc. [we need egs of each of these Use of dramatic irony, alliteration, metaphor, pun, repetition and others] Shakespeare’s literary teachniques also work brilliantly in this scend. As well as the dramatic irony, we have superb play on words combining wioth the extended highlights lines that are of greater importance for example, Hamlet’s mocking â€Å"what, frightened with false fire!  phor of hamlet being a pipe played upon by Rosencrantz and Guildenstern. The dramatic irony of the scene is important, as it is Hamlet’s action that snowballs into the different outcomes. Hamlet’s rhyming flattery to Horatio is full of literary techniques like alliteration (need example), possibly highlighting his desperation to keep one faithful friend by his side or adoration or want of Horatio’s balanced character. Hamlets jovial punning makes light of all that said to him by authority figures, this being an attempt at showing possible rebelliousness or more likely showing his enthusiasm for the outcome of the play’s impact on the king. We do not know which part of the play Hamlet scripted so it can be assumed that some of his own feelings are showing through the repetition of love and fear whether this be about his love of Ophelia or incestuous thoughts about Gertrude. Understanding of act 3 scene 2 is crucial to our understanding of Hamlet. This is assisted through the uses of literary techniques, the presence of many themes to capture audience’s attention, the significance of these and the context in which the scene takes place. These combine to make this scene of upmost importance to our interpretation of the entire play and that is why it was chosen. 5min14secs Character development – in this question

Philosophy (practical ethics) Essay Example | Topics and Well Written Essays - 1000 words

Philosophy (practical ethics) - Essay Example In this brief paper, Mackinnon’s arguments are analyzed in the light of the possible consequences censorship of pornography can create. Before looking at Mackinnon’s attitude to pornography, it is essential to see what pornography really means. The traditional view is that pornography is any sexually explicit material that generates sexual arousal in the consumers. As it encourages sexual promiscuity and as it is morally and religiously bad, it should not be permitted in society. It has been seen as an affront to decent family life. It destroys valuable institutions like family, and also it spoils human character. The traditional view is seen as patriarchal. Those who believe in this view are not worried about women’s oppression caused by pornography. But women, like Mackinnon, find pornography as an extreme form of harassment to women. According to her, the central issue of pornography is the oppression of women. There are certain vital issues, says Mackinnon, emerging from the production of pornography, which will come up for discussion below. The greatest harm done, feels Mackinnon, is the inequalit y it creates. Mackinnon’s efforts are to empower women with legal powers, knowing well that the production of pornography is basically the result of the traditional male view of a woman. In one sense, pornography is speech. And it is not mere speech but action. And the action is seen in two forms. The first is when pornography is produced, and the second is when it is viewed. Therefore, in her ordinance which she drafted, she stressed the need to see resistance to pornography as a civil right. Mackinnon has been severely criticized for this because it goes against the First Amendment. â€Å"The First Amendment is founded on the proposition, set forth so beautifully by J.S. Mill in On Liberty, that good speech ultimately drives out bad† (Spectacle). Mackinnon’s attempt to see racial equality with woman’s equality

Law of digital evidence Essay Example | Topics and Well Written Essays - 250 words

Law of digital evidence - Essay Example In case they do so, they must always prove a probable cause for such actions. Law enforcers should always seize evidence in plain view a feature that remains impossible in computer searches given the soft copy nature of such files. The plain view exception thus exempts computer searches from such conditions. However, law enforcers should always carry out an exhaustive search of the computer thus ensuring that they search every file in the computer and avail their contents whenever required. I refute the idea of a observing a search protocol which requires the approval of a court of law before carrying out a search. Criminals can easily delete and manipulate any incriminating evidence in their computers thus making it difficult for the law enforcers to prove their guilt. As such, the law should permit law enforcers to confiscate computers at the time of arrest as they await search warrants. This way, they safeguard the evidence in the computers by making it difficult for the suspect to tamper with the contents of the

Compare and contrast Essay Example | Topics and Well Written Essays - 500 words - 16

Compare and contrast - Essay Example th mountain locations and beach locations are accustomed to having a large number of visitors each year so there are plenty of good hotels and restaurants to go to. Mountain locations will have hotels that cater to their environment, meaning more chalet-style architecture and an attempt to create a sense of isolation within the woods. Decorations are often dark because of the blinding white of winter snow, their busiest time of year, but this can sometimes feel oppressive during the summer months and the world is shaded by the leaves of giant trees. Beach locations have the opportunity to perfect their look as a tropical retreat since their weather stays relatively similar all year through. Decorations are often light on the outside because of the tendency of the sun to bleach out colors and as a means of keeping things cooler inside, but interiors are often full of color and life, always making it seem ready for a party. Restaurants in both places will offer good food, but mountain restaurants will tend more toward beef and a mixture of food while beach locations tend to offer more seafood because they can get it fresh. Although beach locations can offer many of the same activities year-round, both beach and mountain locations need to work with the seasons to offer widely different activities. In the mountains, the seasons will very strongly dictate what you can and cant do. You cant go skiing in the summer in most places and its very difficult to find wildflowers in winter. In the mountains, you can also go hiking, mountain biking, snowmobiling, hunting, freshwater fishing, or just enjoy the services provided by the hotel of your choice. At the beaches, activities are also limited a bit by the seasons, but less so. It might be cold, but you can still go swimming in the ocean in winter and it might be hot, but you can still go sailing in the summer. At the beach, you also have the option of going water skiing anytime as well as kite-boarding, wind-surfing,

Critically examine and compare the elitist, pluralist and the Marxist Assignment

Critically examine and compare the elitist, pluralist and the Marxist theories of the state. Pick a position and argue which theory you think best depicts the reality power of political power as is - Assignment Example In this case, the state is as a result is not subjugated by one class- the ruling class or the bourgeoisie- as seen in the Marxist theory. According to Dunleavy & OLeary (2000), the state is influenced by varying factors, and the interests of the existing groups in the society can be effortlessly attained. In addition, the centers of power according to the Pluralists are not centered on one sphere, and that monopoly of power does not exist in a Pluralist state. In as much the ruling class is seemingly strong and powerful, they have no complete control over the working class, and that the rulers are allowed to come up with labor unions that are strong and vocal to champion for the rights of the proletariats. In turn, the working class is able to exert their influence on the capitalists as evident in the work of Dunleavy & OLeary (2000). Modernity, according to the Pluralists, is the ability of one class not exerting their influence on the weak/ ruled in the society (Dunleavy & OLeary, 2000). In such a case, Shively (2002) indicates that the interests of various social groupings in the society are met and fulfilled by the rulers. Trade unions are for that reason functional and can exert considerable influence on the ruling class. As seen in the work compiled by Garner, Ferdinand & Lawson (2012), the Marxist theory indicates that the ruling group in the social order determines and controls power. The bourgeoisie, commonly known as the ruling class, majorly depends on the levies that are imposed on the proletariats- the ruled. On a lighter note, it is palpable that in some states the bourgeoisie have power over the media; thus, making it easier for the rulers to control what is aired and conveyed to the ruled (Garner, Ferdinand & Lawson, 2012). Conversely, this creates a situation whereby the rulers benefit from continuity in power at the expense of the ‘holders of the state.’ Garner, Ferdinand & Lawson (2012) emphasize that the bourgeoisie class

Analytical Essay #1 Example | Topics and Well Written Essays - 1000 words - 1

Analytical #1 - Essay Example Based on the nature of the constitution and the provisions on the powers of the federal government, the American system has created a limited government scenario as the mandate of the federal government are limited by the fundamental constitutional provisions (Ginsberg, Lowi and Weir 47). Through different approaches, the federal government controls the supply of money into the economy as a way of strengthening the currency and inflation. Through this function, the government ensures that the economy is protected from the impacts of credit and financial crisis as witnessed in the previous years. The federal government is also constitutionally required to regulate the trade within different states in the country and with international markets. This ensures that unscrupulous trading activities are controlled and illegal entry of products restricted. Treaties that border on security and protection of the territorial boundaries of the country like the north Atlantic treaties are a role of the national government. As a result, no other branch of government or state can declare war against a foreign country as this is the constitutional role of the federal government (Ginsberg, Lowi and Weir 46). The role of the national government on issues that affect the life of the citizens has remained a controversial issue and this contributed to the limitation of the powers of the federal government. Before the American civil war, debates on the scope of the powers of the national government raged but most believed that the limitation of the federal government power would be in the interest of the people. The debates influenced the limitation of the powers of the federal government and different reasons have been cited for the limited nature of government in the country (Ginsberg, Lowi and Weir 73). One of the main contributing factors was the legacy of revolution which created the fear of the establishment of centralized power system

Disaster preparedness (case) Essay Example | Topics and Well Written Essays - 750 words

Disaster preparedness (case) - Essay Example One of the best strengths was that they were prepared and had a strategy already in force in case of a volcanic eruption. The strategy allowed the eruption area to be classified into zones. The zones helped keep people out of the more dangerous areas. The volcano was constantly monitored so that if there were an indication of an eruption, those in the area could be warned. This is the type of preparedness that is necessary to prevent more than necessary losses. A weakness in the Mount Pinatubo eruption is the way that the people near the volcano were evacuated. The evacuation is controlled by the local authorities. This is not enough. More structured evacuation techniques should have been in place to aid those living near the volcano, a way out. Not everyone may have accessibility to find out that there is a warning. A better effort could have been taken to inform those of the eruption. The Philippine governments never even issued a warning until after the eruption even though they had prepared efforts in place. The people in the village were able move to temporary housing until the evacuation was complete. The temporary housing was like bunkers. This allowed the people of the village to relocate to a safe location. The people that were relocated were also able to find temporary work. This temporary work helped with common living expenses. Plans like this that allowed for temporary housing and work were a great strength to response efforts. Although not all of the efforts were strengths, it was important to do the best and remain calm in a panic situation. Natural disasters like the eruption allowed for future response efforts to be bettered because there was much to learn from the mistakes. Question 2 - Perry et al (2005) describe three critical social management techniques for responding to volcanic disasters. Describe how you would apply these techniques to preparedness and response efforts involving a volcanic disaster such as the eruption of

An Analysis of the opening sequences of Luhrmanns Essay Example for Free

An Analysis of the opening sequences of Luhrmanns Essay I think Luhrmann repeated the prologue three times to make people understand what was to come, because he did not add the last two lines which were In which if you with patient ears attend, What here shall miss, our toil shall strive to mend. In other words, meaning that if you have not understood this prologue they hoped their hard work helps you understand it.  The first time the prologue is shown is when the news reporter is on the news reading out the prologue. She has a modern American accent towards this but it seems as if Luhrmann has kept to the old Shakespearean language; also, there is the picture of a ring in the corner. The sequence starts of with interference and then it tunes in onto the news, then the news reporter starts reading out the prologue. To put it in media terms I would say the first few shots of the zoom in creating a lead up to the extreme close up of the news reporter. I would say then that a medium close up was used until the second time the prologue was shown. I think this interpretation of the prologue represents how important and how serious the conflict between the families is and shows the end of both lovers also showing the end of the feud. The second time the prologue is shown, it shows a serious of pictures of Verona Beach according to the lines of the prologue, which is now read by a man. Either, he wanted to make the prologue stronger by doing that or make a change to get it stuck in peoples head. There are loads of newspaper cuttings but one of the newspapers shows both the families, which ends up in flames. It also shows images of two skyscrapers one with Montague on top and the other with Capulet also God (Jesus) is standing in the middle showing, I think this shows that the feud might have gone to far and God has now stepped in to stop it. Also at the end of this both the families are shown with the other characters apart from Romeo and Juliet. In the Mise-en-scene of the completely said prologue, there were close-ups of the families, medium shots, long shots, birds eye view shots, etc. The third time the prologue is shown the writing comes up. In addition, there are a few scenes from the film later on, which gives us an insight of whats to come.  This start gives us quite a lot of insight to the film this gives us a head start to whats to come from the whole film. In this interpretation, I think there were only quick shots used to give an effect of how quick the story went.  I think the audience might get a different feeling from each time the prologue because it shows different types of ways to express the prologue it shows the end, beginning and middle. In Act 1, Scene 1 the two families boys have a comical fight at a petrol station but it shows the first actual conflict between the families. The Montague boys go down to petrol station and to represent them they have loud rap music in the background, whereas when the Capulet boys arrive they have spaghetti western music to represent them so the director might be trying to say that the Capulet boys are more old fashioned and that the Montague boys are more modern. Luhrmann creates an atmosphere of many things in this scene but the main three things are tension, fear and excitement. I first of all think Luhrmann created this by showing the anger between both families this both created tension and fear of one another, he done this by introducing the boys and slowly setting the scene up till both families started being rude to each other. Both families show this by Body Language and Face Expressions. I think the Montagues though felt more threatened by the Capulets because when the Capulets appeared they suddenly had a sense of fear in them, which created quite a bit of tension. The next thing was excitement this was that of the fight they were going to have and because of the tension Luhrmann had created he had to even it out by using humour, I think he done this by using the tension he had already created. When he had one of the Montague boys licking his nipples to scare the nuns and when he had one of the women in the car hitting him on the head with her handbag. I think he used a cowboy film clichà ¯Ã‚ ¿Ã‚ ½, to make the scene more interesting and to make the fight presentable he used hidden typical cowboy props such as the flipping sign and music. But by doing this he has really stereotyped the western cowboy material but I am not trying to say that he is not doing what any other modern director does because they all stereotype in their films one way or another. I feel the opening scenes to a film are most crucial and I found that the opening scenes to Romeo and Juliet were quite substantial, the scenes of the prologue were quite short but short of this fact, it was very informative. However, I think it was difficult for Luhrmann to create the rest of the movie after such a good start but I think he done this during Act 1, Scene 1 by showing just how terrible the feud was in this case I mean hurting people who are not even involved in the fight. I personally think that the targeted audience for this film is from people aged  15 -30 years old as some of the violence would be too much for little kids, to take in and mostly the language and sense of this story would confuse them whereas if you showed it to an older person over 30 they would probably be more interested in a calm love story with not so much violence.  In my opinion, the opening scenes to this film were portrayed as an insight to the rest of the film. I see the representation of the prologues as a beginning, middle and end, but as the first act and first scene come up, I feel as if the whole film has started again but from a different angle. I also think that Luhrmann took on a great task and that was to re- enact Shakespeares greatest love story and I also think he done that well.

Characteristics of female offending and victimisation

Characteristics of female offending and victimisation Previous to the feminist movement of the nineteen sixties and seventies criminology was predominantly the domain of men as was the Criminal Justice System (CJS), (Newburn 2007). Therefore it is no surprise that women were mostly over looked within these fields. Moreover the few earlier explanations of female criminality have now largely been discredited due to their oversimplified, biological and sexually natured explanations (Lombrosso 1895, Thomas 1923 and Pollak 1950). Nevertheless it is due to these arguably sexist, and male dominated perspectives, and also an otherwise lack of interest in female criminality that inspired many modern and feminist writings; these writings bought about a shift in attitudes towards women and their place within these traditionally male professions. Consequently the reliability of police statistics has been challenged and new ways of gathering data has been developed, such as self report studies and victim surveys; all of which have brought about new debates and theories and has contributed to our understanding of women and crime. This essay will give a brief overview of the characteristics of both female offending and victimization and then discuss the contribution that criminology has made to our understanding of them. As a result of the aforementioned collective research there is a general agreement within criminology that women commit considerably less crime than men (although according to police statistics female crime rates are rising) (Newborn 2007). Women are less likely to commit certain crimes, such as sexual offences, and they are less likely to re-offend (Newborn 2007 and National Statistics Online 2006). The majority of offences that women commit involve theft and handling stolen goods, violence against the person and drug offences (National Statistics Online 2006 and Caddle and Crisp 1997). Criminology has contributed to our understanding of the characteristics of female offending in many ways. Firstly, since the feminist movement, Criminology has focused attention onto female offending and has helped to deconstruct the traditional sexist stereotypes of the female offender previously portrayed by traditional criminologists (Lombrosso, 1895, cited in Newburn, 2007). Modern Criminology has further developed existing theories in order to make them applicable to women such as control theory and has highlighted how womens experience of society is different to that of men; suggesting that womens place in society, i.e. their job, social background and being a mother can all effect their inhibitions towards crime and their opportunities to offend (Heidensohn 1996 and Carlen 1988). Thus, Criminology has helped us to understand how a womens individual circumstances can impact on whether she will offend and what types of offences she is likely to commit. Criminology has also highlighted the impact that prior victimization and the breakdown of social bonds has on female offending; in her research into how women become involved in illicit drugs, Cheseney-lind (1997) found that all of the women in her study came from unstable social environments, i.e. deprivation, parental alcohol abuse, sexual abuse and violence. Other studies have highlighted institutional sexism; Carlens 1998 study in which she interviewed fifteen Scottish sheriffs about their feelings towards prosecuting women offenders, found that they all disliked having to send women to prison. Carlen suggests that they resolve this uneasiness by discriminating between who they perceived to be good and bad mothers and disregard the impact of socio-economic factors on their behavior (cited in Heidensohn 1996). The sheriffs attitudes in Carlens study highlights a long running debate within Criminology, which is, are women treated more chivalrously or more harshly than men by the CJ S? (Newburn 2007) It could be argued that the uneasiness of the sheriffs to prosecute women points to a chivalrous attitude but the fact that they separate the women into good and bad mothers suggests that the women are being doubly judged, as both women and mothers. Therefore Criminology has given us greater understanding of how female offending is affected by a lack of family support and social bonds and arguably how women are affected by the double standards present within the CJS. By challenging police recorded statistics Criminology has highlighted other debates, such as why do female offending rates appear to be rising and to what extent do women commit less crime than men? (Newburn 2007). In regard to rising female crime rates there are several perspectives; some argue that it is because womens roles are changing in society which gives them greater opportunity to offend (Adler, cited in Newburn 2007); some claim that it is due to economic marginalisation and women offend because of deprivation (Carlen 1998) and others suggest it is due to changes in the labelling of crimes which make for stricter sentencing (Heidensohn 1996). Criminology has incited many debates which have helped to develop a better understanding of the characteristics of female offending. As a result of criminological research, such as the British Crime Survey (BCS), we understand that overall women are at less risk of criminal victimisation than men. The only crimes that women are at a higher risk from is domestic violence and stalking/harassment (although it could be argued that the latter is due to men being less easily intimidated and less likely to report those types of crimes). We also know that the vast amount of the domestic violence suffered by women goes unreported. Finally, although we know that women are at less risk of crime overall, the BCS tells us that they have a greater fear of crime than men, and this impacts negatively on their daily lives (Newburn 2007). Criminology has contributed to our understanding of the characteristics of female victimisation in many ways. Firstly, By challenging police statistics it has highlighted the dark figure of crime, showing the vast amount of crimes that go either unknown, unreported, or unrecorded; therefore highlighting the vast amount of domestic violence, sexual assault and rape crimes women suffer, mainly at the hands of their husbands, partners or other family members (Heidensohn 1996). The issue of domestic violence is shockingly illustrated in a study carried out by Painter and Farrington (1998), in which one in seven wives reported being raped by their husbands (cited in Rafter, 2003). Traditionally crimes of domestic violence were trivialized by the police because of a general acceptance of violence against women by their partners (Newburn 2007). Criminology has also highlighted the issue of repeat victimization in regards to women; due to the nature of the offence repeat victimization rates are high in cases of domestic violence but research also shows that women who were abused in childhood are at a higher risk of being victimized in adulthood (Rafter 2003). Therefore, because of Criminology we understand that many more women suffer domestic violence than the police statistics suggest and also women who were abused as children are at a higher risk of getting involved in an abusive relationship in adulthood. Womens fear of victimization is a debated issue within Criminology, some explain that it is because women are the smaller sex and so are more easily intimidated and others suggest it is related to a fear of rape caused by socialization and moral panic, suggesting that it is irrational (Rafter 2003). Criminology has highlighted womens experience of crime and the CJS and societys attitudes towards female victimization (Newburn 2007). Criminology has found that women are often accused of precipitating or facilitating crimes against them, such as rape and assault; according to lifestyle theories, how women dress, whether they go out alone and where they go, all participates to their victimization (Rafter 2003). This theory is contradicted by victim survey data which suggests that women are at more risk of domestic violence than stranger violence (Newburn 2007). In regards to womens treatment within the CJS, criminology has highlighted the unfair and un-sympathetic treatment women arguably receive in regards to being victim of such crimes as rape and domestic violence, suggesting that women were often subject to secondary victimisation because of unsympathetic treatment given by the CJS (Rafter 2003). Consequently Criminology has helped to improve attitudes and treatment within the CJS by helping to establish the use of rape suites and aftercare services (Newburn 2007). In conclusion we have a greater understanding of why women fear crime and how society and the CJS have blamed them in some part for their own victimization. In conclusion, Criminology has been crucial in contributing to our understanding of the characteristics of female offending and victimization. By carrying out studies and surveys, gathering statistics and developing and debating theories Criminology has developed a greater understanding of why and what causes women to commit crime; why they commit less crime in comparison to men, and why they are more likely to commit certain types of crimes over others. Criminology has highlighted the vast amount of female victimization that goes unreported and has helped to counteract this by improving womens treatment within the CJS and by helping to change attitudes and policies. Overall, Criminology has given us a greater understanding of female offending and victimization and has been fundamental to our understanding of women and crime. Chesney-Lind, M. (1997) The Female Offender, Girls, Women and Crime, London: Sage publications Inc. Carlen, P.(1988) Women, Crime and Poverty Milton Keynes: Open University Press Educational Enterprises Ltd. Heidensohn, F. (1996) Women and Crime. (2nd Ed.) Hampshire: Macmillan Press Ltd. Newburn, T. (2007) Criminology. U.S.A. and Canada: Willan Publishing. Rafter, N. H. (2003) Encyclopedia of Women and Crime. Newyork: Checkmark Books.