Chinese landscape painting between pre-20th century and modern time Essay

Chinese scene painting between pre-twentieth century and present day time - Essay Example The article Chinese scene painting between pre-twentieth century and present day time examines Chinese scene painting. Notwithstanding, comparability exists in the work of art showed in the twentieth century and the 21st century. The closeness in the Chinese work of art depends on the focal point of the specialists which to a great extent was on the scene and the nature condition. The focal point of the Chinese craftsman or painters was not exclusively to catch the issues showed by the scene, yet to likewise catch the quintessence of the vitality. Chinese workmanship was situated in the educating of the Ying-Yeng which is seen as the wellspring of vitality. Indeed, even in the scene canvases the attention was on the pith of vitality. The fruitful western imaginative developments can't be reproduced in the Chinese workmanship on the grounds that the Chinese craftsmanship and painting did not depend on development or comparability yet dependent on the perspective on the individual craf tsmen. Along these lines, when concentrating on the Chinese scene painting, it is indispensable to comprehend the likenesses and contrasts of the advanced and the twentieth century scene works of art as far as material and the focal point of the artwork. In Maoism china, the emphasis was on oil based painting which is not the same as the customary ink based artistic creation. Oil based work of art was an element related with the western world particularly the Europe nations with the emphasis being on the perspective on the craftsman. The Chinese workmanship didn't follow the woman's rights approach are period knowledgeable about the western craftsmanship yet centered around the conservatism introduced by the Chinese culture.

Financial Analysis Jiajiafu Modern Agriculture Ltd †Free Samples

Question: Talk about the Financial Analysis Jiajiafu Modern Agriculture Ltd. Answer: Understanding Financial Statement 1.Jiajiafu Modern Agriculture Ltd is a holding organization engaged with creation and gracefully of natural vegetables in the China showcase alongside its auxiliary Qingzhou Jiajiafu Modern Agriculture Group Co Ltd. The organization is associated with undertaking new advancement in horticultural field using most recent innovation items in products of the soil cultivating, reaping, pressing, showcasing, gracefully and dispersion. The significant results of the organization, for example, tomatoes, chilies, radish carve are offered to discount retailers and grocery stores. The organization was set up in the year 2011 and is headquartered in New South Wales, Australia (pp.09-11). The all out offer capital of the organization is $ 20,823 and its offer cost is 0.18 AUD $ (Jiajiafu Modern Agriculture Limited, 2016, pp. 56) 2.The name of the inspecting firm is BDO Corporate Finance (Jiajiafu Modern Agriculture Limited, 2016, pp.68). 3.As expressed in the notes to the money related segment of the yearly report of the organization, its budget reports are set up based on Australian Accounting Standards Board (AASB) bookkeeping strategies and shows. It has additionally been pronounced that the budgetary data uncovered in the yearly report likewise consents to International Financial Reporting Standards created by International Accounting Standards Board (IASB). The organization has embraced verifiable cost show in building up the budget reports according to AASB governs and is estimated at reasonable incentive at each equalization date (Jiajiafu Modern Agriculture Limited, 2016, pp.61). 4.The money related data of the organization for the most recent two years is expressed as follows: FY 2015 FY2016 Complete income 28,100 17,539 Net Income 4,051 2,453 Benefit before charge 1,094 718 Net Profit after duty 1,094 718 (Every single money related figure in Australian Dollar) (Jiajiafu Modern Agriculture Limited, 2016, pp.54) 5.The measure of benefits for the most recent two years is expressed as follows: FY 2015 FY2016 Absolute resources 28,000 42,392 Current resources 11,000 18,914 Non-current resources 17,000 23,478 (Every single monetary figure in Australian Dollar) (Jiajiafu Modern Agriculture Limited, 2016, pp.56) 6.The measure of liabilities for the most recent two years is expressed as follows: FY 2015 FY2016 All out liabilities 4,770 5,308 Current liabilities 4,070 5,041 Non-current liabilities 0.70 267 (Every single money related figure in Australian Dollar) (Jiajiafu Modern Agriculture Limited, 2016, pp.56) 7.The stock is estimated at lower cost or at net releasable incentive according to AASB measures (Jiajiafu Modern Agriculture Limited, 2016, pp.53). 8.The property, plant, hardware is expressed at verifiable cost less gathered deterioration and weakness. The devaluation is determined using straight-line premise that included discounting the net expense of appropriately, plant and hardware according to their normal valuable lives. The revealed evaluated lives of each of the non-current resources are as per the following: (Jiajiafu Modern Agriculture Limited, 2016, pp.63). Structures and plant offices 5-50 years Green house 5-20 years Office and other hardware 3-10 years Leasehold improvement over the rent term Engine vehicles 8-10 years 9.The immaterial resources detailed in a critical position sheet incorporate generosity and protected innovation. The evaluated helpful existence of immaterial resources is determined at cost less amortization and hindrance and is inspected every year (Jiajiafu Modern Agriculture Limited, 2016, pp.63). 10.Ratios Current Ratio: Current Assets/Current Liabilities Year 2015: 2.70 occasions Year 2016: 3.76 occasions (Page 54 to 56 of yearly report) Obligation Ratio: Debt/Total Assets Year 2015: 0.17 occasions Year 2016: 0.006 occasions (Page 54 to 56 of yearly report) Stock Turnover Ratios: Cost of Goods Sold/Average Inventory Year 2015: 40.67 occasions Year 2016: 150.06 occasions (Page 54 to 56 of yearly report) Days in Inventory: 365/Inventory Turnover proportion Year 2015: 8.97 occasions Year 2016: 2.43 occasions (Page 54 to 56 of yearly report) Analysis Ratio: Quick Assets/Current Liabilites Year 2015: 2.557 occasions Year 2016: 3.75 occasions (Page 54 to 56 of yearly report) Reference Jiajiafu Modern Agriculture Limited. 2016. [Online]. Accessible at: https://www.jjfma.com/picture/zg/JJF%20-%20Replacement%20Prospectus%20(Typeset%20version)- 3120109-v1-SYDDMS.PDF [Accessed on: 12 May 2017].

How to Write Your Common App Transfer Essay TKG

How to Write Your Common App Transfer Essay The good thing about writing a common app transfer essay is that you’re already familiar with the process. You’ve already made a common app account, filled out all of the logistical sections, and hit submit. The even better news is that this time around you’re asked a much more direct question. You have 650 words to explain why you want to transfer and what you hope to achieve. The objective is incredibly clear and the question leaves a lot less room for interpretation. Before you start writing, make a long list of all of the reasons you want to transfer. An example of a good reason would be that the school you want to transfer to has a specific program that you’re looking for. A bad example for wanting to transfer would be that you want to trade up. (We understand, but writing that you want to graduate from Harvard instead of Haverford will not cut it.) Write down all of the actual reasons, no matter what they are.  When you’re looking at the list of schools you’re appl ying to transfer to, there should be specific reasons for each. For example, “I’m interested in transferring to Villanova so I can graduate with a BSN in four years and the research program could place me a teaching hospital as an undergrad.” As for actually writing the essay, it should be about why you want to transfer AND how the school(s) you want to transfer to will further your academic goals. Maybe you weren’t exactly sure what you wanted to major in as a senior in high school and wanted to stay close to home, but after a year of classes you realize there’s a specific engineering program or elementary educational track you want to dedicate yourself to. The essay is about you, and in many cases the self-discovery that was your impetus for wanting to transfer. You need to tell that story.  As always, your essay should tell a story with details of why you want to transfer weaved throughout. Spend some time thinking why ~exactly~ you want to transfer: there might be many factors at play (look back at your list), but tell a story (with a beginning, middle, and end) that shows (not just tells) why you’re better off at another school. Think about what you’ve accomplished in your first year of school and how that prepares you for the program you’re interested in. There might be cultural, personal, and/or environmental reasons but focus on one story that demonstrates your desire for change. Whatever you do, don’t focus on the negative qualities of the school you currently attend. No one likes a Debbie downer. Write about what the school you hope to transfer to has to offer and how you plan to take advantage of those resources.    It’s important to keep in mind that transfer statistics are incredibly low. Harvard, MIT, Yale, Stanford, and Dartmouth all accepted less than 5% of transfer students over the past two years. We end with this to emphasize the fact that a transfer common app essay still needs to be a well researched and specific story that shows why you’re a good pick for your potential new school.  Want help brainstorming? Contact us here.

Guy de Maupassant, Father of the Short Story

French writer Guy de Maupassant (August 5, 1850–July 6, 1893) wrote short stories such as The Necklace and Bel-Ami as well as poetry, novels, and newspaper articles. He was an author of the naturalist and realist schools of writing and is best known for his short stories, which are considered highly influential on much of modern literature. Fast Facts: Guy de Maupassant Known For: French author of short stories, novels, and poetryAlso Known As: Henri Renà © Albert Guy de Maupassant, Guy de Valmont, Joseph Prunier, MaufrigneuseBorn: August 5, 1850 in Tourville-sur-Arques,  FranceParents: Laure Le Poittevin, Gustave de MaupassantDied: July 6, 1893 in Passy,  Paris,  FranceEducation: Institution Leroy-Petit, in Rouen,  Lycà ©e Pierre-Corneille  in RouenPublished Works:  Boule de Suif, La Maison Tellier, The Necklace, A Piece of String,  Mademoiselle Fifi,  Miss Harriet,  My Uncle Jules,  Found on a Drowned Man, The Wreck, Une Vie, Bel-Ami, Pierre et JeanNotable Quote: If I could, I would stop the passage of time. But hour follows on hour, minute on minute, each second robbing me of a morsel of myself for the nothing of tomorrow. I shall never experience this moment again. Early Life Its believed de Maupassant was born at the Chà ¢teau de Miromesniel, Dieppe on Aug. 5, 1850. His paternal ancestors were noble, and his maternal grandfather Paul Le Poittevin was the artist Gustave Flauberts godfather. His parents separated when he was 11 years old after his mother, Laure Le Poittevin, left his father Gustave de Maupassant. She took custody of Guy and his younger brother, and it was her influence that led her sons to develop an appreciation for literature. But it was her friend Flaubert who opened doors for the budding young writer. Flaubert and de Maupassant Flaubert would prove to be a major influence on de Maupassants life and career.  Much like Flauberts paintings, de Maupassants stories told the plight of the lower classes. Flaubert took young Guy as a kind of protege, introducing him to significant writers of the day such as Emile Zola and Ivan Turgenev. It was through Flaubert that de Maupassant became familiar with (and part of) the naturalist school of writers, a style that would permeate nearly all of his stories. De Maupassant Writing Career From 1870-71, Guy de Maupassant served in the French Army. He then became a government clerk. He moved from Normandy to Paris after the war, and after leaving his clerkship in the French Navy he worked for several prominent French newspapers. In 1880, Flaubert published one of his most famous short stories Boule du Suif, about a prostitute pressured to provide her services to a Prussian officer. Perhaps his best-known work, The Necklace, tells the story of Mathilde, a working-class girl who borrows a necklace from a wealthy friend when she attends a high society party. Mathilde loses the necklace and works the rest of her life to pay for it, only discovering years later that it was a worthless piece of costume jewelry. Her sacrifices had been for nothing. This theme of a working-class person unsuccessfully trying to rise above their station was common in de Maupassants stories. Even though his writing career spanned barely a decade, Flaubert was prolific, writing some 300 short stories, three plays, six novels, and hundreds of newspaper articles. The commercial success of his writing made Flaubert famous and independently wealthy. De Maupassant Mental Illness At some point in his 20s, de Maupassant contracted syphilis, a sexually transmitted disease that, if left untreated, leads to mental impairment. This is unfortunately what happened to de Maupassant. By 1890, the disease had started to cause increasingly strange behavior. Some critics have charted his developing mental illness through the subject matter of his stories. But de Maupassants horror fiction is only a small portion of his work, some 39 stories or so. But even these works had significance; Stephen Kings famous novel The Shining has been compared to Maupassants The Inn. Death After a gruesome suicide attempt in 1891 (he tried to cut his throat),  de Maupassant spent the last 18 months of his life in a Paris mental home, the celebrated private asylum of Dr. Espirit Blanche. The suicide attempt was believed to be a result of his impaired mental state. Legacy Maupassant is often described as the father of the modern short story—a literary form thats more condensed and immediate than the novel. His work was admired by his contemporaries and imitated by those who came after him. Some of the best-known authors for whom Maupassant was an inspiration include W. Somerset Maugham, O. Henry, and Henry James. Sources Dumesnil, Renà ©, and Martin Turnell. â€Å"Guy De Maupassant.†Ã‚  Encyclopà ¦dia Britannica, 1 Aug. 2018.â€Å"Guy De Maupassant.†Ã‚  Short Stories and Classic Literature.Guy De Maupassant.†Ã‚  Guy De Maupassant - New World Encyclopedia.

Criminal Law and Police Administration - Free Essay Example

Sample details Pages: 8 Words: 2382 Downloads: 9 Date added: 2017/06/26 Category Law Essay Type Research paper Topics: Criminal Law Essay Police Essay Did you like this example? ELEMENTS OF CRIMINOLOGY, CRIMINAL LAW AND POLICE ADMINISTRATION PROJECT A Project Report CONTENTS Table Contents List of Table and Figures Preface 1. Introduction 1.1 Law 1 1.2 United States constitution 2 2. Miranda Rights 2.1 Definition 3 2.2 History 3 2.3 The lines and its interpretation 4 2.4 Exceptions to Miranda Rights 5 2.5 Waiver 6 2.6 Violation 8 2.7 Consequences 8 References LIST OF FIGURES 1.1 1 1.2 3 2.1 Table 2.1 PREFACE The constitution of any country is the most important law which regulates all the activities of the citizens. Don’t waste time! Our writers will create an original "Criminal Law and Police Administration" essay for you Create order In this project, we will look at the Fifth Amendment of the US constitution which includes the Miranda Rights. The matter looked into is the definition, the lines of the Miranda Rights, exceptions, waiver rule, consequences and violation of Miranda Rights. A brief description has also been given on à ¢Ã¢â€š ¬Ã‹Å"What is law?à ¢Ã¢â€š ¬Ã¢â€ž ¢ and the United States Constitution. This project has been made solely by the two authors with the help of few reference guidelines. The aim of this report is to help educate the reader about the need and importance of Miranda Rights. Introduction to law Law is a set of rules that governs the functioning of a society or country by regulating the action of its members. This applies to every citizen. According to Thomas Hobbes, law is a type of glue that holds all diverse societies together. Definition of à ¢Ã¢â€š ¬Ã‹Å"lawà ¢Ã¢â€š ¬Ã¢â€ž ¢ by different systems of society: Legal Positivism John Austin à ¢Ã¢â€š ¬Ã¢â‚¬Å" à ¢Ã¢â€š ¬Ã…“Province of Jurisprudence Determined A rule laid down for the guidance of an intelligent being by an intelligent being having power over him. Professor Hart -The Concept of Law (1961) à ¢Ã¢â€š ¬Ã…“Law is a system of rules, a union of primary and secondary rules.à ¢Ã¢â€š ¬Ã‚  Marxist theory- they believe that law is a tool of oppression used by capitalists to control the people. Natural Law. Plato and Aristotle à ¢Ã¢â€š ¬Ã…“An embodiment of Reason, whether in the individual or the communityà ¢Ã¢â€š ¬Ã¢â€ž ¢Ãƒ ¢Ã¢â€š ¬Ã¢â€ž ¢. Max Weber (German Sociologist): Lawà ¢Ã¢â€š ¬Ã‚ ¦exist if it is externally guaranteed by the probability of coercion (physical or psychological) to bring about conformity or avenge violation, and is applied by a staff of people holding themselves specially ready for that purpose. United States Constitution: Introduction The Constitution is the most important and highest law in United States. All laws are stated in the Constitution. Each state has its own constitution. It is responsible for the election and governing of the president, the political parties and the Supreme Court. The Constitution has been changed several times and as of 2006, there are 27 amendments. The first ten amendments list the rights of the people, called the Bill of Rights. The Constitution of US was written in 1787 by a group of men known as the à ¢Ã¢â€š ¬Ã‹Å"farmersà ¢Ã¢â€š ¬Ã¢â€ž ¢ which included James Madison, Ben Franklin and George Washington. The Bill of Rights includes the Miranda Warnings, Studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ Rights as well as Constitutional Rights and Responsibility. The Fifth Amendment is part of the Bill of Rights and protects against unfair treatment of people in legal processes. It states that all criminals should be tried by a grand jury. Miranda Rights is a part of the Fifth Amendment which protects an individual while interrogation by the police. Miranda Warning Miranda warnings or Miranda Rights is a warning, usually given by the police in US to the criminals at the time of arrest or before any interrogation. It is a must for the police administration to inform these rights to the suspect. This is used to preserve the admissibility of their statements when presented in court. However a police need not read the Miranda rights to a person if he doesnà ¢Ã¢â€š ¬Ã¢â€ž ¢t use his statements as evidence in court. These rights need to be read only if the police questions a suspect. For example, for a particular crime, the police may question the witnesses without reading them their rights. However this is still admissible in court as the person is free to make the choice and will not be arrested. According to Section 504 of Rehabilitation Act of 1973, police administration must provide qualified interpreters to inform deaf persons of their Miranda Rights. Only after a suspect has been detained, but before interrogation, the police must read him his rights. However if the police arrests a person and interrogates him without reading him his rights, his charges will not be dismissed but his statements will not be admissible in court. This is used to protect the individual who is in custody and the law enforcement is required to follow them. It was created in the 1960s to protect the rights of those questioned by the police in a threatening manner. History The term à ¢Ã¢â€š ¬Ã‹Å"Miranda Rightsà ¢Ã¢â€š ¬Ã¢â€ž ¢ was developed after the Arizona v. Miranda case. In 1963, Ernesto Miranda was arrested for armed robbery of a bank worker. H e had a record for attempted rape and kidnapping of an 18-year-old girl, assault, burglary and armed robbery. Upon interrogation by the police, he confessed to kidnapping and raping the girl. However his statement was ruled invalid in court as his attorneys appealed that Miranda did not know that he had the right to remain silent and it was believed that Miranda gave in due to threatening by the police official. However Miranda was convicted later when the prosecutors retried the case using evidences other than his statement. He served 11 years in prison. Miranda died at the age of 32 after being stabbed and killed in a bar fight. A suspect accused of killing Miranda was arrested but exercised his rights to remain silent. The lines for à ¢Ã¢â€š ¬Ã‹Å"Miranda rightsà ¢Ã¢â€š ¬Ã¢â€ž ¢ was then finalized by California deputy attorney general Doris Maier and district attorney Harold Berliner in 1968. The Lines à ¢Ã¢â€š ¬Ã…“You have the right to remain silent. Anything you say can and will be used against you in a court of law. You have the right to an attorney. If you cannot afford an attorney, one will be provided for you. à ¢Ã¢â€š ¬Ã…“ Meaning of each line: à ¢Ã¢â€š ¬Ã‹Å"You have the right to remain silent.à ¢Ã¢â€š ¬Ã¢â€ž ¢- This line means that the suspect has the right to remain silent and not answer any question asked. Otherwise one can wish to freely answer the questions asked by the police official without an attorney as well or can speak freely in the presence of an attorney. à ¢Ã¢â€š ¬Ã‹Å"Anything you say can and will be used against you in a court of law.à ¢Ã¢â€š ¬Ã¢â€ž ¢ à ¢Ã¢â€š ¬Ã¢â‚¬Å" Statements and answers given by the suspect serve as a source of evidence in the court which may at times work against him. à ¢Ã¢â€š ¬Ã‹Å"You have the right to an attorney.à ¢Ã¢â€š ¬Ã¢â€ž ¢- The suspect can answers or speak in the presence of his attorney if he wants. This helps him to consult with his attorney before givin g an answer. However if the suspect wishes to speak without the presence of his attorney, he can do so, but he can also terminate the interrogation at any time by asking for an attorney. à ¢Ã¢â€š ¬Ã‹Å"If you cannot afford an attorney, one will be provided for you.à ¢Ã¢â€š ¬Ã¢â€ž ¢- if a suspect cannot afford a lawyer, a public defender will be assigned to by the courts. Additional Question: Along with these lines, the police may also add the following questions to see the suspect understands their rights: à ¢Ã¢â€š ¬Ã…“Do you understand each of these rights I have explained to you? Having these rights in mind, do you wish to talk to us now?à ¢Ã¢â€š ¬Ã‚  à ¢Ã¢â€š ¬Ã…“We have no way of giving you a lawyer, but one will be appointed for you, if you wish, if and when you go to court.à ¢Ã¢â€š ¬Ã‚  this is an additional sentence said by some polices administration in New Jersey, Nevada, Indiana and Alaska. Miranda Exception The warnings that should be re ad to the suspects are: To inform his or her rights to remain silent The right to not say until in the presence attorney. If he or she cannot afford an attorney, an attorney will be given to him by the state. If wished he can waive his rights. However there are some situations where the Miranda rights need not to read to a certain individual. These situations include: Public safety exception. Undercover agent exception. Routine booking questions exception. PUBLIC SAFETY EXCEPTION It is when an officer needs information from a suspect without a waiver, which can help save a life or save someone from a threat. Mirandaà ¢Ã¢â€š ¬Ã¢â€ž ¢s public safety exception is helpful for quick action so as complete the police procedure or to fasten the investigation. The investigating officer may ask to a suspect without warning about the Miranda rights to them, if and only if the interrogation is necessary for the public safety. Requirements: The public safety exception applies if the officer who questioned should reasonably believe the information they got was necessary to protect life or property. Their questions should be limited to obtain the information. UNDERCOVER AGENTS/ JAIL HOUSE INFORMENT EXCEPTIONS It is the situation when the suspect doesnà ¢Ã¢â€š ¬Ã¢â€ž ¢t know that the person interrogating is an undercover agent. That is, when a suspect is in custody, Miranda is not required if he or she doesnà ¢Ã¢â€š ¬Ã¢â€ž ¢t know that their voluntarily talking to a police officer. The officer and the suspect negotiation are not considered as interrogation. ROUTINE BOOKING EXCEPTIONS Questions which are routinely asked as a part of administrative process are not part of à ¢Ã¢â€š ¬Ã…“interrogationà ¢Ã¢â€š ¬Ã‚ . Booking questions are not in violation to the Miranda rights. They simple involve questions such as if the suspect suffers from any contagious disease or where is he employed or if he does drugs etc. These statements cannot be used as evidence in court. Miranda Waiver A Waiver is defined as à ¢Ã¢â€š ¬Ã…“intentional relinquishment or abandonment of a known right à ¢Ã¢â€š ¬Ã…“. Miranda waiver must be both à ¢Ã¢â€š ¬Ã…“knowingà ¢Ã¢â€š ¬Ã‚  and à ¢Ã¢â€š ¬Ã…“understandingà ¢Ã¢â€š ¬Ã‚ . The suspect must voluntarily waive their rights before questioning can proceed. They can also turn down and need not answer. Usually these waiver questions are asked by some police administration, to understand whether the suspect has understood his rights: à ¢Ã¢â€š ¬Ã…“Do you understand each of these rights I have explained to you? Having these rights in mind, do you wish to talk to us now? à ¢Ã¢â€š ¬Ã‚  à ¢Ã¢â€š ¬Ã…“KNOWNINGà ¢Ã¢â€š ¬Ã‚  WAIVER: The person should be informed correctly about their rights and the consequences. Even though the court knows that the suspect might be aware of their Miranda rights, the investigation officer are said to enumerate the suspect as the prosecution have the burden to prove the knowledge by direct means of evidence. à ¢Ã¢â€š ¬Ã¢â€ž ¢Ãƒ ¢Ã¢â€š ¬Ã…“Right to remain silentà ¢Ã¢â€š ¬Ã‚ - suspect must be told about the Fifth Amendment right to not answer a question. à ¢Ã¢â€š ¬Ã…“Anything you sayà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ - suspect should be made aware of consequences of waiving their rights. à ¢Ã¢â€š ¬Ã…“Right to counselà ¢Ã¢â€š ¬Ã‚ - Miranda rights to counsel has three components: The right to consult to his or her attorney before answering a question. The right to keep an attorney while questioning is going on. The right to have an attorney appointed if the person cannot afford one. MIRANDA CARD: A Standard Miranda card is used to make sure that none of the important information is inadvertently omitted, and it would be easy for the prosecutors to prove that the officer did not make any mistake in the Miranda rights. NO ADDITIONAL INFORMATION: Officers are not needed to provide any additional information, even though the suspect finds it helpful in deciding whether to waive or invoke. INCORRECT MIRANDA WARNINGS: If the nature of Miranda right or the consequence of waiving it is not represented properly, such a waiver is not valid on the ground it was not knowingly and intelligent. à ¢Ã¢â€š ¬Ã…“INTELLIGENTà ¢Ã¢â€š ¬Ã‚  WAIVER The person should not only know his or her rights in the abstract, they should have to understand them. This is what the court mean by waiver must be à ¢Ã¢â€š ¬Ã…“intelligentà ¢Ã¢â€š ¬Ã‚ . EXPRESS STATEMENT OF UNDERSTANDING: It is not necessary for the officer to obtain an express statement from the suspect that he understood the rights. CLARIFYING THE RIGHTS: If the suspect conveys he or she did not understand his rights, at that time the investigating officer should try to make him clarify them about their rights. CIRCUMSTANTIAL EVIDENCE OF UNDERSTANDING: If the suspect agreed that he or she understood their rights, but claimed in court that the suspect, that time the court will consider as circumstantial evidence of understanding. The circumstance is frequently on the bases of the suspectà ¢Ã¢â€š ¬Ã¢â€ž ¢s age, experience, education, background, and intelligence and also whether the same person has been previously invoked about the rights. MENTALLY IMPARIED SUSPECTS: A Suspect says he or she has understood but later on says or claims that he didnà ¢Ã¢â€š ¬Ã¢â€ž ¢t as the suspect mental condition is not proper due to over consumption of or alcohol or drugs or if suffering with a mental disorder. In such cases nothing in the record is taken to indicate that the defendant did not understand his or her rights. VOLUNTARY WAIVER Along with the à ¢Ã¢â€š ¬Ã…“knowingà ¢Ã¢â€š ¬Ã‚  and à ¢Ã¢â€š ¬Ã…“intelligentà ¢Ã¢â€š ¬Ã‚  the Miranda waiver should be à ¢Ã¢â€š ¬Ã…“voluntary à ¢Ã¢â€š ¬Ã…“. This means that the investigating officer should not have to get the waiver by threats or promises or any other ways. Violation of Miranda Rights If an officer fails to read the Miranda Rights, the charges of the suspect will not be dismissed; instead his statements made will not hold an evidential value in the court. These cannot be used by prosecutors or defense lawyers. However a police official can question anyone at any time even if he wants to arrest or detain any person. But any statements made by him during interrogation will be ruled admissible in court. Consequences of Miranda Rights DECLINE IN CONFESSIONS : As People are much more aware of what they should say and what not say, Confession rates has fell by about 16 percentage after Miranda . CRIME CLEARANCE RATES: Due to this the number of criminal case solved has fell down as the confession rate has declined, it is being more difficult for the police officer to solve the crime. It affects the police success in dealing with the professional criminal. The recent studies say that the chance for a case to be solved is declining every year because of Miranda. References (2000-2008, M Souper). Law and Morality-What is law?. Retrieved from https://www.sixthformlaw.info (April, 2013). Miranda Rights. Retrieved from https://www.en.wikipedia.org Ruschmann, Paul (Jan 1, 2009). Miranda Rights. Infobase Publishing, US Montaldo, Charles (Crime Expert).Origin of Miranda Rights and Warning. Retrieved from https://crime.about.com Burgan, Michael (Jul 1, 2006). Miranda V. Arizona: The Rights of the Accused. Capstone Publishers,Minnesota, US. United States Constitution. Retrieved from https://www.usconstitution.net.

Technology and Language in Education The Effect of New...

Technology and Language in Education: The Effect of New Technology on Teaching Languages Annie Moore, a 15-year-old girl from Ireland arrived at Ellis Island in New York City on January 1, 1892. She was the first immigrant to come to that United States immigration station, but she was certainly not the last. According to the U.S. Census Bureau (2000), 28.4 million of the 285.2 million US residents in 2000 were foreign-born. With such a large amount of our population being foreign-born, the need for effective language education is immense. The use of technology is very useful in alleviating the pressure of such a tremendous demand for ESL (English as a second language) and EFL (English as a foreign language) programs (Education†¦show more content†¦Distance, ignorance, a lack of teachers, and unavailability of resources are no longer obstacles for educators and students alike. As described in an article by Robert Macias and David James Rose in Hispanic magazine, Educators in Arlington County Schools in northern Virginia reacted uniquely when faced with the dilemma of not being able to address all of the individual needs of each student. When the unavailability of a teacher, or lack of enough interest in a class made it unrealistic to create a class, they simply connected schools together. They use an innovative program called the Electronic Classroom to broadcast a class and its instructor from one location to other sites instantly. According to Pat Teske, distance-learning specialist for the Washington, D.C.-area district, â€Å"the Electronic Classroom connects three classrooms in county high schools via video and audio monitors† (1994). An Advanced Placement course was taught in three area high schools- Wakefield, Yorktown, and Washington-Lee. The teacher, who instructed from a specially designed site at Washington-Lee, was not only seen and heard by students in the other two schools, but he could see and hear them as well. The students in all three schools were able to interact and communicate, as if they were all in the same room. In addition, since the class is broadcast on cable television, students who are sick at home are still able to watch and hear theShow MoreRelatedEffective Instruction For English Learners1414 Words   |  6 Pagesfor teaching students English Language. They also review the most successful models for teaching non native speakers. The authors indicate that the most important approach to enhance and improve the outcomes for English learners is to reform the â€Å"entire† school, and use an effective approach such as the approach of Success for All(SFA). SFA approach has been used widely in many schools in the USA. Then, the authors indicate eight elements â€Å"of effective practices for English learners: language andRead MoreTechnology Has Changed Our Society Essay1425 Words   |  6 PagesRATIONALE The predominance of technology has significantly influenced our society. Technology is being used all over the place, anywhere and is instant. When we say technology, it can mean a lot of things. But according to the New Zealand Ministry of Education, â€Å"technology is the use of practical and intellectual resources to develop products and systems (technological outcomes) that expand human possibilities by addressing needs and realising opportunities.† Technology is currently more complex andRead MoreThe Concept Of E Learning Inclusion Into An Education Essay1555 Words   |  7 Pagesinclusion into an education begins with the teacher and the manner in which they teach. 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The book is considered to be the first illustrated textbook forRead MoreTechnology Literacy Is An Growing Concern For Adults Essay980 Words   |  4 PagesIntroduction Education in the 21st Century is based on the acquisition of information or skills, and according to (Blank) one of the main concerns for the adult student is that they want their education to be applicable to their everyday life; which includes their job. According to projections by the Bureau of Labor Statistics, by the year 2016 more than 70% of all jobs in the U.S. will require some amount of technology skill (Ball 2011). Consequently, technology literacy is an growing concern forRead MoreIct And The World Of Sense Objects891 Words   |  4 PagesAudiovisual education has developed rapidly since the 1920’s by drawing on new technologies of communication. John Amos Comenius (1592–1670), a Bohemian educator, was one of the first to propose a systematic method of audiovisual education. (Audiovisual education, n.d.). Comenius, J. A. prepared a book known as orbit sensulium pictus (the world of sense objects) which contained about 150 pictures on aspects of everyday life. The book is considered to be the first illustrated textbook for children

Comparison And Analysis Essay Of Edgar Degas Paintings Example For Students

Comparison And Analysis Essay Of Edgar Degas Paintings Today would like to tell you about one of the pictures painted by Edgar De gas. A little bit about the artist Hillarie Edgar De gas was born in 1834 in Paris. He comes from old, wealthy appreciate with culture family. Edgar De Gas began paint seriously early in his life. By 20 he had turned his room into artists studio, He had begun making copies in the Louvre, but his father expected him to studding in the law school. Finally accepted sons will he cheers and even gives him support. In 1870 at the outbreak of the Franco-Prussian War De gas enlisted in the National Guard. After war De gas settled in New Orleans verse his rather and number Of Other relatives lived. This time De gas produced many of favors illustrated family members. One of the Degass New Orleans work depicting a scene at The Cotton Exchange, at the same title. This piece Of art portrays the main office purchasing cotton. In the foreground Of picture appears a figure with a sample of cotton in his toes. Its Michael Munson- Edgers uncle. In the middle of the room there is someone who sits on the chair and reading newspapers. This man is Edgers brother. On the left side there is his second brother. He leans on the window of checkout crossing his legs casually. Nonchalance two brothers contrasts with the busy activity other characters. Black color their clothes opposes white of cotton, shirts and newspapers, Strong, but not glaring contrasts gives to scene hardworking and serious atmosphere. The impression intensities technique used by De gas. Smooth and precise touch of the brush, The whole is kept in pastel colors. Watching the work we have an impression its a snapshot. Greening moment Of time portrays them exactly, imparting a sense of movement. This kind of shot view making Edgers paintings timeless think.

Vietnam Essays (547 words) - First Indochina War, Indochina Wars

Vietnam The Vietnam War was a brutal war that affected millions of people in many different countries. All wars start because there is a difference in people's opinions, and the Vietnam War was no different. It started because France and a Vietnam leader, Ho Chi Minh, had a difference in opinion about the type of government Vietnam should have. To find out why the war broke out you will have to go back to the 1750's. This is where the French started their so-called protectorate state of Vietnam. For many years the people of Vietnam protested but could not organize into a force powerful enough to resist the French. Then in 1946 a communist educated individual called Ho Chi Minh organized the people of North Vietnam and drove out the French rulers in a war that took eight years. During peace settlements in Geneva they allowed North and South Vietnam to become separate nations, divided on the 17th parallel. This was only to last for two years. After two years the two countries would then vote on a common leader and reunite the two countries once more. This never happened. South Vietnam was afraid that a Communist leader would be chosen and the nation would be in ruins. Communist guerrillas in South Vietnam opposing the canceled election began attacks on Southern Vietnam and remaining French officials to gain control of South Vietnam. If North Vietnam was to begin their invasion of South Vietnam the Communist ruler Ho Chi Minh was sure to have complete control over the nation and spread his ideas of communism to neighboring countries. The United States thought that this should not happen so in 1965 the president ordered the bombing of North Vietnam and the landing of US troops in South Vietnam. This then caused North Vietnam to send regular units to the South. That therefore, cause more US troops to become involved. All of this kept building and building until it was a full-scale war. The main cause that lead the Vietnam War to brake out was that the old imperial France thought they could keep a so called protectorate state without giving them any freedom. Then a communist leader came along that united the people and took over in the name of freedom. The U.S. thought that if Vietnam became communist then neighboring countries would soon follow. They did not want communism to spread so they tried to stop it but it did not work out like they thought it would. The United States hatred for communism was what pulled them into the war. Another mishappening that pulled the United States deeper in to the war happened in the first week of August 1964, when North Vietnamese torpedo boats were reported to have attacked two U.S. destroyers in the Gulf of Tonkin. As a result of this attack, former President Lyndon B. Johnson ordered jets to South Vietnam and the retaliatory bombing of military targets in North Vietnam. Later on, this information was found out to be false. The Vietnam War was a very unique war. There has been many different thing said about the Vietnam War. Some say the war was a waste of time because it as not our battle. There are many reasons that caused us to enter into the war. This war was very unique because the U.S. didn't win but did win most of the battles. The U.S. was greatly affected by the war and so was Vietnam.

Male Character Analysis in The Importance of Being Earnest

Male Character Analysis in The Importance of Being Earnest An earnest person is someone who practices diligence, seriousness, and above all sincerity. That being said, it is difficult to find a male character in Oscar Wilde’s   The Importance of Being Earnest who possesses these three qualities of earnestness despite the two leading male roles portray Ernest part-time in the comedic play. Take a closer look at the double life of respectable Jack Worthing and irreverent bachelor Algernon Moncrieff. Growing Up Jack Worthing The beginning of the play reveals that protagonist John Jack Worthing has a most unusual and amusing backstory. As a baby, he was accidentally abandoned in a handbag at a railway station, and a wealthy man, Thomas Cardew, discovered and adopted him as a child. Jack was named Worthing, after the seaside resort which Cardew visited. Worthing grew up to become a wealthy land-owner and investor, who was the legal guardian of Cardew’s granddaughter, Cecily. As the central character of the play, Jack might seem serious at first glance. He is far more proper and less ridiculous than his dandified friend, Algernon Algy Moncrieff.  In many productions of the play, the protagonist has been portrayed in a somber, straight-faced manner. Dignified actors such as Sir John Gielgud and Colin Firth have brought Jack to life on stage and screen, adding an air of dignity and refinement to the character. But, do not let appearances fool you. Witty Scoundrel Algernon Moncrieff One of the reasons Jack seems comparatively serious is due to the frivolous and playful nature of his friend, Algernon Moncrieff. Of all the characters in The Importance of Being  Earnest,  it is believed that Algernon is the embodiment of Oscar Wilde’s personality. Algernon exemplifies wit, satirizes the world around him, and views his own life as art’s highest form. Like Jack, Algernon enjoys the pleasures of the city and high society. (He also enjoys muffins and comes off as a bit of a glutton). Unlike Jack, Algernon loves to offer urbane social commentary about class, marriage, and Victorian society. Here are a few gems of wisdom, compliments of Algernon (Oscar Wilde): According to Algernon, relationships are â€Å"Divorces are made in heaven.† About modern culture, he comments, â€Å"Oh! It is absurd to have a hard and fast rule about what one should read and what one shouldn’t. More than half of modern culture depends on what one shouldn’t read.† One of his thoughts regarding family and living is rather insightful: â€Å"Relations are simply a tedious pack of people, who haven’t got the remotest knowledge of how to live, nor the smallest instinct about when to die.† Unlike Algernon, Jack avoids making strong, general commentary. He finds some of Algernons sayings to be nonsense. And when Algernon says something that rings true, Jack finds it socially unacceptable to be uttered in public. Algernon, on the other hand, likes to stir up trouble. Dual Identities The theme of leading double lives is commonplace throughout The Importance of Being Earnest. Despite his faà §ade of high moral character, Jack has been living a lie. His friend, Algernon, it turns out has a double identity as well. Jack’s relatives and neighbors believe him to be a moral and productive member of society. Yet, Jack’s first line in the play explains his true motivation for escaping his country home for the excitement of the city, he says, Oh pleasure, pleasure! What else should bring one anywhere? So, despite his stuffy outward appearance, Jack is a hedonist. He is also a liar. He has invented an alter-ego, a fictional brother named â€Å"Ernest.† His life in the country has been so tedious that he creates a reason to abandon his dreary and dutiful persona. Jack: When one is placed in the position of guardian, one has to adopt a very high moral tone on all subjects. It’s one’s duty to do so. And as a high moral tone can hardly be said to conduce very much to either one’s health or one’s happiness, in order to get up to town I have always pretended to have a younger brother of the name of Ernest, who lives in the Albany, and gets into the most dreadful scrapes. Algernon has also been leading a double life. He has created a friend named â€Å"Bunbury.† Whenever Algernon wants to avoid a boring dinner party, he says that Bunbury has fallen ill. Then Algernon cavorts off to the countryside, seeking amusement. During act two of the play, Algernon intensifies Jack’s conflict by posing as Jack’s delinquent brother Ernest. The Loves of Their Lives Algernon and Jack get entangled in their dual identities and the pursuit of their true loves. For both men, the Importance of Being Ernest is the only way to make it work with their hearts true desires. Jacks Love for Gwendolen Fairfax Despite his deceptive nature, Jack is sincerely in love with Gwendolen Fairfax, the daughter of the aristocratic Lady Bracknell. Because of his desire to marry Gwendolen, Jack is anxious to â€Å"kill off† his alter-ego Ernest. The problem is that Gwendolen thinks that Jack’s name is Ernest. Ever since she was a child, Gwendolen has been infatuated with the name. Jack decides not to confess the truth of his name until Gwendolen gets it out of him in act two: Jack: It is very painful for me to be forced to speak the truth. It is the first time in my life that I have ever been reduced to such a painful position, and I am really quite inexperienced in doing anything of the kind. However, I will tell you quite frankly that I have no brother Ernest. I have no brother at all. Fortunately for Jack, Gwendolen is a forgiving woman. Jack explains that he arranged a christening, a religious ceremony in which he will officially change his name to Ernest once and for all. The gesture touches Gwendolen’s heart, reuniting the couple. Algernon Falls for Cecily During their first encounter, Algernon falls in love with Cecily, Jack’s pretty eighteen-year-old ward. Of course, Cecily does not know Algernon’s true identity at first. And like Jack, Algernon is willing to sacrifice his namesake in order to win his love’s hand in marriage. (Like Gwendolen, Cecily is enchanted by the name â€Å"Ernest†). Both men go to great lengths in order to make their lies become the truth. And that is the heart of the humor behind The Importance of Being Earnest.

Economy situation in Poland before and after EU funding Dissertation

Economy situation in Poland before and after EU funding - Dissertation Example It is from these debates that Poland has reinvented itself, thus attaining the title of a modern European state that possesses a liberal political system that is democratic and sustainable market Economy (Cox and Myant 1). According to Bache, Poland has a record of the largest entrant to the European Union in the year 2004. In 1989 after the era of communist had ended, Poland undertook a territorial restructuring period. The membership position held by Poland in the European Union has helped the Poles to restructure as well as uphold their economy (Bache 73). One of the greatest success story attributed to the post-communist transformation in Poland is the high rate at which the small as well as the private companies are emerging over the last 20 years. 69% of employment as well as 60% of turnover are among the benefits of the small and medium sized enterprise to the Polish economy. The entry and the exit levels of enterprises, whose large percentage is the small ones, are higher in Poland than the average EU (Organisation for Economic Co-operation and Development 11). Literature Review Poland’s economy before the EU funding Europa publications Limited indicate that before its incorporation into the European Union, Poland had at the time had a population of about 40 million people. In addition to this, Poland was relatively poor especially in terms of aggregate, as their income per head was a third of the EU’s average. Poland provided incentives to non European members e.g. the special tax concession provided to Korean car manufacturers (Europa publications Limited 3). The Polish government had established an agency prior to joining the EU in the year 2000. The aim of this agency, which was known as the Polish Agency for Enterprise Development (PARP), was to offer active support to entrepreneurs in Poland thus improving the country’s economy. The main function of the PARP was to manage the funds of entrepreneurship that were granted by the state. This agency upon incorporation to the European Union also mandated was with the task of managing funds granted by the EU for entrepreneurship (Organisation for Economic Co-operation and Development 131). In the year 1997, Poland had already experienced continuous economic growth that lasted for five years. This was attributed to the reduction of industrial output during the transition period. Crucial steps had been undertaken to ensure that inflationary pressures experienced in 1990s were eliminated. In addition to this efforts had been made in redirecting Poland’s exports away from old communist bloc and towards the EU markets (Europa publications Limited 62). In the late 1970s, Poland had suffered an economic crisis. Its external finances indicated vast deficits of payment as its domestic economy fell in disarray. Poland had to find a way of arresting the situation before it could get out of hand as the interests were accumulating. The Authorities then decided on the modernization and investment strategy as the way forward (Marer et al 3). Dramatic changes in Poland have always caught the attention of the world. In 1989 the government in power transformed the existing centrally planned economy into a free market. In 1990 the price controls in majority of the products were scraped off. These were some of the

Paper and Coin currency Vs Electronic Money Transfer Systems Essay

Paper and Coin currency Vs Electronic Money Transfer Systems - Essay Example Bill Gates, while delivering his lecture at International Consumer Electronics Show in Las Vegas (Nevada) in January this year, said "Software is providing power, but software has got to provide simplicity. And that's why our investment levels are going up in the toughest problems: Security, privacy, speech recognition, video recognition - and all of those things we will fold into this platform."1 1. Today we are in an IT era and wish to live in a Digital life-style. Being digital has become sort of a fashion statement. The older generation expresses its reservation regarding security issues etc. but the Gen-X is fully geared up to exploit the full potential of Digital age. Well, having said about the 'attitude', it certainly needs to be pointed out that the youth of the day is not as carefree as is being branded, at times, by the elders. The fact is, the technologies like Electronic Money Transfer or Electronic Funds Transfer have proved their utility beyond doubt and we believe in this capability because we understand the intricacies of this technology. Electronic Funds Transfer (EFT) provides for electronic payments and collections. It is a system of transferring money from one bank account directly to another without any paper money changing hands e.g. There's will be more transpa... Electronic Funds Transfer (EFT) provides for electronic payments and collections. It is a system of transferring money from one bank account directly to another without any paper money changing hands e.g. Using Internet or bank transfers. Using ATM/Debit/Credit Cards etc Payments thorough telephone (using voice synthesizers) In fact the Radio Frequency IDs (RFID) technique is also used in Electronic Transfer. RFID tags are used in a wide range of contexts like; Electronic payment cards used in many countries to pay road tolls, bus and metro fares, Electronic security tags used by retailers, 'Intelligent' luggage labels used in some airports etc Monitoring the workers within the factory/ company builiding. Advantages of Using Electronic Money Transfer Salary of an employee can be directly deposited in his/ her bank account. There's will be more transparency in money transfers. For example transfer of huge sums of money to illegal operations like financing the terrorist organizations can now be easily traced, as there will be less number of manual transactions. Money can be transferred in lesser time, usually the same day. It increases the efficiency, safety/ security standards of the bank. Such transfers are less expansive for the bank. Customer is free from the stress of carrying bundles of notes in a bag/ packets etc. hence reducing the threat of robbery. The threat of a 'Returned Check' is gone as well. It results in less paper work meaning less cutting of trees i.e. an environment friendly technique. The day is not far when we do not need to carry any wallet, Credit cards etc. in our pocket, Soon enough we may see the times when we'll have all our banking records, personal details, identification tags etc in a smart chip embedded in the ring of our middle

Preparation for Nursing Mentorship

Preparation for Nursing Mentorship Name: W. Effah Domain 2 of the NMC (2008) Standards for learning and assessment in practice asks mentors to ‘Facilitate learning for a range of students, within a particular area of practice where appropriate, encouraging self-management of learning opportunities and providing support to maximise individual potential.’ Supervision and supporting the learning of student nurses in clinical placement has been the professional obligation and central constituent of Nursing and Midwifery Council (NMC) registered nurses. In this essay many issues are broached, due to the limitations of space and are treated comprehensively. It is anticipated that the reader will appreciate the magnitude of the effort of NMC registered nurses to facilitate the learning of a range of students in clinical practice. The brief of the essay will use the critical and systematic approach to consider how mentors facilitate the learning of a range of students in clinical practice in selecting appropriate learning opportunities to meet individual needs. In addition, it will consider how students can be supported to critically reflect upon their learning experiences in order to enhance future learning. With the relevant literature, it will appraise the learning needs of students and the provision of a wide range of support to maximize the individual potential. The challenges of mentoring students in clinical environment will be also analysed. Finally, all the relevant evidences will be compared and contrasted and own suggestions made with examples in practice where appropriate. The NMC (2008) describes a mentor as a facilitator, an assessor and a supervisor of students in clinical practice. To Stenfors-Hayes T. et al(2011), a mentor is anyone who shares what it means to be a nurse, who can answer questions and give advice and finally one who listens and stimulates reflection. However, from a review of Chandan and Watts(2012) a mentor goes far beyond the description above and not only advises and assesses, but in addition guides and ultimately acts as role model. Due to the wide range of students and the level of knowledge, mentors play an important role in supporting students to learn from the experiences they meet during their clinical placement. Consequently, it is for mentors to select the appropriate learning opportunities that are available and can be utilised by a range of students.(NMC2008) According to Levett-Jones and Bourgeois(2012) it is significant for mentors to know what level the student is early on in the placement to enable them know their level of competence. Hence, Clarke at al( 2002) suggested that, students should be allowed and encouraged to self-evaluate their competence prior to placement. Walsh(2010) added that regardless of the stage or year a student is, they may vary extremely in their levels of competence. In practice there were two students, one straight out of school and another student with care work experience. It is noted that the level of understanding in clinical practice was different. In order to enhance their knowledge two different approaches are needed to mentor them. This was stressed by Walsh(2010)that, the understanding of the students’ level of competence is more vital as they advance in the course of their training as mentors can allocate them to perform more tasks. An important skill for students is self-confidence and students who lack self-confidences as learners hardly discover success. The lack of self-confidence may be due to the lack the opportunities to develop self-direction. (Myers and Anderson,2012). Cash(2011) added that some students are over confident and have flight idea regarding their own levels of competence and a mentor should be wary of that. The role of the mentor is to Garvey et al(2009), the facilitating learners to develop their self confidence, independence and maturity. This is supported by Rogers’ 10 principles of adult learning (1983) cited in Jaques and Salmon(2007), that mentors can facilitate in the learning when they let students participate responsibly in the learning process actively thereby enabling them to build self-confidence. In addition self-initiated learning, independence, creativity, self-reliance, self-criticism and self-evaluation are very important in facilitating the learning of the students. NMC(2008) stated that a conducive learning environment with the appropriate professional and inter professionals, can be valued in a practical way to enhance and support the learning outcomes for students. From the classic surveys in the 1980’s, a dominant factor of the learning environment is the qualified staff as well as the role of a ward manager. Not only do they provide a good learning structure and have an important effect on learning environment but can serve as role-models for clinical practice.(Quinn, 2007) However, Stuart(2007) stated that due to the frequent interactions and activities, the clinical environment is regularly noisy which makes the clinical environment unpredictable and unstable. Stuart(2013) added that most learners will perceive the clinical area as a fear-provoking area which may limit their learning. A study by Phillips(2007) stated that the term â€Å"scary†, â€Å"frightening†, â€Å"terrified† and â€Å"anxious† were used to describe their early days in practice placement. Wilkes (2006) argued that, the abilities, qualities and attitudes of individual mentors are more essential than the learning environment whilst, Quinn (2007) emphasised that students are responsible for their own learning outcomes from an environment and they are not there just to observe. Finally, learners learn in different ways. Individuals will have a dominant learning style, either visual, auditory or kinesthetic. In addition to the dominant learning style, there is often a preferred mix of different learning styles. Research shows that an average of 60-72% of adults are visual learners, 12-18% are auditory learners 18-30% kinaesthetic. It is therefore the role of the mentors to identify the dominant learning style of the students. (Britton , 2010). As 60% of adult learners have preference for visual learning, it means that mentors can support them with flip charts and things they can see. In order to enhance future learning of students in clinical practice, the NMC (2008) standards for learning and assessment require mentors to support students to reflect upon their learning experiences. Howatson-Jones(2013), stressed that it is important for the novice practitioner to develop an understanding of their role and support the learning of new skills by reflection. To do so reflection can occur within the experience or by looking back at the experience. In addition OCarrol and Park(2007), mentioned that, nurses as well students can reflect in different ways at different times. When working with a service user, students can reflect to their mentors on what is happening between them (reflection-in-action). It is also possible to reflect on the same interaction after what has happened (reflection-on-action). For the Gibbs(1988) reflective cycle is to describe what happened, feelings, evaluation, description and action plan. On 5 cue questions, John (1995) cycle enables students to break down their practice and critically reflect on the process and outcomes.(Driscoll,2007) Driscoll’s â€Å"What? model (2000) structured reflection describes the event, an analysis of the event, proposed actions following the event, actioning the new learning from that experience in clinical practice and experience practice environment.(Driscoll,2007) For Walsh(2010), it is important for nurses to adopt the â€Å"action research model† that was originally developed by Kurst Lewin(1946). It is cycle of activities with ongoing evaluation and improvement. The key stages are for nurses to reflect upon what is happening, explain what is happening, carry out a literature research, plan a change, implement it, observe, evaluate its results, amend the plan and repeat the cycle. Hinchliff et al(2008) emphasised that, the core of professional nursing practice is reflection and is a skill that may develop with experience like clinical skills, which needs to be practised and learned. To them critical reflection is looking at the individual clinical practice. It considers how the individual will act in an event and evaluate his performance against what the real situation would have been. Johns(2000) added that the practitioner can see critical reflection as a window where he can focus on his lived experience which can help him to deal with, identify and work to resolve the contradictions in his practice involving what is desirable and actual clinical practice. White et al(2006) is of the view that critical reflection is a process by which practitioners identify the assumptions central to their practice, locate the historical and cultural source of these assumptions, question the meaning of the assumptions and develop alternative ways of acting. On the other hand Hinchliff et al(2008), is of the view that, critical reflection is cognitive, emotional and experiential of assumptions embedded in actions or experience. It is a review and re-evaluation of events and reworking of concepts and practice, based on this evaluation. Subsequently, Driscoll(2007) reinforces this, by emphasising that, critical reflection provides a mechanism for mentors to support and guide students and gives the opportunity to stimulate new ideas and thinking. Therefore the role of the mentor is to provide support for the students to reflect on their practice and to give constructive feed back.(Howatson-Jones, 2013). As advocated by Levett–Jones et al(2009) students on clinical placement are encouraged by the writer and other professionals to critically reflect on their experiences. Students are supported to critically reflect on their practice using any of the reflective models that best suits them and provided with a constructive feedback on their performance. This enhances their personal and clinical development in the delivery of high quality care. According to Walsh(2010), mentors that implement reflection in their practice will be a source of inspiration for student nurses. Furthermore, feedback is part of a valuable learning and is so essential not only for students in practice but also other professionals. It helps the students by offering them a comprehensible direction on how to improve their practice.(Howatson-Jones, 2013) Hinchliff et al(2008) argued that a challenge to critical reflection is that, it is always difficult to analyse ones own event and would benefit from another’s expertise or viewpoint. So it is important for nurses to support students on placement and to critically reflect. OCarrol and Park(2007), is of the view that listening, empathy, assertiveness and managing change are additional skills that are essential for reflection. One of the disadvantages of reflection according to Walsh(2010) is the doubling of staff time and that mentors and students may reflect differently since they are not one and the same person. Furthermore, as mentors assume the role of the expert in demonstrating skills, there is a risk of feeling uncomfortable, thinking their weaknesses may be exposed. However, Howatson-Jones(2013 ), without critical reflection, nurses cannot not deliver high quality care and is a source of inspiration for students in their future clinical practice. Furthermore, when reflection takes place it enables not only the development of knowledge by the student nurses beginning clinical practice but also its articulation by qualified nurses.(Elder et al, 2011) As set by the NMC(2008) code of conduct nurses have a professional duty to facilitate students and others to develop their competence. However, Stuart(2013) stressed that clinical practice assessment is challenging and time consuming and carries with and the burden of responsibility and answerable. In addition, they face the demand of the day-to-day clinical workload with the additional role and obligation as a mentor. Furthermore, some mentors feel not recognised and rewarded for taking additional roles. (Bray and Nettleton, 2007). In Walsh(2010) opinion, mentoring is by no means a one-way-traffic. It brings with it increased professional role, being updated by and learning from the student, developing teaching skills, adding to personal profile and increased self-esteem. Mentors are hesitant to fail students due to the fear of more documentation, the university overturning the fail and dealing with disputes.(Stuart, 2013). Abbot(2009) emphasised that the relationship formed between the mentor and the student may affect the ability to conduct an objective assessment and fail a student. Kinnell and Hughes(2010) added that, the relationship between the student and the mentor to be successful depends on each respecting and understanding the other. For Casey and Clark(2011) the relationship should be a professional one and that there should be clear boundaries from the start of the placement. Mentors, for this purpose, should distinguish their association from that of a friend. By doing this, there would be balance which would give the mentor the opportunity to carry out appropriate evaluation and feedback. Furthermore, mentors should be given support by ward managers and other professionals in mentoring students.(O’Driscoll et al, 2010). This essay has attempted to explore how mentors can facilitate the learning for a range of students, within the writers practice area. In doing so, it is realised that the benefits of mentoring for the mentor, the mentee and the NHS organisation in offering an exceptional opportunities for nurses to influence and build up the practitioners of the future cannot be overemphasized. It is also established that the learning environment is crucial in maximizing the learning of students. Additionally, it is important that students reflect upon their learning experiences in other to recognise their strengths and any areas that need further development. The writer is of the view that the relationship that develops between the mentor in facilitating the learning of a range of students can sometimes become complex. From the writers own experience, it is therefore necessary that the mentor by offering support should set out the ground rules initially and should be objective and disciplined. Ultimately, mentors should exercise caution when establishing relationship with students otherwise the final assessment can be subjective. Word count 2167 Reference: Abbott H. (2009) The experiences and challenges of mentorship in clinical practice in pre-registration education, Technic: The Journal of Operating Department Practice, 5 pp.9-13. Bray, L. and Nettleton, P. (2007) ‘Assessor or mentor? Role confusion in professional education’. Nurse Education Today 27(8), pp. 848–855. Britton, J. J. (2010) Effective group coaching: Tried and tested tools and resources for optimum couching results. Ontario: John Wily Sons. 4. Burton, R., Ormrod, G. and Holland, K. (2011) Nursing: transition to professional practice. Oxford: Oxford University Press. Casey, D. C. and Clark, L. (2011) ‘Roles and responsibilities of the student nurse mentor: an update’ British Journal of Nursing 20 (15) pp.933-937 6. Cash, R. M. (2011) Advancing differentiation: Thinking and learning for the 21st Century. Minneapolis: Free Spirit Publishing Chandan, M. and Watts, C. (2012). Mentoring and pre-registration nurse education. The Willis Commission, Technical Paper 4. London. RCN. [Online]. Available at: http://www.williscommission.org.uk/_data/assets/pdf_file/0009/479934/Mentoring_and_pre-registration_nurse_education.pdf (Accessed 17 March 2014). Clarke, D., Davies, J., and McNee. P.(2002). The case for a children’s nursing skills laboratory. Padiatric Nursing, 14(7), pp.36-39. Cook, M. and Hyrkà ¤s, K. (2010) â€Å"Interprofessional and team working Issue†. Journal of Nursing Management Volume 18, Issue 3 April 2010. Oxford: John Wiley Sons Ltd Creed F. and Spiers C. (2010) Care of the acutely Ill adult: an essential guide for nurses. Oxford : Oxford University Press. 11. Driscoll, J.(2007) Practising clinical supervision: A reflective approach for healthcare professionals. 2nd edn. Oxford: Balliere Tindal Publishers. Garvey, R., Stokes, P. and Megginson, D.(2009) Coaching and mentoring: theory and practice. London: Sage Publications. Jaques, D. and Salmon, G.(2007). Learning in groups: A handbook for face-to-face and online environments. 4th edn. Oxon: Routledge Kinnell, D. and Hughes, P.( 2010) Mentoring nursing and healthcare students. London: Sage Publications. Levett-Jones, T. and Lathlean, J.(2009)†The Ascent to Competence Conceptual Framework: an outcome of a study of belongingness†. Journal of Clinical Nursing 18. pp. 2870–2879. Levett-Jones, T., and Bourgeois, S.(2009) The clinical placement: A nursing survival guide. 2nd edn. Oxford: Balliere Tindal Publishers. McKenzie, K. (2004) Mentoring: it’s a two-way street. RCM-Midwives Journal. 7 (12), 526-528. Midgley, K. (2006) Pre-registration student nurses’ perception of the hospital learning environment during clinical placements. Nurse Education Today, 26 (4), 338-345. Moscaritolo, L.M. (2009) Interventional strategies to decrease nursing student anxiety in the clinical learning environment. The Journal of Nursing Education. 48 (1). pp.17-23. Myers, S. and Anderson, C.(2012) Dimensions in mentoring: A continuum of practice from beginning teachers to teacher leaders. Rotterdam: Sense Publishers Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice: NMC Standards for mentors, practice teachers and teachers. 2nd edn. London: Nursing and Midwifery Council. O’Driscoll, M.F., Allan, H.T. and Smith, P.A. (2010) ‘Still looking for leadership – Who is responsible for student nurses’ learning in practice?’ Nurse Education Today 30 pp. 212–217. Ousey, K. (2009) ‘Socialization of student nurses: the role of the mentor’, Learning in Health and Social Care, 8, pp.175-184. Phillips, B. (2007) Nursing care and understanding the experiences of others: a Gadamerian perspective. Nursing Inquiry 2007 14(1), 89–94 Price, B. (2007) Developing skills for practice. (Course study guide). Milton Keynes :The Open University Quinn F. M., and Hughes, S. J. (2007) Quinns principles and practice of nurse education: 5th edn. Andover: Nelson Thornes Limited. Rogers, C.(1983), (cited in Jaques, D. and Salmon, G., 2007) Freedom to learn for the 80. New York: Merrill Wright Stenfors-Hayes, T., Hult, H., and Dahlgren, L. O.(2011) â€Å"What does it mean to be a mentor in medical education?† Medical Teacher 2011, Vol. 33, No. 8 , pp. e423-e428 Stuart, C. C.(2013) Mentoring, learning and assessment in clinical Practice. 3rd edn. London: Churchill Livingstone Stuart, C.C. (2007) Assessment, supervision and support in clinical practice: A guide for nurses, midwives and other health professionals. 2nd edn. London: Churchill Livingstone. 31. Walsh, D. (2010) The nurse mentors handbook: supporting students in clinical practice. Maidenhead: Open University Press Wilkes, Z. (2006)The student-mentor relationship: a review of the literature. Nursing Stand 20 (37): 42–7

Reincarnation :: essays research papers fc

Reincarnation Synopsis Reincarnation is the embodiment in flesh or human form of the soul of a person now dead. Reincarnation is the belief that the soul survives after death and is reborn in the body of another person of some other living thing. This concept is called Transmigration of the Soul. Different religions from different countries have different beliefs of reincarnation. According to the Law of Karma, after death the soul is capable of passing to another body. The new body in which the soul is said to be reincarnated may be human, animal, plant or inanimate. According to the Hindu’s a good man may be reborn into a higher caste or perhaps even a god, were a lesser man becomes an insect or a worm. Cases One of the best documented cases is that of a young Indian girl named Shanti Devi living in Delhi (born 1926) who at the age of three began to recall details of a former life in the town of Mutta eighty miles away. She said she had married a cloth merchant, given birth to a son and died ten years later. Her claims continued and when she was nine years old her family wrote to her claimed husband who visited her home unannounced and was immediately recognized by Shanti Devi. A committee was set up to witness her visit to Mutta and testified the fact that she did recognize other relatives, knew the way to her former house, which she recognized and in fact revealed that money had been hidden in the house. The hiding place was found and her former husband admitted he had removed the money. The Pollock family is another well recognized case is that of the two little girls of the Pollock family who were killed by a run- away car in the town of Hexham in Northumberland. Twin girls born two years later to the same parents claimed dolls of the former children as their own. One said â€Å"That’s my Mary.’† The other girl said, â€Å"That’s my dolly that we had a long time ago†! Investigations Dr Ian Stevenson of the University of Virginia has spent thirty years investigation of reincarnation. His strongest cases are based on children with pre-natural memories that can be verified often in considerable detail and in circumstances that made it highly unlikely that the children would have searched the information. Other evidence that match marks on previous suspected incarnations particularly where they might relate to the death of the former individual, for example where the reincarnation of a gunshot victim has birthmarks which match the entry holes of the bullets in the victim.

Ethical Issues in Human Relations counseling Essay

Ethical actions at all levels of human operations [personal or corporate] form the main basement of higher productivity and progress in the society. Kidder points out that the demand for ethical actions has intensified with time as more people become aware of their rights thereby increasing the overall pressure especially to respective authorities in demand for justice (2003, 58-60). Researchers indicate that though cases of unethical professional acts have been increasing with time, over 98%of perpetrators have full knowledge on the same ideologies and principles considerations. According to Cohen, professionals have one of the most important roles of adhering to the demands and requirements of ethics in their duties at all times (1998, 150-155). Understanding of this theory therefore forms the basis of making the correct decisions in resolving different cases and dilemmas that face them in their daily chores. Cohen explains that the theory requires the professionals to assume actions that only result to the greatest good and to the largest number of people at any instance (1998, 175-178). To add to that, it anchors the ability to effectively analyze prevailing situations and prediction of the expected consequences to infer the best decisions. To add to that, the professionals are able to compare their situations with others related cases that took place previously to make up the best decisions in their areas of work. Such comparisons act as major facets upon which the professionals base their calls for change to infer improvements in their areas of work. Taking into consideration that professionals are relied on by other junior staff and the public for guidance, it becomes possible to uphold the rights of all the respective parties without inferring any sense of sabotage. Under the modern system of globalism and fast dynamism in consumerism, the theory would bring out the need for new inclusive decision making systems that incorporates all the people at different levels for acceptance of the decisions made to enhance their further applicability. Professional ethics is a term used to denote the moral issues and obligations that arise from professional specialization and higher levels of knowledge as compared to the rest of the public and/ or the junior staff. As a result many of the scholars tend to define and specify professional ethics on the basis of what they are required to do as opposed to what the concept is really about. Firstly, they are expected to hold professional respect to their clients and their duties at all times through the principle of responsibility. This is generally emphasized because professionals are capable of exploiting their authority and status at the expense of their clients. This notion has often led to the question of the extent to which the professionals should be held accountable for their actions, a notion that has led to major quagmires in the market place. Professional ethics therefore demands operations that are based on true conscience that is not undermined by any commercial underpinning to sabotage the respect and integrity of the clients (American Psychological Association, 2001, 35-37). Kidder (2003, 78-79) explains that professional ethics demand operations within the professional guidelines, seeking the highest possible returns and advice and honesty to the clients. As indicated earlier, professionals hold the helm of national and global development in that they guide their clients on how to progress with different projects. It is therefore considered that failure to effectively give the correct guidance is a direct injustice to the client and the nation in general. To ensure that the professional ethics are adhered to by different professionals, regulatory bodies like engineering society, medical societies and auditors fraternity among others that draw codes of ethics expected for their specialists and address their clients complaints are formed. As indicated earlier, professionals are entrusted with variant responsibilities that demands them to act responsibly even without supervision. In criminal justice, judges have the moral and ethical obligation to ensure that the complainant get the necessary justice while convicted victim get a fair judgment depending with the offenses made. In such cases, the judges should understand that their judgments have further ethical implications to the whole community. To add to that, human resources managers have the ethical responsibilities of ensuring that staff and workers have the correct working environment. Besides, they also have the moral obligations of ensuring that their staff is remunerated appropriately not just as per the law demands, but on their work, motivation considerations and the overall returns of the company. In addition, accountants have the direct moral obligations to give the correct status of a company even if it is making losses as opposed to the general temptations to cover up the problems. This usually leads to to reluctance in addressing the main problem and therefore precipitates to later collapse of the company as it happened with Enron Company (Marianne, 2006, 54-59). Counselors have at times fallen into major temptations to operate against their professional ethics in the course of their duties. Most of them indicate that the main cause for their temptations has been corruption especially by the wealthy individuals who lure them to compromising their decisions (Peterson, 1992, 65-67). Being advanced in form of bribery, unprincipled counselors easily overlook different cases and aspects that could have warranted greater considerations. Besides, they may also be tempted to act less ethically when the end appears highly uncertain and perhaps threatening to them. Cases of life threats that are either directed to counselors and/ or their families may make them to withdraw from such cases or act directly different from what they are expected to. Finally, where there is no goodwill from the clients, the counselors may equally loose the drive to effectively operate ethically in dispose their duties. Though some researchers have indicated their support for to such responses, the notion is indeed very wrong in that counselors should lead in analysis of such situations under the ethical theories and take the best possible courses of actions that lead top the highest good. Presently, there are major cases and issues that face professionals in their different areas of operations that demand careful addressing for ethical progression. If I am faced with such a situation where responsibilities are not immediately clear, I would exploit the following avenues. To begin with, I would seek advice of a friend who has been in the field for a longer time than I and therefore most probably have had such cases and solved them in the past. It is clear that no man is an island and therefore, this relation would be promoted for further later consultations on similar matters. To add to that, I could also seek to get into greater and in depth analysis of the situation by evaluating similar or related cases to make the best decision that will be highly acceptable but within the ethical realms as demanded by the ethical theory. Job market has been dogged with a myriad of unethical issues especially relating to management of workers operations. Many of the ethical issues generally result as the different companies try to reduce the overall costs, evade responsibilities, or stick to different stereotypic notions in their management. Before deciding to form my own company, I was discriminated on the basis of my color immediately after finishing college where I could not secure a job as my white colleagues easily got employed. To add to that, even after getting my first job in the industry, I was soon shifted to work with workers who were far much inferior to me academically until I quit the job. In the later job, similar ethics disregard were encountered as payment was very poor and many of the workers filed their cases in courts against the company. As if that was not enough, the working conditions for the low level workers was very low and we filed more cases in court before the company was closed to upgrade its systems for better working conditions. Conclusion It is from the above consideration that this paper concludes by supporting the thesis statement that ethical actions at all levels of human operations [personal or corporate] form the main basement of higher productivity and progress in the society. Professionals and counselors should uphold the demands of the theory of ethics due to the positions they hold and their main impacts to the society. Indeed, taking ethical responsibilities at all times would stimulate similar actions at the lower levels of the society, a consideration that would reduce the shenanigans of the low ethics at all levels. However, there is need for stronger institutions that guard against exploitation of the same ethics exploitation by the professionals. Finally, it is important to establish a strong relationship between the professionals, counselors, and the public to educate the later on their rights and channels to guard their integrity and dignity. Reference list American Psychological Association (2001). Publication manual of the American Psychological Association (5th ed. ). Washington, DC: American Psychological Association. ISBN 9781557987914. Cohen, G. ed (1998). The Vituous Therapist: Ethical practice of counseling and psychotherapy. Belmont, CA: Thonpsom Wadsworth. ISBN 9780534344085. Kidder, R. (2003). How good people make tough choices: Resolving the dilemma of ethical living. New York: Harper Collins. ISBN 9780688175900 Marianne, J. (2006). The seven signs of ethical collapse: How to spot moral meltdowns in companies before it’s too late. New York: St. Martin’s Press, ISBN0312354304 Peterson, M. (1992). At personal risk: Boundary violations in professional-client relationship. New York: Norton. ISBN 9780393701388.

Profile of the Pentaceratops

Despite its impressive name (which means five-horned face), Pentaceratops really only had three genuine horns, two big ones over its eyes and a smaller one perched on the end of its snout. The two other protuberances were technically outgrowths of this dinosaurs cheekbones, rather than genuine horns, which probably didnt make much difference to any smaller dinosaurs that happened to get in Pentaceratops way. Name: Pentaceratops (Greek for five-horned face); pronounced PENT-ah-SER-ah-topsHabitat: Plains of western North AmericaHistorical Period: Late Cretaceous (75 million years ago)Size and Weight: About 20 feet long and 2-3 tonsDiet: Plants Distinguishing Characteristics: Enormous bony frill on its head; two large horns above eyes About Pentaceratops A classic ceratopsian (horned face) dinosaur, Pentaceratops was closely related to the more famous, and more accurately named, Triceratops, although its closest relative was the equally large Utahceratops. (Technically, all of these dinosaurs are chasmosaurine, rather than centrosaurine, ceratopsians, meaning they share more characteristics with Chasmosaurus than with Centrosaurus.) From the tip of its beak to the top of its bony frill, Pentaceratops possessed one of the largest heads of any dinosaur that ever lived—about 10 feet long, give or take a few inches (its impossible to say for sure, but this otherwise peaceful plant-eater may have been the inspiration for the huge-headed, human-munching queen in the 1986 movie Aliens.) Until the recent discovery of  the evocatively named Titanoceratops, which was diagnosed from an existing skull previously attributed to Pentaceratops, this five-horned dinosaur was the only ceratopsian known to have lived in the environs of New Mexico toward the end of the Cretaceous period, 75 million years ago. Other ceratopsians, such as Coahuilaceratops, have been discovered as far south as Mexico. Why did Pentaceratops have such a huge noggin? The most likely explanation is sexual selection: at some point in the evolution of this dinosaur, huge, ornate heads became attractive to females, giving big-headed males the edge during mating season. Pentaceratops males probably butted each other with their horns and frills for mating supremacy; particularly well-endowed males may also have been recognized as herd alphas. Its possible that the unique horns and frill of Pentaceratops aided with intra-herd recognition, so, for example, a Pentaceratops juvenile wouldnt accidentally wander off with a passing group of Chasmosaurus! Unlike some other horned, frilled dinosaurs, Pentaceratops has a fairly straightforward fossil history. The initial remains (a skull and a piece of hipbone) were discovered in 1921 by Charles H. Sternberg, who continued plying this same New Mexico location over the next couple of years until he had collected enough specimens for his fellow paleontologist Henry Fairfield Osborn to erect the genus Pentaceratops. For nearly a century after its discovery, there was only one named genus of Pentaceratops. P. sternbergii, until a second, northern-dwelling species, P. aquilonius, was named by Nicholas Longrich of Yale University.