Personal Perception of Organized Crime Essay Example | Topics and Well Written Essays - 750 words

Personal Perception of Organized Crime - Essay Example These enterprises are run and managed by criminals for the sole purpose of perpetrating illegal activities (Allum and Gilmour, 2012). Examples include various gangs and even terrorist groups. As can be observed, both definitions highlight organized crime as the perpetration of criminal activity with the aid of various, highly established mechanisms such as groups or gangs. However, the initial perception of organized crime prior to further reading was only limited to the portrayal of organized crime in the form of certain gangs. This implies that further reading brought exposure with regard to other forms of organized groups such as terrorist groups. In addition, cyber crime could also be considered as a form of organized crime. Characteristics of Organized Crime Organized crime has numerous characteristics. Organized crime behaviors are mainly highly structured and employ the differentiation of roles and operations. The system is, thus, involved in various illegal activities around the world. As mentioned, these crimes are perpetrated with the aid of groups of gangs whose membership is extremely loyal and committed to the set objectives. Thus, the characteristics of organized crimes involve many classifications as subsequently outlined. Violence and Intimidation Violence and intimidation represent a core characteristic of most organized crime behaviors. This implies that in the perpetration of organized crime, the criminal involved either employs violent behaviors or intimidation methods. For instance, terrorist groups may indulge in violent tendencies in regards to achieving certain objectives. On the other hand, other organized crime groups such as gangs may employ intimidating behaviors in the control and regulation of territories. Thus, innocent civilians or residents may be intimidated into compliance with certain operations with regard to the activities of the gangs. For instance, shopkeepers may be forced and intimidated into parting with certain amount s of money on a regular basis to the gangs. As a result of this intimidation processes, civilians may fail to testify against the gangs in court owing to fear of vindication. Thus, violence and intimidation contribute significantly to the thriving of organized crime in modern societies (Allum and Gilmour, 2012). Employment of Technology This represents an emerging trend in the perpetration of organized crime in modern society. Organized crimes have embraced technological advancements in the perpetration of criminal activities. Cybercrime refers to one of the examples of employment of technological advancements with regard to organized crime behavior. Through cybercrime, organized gangs are able to obtain sensitive personal and financial information using software applications. Information collected may, in turn, be used in the perpetration of internet crimes such as internet theft or internet fraud. Money Laundering Money laundering also represents a significant characteristic of or ganized crime behavior. Thus, billions of dollars are laundered annually by organized crime groups around the world. This process involves the exploitation of domestic financial institutions. The system is extremely structured and organized. This implies that various parties are responsible for the operations within the process of money laundering. Money laundering also employs a range of forms of technological

Outline & Evaluate the Functionalist Approach to Crime & Deviance Essay Example for Free

Outline Evaluate the Functionalist Approach to Crime Deviance Essay This question includes assessment of your understanding of the connections between crime and deviance and sociological theory. Functionalist explanations of deviance begin with society as a whole looking for the origins of deviance in the nature of society, not the biological or psychological make up of an individual. Functionalists favour quantative methods to look at society, using statistics to see society as a whole, rather than looking at the individuals effect on society. The majority of Functionalists ideas on crime derive from the work of Durkheim. Durkheim believes that crime in inevitable because not every member of society shares the same values and norms; every society has crime, particularly the most advanced industrial societies. Crime is seen as not only inevitable, but functional to society because it allows for change, which is vital for society to function. Durkheim argues that crime brings society together, as in the case of the Soham murders. From this point of view it can be questioned what the function of punishment is, Durkheim believes punishment is a form of social control and act as a signal to people. A.K Cohen developed Durkheims ideas further, providing further possible functions of deviance. Firstly deviance can act as a safety valve providing an expression of discontent. Cohen uses the example of prostitution, he believes this protects the institution of the family and provides a release from the stress of family life without undermining family stability because the relationship between prostitute and client has no emotional attachments. In other words it is fine for a man to use a prostitute, but not to have an affair because that would jeopardise the family! Cohen believes that deviance acts as a warning device too indicate that an aspect of society is malfunctioning, thus drawing attention to it and allowing the problem to be resolved. An example of this is the Los Angeles riots that drew attention to the mistreatment of blacks, likewise the Steven Lawrence case. Durkheim and Cohens work is important because it moved ideas away from biological and psychological explanations for deviance, rather seeing it being society itself creating crime. However, other sociologists believe the functions are too narrow and class differences are not examined.

The Factors Affecting Teacher Motivation

The Factors Affecting Teacher Motivation The literature review is integral to the success of academic research. It ensures the researchability of the topic. It is designed to identify related research, to set the current research project within a conceptual and theoretical context. A literature review is a systematic, explicit and reproducible method for identifying evaluating and interpreting the existing body of recorded work produced by researches, scholars and practitioners, (Fink, 1998, p.3). The review (Mouton, 2001) helps to place the research in the context of what has already been done, thus, allowing comparisons to be made. It is a critical summary and assessment of the range of existing materials dealing with knowledge and understanding in a given field. Its main purposes are as follows: to locate the research project, to provide a rationale for the research, forming its context or background, to provide insights into previous work, and to identify a gap, a problem in the existing literature and thus providing a framework for further research. A review of literature also contributes to the development of the researchers intellectual capacity and practical skills as it engenders a research attitude, thus encouraging the researcher to think rigorously. Time and effort carefully spent at this particular stage helps to save a great deal of effort and vague search. Another purpose of reviewing the literature is to analyse the different methodologies and data collection methods used by previous researchers in similar issues. This would help the researcher to identify the various strengths and lacunas of the used methods. A thorough review of literature may enable the researcher to answer the several pertinent questions. 2.1: INTRODUCTION A study of teachers motivation consists of two main themes. The first one identifies the different factors affecting teachers motivation, while the second aspect analyses how the school heads can impact on teachers motivation through their leadership. This chapter explains the importance of teacher motivation. The motivational factors for teachers, applying literature findings are reviewed. 2.2: Importance of teacher motivation Schools exist, primarily to educate children. It is for this purpose that teachers are employed in schools (Fiddler Atton, 1997). Teachers are, thus, the most important professionals for any nations future. However, without adequate support and resources, teachers will not be motivated although they may be highly qualified. It is sad to note that teachers, the most valuable human resource, are often neglected (Abdo, 2001). One should bear in mind that a nations strength depends on the high quality of its education system and the strength of such a system, in turn, relies on qualified and motivated teachers. Inspired and motivated are essential in providing quality education. Schools would definitely not survive without motivated and dedicated teachers. 2.3: Factors affecting teachers motivation Research (Eimers, 1997) has shown that teachers are influenced by both intrinsic and extrinsic factors. Further studies on motivation for teaching distinguished between intrinsic, extrinsic and altruistic reasons for choosing the profession (Kyriacou Coulthard, 2000; Moran, Kilpatrick, Abbott, Dallat, McClune, 2001). Intrinsically motivated teachers are focused on teaching and the activity related to the job itself. The inherent satisfaction or the joy of teaching is viewed as the driving force. The extrinsically motivated teachers focus on the benefits of teaching, such as salary, vacations or other external rewards connected to the job. Finally, the altruistically motivated teacher views teaching as a socially worthwhile and important job, and has a desire to be part of young peoples growth and development. Barmby (2006, p. 253) extrapolated these findings and points out that teachers motivation is influenced less by externally initiated factors such as salary, educational policy and reform and conditions of service, than by those emanating from the intrinsic context within which they work. According to Hallinger and Heck (1998), school leaders can play a critical role in the success of educational institutions. To the extent that school leaders can control the outcomes of teachers efforts, they can influence the levels of motivation teachers experience (Silver, 1982). This can be through their influence on teachers morale and motivation. Studies have lent proof (Hallinger and Heck, 1998; Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008) that School leadership affects the way teachers teach, and hence, impact directly on student performance. Since school leaders can, in one way or the other, affect the intrinsic factors listed, they, thus, play an extremely role in motivating teachers. Indeed, in an attempt to study teachers motivation, Pitre (2003) found significant relationship between school leadership and teacher motivation. A school head should not only be an effective leader, manager and counselor, but also an effective motivator. Motivated teachers are productive teachers (Osterloh, Bruno and Frost, 2001) as they have job satisfaction. School leaders should bear in mind that without these, educational programmes may be deeply weakened (Snowden and Gorton, 2002). This is supported by Browns study (2005), which found significant link between political, local and organisational factors and the use of incentives to motivate teachers in charter schools. Motivation was higher where more external incentives were provided. In fact, School leadership and Teacher Motivation are two things that are inextricably linked. 2.4 Importance of leadership in schools For much of the twentieth century, the role of the school head was that of manager, where he/she was expected to manage personnel and budget, while handling other operational issues (Usdan, McCloud, Podmostko, 2000). Studies on the topic suggest that in the past, principals were able to succeed, at least partially, by simply carrying out the directives of central administrators (Perez et al. 1999). Today, in a rapidly changing era of standards-based reform, as education moved into a new era of accountability, a different concept has emerged. According to Dussault and Barnett (1996), educational organisations are facing many challenges and this shift brings with it dramatic changes in what public education needs from principals. School principals must, therefore, enhance the quality of their services; they can no longer function simply as building managers, tasked with adhering to district rules, carrying out regulations and avoiding mistakes. Management by principals is no longer en ough to meet todays educational challenges (Mulford, 2003). Researchers (Dussault and Barnett, 1996) claim that the actual situations in schools call for improvement and educational leadership. As Cawelti (1984, p.3) stated: Continuing research on effective schools has verified the common sense observation that schools are rarely effective, in any sense of the word, unless the principal is a good leader . 2.4.1 School leadership and effective schools School leadership (Huber, 2004), indeed, has a pivotal role in contributing to effective schools. Gurr, Drysdale, and Mulford (2005) found in their case study research on Australian principals that the principal remains an important and significant figure in determining the success of a school (p. 548). Extensive empirical efforts have shown that leadership is a central factor for the quality and effectiveness of a school (Reynolds, 1976; Harris, 2005). The research results show that each and every successful school possesses a competent and sound school leadership. Research (Barber, 1995; Mortimore, Sammons, Stoll, Lewis and Ecob, 1988; Stoll and Fink, 1996) has shown that leadership, in fact, defines the success of a school. According to Leithwood, Day, Sammons, Hopkins and Harris (2006, p. 14-15), there is not a single documented case of a school successfully turning around its pupil achievement trajectory in the absence of talented leadership. In this line of thought, Leithwood, Louis, Anderson Wahlstrom (2004) claimed that while classroom instruction has the greatest impact on student achievement, leadership has the second greatest effect. The role of the school leader has to be seen in relationship to the context in which the school is operating. Schools are embedded in the education system and their local communities; leaders, therefore, have to react to, cope with and support the development of the community served by their respective schools. Huber (1997) firmly believes that school leaders matter, they are educationally-significant, school leaders do make a difference. Given the manifold tasks and responsibilities of school leadership, as well as the competencies required, school leaders may be regarded as superheroes. Their complex role can hardly be filled with traditional leadership concepts (Huber, 2004). Educational leaders are now confronted with an altogether new range of demands and challenges. They should bear in mind that their organisations have been set up to accomplish a specific social aim, shaping the society. The quality of education provided at school, therefore, determines the future society. Moreover, school leadership proved to be important for the learning environment for teachers in schools (James McCormick, 2009; Louis, Dretzke, Wahlstrom, 2010). 2.4.2 Successful and effective School leadership 2.4.2.1 Firm and purposeful leadership It has been proven that all aspects of the school rely on a proper School Leader (Stoll and Fink, 1996; Huber, 2004; Mortimore et al., 1988). However, both the School Leader and individual teachers are of utmost importance. Leithwood, in concert with others (Leithwood et al., 2004; Leithwood and Riehl, 2003; Leithwood et al., 2006), identified four broad categories of educational leadership, or core practices: setting directions; developing people; redesigning the organization; and managing the instructional program. At the same time, effective leaders know that the ability to lead and manage organisational change is critical for survival since the school environment is a dynamic one. School Leaders should incorporate the ability to deal with changes occurring in school system structure, especially when more responsibilities are being thrusted upon the shoulders of the School Leader by the educational system. According to Calabrese (2002) the prototype school leader in the 21st century is a change agent. They have a responsibility to lead change that results in more effective and efficient educational practices, in an environment that is increasingly political. Therefore, outstanding school heads should be proactive. They must make the change happen without alienating the teaching staffs. They should act as mediators between those resisting changes (Levine and Lezotte, 1990) and the change agents. Leaders, thus, got a key role in inducing others to adopt change in order to improve the organisational effectiveness. Hence, school leaders, are key to initiate and maintaining the school improvement process (Sammons et al., 1994c). Schools, expected to fulfill multi-dimensional functions, are affected by both internal and external environmental factors (Eres, 2011). School leaders can eliminate the negative effects of such factors. Thus, they need to be proactive, anticipating problems and should be prepared to counteract these efficiently and effectively. The role of the School Leader is not always clearly defined since leading and managing are two intermingling responsibilities. 2.4.3 School leadership and teachers motivation Leadership can be defined as the ability to enlist, mobilize and motivate others to apply their abilities and resources to a given cause (Eyal and Roth, 2010). This capacity is fundamental in the educational sphere. Very often, educators think in terms of motivating students to learn. Equally important, though, with respect to educational leadership is the motivation of teachers (Silver, 1982). According to Kocabas and Karakose (2002), teachers are responsible to their schools and the principals are in turn responsible for the proper administration of the school. Therefore, the main responsibility for motivating teachers falls to the school head. Along this line, Barker (2001) studied poor performers and effective principals and suggested that effective leaders indeed motivate the staff. He claimed that the latter should be there to enthuse and invigorate teachers rather than to shape them. Good leadership improves both teacher motivation and work settings. Further research by Kiziltepe (2006) found that the primary source of teachers de-motivation was the administration Though, the relationship between School leadership and Teacher Motivation have not directly been subject to much research, Brown and Hughes (2008) highlight the importance of exploring the different factors that motivate teachers, as society increasingly holds them accountable for student achievement. The relationship between school leadership and teacher motivation is related in the research literature to the attempt to better understand principals impact on school performance (Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008; Supovitz, Sirinides and May, 2010). Thus teachers engagement and their motivation have been studied mostly as a mediating factor between school leadership and students learning (Hallinger and Heck, 1998). According to Sharpe, Klockow Martin (2002), the factors motivating teachers can vary from classroom to classroom, school to school, or district to district. If teachers are not motivated to teach, then the search for educational excellence will be ava il (Richardson, Short Prickett, 2003). 2.4.3.1: How can School leaders affect teachers motivation Several studies suggest that school leadership is second only to classroom teaching as an influence on student learning (Leithwood, Harris, Hopkins, 2008; Leithwood Jantzi, 2008) and that key to optimizing student learning is the influence exerted by school leaders on teacher motivation and commitment (Day, Stobart, Sammons, Kington, Gu, 2006; Leithwood Mascall, 2008). According to studies (Hallinger and Heck, 1996), school leadership affects students outcomes indirectly, by creating the conditions that support teachers ability to teach and students learning. Teachers motivation includes the expenditure of effort to achieve a goal (Martin, 2000). It is also about creating forces that power and drive their respective behaviours (Bursalioglu, 2002). Dull (1981) believes that school leaders could motivate teachers by improving a situation perceived to be difficult by an individual, thereby meeting needs. In addition, the school leader can also motivate teachers by providing adequate d riving forces to urge one into action (Genc, 1987). The human factor should not be ignored, the educational leader should strive in developing a physiological and psychological process which takes into account individual desires, goals, tendencies, behaviour, self-interest, preference, will-power and drive. He/she should be considerate, that is, consider both intrinsic and extrinsic forces that actuate, direct and maintain staff behaviours (Gursel, 1997). Motivating teachers also implies increasing the latters willingness to work and making them believe that they will satisfy their personal needs if they work efficiently in the school (Yuksel, 1998), by providing the appropriate conditions. Porter, Polikoff, Goldring, Murphy, Elliot and May (2010) claims that these conditions include high standards for student learning, rigorous curricula, quality instruction, a culture of learning and above all- professional behaviour. Indeed, scholarly writings have linked the above mentioned conditions with increased teacher motivation to exert extra effort in teaching (Geisel, Sleegers, Leithwood and Jantzi, 2003). They added that school leadership has a key role in ensuring these conditions at school. Geisel et al. (2003) also mentioned that schools are effective only when the whole school community work as a whole and not as fragmented units. Thus, the school leaders should not only occupy the authority position but should also be visible (Dinham, Cariney, Craigie and Wilson, 1995) in the institution, so as to be able to motivate their staffs. 2.4.3.1.1: Visible leadership Indeed, Dinham et al. (1995) found that secondary school principals responsibilities include being visible, maintaining contact with student groups, keeping open lines of communication with stakeholders, promoting a positive school climate, being aware and in control of all school issues, influencing the school tone, and fostering school pride. According to further studies (Huber, 1997), teachers recognize it is highly motivating when their school head is involved in the daily routine. The school leader, showing dedicated interest in what happens in the class itself, is much appreciated. Teachers have a high esteem for leaders knowing about the curriculum and who are actively involved in monitoring students progress. Robinson (2006) points out that school leaders who have subject specific knowledge will be more confident and successful in supporting improvement in teachers practice. No doubt, teachers find it highly motivating when the principal provides a variety of support, includi ng practical assistance and encouragement (Murphy, 1989). This involves frequent movement through the school, class visits as well as some informal exchange with the teaching staff (Teddlie et al., 1989). According to Scheerens (1992), this is one of the pillars of school leadership and such regular interactions could also help in assessing the ways teachers work. 2.4.1 Relationship between school leader and teachers Davis et al. (2002) argue that the relationship between school leaders and teachers is very important: the school leaders regard for others is, key, to motivating teachers. Being in charge of the school administration, school leaders have the greatest share in motivating teachers. According to Griffin (2010), relationships with administrators were rated as a highly motivating factor. This is supported by Asbill and Gonzalez (2000) who found a relationship between positive principal-teacher interactions and teacher job satisfaction. Egley (2003) found similar results and emphasized the importance of a supportive principal-teacher relationship. School leaders (Barnett and McCormick, 2003) must be able to create an environment conducive to the building of positivity, providing the platform for the staff to maintain good relations, so as to create a healthy environment, where all can grow adequately. Wallace (2010) further claimed that school leadership should also include some emotional dimension. She posited that school leaders who understand the emotional context in which they work will provide a more satisfying and effective work context for teachers. They highlighted that working in a classroom environment where there is administrative support enhances the element of respect. Indeed, interviews by Sederberg and Clark (1990) showed that teachers perceive respect as the most important incentive, followed by trust, optimism and intentionality. Further research (Geisel et al., 2003) has shown that certain methods adopted by the School leadership indeed impact on the level of teacher motivation, for instance, defining a clear vision and objectives. Shared vision and goals Scholars (Eyal and Roth, 2010; Barnett and McCormick, 2002) posited that vision potentially offers the greatest capacity to influence teachers motivation. Lashway (2000) added that school principals should ensure that this vision is relevant to the school context. The leaders vision must also be related to the existing needs and culture of the school (Keedy, 1991). In addition, it must be focused, consistent, at the same time, including short term as well as long term objectives (Geisel et al., 2003). These help define and promote high expectations; and they connect directly with teachers and the classroom. Barnett and McCormicks (2003) findings echoed the above researchers ideas and even extrapolated those- they concluded that teachers should, at all cost, share the schools vision. This is because vision provides personal goals for the teacher, a desire to see a change in the future. The staff should be able to connect to the vision when it is clearly defined, so that, their own personal objectives may sprout out from it. Their studies have shown that teachers are highly motivated when they build consensus on the aims and values of the school. In such cases, teachers can put these into practice through collaborative and consistent of working. Empirical evidence (Leithwood and Riehl, 2003; Ylimaki, 2006) proved that vision creates a sense of purpose that binds teachers together and propels them to fulfill their deepest aspirations and to reach ambitious goals. Indeed, Brewers rese arch (1993) showed that student achievement levels were higher in schools where the principal had hired like-minded teachers who shared the principals goals and who were able to implement effectively the principals vision. Other researchers (Lee and Smith, 1994) analyzed performance from 820 secondary schools and found that coherent, sustained, and focused reforms resulted in the best outcomes for students. Therefore, effective professional principals (Huber, 1997, 2004) should relentlessly work to improve achievement by focusing on defining SMART goals. However, scholars (Gagne and Deci, 2005; Sheldon, Turban, Brown, Barrick and Judge, 2003) claimed that presenting followers with a value-laden vision is not enough. Leading professional No doubt, implementing a vision is not instantaneous; it requires repeated cycles of reflection, evaluation, and response, and only the principal can sustain it (Lashway, 1997). Sheldon et al. (2003) posited that the leadership role played by the school principal is critical in ensuring the vision and mission is attained. Thus, principals need to wear many different hats during the school day. But, the most effective school principals are not only managers and disciplinarians but also instructional leaders for the school (Leithwood and Mascall, 2008). Their studies showed that an effective school leader is not merely a good administrator or manager, but also a leading professional- a transformational leader. According to Burns (1978) transformational leadership is the process in which leaders and their followers bring each other to a higher level of ethic and motivation. Todays schools, therefore, want not only visionary and professional leaders (Lashway, 2000), but transformational ones. Transformational Leadership and motivation Leithwood (1992) claimed that transformational leadership is, actually, the restructuring of the system in order for the mission and vision of people to be redefined. It also ensures that the staff identifies themselves with the goals of the organisation, together with enlisting the participation of the staffs by taking into consideration their opinion greatly provide the scope for motivation. Bass (1990) suggested that motivation is, in fact, a sub-dimension of transformational leadership. Other scholars (Simola, Barling and Turner, 2010; Park and Rainey, 2008) also concluded that motivation has been shown to be an inspiring component of such kind of leadership and these have shown a positive relationship between transformational leadership and motivation. Indeed, Bass and Avolio (1997) have argued that transformational leadership can produce extraordinary outcomes in terms of increased commitment to achieving group or organisational goals. Coupled with the above, Shamir, House and Arthur (1993), maintained that transformational leaders also foster intrinsic motivations related to self concept. Their theory of leadership asserted that charismatic leaders promote followers intrinsic motivation to act beyond their self-esteem, self value and social identification. Research has shown a positive relationship between transformational leadership and motivation. It has been proved that in an organisation with transformational leaders, there is higher productivity and that the employees are happier and there are fewer negative incidents (Robbins, 1996). Indeed, transformational Leadership plays an important role in developing self-motivation. Leaders increase their workers motivation through their behaviour (Bass, 1990, Greenberg and Baron, 2000). As the human relations and communicative skills of a transformational leader are developed, they are effective in persuading and directing their followers (Glad and Blanton, 1997). They also motivate followers to transcend their own immediate self-interest for the sake of the mission and vision of the organisation. The leader motivates followers to work for transcendental goals instead of immediate self-interest, for achievement and self-actualisation rather than safety and security (Murray Feitler, 1989, p. 3), and creates within followers a capacity to develop higher levels of commitment to organisational goals (Leithwood Jantzi, 2000). Followers confidence levels are raised and their needs broadened by the leader to support development to higher potential. Such total engagement (emotional, intellectual and moral) encourages followers to develop and perform beyond expectations (Bass, 1985; Burns, 1978). 2.3.5.1 Transformational and Transactional School leadership Basss model (1998) of transformational and transactional leadership has a number of important implications for the current reform movement in education. According to Bass and Avolio (1997), the transformational/transactional approach builds trust, respect, and a wish on the part of followers to work collectively toward the same desired future goals. This not only allows the transformational leader to operate effectively within the available context, but to change it, to make it more receptive to her or his own leadership orientation. Indeed, a positive relationship has been found (Howell and Hall- Merenda, 1999) between transformational leadership and a good rapport between the leader and follower. Applying this to schools, Avolio and Bass (1988) argue that although transactional and transformational leadership can represent two discrete forms of leadership, effective school principals exhibit characteristics of both by maintaining short-term endeavors through transactional leadership and by inciting change as a transformational leader. A number of studies emphasize the importance of transformative leadership for school principals (Fullan 1996; Hord 1992; Leithwood, Tomlinson Genge 1996; Wood 1998; Sergiovanni 1992; Conley 1997; Perez et al. 1999; Reed and Roberts 1998). Transformational school leadership and teacher motivation Contemporary middle school leaders have a vast array of responsibilities and are often characterized as those who should be transformational leaders (Sanzo et al., 2010). The challenges brought to schools by restructuring have been cited as reasons for advocating transformational leadership in schools. Such leadership embraces a postmodern way of thinking. It is argued that transformational leadership is well suited to the challenges of current school restructuring. It has the potential for building high levels of commitment (in teachers) to the complex and uncertain nature of the school reform agenda and for fostering growth in the capacities teachers must develop to respond positively to this agenda (Leithwood and Jantzi, 1997). Transformational leadership is seen to be sensitive to organisation building, developing shared vision, distributing leadership and building school culture necessary to current restructuring efforts in schools (Leithwood, Jantzi and Stainbach, 1999). Transformational School leadership: the four Is and teacher motivation Leithwood and Jantzi (1990) have defined transformational leadership based on schools. Transformational leadership dimensions, namely, idealized influence, inspirational motivation and intellectual stimulation, were found to directly influence teachers amount of motivation (Geisel et al., 2003; Leithwood and Jantzi, 2005). These, in turn, had an indirect impact on students achievements and learning (Leithwood and Jantzi, 2005). Individualised attention-Teachers needs and expectations Individualised attention (Blasà © and Kirby, 2000) given to the staff, greatly adds up to teacher motivation. According to Blasà © and Kirby (2000), it is of upmost importance for leaders to identify teachers needs- the social needs should not be neglected (Bursalioglu, 2002), and their feelings about their jobs. School leaders have to be conscious of the fact that each person has different needs and, therefore, should be motivated accordingly. Weller (1982) added that the school principal should be sympathetic to the needs of their teachers. The leaders should be able to cater for the needs of each and every one. According to Adair (2002), a leader, who is not aware of these, and who does not display effort to fulfill these, will definitely face difficulties in motivating teachers. He added that only a well-informed leader can devise and implement effective strategies to assist teachers in their development, ensuring they perform their respective duties in an effective, enthusiast ic and motivated manner. Blasà ©, Derick and Stahth (1986) reported that principals initiating structure and displaying consideration were associated with more satisfying work conditions, higher job satisfaction, and less job stress. Staffs experience of job stress was seen as principals lack of consideration and was related to teacher dissatisfaction. It was found that teachers (Blasà © et al., 1986) are less likely to share their views and opinions, or trying to improve the conditions if they feel that their school heads are not enough caring. Blasà © (1986) put forward that the latter should strive to develop fruitful relationships with the teaching staff, fostering positive communication with and among teachers. It is only through these relationships that they can establish leader legitimacy and encouraged commitment. Teachers should feel that they form part of the school community and not simply as employees working in the school. The motivation for working with the subject matter in which teachers have their academic degree and the wish to teach it to others are important motivators for teachers both before and upon completion of the PGCE course (Roness Smith, 2009, 2010). Still, we find that the subject-matter interest is a salient and stable motivator among these Norwegian teachers, a finding which aligns with other international research (Kyriacou et al., 1999; Manuel Brindley, 2005; Manuel Hughes, 2006). A plausible reason for these results can be that when starting teacher education, the students regard themselves as subject-matter specialists. Idealised influence Idealised influence is the charismatic element of transformational leadership, in which leaders, become role models, who are admired, respected and emulated by their followers (Avolio and Bass, 2002; Bass, 1998; Bass and Avolio, 1994). As a result, followers demonstrate a high degree of trust in such leaders (Jung and Avolio, 2000). Researchers (Jung and Avolio, 2000) added that shared vision, is, an integral component of this idealized transformational role, inspiring acceptance through the alignment of goals. Principals must, therefore, be good role models supporting best practice (Colley, 2002).

Mobile Phones :: Technology, Marketing

Mobile phones are reaching whole around the world and will dramatically change to express the new lifestyle of people (Friedrich et al 2009; Xinze, 2008). Such technology has made more and more everybody be reachable (Marez et al. 2007). The mobile penetration and adoption are almost 100% in western countries and several Asian countries (Netsize, 2007; The Economist, 2005). This phenomenon is the ubiquitous revolutionary helped in the adoption and distribution of mobile commerce since it allows marketing activities tailored to actual customer needs and tastes (Barutà §u, 2007), and more precisely targeting customers by using face-to- marketing communications person compared with impersonal and mass media (Carter, 2009;. Shaw et al 2001). An incredible number of innovations introduced annually, and the rapid technological developments (Easingwood and Koustelos, 2000), is also changing the advertising philosophy (Barwise & Farley, 2005), leading businesses to accept mobile marketing s trategy as a way to their advertising messages broke through the clutters (Zhang and Mao, 2008). Once students complete mobile marketing provides marketers with a real chance to get a high response rate compared with traditional media (e.g. Wood and SONI, 1991). The justification for this is that people within the mobile telephone network marketing as customers, firms, advertising agencies, marketers and brands to interact with each other in the more creative and fashionable way unlike before (Hanley and Becker, 2009). Recent statistics show that mobile marketing budgets, specifically and more than 11 billion by 2011 mobile advertising rising from nearly 1 billion in 2007 (Leek and Christodoulides, 2009; O'Shea, 2007), since both expected to mobile subscribers will surpass 4 billion by 2011 (Higginbotham, 2009). Other research results show that about 22% of businesses using online advertising as a tool to promote the real efforts has to do mobile marketing (Ask, 2006). In the Middle East, especially in Jordan, there are four mobile service providers, and the number of subscribers more than 6 million, slightly more than the population numbers. In percentage terms, the mobile penetration in Jordan 101% compared to the population (The Times Jordan, 2009). In addition, according to the Telecommunications Regulatory Commission, the internet penetration in Jordan reached around 30% in 2009 and is expected to more than 50% by 2010 (The Times Jordan, 2009). However, although the market is rapidly maturing mobile in many Western European countries, the infant is still in many Asian countries and the Middle East. In addition, most of the previous studies examining marketing in mobile western context, and little attention are paid to the investigation of this strategy in the Arab world.

Proficiencies of Human Resources Manager Essay

HR Proficiency: Employee selection, training and compensation falls under this proficiency. It represent traditional knowledge and skills in those areas. †¢Business Proficiency: A Human Resource Manager has lots of duties and responsibilities. To assist top level manager for formulating strategies a HR manager should be familiar with strategic planning, marketing, finance, production, etc. Those knowledge will help top level manager to formulate new strategies for the company. †¢Leadership Proficiency: A HR Manager should posses Leadership Quality. This is must for a HR Manager. They need to have the ability to control and manager a team and lead the workforce toward a specific goal. HR managers also need to aware about modern changes and will lead the team as it permits. †¢ Learning Proficiency: Without learning nothing can be achievable. A HR manager must learn new things and need to be updated as time passes. Technologies are changing rapidly, learning proficiency will help to cope up with this changing environment and control the workforce in an effective way. He or she must have the ability to stay abreast and apply all the new technologies and practices affecting the profession. For Example is Perusahaan Listrik Negara (PLN), their recruitment involving a series of test and selection. After they are recruited to PLN, they received training in order to make them professional that have integrity, proactive, skills and have experience along with strong mentality. To ensure that the new recruitments are capable, effective & up to the standard that PLN set. And that this will be affected for the future of PLN itself.

Literary Analysis Death in Frankenstein Essays

Literary Analysis Death in Frankenstein Essays Literary Analysis Death in Frankenstein Paper Literary Analysis Death in Frankenstein Paper Essay Topic: Frankenstein Mary Shelleys Frankenstein, death is a major theme. Each death in the story affects Victor Frankenstein differently. The death of Victors mother and her dying wish sets the mood of the story. The murder of his brother William causes him to feel devastation. The execution of Justine and the guilt Victor feels over not trying to intervene on her behalf to prevent an unjust sentence. Clervals assassination causes Victor to be ill for two months. The killing of Elizabeth on their wedding night was the worst of all for Victor. The death of Victor’s father, shortly after Elizabeth’s death, and the painful memories he must leave behind which leads Victor to go after the monster to destroy it. As Victor’s mother is on her deathbed, she sets a gloomy mood to the story. Her final wish for Victor and Elizabeth, â€Å"My firmest hopes of future happiness were placed on the prospect of your union.† pg. 28. His mother died calmly and this filled Victor with despair and grief. His own mother, that brought him into this world is dead. Who wouldn’t that upset? After that he comes to a conclusion that he still had duties that he ought to perform. So because of this event, Victor departed for his trip to Ingolstadt which is the start of the journey where Victor wants to learn about human anatomy, has the idea of creating something and bringing it to life, and when things go dreadful. The search for Victor’s missing brother William went until nightfall. Early the next morning they found William, a boy who was healthy and active, lying motionless on the ground. He had fingerprints and markings on his neck. Elizabeth unjustly accused herself of being responsible of William’s death because he teased her to let him wear a valuable miniature that was possessed by Victor’s mother. She believed that this tempted the murderer to take it from William and strangle him so he couldn’t tell. This all being told in a letter, filled Victor with devasta

10 Critical Essay Topics on the Dangers of Antibiotics

10 Critical Essay Topics on the Dangers of Antibiotics Before you set everything up for writing a critical essay about antibiotics and their negative effects, you should make sure you know what you are talking about. Here are ten facts that will help you find your footing in this complicated topic. 1. Antibiotics Kill both Harmful and Useful Bacteria Indiscriminately Surely, antibiotics have saved the lives of millions of people by eliminating the pathogenic bacteria that are the cause of vast majority of infectious diseases. However, we should remember that human intestines naturally contain around 100 trillion bacteria that are not only useful but essential for our well-being. Using and especially overusing antibiotics may throw the delicate balance out of whack, causing a wide range of syndromes ranging from annoying to fatal. 2. Drug Resistance To put it simply, the more we use antibiotics, the more resistant bacteria grow. As a result, physicians are forced to prescribe either more potent and therefore toxic antibiotics, or larger doses of them. This both poisons the patient and makes the bacteria even more resistant to treatment. Today the world healthcare industry is growing more and more alarmed by the perspective of post-antibiotic world terrorized by â€Å"superbugs† – pathogens that are no longer treatable by antibiotics. 3. Fatal Diarrhea Cases in Children In most cases, a common cold is caused by viruses, not bacteria, which means that antibiotics are useless against it while still causing side effects. Recent CDC studies show that children given antibiotics to treat upper respiratory infections are far more susceptible to C. difficile – bacteria causing severe diarrhea, dehydration and, in extreme cases, death. This infection is quite dangerous as it is, but especially lethal for little children, and antibiotics may give it a greenlight. 4. Increase in Drug and Hospital Costs Let’s not forget about economic ramifications of the growing drug resistance in bacteria. As old antibiotics grow less efficient, a need arises in new, more potent drugs or alternative methods of treatment. These had to be researched, tested and put into production, which requires time and colossal amount of resources. As a result, treatment of a drug-resistant infection is not only more difficult, but longer and more expensive for the patient. 5. Powerful Side-Effects Even relatively harmless penicillin carries a number of dangerous and potentially lethal side-effects, the most important of which was severe allergic reaction that happens from 1 to 4 occasions per 10,000 administrations. More modern antibiotics can cause the same and much more. Macrolide antibiotics such as Azithromycin may cause arrhythmia and cardiac arrest, the same goes for quinolone antibiotics such as extremely popular Levaquin. Chloramphenicol sometimes causes severe aplastic anaemia, and it is just a drop in the ocean. 6. Antibiotics May Cause Weight Gain It is common knowledge that antibiotics promote weight gain in livestock, which is why food producers generally include them into the diets of their animals. Somehow, most people fail to extrapolate that they should have a similar effect on humans – and some recent studies indicate that it is really so. Children who were prescribed antibiotics seven or more times between the ages of 3 and 15 on average weigh about 3 pounds more than those who didn’t receive antibiotics. It is not clear why this happens; probably because antibiotics wipe out healthy bacteria living in the gut and change the way food is broken down and processed. 7. Development of Food and Other Allergies By changing the natural micro flora of human intestines, antibiotics can lead to the development of food allergies. Moreover, exposure to antibiotics at an early age leads to significantly increased risk of developing allergies in adult life. This becomes especially noticeable if one is subjected to more than 2 courses of antibiotics during the first year of life. Again, the reasons are unclear but possibly connected to the disruption of normal gut flora. 8. Antibiotics Ruin Our Immune System Humans have co-existed with bacteria for millions of years, and our immune systems have developed to keep infection at bay. By habitually dousing every small ailment with antibiotics, we suppress our own natural ability to fight off diseases. As a result, when one finally encounters a really dangerous disease, one’s natural immune system may turn out to be powerless to deal with it. 9. At Least Some Antibiotics Lead to Chronic Illness Although antibiotics are supposed to kill bacteria while leaving human cells intact, some studies show that it is not always the case. Fluoroquinolone antibiotics such as Levaquin, Cipro and Avelox have been discovered to deplete mitochondrial DNA, damage cellular lipids and cause massive amount of oxidative stress within the gut. In the long run, they lead to a long list of symptoms ranging from tendon rupture and peripheral neuropathy to psychiatric problems and extremely complex and unpleasant Fluoroquinolone Toxicity Syndrome. 10. Not Completing a Course of Antibiotics Is Worse than not Starting It at All If you’ve started a course of antibiotics, you should complete it. Otherwise the disease is likely to return, and this time it will be much harder to treat. It will be less likely to go away on its own accord, and will probably require another, more potent antibiotic to get rid of it. Of course, antibiotics save lives every day. However, the way we use them today is far from what they are intended for. By treating trivial illnesses with this potent medication we feed bacterial drug resistance, which is a much more real and universal danger to human race than terrorism or nuclear war. If you need to write a critical essay but don’t know how, have a look at these writing tips. But if you have problems particularly with selecting the best topic for your essay in this field, check out the prepared topics on the dangers of antibiotics. Spend a minute on looking and save hours of searching and brainstorming. References Andrews, K.T., G. Fisher, T.S. Skinner-Adams. â€Å"Drug Repurposing and Human Parasitic Protozoan Diseases.† International Journal for Parasitology: Drugs and Drug Resistance 4.2: 95-111. Print Brannon, Shannon. â€Å"I’m on a Life or Death Warning due to Antibiotic Resistance†. The Guardian. Nov. 18 2015 Gardiner, Beth. â€Å"Taking on the Superbugs†. The New York Times. Oct. 19 2015 Tavernise, Sabrina. †White House Meeting Elicits Pledges to Reduce Antibiotic Use†. The New York Times. Jun. 2 2015 Tran, Mark. â€Å"’Last Resort’ Antibiotics Pose Growing Threat to Healthcare, Report Warns†. The Guardian. Nov. 16 2015 Stone, Judy. â€Å"Common Antibiotics Cause Arrhythmias, Death and Everything Else†. Forbes. Nov 9 2015 Visit our writing service to buy a critical essay online. You will get a superior-quality custom critical paper written from scratch!

Free Essays on Queen Elizabeth I

Elizabeth I was born on September 7, 1533 at Greenwich Palace near London. Her father was England’s King Henry VIII; her mother was the king’s second wife, Anne Boleyn. Elizabeth had an older half-sister, Mary, who was the daughter of the King’s first wife, Catherine of Aragon. As Henry VIII’s second eldest child, pushed back to third in line for the throne by the complex politics of the period, Elizabeth was a master of political science. According to â€Å"Elizabeth I (1558-1603AD)† from Britannia Online, she had a very practical education in political intrigue – and the fine art of political survival. She came in 1558 to the royal throne and inherited her father’s supremacist view of the monarchy, but showed great wisdom by refusing to directly provoke Parliament. Elizabeth acquired undying devotion from her advisement council, who were constantly puzzled by her habit of waiting till the last minute to make decisions. She proceeded to give England 45 years of strong government, moderate religious policies, and unexplained prosperity (â€Å"Elizabeth I (1558-1603)†). Elizabeth was glorified by poets and artists as Gloriana, the Virgin Queen. With the help of fine c lothes, jewels and cosmetics, the vain queen maintained a glamorous image despite her advancing age. There are surprisingly not many descriptions of Queen Elizabeth I. There was however, in 1557, a description given by Giovanni Michiel in his report to the Venetian Doge and the Senate on Queen Elizabeth’s features when she was Princess at the age of twenty-three. He stated that, â€Å"her face is comely rather than handsome, but she is tall and well formed, with good skin, although swarthy; she has fine eyes† (Strong, pg.19). It was not until 1596, forty years later, when an Italian visitor, Francesco Gardening, described her as â€Å"short, and ruddy in complexion; very strong built† (Strong, pg. 19). An agent of Henry IV’s, refe... Free Essays on Queen Elizabeth I Free Essays on Queen Elizabeth I Elizabeth I was born on September 7, 1533 at Greenwich Palace near London. Her father was England’s King Henry VIII; her mother was the king’s second wife, Anne Boleyn. Elizabeth had an older half-sister, Mary, who was the daughter of the King’s first wife, Catherine of Aragon. As Henry VIII’s second eldest child, pushed back to third in line for the throne by the complex politics of the period, Elizabeth was a master of political science. According to â€Å"Elizabeth I (1558-1603AD)† from Britannia Online, she had a very practical education in political intrigue – and the fine art of political survival. She came in 1558 to the royal throne and inherited her father’s supremacist view of the monarchy, but showed great wisdom by refusing to directly provoke Parliament. Elizabeth acquired undying devotion from her advisement council, who were constantly puzzled by her habit of waiting till the last minute to make decisions. She proceeded to give England 45 years of strong government, moderate religious policies, and unexplained prosperity (â€Å"Elizabeth I (1558-1603)†). Elizabeth was glorified by poets and artists as Gloriana, the Virgin Queen. With the help of fine c lothes, jewels and cosmetics, the vain queen maintained a glamorous image despite her advancing age. There are surprisingly not many descriptions of Queen Elizabeth I. There was however, in 1557, a description given by Giovanni Michiel in his report to the Venetian Doge and the Senate on Queen Elizabeth’s features when she was Princess at the age of twenty-three. He stated that, â€Å"her face is comely rather than handsome, but she is tall and well formed, with good skin, although swarthy; she has fine eyes† (Strong, pg.19). It was not until 1596, forty years later, when an Italian visitor, Francesco Gardening, described her as â€Å"short, and ruddy in complexion; very strong built† (Strong, pg. 19). An agent of Henry IV’s, refe...

Technology and Capitalism Essay Example | Topics and Well Written Essays - 1000 words

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Asbestos in Industry - Case Study Example Many of the individuals who were directly affected by the asbestos also unknowingly affected other people who are close to them. This of course led to Johns-Manville and other asbestos production and manufacturing companies to declare bankruptcy due to being sued overwhelmingly because of the deaths of their workers and its effect on those related to them. As much as it tried to lobby for aid from the US government, that did not work to their desired result. In my opinion, the responsibility really falls on the managers and shareholders of the Johns-Manville Company and the other asbestos producing and manufacturing companies. In the first place, it should be understood that they are aware of the products that they are producing and its effects on others. They are most likely aware of the risks involved to the employees and other individuals who are working in an asbestos filled environment. The indemnity should be carried out by the managers and the shareholders of these asbestos companies. At the same time, considering the massive amount of lawsuits against these companies that drove them to bankruptcy, a legal limit should be imposed on the amount of lawsuits that should be settled against them. For these companies to pay, they have to continue operating to make a profit in which an agreed amount would be set aside and allocated for payment of lawsuits. At the same time, there will be a queue for those making such lawsuits. The queue will be made in a manner wherein the asbestos companies could continue to operate and pay their indemnities without having to go

Statutory Interpretation Within The Courts Of England & Wales Essay - 1

Statutory Interpretation Within The Courts Of England & Wales - Essay Example In this essay, the primary purpose is to identify the standard powers available to the courts in England and wales in association with statutory interpretation. Moreover, the essay will explore how the canon of judicial precedent employs statutory interpretation. Users of the law such as students, practitioners, academics are in many times faced with difficulty to interpret drafted laws. Factors that lead to the need for the interpretation have already been highlighted and shall be divided into two i.e. due to insufficiency or narrowness and broadness or the legislation being general. To clarify such matters, the court has the power to give guidance and interpret such law by administering justice to the people. Therefore, in this regard, there are three basic rules ‘Canons’ that are at the disposal of the court to determine the targets and the meaning of a statute (Edlin, 2007). Further According to Keenan and Riches in their book Business Law, judges must follow the laid out guidelines that are categorized according to their origin i.e. either statutory rules or common law rules. For example, under the statutory rules interpretation sections are found in the Modern acts (interpretation Act 1978 and internal/intrinsic aids). On the other hand, common law rules guides the judge on how to interpret (Literal rule, Golden rule, and mischief rule) ( Keenan & Riches, 2011). This is the first rule of statutory interpretation where the court is expected to assess the common and basic understanding and meaning of a provision. This rule is aimed at maintaining the original intent of parliament. Hence, in case ambiguity is present the natural and original dictionary meaning is applied. Consequently the literal rule is greatly recognized because it respects parliamentary independence. However, this also means that judges are not at liberty in regards to statutory interpretation. More so, the literal rule does not go without its flaws for example the use of dictionary

Love - Theory and Practice in Court Assignment Example | Topics and Well Written Essays - 1500 words

Love - Theory and Practice in Court - Assignment Example Judges employ definite guidelines and philosophies when formulating their verdicts. They are; retribution, test of proportionality, rehabilitation, deterrence and restoration. The drive towards court unification can not ultimately lead to a monolithic system because this will grant the federal court system excessive power. The dual court system is a two tier judiciary system comprising of the State and Federal court structures. The dual-court system is the product of a universal agreement amongst the country's founders concerning the requirement for individual states to maintain considerable legislative power and judicial independence separate from federal control. Unification onto a monolithic court structure appears improbable to occur anytime to combine the state and federal structures, and if it did would likely not be extremely effective. In sentencing, judges are restricted by statutory requirements; guided by existing philosophical rationales, executive considerations, and pre sentence inquiry reports; and subjective to their own individual characteristics. Q1. According to Neubauer and Fradella (2010), the dual court system of the United States comprises federal and state courts, which is a product of federalism. The U.S. Constitution institutes the judicial division of the federal administration and stipulates the power of the federal courts. Federal courts have restricted authority only over definite types of cases, for instance, cases concerning arguments between states, federal laws and cases concerning foreign governments. In other areas, federal courts share authority with state courts. For instance, both federal and state courts might make decisions on cases regarding parties who reside in dissimilar states. State courts cover exclusive authority above a majority of cases. While State courts developed from early colonial arrangements, federal courts where established by the United States constitution. Dual court system has been affected by its acc ount since the model of two court structures still remains. There have been modifications to the individual courts to create them run smoother akin to the three tier homogeneous structure taken up by the state courts. The administration of state courts is by their own constitution and statutes, US Constitution and statutes, rulings and model from superior courts in the state, judgments of the federal courts in their jurisdiction, and by example from the US Supreme Court and federal petition courts in their area of jurisdiction. According to Reid (2011), US Constitution and Statutes, the US Supreme Court, and judgments from the petition courts in their jurisdiction guide the federal courts. The association between federal and state courts is viewed as judicial federalism. Judicial federalism is a hierarchical structure that is commonly understood and has a legal establishment. The federal Constitution institutes a national court structure and specifies that discrepancies between fede ral and state law. These are to be determined in preference of the former, and the judges of the state courts are compiled by this principle. Thus, state courts should give priority to federal over state law, and infer with the federal law in line with existing judgments of the Supreme Court. The Court's fundamental justice and appropriate process guidelines, enunciated to give state courts with the flexibility to extend satisfactory protections of the accused, were regarded as indistinct and subjective. Several state judges made

Gender at work Essay Example | Topics and Well Written Essays - 500 words

Gender at work - Essay Example Multiple roles with unique responsibilities of both home and work, are seen to be beneficial to women, if domestic responsibilities are shared with the spouse. The numbers of women in the work force are increasing steadily, and may soon be equal in proportion to men. (p.271). Gender relations are more prone to conflict in today’s stressed lives. One reason is the following of traditional concepts of inequality of the sexes. The concept of imposing one’s will appears both in gender relations and war. Why is that? In gender relationships, the stronger or more dominant partner is perceived as the one who is superior physically, financially, or by education. The term status is linked with power, and refers to an individual’s position in the structure of social relationships with respect to other individuals. Status is dependent on the set of values attached by the culture concerned, to attributes like abilities, education, wealth, etc. Watts (1991) is of the opinion that power is exercised on the basis of higher status. The term ‘dominance’ is often connected to interruptive behavior. In terms of the hierarchy of status relationships, dominance is an explicit expression of power over others. Latent or overt conflict is interruptive behavior between two persons. Watts quotes Weber and Durkheim: â€Å"Power is the opportunity of imposing one’s will on another.† Power also forms part of the content of the network links of each individual. (pp. 55-56). Dominance and power give rise to control, which results in conflict. Conflicts in gender relationships, where the ‘weaker’ partner refuses to submit to the will of the dominant partner arise from perceptions about gender, and an individual’s sense of personal worth. The same definitions of power and conflict can be applied in the larger picture of war between two nations. According to Clausewitz and Rapoport, (1982) â€Å"war is nothing but a duel on an

Human Development Index - Ethiopia, Russia, and Switzerland Assignment

Human Development Index - Ethiopia, Russia, and Switzerland - Assignment Example This index was introduced to account for the effects of disadvantages facing females in labour markets, education and health, increasing inequality on the gender basis and reducing the actual IHDI and HDI. Finally, the human development report also includes the multi-poverty index since 2010, which complements the HDI and IHDI measures by considering how multiple deprivations overlap in income, education, and life expectancy (Vander 64). This paper will discuss human development trends in Ethiopia, Russia, and Switzerland using these indices, as well as examine how international capital and trade flows affect development in the three countries. Ethiopia, Russia, and Switzerland have stark differences with regards to the life expectancy index, despite the fact that they have all been rising consistently. Ethiopia’s life expectancy has risen from 43.9 in 1980 to 59.7 in 2013 with the most significant increasing happening between 2000 and 2013 (Ethiopia: HDR 2013 2). Russia’s life expectancy fluctuated during the 90s, unlike Ethiopia’s, although this improved from 2000 to the present. However, the rates of increase have been minimal with only a rise of 1.6 in the last two decades, compared to Ethiopia’s that has increased by 15.8 years in the same period. Switzerland’s life expectancy has increased moderately compared to the other two countries by 6.8 years (Switzerland: HDR 2013 2). With regards to education, which is calculated by the expected years of schooling, Ethiopia again has the highest increase in trend since 1980 with the expected years of schooling increasing by 6.3 years (Ethiopi a: HDR 2013 2). This is in comparison to Russia that has seen an increase of 2.1 years and Switzerland with a rise of 3.3 years. However, Russia has the highest mean years of schooling rate at 4.6 years, compared to Ethiopia at 0.7 years and Switzerland at 1 year. With regards to the income index, calculated as GNI per capita, Ethiopia’s trend shows the highest increase of 102% in the last 18 years (Ethiopia: HDR 2013 2), followed by Switzerland at 36% and Russia at 15%.  Ã‚  

Love - Theory and Practice in Court Assignment Example | Topics and Well Written Essays - 1500 words

Love - Theory and Practice in Court - Assignment Example Judges employ definite guidelines and philosophies when formulating their verdicts. They are; retribution, test of proportionality, rehabilitation, deterrence and restoration. The drive towards court unification can not ultimately lead to a monolithic system because this will grant the federal court system excessive power. The dual court system is a two tier judiciary system comprising of the State and Federal court structures. The dual-court system is the product of a universal agreement amongst the country's founders concerning the requirement for individual states to maintain considerable legislative power and judicial independence separate from federal control. Unification onto a monolithic court structure appears improbable to occur anytime to combine the state and federal structures, and if it did would likely not be extremely effective. In sentencing, judges are restricted by statutory requirements; guided by existing philosophical rationales, executive considerations, and pre sentence inquiry reports; and subjective to their own individual characteristics. Q1. According to Neubauer and Fradella (2010), the dual court system of the United States comprises federal and state courts, which is a product of federalism. The U.S. Constitution institutes the judicial division of the federal administration and stipulates the power of the federal courts. Federal courts have restricted authority only over definite types of cases, for instance, cases concerning arguments between states, federal laws and cases concerning foreign governments. In other areas, federal courts share authority with state courts. For instance, both federal and state courts might make decisions on cases regarding parties who reside in dissimilar states. State courts cover exclusive authority above a majority of cases. While State courts developed from early colonial arrangements, federal courts where established by the United States constitution. Dual court system has been affected by its acc ount since the model of two court structures still remains. There have been modifications to the individual courts to create them run smoother akin to the three tier homogeneous structure taken up by the state courts. The administration of state courts is by their own constitution and statutes, US Constitution and statutes, rulings and model from superior courts in the state, judgments of the federal courts in their jurisdiction, and by example from the US Supreme Court and federal petition courts in their area of jurisdiction. According to Reid (2011), US Constitution and Statutes, the US Supreme Court, and judgments from the petition courts in their jurisdiction guide the federal courts. The association between federal and state courts is viewed as judicial federalism. Judicial federalism is a hierarchical structure that is commonly understood and has a legal establishment. The federal Constitution institutes a national court structure and specifies that discrepancies between fede ral and state law. These are to be determined in preference of the former, and the judges of the state courts are compiled by this principle. Thus, state courts should give priority to federal over state law, and infer with the federal law in line with existing judgments of the Supreme Court. The Court's fundamental justice and appropriate process guidelines, enunciated to give state courts with the flexibility to extend satisfactory protections of the accused, were regarded as indistinct and subjective. Several state judges made

Human Development Index - Ethiopia, Russia, and Switzerland Assignment

Human Development Index - Ethiopia, Russia, and Switzerland - Assignment Example This index was introduced to account for the effects of disadvantages facing females in labour markets, education and health, increasing inequality on the gender basis and reducing the actual IHDI and HDI. Finally, the human development report also includes the multi-poverty index since 2010, which complements the HDI and IHDI measures by considering how multiple deprivations overlap in income, education, and life expectancy (Vander 64). This paper will discuss human development trends in Ethiopia, Russia, and Switzerland using these indices, as well as examine how international capital and trade flows affect development in the three countries. Ethiopia, Russia, and Switzerland have stark differences with regards to the life expectancy index, despite the fact that they have all been rising consistently. Ethiopia’s life expectancy has risen from 43.9 in 1980 to 59.7 in 2013 with the most significant increasing happening between 2000 and 2013 (Ethiopia: HDR 2013 2). Russia’s life expectancy fluctuated during the 90s, unlike Ethiopia’s, although this improved from 2000 to the present. However, the rates of increase have been minimal with only a rise of 1.6 in the last two decades, compared to Ethiopia’s that has increased by 15.8 years in the same period. Switzerland’s life expectancy has increased moderately compared to the other two countries by 6.8 years (Switzerland: HDR 2013 2). With regards to education, which is calculated by the expected years of schooling, Ethiopia again has the highest increase in trend since 1980 with the expected years of schooling increasing by 6.3 years (Ethiopi a: HDR 2013 2). This is in comparison to Russia that has seen an increase of 2.1 years and Switzerland with a rise of 3.3 years. However, Russia has the highest mean years of schooling rate at 4.6 years, compared to Ethiopia at 0.7 years and Switzerland at 1 year. With regards to the income index, calculated as GNI per capita, Ethiopia’s trend shows the highest increase of 102% in the last 18 years (Ethiopia: HDR 2013 2), followed by Switzerland at 36% and Russia at 15%.  Ã‚  

Sampling and Data Collection in Research Essay Example for Free

Sampling and Data Collection in Research Essay Sampling is one of many ways to conduct research in human service. It consist of one or more elements selected from a population. The manner in which we select elements for the sample has enormous implications for the scientific utility of the research based on that sample (Monette, Sullivan, DeJong, 2011). In order to select a good sample, you must first decide what population you want to get the sample from. If you are not able to retrieve a good sample it can result in inaccurate conclusion. A major reason for studying samples rather than whole groups is that the whole group is so large that studying it is not feasible (Monette, Sullivan, DeJong, 2011). For example, if a human service worker wants to learn about pregnant women or some other large group of people it may be hard to study everyone in this group. Another reason for sampling is the information is more accurate from carefully drawn samples, than it would be if you studied the whole group. There are two types of sampling, probability and non-probability. Probability sampling is a method of sampling that utilizes some form of random selection (Trochim, 2006). This means that the samples are retrieved in a process that gives everyone in the population an equal chance of being selected. There are five different methods of probability sampling which are simple random sampling, stratified sampling, systematic sampling, area sampling and estimating sample size. An example of probability sampling is when the telephone surveys randomly select people to call in order to take the survey. Non-Probability sampling is when the researcher does not know the probability of each population elements inclusion in the sample (Monette, Sullivan, DeJong, 2011). There are also five methods of nonprobability which are availability sampling, snowball sampling, quota  sampling, purposive sampling, and dimensional sampling. An example for non-probability sampling is conducting research on a veteran who is suffering from PTSD and want specific answers. Studying all veterans who suffer from PTSD would be difficult so instead research can be conducted on individuals. If a researcher wants to know about a veteran who suffers from PTSD because of personal trauma instead of PTSD from deployment, non-probability sampling can be conducted. When selecting samples for human service research you should avoid being bias. Bias is defined as any tendency which prevents unprejudiced consideration of a question. In research bias occurs when â€Å"Systematic error is introduced into sampling or testing by selecting or encouraging one outcome or answer over others†. Bias can occur at any phase of research including study design or data collection, as well as in the process of data analysis and publication (Pannucci MD, Wilkins MD MS, 2010). In order to avoid being bias researchers can make sure that the method that they are using will help eliminate sources of bias. Randomization can also help because it will provide the group that has been selected with the same chances of being influenced by the exact same bias. Data Collection There are four levels of measurement which are nominal, ordinal, interval, and ratio. Nominal measurement is basically categorizing the information or data that is retrieved like sex, ethnicity, and religion. Ordinal measurement is used to rank the information or data collected in order. Interval measurement is using a numerical scale to measure in intervals. Last but not least ration measurement has all the characteristics of interval measurement but with zero point as an absolute. In research reliability and Validity is used which is categorized as scales of measurement. Reliability refers to a measure ability to yield consistent result each time it is applied (Monette, Sullivan, DeJong, 2011). For example you weigh yourself on a scale one day and it reads that you weigh 175 pounds. The next day and the day after that you do the same thing and again the scale reads that you weigh 175 pounds. The scale is reliable because it shows the same weight every day. Validity refers to the accuracy of a measure (Monette, Sullivan, DeJong, 2011). For example the scale  might read that you weigh 175 everyday which makes it reliable but you might weigh 200 pounds which does not make the scale valid. It is important that ensure that data collection methods and instruments are both reliable and valid because if they are not the data you retrieve may be incorrect. There are several methods on how we can gather data like conducting telephone surveys, online surveys, surveys via websites and focus groups. Every type of procedure has corresponding advantages and disadvantages. For example, telephone surveys are cheaper and quicker. However, quicker is not always better because using telephone surveys involves shorter period of time, meaning less data is gathered. Telephone surveys also have no visual contact, which means that you cannot observe the person that’s taking the survey. Online surveys and surveys via website advantages are that they are cheaper, can get results quickly, and you can gather information from anywhere around the world. The disadvantage of internet surveys is not many people would choose to take the time to complete an online survey. Focus groups have an advantage because you can gather data from a large number of people at one time but the disadvantage is that it can be time consuming and the information gathered may be hard to evaluate. If I had to collect data depending on these types of surveys, I would prefer focus group because I would be able to see the group of people I would be interviewing as well as gain insight of the people in the focus group. References Monette, D. R., Sullivan, T. j., DeJong, C. R. (2011). Applied Social Research. A Tool for the Human Services (8th Ed.). Retrieved from The University of Phoenix eBook Collection database. Pannucci MD, C. J., Wilkins MD MS, E. G. (2010, August). Identifying and Avoiding Bias in Research. Plast Reconstr Surg, 126(2), 619-625. Trochim, W. M. (2006). Web Center for Social Research Methods. Retrieved from http://www.socialresearchmethods.net/kb/sampprob.php

Case Study: Pregnancy Gestational Diabetes

Case Study: Pregnancy Gestational Diabetes Gestational diabetes mellitus (GDM) is defined as glucose intolerance of variable severity, with onset or first recognised during pregnancy1. This definition includes women whose blood glucose goes back to normal after giving birth, those with undiagnosed type I or type II diabetes and also those with monogenic diabetic2. GDM is believed to complicate approximately 1% to 5% of all pregnancies and is associated with increased foetal and maternal morbidity and mortality1. The prevalence ranges from less than 1% to more than 10% due to the different populations or ethnic groups being studied and lack of uniformity on diagnostic test employed1. Women from Indian subcontinent have an increased prevalence rate of GDM by eleven fold whereas those from South East Asia have eight fold increased rate3. This is followed by women from Arab or Mediterranean with six fold and Afro-Carribbean women with three fold3. The pathophysiology of gestational diabetes mellitus includes increase in maternal insulin resistance, autoimmune ÃŽ ²-cell dysfunction and genetic abnormalities which causing impaired insulin secretion4. Progression of insulin resistance normally starts near the mid-pregnancy throughout the third trimester and progresses to resistance level seen in Type II diabetes4. There are two type of insulin resistance namely physiological insulin resistant and chronic insulin resistant with ÃŽ ²-cell dysfunction. It has been suggested that physiological insulin resistance is contributed by combination of increased maternal adiposity and effects of placental growth hormones4. A study revealed the defects of postreceptor in the insulin-signalling pathway of skeletal muscle and adipose tissue has caused the insulin sensitivity reduction in pregnancy5. The alterations in the pathway reduce the insulin-mediated glucose uptake in skeletal muscle which is a major tissue for glucose disposal5. The inc rease in physiological insulin resistance and alterations in glucose metabolism are believed been influenced by placental growth hormones. This is proven when resistance abates soon after labouring in women with normal glucose tolerance6. Chronic insulin resistance is a condition where patients have ÃŽ ²-cell dysfunction which is presented before pregnancy and exacerbated during pregnancy due to some physiological changes6. Chronic insulin resistance occurred mostly in women with GDM and this had been demonstrated in a study where normal women have higher insulin sensitivity than those with GDM after physiological insulin resistance abates4. It is also believed that obesity play a role in developing insulin resistance since GDM women tend to be obese6. Among the women diagnosed with GDM, a minority of less than 10% of them have presence of cytoplasmic islet cell antibodies and anti-GAD antibodies in their circulation6. These are the markers used to identify the individuals who develop autoimmune diabetes namely Type I diabetes. Patients with autoimmune destruction of pancreatic ÃŽ ²-cells will then have inadequate amount of insulin which leads to hyperglycaemia. This subtype of patients most probably will experience rapid metabolic deterioration after pregnancy due to the autoimmune destructive condition6. Besides autoimmune ÃŽ ²-cells destruction, genetic abnormalities caused by autosomal and mitochondrial DNA mutations also contributed to less than 10% of GDM6. The autosomal mutation, for instance maturity-onset diabetes of the young (MODY) has a dominant inheritance pattern whereas mitochondria DNA mutations has maternal inheritance pattern4, 6. Both of these monogenic forms of diabetic have a younger age onset than non-immune t ype of diabetes and the patients do not suffer from obesity and insulin resistance6. The genes involved in the monogenic diabetes appear to posses a crucial influence on ÃŽ ²-cells regulation which severe enough resulting hyperglycaemic if mutation occurs even with the absence of insulin resistance6. 3.0 Implications 3.1 Maternal implications GDM may implicate either immediate or long term mortality on pregnant women. Studies have demonstrated that GDM has complicated pregnancy by increasing duration of maternal hospitalization, caesarean delivery and also preeclampsia in pregnant women7, 8, 9. Caesarean delivery incidence is increased in GDM pregnancies in order to avoid birth trauma7. Women with GDM are also at increased risk to develop type II diabetes with trials showed that 30% to 50% former GDM women developed diabetes at 3 to 5 years after their delivery10. Women who have GDM with higher BMI are more susceptible to diabetes development. This is demonstrated by a study where approximately 60% of obese women and 30% of lean women during pregnancy have 15 years of prevalence in Type II diabetes11. The study is supported by other studies where maternal obesity plays an important role in developing diabetes later in life12. A considerable number of women with prior GDM were found to share some characteristics of those suffered from metabolic syndrome like elevated triglyceride levels, glucose intolerance, obesity and HDL cholesterol reduction. Women who are diagnosed with impaired glucose tolerance at 6-12 weeks postpartum showed increased triglycerides level and decreased HDL cholesterol as well as systolic blood pressure >140mmHg compared to those with similar BMI and normal glucose tolerance13. Atherosclerosis which is known to be contributed by inflammatory responses also studied in women with GDM with findings showed that hsCRP and interleukin-6, both are inflammatory mediators, were respectively higher in GDM women after 3 months postpartum than in normal subjects14. Studies of women prior GDM on insulin resistance and factors in metabolic syndrome suggest that lipid abnormalities and inflammatory mediators significantly related to cardiovascular threat. 3.2 Foetal and neonatal implications Offspring of mother with GDM have an increased risk of perinatal mortality as well as morbidity which involved hyperbirubinemia, hypoglycaemia, macrosomia, birth trauma, childhood risk of obesity and subsequently type II diabetes and cardiovascular disease15. Improper management of GDM women during pregnancy has contributed to a four fold increasing in perinatal mortality rates11. Approximately 20% of GDM pregnancies are found to be complicated by macrosomia which defined as foetus weight lies above the 90th percentile of gestational age or more than 4000g15, 16. Maternal nutrition is a crucial factor in foetal growth. Excess foetal growth is caused by diabetic intrauterine environment since glucose passes through placenta but maternal insulin unable to cross the placenta17. Besides, increased glucose load in foetal also promotes the growth hormone under influence of developing foetal pancreas and further encourages foetal growth and adiposity17. As a result, shoulder dystocia, a con dition where one of the shoulders being stuck behind mothers pelvic bone, preventing the birth of babys body can occur if foetal weight is above 4000g18. The chance of developing shoulder dystocia is even increased by two to six folds if the growth of the trunk and shoulder is not proportionate18. A study indicated that offspring of GDM women have increased body fat when compared with same weight offspring of controlled healthy women19. Offspring of women with GDM are also found to be on 30% heavier than expected according to their height20. The study also evaluated that there is a strong relationship between pancreas cell activation in diabetic intrauterine environment and childhood obesity, which then predisposes to obesity20. Maternal insulin insensitivity is then believed to associate with foetal overgrowth, predispose to childhood obesity and glucose intolerance. Cardiovascular abnormalities can be another implication on offspring of women with GDM. Diabetes is a known risk factor for cardiovascular disease and this issue is evaluated and examined in offspring of diabetic pregnancies. The results significantly showed that offspring of the diabetic pregnancies has higher systolic and mean arterial blood pressure, endothelial dysfunction markers as well as cholesterol level compared to offspring of healthy mothers20. 4.0 Screening and diagnosis All pregnant women will undergo universal screening for GDM between 24-28 weeks of gestation and those with high risk of GDM development should perform the screening at first trimester21. Women with high risk of developing GDM refer to those who fulfil one or more risk factors. For instance, over 35 years old, previously diagnosed with GDM or with macrosomic, from high risk populations like American Indian, South-East Asian and Arab, obesity which BMI ≠¥ 30kg/m ², diagnosed with polycystic ovary syndrome and first degree relative to diabetes3, 21. The screening test is called oral glucose challenge test (OGCT) and carried out where the pregnant women were given a sugary beverage with 50g glucose load to drink21. After an hour, plasma glucose is measured and if the reading is ≠¥10.3 mmol/L, GDM is diagnosed21. If the plasma glucose reading is

Resistance coursework - some useful things :: essays research papers

Resistance Coursework Planning: Aim Investigate how the length of a wire affects the current and resistance of a wire. Variables The variables that could change resistance are: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Length of the wire †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Cross section area (thickness) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Changing materials †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Changing temperatures The variable I am going to change in my experiment is the length of the wire. Prediction and Hypothesis I think as you increase the length of the Constantan wire, you also increase the amount of resistance. The current is the flow of electrons; the current is dependent on the amount of voltage, which is applied. Voltage is the push given to the current. The current has to go through a circuit, which contains resistance so if you increase that push you also increase the flow of the current. All materials have a slight resistance to electricity factors affecting the resistance are: Length, Voltage & Temperature and Surface Area. Preliminary Work Changing only the length of the wire Length  Ã‚  Ã‚  Ã‚  Ã‚  Voltage (V)  Ã‚  Ã‚  Ã‚  Ã‚  Current (A)  Ã‚  Ã‚  Ã‚  Ã‚  Resistance () Short  Ã‚  Ã‚  Ã‚  Ã‚  5.45  Ã‚  Ã‚  Ã‚  Ã‚  0.26  Ã‚  Ã‚  Ã‚  Ã‚  20.96 Long  Ã‚  Ã‚  Ã‚  Ã‚  5.56  Ã‚  Ã‚  Ã‚  Ã‚  0.24  Ã‚  Ã‚  Ã‚  Ã‚  23.16 Longest  Ã‚  Ã‚  Ã‚  Ã‚  5.58  Ã‚  Ã‚  Ã‚  Ã‚  0.19  Ã‚  Ã‚  Ã‚  Ã‚  29.36 Conclusion: the longer the wire, the higher the resistance Changing only the cross section area of the wire Thickness  Ã‚  Ã‚  Ã‚  Ã‚  Voltage (V)  Ã‚  Ã‚  Ã‚  Ã‚  Current (A)  Ã‚  Ã‚  Ã‚  Ã‚  Resistance () Single  Ã‚  Ã‚  Ã‚  Ã‚  4.73  Ã‚  Ã‚  Ã‚  Ã‚  1.45  Ã‚  Ã‚  Ã‚  Ã‚  3.26 Double  Ã‚  Ã‚  Ã‚  Ã‚  4.44  Ã‚  Ã‚  Ã‚  Ã‚  1.98  Ã‚  Ã‚  Ã‚  Ã‚  2.24 Triple  Ã‚  Ã‚  Ã‚  Ã‚  4.34  Ã‚  Ã‚  Ã‚  Ã‚  2.07  Ã‚  Ã‚  Ã‚  Ã‚  2.09 Conclusion: the thicker the wire, the lower the resistance Changing Materials Material  Ã‚  Ã‚  Ã‚  Ã‚  Voltage (V)  Ã‚  Ã‚  Ã‚  Ã‚  Current (A)  Ã‚  Ã‚  Ã‚  Ã‚  Resistance () Constantan  Ã‚  Ã‚  Ã‚  Ã‚  5.51  Ã‚  Ã‚  Ã‚  Ã‚  0.48  Ã‚  Ã‚  Ã‚  Ã‚  11.47 Aluminium  Ã‚  Ã‚  Ã‚  Ã‚  1.82  Ã‚  Ã‚  Ã‚  Ã‚  8.63  Ã‚  Ã‚  Ã‚  Ã‚  0.21 Conclusion: different materials conduct electricity better Changing Temperatures Temperature  Ã‚  Ã‚  Ã‚  Ã‚  Voltage (V)  Ã‚  Ã‚  Ã‚  Ã‚  Current (A)  Ã‚  Ã‚  Ã‚  Ã‚  Resistance () Cold  Ã‚  Ã‚  Ã‚  Ã‚  2.27  Ã‚  Ã‚  Ã‚  Ã‚  6.72  Ã‚  Ã‚  Ã‚  Ã‚  0.34 Hot  Ã‚  Ã‚  Ã‚  Ã‚  2.62  Ã‚  Ã‚  Ã‚  Ã‚  7.00  Ã‚  Ã‚  Ã‚  Ã‚  0.37 Conclusion I came to a conclusion that the decrease in current is the increase in resistance this is because the current although less of it they collide with the resistance causing a decrease in the output voltage. List of equipment and circuit diagram †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Power pack †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  6 connecting leads †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Push switch †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2 crocodile clips †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Wire (constantan) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Voltmeter †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ammeter †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Meter sticks Circuit diagram: Analysing: As the length increased so did the resistance. This is because in a longer piece of wire the electrons have to push past more ions. The electrons have a negative charge and the ions have a positive charge. So energy is needed to keep the electrons flowing.

The Fourth Amendment Essay -- essays research papers

Article VI The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.† –U.S. Constitutional Amendments Preface I choose the fourth amendment for two reasons: - It recognizes a right that, inevitably, cannot be taken away from a person. - It was not written out of spite, but out of experience. I personally feel like this is an issue that, had there not been a provision in the Constitution, would have created some serious issues with the colonists. The Fourth Amendment also almost gives the idea that there should be no problem with a person leaving his/her door unlocked, for the fellow citizens should honor the space of one another. History The Fourth Amendment came almost directly from experience of the colonials. But it wasn’t introduced only as a fundamental right, but also as a major part of the English ideals as well. In England, ''Everyman's house is his castle'' was an honored phrase, enforcing the idea that it is not only is it a law, but a right that cannot be delegated by any government idea. There are two major cases where this idea was tried. Semayne’s Case and Entick v. Carrington. Semayne's Case Accused of denying access to officials, Semayne exercised the right of a homeowner to defend his ...

Bay of Pigs Invasion

The invasion at the Bay of Pigs is an event that played a significant role in histories of both the United States and Cuba. It was a United States-supported attack on the regime of Cuban leader Fidel Castro, in an attempt to stop communism. The attempt proved futile; many lives were lost for an objective that was not achieved. The invasion therefore served as a lesson in American politics. Since the Second World War ended, the United States was convinced that communism was a major problem (Sierra 2). Americans believed that communism was a major threat.When Fidel Castro arrived in the United States for the American Society of Newspaper Editors in April 1959, Vice President Richard Nixon was already determined to oppose his rule (Sierra 3). Earlier that year, the Cuban revolution occurred, and President Dwight Eisenhower realized the social implications of the said revolution (Sierra 2; â€Å"Wars†). The Central Intelligence Agency (CIA) had formulated a plan against Castro, wh ich Eisenhower approved on March 17, 1960 (â€Å"Bay†; Sierra 3). The relationship between the United States and Cuba began to break down; the diplomatic ties between the two nations were officially cut by the U.S. government on January 3, 1961 (â€Å"Bay†; Sierra 2). Seventeen days after the Eisenhower administration ended their relations with Cuba, former Senator John F. Kennedy assumed his post in the oval office as President (Sierra 2). Before being elected as President, with the given political climate, Kennedy knew that the only way he could win the presidency was to champion anti-communism. He then became fixated with Castro. The moment he became president, he had already promised Cuban exiles that he would fervently fight communism and support any effort to topple the Castro regime (Sierra 3).The invasion was planned in such a way that Cuban exiles would overthrow the Castro administration without exposing how involved the United States was to the operation (â €Å"Bay†). There had already been speculation that the officials of the United States had been planning to attack Cuba, but this was responded to with denials (Sierra 2). However, Raul Roa, the prime minister of Cuba, confirmed that Cuban exiles were being recruited, trained and paid for their contribution in the possible attack (Sierra 3). The initial plan of attack was to land in Trinidad City in the day (Sierra 3).However, this plan had two disadvantages. First, the city was located close to the Escambray Mountains; this would be an ideal place wherein Castro's troops would retreat into after the attack. Second, Kennedy realized that this would reveal to the public the involvement of the United States in the attack. The plan was then changed; instead, the landing would be at the Bay of Pigs, which was to occur at night. The bay presented a possible air-strip located on the beach wherein the bombing raids could be managed.After the area was secured, Cuban government created by the CIA would be established; its legitimacy would immediately acknowledged by the U. S. government. The installed government would then ask for military assistance, and there would be an â€Å"intervention† (Sierra 3). In a press conference five days prior to the attack, Kennedy claimed that the United States military would not interfere with the Cuban situation. He stated that it was a struggle amongst the Cubans, not a battle between the U. S. and Cuba (Sierra 3). On April 15th, B-26 planes simultaneously bombed four airfields in Cuba (Sierra 4).These bomber planes were transformed to look like Cuban planes operated by Cuban exiles. A few days before the actual attack was launched, people from the CIA arrived in Cuba to assist the invaders. They were tasked to commit terrorist attacks like bombing bridges; it is because by doing so, it would appear that the Cuban citizens were involved in the attack. However, the truth was soon unveiled. The difference between the nose s of a Cuban and an American plane gave it away. The former was made of Plexiglas, while the latter was opaque.Meanwhile, the forces arrived on April 16th; six battalions which consisted of 1,500 men arrived on the bay (Sierra 4). While the invasion was proceeding, the leader of the Soviet Union Nikita Khrushchev sent a letter to Kennedy (Sierra 4). The letter stated that everyone already knew about the U. S. involvement in the invasion, and that Russia would not hesitate to aid Cuba in defending itself from invaders. This prompted Kennedy to stop the air strikes (â€Å"Bay†). However, the attack on land continued; the exiles wanted to proceed to Havana in hopes of getting support from the locals.The invaders failed to reach their destination, as Castro's troops stopped them. It was on April 19th when the fighting was halted, but many people had already been killed while others have been captured. Later on, the exiles were free on ransom by the Cuban government (â€Å"Bayâ⠂¬ ). The invasion was a failure; it caused great embarrassment to Kennedy and the U. S. government (â€Å"Bay†). The failure was attributed to insufficient and erroneous planning and execution. There was lack of preparation, while the intelligence gathered was not sufficient to guarantee the success of the invasion.That is the reason why Kennedy fired several CIA officials (Sierra 6). In addition, information about the impending attack also allowed Castro and his troops to prepare. Despite the numerous setbacks, Kennedy pushed through with the attack hoping that the citizens of Cuba would support it. They never did (â€Å"Bay†). The invasion at the Bay of Pigs was intended to crush communism by overthrowing Fidel Castro. The invasion was an attempt of the United States to attack Cuba under the guise of a local political dilemma. The invasion failed, resulting in the loss of lives and the humiliation of the Free World.The event has indeed proved that a noble intention does not guarantee success. Works Cited â€Å"Bay of Pigs Invasion†. Microsoft Encarta Online Encyclopedia. 2008. Microsoft Corporation. 11 June 2008 . Sierra, Jerry A. â€Å"Invasion at Bay of Pigs. † History of Cuba. 30 July 2007. 11 June 2008 . â€Å"Wars and Battles: Bay of Pigs Invasion. † U-S-history. com. 12 June 2008 .