Michael Praetorius

The composer of the song must have been Michael Praetorius. This composition has got some specific elements of oratorio and operand concerto. These are the most important and significant features which Michael Praetorius utilized in his other compositions as well.Advertising We will write a custom report sample on Michael Praetorius specifically for you for only $16.05 $11/page Learn More As a matter of fact, the opera element is observed in the middle section of the song which is referred to as the arias, whereby musicians display expressively their feelings in the song as well as reveal their attitude to it . The listeners are easily moved by the arias’ section as they relate to situations and similar events expressed in the song. The concerto element is evident from the unity of the instruments and the voices .The harmony represented in this piece is considered to be influenced by religion. This sphere of life was very important and influential that time, that is why it defined the concertos works with grouped soloists who widely used the harpsichord and other instrument to create the song effect. Oratorio element dominates the song since the composer put emphasis on religion as the subject matter. The oratorio element distinguishes this song from staged operas since it does not incorporate the acting section. The theme of the song is highly relevant to the religious populace as it enhances a connection of the believers with their supreme being. The song, initially played only in religious grounds, has attracted a greater population as persons learn to embrace religion now. Songs are among the major communicative devices being used in modern ages to educate and pass messages as they are entertaining and have greater power of the spoken words. The emotions in this song are vividly expressed allowing the listeners to connect with the song. The harmonious integration of tones and the theme ensures the listeners attention and focus is drawn towards the song. The rhythmic flow is cannot be easily predicted increasing the listeners anticipation of the progress and desire to keep listening for an in-depth understanding of the content. The qualities of this composition similar to those of Bach and Handel pieces are; change in intonation and the utilization of the homophonic structure in creation of the song texture. George Frideric Handel widely studied the styles of song compositions and advocated greatly on the compositions of operas and oratorios, elements evident in the study compositions. Johann Sebastian Bach was greatly involved in religious composition structures and had great harmonics and melodies.Advertising Looking for report on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Bach and Handel are among the major forces behind the success of the Baroque music which was used as a benchmark to measure the effectiveness of proceeding compositio ns. The composition of study has greatly relied on the works of Bach and Handel especially in change of tones and incorporation of the homophonic structure and spectral fusion of sounds. The tones in the study compositions vary symmetrically from the first cadence to the last cadence where a prolonged period marks the end of the composition. Similar to the works of Bach and Handel, the study composition has utilized the homophonic structure to enhance the texture of the song. The sounds vary throughout the song in harmony ensuring listeners’ interests and attention is maintained. Observations evident in the song include the following song characteristics Music form The composer incorporated the classical type of variations in the song. The song progressed symmetrically with a voice leading effectively maintaining the harmonic theme. The composer maintains a clear phrase structure ensuring the listener interestingly relates to the theme of variations. The theme is of ternary f orm with contrasting intonation variations. The first part of the song has an open cadence. The second section has immense harmonic details that progressively transits to the final section of the song in a hierarchal aspect. The final cadence provides a considerable release that marks the end of the song. Texture The composer utilized the homophonic structure. The listener focuses on a stream of varied voices throughout the song that harmoniously produce desired sounds. The composer layered the sound streams in such a way as to keep the listener interested and keen on song integration a texture referred to as homophonic. The sound quality is of Spectral fusion nature since it consists of a number of integrated components forming a single sonic entity attributed to a single real or imagined source as described by Risset (1991). Orchestration The first cadence begins with evident harmonic sound of a harpsichord. Music notes varied at different sections of the song due variations in in struments played. String instruments ensure listeners interest in the song is heightened as the song draws to climax, since the melody grows sweeter and mellower. The composer rhythmically incorporated more instruments as the song progressed to give the desired notes and ensure effective articulation of harmony and melody. He further emphasized on a single melody and bass line giving the song an interesting flow. The technique of playing the instruments is highly developed and the performance is desirable. Implications of study indicate the use of an orchestra to play the instruments, an idea borrowed from the Baroque music by Bach and Handel.Advertising We will write a custom report sample on Michael Praetorius specifically for you for only $16.05 $11/page Learn More Work Cited Risset, Timbre et. synthà ¨se des sons. Le Timbre, mà ©taphore pour la composition. (Ed).IRCAM/Christian Bourgois: Paris, 1991. Print. This report on Michael Praetorius was written and submitted by user Shiver Man to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Neighborhood Watch Essay Example

Neighborhood Watch Essay Example Neighborhood Watch Essay Neighborhood Watch Essay Neighborhood Watch Program Neighborhood Watch Program A Neighborhood Watch is a program where neighbors look out for their neighbor against criminal actively and reporting suspicious activity to the local police agency. Community members can assist peace officers by being the eyes and ears within the neighborhood. A Neighborhood Watch program will be effective only if community members participate and cooperate with law enforcement to reduce crime within their neighborhood. A very important element to maintaining a Neighborhood Watch is to report suspicious activities and individuals that may cause harm to the neighborhood. A Neighborhood Watch is a crime prevention program that recruits energetic citizens in collaboration with the local police agency to help diminish high crime rates, solve conflicts within the community, and make the neighborhoods safer and improve the quality of life in their community. Neighborhood watch is a program that has a successful effect on the community. The success of any Neighborhood Watch Program depends on the participation and dedication of its members as well as knowledge and information† (Neighborhood, 2009). In doing so citizens are taught how to help themselves and the community by distinguishing and exposure to any suspicious or unlawful activities, protect their love ones, their property, and those of their neighbor’s property and family. A Neighborhood Watch focus on surveillance in order to develop awareness as a means of keeping its members alert of community activities. This program also makes use of plans that each affiliate should notify each specific member hurriedly in the occurrence of illegal activity in the neighborhood to active citizen’s patrols by groups. Citizens involved in neighborhood watch programs provide assistance within the community such as abnormal measures whenever they are observed, reporting crime, and given that support to crime victims. Neighborhood watch programs use street signs to help reduce crimes, prevent thefts, and burglaries by warning the unauthorized persons that they are being watched at all times by surveillance cameras. In a neighborhood watch program every member has the same responsibility and dedication to have a productive neighborhood watch program. The law enforcement agency provides support and direction as well as an active workforce and logistical support to the efforts of the neighborhood watch program. Citizens trying to implement such a program are tired of all the crimes being committed in their area such as murder, burglary, robbery, gangs, drugs, and graffiti. Citizens are frustrated with the way crimes take over a neighborhood and the daily activities society has to face. Some people would come home in fear for their lives dreading the thought of being murdered or shot, sounds of gun shots from a drive-by shooter leaving those to run for shelter, kidnapped, or even robbed. Society is feed up and wants one thing out of the neighborhood watch program and that is to bring a community together in a safer and normal environment to bring back control of their neighborhoods and reduce crime rates in that area. Crimes in the community can get out of control due to drugs, gangs, graffiti, robberies, and burglaries if it shows that no one cares. These types of neighborhoods with these types of problems can give the appearance that no one cares which can cause crime to increase. By dealing with the disorder and keeping an open communication and partnership with the police department and other agencies a reduction in crime will soon follow. A Neighborhood Watch Program will provide the community with members to learn how to prevent crimes to prevent the Broken Window Theory (1982) which consists of a problem solving theory based on the idea that one unchecked problem may lead to other problems. Crimes can flourish in areas in which disorderly behavior goes unchecked. For example, an abandon house can lead to graffiti, illegal dumping, prostitution, and drinking in public. Most criminals believe they reduce their chances of being caught if they operate on streets that show signs of neglect by the community. At the start of a neighborhood watch each member was given a survey to answer 5 questions regarding their neighborhood and the type of crimes that occur in the community. Neighborhood Watch SurveyOn a scale of 1-10 with 10 being great and 1 being poor complete the following survey. 1. How safe do you feel in the comfort of your home? 2. How would you rate the crime level in your neighborhood? 3. How would the community feel in assisting to prevent crime? 4. Do you think that a neighborhood watch program will help your community? 5. How reliable do you think that a neighborhood watch program will be affective for the neighborhood? | Community members from the two divisions answered the above questions and provided their opinion regarding their neighborhood. West Los Angeles members consist of 40 Caucasian and Asian descent members with the income of over $100,000. 00 dollars. The members are concerned about their community and they feel the crime that occurs in their neighborhood is just as bad as the crime that occurs within 77th Street Division. 77th Street community members consist of 25 African American and Hispanic Descent members with low or middle class income. 77th Street community members are extremely concerned about their area, and feel ignored or threatened by the police and politicians and is begging for help. The success of the Neighborhood Watch Program depends on the participation and dedication of the residents as well as knowledge and information being received (Neighborhood, 2009). Attempting to start a neighborhood watch program may intimidate the community due to the type of the crimes that are currently committed by people the residents face day to day. In addition, community members will be able to discuss crime statistics in the area and bring a list of local and international contacts to help with the organizing, and maintenance of the community program (Neighborhood, 2009). Below is a chart of two city neighborhoods within the City of Los Angeles and is patrolled by Los Angeles Police Department. Neighborhood Watch Crime Statistics Reports77th Street Division 08/01/201009/01/201010/01/201011//2010Burglary:9998105101BFMV: 86979895Rape:5 887Homicide:2 0 11Robbery:90 97 9092West Los Angeles Division08/01/201009/01/201010/01/201011//2010Burglary: 59444464BFMV: 108106131117Rape:2112Homicide:0 000Robbery: 14 1057| LAPD C-PAB, 2010) According to LAPD’s crime statistics 77th Street Division has more crime in all categories except for Burglary Theft from Motor Vehicles. It is the goal of 77th Street Area to strengthen the Community-Police partnership by increasing the numbers of youth in juvenile programs and providing opportunities for volunteer workers. 77th Street Division provides information to community members such as crimes that occur after school hours, late in the afternoon, and during the day and evenings on weekends. By providing a more functioned Community Police program for community members will teach them to understand each type of crime ad what kind of crime happens each day for example, Criminals are interested in stealing cell phones by individuals who are merely walking down the street. West LA is number 2 out of the 21 divisions within LAPD to have fewer crimes. West Los Angeles Area has fewer crimes than 77th Street’s area except for BFMV’s due to criminals from other areas that come to WLA’s area only to commit crimes such as burglary. West LA provides their community members within the area to keep valuables out of their vehicle or locked up inside the vehicle to prevent a theft. The community relation office has the youth from the juvenile programs passed out flyers and stickers to each home and vehicle where the crime occur the most. A Neighborhood Watch program can be effective and ineffective in various neighborhoods, depending on the rapport that an individual’s possess with community members and city officials. In order for such programs to be effective all participants including residents and city officials are expected to work together to resolve common goals and that is to raise community awareness in safety and crime prevention. â€Å"Typically, Neighborhood Watch groups organize to respond to an immediate threat-a series of rapes, a sharp increase in burglaries, rising fear of street crime†(Crime Prevention, 2009). For instance, West Los Angeles community members are proactive and involved in neighborhood programs so they can protect their property and their wealth. A major concern is maintaining a safe environment in the areas where their children are raised. These are some of the reasons neighborhood watch programs are effective in certain areas because residents know that their voices will make a difference. Residents of the community often find it necessary to attend community meetings suggesting new ideas in regard to safety, outreach programs and making complaints about concerns in the community. Residents are often are assertive in protecting their assets such as homes, cars, businesses, which plays a huge part their everyday image and lifestyle. Crime rates in the West Los Angeles areas are lower than South Los Angeles because residents bond together and are often more proactive in reporting crime when it occurs. In South L. A. community members have different outlooks in his or her community and possess different relationships with city officials and peace officers. Many residents living in the community do not own the property in which they reside so therefore, they are not concerned about the surroundings and what is revolving around them until it is too late. Residents have negative outlooks on support from city officials because of different situations they have experienced. Members are also reluctant in participating in such programs due to fear that he or she may be labeled as a snitch or fear of retaliation which is one of many reasons crime statistics are so high. When residents are afraid to come forward and report incidents, crime continues because the individuals committing these crimes have not been apprehended. When the negative outweighs the positive in communities, the success rates for neighborhood watch programs are ineffective. Recommendations to improve the communication and relationship between the community and police agencies are to improve the communication between the two. It is the responsibility of a police agency to provide meetings to address drug abuse, gang awareness, elderly abuse, rape prevention, and providing information on how to protect their homes such as proper lighting that surrounds a home. It is important to acknowledge the success and recognize the community’s volunteers through yearly carnivals, community dinners, and providing an Open House to the police and fire stations. National Night Out is conducted by each police agency by law and is sponsored by the National Association of Town Watch. National Night Out is opening the up a police station to the community so the community can be aware of what police officer job duties are to protect the community from harm. 77th Division needs bridge the gap they have with the community and open up more through neighborhood churches, schools, and neighborhood watches. In conclusion, a Neighborhood Watch Program helps families to control the activities within their neighborhood and staying in control. To improve the relationship it starts with educating the community of what to be aware of and how to provide information to the police department instead of ignoring the problem as if it doesn’t exist. A neighborhood can enhance their identity and pride through the above recommendations by having Open House, Carnivals, and providing a National Night Out each year. Crime prevention is more important to a Neighborhood Watch member which assist the neighborhood to safe from any harm doing. Community members must know their neighborhood which will guarantee the safety of the community. Reference Director of neighborhood watch. (2009). Neighborhood Watch Program. Retrieved September  28, 2009, from http://articles. directorym. com/Neighborhood_Watch_Program LAPD C-PAB. 2010). LAPD Compstat. Retrieved November 20, 2010 from http://lapd. compstat. com/c-pab Neighborhood Watch. (2009). Crime Prevention. Retrieved from sacsheriff. com Wilson, James. , Kelling, George. (1982). The Atlantic. Broken Windows, (1), 5.

Sacar la ciudadanía de Estados Unidos por adopción

Sacar la ciudadanà ­a de Estados Unidos por adopcià ³n Es una prctica comà ºn que los ciudadanos americanos, solteros o casados, adopten nià ±os en el extranjero. En estos casos se plantea la cuestià ³n de si los menores adoptados adquieren la ciudadania estadounidense. La respuesta es: depende del caso y del cumplimiento de una serie de requisitos. Adems, hay que tener en cuenta que los trmites muy diferentes segà ºn los dos posibles casos: cuando el menor ingresa a Estados Unidos para vivir aquà ­ con su padre/s adoptivos.cuando el nià ±o residen habitualmente en otro paà ­s en compaà ±Ãƒ ­a de su progenitor estadounidense. En este artà ­culo se explica cà ³mo y cundo los adoptados adquieren la ciudadanà ­a segà ºn los diferentes casos, cà ³mo se prueba, cul es la ley que aplica en estos momentos y estadà ­sticas sobre cuntos nià ±os son adoptados por estadounidenses en Latinoamà ©rica y Espaà ±a. Papeles y ciudadanà ­a para nià ±os en el extranjero adoptados por ciudadanos que ingresan a USA para residir aquà ­ En este caso el proceso se inicia rellenando los formularios I-600 o su variacià ³n del I-600A para peticionar a un huà ©rfano como familiar inmediato o el I-800 o su versià ³n de I-800A, que son para peticià ³n de familiar inmediato de un adoptado en un paà ­s firmante de la Convencià ³n de la Haya. Esta peticià ³n debe ser aprobada por el Servicio de Inmigracià ³n y Ciudadanà ­a de los Estados Unidos (USCIS, por sus siglas en inglà ©s).   A continuacià ³n y despuà ©s de que el paà ­s de origen del menor dà © su OK a la adopcià ³n tendr lugar una entrevista en el consulado o la embajada de los Estados Unidos. El oficial consular emitir una visa de inmigrante para el menor que podr ser: Una IR-3 cuando la adopcià ³n de un huà ©rfano ha sido completada fuera de los Estados Unidos en un paà ­s que no ha firmado la Convencià ³n de la Haya. Dicha adopcià ³n tiene que ser definitiva y reconocida por el paà ­s del menor y tambià ©n por los Estados Unidos. Adems, el adoptante, si est soltero, o uno de los miembros del matrimonio que adopta, si estn casados, debe haber conocido en persona al menor   Una IR-4, cuando el huà ©rfano procede de un paà ­s que no ha firmado la Convencià ³n de la Haya y se da alguna de las siguientes circunstancias: la adopcià ³n se finalizar en Estados Unidos, b) la adopcià ³n la realiza sà ³lo uno de los miembros de un matrimonio o, c) el/los adoptante/s no conoce al menor personalmente. Una IH-3, cuando la adopcià ³n del menor es definitiva y se ha completado en un paà ­s firmante de la Convencià ³n de la Haya. Una IH-4, cuando la adopcià ³n debe finalizarse en Estados Unidos y el nià ±o procede de un paà ­s acogido a la Convencià ³n de la Haya. Una IR-2, cuando  el menor haya vivido en el extranjero con su padre o madre estadounidense por un mà ­nimo de dos aà ±os y que à ©ste tenga la guardia y custodia del nià ±o. Estos son casos en los que el progenitor decide regresar a Estados Unidos y pide los papeles para su hijo adoptado no mediante los formularios que aplican a las visas anteriores sino mediante la planilla I-130.  Este camino no siempre es posible cuando el nià ±o es originalmente de un paà ­s que ha firmado el acuerdo de la Convencià ³n de la Haya.  ¿Cundo adquieren la ciudadanà ­a estadounidense los adoptados que ingresan a Estados Unidos con una IR-3/IR-3/IR-2/IH-3/IH-4? Los casos son distintos segà ºn el tipo de visa de inmigrante que corresponde para ingresar a los Estados Unidos.   Si se utiliza una IR-3 o una IH-3 y el menor ingresa a USA con menos de 18 aà ±os cumplidos y una vez en el paà ­s vive con sus padres adoptivos (o padre o madre, si la adopcià ³n fue monoparental), entonces se adquiere la ciudadanà ­a automticamente en el momento de cruzar la frontera. En estos casos se recibir en casa y gratis un Certificado de Ciudadanà ­a. Por el contrario, si se ingresa a Estados Unidos con la visa inmigrante IR-4/IH-4,  el menor recibir en su pasaporte un sello que se conoce como I-551 y, a las pocas semanas, se recibir por correo una tarjeta de residencia permanente, tambià ©n conocida como green card. Es decir, en estos casos  el adoptado adquiere la condicià ³n de residente permanente. Sin embargo, se convertir en ciudadano automticamente si la adopcià ³n se finaliza antes de que cumpla los 18 aà ±os de edad.  En estos casos, si asà ­ se desea, se pueden solicitar un Certificado de Ciudadanà ­a aplicando mediante la planilla N-600, pagando la cuota correspondiente. Por el contrario, si el menor no ha cumplido los 18 aà ±os de edad e ingresa utilizando una visa IR-2, adquirir automticamente la ciudadanà ­a tras su ingreso a los Estados Unidos, siempre y cuando viva con el adoptante. Sin embargo, si el IR-2 ya ha cumplido los 18 pero est soltero y es menor de 21 aà ±os, recibir una tarjeta de residente permanente, pudiendo ms tarde solicitar la ciudadanà ­a por naturalizacià ³n. En estos casos es importante conocer cà ³mo la edad afecta a las peticiones de green card. Cuando el menor adoptado por un ciudadano reside habitualmente en el extranjero   Puede suceder que un menor adoptado por un estadounidense tiene por residencia habitual un paà ­s distinto a los Estados Unidos plantendose en este caso la duda de si ese nià ±o algà ºn derecho a la ciudadanà ­a americana. La respuesta es que sà ­, siempre y cuando se cumplan una serie de requisitos y, adems, no se produce de forma automtica. Las condiciones para que pueda acceder a la ciudadanà ­a son: el adoptado tiene que tener menos de 18 aà ±os de edaddebe vivir en el mismo hogar que su progenitor estadounidense, quien debe tener su guardia legal.El progenitor estadounidense debe haber vivido al menos 5 aà ±os en los Estados Unidos, dos de dichos aà ±os, tienen que haber sido despuà ©s de que hubiera cumplido los 14. Si no puede cumplir este requisito, es suficiente si lo puede cumplir uno de los abuelos, que debe de estar vivo.el menor debe ingresar a Estados Unidos como no inmigrante. En la mayorà ­a de los casos lo har como turista pero puede utilizar otras visas no inmigrantes. En este punto tener en consideracià ³n que los consulados no estn obligados a aprobar ninguna visa por el simple hecho de que el menor sea hijo adoptado de ciudadano. Es decir, deben cumplirse todos los requisitos para que se apruebe la visa.Por à ºltimo, una vez que el menor adoptado ingresa a los Estados Unidos puede solicitar la ciudadanà ­a americana por el procedimiento de naturalizacià ³n. Dà ³nde solicitar informacià ³n para casos de papeles para adoptados por ciudadanos si se tienen dudas o inquietudes, es posible comunicarse con el Departamento de Estado por medio de un correo electrà ³nico escribiendo a: adoptionUSCAstate.gov, en el caso de adopciones en paà ­ses firmantes del Convenio de la HayaaskCIstate.gov, en los dems casos. Asimismo, estn disponibles los siguientes telà ©fonos 1 888 407 4747, si se marca desde los Estados Unidos 1 202 501 4444, si se marca desde otro paà ­s A tener en cuenta: un cambio de ley Actualmente, la ley que aplica a los casos de adopciones internacionales por parte de ciudadanos estadounidenses es la conocida como The Child Citizenship Act del aà ±o 2000, que dejà ³ fuera de su proteccià ³n a aquellas personas adoptadas en el extranjero que tenà ­an ya 18 aà ±os cuando la ley entrà ³ en vigor.   Como consecuencia, muchos de ellos nunca adquirieron la ciudadanà ­a estadounidense y algunos de ellos incluso han sido deportados por delitos menores. En otro orden de cosas, los estadounidenses que desean adoptar a un menor extranjero que se encuentra fuera de Estados Unidos para traerlo a vivir aquà ­ deben pasar por un examen de su historial (background check) y de huellas digitales. El mismo requisito deben cumplir todas las personas que residan en el hogar familiar y que tengan cumplidos los 18 aà ±os de edad o ms. Paà ­ses de procedencia de los adoptados por ciudadanos estadounidenses En el à ºltimo aà ±o fiscal los ciudadanos americanos adoptaron en otros paà ­ses un total de 6,438 nià ±os extranjeros, una cantidad muy inferior al los 22,991 que fueron adoptados en 2004. En la actualidad los 5 paà ­ses de origen por orden de mayor nà ºmero de adoptados son: China, Etiopà ­a, Rusia, Corea del Sur y Ucrania.   Desde 1999 a 2014, estos son los nà ºmeros de nià ±os adoptados por estadounidenses en los paà ­ses de habla hispana: Argentina: 2Bolivia: 180Chile: 57Colombia: 4093Costa Rica: 329Cuba: 1Ecuador: 451El Salvador: 172Espaà ±a: 2Guatemala: 29780Honduras: 170Mà ©xico: 1077Panam: 117Paraguay: 11Perà º: 437Repà ºblica Dominicana: 220Uruguay: 1Venezuela: 12 Consejos para rellenar los papeles con à ©xito En este artà ­culo se ha hecho referencia a varios formularios oficiales del Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s), como por ejemplo el I-600, el I-800 o el N-600. Todos esos formularios pueden ser descargados gratuitamente de la pgina oficial del USCIS. Deben ser firmados y rellanados con tinta negra. En el caso de que los documentos de apoyo que se deben adjuntar està ©n en un idioma distinto al inglà ©s, es necesario traducirlos a ese idioma e incluir una carta de certificacià ³n de la traduccià ³n.  Es decir, no es necesario obtener el sello de un notario ni pagar a un traductor jurado. Finalmente, mentir en un documento migratorio o de visa o ante un oficial consular o migratorio es considerado una violacià ³n migratoria que puede tener consecuencias muy graves, ya que se puede considerar como un fraude de ley. En caso de duda siempre se recomienda asesorarse con un abogado reputado con experiencia en casos de adopciones internacionales. Este artà ­culo es informativo. No constituye asesorà ­a legal para ningà ºn caso en particular.

Cold War and Decolonization Annotated Bibliography

Cold War and Decolonization - Annotated Bibliography Example The friendship was created through various supports in terms of manpower, materials, and aids. However, such countries are said to have received no return for their support. In fact, as noted in the article, communist expansion to third world countries was a problem as acted as an impediment to the democratization process. On the other hand, there is argument that communist association with third world countries was as a result of competition with America and West European Liberal Capitalist. Also, America is said to have dominated in the international realm during this period. Therefore, the decolonization process was seen as a better way of controlling America dominance. The author also notes that rivalry that existed between communist and America was based on political economy. Also, the rivalry is noted to have affected the new emerging states. The states were faced with a dilemma on which side to support. This is seen to have created a chance for social awakening in post-war

Marks and Spencers Case Study Example | Topics and Well Written Essays - 1500 words

Marks and Spencers - Case Study Example For this, using a cultural web on the floor is important. Michael E Porter has paved the way for revolutionary strategising trends and a whole new perspective on competition through his competitive advantage theory. In the corporate world, Porter's first book Competitive Strategy (1980), which he wrote in his thirties, became an international best seller, and is considered to be an authoritative piece of work on corporate strategy. The book, which has been published in nineteen languages and re-printed approaching sixty times, changed the way business leaders' minds worked. Further, it remains a guide of choice for strategic managers on a global scale. Apart from being rich in lessons about why and how industries, regions, and nations succeed or fail, this book is of great value as the first serious attempt to develop a really original grand theory of national economic development processes since the early years of Postwar development economics, and one of the most original ways of thinking about development policy in years. Under the leadership of Rose, the company had seen growth in Food, clothing and other departs by April 2006. Before laying down the formal plan of action, it is necessary to understand the elements that will be involved in the strategy that has been by Rose, from the perspective of the company. This will help us understand the exact application of the theories through the length and breadth of the paper. A major part of Rose's plan of action must include following a strategy based on gaining competitive advantage as well as achieving sustainable entrepreneurial growth. Let us first examine competitive advantage to see how and where it will fit in with the overall growth and expansion of M & S. External Perspective Competitive advantage is the response of afirm to the pressing need to organize and perform discrete activities. While these needs may not be perpetually spelt out, it is the responsibility of the planners and executers of policies to foresee such situations when catering for growth and development of the firm on various levels. The basic explanation for this comes from the fact that any change on an individual level is effected by changes on a national level. Yet, Porter's theory cannot accommodate strategies and competitiveness at such levels due to various constraints. The first of these emerges from the fact that people run businesses and economies - and everyone has his or her own unique style. These cannot be covered at length when talking which factors and resources will be utilized in which combination. Thus Porter's theory does not provide an accurate account of the diversity and dynamism in the corporate and commercial environment that businesses and firms thrive in. Secondly, there are various activities to take into consideration in the case of M&S. The activities performed when competing in a particular industry can be grouped into

Families Of The Victims Should Be Highly Compensated Essay Example for Free

Families Of The Victims Should Be Highly Compensated Essay Because the impact of the September 11th terrorist attacks upon the families of the immediate casualties is historically profound, though largely immeasurable, the families of the victims should be financially compensated by the Federal Government, as this is the best tangible way for the society to show its compassion for the lives of the sacrificed. This notion of victim compensation has ignited fierce debate; the question and concerns center around considerations of victim-eligibility and also, to whom responsibility for the disaster itself should be assigned. Along with these considerations, debate about the compensatory value of economic payments is valid, specifically: how much should be paid? Should their be different compensatory rates for different victims, or a uniform dollar amount? Whatever the dollar amount: it is clear that the September 11th attacks caused unprecedented economic, physical, emotional, and psychological damages not only to the families of those who were killed, but to the entire city of New York and the inhabitants of Washington D.C. The 911 terrorist attacks proved so dramatically devastating that compensation to the victim’s families is indicated. An investigation of the cost-estimates and damage assessments, as well as a study of the 911 commission’s findings demonstrate the claim that 911 was a disaster of unparalleled proportions. This is a key factor in the claim for compensation. A second key factor is the assertion that the 911 terrorist attacks were (at least within the scope of reason) preventable. Even if investigation of the 911 Commission’s findings and a survey of independent sources and analysts determined that the 911 attacks were not preventable, the issue of victim compensation remains valid. However, should sufficient evidence lead to the opposite conclusion, then, certainly, the case for compensation would be strengthened. A third key element of the argument for victim compensation involves the issue of the 911 rescue workers and the questions surrounding their deployment during the crises. Are the families of the first-responders who perished in the attacks entitled to more (or less) compensation than â€Å"civilian† families? Is the responsibility for their deaths a separate (but perhaps parallel) determination from the determinations of responsibility and preventability for the 911 attacks? Extensive periodical and journalistic coverage of the first-responders at 911 is available along with book-length investigative material. Demonstrating that the federal government should bear a financial burden on behalf of the families of the 911 victims will be a challenging task. It is perhaps not possible to establish with certainty whether or not the 911 attacks could have been prevented. If there is no specific office or person to assign responsibility to for the attacks, demonstrating the efficacy of a reparation payment scheme would be doubly strenuous. However, the scope of the disaster and the magnitude of its damaging impact so vast, the argument for compensation becomes slightly easier to make, based on emotional and civic appeal. Annotated Bibliography Chomsky, N. (2001). September 11 /. Crows Nest, N.S.W.: Allen Unwin. A comprehensive chronicle of the 911 attacks and their impact on political and social thought. This may be considered a main source-book for the thesis. Dahir, M. (2002, September 17). September 11: Are All Survivors Equal? One Year after the Terrorist Attacks, New Laws Have Broadened the Definition of Legal Partnership-But the Laws Might Not Be Broad Enough to Help All September 11 Survivors. The Advocate 26+. A discussion of the circumstances of gay and lesbian couples and a debate about the entitlement of non-traditional families to compensation. This source helps elucidate the legalistic angles (and also humanizes) of the 911 attacks. Dolfman, M. L., Wasser, S. F. (2004). 9/11 and the New York City Economy: A Borough-by-Borough Analysis The Effect of the Terrorist Attacks of September 11, 2001, on the New York City Economy Was Far Reaching and Extended to Every Borough of the City; Hardest Hit Was New Yorks Export Sector-The Most Internationally Oriented Part of That Economy. Monthly Labor Review, 127(6), 3+. Article detailing the impact of the 911 attacks on the economic, social, and mercantile activities of New York City. An important source for establishing the devastating impact of the attacks in microcosm, and thereby establishing evidence for central pillar of the compensation thesis. House Approves Panel on September 11 Attacks. (2002, July 26). The Washington Times, p. A14. Article showing the lead-up to the establishment of the 911 Commission. Important for establishing responsibility for the attacks, and whether or not preventability played a factor. From this source I hope to find leads to further details of the Commission’s findings. Jackson, B. A., Peterson, D. J., Bartis, J. T., Latourrett, T., Brahmakulam, I., Houser, A., et al. (2002). Protecting Emergency Responders: Lessons Learned from Terrorist Attacks. Santa Monica, CA: Rand. Source examining the process and procedure of emergency responders to 911. Can improvements be made; ie– were mistakes made? I hope this source will provide insight into the responsibility and efficacy issues of the first-responders mentioned in my thesis.

Isadora Duncans New Dance Essay -- Essays Papers

Isadora Duncan's New Dance At the end of the 19th century, ballet was the most prominent form of dance. However, to Isadora Duncan, "ballet was the old order that needed to be overthrown, an embodied symbol of all that was wrong with oversymbolized 19th century living" (Daly 26). Duncan believed that the over-technical, over-standardization of ballet was not what dance should be about. Her vision of dance was one of emotions, ideas, social betterment, and the complete involvement of the body, mind, and soul (26). With these ideas in mind, she began to create a new form of dance; what she referred to as the "new dance" (23), and what is now known as modern dance. In creating this new dance, she was inspired by composers such as Beethoven, Nietzsche, and Wagner, writers like Walt Whitman, scientists Darwin and Haeckel, her Irish grandmother, and ancient Greek culture, as well as the spirit of America and its people (Duncan 48, 54). It was a combination of these influences that helped her to create the most expressive, soulful dance known today. Isadora Duncan was born in 1878 in San Francisco, CA. Her mother believed it was exceedingly important to surround Isadora and her siblings with art, music, Shakespeare, and poetry. This was Isadora's awakening to the arts (Terry 9). She trained in ballet as a young girl and was exposed to Delsartean principles that influenced her greatly later in life (12). In 1896, Isadora and her mother traveled to Chicago to further Isadora’s budding career. While there, she met Augustin Daly who then took her to New York and gave her roles in theater productions such as A Midsummer Night's Dream where she was first recognized by the press (25). While in New York she trained with ball... ...imed to suggest a particular character rather than an ideal type" (Daly 132). Duncan wrote extensively about dance, society, and art. She was part of the "lyrical left," a group of people who tried to spur cultural and political change. They "sought to fuse life and art, the personal and the political" (181). This political involvement and social criticism was especially evident towards the end of her career, whereas earlier in her career she focused more on issues having to deal with dance and children (179). Duncan had many beliefs on society, art, and the government, which she made sure to express clearly to her patrons. Overall, Isadora Duncan was an amazing and revolutionary person. She discovered intense emotions and a strong spirituality within herself, within her soul. She transformed her discoveries into a dance in order to share it with the world.

Crohn’s Disease: a Patient Education Plan

Sarah is a bright, energetic 18-year-old high school senior. She leads a very active life playing soccer and lacrosse for her high school and excels academically. Recently, Sarah has been losing weight and has been less energetic. For the past few months she has been experiencing abdominal pain, cramping, and diarrhea. Her lack of energy has begun to show by recently missed practices and declining grades. Sarah's parents were concerned about their daughter's health so they brought her to the doctor's in which she was recently diagnosed with Crohn's disease. Sarah lives with both parents and two younger brothers in suburban Maryland. It is noted that Sarah's maternal grandmother had irritable bowel syndrome. Sarah is planning on going to college in the fall and will need a large amount of education on nutrition, medications, and symptoms of the disease so that she can manage the disease independently. Sarah states that she learns best by reading. Crohn's disease is a chronic disorder that causes inflammation of the gastrointestinal tract, usually the colon, although it can be found anywhere in the digestive tract. There is no proven cause of Crohn's disease but according to the National Institute of Diabetes and Digestive and Kidney Disease's (2006), â€Å"the most popular theory is that the body's immune system reacts abnormally mistaking bacteria, foods and other substances for being foreign† (Crohn's Disease, para 5), the intestines become inflamed and swell and ulcers form leading to diarrhea and gastrointestinal bleeding. Other symptoms associated with Crohn's disease include abdominal pain and cramping, bloody stools, ulcers, fever, reduced appetite and weight loss, arthritis, and skin problems. A diagnoses of Crohn's disease to an active 18year old girl can be devastating. At 18, girls are usually concerned with their image and outward appearance. Sarah would also be concerned about her independence and quality of life. Fitting in with her peers and feeling â€Å"normal† are a big concern. She may be concerned about having intimate relationships in the future or going out to eat with friends. There is no known cure for Crohn's disease so Sarah needs to focus on the things she can do to control the symptoms and educe the time between flare ups. There is obviously a lot of emotional stress that can go along with Crohn's disease. A young girl, trying to have a social life may find it difficult to go out in public for fear of having an attack of gas , pain or diarrhea, and not be near a bathroom. Knowing where the public bathrooms are before you go out can reduce anxiety. Special dietary needs may be restrictive when going out with friends. Figuring out the trigger foods and avoiding them is necessary. If surgery is needed, this can impact her self image. Talking with a doctor about possible surgical procedures may be helpful. Sarah will also have to be monitored for depression, which is common when living with a chronic disease. Sarah will need education on how manage her disease independently. Besides medication, there are many other things Sarah can do to manage her disease and improve her quality of life. Sarah will need to be taught about her nutritional needs. She should limit dairy products. Often people with Crohn's are lactose intolerant. Sarah should eat low fat foods. Fattier foods can worsen diarrhea. Drink plenty of liquids avoiding caffeine and alcohol. Eat small meals. Take a multivitamin. She should also pay attention to and avoid the foods that cause gastrointestinal upset. In addition to her dietary needs, Sarah needs to manage stress. Avoiding stressful situations or using exercise or yoga to reduce stress may help prevent flare-ups. Other educational needs for Sarah include teaching about the possibility of surgery if or when the medications and diet modifications cannot control the symptoms any longer. As stated on the Crohn's and Colitis Foundation of America website (2009), â€Å"Two-thirds to three quarters of patients with Crohn's disease will require surgery at some point in their lives† (About Crohn's Disease, para 24). Sarah will be provided with informational handouts and videos along with a list of website resources such as www. ucandcrohns. org and www. ccfa. org/kidsteens. Counseling will be provided for emotional support. Sarah's family will also be educated and taught how to provide support and acceptance. Sarah may believe her life will be very different but with education and support, she should be able to live a relatively normal life. Diagnoses with a chronic disease at any age is difficult. For Sarah, educational on how to best manage Crohn's disease and prevent flare-ups will decrease stress and help her live a normal life. Follow-up doctor appointments for medication management and updated disease information is important so she has current treatment options. Ongoing emotional support and guidance are needed to maintain a healthy attitude and lifestyle. References American Society of Colon and Rectal Surgeons. (2008). Crohn's Disease. Retrieved June 12, 2010 from http://www.fascrs.org/patients/conditions/crohns_disease/ Crohn's and Colitis Foundation of America. (2009). Retrieved June 12, 2010 from http://www.ccfa.org/info/about/crohns Mayo Clinic. (2009). Mayo Clinic. Retrieved June 12, 2010 from http://www.mayoclinic.com/health/crohns-disease/DS00104 National Institute of Diabetes and Digestive and Kidney Diseases. (2006). Retrieved June 12, 2010 from http://digestive.niddk.nih.gov/ddiseases/pubs/crohns/ University of Maryland Medical Center. (2010). Crohn's Disease. Retrieved June 13, 2010 from http://www.umm.edu/altmed/articles/crohns-disease-000043.htm

Timeline of Education

Time Line of Education History of American Education Edu 324 Hernandez Karen Lane 4 March 2013 1647 The General Court of the Massachusetts Bay Colony decrees that every town of fifty families should have an elementary school and that every town of 100 families should have a Latin school. The goal is to ensure that Puritan children learn to read the Bible and receive basic information about their Calvinist religion. 1779 Thomas Jefferson proposes a two-track educational system, with different tracks in his words for â€Å"the laboring and the learned. Scholarship would allow a very few of the laboring class to advance, Jefferson says, by â€Å"raking a few geniuses from the rubbish. † 1785 The Continental Congress passes a law calling for a survey of the â€Å"Northwest Territory† which included what was to become the state of Ohio. The law created â€Å"townships,† reserving a portion of each township for a local school. From these â€Å"land grants† even tually came the U. S. system of â€Å"land grant universities,† the state public universities that exist today. 1790Pennsylvania state constitution calls for free public education but only for poor children. It is expected that rich people will pay for their children's schooling. 1805 New York Public School Society formed by wealthy businessmen to provide education for poor children. Schools are run on the â€Å"Lancasterian† model, in which one â€Å"master† can teach hundreds of students in a single room. The master gives a rote lesson to the older students, who then pass it down to the younger students. These schools emphasize discipline and obedience qualities that factory owners want in their workers. 817 A petition presented in the Boston Town Meeting calls for establishing of a system of free public primary schools. Main support comes from local merchants, businessmen and wealthier artisans. Many wage earners oppose it, because they don't want to pay the taxes. 1820 First public high school in the U. S. , Boston English, opens. 1827 Massachusetts passes a law making all grades of public school open to all pupils free of charge. 1830s By this time, most southern states have laws forbidding teaching people in slavery to read.Even so, around 5 percent become literate at great personal risk. 1820-1860 3. 1 million immigrants arrive a number equal to one eighth of the entire U. S. population. Owners of industry needed a docile, obedient workforce and look to public schools to provide it. 1837 Horace Mann becomes head of the newly formed Massachusetts State Board of Education. Edmund Dwight, a major industrialist, thinks a state board of education was so important to factory owners that he offered to supplement the state salary with extra money of his own. 840s Over a million Irish immigrants arrive in the United States. Irish Catholics in New York City struggle for local neighborhood control of schools as a way of preventing their childr en from being force-fed a Protestant curriculum. 1848 Massachusetts Reform School at Westboro opens, where children who have refused to attend public schools are sent. This begins a long tradition of â€Å"reform schools,† which combine the education and juvenile justice systems. 1851 State of Massachusetts passes first its compulsory education law.The goal is to make sure that the children of poor immigrants get â€Å"civilized† and learn obedience and restraint, so they make good workers and don't contribute to social upheaval. 1865-1877 African Americans mobilize to bring public education to the South for the first time. After the Civil War, and with the legal end of slavery, African Americans in the South make alliances with white Republicans to push for many political changes, including for the first time rewriting state constitutions to guarantee free public education.In practice, white children benefit more than Black children. 1893-1913 Size of school boards in the country's 28 biggest cities is cut in half. Most local district (or â€Å"ward†) based positions are eliminated, in favor of city-wide elections. This means that local immigrant communities lose control of their local schools. Makeup of school boards changes from small local businessmen and some wage earners to professionals (like doctors and lawyers), big businessmen and other members of the richest classes. 1896 Plessy v.Ferguson decision. The U. S. Supreme Court rules that the state of Louisiana has the right to require â€Å"separate but equal† railroad cars for Blacks and whites. This decision means that the federal government officially recognizes segregation as legal. One result is that southern states pass laws requiring racial segregation in public schools. 1905 The U. S. Supreme Court requires California to extend public education to the children of Chinese immigrants. 1917 Smith-Hughes Act passes, providing federal funding for vocational education.Big m anufacturing corporations push this, because they want to remove job skill training from the apprenticeship programs of trade unions and bring it under their own control. 1924 An act of Congress makes Native Americans U. S. citizens for the first time. 1930-1950 The NAACP brings a series of suits over unequal teachers' pay for Blacks and whites in southern states. At the same time, southern states realize they are losing African American labor to the northern cities. These two sources of pressure resulted in some increase of spending on Black schools in the South. 1932A survey of 150 school districts reveals that three quarters of them are using so-called intelligence testing to place students in different academic tracks. 1945 At the end of World War 2, the G. I. Bill of Rights gives thousands of working class men college scholarships for the first time in U. S. history. 1948 Educational Testing Service is formed, merging the College Entrance Examination Board, the Cooperative Test Service, the Graduate Records Office, the National Committee on Teachers Examinations and others, with huge grants from the Rockefeller and Carnegie foundations.These testing services continued the work of eugenicists like Carl Brigham (originator of the SAT) who did research â€Å"proving† that immigrants were feeble-minded. 1954 Brown v. Board of Education of Topeka. The Supreme Court unanimously agrees that segregated schools are â€Å"inherently unequal† and must be abolished. Almost 45 years later in 1998, schools, especially in the north, are as segregated as ever. 1957 A federal court orders integration of Little Rock, Arkansas public schools. Governor Orval Faubus sends his National Guard to physically prevent nine African American students from enrolling at all-white Central High School.Reluctantly, President Eisenhower sends federal troops to enforce the court order not because he supports desegregation, but because he can't let a state governor use military power to defy the U. S. federal government. 1968 African American parents and white teachers clash in the Ocean Hill-Brownsville area of New York City, over the issue of community control of the schools. Teachers go on strike, and the community organizes freedom schools while the public schools are closed. 1974 Milliken v. Bradley. A Supreme Court made up of Richard Nixon‘s appointees rules that schools may not be desegregated across school districts.This effectively legally segregates students of color in inner-city districts from white students in wealthier white suburban districts. Late 1970s The so-called â€Å"taxpayers' revolt† leads to the passage of Proposition 13 in California, and copy-cat measures like Proposition 2-1/2 in Massachusetts. These propositions freeze property taxes, which are a major source of funding for public schools. As a result, in twenty years California drops from first in the nation in per-student spending in 1978 to number 43 in 1998. 1 980sThe federal Tribal Colleges Act establishes a community college on every Indian reservation, which allows young people to go to college without leaving their families. 1994 Proposition 187 passes in California, making it illegal for children of undocumented immigrants to attend public school. Federal courts hold Proposition 187 unconstitutional, but anti-immigrant feeling spreads across the country. Resources: Applied Research Center 2012, Historical Timeline of Public Education in the US Retrieved from: http://www. arc. rg/content/view/100/217/ Gaither, M. 2011 History of American Education Chapters two through eight of book Retrieved from https://content. ashford. edu/books/AUHIS324. 11. 1/ Morgan A Time Rime, Influential Events in the History of American Education Retrieved from: http://timerime. com/en/event/1386863/Latin+Grammar+School/ Sass, Edmund @ College of Saint Benedict/Saint John's University American Educational History: A Hypertext Timeline 2013 Retrieved from: ht tp://www. eds-resources. com/educationhistorytimeline. html

8 Necessary Considerations When Writing Study Limitations and Alternatives

8 Necessary Considerations When Writing Study Limitations and Alternatives You will look forward to your research paper being read by the specific audience for which it is targeted- professors, experts in the field, publication editors, etc. And you will, of course, be gratified if and when your paper receives significant interest from other constituents- researchers with the same or similar interests, students, or even readers from the general public. Whatever the case, listing your study limitations with accompanying discussion must be included in your manuscript.The primary section on limitations is best located in the closing stages of a paper. However, you may refer to limitations during the course of a paper when they are pertinent. In all instances, discuss limitations clearly and concisely, pointing out the reasons for their inclusion. Your honest appraisal of how limitations bear on your writing will only add to the impact and legitimacy of your writing. Moreover, you are aiding other researchers in setting their parameters for future writing.You s hould avoid certain mistakes when listing your limitations and alternatives. To put it another way, become familiar with the primary pitfalls associated with research and writing so that you can articulate the limitations appropriately and accurately. Here are 8 significant factors that constitute study limitations and caution that applies to each.Become familiar with the primary pitfalls associated with research and writing so that you can articulate the limitations appropriately and accurately. Photo Andrey Zvyagintsev from Unsplash.1. Sample selection/profile/sizeYour sample participants must reflect the population you would be expected to approach for your particular study. In this regard, your ability to establish contact in some way with suitable respondents is critical. Otherwise, you cannot have suitable representation for your findings. Consequently, you will have to formulate an alternate methodology for your research that ensures reasonable findings while overcoming this limitation. Ultimately, when you do have issues with narrow access, break down the causes for this limitation.Because larger sample sizes are commonly required in order to apply findings to the larger populace, be careful to use a sample size that reflects the depth of your study. For example, if you were researching the annual impact of thousands of visitors to your city for a major cultural event, and you only engaged with 50 participants, you would have obvious issues with your findings.2. Scarcity of existing researchIt is not unusual to undertake research on a subject for which there is scant previous information or no prior findings at all. Of course, you must recognize whether this may simply be your inability to have access to, or to track down, previously existing writings. This inaccessibility would definitely constitute a limitation that you would have to point out.However, if there is a real lack of previous literature, your task is certainly going to be more involved. N onetheless, you will also be presented with an opportunity to pave your own groundwork and to establish yourself at the head of new research. This can provide you with the opportunity to add meaningfully to the limited findings to date and you might even formulate important methodology for researching the topic at hand. You can create the need and desire for future, ongoing inquiry in the subject area.3. Time restrictions/TimelinessWorkers in all walks of life are continually faced with deadlines. It is a paramount fact; writers know this all too well. A manuscript is assigned, the project and attendant methodology are planned, the research must be carried out, and the finished manuscript is expected for delivery- on time. You need look no further than at the other sections in this article to see that, although the limitations and issues that are discussed herein have their own particular issues and challenges, they could also all be included under the discussion of time restriction s.Occasionally, an extension of a due date may be granted, but to rely on the possibility of an extension is to invite problems. Consequently, time restriction is a limitation. It would be easy to suggest that you should only accept writing offers that you can complete by the stated deadline. Yet, multiple issues can impact the best planning- unexpected delays, longer-than-anticipated research, travel, etc. Furthermore, it is often difficult, or simply not an option, for a dedicated writer to turn down a provocative assignment- and, hopefully, a reasonably lucrative project- because of the possible limits on time. If you commit to a project, and if time constraints adversely affect the completion of your manuscript, you must list this in your discussion of limitations and point out the necessity for continuing research on the subject.While time restriction is a key factor in the research process, timeliness is also significant. In carrying out your research, it may be become appare nt that many or most of the resources and data that you are studying are essentially out of date. To rely principally on this data is counterproductive and this is a problematic limitation. Still, this would also present potentially exciting opportunities for renewed and fresh research on a subject- something you should articulate in your discussion of limitations.4. Process of data collectionYour success in amassing data may be tempered by the fact that you know of certain alternate perspectives on the subject that you will be unable to address in your research. Instances like this can result in the exclusion of important variables or can preclude adding critical questions and surveys. When discussing your limitations, you can emphasize the importance of adding these missing components in future research.Sometimes researchers, out of necessity, must collect data in areas or locations that are not conducive to the process- for example, bustling airports, sports venues, or restaurant s. These locations provide many distractions and there are no guarantees that participants will be giving you their full attention. This is another limitation related to process and it will be good to suggest that future studies ensure that site planning is addressed accordingly.5. Unanticipated variablesLimitations out of ones control are not uncommon. A researcher is certainly capable of making a mistake, despite his or her expertise and dedication to the task at hand. Unforeseen technical problems may occur or a researcher may simply have health problems during the course of research. These and any number of other unexpected events can infringe on the research process, causing delays or even stoppages.Researchers in science fields often run into issues relating to seasonal differences, the environment, or some missing findings among huge amounts of data. These or similar issues can however be found in most any area of research. For instance, interviewing participants on identical topics, but in varying locations, can yield results that are surprisingly different or seemingly of little relation to one another. Is this a true representation of the surveys, or does physical location actually have such a significant impact on the process?It is also possible that research carried out by teams of two or more people may result in differing conclusions or be impacted by tension and even personal relationships. In this case, now the results are open to significantly more debate and assessment.These unanticipated limitations need to be mentioned in any research writing. They may also be among the hardest to quantify and to rectify. Nonetheless, these limitations must be discussed. As in all cases, it is far more beneficial than sweeping them under the carpet.6. Insufficient training and cooperationIt is not unusual for a writer or team of writers to tackle a new project despite the fact that they do not yet possess the requisite research skills. Nothing notable can r esult if these writers are not prepared to produce fresh new findings of their own. Moreover, it is critical that an adequate degree of cooperation exists between the researchers and the constituents that they approach. Strong interaction with professional agencies, government offices, and business establishments will ensure a satisfactory flow of information and data.Deficiencies in training and constructive cooperation constitute substantial limitations. You should take the opportunity to suggest a concise training program for underprepared researchers before they begin their serious work. Moreover, it would behoove you to suggest specific areas of research, to clarify the breadth of the work, and to point out the rewards of successful cooperation in research.You should take the opportunity to suggest a concise training program for underprepared researchers before they begin their serious work. Photo by Startup Stock Photos from Pexels.7. FundingThe funding of a writing project ca n be a challenge because there are often significant associated expenses. Researchers may need to acquire specific equipment (hardware, related products, etc.) or software that is essential in compiling statistics and various other data. Researchers occasionally must hire assistants and it is even possible that participants in a study will have to be remunerated. Financial difficulties during the course of your work are considered limitations. When discussing this, let it be known that the financial restraints have affected your work. You can suggest that future studies of the subject must take into account the real costs of such an undertaking.8. Human nature/Personal and cultural attitudesFinally, human nature and personal beliefs can impact a researchers work, adversely affecting the accuracy and integrity of a study. For example, a writer is hired to study the training procedures and resulting benefits of service dogs for people with disabilities or special needs. However, this writer, because of his or her steadfast views on animal cruelty and attendant issues, may inherently be unable to treat the subject fairly and properly, despite the fact that service dogs are universally admired and that little or no harm ever comes to them.It is not unusual for researchers to skew information and findings to conform to their views or leanings. As a result, the accuracy and validity of the research is compromised. It is your responsibility to vet your sources as well as you can to determine if the findings are supported appropriately. If do you indeed perceive that there are questions about some of your sources, you should mention this in your limitations and discuss how you handled this situation- either by correcting inaccuracies, by focusing predominantly on the most reliable sources, or by sharing other methods you used to offset these issues.

A Brief Overview of Émile Durkheims Role in Sociology

A Brief Overview of Émile Durkheim's Role in Sociology Who was Émile Durkheim? He was a famous French philosopher and sociologist known as the father of the French school of sociology for his methodology combining empirical research with sociological theory. The following outlines his life and career and his published works. Early Life and Education Émile Durkheim (1858–1917) was born in Épinal, France, on April 15, 1858, to a devout French Jewish family. His father, grandfather, and great-grandfather had all been rabbis, and it was assumed that he would follow their lead when they enrolled him in a rabbinical school. However, at an early age, he decided not to follow in his familys footsteps and switched schools after realizing that he preferred to study religion from an agnostic standpoint as opposed to being indoctrinated. In 1879, his good grades got him into the École Normale Supà ©rieure (ENS), a well-regarded graduate school in Paris. Career and Later Life Durkheim became interested in a scientific approach to society very early on in his career, which meant the first of many conflicts with the French academic system- which had no social science curriculum at the time. Durkheim found humanistic studies uninteresting, turning his attention from psychology and philosophy to ethics and eventually, sociology. He graduated with a degree in philosophy in 1882. Durkheims views could not get him a major academic appointment in Paris, so from 1882 to 1887 he taught philosophy at several provincial schools. In 1885 he left for Germany, where he studied sociology for two years. Durkheims period in Germany resulted in the publication of numerous articles on German social science and philosophy, which gained recognition in France and earned him a teaching appointment at the University of Bordeaux in 1887. This was an important sign of the change of times and the growing importance and recognition of the social sciences. From this position, Durkheim helped reform the French school system and introduced the study of social science in its curriculum. Also in 1887, Durkheim married Louise Dreyfus, with whom he later had two children. In 1893, Durkheim published his first major work, The Division of Labor in Society, in which he introduced the concept of anomie, or the breakdown of the influence of social norms on individuals within a society. In 1895, he published The Rules of Sociological Method, his second major work, which was a manifesto stating what sociology is and how it ought to be done. In 1897, he published his third major work, Suicide: A Study in Sociology, a case study exploring the differing suicide rates among Protestants and Catholics and arguing that stronger social control among Catholics results in lower suicide rates. By 1902, Durkheim had finally achieved his goal of attaining a prominent position in Paris when he became the chair of education at the Sorbonne. Durkheim also served as an advisor to the Ministry of Education. In 1912, he published his last major work, The Elementary Forms of The Religious Life, a book that analyzes religion as a social phenomenon. Émile Durkheim died of a stroke in Paris on November 15, 1917, and is buried in the citys Montparnasse Cemetery.

Providing Appropriate Accommodations Term Paper

Providing Appropriate Accommodations - Term Paper Example Cerebral palsy is a disorder that affects the movements, balance and postures of the body. It refers to a paralytic state of the brain. It occurs as a result of abnormal development of the brain or parts of the brain that controls the tones of the muscles as well as the movements of the motor and cells. Thus the simple movements of the body also become difficult for the affected child. However, in spite of several forms of this palsy being capable of affecting children, it has been observed that the level of intelligence of these children may not be affected as it might seem to be. In fact, in several cases the intelligence levels of such children are like the normal children or even above averages sometimes. The health problem is significant in its nature and hence children suffering from this disorder need special care (Alvarez, 2012). Cerebral Palsy and its Characteristic Features among Small Children: The definition of cerebral palsy may be given as â€Å"a group of permanent di sorders of the development of movement and posture, causing activity limitations that are attributed to non-progressive disturbances that occurred in the developing fetal or infant brain. The motor disorders of cerebral palsy are often accompanied by disturbances of sensation, perception, cognition, communication and behavior, by epilepsy and by secondary musculoskeletal problems† (Introduction to Cerebral Palsy, 2012). Thus as explained above, cerebral palsy indicates abnormal functioning and non-development of the brain leading to abnormalities in the normal behavior and movements of the body (Introduction to Cerebral Palsy, 2012). Children suffering from cerebral palsy generally experience complexities in having control on their body muscles and movements while they grow up and develop. As these children grow up, the character and level of these difficulties modifies. However the disorder is not progressive and thus no change occurs in the actual injury or mutilation of the brain. What alter are the effects that arise as a result of the injury in the brain. The changes may occur over a certain period of time. It has been also observed that patients with this order may be helped to great extents through physiotherapy and other therapies. Thus children suffering from cerebral palsy are at many times referred to a therapist or are checked by a multi-disciplinary team under the involvement of local Child Development Centre. Since parts of the brain get affected as a result of the disorder, thus there may be allied complexities which become apparent when a child develops â€Å"for example, in vision, hearing, learning and behavior† (Introduction to Cerebral Palsy, 2012). It is not abnormal for not providing with a diagnosis if the motor development in the child is almost complete while doctors keep monitoring the child in the course of the development stages of sitting, crawling and walking (Introduction to Cerebral Palsy, 2012). Characteristic Feat ures of Students Suffering from Cerebral Palsy: Children with cerebral palsy encounter difficulties in moving their muscles normally. This primarily occurs as a result of persistence of certain reflexes that lead to movements and postures of the body that are unconscious in nature. The children encounter problem since these movements