Ambition & Emotions

Dr. Faustus stands at the onset of the Renaissance period and the dawn of the middle ages as he contemplates the religious drama of his time. Indeed, during those medieval times, the understanding of heaven and hell was not far removed from the conceptual understanding of the occult. The play is lined with supernatural beings, angels and demons, which might have stepped onstage to clarify a major ambition in the medieval ages, the fervent pursuit of salvation. Indeed, this type of ambition is contrasted very well in the play Dr. Faustus, by the onset of the Renaissance period and the ambitions it provides.A quick overview of the Renaissance period shows that it was also the Age of Discovery; word has just reached Europe of the existence of exotic places in the ‘New World’. This Age of Discovery is responsible for the change in focus of ambitions from the ‘otherworldly’ of the medieval ages, to the more familiar ‘worldly’ ambitions of our times. We see Faustus, although moving to embrace worldly ambitions beset by mullings of the other world. For example he asks the demon Mephistopheles, FIRST WILL I QUESTION WITH THEE ABOUT HELL. TELL ME, WHERE IS THE PLACE THAT MEN CALL HELL (5.120–135) And later, after being given an explanation, he says, COME, I THINK HELL'S A FABLE. (5. 120–135) In fact these arguments seem to capture well the transition between the middle Ages and the Renaissance period since no neat dividing line exists. As Dr. Faustus encourages his ambition to focus on the opportunities presented by this so-called Age of discovery. His single-minded concern is with luxurious silk gowns and powerful war-machines than with saving his soul. This contrast between wealth and salvation must be understood from the standpoint that Dr.Faustus intends to acquire such wealth through an ambitious carrer5 in necromancy. Indeed, black magic seems to him as the only career that can match the scope of his ambition, t he subject that can challenge his enormous intellect. Being a scholar, he has mastered the major professions of his time. Specifically he claims to have mastered Law, medicine and theology, and he finds them all dissatisfying. Dr. Faustus finds that his huge ambitions have seemingly met their match as he ponders to dig deeper into necromancy. Faustus is full of ideas for how to use the power that he seeks.He imagines piling up great wealth, but he also aspires to plumb the mysteries of the universe and to remake the map of Europe. Though they may not be entirely admirable, these plans are ambitious and inspire awe, if not sympathy. They lend a grandeur to Faustus’s schemes and make his quest for personal power seem almost heroic, a sense that is reinforced by the eloquence of his early soliloquies. Ironically, Faustus’s ambition seems to sap as he realizes the initial goal of his ambitions, to master the dark powers of black magic.This is depicted from the way he speed ily narrows his horizons once he actually gains the practically limitless power that he so desires. Now that he realizes that everything is possible to him, he trashes the grand designs that he had contemplated early on, contending himself with performing conjuring tricks for kings and noblemen and taking a strange delight in using his magic to play practical jokes on simple folks. Strange as it may seem, the realization of Faustus’s ambition makes him mediocre rather than elevating him to higher levels of grandeur.The question begs; does power corrupt Faustus or is it through power that Faustus becomes mediocre? This is because Faustus’s behavior after he sells his soul hardly rises to the level of true wickedness. Rather, gaining absolute power corrupts Faustus by making him mediocre and by transforming his boundless ambition into a meaningless delight in petty celebrity. Indeed this is a paradox since at the beginning of the play; Dr. Faustus seeks to gain more grea tness from the realization of an insatiable taste to rise above manly standards of achievement.Yet, as he gains the goal, he seems to sink lower than the basest man. Could we say that he should have been content with quelling his ambitious flames, as the medieval times’ logic seemed to encourage? Saying so will mean he learns to live with his dissatisfying and unfulfilled life, which only opens the door to more emptiness in life. Extrapolating from the fore going leads us to believe that such an ambitionless lifestyle will lead him to the very state that he is now at the end of fulfilling his quest, only he would have reached there quicker than after twenty four or so years.This state is of course, the state of being mediocre. From the fore going, it appears to me that it will be misguided to believe that Faustus is a villain. I believe that it is fitting to view him as a tragic hero, a protagonist whose character flaws lead to his downfall. THESE METAPHYSICS OF MAGICIANS, AN D NECROMANTIC BOOKS ARE HEAVENLY! (1. 40–50) This is because, even from the above quote, the logic he uses to reject religion is flawed, since it leads him to use his ambition in diabolical pursuits.This plays out slowly because initially, in Faustus’s long speech after the two angels have whispered in his ears, his rhetoric outlines the modern quest for control over nature (albeit through magic rather than through science) in glowing, inspiring language. He offers a long list of impressive goals, including the acquisition of knowledge, wealth, and political power, which he believes he will achieve once he has mastered the dark arts. These are indeed impressive ambitions that inspire wonder, to say the least. However, the actual uses to which he puts his magical powers are disappointing and tawdry.Furthermore, Faustus goes on to exhibit blindness quite unlike a man of knowledge. This blindness serves as one of his defining characteristics throughout the play, and is ar guably inspired by his ambition. He chooses to see the world, as he wants to see it rather than as it is. This shunning of reality is symbolized by his insistence that Mephistopheles, who is presumably hideous, reappear as a Franciscan friar so that he may not be terrified by the devil’s true shape [as depicted by Mephistopheles’ appearance]. Faustus even ignores Mephistopheles’ urgings to him to abandon his â€Å"frivolous demands† (3. 81).It is important to note that this so-called blind ambition of Faustus had catastrophic results. The height of which led Faustus not to even realize that he had reached the limits of his quest for knowledge. In scene six, we see the limits of the demonic gifts that Faustus has been given begin to emerge. He is given the gift of knowledge, and Mephistopheles willingly tells him the secrets of astronomy, but when Faustus asks who created the world, Mephistopheles refuses to answer. Faustus does not realize that this is th e first occasion that the demon has been unable to divulge to him the knowledge he so dearly aspires to gain.I believe that if faustus had not been blindly ambitious but kept his head as he did when he mastered the knowledge of Law, Theology and Medicine, then his ambition would have led him to the following realization: that all the worldly knowledge that he has so strongly desired points inexorably upward, toward God. As it is, of course, he is completely detached from God to the point of being an atheist. This detachment started awhile back when he misread the New Testament to say that anyone who sins will be damned eternally—ignoring the verses that offer the hope of repentance.Even when he sees Lucifer, Beelzebub, and Mephistopheles appear to him and becomes suddenly afraid exclaiming, â€Å"O Faustus, they are come to fetch thy soul! † (5. 264), Faustus still decides against repenting. This behavior is attributed to the bad angel and Mephistopheles who makes him believe that it is already too late for him, a conviction that persists throughout the play. This fact is seen at the end of his days when he says, SWEET HELEN, MAKE ME IMMORTAL WITH A KISS: HER LIPS SUCKS FORTH MY SOUL, SEE WHERE IT FLIES! (12. 81–87) At this point, he has realized the terrible nature of the bargain he has made.Despite his sense of foreboding, Faustus enjoys his powers, as the delight he takes in conjuring up Helen makes clear. Faustus continues to display the same blind spots and wishful thinking in that he seeks heavenly grace in Helen’s lips, which can, at best, offer only earthly pleasure. â€Å"Make me immortal with a kiss,† he cries, even as he continues to keep his back turned to his only hope for escaping damnation namely, repentance. In conclusion, Scholar R. M. Dawkins famously remarked that Doctor Faustus tells â€Å"the story of a Renaissance man who had to pay the medieval price for being one.† While slightly simplistic, thi s quotation does get at the heart of one of the play’s central themes: the clash between the medieval world and the world of the emerging Renaissance. To Faustus, his ambitions for power worked as a corrupting influence to him so that although early in the play, before he agrees to the pact with Lucifer, Faustus is full of ideas of how to use the power that he seeks, he later uses this limitless power to achieve rather vain exploits and finally earn himself eternal damnation References: http://www. sparknotes. com/lit/doctorfaustus/themes. html

How Is the Story Told in Chapter 1 of the Great Gatsby Essay

Throughout chapter one of The Great Gatsby, Fitzgerald varies in technique to tell the story. He uses the character Nick Carraway to start off the chapter by having him narrate. And throughout Chapter 1 we are introduced to many other characters such as Tom, Jordan, Daisy and Gatsby. The use of narrational voice is very important in The Great Gatsby as Fitzgerald has created the character Nick, not only to narrate the story, but also be a key person in the novel. This adds a personal touch, but it could also make parts of story bias or inaccurate. We get hinted at this inaccuracy when Nick says ‘I have been drunk twice in my life, and the second time was that afternoon’. We can see that his narration may be inaccurate as he was under the influence of alcohol, so he may not be able to remember parts of the story so well. Each character is described through the narrator’s voice and therefore the perceptions and thoughts of each character are effected by Nick and his views. The personal delivery of the story compels us to read on. This is down to Nick’s creative style of telling the story. Fitzgerald has created the character Nick to essentially tell the story and to have the opportunity to add personal judgements. Although the character repeatedly admits that he doesn’t make these judgements; this is a contradictory statement, and throughout the first chapter Nick continually breaks this. The first few pages can be described as a brief summary of Nick Carraway and his life where as a reader we begin to create and establish our perceptions of his character. Through the early summary, â€Å"In my younger and more†¦ † , Nick is summarising his life; it is as if he is shortening and quickly describing snap shots of his life. Fitzgerald has created the character of Nick as a participant of the story, although he is more of a spectator. The brief beginning summary is then followed by â€Å"And so it happened that on a warm windy evening.. † which can mark the beginning of the narrative and again shows the clever way that Fitzgerald has used Carraway’s character as a participant and a writer of the Gatsby story. This narrative technique focus’s the reader’s attention and creates a link between the reader and the character of Nick as it feels like he is personally relaying the story. Whereas through the later stages of the Chapter â€Å"the other girl, Daisy, made an attempt† is much more descriptive and film like. Overall Fitzgerald uses different techniques to tell the story on Chapter 1. One of these being, having Nick not just be a narrator but also a character. This adds to the overall delivery of not just Chapter 1 but the whole novel.

Sociology (Reaction paper 3) Essay Example | Topics and Well Written Essays - 750 words

Sociology (Reaction paper 3) - Essay Example The right to free speech, the right to gather with one another to discuss thoughts and ideas, are among the many rights that individuals seek to have for themselves. While many are fortunate and achieve those very rights, some are not as lucky. From the beginning until the era of the feminist movement, the rights of women would pale in comparison to the men around them. Most notably, their ability to vote and also their presence within the work force. Not only the question as to whether or not they would work but also the consideration given, to what placement they would have within the corporate structure. The role of the United States should be as a leader for the cause. The very nation that would not only ensure the rights of its own citizenry but also, seek to ensure the rights of the millions of other people that live throughout the world. To show the other world leaders that, by maintaining a practice of human rights protection, it can only serve to benefit the success of the nation as a whole, rather than it being a hindrance. Thomas Jefferson, one of the most notable founding members of the United States, would speak eloquently about the notion of all men being created equal. With the ability to vote being given to women and later on during the 60s being given to African Americans, the level of credence to the idea of protecting basic human rights, would be placed on the forefront. Seeking to classify both women and African Americans not by gender and/or race but rather, seeing them for the human being that they are. Going below the surface and realizing that, in all reality, every human being remains just that at their core.. a human being. Each and everyone deserving of the same rights as others, no more and no less. To define prejudice, that would be the act of placing judgment upon a person, place and/or thing, without having any personal experience on the matter. Such as, hearing a negative story from another

Business research methods Essay Example | Topics and Well Written Essays - 2250 words - 1

Business research methods - Essay Example Research Process essentially involves several important stages such as preliminary steps, problem definition, management dilemma, primary or secondary data collection, literature reviewing, data analysis, presentation of findings and problem solution etc Out of these research process stages, the problem definition stage is perhaps most important one as effectiveness and successful completion of all other stages are largely depending on problem definition stage. Some of the stages in the research process are more critical than others. For instance, problem definition is most important step because it determines how to set the direction for the remainder of the steps that follow (Neelankavil, 2007, p. 57). The problem to be solved in a research or the issue to be identified must be clearly defined so that more appropriate solution to the same problem can be developed and this illustrates why problem definition stage is more important in the research process. What is Problem Definition and Why it is Important? Sekaran (2003, p. 70) defined Problem Definition, or often termed as Problem Statement, as a clear, precise and succinct statement or description of the question or issue that the organization need to investigate with the goal of finding an answer or solution to the same problem.... in to different functional areas in the organization such as sales, purchase, profit, inventory handling etc can be successfully done only if the problem is clearly defined. Malhotra (2008, p. 38) emphasized that problem definition in research process is the most important step because it involves stating the general problems and identifying various components of the research itself. If problem is clearly defined, significant components that can be made use in the research also can be identified. Therefore, it is very clear that the research can be well-designed and conducted properly only if the basic research question is properly defined. As Malhotra (2008, p. 38) noted, none in all the tasks involved in a research project is more vital to the ultimate fulfillment of a client’s needs and requirements than a proper problem definition. Time, efforts and money spent on any research process can be a mere waste if the problem is ill-defined. An example can illustrate how importan t is problem definition in a research process. An organization that experiences less- morale among its employees may need to investigate why its people are less morale and how it can be resolved. In order to investigate this issue, the problem should be clearly defined. If the researcher defined the problem as less efficiency among the employees, or less productivity among the workers or decreased commitment among managers, the problem is not clearly defined and the solution the research may bring would be of no use to the organization. Following are some of the main reasons why problem definition is more important than solution and any other steps in a research. A well defined problem helps the researcher plan all other research steps to be conducted properly, All other steps like data

Three major aspects of colonial takeover of American lands based on Essay

Three major aspects of colonial takeover of American lands based on Foreigners in Their Native Land - Essay Example Three major aspects of colonial takeover of American lands based on â€Å"Foreigners in Their Native Land† The first component of the chapter looked at the war against Mexico where foreigners taking over the land of Mexico turned around to be lords of the land and battled the original natives of the land. Essentially, the writer used this part of the chapter to drum home the unfortunate beginning of racial supremacy in the American continent.Further on in the chapter, there is a discussion on the entrenched position taken by the English to conquer at all cost, as a refusal to do that makes them robbers. The final part of the chapter discusses the outcome of the fight, which was an obvious win for the strangers, occupying and conquering at the same time because of their ideological supremacy. Chapter 12 It is more like it is in this chapter that the effect of the struggle that had gone on between the Mexicans and the English was discussed. This is because part of the chapter looked at how the English lived with the Mexicans there after the war. In the chapter, we are told of how right afte r the war, the Mexicans were made to further sprinkle the field with the sweat of their brows because they were captured as servants and slaves in their own land. But after a while, there were mixed marriages, which became an era of coherent living. But in most cases of these marriages, it was observed that the eventual benefactors of the marriages were the English. This is because they were the ones who married Mexican women and subjected them and their male offspring to hard labor. Pages 361-367 Among the many mixtures of people from different geographic backgrounds who had come to be part of the American nation as Americans were the Mexicans, who according to the writer, were mainly found in the area of presidio of Tucson from 1773 and seeking protection against the Apaches. But throughout the pages 361 to 367 of the book, the writer brings out some key characteristics of these people, who became known as the Mexican Americans. Typically, the Mexican Americans are identified to b e battling inferiority complex as they search for an identity. This search was supposed to be an expected event because these people, who were originally from Mexico where not being offered the opportunity to be live by the very native nature and identity that they bore (Gramsci, 1971). Pages 426-433 In what may be referred to as a typical conclusion, the writer finishes the book with an admonition for change and empowerment. This is because throughout the book, acts of identity misplacement and misplaced priorities had plagued most people who otherwise should have been in the position to stand very firm and defended what belonged to them. From page 426 to 433, the focus of the writer was on Mexico, whom he labeled as being the Beckoned North. The Mexicans were classified as being beckoned because of the indication they had started giving to people from other backgrounds who had suffered similar things as they suffered. In comparison to the African Americans, the writer saw the Mexi cans as being able to take their own destinies in their hands much quickly and making amends for themselves. Journal Entry 8: Kaleidoscope Pages 31-47 These are pages where the story of Alvar Nunez Cabeza de Vaca is told from de Vaca’s own perspective and according to his original narratives. Generally, de Vaca tells the story of his life and other people as they made expedition through the New World in 1527 in what became known as the Narvaez expedition. As one of only four survivors, the story is revisited as a message to the current world of the power in a determing power to endure. This is because even though de Vaca had gone through several trialing times including being a slave, he could eventually wait for that new reconnection with Spanish

Immigration in the United States Essay Example | Topics and Well Written Essays - 750 words

Immigration in the United States - Essay Example Through out the world people strive to maintain and higher their standards of living and thus America being an attractive country for standards is a ideal place for people to immigrate to. These illegal immigrants are both beneficial and harmful to the United States of America. This article would further discuss the topic of illegal immigration in the United States of America. Neighboring countries of Mexico and Cuba have mainly created the wave of illegal immigration currently prevailing in the United States. These illegal immigrants have a great effect on the internal structure of the country and also have an effect on the economy of the country. People immigrating to the United States have a basic reason of maintaining their living standards or get united with their families currently living there (Dudley, 2002). Illegal immigrants have yet not been allowed by the government of United States to live and work on the land with their consent. This is mainly because of the damages caused by these immigrants through out the country. The immigrants currently living on the land of United States is increasing rapidly and is making the situation alarming for the authorities. The population of the whole country is increasing day by day and thus the problems in the country are increasing. Illegal immigrants have a direct impact on the employment rate of the Nativ e Americans. This is because of the cheap labor provided by these illegal immigrants to the employer. And naturally due to the cheap labor provided by these illegal immigrants they are preferred by the employers. It is estimated that these immigrants have dislocated 730,000 jobs in this process (Hazen & Lane, 1998). On the other hand these illegal immigrants add up to the already congested traffic in the United States of America. The required formalities before driving are not met by these illegal immigrants and thus these illegal immigrants are involved in more fatal accidents on the road. These illegal immigrants not only break the rules of the state but also destroy the image of the state. However on the other hand these illegal immigrants have been of a great benefit to the whole economy of the United States. The jobs done by the illegal immigrants through out United States are solely done by them and are not done by any other Native American. These illegal immigrants are specia lly being called upon by employers so that they can work on particular jobs which can only be done by them. This helps to fill the requirements of the United States in terms of labor. Similarly it is also commonly said that the illegal immigrants are not openly paying taxes to the government and are therefore affecting the whole economy of the United States. However with the help of a massive research campaign it was found out the illegal immigrants are paying taxes in accordance to the states policy. Illegal immigrants helped to make $428 dollars to the states gross domestic product in the year of 2006 (Newman, 2006). This shows that even without the documents these illegal immigrants are partially paying the taxes of the state. It is shown through extensive research that immigrants play a vital role in stabilizing the economy of the United States (Flash, 1965). They also play a varying role in different work fields and bring both skilled and unskilled labor to

Africa and challenging development Essay Example | Topics and Well Written Essays - 1000 words

Africa and challenging development - Essay Example The question on whether there is still a chance for Africa to be in the proper place in the competing world is still a question that is left unanswered. It can be remembered that the very cause of Africa's challenges and crisis as a whole and for several decades already is the colonialism of different empires due to space expansion and the quest for power. But because it has been a long time now and Africa still seemed to be in need of development, the better question to ask is that is it still valid to blame colonialism or neocolonialism for Africa's dependence to the colonialist.Before we can truly answer this, it is important to look at this neocolonialism or the small hands coming and going in and out of the country.It is true that the powerful empires have ceased literally in holding the people of Africa and there was a turn over of flags to the elite African leaders recently. But still, many people say that it was all just a turning over of flags, the powerful colonialists who play in the big world of capitalism are still at work through the elitist process of education. Education works in a way that Western oriented way of the colonialist inform and teach Africans to be more loyal to the Western way of living. This is the very simple yet powerful way of controlling the country which continuously causes Africa's dependence to other countries. (Abubakar 1989)The challenge of development can also be placed in the hands of the elite leaders of Africa who tend to control development and focus on projects that can benefit only their families and relatives. There is also another way of looking at Africa's position in the world. The people and the leaders for a long time have settled to the idea that they are already buried to the power of neocolonialism and because of this, lesser action is being done. People have already ceased to question if there is still a possibility to attain freedom in their own country. The hope as we can see still relies on the idea of becoming independent and relying on Africa's resources to be self-sustaining. (Abubakar, 1989) In the book Africa and the Challenge of Development, the writer quoted specific internal solutions to the problem and that's all coming from the preamble of African LPA. Africa's almost total reliance on the export of raw materials must change. . . . Africa must, therefore, map out its own strategy for development and must vigorously pursue its implementation. . . . Africa must cultivate the virtue of self- reliance [and] efforts toward African economic integration in order to create a continent-wide framework for the much needed economic co-operation for development based on collective self-reliance. . . . The primary responsibility of developing their economies remains with the African least developed countries themselves and the total political commitment of the Member States to the pursuit of these objectives is necessary . . . [and] social and economic reforms should be undertaken . . . to ensure full participation of the people in the development process. . . . [We] confirm our full adherence to the plan of Action, adopted at the Assembly of Heads of State and Government for implementing the Monrovia Strategy for the Economic, Social and Cultural Development of Africa and to adopting, among other measures, those relating to the setting up of regional structures and strengthening of those already existing for an eventual establishment of an African Economic Community. (Abubakar, 1989) At present though, self-sufficiency is becoming the goal of Africa and aside from the above suggested points, there is also a need to focus on external affairs more than just collective effort to attain the so-called self sufficiency. The external affairs that can be attained and is being talked about here is that Africa, more than just being affiliated in different international organizations where help form other countries are being sourced, African leaders who are in charge of coordinating with these

Evolution of Rights and Responsibilities as Compared Between Native Essay

Evolution of Rights and Responsibilities as Compared Between Native American, African American and European American Women in th - Essay Example Tracing the social organization of Native American societies in the 18th century, Theda Perdue observes that these cultures practiced a well delineated division of labor between the sexes. She gives the example of the Wahpeton Dakota community where men and women lived three months of each year apart as the former hunted muskrats while the latter was involved in the production of sugar (Perdue 1999). Such a gendered division of labor, though perhaps not in consonance with modern notions of equity, ensured to Native American women a considerable degree of social autonomy, that which was denied to them during the heyday of the colonial era. Perdue thus refers to Bernard Romans to illustrate the manner which racial and gender intolerance mingled to in the manner in which Native American women were portrayed in the accounts of the early European settlers- â€Å"Their strength is great, and they labor hard, carrying very heavy bundles a great distance; they are lascivious, and have no id ea of chastity in a girl† (Romans qtd in Perdue 1999). The above description points to the collusion between racial and gender stereotypes whereby Eurocentric prescriptive notions of femininity were superimposed upon Native American women. The most striking shift in power equations could be seen in the case of the Cherokees. Anthropologists observe that Cherokee women had equal ownership of land and property, a practice that changed with the tribe being forced to sell significant portions of their land holdings to the United States government. The colonial government entered into these agreements with the men of community, rendering at once, the traditional parity of gender in these groups awry and creating a distinct hierarchy between the sexes (â€Å"Native women are fighting for their rights – and their lives† n.d.). This rupture within the community was deepened by then Voting Rights laws put forth for Native Americans by the American government. Till 1924, t ribes were often compelled to abandon their social and cultural affiliations with their respective groups in order to gain the right to vote in American elections. Yet again, the men already rendered more powerful due to superior economic rights had a more pronounce incentive in giving up their tribe affiliations (â€Å"Native women are fighting for their rights – and their lives† n.d.). The Indian Reorganization Act of 1934 was enacted chiefly to acknowledge the contribution of Native American troops in World War I. The act led to the reduction of federal involvement in Native American community life and increased the role of tribal self-governance. Though it was unprecedented in the autonomy that it conferred upon the Native Americans within the USA, the act also consolidated their â€Å"outsideness† and hence was not equally well received across Native American communities. Furthermore, the restoration of land to Native Americans yet again accentuated gender inequalities as it did not ensure equitable distribution between the sexes

Personal Work Environment Paper Essay Example | Topics and Well Written Essays - 750 words

Personal Work Environment Paper - Essay Example Such studies support experts' claims that communication is indeed "the lifeblood of any organization" (p. 2). Business organizations agree that there are many ways of communicating. These are the channels of communication, or where the communication will take place. Thus, choosing the right channel and the appropriate form for business messages is a communication skill. Channel involves the issue of what should be put in writing and what should be communicated orally. Will messages be communicated by fax Telephone E-mail Face-to-face exchange When communicators agree about the channel, they can avoid misunderstandings. Such misunderstandings may seem trivial, but these can be significant in closer analysis. In the United States, according to business communication guides, efficiency, clarity, conciseness, accuracy, and accountability are the keys to making the right communication channel. For example, a telephone call may be the fastest way to get clarification, but you may need something in writing before you can act. In my opinion, face-to-face meeting is still the "best channel" to use when doing official business communications. ... Presently, business organizations could meet through videoconferencing. This method simulates live, face-to-face interaction, although people attending the "meeting" may be thousands of miles apart. Yet, videoconferencing could not provide the energy provided by participants who shares the space, and there is always the threat of technological glitches (Roebuck 2001, p. 4). In addition, memos, e-mail, networked intranet bulletin boards, printed reports, and other written documents are the most common channels of written communication within companies. Memos, in particular, play different roles in different cultures and organizations. In North American businesses, memos are the standard channel of communication from superiors to subordinates, subordinates to superiors, and employees at the same level. In addition to that, memos can also be written to file or as reminders to oneself. They can be formal or informal in tone. When informal, a memo is a convenient way of communicating information in writing-so there is a record of it-without the weight of a formal document. However, memos at this time are already commonly sent by e-mail (Varner & Beamer, 2004). As a means for sending feedback from employees to management, memos (especially e-mail) excel-at least where feedback is expected by managers. Feedback is not easy for managers to gather if subordinates are not used to giving it. Managers who don't solicit feedback will not receive as much as those who do. Memos may not be the best channel in these situations. Face-to-face exchanges, in which a wide range of nonverbal signals can be sent along with the worded message, may be a better choice. With the advancement of

Content analysis of the #handsupdontshoot on Instagram Essay

Content analysis of the #handsupdontshoot on Instagram - Essay Example investigation of these research questions, this research uses cultivation theory to conduct a content analysis of #handsupdontshoot as it appears on Instagram and compares it intended message with the perceptions of Instagram users. Therefore four interviews are conducted. The results of the study reveal that African Americans and White Americans generally have different experiences with exposure to the criminal justice system and as such generally have different perspectives on the utility of #handsupdontshoot on Instagram. This research study uses cultivation theory in conducting a quantitative content analysis of #handsupdontshoot as portrayed on Instagram. The purpose of this research is to identify the messages conveyed by images posted to Instagram using #handsupdontshoot and how those images are received and interpreted by Instagram users. #handsupdontshoot began making its rounds on social media in the wake of the police fatal shooting of Michael Brown in Ferguson, Missouri on August 9th, 2014. Eyewitness reports claimed that after struggling for a gun with White police officer Darren Wilson, Brown threw his hands up as he ran away and shouted â€Å"don’t shoot† (Pearce, 2014). According to the eyewitness, â€Å"don’t shoot† were Brown’s final words (Pearce, 2014). Protesters took to the streets of Ferguson with their hands up chanting, defiantly â€Å"hands up don’t shoot† (Pearce, 2014). According to Reverend Al Sharpton, the hands up donâ€℠¢t shoot chant is meant to express the frustration the African American community experiences with the criminal justice system. (Pearce, 2014). Therefore controversy over whether or not Michael Brown was actually surrendering at the time of his fatal shooting is not as important as the underlying racial tension between the criminal justice system, especially law enforcement and the African American community in general. According to Kidane and Abbas (2014), the Michael Brown shooting death brings to the

George Orwell, 1984 Essay Example for Free

George Orwell, 1984 Essay The introduction of the novel Nineteen Eighty-Four says it all. It cannot be denied that control is present in the society. A few sentences in the first paragraph: â€Å"On each landing, opposite the lift shaft, the poster with the enormous face gazed from the wall. It was one of those pictures which are so contrived that the eyes follow you about when you move. BIG BROTHER IS WATCHING YOU, the caption beneath it ran (Orwell 2). † How do you feel when you keep being reminded that someone is looking after you? Or, to be more politically correct, having you under surveillance? The introduction of the book is about Winston Smith who gets inside his London apartment. The tone of the introductory sentences is depressing and dark. The living conditions are undeniably squalid. In this part, it was clear that Oceania, Eurasia and Eastasia are the three superpowers that divide the world into pieces. Oceania is where Winston Smith came from (Orwell 1). These superpowers are never in good terms with each other. Because of the wartime conditions that seem constant in the environment and the nature of the countries, the people of Oceania are always repressed. The conditions brought about by war caused the government of Oceania to let its people suffer through repression. The people are always monitored. Surveillance is as common as eating. The party members, however, are not always given enough supply. There is also a private rebellion taking place because the government was no longer humane. In this private rebellion, Winston Smith is a member of the Outer Party. Winston is writing in his diary every single day. Because this decision is crucial, he accepted that what goes with private rebellion is doing some forbidden steps. He has to do forbidden steps because he is serving a party that he did not want to serve (Orwell 2). He buys the diary which was part of the things confiscated during a raid into the proletariats. He meets a young lady outside the shop where he purchased the diary, and he noticed that it is the same girl who keeps on eyeing at him for a few days. Because Winston started feeling that he should be there, and because he felt that the woman was spying on him, he immediately tries to stay away from her (Orwell 2). With this introduction, it clearly shows how totalitarianism has ruled the world. Nineteen Eight-Four is a novel that shows negative utopia. It cannot be denied that totalitarianism was at its most rigid. Totalitarianism was the kind of power used to execute total control of the people (Ellis and Reed, 2008). Orwell had been successful in representing control, in which he introduced through an entity referred to as Big Brother. This has four branches. One is called the Ministry of Love, in which law enforcement is done. The other is called Ministry of Plenty, where economic affairs and issues are handled. The Ministry of Peace is what takes charge of the war taking place in the country and around the world. The Ministry of Truth is the one that manages the dissemination of propaganda. Without the Ministry of Truth, the printed materials and other things needed for administering propaganda won’t be equally distributed. These four ministries make up the government (Ellis and Reed 2). Meanwhile, Winston Smith does not conform to this ideology. This idea is spoon-fed to him, with the concept of Big Brother being used. The government is feeding him with unnecessary things and ideas that he, himself, knows he does not need. Going back to the life of George Orwell, it can be seen that he reflects the character in his novel. George Orwell, like Winston Smith, has the same aesthetic and social characteristics. They both have the same political perceptions. This may be the reason why the novel is undeniably an excellent one, because he could write it as easily as writing his own thoughts, beliefs and feelings. He wrote excellently the representation of control in just simple paragraphs like: â€Å"Behind Winston’s back the voice from the telescreen was still babbling away about pig-iron and the overfulfilment of the Ninth Three-Year Plan. The telescreen received and transmitted simultaneously. Any sound that Winston made, above the level of a very low whisper, would be picked up by it, moreover, so long as he remained within the field of vision which the metal plaque commanded, he could be seen as well as heard (Orwell 8). † In the novel, there was clearly no way of being aware about how an individual is being watched. If an individual had to make a sound, someone will always hear it. If an individual is in the dark, then he or she can be safe. But if it is bright out there, then there is no chance that the movement of the individual is monitored and fully observed (Orwell 8). The practice of control as a way of administering power was done through television surveillance in the novel. Security cameras are everywhere. Just about any spot, a speed camera will be seen. The citizens were disturbed, and especially Winston Smith, because the people were not free and they were no longer happy with their lives of what the government was doing to them. In a more physical point of view, George Orwell wrote the following to give the audience a better picture of how the government, in the novel, had controlled and repressed the people (Ellis and Reed 2). The political perceptions of George Orwell are shown through Winston Smith. Aside from Orwell’s perception of politics, he also showed his disbelief, or skepticism, rather, of mass media, through the character of Winston Smith. It is no surprise that George Orwell was skeptic of the media because he has spent some of his time working for BBC, also known as the British Broadcasting Company. By working for BBC, he was able to see how information was distorted before it is distributed to the public (Ellis and Reed 2). The information they got were not presented as is on television. He was aware as he witnessed how propaganda was distorted. Because of his experience in working for a mass media outfit, he knew that whatever the public was getting from the television, the radio and the newspapers were not at all completely true (Ellis and Reed 2). Other information and important facts were omitted before news is aired. Now, he came up with the novel to let the public know what is happening behind authorities, and how much control is being executed before the public gets what it gets (Ellis and Reed 2). Control, in this novel, is clearly represented because it does not state that control is destroying the society just because it is there. The novel Nineteen Eighty-Four clearly suggests that the government, or the state as a whole, is there to manipulate everything. Individuals in the society are being controlled by the state, and control is employed on the information being released to the public. In the novel, the â€Å"telescreen† is a constant object. The telescreen, in the novel, is a tool for control. Everyone needs to have a telescreen. It is a dominant item in any household in London, especially in Airstrip One, the capital city, which used to be referred to as England. Aside from the telescreen, other ways are used to employ power and a quote from the book is here to show it, â€Å"There will be no love, except the love of BIG BROTHER. There will be no laughter, except the laugh of triumph over a defeated enemy. There will be no art, no literature, no science. There will be no distinction between beauty and ugliness. There will be no curiosity, no enjoyment of the process of life† (Orwell 238). Indeed, the state, just like in today’s society, aims to reshape the minds of the people. Whatever is happening in the novel of George Orwell does not end there. It continues and is widely seen in our society today. Out society, through the television, convert our minds into what the government or the media thinks we should think about. The theories of mass media are there to help us understand that for the media to sell, they need to create something interesting for our eyes. We need to see controversies. With all these, we learn to create our sides. Creating our sides is never pure anymore because even before we learn to form our opinion, the media and the state already manipulates the information given to use. The tools we use to shape our minds when it comes to our thoughts on the elections, the issues on war and terror, and economic crisis, are shaped by a higher power by using control.

Observation of a Child | Methods and Findings

Observation of a Child | Methods and Findings Introduction This assignment has given me the opportunity to facilitate the development of my research skills using observation techniques on a focus child, and gathered inclusive resources to design and implement appropriate educational program to assist and meet the development and learning needs of the child. The real identity of the child will not be mentioned and the any information that will be collected in this assignment will be kept confidential. Case Study Background Information Ben is 4 years old. He has been with the school since he was three. Ben is the youngest child in the family. He stays with his parents, an older brother and a helper. His brother is two years elder than him and both of them attends the same school. Ben attends the full day program in school. Ben seldom engages in social interaction with his friends. He does not initiate or joins in for play. The teachers in his class attempt to encourage through verbal communication but he does not seem to show interest. His parents are aware of Ben’s development in school and they are concern about his social skills. His mother have shared previously that Ben displays sign of Autism but she felt that it was too early to bring him for assessment. Currently, Ben attends speech therapy session, thrice a week which he started earlier this year. Ben enjoys playing with animals and outdoor play. There are twenty five children in Ben’s class, together with the Curriculum Specialist, an Englis h Teacher and a Chinese Teacher. Literature Review Social development depends on individual’s acquisition of the many behaviors that helped one to be able to live in the society with their family and friends (Allen Cowdery, 2012). Planning for effective actions for improving early social behaviour in autism has been identified as a critical need for research due to the early signs of the symptoms and their conjectured role in their development (Cunningham, 2012). This does not only apply to this learning need, nevertheless, it applies to anyone who needs to receive additional support in social behaviour skill. Children with autism spectrum disorder (ASD) faced challenges with social – communication and play skills and these are the core features of the disorder (Dykstra, Boyd, Watson, Crais, Baranek, 2012). According to Bruner, early social-communication can be theorized into three related communicative functions: social interaction, behaviour regulation and joint attention (Dykstra et al., 2012). Children with ASD will display deficiencies in these areas compared to typically developing children (Dykstra et al., 2012). Similarly, children with ASD show differences in quality and quantity of play when compared to typically developing children (Dykstra et al., 2012). In addition, research has proven that both social-communication and play skills plays an important role in developing language and social interaction skills (Dykstra et al., 2012). Evidence advises that social, emotional and behaviour problems will rise if the children did not receive any early intervention (Webster-Stratton, Reid, 2004). Guiding social and emotional skills to children who are at risk can lead to better behaviour in the child, inclusion with prosocial peer groups and achievement in academic (Webster-Stratton, Reid, 2004). To achieve these outcomes, the preschool age would be an appropriate time for the children to receive early intervention to facilitate social competence and reduce any inappropriate behaviour before it becomes a permanent patter (Webster-Stratton, Reid, 2004). Parents’ involvement in their child’s education affects their social competence. Children are likely able to handle their self-regulation and respond appropriately when their parents are emotionally positive and attend to prosocial behaviours (Webster-Stratton, Reid, 2004). Approaches to Observation Before I commence on my observations, I went around asking the teachers in school about Ben. I remained unbiased towards any opinions about him during my enquiring. I also look through his previous year’s portfolio to find out his abilities in physical, cognitive, emotional and social domains. With the raw data which I have collected, I decided to observe Ben’s self-help skills and his social skills. In all, I conducted four observations. I was a non-participant in observation A and B, whilst for observations C and D; I was a participant in observations. Whether I am a non-participant or a participant in my observations, the amount of involvement will vary substantial (Sociology Guide, 2014). Thus, I tried to balance my observations as a participant and non-participant to ensure that the data collected is true. The observation records are as follows: 28 February 2014 Observation A was made in the morning during Circle Time in the classroom. Their teacher was reading a story to the class, followed by a phonics activity. The duration of the observations was forty-five minutes. Anecdotal record was used. 6 March 2014 Observation B was made during their creative play and it lasted for thirty five minutes. In this observation, I used running record to observe Ben. On the same day, his shower routine is being observed for thirty minutes. 7 March 2014 Observation C was done during arrival and Piazza time where children gathered in the piazza to engage play with other children from all levels. It lasted for thirty minutes. Anecdotal record was used. 12 March 2014 Observation D was conducted during shower time in the toilet for near thirty minutes. I was participated during the routine and anecdotal record was used. Ethical Procedures Followed Firstly, I seek approval from my Centre Director to allow me to conduct my research in Ben’s class. I shared briefly explained to her the purpose of this research. She confirmed the approval by acknowledging the application form. As Ben is not from my class, I need to seek consent from his class teacher through my Centre Director. After confirmation, she arranges a meet up with the Curriculum Specialist in the class and I furthered shared with them on how I am going to use and conduct my observations. To avoid any disruptions in their class activities, I informed them the dates and the activities that I will be coming in to observe Ben. Through this meet up, we promote a climate of openness and transparency, support and co-operate in the provision and best interest of all participants (Association for Early Childhood Educators Singapore, n.d.). During the process of consulting the parents for consensus, the class teachers advise me that she will speak to the parent on my behalf first. This is because they have built up relationships and I may not be familiar with the parents. When Ben’s parents have agreed to participate in this research, I furthered explained to them the procedures that I will be taking and at any point of time, they can choose not to allow Ben to participate and they can withdraw the research at any point of time. Both teachers and parents have also been notified that the confidentiality of information will be kept disclosed. Due to shortage of manpower, I have been helping Ben’s class for a few weeks prior to this research task. This has facilitated me to be more familiar with the children. As a professional educator, I respect children’s rights. Smith (2007) suggested that â€Å"rights†¦ are acknowledged as cultural constructions about the essential entitlements for children† (p.3). Early childhood researchers in the world are very supportive of respecting children’s voices and opinions to be heard (Conroy Harcourt, 2009). In Association for Early Childhood Educators Singapore (AECES), it is mentioned educators should recognize the individuality of every child and having their rights to express their thoughts is vital (AECES, n.d.). Thus, I will inform the children the research that I will be conducting and seek informed assent from the children. Every response from them will be valued in my study. How Data were Analysed The observations were analyzed based on thematic analysis. Thematic analysis emphasizes on patterns of behaviour or classifiable themes (Aronson, 1994). Thematic analysis provides core skills that will be an advantage for conducting qualitative analysis (Braun Clarke, 2006). To be able to identify the themes, I looked through the data and grouped the recurring patterns together. First of all, I gathered all data and identify all relevant information and relate to the repeated pattern. For an example, I make a list of actions or words which Ben has exhibited such as â€Å"plays alone†, â€Å"walks away from friends† or â€Å"does not engage in play with friends†. Then I began to combine and list the related patterns into themes. These themes will be supported by related literature to construct a valid argument (Aronson, 1994). In addition, I also looked at the learning goals in the Kindergarten Curriculum Framework produced by Ministry of Education in Singapore to see if Ben is able to achieve the learning goals. This curriculum framework provides me a guide on milestones based on the age ranging from four years old to six years old. Findings Showing Areas of Additional Education and Developmental Needs Based on the observation data gathered, Ben has shown developmental needs in these two themes: Self-help Skills – Dressing Up and Lack of Social Interaction in Play. Self-help Skills – Dressing Up From my observations B and D, Ben seems to have difficulty in putting on his t-shirt and shorts after shower. His teacher will put on his diaper for him and thereafter his teacher will ask him to put on his pants. On the two occasions, Ben’s both legs were stuck on one side of the pants. He displays frustration when he could not achieve the task. When he faces desperation, he shouted, â€Å"help!† When putting on his t-shirt, he will bring the t-shirt to his teacher and said, â€Å"Please?† Before shower, Ben needs help to undress his uniform with assistance and minimal assistance is needed when he removes his pants. Establishing self-help skills such as dressing, feeding or personal hygiene leads to greater independence. This is a goal which all children, especially for children with disability who need to learn to live independently (Allen Cowdery, 2012). Self-helps skills can also intersect with the learning areas such as social skills and cognitive skills (Technical Assistance and Training System, 2010). Based on guidelines given by Cook, Klein Tessier (2008) children are able to undress without help at two to three years old. Even though we do refer age appropriateness in children’s development, we similarly have to look at individual appropriateness of the child. Individual appropriateness discusses how the each child’s develop based on their ways of learning, personality, physical growth, family background and culture ((Technical Assistance and Training System, 2010). With Ben’s ongoing speech therapy sessions, he certainly has shown improvement on his communication, based on the data I gathered from my observations on Ben and my conversations with the teachers I have queried. To assist Ben with his dressing up skills, I will implement forward chaining technique to help Ben in his dressing up skills. The dressing up task will be broken down into simple manageable steps. Ben will only move on to the second step only if he has accomplished the first step of putting on pants. Lack of Social Interaction in Play From Observation C, Ben was observed to be engaged in solitary play. When he arrived, he dropped his bag at the entrance of the door and walked straight to the shelf where animals’ figurines were placed. He took two tiger figurines and began to play. I walked over and asked him what the tigers are doing. He replied, â€Å"Walking.† and he continued to walk around the piazza and attempted to imitate the movement of a tiger. In Observation B, the children in Ben’s were engaged in creative play where they were free to choose a corner to play. Ben picked the blocks corner and sat down to play. He was also observed in playing by himself, even though his friends are near him. He displays little social interaction with his friends during playtime. According to Jerome Bruner, he emphasized the social environment as nature of learning in which adults should help a child to develop skills through the process of scaffolding (McLeod, 2012). Likewise in Vygotsky’s theory, the growth of a child derives from the interactions between children and their social environment (Tools of the Mind, 2013). Thus, it is critical for Ben to be engaged in social interaction with his peers to scaffolding his learning in other areas. Social skills influence other learning areas of development and vice versa (Allen Cowdery, 2012). Thus, it is critical for Ben to acquire social skills. This is a skill which cannot be forced as it is an on-going learning journey throughout a lifespan. To foster social interactions for Ben, some strategies can be plan and implemented for Ben in an inclusive education environment. This will be discussed further in the Individual Education Plan (IEP). Individual Education Plan Child Name Ben Childcare/Kindergarten The Global Preschool Date of birth 3 March 2010 Year Level 4 Date of Plan 17 March 2014 Any services currently working with the child eg Physiotherapist Ben is currently working with a speech therapist. He attends the session three times a week. Recourses/Program No program at the moment Purpose Funding source No Funding Contact Person Phone Number Length of Availability Understanding the child Child’s skills, strengths, preferences, abilities and motivations Ben likes to go for outdoor play. He likes to go to the playground and play tricycle. He likes to play with animal figurines and he is able to name the animals. Academic progress of the child Ben is able to identify the letters of the alphabet and able to identify words associated with the letter. He is able to count from 1 – 20. Social skills and relationships of the child He also displays minimal social interaction with peers. However, Ben enjoys receiving hugs from his teachers. Nature of attendance and engagement Ben’s attendance is regular and he seldom missed the lessons unless he goes for his speech therapy. Ben displays difficulty in engaging play with his friends. Education Plan Goals Barriers to achieving Goal Strengths related to Goal Strategies to achieve Goal Actions and Time-line To be able to dress himself mainly shorts and t-shirt with minimal assistance Ben may display frustrations or tantrums and might be distracted from the environment Ben likes to observe what his peers are doing and this may help him to achieve the goal. Breaking the stages into smaller and attainable steps for Ben through verbal communication. The teachers have been communicated on the steps for Ben to achieve. This will be consistent so in order Ben to receive the same information even if a different teacher helps with the routine. Time line: Three months To be engage in play with his friend. Ben prefers to play alone. He usually walks away from his friends. Ben will engage in play with his friends when they are playing animals. Engage a buddy for Ben. Ben will be with his buddy during play time. Teachers have to keep on encouraging and inviting Ben to play with his friends. Time line: Four months Review date†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦August 2014†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Reference List Allen, K. E., Cowdery, G. E. (2012). The exceptional child: Inclusion in early childhood education. (7 ed.). Singapore: Cengage Learning. Aronson, J. (1994). A pragmatic view of thematic analysis. The qualitative report, 2(1), 1-3. Association for Early Childhood Educators (Singapore. (n.d.). Guidelines for professional responsibilities in early childhood education. Retrieved from http://www.aeces.org/files/pdf/coe.pdf Braun, V., Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in Psychology, 3(2), 77-101. Cook, R.E., Klein, M.D., Tessier, A. (2008). Adapting early childhood curricula for children with special needs (7th ed.). Upper Saddle River, New Jersey: Prentice Hall Conroy, H. Harcourt, D. (2009). Informed agreement to participate: beginning the partnership with children in research. Early Child Development and Care,179(2), 157-165. Cunningham, A. B. (2012). Measuring change in social interaction skills of young children with autism. Journal of Autism and Developmental Disorders, 42(4), 593-605. Dykstra, J. R., Boyd, B. A., Watson, L. R., Crais, E. R., Baranek, G. T. (2012). The impact of the Advancing Social-communication And Play (ASAP) intervention on preschoolers with autism spectrum disorder. Autism, 16(1), 27-44. McLeod, S. (2012). Bruner. Retrieved from http://www.simplypsychology.org/bruner.html Smith, A. (2007).Children’s rights and early childhood education: Links to theory and advocacy. Australian Journal of Early Childhood, 32(3), 1-7. Sociology Guide. (2014). Observation: Participant and non-participant. Retrieved from http://www.sociologyguide.com/research-methodsstatistics/observation.php Technical Assistance and Training System. (2010). Developmentally appropriate practice – adaptive/self-help skills. Retrieved from http://www.tats.ucf.edu/docs/eUpdates/Curriculum-14.pdf Tools of the Mind. (2013). Vygotskian approach. Retrieved from http://www.toolsofthemind.org/philosophy/vygotskian-approach/ Webster-Stratton, C., Reid, M. J. (2004). Strengthening social and emotional competence in young children-The foundation for early school readiness and success: Incredible Years classroom social skills and problem-solving curriculum. Infants Young Children, 17(2), 96-113. Appendices Appendix 1 Appendix 2 Appendix 3 Name: Loo Si Hui Student ID: 25687514 Page 1

Models of Policing

Models of Policing The first police force was created in 1829 by Sir Robert Peel; he created 17 metropolitan police divisions in London. By 1856 the rest of the country was required to establish a police force. Since then, many different models of policing have been developed and experimented with, developments in policing and crime control were fairly rapid during the 1990s, this is due to many reasons such as; changing patterns of crime, changing demands on the police, and changing expectations of the police and their role in communities. The two models of policing that will be outlined and discussed in this essay are the Problem-Oriented policing model and the Intelligence-Led policing model. They each differ from one another substantially and across a range of dimensions, they differ in means and ends, methods and priorities, techniques and successes. However, they do also share some common features in their methods despite differing in the reasons for doing so. The Intelligence-Led policing model is home grown from the United Kingdom, it draws upon the notion that the police can and do know a great deal about offending patterns. It addresses the supposed failure of the police to address the systemic sources of crime and patterns within crime. The main thought is that the police and should actively pursue information about criminals and their organisation (Tilley 2003). The Audit Commission (1993) prescribed a proactive approach, targeting the criminal not the crime and making more use of intelligence. Carrying out this proactive approach involves effectively sourcing, assembling and analysing intelligence about criminals and their activities to disrupt their offending. Done so by targeting enforcement and patrol where the activity is the most common (Tilley 2003). The core emphases of the Intelligence-Led policing model are; the focus on crime alone, the means used are enforcement and the disruption of criminal groups; these measures are ai med at reducing the problem by undermining the ability of criminals to do their business. These activities are informed by the intelligence gained from the analysts about understanding the business of the criminals; all organisations involved are enforcement agencies in order to successfully aid the focus of this method. It is enforcing the practical business of policing more smartly, using information technology and modern methods (Tilley 2003). The Problem-Oriented policing model however, is more of a global movement with American origins. It embraces an analytic approach which takes community concerns seriously whilst developing strategic responses that aim to deal effectively with issues underlying police-relevant community problems, the origins of this method lie within the work of Goldstein (1979). It incorporates an explicit conception of the nature and role of modern policing, with officer imagination, local discretion and community resources being used where it is relevant to do so (Tilley 2003). The Problem-Oriented policing model also stresses substance and effectiveness over process and style, it is pre-dominantly evidence based. Goldstein outlines several purposes of this method of policing, they are; to prevent and control conduct which threatens life and property, to aid victims and protect those in danger of physical harm, to protect constitutional guarantees, to facilitate the movement of people and vehicles, to assist those who cannot care for themselves, to resolve conflict between individuals, groups or citizens and their government, to identify problems which may escalate for individuals, the police or even the government and to create and maintain a feeling of security in the community (Goldstein 1977, described in Scott 2000). The aim is to achieve these said purposes by systematically addressing relevant problems in the community; the identified problems should then be thoroughly researched and understood. Relevant responses should be identified and targeted on the basis of this analysis (Tilley 2003). Already it is clear that there are differences in the focus points of both models; however a common factor between these models is the use of analysis, intelligence and computers. Both the Intelligence-Led policing model and the Problem-Oriented policing model use these new methods due to the issue that criminality is becoming more sophisticated and mobile, the identification of patterns is beyond the capability of localised, informal methods of identification (NCIS 2000). Therefore, up to date intelligence allows for speedy well targeted interventions in an ever-changing society of criminals and varying criminal organisation (Tilley 2003). Computers are used as they enable better management of the flow of information that the police receive about criminals, their behaviour and organisation (Tilley 2003). Through this, smarter action can be taken to control them through deterrence, disruption, arrest or incarceration, as the information is organised and easy to access; it is easier a nd quicker to create an operation to take down criminals. The improved quality of the analysis is due to the improved quality of the intelligence systems. Both of the models of policing heavily rely on analysing data. Analysis converts raw information into actionable intelligence by seeking patterns in crime data, seeing the similarities in criminal events and constructing profiles (Cope 2004). It offers a synthesis of data about crime that is developed out of context (Peterson 1990) and also provides the opportunity to rationalise policing (Manning 2001). The two models of policing require specialist analysts, these analysts make much more systematic use of information and often call for information collection as well as use of information already at hand (Tilley 2003). Although both policing methods use analysis, the information which they seek is different. The analysis method has sound foundations within the principles of Problem-Oriented policing (Goldstein 1979). The focus on information collection is on problematic patterns of behaviour that produce police-relevant problems for the community and on plausible points of intervention to reduce them, remove them or prevent the harm cause by them (Clarke and Eck 2003). The analysis tends to focus on enduring problems that are not responsive to standard forms of policing, therefore its focus spans relatively long periods and relatively wide spaces so that there is much more data readily available from records (Tilley 2003). It calls for the close specification of problems and the problem along with its analysis comes first. Analysis is also integral to the theory of the Intelligence-Led policing model. It is on a à ¢Ã¢â€š ¬Ã‹Å"need to knowà ¢Ã¢â€š ¬Ã¢â€ž ¢ security principle (NCIS 2000). The process of this model exemplifies concerns with identifying, prioritizing and intervening to minimise risk. Intelligence can be understood as information developed to direct police action (Cope 2004). The Intelligence-Led policing model is fed by intelligence products, of which there are four types; firstly strategic assessments, these provide a longer term picture of trends possibly with forecasts for the future, secondly tactical assessments, these are short term and are aligned to the tactical menu, thirdly target profiles, these profiles describe the offenders and their associates to inform operations against them and lastly problem profiles, these profiles identify emerging series of offenders or hotspots for crime (Cope 2004) all the information which is put forward in these products is actively sought. The focus of information collection and analysis in the Intelligence-Led policing model is on offenders and their networking patterns, and to inform smart enforcement focused on serious and prolific offending patterns. It tends to naturally focus on current or very recent offending patterns. The intelligence used is often gained from informants and is done so covertly, whereas the Problem-Oriented policing model rarely needs or uses covertly collected information and information from informants. The Intelligence-Led policing model leaves little if any space for analysis of none-crime problems, the major information task is thus finding and drawing together ways of tracking offender and offending patterns as they emerge, and disrupting them through targeted enforcement (Tilley 2003). Crime analysis is crucial for this method of policing to work effectively because it endeavours to deliver the right information to the right people at the right time (Fletcher 2000). The Intelligence-Led policing model and the Problem-Oriented policing model both note the association between repeat victimisation and prolific offending. For the Problem-Oriented policing model repeat victimisation comprises a major pattern of problem events requiring systematic attention (Pease 1998). Repeat offenders appear to be largely responsible for repeat offences (Everson and Pease 2001). Therefore focusing proactive enforcement efforts on those already victimised is an efficient way of targeting prolific offenders. This falls in line with the Intelligence-Led policing model which steers attention towards this. However, the Problem-Oriented policing model is also concerned with non-enforcement methods of reducing the vulnerability of those already victimised (Tilley 2003). The way in which the models of policing are enforced differs on a much larger scale. The Problem-Oriented policing model is carried out by crime prevention officers and crime pattern analysts. It implies attention to problems exploiting available pinch-points in the conditions generating problems (Tilley 2002). This may include targeting prolific offenders, criminal organisations, those recruiting new criminals or stolen goods markets, any or all of which are likely to be focused on in the Intelligence-Led policing model. However, the major difference is that the Problem-Oriented policing model is also interested in finding pinch-points that do require enforcement. These will often include reductions in opportunity of the sort stressed in situational crime prevention (Braga 2002). Situational crime prevention reduces the criminals opportunities to commit crime for example making changes in the environment to make the criminal believe that the crime is not worth committing as it is to o risky, this is something which the Problem-Oriented policing model endorses in its methods of policing via the problem analysis triangle, this consists of; the offender or source of complaint, a victim or victims and a location or characteristics of locations (Cohen and Felson 1979). Problems can be removed or ameliorated by altering one or more of the three problem features with the aid of situational crime prevention. Crackdown and consolidation strategies are plausible candidates for many problems addressed in the Problem-Oriented Policing model (Wright 1994). The crackdown side agrees with the Intelligence-Led policing model, for both it involves efforts to target intensive, well publicised enforcement to incapacitate and/or deter offenders creating problems, this can also have beneficial side-effect beyond the operation of the crackdown (Sherman 1990). The Problem-Oriented policing model however will be equally concerned with consolidation, the introduction of measures to produce sustained falls in crime during the lull created by the crackdown (Tilley 2003). In addition to this, the Problem-Oriented policing model embraces concerns that extend beyond law enforcement. It is relevant to all police-relevant problems. Smart enforcement is needed for some but not all issues that are addressed by the police, for example a child going missing from home is more of a problem for policing but not smart enforcement. Various long-term crime problems are more open to non-enforcement preventive interventions than they are smart enforcement. Few enduring crime or non-crime problems are effectively dealt with by enforcement alone (Tilley 2003). This leads to the Problem-Oriented policing model to be seen as more community friendly as it does not ignore their needs; it focuses on all problems in society. On the other hand, the Intelligence-Led policing model is carried out mainly by intelligence officers and Criminal Investigation Departments (CID). It is the outcome of a desire to professionalise the intelligence discipline within the law enforcement (NCIS 2000). Enforcement can be made smarter by assiduously assembling analysing and acting upon information relating to the activities and organisation of major offenders (Tilley 2003). The Intelligence-Led policing model works at three interconnecting levels; level one covers local issues and volume crime, level two covers cross border issues, where crime issues cross jurisdictional borders and where intelligence needs to be shared, and level three covers serious and organised crime operating on a national or international scale (Tilley 2003). Although it does not cover issues which do not require smart enforcement like the Problem-Oriented policing model does, it covers issues which spread overseas and could be considered a more prof essional business type method of policing. Within the Intelligence-Led policing model there is a tasking and co-ordination group which is central to this method. The group has meetings which set the agenda for intelligence gathering, receiving intelligence, making tactical assessments, allocating law enforcement effort and reviewing said efforts, all of which are crucial elements of this model of policing. The meetings are made up of four main elements; the first being targeting offenders, the second is the management of hotspots, the third is the investigation of offences and the fourth is the application of preventative measures such as CCTV (NCIS 2000). The fourth element to this sits well with Problem-Oriented policing as it is essentially a form of situational crime prevention, something which the Problem-Oriented policing model embraces in its method of policing. It is easy to see that the Intelligence-Led policing model is concerned with traditional police priorities; the detection of crime and the apprehension of serious and prolific offenders (Tilley 2003). Crime is deemed better controllable by better targeting of offenders; therefore the public is better served. The assumption stands that law enforcement is the key function of the police; it shapes what they are concerned with and what they can do. The two models being discussed both have considerable success in society, however what each model considers to be success proves the real focus point that the model entails. For the Problem-Oriented policing model, success is achieved with the successful amelioration, removal or management of specific police related community problems. For the Intelligence-Led policing model success comes with good arrests and good sentences, the conviction of major, prolific offenders and their severe punishment keeping them away from those they would otherwise have the opportunity to harm (Tilley 2003). Although the Intelligence-Led policing model comes to play better with traditional grass roots police officers than the other models, it provides no space for the wider conception of police problems and responsibilities which the Problem-Oriented policing model takes on board such as community issues. The Problem-Oriented policing model provides essential space for community models of policing and Intelligent-Led enforcement, which makes it crucially adaptable to changing conditions in society (Tilley 2003).

An Inspector Calls by J.B. Priestley :: Papers

An Inspector Calls by J.B. Priestley I am going to explore how J.B Priestley expresses his ideas and concerns about society through the characters Mr. Birling and Inspector Goole in "An Inspector Calls". Priestley's Ideas and concerns were similar to Dickens's in "A Christmas Carol", they both had concerns that the rich were not looking after the poor and that they were not taking responsibilities for their own effect on those less fortunate. They both stress the idea that the poor should be given a helping hand to get their own money, not just be punished for being poor because that doesn't help. J.B Priestley set the play in 1912 because so much had happen between the period he had set the play and written it (1945), which meant that the audience would be knowledgeable about the time and he could then use dramatic irony very effectively. Dramatic irony is where the audience has knowledge that gives additional meaning to a characters words, Priestley uses this technique with the character Mr Birling to show that he didn't have a clue about what he was talking about like other rich people of the time. Mr Birling says "the Titanicà ¢Ã¢â€š ¬Ã‚ ¦unsinkable, absolutely unsinkable" the Titanic sunk on its maiden voyage. As the audience knew this fact, and as the audience will know they realized Mr Birling was wrong so this causes dramatic irony. He also talks about WW1 "just because the Kaiser makes a speech or two, or a few German officers have too much to drink and begin to talk nonsense, you'll hear some people say that war is inevitable. And to that I say - fiddlesticks!" and of cause the war did happened, well two wars happened between 1912 and 1945. Birling also says the workers won't revolt and the labour party will never grow and again he is wrong. The effect of using dramatic irony to make Mr Birling look ignorant even though he is financially successful is to show that even thought some people maybe be rich doesn't mean they now more about

McCarthyism :: Joseph McCarthy Communism

The era following WWII and the era we are currently in portray times in United State's history that united our country in some ways, but in other ways were times of constrained freedom and illustrated the limitations of our country. McCarthyism, the period in the early to mid 1950's, was a time that arose from once good relations with the Soviet Union to a time where there was fear of communism within our country. Terrorism, a term that has been around, but now brings new meaning. The U.S had attacks in the 90's in Oklahoma, the Olympics, and the previous attacks on the World Trade Center, but none amounted to September 11, 2001 with the amount of casualties, the desperate measures of the attackers and the cracks in our security system. Terrorism is not like the "ism" of communism; communism is a political ideology that infringed on our capitalistic ways, but terrorism is much more destructive. As defined by the FBI, "the unlawful use of force against persons or property to intimidate or coerce a government, the civilian population or any segment thereof, in the furtherance of political or social objectives". Terrorism is a technique, but as we have come to know it present day it is enacted by radical religious individuals who are opposed to globalization and the western way of life. The ideologies of these Islamic extremists do not transfer an ideology to terrorism, because it is spread among many groups and has become too broad a concept. Looking back on communism and its affect on American society, the present day terrorism can draw many parallels. The parallels are similar, yet they are not quite on the level of paranoia that communism instated within the U.S. and against our own society. To be accused of being a communist, one did not have to have a certain appearance; it was an ideology that that individual accepted, however to be accused of a terrorist is mostly along the lines of an appearance and the Muslim community. The invention of the television in 1946 brought the scare of nuclear weapons into the home. There was an abundance of bomb footage from the testing sites and infiltration of McCarthyism into the home with other broadcasts. On the first H-bomb footage, "Projected on the motion picture screen, in crisp 35mm,

Conspicuous Consumption in Sinclair Lewis Babbit Essay -- Lewis Babbi

Conspicuous Consumption in Sinclair Lewis' Babbit      Ã‚   The idea of conspicuous consumption, or buying unnecessary items to show one's wealth, can be seen in Babbitt by Sinclair Lewis.   Lewis describes the main character of the book, George F. Babbitt, as a person who has his values and priorities all mixed up.   Babbitt buys the most expensive and modern material goods just to make himself happy and make people around his aware of his status.   He is more concerned about these items than about his wife or children and to him, "god was Modern Appliances" (Lewis 5).   Through Babbitt, Lewis is attempting to show how the average American person will do or buy anything, even if   unnecessary, only to show off and make peers think highly of him or her.   As seen in Babbitt, George wakes up to the "best of nationally advertised and quantitatively produced alarm-clocks, with all modern attachments" (3).   Babbitt is extremely satisfied to be awakened by this expensive clock because it raises his value to the world.   A regular alarm clock can do, but George Babbitt needs the top-of-the-line model to show off his wealth.   He, along with the rest of the citizens in the book, takes great value in his car, which to him was "poetry and tragedy, love and heroism" (22).   One must think that of his family and friends, not of a piece of metal sitting in the garage.   Babbitt continues his conspicuous consumption lifestyle by vowing to quit smoking and then going out and buying "the electric cigar lighter which he had coveted for a week" (51).   Therefore, Babbitt does not necessarily buy the lighter for himself, but to show to everyone around him that he has the money to buy it, and consequently feels superior to them.   The fi... ...In the end, the Rolex watch on the hand of a rich man is not used to tell time, rather to tell the world of his accomplishments and his burgeoning bank account.    Works Cited Brooks, John. Showing off in America. Boston: Little and Brown, 1979. Feingold, Danny. "Pooches Lap up the Attention at Dog Day Care." Los Angeles Times 11 Aug. 1999, home ed.: E2 Lexis/Nexis. Henahan, Donal. "Could Veblen Explain Today's Opera?" New York Times 19 Apr. 1987, final ed.: B21 Lexis/Nexis. Laurence, Ben. "Pounds 100 up in Smoke.   Hedonism is back." The Observer 24 May 1998: 2 Lexis/Nexis. Lewis, Sinclair. Babbitt. 1922. New York: Signet, 1998. Reiss, Michael. "Are you suffering from affluenza?" New Statesman 5 Aug. 2002: 13. Walker, Michael. "The Beverly Hills-Mobile." New York Times 15 Sept. 2002, late ed.: B1 Lexis/Nexis. Conspicuous Consumption in Sinclair Lewis' Babbit Essay -- Lewis Babbi Conspicuous Consumption in Sinclair Lewis' Babbit      Ã‚   The idea of conspicuous consumption, or buying unnecessary items to show one's wealth, can be seen in Babbitt by Sinclair Lewis.   Lewis describes the main character of the book, George F. Babbitt, as a person who has his values and priorities all mixed up.   Babbitt buys the most expensive and modern material goods just to make himself happy and make people around his aware of his status.   He is more concerned about these items than about his wife or children and to him, "god was Modern Appliances" (Lewis 5).   Through Babbitt, Lewis is attempting to show how the average American person will do or buy anything, even if   unnecessary, only to show off and make peers think highly of him or her.   As seen in Babbitt, George wakes up to the "best of nationally advertised and quantitatively produced alarm-clocks, with all modern attachments" (3).   Babbitt is extremely satisfied to be awakened by this expensive clock because it raises his value to the world.   A regular alarm clock can do, but George Babbitt needs the top-of-the-line model to show off his wealth.   He, along with the rest of the citizens in the book, takes great value in his car, which to him was "poetry and tragedy, love and heroism" (22).   One must think that of his family and friends, not of a piece of metal sitting in the garage.   Babbitt continues his conspicuous consumption lifestyle by vowing to quit smoking and then going out and buying "the electric cigar lighter which he had coveted for a week" (51).   Therefore, Babbitt does not necessarily buy the lighter for himself, but to show to everyone around him that he has the money to buy it, and consequently feels superior to them.   The fi... ...In the end, the Rolex watch on the hand of a rich man is not used to tell time, rather to tell the world of his accomplishments and his burgeoning bank account.    Works Cited Brooks, John. Showing off in America. Boston: Little and Brown, 1979. Feingold, Danny. "Pooches Lap up the Attention at Dog Day Care." Los Angeles Times 11 Aug. 1999, home ed.: E2 Lexis/Nexis. Henahan, Donal. "Could Veblen Explain Today's Opera?" New York Times 19 Apr. 1987, final ed.: B21 Lexis/Nexis. Laurence, Ben. "Pounds 100 up in Smoke.   Hedonism is back." The Observer 24 May 1998: 2 Lexis/Nexis. Lewis, Sinclair. Babbitt. 1922. New York: Signet, 1998. Reiss, Michael. "Are you suffering from affluenza?" New Statesman 5 Aug. 2002: 13. Walker, Michael. "The Beverly Hills-Mobile." New York Times 15 Sept. 2002, late ed.: B1 Lexis/Nexis.

Port Expander Research Paper

1. What is a Port Expander: A port expander is a device that allows one port on a computer system to connect to multiple devices. There are two basic forms of port expanders: internal and external. An internal expander has a connection inside the computer, typically on the motherboard, and the only part the user sees is the expansion plate containing multiple ports. An external device plugs into the existing port and then has multiple places to connect. When not part of a computer system, these devices are commonly known as splitters.2. Types of Port ExpandersUSB Port Expander FireWire Port Expander Ethernet Port Expander VGA Port Expander SCSI Port Expander Serial Port Expander Video Port Expander Audio Port Expander DVI Port Expander DB-25 Port Expander SATA Port Expander3. Are they generic,or can work on multiple computersThere are no specific types of ports for different computers in todays technology. All the computers from PC to Mac have all the same ports on them. Port Expande rs will work for just about any PC.4. Advantages and DisadvantagesAdvantages of using port expanders are that you get more ports to use. If you ever run out of VGA ports, usb, SCSI ,or even Ethernet ports. You can always buy a port expander for it whether it be internal or external. Also In Some cases port expanders are cheaper than getting an equal number of â€Å"real† ports. Disadvantages are a lot of them are external and they can get in the way of you working. Also could use more power and if your power source isn't good enough it could cause problems when you add more devices it consumes more power. The power source Milli amperage is limited theres only so many extra ports you can use. And if you over load the power source the computer wont turn on. Until you unplug them. And I read that it can possibly destroy the power supply but rarely.

Community policing and Traditional policing Essay

History reveals that crime an awful act that people would not like to be a victim of. Police, therefore, play a significant role in ensuring that crime rates are reduced. Community policing and traditional policing are important aspects when it comes to issues of security and dealing with criminals (Kappeler & Gaines, 201, p. 89). Community policing requires that approaches to serious crimes be done in creative and innovative ways to ensure that there is long-term improvement in terms of security. In community policing, all crimes are treated as serious social problems and are dealt with accordingly. This kind of policing is not concerned about eradicating crime. Furthermore, the number of arrests or the crime rates is not the measure of success (Kappeler & Gaines, 201, p. 89). Community policing is concerned about ensuring that society provides opportunities for people to engage in meaningful business. Young people are often targeted because they are prone to becoming victims. Therefore, this is aimed at ensuring that future crimes rates reduce. On the other hand, traditional policing dictates rules and law to the public but are not on the ground to work with the community. They ensure that they respond quickly in case of a crime and this is a measure of their success. They also focus on identification of criminals, apprehending and prosecuting them. Traditional policing apprehends the criminals using the evidence that is collected at the crime scene. Both community and traditional policing complement each other. Community policing is aimed at ensuring that crimes rates are reduced through engaging the society to enter into gainful employment. Their work is to ensure that people live well with one another, while traditional policing is able to come in and assist in areas where crimes have been done by gathering evidence to assist them to apprehend criminals and take them to court to answer charges. The strategy of community policing is a design that may displace traditional policing. The role of the community policing is to ensure that there is law  and order and to deter any criminal activities from happening. Further, community policing is aimed at ensuring that people engage in constructive work. This strategy is aimed at reducing the rates of crimes hence slowly doing away with the traditional policing. Once the rate of crime reduces, traditional policing will have no role to play. Community policing strategy is constructed to help in creating organizational ethical behaviors. Ethics helps an organization to engage in activities that are in tandem with the moral obligation and the expectations of the society (Ortmeier & Meese, 2009, p. 254). Community policing is a force that does not cause anxiety in the community, but perform their duties diligently by relating well with the members of the community. Therefore, they assist the community members especially the youths with ideas and this makes them shun away from involvement in criminal activities. The major role of community policing is to ensure that society upholds to positive behaviors and moral standards. It helps to foster moral behaviors among the people. People should be able to live well with others and also show respect. Community policing is not concerned about the number of arrests they make but the magnitude at which they are able to change and transform the society into a better society. Therefore, this policing organization is built and performs its functions based on ethical standards. References: Gaines, L.. Kappeler, V. (2001). Policing in America (p. 640). Anderson Publishing. Ortmeier, PJ and Edwin Meese (2010). Leadership, Ethics and Policing; 2nd edition. Prentice Hall, New Jersey.

New Look Jackets Inc. : Variance Analysis Essay

Introduction New Look Jackets Inc. (NLJ) is a well-established manufacturing company that makes leather and nylon jackets. The company has many long standing customers due to their excellent service and quality of products. In 2012, they had some difficulty with quality and filling orders on time due to the increase of demand to the leather jackets. A variance analysis has been completed and this report will break down the results. Sales Volume Variance Analysis The sales volume for NLJ is favourable as a whole because 10,000 more jackets were sold then budgeted. The sales volume for the nylon jacket is unfavourable because 1,500 fewer jackets were sold then budgeted. However the leather jackets sales volume is favourable because 11,500 more jackets were sold. After taking a closer look at the sales volume and breaking the variance into sales mix and sales quantity. The leather jackets have a favourable sales mix but the nylon jackets have an unfavourable mix; the overall sales mix is favourable. The overall favourable sales mix is favourable because of the high increase in leather jackets sold. The sales mix was budgeted at 95% Nylon and 5% Leather but the actual was 85% Nylon and 15% Leather. The actual sales mix was a composite unit consists of 0.85 units of sales to the Nylon jackets and 0.15 units of sales to the Leather jackets. The reason for this favourable variance is due to the increase in demand of leather jackets. The marketing t eam did not foresee this trend therefor did not include the increase of leather jackets in the 2012 budget. NLJ has a favourable sales quantity variance due to the total jackets sold exceed the budgeted jackets. They have a $139,625F sales quantity variance because sold 10,000 more jackets then what was budgeted. It can also be stated as 10,000 X $13.9625 (see appendix 1) = $139,625F. The 13.9625 (11.6375 Nylon + 2.2350 Leather) is the sum of budgeted CM per unit for  budgeted mix. The nylon jackets make up 83.3% of this favorable variance because 77,000 more jackets were sold. This is a more affordable product therefor sales more. The sales quantity variance can be further broken down into market-share variance and market-size variance. The market-share is $349,063 unfavourable; the company did not achieve the 40% of the leather jacket market because of the major increase to demand. The budgeted leather jacket market was 12,500 but the actual market was 125,000, the market increased 10 times. This oversight was the reason for the unfavourable market-share. The nylon jackets were budgeted at 20% market-share and actually were 22% of market-share. The market-size variance is favourable, as the total market-size was greater than expected. The budgeted market unit was 487,500 but the actual size was 550,000, an increased demand of 62,500 units. The market increase is because of the leather jacket demand. In 2012, the nylon jacket market decreased by 50,000 units. Flexible Budget Variance Analysis For the nylon jackets all budgeted amounts were achieved expected the variable selling and administration. The variable selling and administration was favourable by $14,025. The favourable variance was because budget was 15 cents higher than actual. The decrease in the selling and administration cost was due to the decrease in demand for 2012. The leather jackets flexible budget variances were all unfavourable excluding the direct labour rate. The direct labour rate was favourable due to the inexperience workers hired to produce the leather jackets. The leather jacket market increase significantly so the demand for skilled workers increased. NLJ had to resort to hiring unskilled workers to keep up with demand. This resulted in a favourable direct labour rate but at the cost of sale returns increasing to 8% from 1%. The flexible budget variance is made up of the efficiency (usage) variance and price variance. The leather jacket price variance is 44,550U because the price was understat ed in the budgeted by 2.70 per unit. The efficiency (usage) variances for the leather jackets are both unfavourable for direct materials and direct labour. The standard labour usage was 2 hours, NLJ actual labour usage was 2.5 hours. This resulted in a 165,000U variance ((2-2.5)*20*16,500). The direct materials efficiency variance was 66,000U. NLJ used 0.2 metres more a jacket then production  standards ((2.5m – 2.7m)*20*16,500). These unfavourable variances are due to the inexperienced workers that were hired because of the unforeseen demand in leather jackets. Break-Even Analysis The sales mix is budgeted for 2013 as 77% Nylon jackets and 23% Leather jackets. With this sales mix the break-even outlined in Appendix 2 is 53,561 Nylon jackets and 16,068 Leather jackets. For both products, this is 53.56% of the actual budgeted amounts therefor break-even should be reach by 2nd quarter. If the expected market size of either jacket decreases demand, NLJ will still be in the black for 2013. Operating Budget 2013 Outlined in Appendix 3 is the draft operating budget for 2013. The nylon jacket costs are expected to increase by 5% and leather jacket costs have increased from 2012. The production and marketing managers researched the expected conditions for 2013 and the draft budget reflects that. This year, total production is expected to increase by 18.2% and net income by $766,400. Recommendation NLJ knows the Nylon market well so the variances were minimal. The leather market is where the company has to spend more time researching and developing the budget to reduce the unfavourable variances. The markets and future trends should be researched in a more detailed matter for 2013. Conclusion NLJ is a profitable company and can stay profitable by keeping their long standing customers. They need to research the market and know the trends coming up so they can budget and plan more efficiently. The big swing in unfavourable variances was mainly due to the unforeseen increase in demand to leather jackets. In 2013, NLJ will not see this variances as workers will be fully trained and the marketing and production data is including the upcoming trends.