Engage In Personal Development With CYP Essay

Unit 3: Engage in Personal Development in Health, Social Care or Children’s and Young People’s settings 1: Understand what is required for competence in own work role 1.1 Describe the duties and responsibilities of own work role. As a Teaching Assistant, I have many different roles and responsibilities which mainly involve around holding paramount the welfare and safety of children and young people, their progress, development and well-being. It is my responsibility as an employee to follow the codes of practice and ensure that I continue to update my training requirements and techniques. Staff must uphold policies, procedures, rules and work alongside the teacher and other professionals to assist in preparation, information sharing and delivery of sessions, meetings, resources, information and progress. It is also important as a TA to build trusting professional relationships with children, young people and their families/guardians as well as colleagues and other agencies involved, whilst still ensuring to follow confidentiality and data protection policies. My Key Responsibilities are to work under the guidance of teaching staff/SLT and within an agreed system of supervision, to implement agreed work programmes with individuals/groups, in or out of the classroom. This could include those requiring detailed and specialist knowledge in particular areas and will involve assisting the teacher/instructor in the whole planning cycle and the management/preparation of resources. Level 3 TA’s may also supervise whole classes occasionally during the short-term absence of teachers. (3 days maximum per absence). The primary focus is to maintain a productive, well-structured working atmosphere with students being fully engaged and on task. In providing cover supervision, Teaching Assistants will need to respond to questions and generally assist pupils to undertake set activities. Specific Duties and Responsibilities Pupil Support To support pupils development and promote independence in a safe, secure, challenging environment employing strategies to recognise and reward achievement of self-reliance To support the learning of individuals and groups of pupils as identified through curriculum planning and to act as a role model, having high expectations of behaviour, effort and attainment To  focus on individual pupils as directed or when needs dictates To work with other staff to develop and implement the IEBP’s and the subsequent monitoring To encourage pupils to interact and work co-operatively with each other and adults. To observe, record and support the development and progress of pupils in order to identify individual needs and difficulties and to feed back to pupils in relation to their progress and achievement To promote the inclusion and acceptance of all pupils within the classroom To meet the social, emotional, behavioural and learning needs of the pupil according to a pupil’s Individ ual Education/Behaviour Plan whilst encouraging independence wherever possible. To monitor pupil’s attendance and behaviour To promote and facilitate learning To support preparation of lessons/tasks/activities To use data on attendance, behaviour and attainment to inform teachers planning To evaluate data on attendance, behaviour and attainment to develop specific learning programmes for pupils Teacher Support To plan with teachers the daily/weekly programme of lessons, activities and events in order to support pupils and adjust lessons/work plans as appropriate Occasional supervision of the class in the course of short term absences of teachers, focusing on maintaining good order and to keep pupils on task under the guidance of teaching staff and within an agreed system of supervision To liaise with other professionals to ensure an appropriate and stimulating learning environment (eg. Display work) To set out, prepare, use and tidy equipment To promote and encourage home school partnerships To assist on home school liaison visits To listen, support and discuss issues sensitively with parents and carers under the teacher’s/instructor’s supervision and to participate in feedback sessions/meetings with parents To monitor and evaluate pupil’s responses to learning activities through observation and planned recording of achievement against pre-determined learning objectives To provide objective and accurate  feedback and reports as required to the teacher on pupil achievement, progress and other matters ensuring the collation and availability of appropriate evidence To be responsible for keeping and updating records as agreed with the teacher, contributing to reviews of systems/records as required In class, to undertake marking of pupils work as agreed with the teacher and accurately record achievement/progress To administer and assess routine tests and assist in the invigilation of exams/tests as agreed with the teacher To provide general clerical support, e.g. administer coursework, produce worksheets for agreed activities, etc. To work within an established discipline policy in order to anticipate and manage behaviour constructively, promoting self-control and independence. Curriculum Support To prepare, plan and manage specific activities/teaching programmes, adjusting activities according to pupils’ responses/needs To help drive the school improvement plan To set out and prepare equipment indoors and outdoors To implement local and national teaching strategies, and make effective use of opportunities provided by other learning activities to support the development of skills in literacy and numeracy To support the use of ICT in learning activities and develop pupils’ competence and independence in its use To help pupils access learning activities through specialist support To determine the need for, prepare and maintain general and specialist equipment and resources School Support To promote the policies and ethos of the school, e.g. personal and social and to promote positive values, attitudes and good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encouraging pupils to take responsibility for their own behaviour To display pupils work to reflect their achievement To supervise pupils on outings and visits as required To attend staff meetings as required To be aware of and comply with policies and procedures relating to child protection, behaviour management, health, safety and security and to refer all concerns to the leadership team To treat all information relating to a  pupil as strictly confidential, and to be aware of and comply with school policy and practice To be a proactive member of the school team To establish constructive relationships and communicate with other agencies/professionals in liaison with the teacher in order to support the achievement and progress of pupils To provide appropriate guidance and supervision and assist in the training and development of staff as appropriate To undertake planned supervision of pupils’ out of school hours learning activities To attend relevant courses and learning activities in order to update knowledge as required To take opportunities to develop areas of individual/personal interest and expertise and to use these to advise and support others or to organise specific projects 1.2 Explain expectations about own work role as expressed in relevant standards In my setting, all policies and procedures are kept in the main office and are available to view on request. I am aware of all current legislation and I have read and understand my Company’s policies and procedures and follow them at all times. It is my responsibility to read and uphold all policies and keep up to date with any changes or amendments that may arise. I always work in a professional manner and ensure all information is kept up to date, and confidential by following the confidentiality and data protection policy and not discuss any information about children, their families and sensitive information about school matters to anyone unless there is an appropriate reason to do so. When I feel there could be a possible safeguarding issue with any child/young person, I know what to do and who to refer it to (STL46, STL48). I would write a form for initial concern and pass on any information I have to the Safeguarding Officer. Following the health & safety policy I record any accidents in the relevant accident book and log it on the schools monitoring system (sleuth). When an accident such a concussion or feeling unwell, a phone call home is made to notify the parent/carer of their child’s situation. Throughout the day I check the equipment, furniture and resources are safe for students to use before they come into the setting and report any hazards/faulty equipment to  the appropriate person and log it in the repairs book as soon as possible. The first aid box situated in the first aid cupboard on the main coridoor opposite the Head teacher’s office. First aiders are made known to all staff by First Aid Procedure Posters around the school. . I feel I am equipped with the skills to deal with arising situations accordingly. All members of staff, visitors and parents/carers a required to sign in and out in the book located in the office area. Supply members of staff, workmen, governors, parents/carers and professionals from external agencies also need to sign in and out and if they leave the premises. Visitors are asked to bring formal identification and need to hold an enhanced CRB to be allowed access the building. My school aims to maintain high standards of healthy eating, making sure the children have healthy options and we also provide hot meals, which caters vegetarians as well. All students get free school meals. Working in an Alternative Provision School (Formally a PRU) I assist students with various abilities in all classes and can deal with challenging behaviour on a daily basis. I also assist students with special educational needs such as ASC, ADHD, ODD or mental illness . I have been trained in Team Teach and PRICE de-escalation and positive handling techniques (STL37. STL39, STL41). I am aware of what to do in most circumstances, and the correct reporting/recording procedures to follow. I frequently attend new courses with outside agencies, a lot through my role at school, to widen my knowledge of strategies and approaches such as ASC Awareness courses, child protection, behaviour management, fire safety, Alcohol, drug and solvent abuse, violence reduction, safe guarding, emotional and disability awareness etc. In regards to relevant standards, I encourage all students to interact and work co-operatively with others (STL20) and engage in all activities and also support the inclusion and acceptance of all students within the setting (STL19). I promote the development of students through literacy and numeracy sessions, talking, reading newspaper and magazines, discussing national  issues and encourage students to share their views in these matters. This engages students to appreciate each-others opinions and views and work as a team to achieve set goals. I try to incorporate maths equations into everyday situations to encourage the students to reinforce their learning outside the classroom (STL25, STL33, STL26. As a Teaching Assistant, I am expected to support the teacher, to be reliable and build a good relationship with the children/young people in my care, helping them gain positive social and communication skills and encouraging them to achieve the best of their ability in their learning (STL20, STL24). It is important that I conduct myself in the correct manner within the school and use appropriate actions and language to my specific audience. Children and young adults can pick up behavioural traits and values from the people around them and can often mirror others actions. I try to remain professional at all times and act appropriately (STL20). My role as a Teaching assistant is to assist in enhancing children and young people’s knowledge base so they can grow in all aspects of their development. I differentiate my strategies and provide different levels of work for specific students with both lower, or higher abilities (STL34, STL38, STL40, STL44). If I know a child/young person in my class is weak in certain areas such as their literacy or numeracy or even concentration, I know when to change my level of support so they feel able to communicate their ideas effectively and are confident in the task set. Maintaining positive relationships with students helps me in my role as you get to know what levels of assistance students will need. For example, I know if I have students X, Y & Z in my class, X having dyslexia, Y having ADHD. I am aware that these particular students can get anxious when faced with a big task and/or lots of writing. I write down instructions for these students before the lesson and break them down into small and simple steps. I will then wait for the student to be far enough into the task before giving another instruction. For student Z, being on the gifted and talented scheme in previous mainstream schools. I can find a more in depth and higher level equivalent of the task and check it over with the teacher before handing it to the student (STL23, STL24, STL34). I work alongside my teacher and have daily meetings and share ideas and suggestions that I have with regards to the running of the class, for example ideas for lesson plans, displays for students work and projects (STL16, STL21, STL23, STL24, STL28, STL31). I also provide input, with documented evidence, for behaviour, numeracy and literacy targets and plans (STL30). As practitioners, we need to work as a team with other staff members and parent/carers in order to support the student and promote learning so that they will express their ideas and views and be able to voice these to a group. This will help them thrive to succeed and feel confident in doing so (STL45, STL47). As well as working with my own class teacher I can be asked to go and support other staff in a different subject. I am expected to adapt very quickly to the environment and needs of the other class group and be aware of the lesson objectives and outcomes and I am always collecting and updating my file of lesson pla ns and tasks for such occasions. (STL28, STL62) 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided Reflection means focusing on how you interact with colleagues, students, and the environment. It means thinking about how you could have done something differently, what you did well, what you could have done better. How you can improve what you have done and what would work better next time. Reflecting on your practice will allow you to obtain a clearer picture of your own behaviour and a better understanding of your strengths and weaknesses. By doing this you can then take appropriate future action, continually improving your skills and approaches. Practitioners must review the key elements of effective practice to understand what effective practice looks like. They need to create a self-development plan and reflect on their work. If an employee doesn’t have a standard of work or the standard is unclear, then it is difficult for them to know what or how or when they should be doing it. The absence of standards makes it impossible for an employee to effectively monitor their own performance. If work standards don’t exist, then things are open to personal interpretation and this can lead to conflicting viewpoints. If some colleagues work to lower standards, it can affect the work of others. It’s  important to seek feedback from colleagues to identify what is working well, identify areas for improvement and development. To show that you can continuously improve your practice with constructive feedback and show that you are able to learn and listen to others. Reflecting and improving your own practice will help meet the needs of the individuals and to enable you to develop new strategies and approaches. 2.3 Describe how own values, belief systems and experiences may affect working practice Everyone has different values, beliefs and preferences. What you believe in, what you see as important and what you see as acceptable is an essential part of who we are. The way in which we respond to people is linked to what you believe in, consider important and what interests you. People react positively to people who share the same values and possibly less warmly to people who have different priorities. When you develop friendships, it is natural to spend time with people who share your interests and values. However, the professional relationships you develop with people you support are another matter. As a professional, you are required to provide the same quality of support for all, not just for those who share your views and beliefs. This may seem obvious, but knowing what you need to do and achieving it successfully are not the same thing. Working in any sector, you are bound to come across people whose views you do not agree with, and who never seem to understand your point of view. When there is a clash between your views and those of the people you are working with, you need to make the right responses. Awareness of differences, your reaction to them and how they affect the way you work is a crucial part of personal and professional development. If you allow your own preferences to dominate your work with people, you will fail to perform to the standards of the Codes of Practice for child care workers set out by the UK regulating bodies. The Codes of Practice require child care workers to respect and promote people’s individual views and wishes. Your own view may cause conflict with others or could help you understand others views and help improve communication with others. 3.1 Evaluate your own knowledge, performance and understanding against relevant standards As a practitioner I follow a number of codes of practice. Working with children and young persons, I have set responsibilities and work to the principals of the sector and codes of confidentiality. These responsibilities are to ensure to meet learning needs of a child, Provide an environment that is warm, welcoming and stimulating, Work with parents/carers, colleagues and other agencies. To work as part of a team that provides a quality service for both children/ young people and parents/carers. I believe I have a good understanding and knowledge base of what is expected for effective practice in my role. I am always updating this by training from internal and external agencies of various courses such as safe guarding, behaviour management, updating and amending policies, updating and sharing pupil information, how to record and analyse data. I regularly familiarise myself with updated policies and procedures and also participate in peer mentoring activities with other colleagues to improve personal practice. I work on a ‘Plan, Record and Review’ system. I think this is important to help improve my own practice. It helps me notice my strengths and weaknesses. This also helps when doing activities where you can see what event went well and what did not, how I could do things differently which may allow you to handle a situation differently in the future. It is good to get a second perspective of your performance as other colleagues could perceive situations in a different way to yourself. Getting feedback from my teacher is always helpful as they can inform me of what I did will and what possibly could be improved. I am also always learning from my own experiences which benefits me in my personal development. I believe I am able to maintain positive relationships with both staff and students which aids me to p romote positive outcomes in learning and well-being for all. 4.1 Identify sources of support for planning and reviewing on own development I get support and feedback from my subject teacher, line manager and other colleagues. I attend performance appraisals and have regular meetings with my head teacher, line manager and teams of colleagues to discuss progress. My schools ‘Peer Mentoring System’ for staff helps us all reflect on own and others practice methods and gain and share new ideas and strategies. It helps us see how different styles, approaches and strategies can benefit different audiences and activities, while widening our understanding and  knowledge base. I work closely with my class teacher who gives me daily support in maintaining and improving my own practice and teaching me new skills on the job. 5.1 Evaluate how learning activities have affected practice I have had lots of training to help me deal with situations within my role appropriately. Working with children, young people and adults, you cannot guarantee that if a strategy worked in a situation before, that it will work again. This is why reflective practice and ongoing training will help you deal with barriers that may arise. I have been fortunate enough to gain essential training on the job and with outside agencies to broaden my approaches and strategies. Having training in behaviour management, positive handling and de-escalation techniques, I know that a ‘hands on’ approach is a last resort within my setting but am confident in knowing when and how to use my TEAM TEACH training and when not to. I feel I am able to use de-escalation techniques in most situations and I am always learning and progressing my strategies and knowledge from experiences. The learning needs of my students can differ in their preferred learning styles and by using a blended learning approach it is possible to provide learning experiences that meet the learning needs of all members of the group. In planning lessons it is important not only to consider what is being taught and how but also where. In order to facilitate the feeling of an inclusive group a teacher may take into account the physical learning environment and if possible alter it to support inclusivity. Where appropriate this may be as simple as moving the desks from theatre style to cabaret or horse shoe style to encourage group communication and ensure all students can view or access their teacher equally. By arranging seating in such a way as to create clear sight lines and simple social communication a teacher will allow students to form this social bond to facilitate learning. If students progressed quickly through an activity and then begun to get bored and wandering, it would be obviou s that the task was too easy and not really suitable or beneficial for that student or group or they need another task to complete. Therefore you would need to try and make it more engaging and stimulating, perhaps by making it more difficult or time-consuming so the students really have to work hard to complete it. If the activities are  taking longer than expected and you can see that the students are really struggling, things again would need to be addressed. Most of my classes are mixed ability groups so I differentiate work to suit their ability and can simplify or choose higher grade material to accommodate for higher and lower ability students. On the other hand if a task is too hard for students, they can become frustrated and lash out as they don’t want to fail. Not providing engaging and stimulating activities could also cause other issues such as disengagement, behavioural issues or leaving the room as the student has finished the task set. It is all about knowing your audience where possible. You also have to be prepare for every eventuality and be ready for forthcoming events. I always plan extension task for my lessons to keep my students engaged while others catch up. In my setting I deal with a high percentage of students with ADHD or ODD so am confident in dealing with challenging behaviour and de-escalating situations. I believe giving the students a choice of how to complete tasks makes them feel more empowered and in control of their options. I regularly discuss with students what the point of the task set is and how this will help them make progress. The students can then see that the task isn’t pointless. If students are frustrated I will try and talk them through the task or give them a few minutes to calm down and collect themselves outside. I work in partnership with my class teacher and take it in turns to swap and ‘present a new face’ when needed in volatile situations. It is not always possible to achieve what you intended in a situation. As long as you know where you did achieve something positive, what you did well, what you could have done better and what will be your next step in resolving a situation then you can always learn from it and rectify it. Maintaining positive relationships is a big part in helping with conflict resolution and maintain open lines of communication with students, parents/carers and other staff members will help put in place strategies and plans for progress and improvement and also aid in encouragement to succeed. I partake in pupil conference meetings and writing individual educational and behavioural support plans for students under my supervision. This helps staff members in knowing a student’s strengths and weaknesses as well as triggers, likes and dislikes etc. National Standards taken from ; https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239935/NOS-SUPPORT_for_supporting_teaching_learning.pdf

La Llorona: Prologue

The story of La Llorona has a lot of different variations.   There are some common elements found in each variation though.   Each story would have a ghost of a woman crying for her children.   The variations rest with how her children died and the name of the woman and her place of origin.   Some say she’s from Mexico and some say she’s from New Mexico or even Texas. Her name also varies, from Maria to Hilda.   Whatever the case, she always ends up looking for her dead children. La Llorona: Part 1 Once there was a beautiful woman called Maria Magdalena.   She hails from the southern town of Sta. Rosa where tradition runs deep in the veins of all that live within its boundaries, and farther beyond. Maria Magdalena comes from a poor farming family who has worked for generations with the land baron of Sta. Rosa, named Don Manuel Esquivel.   Maria Magdalena’s family has been indebted to Don Manuel’s family for generations and her generation was no different.   The land that Maria Magdalena tills belonged to Don Manuel’s family for as long as everybody can remember. Don Manuel has one child by the name of Jeremiah.   He is a few years older than Maria but he was more kind hearted than his father.   He was a good friend to Maria Magdalena’s older brother Juancho, and played with them when they were growing up.   It was no surprise then when one day, Jeremiah and Maria Magdalena found themselves in love with each other.   Despite warnings from her parents and her brother Juancho, Maria went on with her secret tryst with Jeremiah, and unknown to Don Manuel, Maria Magdalena soon got pregnant and bore twins – a girl and a boy. Immediately after giving birth to the twins, Jeremiah had to travel to a far-away city to finish his studies.   Maria Magdalena begged for him not to go but Jeremiah promised to be back for her and their children as soon as he gets his diploma, and he could provide them a good income and source of living, even without the help of his father, Don Manuel.   Maria Magdalena believed him and all his promises.   She faced the anger of her parents and shame of being an unwed mother.   Besides her own family, nobody knows who was the father of her children.   They were much too afraid that they would be banished from the land, if Don Manuel knows of their secret. After four long years of waiting, Maria Magdalena heard the news that Jeremiah was coming back to Sta. Rosa, and that a big feast would be held for his homecoming and graduation.   The whole town was invited and Maria wore the best dress she could afford, and dressed the twins so they could meet their father. At long last, the day of the feast came and the whole town of Sta. Rosa was bedecked with bougainvilleas and other decorations much like that of a fiesta.   Everybody was there.   It was clear though that there is a distinct difference in the rows of table in front of the presidential table and the tables in the back.   Rich families and politicos (politicians) were all seated in the tables bedecked with specially adorned table cloths while the ones at the back were made of ordinary bamboo, for the people belonging to poorer side of the town. A specially set stage was also provided in front of the presidential table facing the crowd for entertainments and announcements from the family of Don Manuel.   Finally, the long awaited arrival of Jeremiah’s car came.   The Mercedes Benz was given way and Maria Magdalena’s kids were all excited.   Even her parents and brother was there to share her excitement.   All they want was for Maria Magdalena and Jeremiah to finally get married so the kids could finally be legitimated.   To their shock and horror though, Jeremiah got out of the car with a beautiful woman in tow. Juancho steadied Maria Magdalena who was almost faint with despair.   She cautioned her not to make a scene because there might still be a good explanation for what they just saw.   However, after Jeremiah hugged his parents, he introduced his lady companion and whispered something to Don Manuel’s ears.   Don Manuel was beaming with pride.   He went onstage and got everybody’s attention for a special announcement.   He went on to say that his son not only brought home a diploma but a fiancà ©e as well. He announced the betrothal and forthcoming wedding of the engaged couple a month from the day of the homecoming celebration and invited everybody to come again and celebrate his family’s twin blessings.   Not long after, while everybody was celebrating and enjoying themselves with the free flowing good food and wine, Maria Magdalena’s family silently went on their way without saying a word to the family of the celebrant. Maria Magdalena almost went insane with grief.   She waited four long years for Jeremiah to fulfill his promises and bore the insults that came her and her family’s way when she bore the twins.   For three weeks, Maria Magdalena could hardly get up or eat.   Then one day, she just stopped crying. There was something different in her demeanor.   She looks so calm and there was a kind of peace and resolve as she went to meet with the town’s witch doctor.   She didn’t tell her brother or her parents where she went. This was something she has to do on her own.   Her parents were so surprised when she said she and the children will be attending the wedding celebration for Jeremiah and his new bride.   She said she had accepted her fate and just wants the children to see their father one last time and they would go on their way to another town far from Sta. Rosa to begin a new life without Jeremiah.   Despite their objections, Maria Magdalena was too determined to do what she had planned, so they could do nothing but stay behind.   Maria Magdalena also borrowed her brother’s horse and carriage.   She wanted to go alone with the children. On the appointed day of the wedding, Maria Magdalena looked so serene in a long white gown – it almost looked like a wedding gown – only simpler but nevertheless there was something ethereal about her.   Her children were also dressed in white as a flower girl and a ring bearer.   They were both holding a small woven basket.   The wedding celebrant’s table was positioned just so everybody could come round and greet the newlyweds.   It was then that Maria Magdalena brought her twin children around and Jeremiah couldn’t look at her straight in the eye.   He did say that she was as beautiful and the kids are wonderful. She just looked at him and she kissed the bride on the cheek.   Before she turned to go, she told Jeremiah to look at the twins closely for this is the last time he would be seeing them.   Jeremiah followed Maria Magdalena and begged for her to meet with him later.   Maria Magdalena relented and they agreed to meet on their secret trysting place 30 minutes later.   Maria Magdalena then proceeded to go with a mysterious smile on her face. At the appointed time, Jeremiah sneaked out of the celebration and went on to their secret place by the hill.   Maria Magdalena was there and the kids were in the carriage seemingly asleep.   Jeremiah approached and he tried holding Maria Magdalena but she stopped him and said, â€Å"I was truthful when I said to look closely at your children, for it will be the last time you will see them†. Jeremiah replied â€Å"Can’t we talk this out? I know I have wronged you, but they are my kids too.   I can provide support to them and still be a good father.†Ã‚   Maria shook her head slowly, tears falling in her cheeks.   She boarded the carriage and said, â€Å"It’s too late Jeremiah.   When you failed to fulfill your promise, I vowed I will always make true what I tell you. And I was truthful when I said that it would be the last time you will see your kids.   Do you see them?   They lay down so peacefully. They will never come to know you or the other half of the blood that runs through their veins come from you and your deceitful race!   You see Jeremiah, that small basket they were holding on to contained the most potent potion one could ever have.   I gave it to them after they met their father for the first and last time.   They shouldn’t suffer anymore waiting for you to come and get us.   They are at last at peace! And you, you shall not come to know our twin angels.   You do not deserve to know them. Goodbye Jeremiah! May you come to know the grief I had suffered through while waiting for you!†Ã‚   Maria Magdalena then struck the horse and went on with her two dead children.  Ã‚   Jeremiah stood there, shaken by what had just transpired and went down on his knees upon realizing that his children died by the hands of their own mother.   He cried and shook violently.   As the sun sets and darkness surrounded the hill that was once a witness to their promise of an undying love. La Llorona Part 2: A Brief Analysis of the La Llorona version In re-writing the version of La Llorona, I closely followed the character of an almost similar story of love and betrayal in the character of Medea (Bates, p 192). I have encountered the story of Medea a lot earlier than Llorona but as I was going through the various versions accredited to the southern legend La Llorona, the similarities struck me.   Hence, I applied some similar character traits of Medea by Euripedes (Coleridge) by also naming the character of the legend La Llorona (Hayes), to a name common to all the legend’s version, Maria, and adding a namesake after Medea, Magdalena. One of the similarities of Maria Magdalena and Medea is that of their passionate and almost obsessive devotion to their lovers, no matter what the cost.   Medea betrayed her own father and caused Pelias’ death by his own daughter’s hands (Bates and Coleridge).   Meanwhile, Maria Magdalena has shamed herself and her own family by being an unwed mother in a conservative and religious town (Sta. Rosa). Another similarity in the thematic flow of both stories is that Maria Magdalena was promised by Jeremiah that they will get married when he got back, so did Jason pledged his love to Medea.   Both Medea. and Maria Magdalena bore their lovers two children; both have done so without the benefit or blessing of a solemnified marriage. Similarly, both Jason and Jeremiah betrayed their promises of marriage. Like Medea, Maria Magdalena killed her children in retribution to her lovers’ betrayal.   They also both carried their dead children away in a horse carriage without giving their lover the benefit of burying their own children. The emphasis I stated in their similarities was done so to evoke not just for thematic purposes or display but more so to point out some possibilities that these actions are not limited to legends alone.   Both women were betrayed and deeply hurt by their lovers despite all sacrifices for the man of the life.   Both have shunned tradition just so they could prove their love for their man.   This is a universal theme common in most tragic love stories, and not limited to Medea by Euripedes or to La Llorona. What was uncommon though, that adds an almost perverted dignity to their characters is the murder of their children by their own hands.   It is a well known fact that mothers would give their lives for their children, and Medea and Maria Magdalena murdering their children has a two-pronged purpose. One is to cause extreme grief to their lovers in an act of revenge and the other is extreme sacrifice of their own love for their children just so they would be safe from further external harm.   Both the mother in Medea and Maria Magdalena would rather that their children die by their own hands than have strangers touch their babies. The impact of the actions of both Medea and Maria Magdalena reaches the core of one’s being.   It is painful to think or to even fathom of such possibilities.  Ã‚   Then again, sometimes, truth and its possibilities can be a lot more bizarre and stranger than fiction. Works Cited: Archer, Carol. Living with Strangers in the U.S.A.: Communicating Beyond Culture. Englewoods Cliffs: Prentice Hall, 1991. Bates, Alfred. â€Å"Medea: An Analysis of the play by Euripedes†. The Drama: Its History, Literature and Influence on Civilization, vol. 1. London: Historical Publishing   Company, 1906.   192-196. Coleridge, E.P. (trans.). Euripedes. Medea. [email  protected], 2004. Cordeiro, Paula, Timothy Reagan, and Linda Martinez. Multiculturalism and TQE. Thousand Oaks: Corwin, 1994. Hayes, Joe. The Weeping Woman (La Llorona). Teaching from a Hispanic Perspective. A Handbook for non-Hispanic Adult Educators.   June 4, 2007.                  

Dubai Financial Market Essay Example | Topics and Well Written Essays - 1250 words

Dubai Financial Market - Essay Example The study has been initiated with a brief introduction on DFM and its establishment. This will assist the readers to know about certain interesting facts of DFM in relation to its establishment, and the stock performance on DFM in the last five years. The second part of the study is dedicated to its operations, which includes the strategies objective and organizational structure of the organization, the elements which play significant role in DFM, and types of securities that are traded in DFM. DFM aims to offer its investors a world-class financial market for securities and other financial asset trading. DFM is a fully automated secondary market or Bourse, which offers trading of shares, bonds, and sukuk, through only accredited brokers. The business framework is well connected through 3000 peripherals, which makes trading easier, safe, and effective. OPERATIONS Bourse Bourse is a place where these securities are purchased and sold. Traditionally the name Bourse was given after the name of a Belgian town which was known as Brouge. Bourse was the name of the owner of the hotel where the merchants met. Soon this name was inscribed on top of the financial markets where trading of securities was done. Bourse is the secondary market where securities are re-traded. DFM is also a Bourse, where securities are re-traded (sold or purchase through accredited brokers). Strategic Objectives and Organizational Structure The aim of DFM is to focus on the strategies to branch out their revenue streams and also develop ways to supply various innovative products or services. This would increase the activity of the members, markets and participants, that will assist in increasing the shareholders value and will lead to strategic growth and development, as Figure 2... This researcher of this essay focuses towards a precise discussion on Dubai Financial Market, which involves an analysis of the performance of Dubai Financial Market, its operations, securities that are traded in the market, and its financial performance. This essay discusses the Dubai Financial Market (DFM), that was founded as a sovereign corporate body, by the Ministry of Economy. It operated like a secondary market that traded securities issued by different public companies, units of diverse investment funds, bonds that were issued by local, and Federal government, and also public institutions. Dubai Financial Market started its operations since March 2000. As it was stated by Executive Council, DFM was set as a Public Joint Stock Company, in United Arab Emirates. The paid up capital for Dubai Financial Market was ascertained to be AED 8 billion, that was used to allocate around 8 billion shares. It was also decided that around 20 percent of shares would be offered for the public subscription. Trading on DFM started in March 2007. Dubai Financial Market was created with the vision of creating a world class marketplace in the Gulf region. The products of DFM discussed in the essay are segregated into two types, that are traded securities also known as shares, and debt securities, namely Islamic Sukuk and Bonds. The researcher then concluds that the DFM organization succeed because it was built on five key principles, namely: transparency, integrity, confidentiality, innovation and efficiency.

Choose 3 non-profit political organizations. Discuss how these 3 Essay

Choose 3 non-profit political organizations. Discuss how these 3 groups have been negatively affected by the large amounts of mo - Essay Example Large sums of money spent by different presidential candidates have a significant impact on American social-political ecosystem. More so, the lucrative expenditure has a significant impact on non-profit political organizations. This essay focuses on the impact of lucrative election on non-profit political organizations within the country. American Civil Liberties Union, League of Women Voters and People for the American Way are the main political organizations in the country. League of Women Voters was founded in 1920 in Illinois. The league focused on women voting rights, which had not been included in the country’s constitution. The group is a non-partisan political organization and neither supports nor opposes government official at either level of the government. However, the organization takes stand on various controversial issues particularly those that affect women’s rights during an election. On the other hand, American Civil Liberties Union (ACLU) is a non-prof it organization whose mission is to defend individual rights and liberties as stipulated in the country’s constitution (Mooney). ACLU works through litigation, lobbying and civic education. It was established in 1920 as a non-partisan political wing to defend anti-war protestors. ... PFAW has its headquarters in Washington and it monitors Right Wing activities through political lobbying and volunteer mobilization. The three groups have been most vibrant during a presidential election season. Non-profit political organizations have a mission to educate voters and to ensure that elections are conducted on a neutral environment. Thus, the different political organization focuses on different needs of the society. League of women voters (LWV) focuses on voter’s education through seminar and the media. In past elections, LWV has been active in encouraging registration among women voters. The league has also a major sponsor of presidential debates. However, its board of trustees voted unanimously for the league to pull out of the presidential debate following the 1988 sponsorship (Stevens 161). Other activities of the group during previous presidential elections include promotion of human rights. Fundamentally, the groups educate American voters on their rights and offer them an opportunity to make independent decision. In recent presidential elections, political aspirants and their supporters have been spending large sums of money to boost their chances of winning the elections. Due to the large sums of money spent by PACs, the groups have lost their reputation and influence among American voters. It is obvious that the groups have become less active in the recent past as the super PACs continuously take their position in the country’s politics. The PACs spend their monies on advertisements meant to support or defend the policies of their selected presidential aspirants. On the other hand, the ads can

Globalization Has Helped the World in Technology Research Paper

Globalization Has Helped the World in Technology - Research Paper Example hat globalization has helped the field of technology is the fact that it allows an intensification of interconnections between people from different areas, who are, due to advancements in information technology (IT), able to share ideas to an unprecedented degree (Dhruvaraja and Vickers 26). Technology development is something of a self-reinforcing cycle – new technologies make it easier to breed new technologies, and so when something new is developed it makes it much easier to develop something even newer and more interesting. We see this process occur in many places, but cell phone design is a good example: the iphone introduced a new kind of interface based on a touch screen and small icons in a home screen, and now almost every cell phone has that feature. But beyond that, new cell phones have also moved forward and introduced new elements on top of that, which Apple has then responded to by building off of those. This reinforcing loop is only able to occur to the degree that everyone who is developing new technology is able to know the ideas of other people who have developed technology before them. If someone does not know something has been developed, they may spend a great deal of time developing a very similar thing themselves – this is called reinventing the wheel, and previously in human history it happened very often. Globalization, however, ensures that reinventing the wheel will happen very rarely. This is because the globalization, and the forces that go along with it, connect people from disparate parts of the globe more closely than they have ever been before, so now anyone anywhere will be able to access the ideas of anyone else. Not every aspect of globalization has helped the advancement of technology – the freedom of people to move goods around more easily, for instance, has little impact on technological development. It is mostly the internet, and the new developments that came along with it, that have allowed the community of

Bamboozled and Jungle Fever Movie Review Example | Topics and Well Written Essays - 1000 words

Bamboozled and Jungle Fever - Movie Review Example It features Mantan, the tap dancer, and the rest of black people with odd activities that are being aired on TV. To Delacroix horror, the show became hugely successful, and his boss even praises the show and grants him a prominent status. The movie shows the disadvantages of being black in the media industry. They are challenged by their superiors, mostly white people, to bring out their best in their profession. They have to produce something that deserves their profession otherwise they much pressured. The theme of this movie is about the status of black people in the media, among other industries. Black people can only have two places according to the movie, either on the top position, or the one as a figure of ridicule as sort of entertainment. Professionalism issue was also tackled in this movie. True to the circumstances of the blacks, the upcoming minority struggling to better his circumstances, is shown as not knowing very well what to do when opportunities come to better oneself. Perhaps society has to answer for this one, for the many years of discriminating colored people. Racism is a myth of believing that a certain race is superior to the others and that the development of personality is based on the geographical root and shaped by its culture (Anti-Defamation League, 2001). Just to prove that stereotyping is wrong, black people today have to prove to be very talented in many aspects. They can even excel and surpass the skills of the white Caucasians, if not making it equal to them. Bamboozled seems to want to teach the world about the shameful history of the minstrel shows and begs for educated eyes to look at things differently now. It is a seeming response to race films that have as target audience the primarily poor southern blacks and southerners who had migrated northward. These race films, especially those produced by white studios, attempted to impart middle-class urban values, especially education and industriousness. Common themes in race films included the "improvement" of the black race, the supposed tension between educated and uneducated blacks, and the tragic consequences in store for blacks who resisted white-man values. All in all, they attempt to say that the black race is inferior to the white race and therefore has to improve. The author wants to convey the message that media is wrong for depicting that blacks are always to be subjects of laughter and scorn, or that they are permanently to be inferior in the pecking order of importance. These race films do not do good to society, except re-enforce stereotyping beliefs and make the black-white demarcations all the more stronger. In the United States, race and color discrimination is supposedly unlawful as defined by The U.S. Equal Employment Opportunity Commission (USEEOC). The commission says that Title VII of the Civil Rights Act of 1964 protects individuals against employment discrimination on the basis of race and color as well as national origin, sex, or religion. In practice, however, race and color discrimination still exists in many forms in the United States just like in the limited ways people of color have been portrayed and depicted in American media. Segregation and classification of employees is also prohibited. And yet, in media as in other industries in society, inferior positions as in the ugly, the

The Portfolio of Current Issues in Risk Management Essay

The Portfolio of Current Issues in Risk Management - Essay Example Companies however have also sought to establish various steps to manage these risks, including the review of the management of organization risks and the review of the present operating models. Commentary The article above discusses the issue which relates to the global supply chain risk. The normal process of supply and demand in the current context of the globalized economy materializes in the form of the globalized demand and supply process. This means that demand and supply is now governed by a larger market, one which encompasses many countries (Taylor and Brunt, 2001). In the past, the commercial enterprises were mostly based on national activities, with only few multinational corporations venturing into commercial activities outside their home countries. With the eventual spread of globalization however, economic practices soon became significant trends in doing business. This included the globalized supply chains (Taylor and Brunt, 2001). Risks in relation to these supply cha ins however also impacted significantly on various corporations and business processes. Inasmuch as the global supply chain was able to secure more diverse, cheaper, and more bountiful supplies; it has also been vulnerable to various issues within the supply chain (Rainer and Cegielski, 2010). The globalized nature of the supply chain has made the delivery of supplies subject to the events which are unfolding in the countries included in the supply chain (Rainer and Cegielski, 2010). In effect, the risks experienced by the main lines and countries involved in the supply line are felt by all the countries or corporations within the chain. As was mentioned in the article, the earthquake in Japan may have been an ocean away from the western countries, however, its impact was felt in the US, and as far away as the United Kingdom (Hoover, et.al., 2001). The global supply chain, in effect, is affected by the economic crisis felt by countries or regions involved in the supply chain. Raw ma terials are usually sourced from one part of the globe, processed by another country, and then manufactured in another. The finished product is then distributed in different parts of the world (Hoover, et.al., 2001). Issues in the mining of copper in the Philippines for example would affect supply for processing companies. These processing companies would have a higher processing cost and therefore demand higher costs for their sales. In turn, the manufacturing companies would also increase their price. Eventually, the end consumer bears the cost of the price increase. Political instability also increases the risk within the global supply chain. This is very much apparent in the case of conflicts in the Middle East and in North Africa where issues in the region are causing difficulties in the oil supply chain (Hoover, et.al., 2001). The Middle East controls significant oil reserves and where the supply from these countries are curtailed or affected by political conflicts, the price of oil is also affected. Once again, within the supply chain, the costs are increased. Oil is a major source of fuel and any increase in its price affects many industries and most human commercial activities (Hoover, et.al., 2001). In the end, the consumer again bears the brunt of the economic costs

Improving Local Health Care Research Paper Example | Topics and Well Written Essays - 1750 words

Improving Local Health Care - Research Paper Example Community practitioners are also responsible for documenting information concerning a patient’s conditions for treatment in the future. It is a requirement for healthcare practitioners to record a patient’s data to enhance success during operations. This involves the documentation of the patient’s name, age and their condition. This happens before the provision of healthcare services to the patient by a practitioner (Tom, 2001). As discussed in the piece, coordination of various components is necessary in the delivery of healthcare services to the public. Furthermore, technology is fundamental to the delivery of quality services in healthcare facilities. The provision of healthcare services requires the coordination of various stakeholders within the healthcare profession. It is imperative for healthcare practitioners to keep records when conducting their duties (Tom, 2001). Indeed, record keeping is fundamental in the provision of critical care for conditions such as asthma. At the local healthcare facility that I visited, the practitioners were struggling to meet some of the needs of the patients because they were facing challenges prioritizing healthcare services to clients. The absence of an electronic medical record made it difficult for the practitioner to asses my previous record. Besides, the practitioner was having difficulty communicating with his subordinates. Lack of proper policies for handling healthcare issues compromised the delivery of quality healthcare at the facility. The manuals testing kits contributed to pharmaceutical discrepancies at the facility. Additionally, the manual recording system contributed to the difficulties in communication amidst practitioners and professionals from other facilities. Indeed, most of the challenges at the facility required the implementation of sound policies concerning delivery of quality healthcare services (Richard, 2003). Some patients were unhappy with the services

Health Promotion in Nursing Care Essay Example | Topics and Well Written Essays - 750 words

Health Promotion in Nursing Care - Essay Example It should enhance commitment among individuals, communities and families by giving them literacy in health and promoting healthy lifestyle behaviors. To attain this, it helps to decrease the financial burden on patients by cutting the cost of health care by increasing the role played by the government in carrying the financial burden (Bomar, 2004). Nurses are known to work in close collaboration with the community therefore serve the role healers, educators, advocates and researchers in the levels of promotion and promotion. Purpose of Health Promotion in Nursing Practice The nursing practice plays a key role in health promotion, as nurses are guide individuals, communities, families and organizations in making sound decisions concerning health (Pender, Murdaugh and Parsons, 2011). The nursing practice is involved is various aspects of health promotion including illness prevention, patient education, consultation, follow up treatment and other clinical nursing practices. Health promo tion results to positive changes in the nursing practice including improved adherence to the code of practice governing the profession, improved quality service delivery and increased health outcomes. Health promotion introduces the approach of community-based practice there nurses’ roles and responsibilities are focused towards improving the health status in their respective communities through education and prevention of diseases (Linsley, Kane and Owen, 2011). Moreover, nurses working with respect to the health promotion model take every contact with a patient to be a learning intervention. For instance, while dressing the wound of a diabetic patient, the nurse takes this opportunity to discuss on how to manage the disease. Concisely, nurses in health organizations should appreciate the value of health promotion and adequately serve in their respective duties as caregivers and educators. Evolution of Nursing Roles and Responsibilities in Health Promotion Nurses’ rol es and responsibilities have evolved greatly over the past decades. Traditionally, the main aims of health promotion by nurses were transforming individuals’ behavior concerning their health and disease prevention (Pender, Murdaugh and Parsons, 2011). However, nursing roles and responsibilities have changed since they have increased experience and knowledge of health promotion. In the modern times, the nurses’ roles and responsibilities are not limited to what they learnt during their study. They need to work hard to ensure their role in health promotion is acknowledged (Lundy and Janes, 2009). The new nursing roles and duties are holistic and this requires nurses to be multidisciplinary. In other words, they need to acquire relevant knowledge and skills in areas of emergency care, counseling, behavioral science, health promotion, illness assessment; community needs assessment and family intervention. Nurses are seen as advocates of change in the health sector therefor e need to be aware of changes and trends in society and how they could impact on the health of society. Finally, nurses are requires to have high academic credentials as some positions require a minimum of a BSN. Implementation Methods for Health Promotion The

Quiz 4 Assignment Example | Topics and Well Written Essays - 250 words - 1

Quiz 4 - Assignment Example Nixon (1974) outcome was influenced by then President Richard Nixon who authoritatively and defiantly interfered with the investigation process regarding the controversies surrounding the Democratic Party (Greenburg 58). Besides, the implementation of court policies is influenced by the Congress. As a supreme organ, Congress has a lot of say on exactly how judicial policies can be implemented in the country. However, this might at times go against the interpretation of the lower courts (Abraham 397). Lastly, the implementation of court decisions is influenced by the discretion of the lower courts. Since it is the Supreme Court that make decisions, their interpretations are always left for the lower courts. This does not effectively work because most of the decisions are vague and might not be properly interpreted by the judges of the lower courts. According to the US constitution, judiciary should be an independent institution. Meaning, it is free to discharge its duties without an unnecessary influence from any person or organ of the government (Beard 71). However, there are several occasions in which the judiciary has suffered retaliatory attacks from the Congress and president. For instance, in 1937, February, President Roosevelt Franklin retaliated the Supreme Court over its decisions regarding New Deal legislation. It was a very controversial attack that really shaped the political and judicial climate of the

Eom Draft Essay Example for Free

Eom Draft Essay Although many practices such as resale and consignment of clothing are not widely known in Singapore, they are possible practices that could be adapted and promoted in our culture as an alternative to recycling clothing, making it relevant to our project. The concept of the consignment boutique is for shoppers to â€Å"wear the outfit once, bring it in, get money back and continue their shopping habit†. This encourages the idea of reuse of clothing but keeps the clothing in a fixed circuit, being recycled in the same boutique. Instead, these shops can expand their networks or probably work together with other resale shops and reach out to more buyers and sellers, providing them with a bigger variety as well. Although when reselling it to the different boutiques, varying offers may be made by different boutique owners. These boutiques may standardize the prices to offer according to the number of days from which it was purchased, which will be recorded in a computer system assessable to the owners in the network. The article claims that â€Å"people don’t have a stigma against buying used clothes anymore† but I disagree. In Singapore, many second-hand clothing stalls are not popularly purchased from, due to the social stigma that used clothes are old, unwanted and unhygienic which is usually reflected through how the shops are usually disorganized, unlike those mentioned in the article where ‘the racks aren’t overcrowded’ and the store has a ‘boutique feel’ which appeals to the target demographic. Thrift shops in Singapore could be mirrored to have organized racks for different clothing articles and trends and could hire youth volunteers who would communicate better with the shoppers. This would increase the appeal for used clothing and possibly change the perspective on used clothing. In a consignment, the owners are able to ‘chose what [they] want’ to purchase. This may be unreflective of what the rest of the consumers want. Also, when they are willing to purchase it, the seller may be unhappy with the price of the offer. Therefore, instead of having the retailer as the middle-man, events where people can swap or sell their clothing would be more effective as buyers are able to chose what they want while sellers can name their own prices according to their perceived value for it or allow others to bargain for cheaper prices. The article states that consumers want good deals and are ‘growing tired of mass produced clothing’ therefore resale shops targets the ‘vintage aspect’ to set themselves apart. I agree with this statement as mass produced clothing are widely seen around the market and loses its originality and one-of-a-kind concept which customers define unique. Consumers would be willing to pay slightly more if the article of clothing is not commonly or easily found. Furthermore, the vintage aspect suites current clothing trends and would appeal to the target group of teenagers well. There is also a small number of male shoppers visiting or purchasing from consignment and resale boutiques, possibly because resale boutiques may not appeal to the male demographic widely, as they may come across as more female-centric and may not be as widely known. As the article mentions that the location affects the target demographic, these boutiques can be relocated or expanded to places in the urban areas which have many other male clothing outlets in order to boost its image as a boutique for male clothing as well and attract more male shoppers.

The French and Indian War Essay Example for Free

The French and Indian War Essay Prior to 1754 French Indian War, the 13 North American colonies that would eventually become the United States of America were at a rate of rapid increase. Colonial trade with England has increased by over 360%, all colonies were reproducing successfully, with a rate of natural increase of 3%, and the population doubling every 25 years, and on top of that, colonial power increased with the idea of Salutary Neglect, and colonial assemblies. The French Indian War had cause a multitude of changes and shifts in America, on political, economical, and ideological levels alike. For a start, the French and Indian War altered the political aspects of the 13 colonies. Prior to the French Indian War, due to the idea that it was beneficial or healthy for the 13 colonies if they had some sense of freedom, independence and self-governance, this was dubbed Salutary Neglect. The main form of political governance in the colonies was the colonial assemblies. These assemblies were responsible for governing their respective colonies through city courts. These courts would make decisions that pertained to each of the colonies, like appointing members to the unicameral and bicameral assemblies. Building on this knowledge, after the war ended in 1763, with the Treaty of Paris 1763, one of the main consequences was the end of Salutary Neglect. Most colonial assemblies were shut down as a result of this, giving the colonial Royal governors more power than they previously had. Another consequence of the Treaty of Paris 1763 was the French losing every last bit of their land in North America (Doc. A). The French originally fought in the French Indian War for control of the Ohio River Valley, which was an important area for trade and growth. Progressing away from the political aspects that were altered by the French Indian War, the economical aspects were also altered ultimately. Before the beginning of the French Indian War, Britain didn’t have any major taxes imposed onto the colonies. That was before the war. After the French Indian War was fought, and the Treaty of Paris 1763 signed, the Stamp Act was imposed in 1765 by George III to help pay for the deficit created by the French Indian War, as well as King George’s War (1739-1748). This act was passed as a result of Britain needing more revenue, as for the revenue coming from the colonies prior to this act was â€Å"not yet sufficient to defray a fourth part of the expense necessary for collecting it.†(Doc. F). The Stamp Act, mind you, wasn’t a tax on stamps, but rather a tax on printed documents, such as  newspapers, journals, deeds, letters, et cetera. The Stamp Act required all printed documents to be stamped with a special imprint, which certified the document. Failure to do so would most likely result in a fine, or confiscation of the merchandise, which is why it fac ed so much opposition from the colonists, even though it only affected a certain few. Benjamin Franklin wrote a letter, addressed to John Hughes in Pennsylvania, suggesting the repealing of the Stamp Act (Doc. G). If he refused to repeal the Stamp Act, Franklin warned him that it would make him very unpopular among the colonists, and refuted that he should try to reconcile the colonists after the war, instead of taxing them. Benjamin Franklin truly feared violent opposition to the Stamp Act. This eventually led to the Stamp Act crisis, which resulted in Liberty Trees being planted. At these liberty trees, officials sent to collect taxes in more severe cases were tarred and feathered as a form of public humiliation. The Virginia Resolves were also passed as a result of the Stamp Acts, which claimed it as unconstitutional, and they could not be taxed without representation in Parliament. This type of violent opposition led to the repealing of the Stamp Act in 1766, and the passing of the Declatory Act in 1766 which gave Britain the right to make laws for the colonies. This concept is called parliamentary sovereignty, and went against the right of consent of the governed, and the colonist’s natural rights of life, liberty, and property, or alternatively, the pursuit of happiness. The British also assumed the colonists Virtual Representation. This is the idea that the colonies were represented in Parliament indirectly. Also, before the French Indian War ended with the Treaty of Paris 1763, which resulted in the Proclamation Line of 1763, which ran from the West of the Appalachian Mountains to England, Native Americans were getting defensive about their land, and warned the colonists to remove themselves from their area, as for they had no right to settle (Doc. B). The Chief of the Iroquois Confederacy, Canassatego, told the representative bodies in Pennsylvania, Maryland, and Virginia that basically, their motives are transparent, and the Native Americans knew the value of their land and instructed the representatives to promptly remove thei r men from their land (even though it wasn’t rightfully theirs) because they had no right to settle, and they felt greatly disrespected. After the war ended with the Treaty of Paris of 1763, the Proclamation Line was drawn to prevent all  British colonists from settling West of the Appalachian Mountains to prevent all future tensions with the Native Americans, even though proceeding the war, a large deal of their land was already lost. The war ultimately created economic stress in the colonies, because it resulted in more taxes (Doc. F), and isolated trade with the Native Americans, as for we usually traded fur pelts with them. This also could’ve foreshadowed their refusal to join the colonists in an alliance during the Albany Plan of 1754, as well the problem of westward expansion with Chief Pontiac’s Rebellion in 1763, which resulted in the senseless murder of thousands of British colonists. Adding on to other economic problems created by the war, the mercantile policies of the Navigation Acts were beginning to become heavily enforced again. England buckled down on the colonies to raise revenue (Doc. F.). This put a major halt on smuggling of goods to the 13 colonies. With the passing of the Writs of Assistance, the quartering British soldiers had a right to enter a colonist’s home at anytime and confiscate anything they suspected of being smuggled. Smuggled good were rarely found, but it enraged the colonists that the British had a right to do this on their land. To initiate the final point, are the altered ideological aspects that were altered as a result of the French Indian War. Preceding the French and Indian War, some of the colonists were sycophant to Britain. During the war, in 1755, George Washington wrote a letter to Robert Orne, wishing to join the militia. He was eager to serve under General Braddock, who would soon bring on the humiliating defeat during the failed capture of Fort Duquesne (Doc. C). George Washington’s loyalty and respect for Britain would soon change, like many other colonists ideological values about their â€Å"mother country.† Sources like the Massachusetts soldier’s diary dated 1759 proved British to be neglectful of their soldiers. The people who were once eager to serve under Britain now wanted out. The British Parliament refused to supply proper winter clothes, and liquor. To him, this is being denied â€Å"Englishmen’s Liberty.† The soldiers were not allowed to leave, so they may as well have been slaves at that point. (Doc. D). That’s just one ideological value changed as a result of the French Indian War. As I said before, many colonists thought highly of Britain as a mother country, with over 60,000 loyalists living the colonies, until the French Indian War. Rev. Thomas Banard’s sermon in 1763 praised Britain in an usually optimistic  way. He assumed the end of the war meant the colonist’s could be free and happy. No animosity could be sensed towards Britain. (Doc. E.) That was until the British decided to tax the colonists to increase revenue. (Doc. F. ). That resulted in the Stamp Act, which as you know, was every controversial and lead to violent oppositions, riots, and acts like the Virginia Resolves. Benjamin Franklin warned Parliament to repeal the Stamp Act before any of this opposition took place (Doc. G). In October 1765, on a new paper masthead was a very iconic image. There was a skull and crossbones stating â€Å"The TIMES are Dreadful, Doleful, Dismal, Dolorous, and DOLLAR-LESS.† It also read â€Å"Adieu Adieu to LIBERTY† which can be translated to â€Å"Goodbye to Liberty.† (Doc. H). Mind you, these are the same colonies that kissed up to Britain before the war. Acts in the same nature of the Stamp Act faced opposition of this sort. This substantiates the evident shifting and altering of ideological values that resulted from the French Indian war. In final analysis of this essay, one may think that the French and Indian war heavily altered the relationship between Britain and the American colonies. They’re right. The French Indian changed the relationship on a economical, political, and an ideological basis. The politics were changed during the disbanding of the colonial assemblies, doing away with of Salutary Neglect and the French losing all their territory as a result of the Treaty of Paris 1763, the economical situation was pressed one, with the Navigation Acts now being heavily enforced, cutting down on smuggling, with the new taxes on top of that, and isolated trade with the Native Americans and Britain, and most definitely on an ideological level, seeing the major shift of emotion and feelings towards Britain after the war, from optimistic, loyal, and respectful, to slandering them in a hostile manner. The tensions created by this war, and the abandoning of the debt on the colonist’s foreshadowing the hea vy colonial resistance that was to come, that would blossom into the American Revolution.

Leadership and the art of encouraging people

Leadership and the art of encouraging people Leadership is the art of encouraging a group of people to act towards achieving a common goal. Leadership is the art of getting someone else to do something you want done because he wants to do it (Dwight D. Eisenhower). Being a leader is an adventure because one can never be sure whether he will achieve the goal. Leadership is fun, excitement, adventure but more over it means responsibility. A good leader doesnt do different things, but he does the same things differently. The two important things that the leader should deal with are the job and the group. The job: what is to be done, it doesnt mean work but it could be getting innovative ideas. Thus its the leaders responsibility to get the work done at the right time. The group: The people who do the job thus the effective leader should be able to manage the team and make everyone work together in peace. In business, leadership is linked to performance. Active leaders are those who increase their companys bottom lines. Role of a Leader: Leader is the guy who makes the team go. Leader should be self-motivated as they have to help others to do the right things. Once the task has been assigned the leader must set direction, built a simulating idea and produce something unique. Leadership is all about plotting where you need to go to achieve victory as a team or an organization. It is inspiring, dynamic and vibrant. Leader should also use management skills to direct their team, to accomplish the target in a discipline and in an efficient way. Leader vs. Manager: Leaders are people who do the right things, Managers are people who do things right. (Professor Warren G. Bennis) If manager has got traits of leader in them then he can be a true manager. At every stage manager are expected to be the leader of the work group so that the team members willingly participate, accept guidance and carry instruction. As stated by John Kotter Leadership and management are two distinctive and complementary system of action. Both are necessary for success in an increasingly complex volatile business environment. The fact is that leadership and management are both important. They are two distinctive systems of action, both are necessary and each seeks to do different task. Thus one needs to be good in leading and then managing. Personal experience: Leadership is what I have been practicing since childhood. I was the captain of my school volley ball team. Effective communication with the team mates, inspiring them to achieve targets is what I was good at. Later in my higher secondary school I was elected the Students Secretary where I got to show more of my leadership skills. Organizing events, interacting with different people, getting things done in time were some of the skills which I was good at. Working in group helps you to be a good listener. I enjoyed working in team which helped me to become a good team member along with a good leader. Creativity was another quality which I learnt through various technical programmes which were organized, managed and hosted by me. I always think of the broader perspective while performing any task. I see to it that while working in teams, all the team members are willing to work with enthusiasm. Different leadership model: Leadership models are structured approaches to providing actual guidance and decision making within an organization. Various types of leadership theory have developed programs aimed at classifying different models, sometimes explaining when and where certain models are likely to work best for a given situation. Leadership Models: Functional, situational, transformational, inspirational, etc. based on Mullins (2010) Framework of Leadership. Why Situational Leadership Model: As a group we decided to select Situational Leadership model as it is easy to understand and use. Adaptability and versatility are two key requirements needed from a leader using the situational leadership method. Leadership is a skill. The ideal scenario is for a leader to have vast flexibility. The requirement to change ones leadership style according to the circumstances is one of the critical principles underlying standard models such as Situational Leadership (develop by Blanchard and Hersey in the late 1960s). The models examine the needs of the situation youre in, and then use the most suitable leadership style. Based on employees capabilities in their task areas and promise to their tasks, leadership style differs. Condition of situational leadership: à ¢Ã¢â€š ¬Ã‚ ¢ Leaders should adjust their style to follower maturity, based on how willing and ready the follower is to perform required tasks (competence and motivation). à ¢Ã¢â€š ¬Ã‚ ¢ There are 4 leadership styles that match the 4 combinations of high/low willingness and readiness. à ¢Ã¢â€š ¬Ã‚ ¢ The 4 styles suggest that leaders should put more or less focus on the task in question and/or the relationship between the follower and the leader. à ¢Ã¢â€š ¬Ã‚ ¢ Assumes that leadership based on how the boss makes judgments. Application of situational leadership: The Air Force professional military education (PME) schools rely completely on the Situational Leadership model to help teach military leadership and management. For more than 40 years, the Center for Leadership Studies (CLS) has trained individual, corporate leaders and trainers on Situational Leadership, the approach that produces todays most preferred, adaptable and strong leaders. Others opinion: After attending the Situational Leadership workshop, our managers are better equipped to lead their employees in taking on projects and/or responsibilities. (Kris Sakowicz, Motorola) Group Activity: A leadership style and quality Questionnaire will help to sort individual leadership style and map it against the leadership requirement of various sectors/ industries. In order to understand the leadership qualities well, we had a group discussion and came across with some good skills a good leader must hold. They are: à ¢Ã¢â€š ¬Ã‚ ¢ Communication skills: Interaction, presenting ideas clearly and effectively, listening and explanation skills are also important. It also includes proper eye contact and body language. Good communication can be through thorough listening and commenting. It helps the leader to get connected to his fellow members with trust while boosting the moral while performing a specific task. à ¢Ã¢â€š ¬Ã‚ ¢ Empathy: To show empathy is to identify with anothers feelings. Leaders should have a perspective of the fellow team mates to take a wise decision. This is a quality which a leader should have to be able to judge his people for effective outputs. à ¢Ã¢â€š ¬Ã‚ ¢ Inspiration: Its about helping others to achieve their goal and boosting their confidence. Leaders should communicate this thorough action. An inspirational leader has many followers. à ¢Ã¢â€š ¬Ã‚ ¢ Integrity: A person of integrity is the same on the inside and on the outside, such individual can be trusted, a leader must have the trust of followers. It can be gained by good behavior with the team members. Each team member should be treated with respect and the leader should be willing to listen to all the team members suggestions. This will eventually help to achieve the integrity of people and will help the leader to perform efficiently in the long run. à ¢Ã¢â€š ¬Ã‚ ¢ Magnanimity: Giving credit where it is due, thus magnanimity helps team member feel good about them and bind the team close together. Rewards should be given by leaders for outstanding performances. These rewards inspire people to perform efficiently. à ¢Ã¢â€š ¬Ã‚ ¢ à ¢Ã¢â€š ¬Ã‚ ¢ Creativity: Ability to think differently, its the ability to see things that others have not imagine thus this is how lead supporter in new direction. à ¢Ã¢â€š ¬Ã‚ ¢ Sense of Humor: To relieve tension and boredom in order to energize follower. To provide some control over the work environment humor is essential. à ¢Ã¢â€š ¬Ã‚ ¢ Organizational awareness: Understand organizational culture and aims then apply different strategies to achieve the goal. à ¢Ã¢â€š ¬Ã‚ ¢ Team work: Treat all members equally, should be fair to each and every team member. Interact with them in order to gain loyalty, trust and keep positive spirit in the team. Feedback: My group members rated me in different leadership qualities. According to them my communication skills are good as I clearly listen to what other person has got to say and then put my view forth but they failed to observe that I have little stage fear no matter how confident I am. I was also rated as a good motivator as I inspired my team members to participate with zeal throughout the group discussion sessions. Creativity was what they think I am good at. I was rated on an average scale in terms of my sense of humor, it is little difficult for me to work on it. They also rated me good at magnanimity, as I appreciated the views and points put forth my team members. I have always been a good team member since childhood and this was rated as my best quality by my team mates, however sometime due to lack of patience I miss out some important points which might affect my efficiency and I often get irritated when things do not work out well but my team mates believe that I can overcome my weaknesses. Conclusion: Leadership is a quality by which you can drive people to achieve targets. It is a human science which helps you to communicate effectively, teaches you to be a good listener, be a good team player. Situational Leadership models to improve the decision making process. The feedback by my team members will help me to analyze my strengths and my weaknesses and finally will guide me how to work upon it. This Leadership capability was a truly learning session which helped me to improve my leadership skills.

Love and what is needed for it exist as seen in two works Essay

Love and what is needed for it exist as seen in two works Love is a deep emotional feeling toward a person. Love comes in many forms, each being expressed in slightly different ways. There is the mothers love which she has for her child; a love of self, which aids in self preservation and self worth; there is love shared abroad to friends and family members; and love between a couple. Everyday we pass by people expressing affection and love, and partake in loving experiences with the people we encounter as well. People tend to think of love as just words, a term to signify devotion, many times this type of love disappears. The existence of true love stems further than just four letters, and a lack there of can be viewed using two literary pieces. Love in my opinion can be defined as such: love is like a lamp post, it shines in the midst of darkness, it lights your paths, and helps you to find your way every time. Love is kind, a comforter. It is not selfish or self contained, love is not limited, love suffers long and bears all things; love never fails. A true evidence of love is action. Love motivates action; it causes you to be faithful, not loosing heart or changing your love. Love is not envious or resentful, but gentle and not easily provoked to anger. Love will cause you to act patiently. Without love none of those things would exist, life loses all meaning with a lack or loss of love, unfeeling and empty would be the state of each human being if love did not exist. Wendy Wasserstein’s,† The Man in a case†, is a short scene about two engaged people, with strikingly distinct personalities. The setting of this scene is a small garden in the village of Mironiski, during 1898. The characters in this work are Byelinkov and Varinka.   Ã‚  Ã‚  Ã‚  Ã‚  The relationship in which Byelinkov and Varinka share is rather peculiar and their motivations for engagement don’t seem to involve any aspect of love. Varinka is overly enthralled with marrying Byelinkov because she perceives him as a most adored school master; and Byelinkov is concerned with the irony of his infatuation with Varinka. He even says â€Å"†¦their instructor, who teaches them the discipline and contained beauty of the classics, is in love with a sprite† (Wasserstein pg 21). They are content with the nonexistence of love in their relationship, Varinka says â€Å"until I met you I thought I wou... ...as taken care of by him, she longed for a different life, one more firmly rooted in the earth and not of an astronomers wife, whom only hears about the clouds. For true love to exist between people, love needs to become a motivation, which moves you to action each and everyday. Love embodies kindness, selflessness, long suffering, patience, gentleness and faithfulness. If love is absent or not reciprocated between individuals, their connection is diminished and will soon fade. Love is the core of any long lasting relationship. The dependence on love for relationships to thrive, marriage in particular is depicted in the previous works. Works Cited   Ã‚  Ã‚  Ã‚  Ã‚  Boyle, Kay â€Å"Astronomer‘s Wife†. Responding to Literature stories, poems, and essays. Ed. Stanford, A Judith. McGraw Hill: 2003. 619-23   Ã‚  Ã‚  Ã‚  Ã‚  Lewis, C.S. â€Å"We Have No Right to Happiness†. Responding to Literature stories, poems, and essays. Ed. Stanford, A Judith. McGraw Hill: 2003. 724-28   Ã‚  Ã‚  Ã‚  Ã‚  Wasserstein, Wendy. â€Å"The Man in a Case†. Responding to Literature stories, poems, and essays. Ed. Stanford, A Judith. McGraw Hill: 2003. 17-22               

Where Do You Get Love :: essays research papers

Where Do You Get Love   Ã‚  Ã‚  Ã‚  Ã‚  As individuals, we seek a fantastical encounter with â€Å"true love.† Through the plays A Midsummer Nights Dream, As You Like It, and Twelfth Night, Shakespeare’s characters find â€Å"true love† through various tests in which one of the lover’s identity is masked, either physically or subconsciously. While these three plays share different plots, they all portray Shakespeare’s stance that romance exists in human love, and that if the love is pure, it will prevail over the most eccentric circumstances.   Ã‚  Ã‚  Ã‚  Ã‚  A Midsummer Night’s Dream employs several mythical qualities, such as fairy’s and love potions. The love between Hermia and Lysander is put to an immediate test when Hermia’s father, Egeus says, â€Å"Scornful Lysander, true, he hath my love, And what is mine my love shall render him. And she is mine, and all my right of her I do estate unto Demetrius† (I, I, line 95-98). This causes the young lovers to venture into the forest, so their love can exist without interference. Falling under this spell causes Lysander to ignore, and treat Hermia poorly. Despite the actions of Lysander, Hermia stays true to her feelings of love for Lysander. These examples of faith, conveyed by Hermia, are central to Shakespeare’s position that true love is more powerful than any authoritarian figure or â€Å"love potion.†   Ã‚  Ã‚  Ã‚  Ã‚  As You Like It portrays another example of Shakespeare’s vision of â€Å"true love.† The way in which Rosalind and Orlando meet and fall in love is conventional -- Rosalind falls in love with Orlando through his manly labors and good looks at his wrestling match with Charles. â€Å"Sir, you have wrestled well, and overthrown more than your enemies† (I, ii, 234-235). However, a new dimension is added to the play by Rosalind's disguise as Ganymede and her suggestion that Orlando pretend to court her. Rosalind charms the reader with the depth of her true love forOrlando. Shakespeare portrays Rosalind’s love both seriously and comically, through the quickness of her wit and her sense of humor when dealing with Orlando. As You Like It conveys Shakespeare’s belief that â€Å"true love† does exist in human love through a bizarre tale of unconditional love.   Ã‚  Ã‚  Ã‚  Ã‚  Twelfth Night portrays Shakespeare’s notion that â€Å"true love† will overcome all adversity. Shakespeare masks the identity of Viola, but contrary to the character of Rosalind, Viola finds herself caught between being in love, and being the love of Olivia. The concealing of the identity of Viola challenges her to honor her â€Å"true love’s† love for Olivia, a loyalty she even agrees to die for.

Computer :: science

Computer About two hundred years before, the word "computer" started to appear in the dictionary. Some people even didn't know what is a computer. However, most of the people today not just knowing what is a computer, but understand how to use a computer. Therefore, computer become more and more popular and important to our society. We can use computer everywhere and they are very useful and helpful to our life. The speed and accuracy of computer made people felt confident and reliable. Therefore, many important information or data are saved in the computer. Such as your diary, the financial situation of a oil company or some secret intelligence of the military department. A lot of important information can be found in the memory of computer. So, people may ask a question: Can we make sure that the information in the computer is safe and nobody can steal it from the memory of the computer? Physical hazard is one of the causes of destroying the data in the computer. For example, send a flood of coffee toward a personal computer. The hard disk of the computer could be endangered by the flood of coffee. Besides, human caretaker of computer system can cause as much as harm as any physical hazard. For example, a cashier in a bank can transfer some money from one of his customer's account to his own account. Nonetheless, the most dangerous thief are not those who work with computer every day, but youthful amateurs who experiment at night --- the hackers. The term "hacker "may have originated at M.I.T. as students' jargon for classmates who labored nights in the computer lab. In the beginning, hackers are not so dangerous at all. They just stole computer time from the university. However, in the early 1980s, hackers became a group of criminals who steal information from other peoples' computer. For preventing the hackers and other criminals, people need to set up a good security system to protect the data in the computer. The most important thing is that we cannot allow those hackers and criminals entering our computers. It means that we need to design a lock to lock up all our data or using identification to verify the identity of someone seeking access to our computers. The most common method to lock up the data is using a password system. Passwords are a multi-user computer system's usual first line of defense against hackers.

The Ever Growing Concern of Ballot Accuracy among the American Electorate

Ballistics is one of the essential components of forensic science. Researchers and scholars in ballistics actively work to improve the quality of ballistics research methods and to enhance the effectiveness of all forensic procedures. It should be noted, that ballistics was not always widely recognized as a scientific method of firearms identification. For many years, courts and law enforcement professionals viewed ballistics as unnecessary and unimportant in the investigation of the major criminal cases.Now, with the advent of the new technological age, ballistics has not only turned into the critical element of success in forensics, but is actively aligned with advanced technologies to speed up the process of identification of firearms. Ballistics (Forensic Science) Introduction Ballistics is one of the essential components of forensic science. Researchers and scholars in ballistics actively work to improve the quality of ballistics research methods and to enhance the effectiveness of all forensic procedures.It should be noted, that ballistics was not always widely recognized as a scientific method of firearms identification. For many years, courts and law enforcement professionals viewed ballistics as unnecessary and unimportant in the investigation of the major criminal cases. Now, with the advent of the new technological age, ballistics has not only turned into the critical element of success in forensics, but is actively aligned with advanced technologies to speed up the process of identification of firearms.Ballistics: definition and history To begin with, â€Å"ballistics, in the most general sense, is the study of firearms – ‘guns’ in the vernacular. As a term of art, ballistics technically refers to the study of a bullet’s path from the firearm, through the air, and into a target† (Carlucci & Jacobson, 2007). From the viewpoint of forensics, ballistics comes up to represent a system of principles and calculations used to match recovered bullets (or their casings) to the firearms which were used to fire them.To a large extent, the study of ballistics is based on the whole set of physical laws, starting with the law of ideal gas and up to the principles of explosion and pressure within the firearms. Currently, ballistics is used to resolve the major firearms complexities, which law enforcement professionals face in the process of investigating a crime. A professional in practical ballistics works to restore the picture of the crime using firearms, bullets, casings, or their residues, and to match them to the marks that had been left on the crime scene.Despite the seriousness of the firearms identification process and the role which ballistics may play for the effectiveness of other forensic procedures, it was not before the beginning of the 1950s that the term â€Å"ballistics† became a widely recognized description of firearms studies (Warlow, 2004). The history of ballistics dates back to the times, when firearms were made manually and individually and each bullet was unique. Gunsmiths were the ones to produce flintlocks and matchlocks, and each firearm bore the sign of its creator.Early firearms could be readily compared to the works of art, for even â€Å"the screws that held together early firearms were handmade and often specific in width and pitch of the threads† (Carlucci & Jacobson, 2007). In conditions where firearms could be distinguished from one another without a difficulty and where every gun bore a unique sign of its creator, matching bullets to firearms was not a difficult task. As a result, early forensic scientists did not really need the knowledge of ballistics in its current form.Matching bullets to their molds was an easy-to-accomplish procedure and did not require any specialized skills or calculations. At the beginning of the 19th century, however, bullets and firearms have turned into the products of mass production, and the form of the bullet was standardized (Carlucci & Jacobson, 2007). Although the amount of firearms models was rather limited and a criminal investigator could easily name the firearm from which specific bullets came, it was no longer possible to distinguish between different variations of firearms that had been produced by one manufacturer (Carlucci & Jacobson, 2007).That is why forensic professionals have become increasingly interested in studying specific features of bullets and firearms that might have been concealed from the naked eye. Phillip Gavelle was one of the first to use microscopes to investigate the features of bullets and compare them to the details and characteristics of the crime scene (Warlow, 2004). With time, experts have also come to realize the role which firing pin and breech marks could play for the identification of firearms (Carlucci & Jacobson, 2007).Unfortunately, the term â€Å"ballistics† and the importance of firearms investigation did not attract public atte ntion, and only after the Sacco and Vanzetti case, as well as the publication of the three firearms identification treatises, the court has officially recognized ballistics as a forensic science, giving law enforcement professionals a chance to improve the quality of all forensic procedures and to develop a new system of forensic methodology with regard to firearms (Warlow, 2004). Ballistics in its modern form: internal, external, and terminalCertainly, with the scientific contribution which Goddard made to the development of ballistics, we would hardly be aware of how effective firearms identification could be for resolving the most complicated criminal cases. Now, as guns and firearms are mass-produced, and thousands and millions of individuals are given the legal right to carry concealed arms, ballistics gradually turns into the central component in the system of law enforcement principles used to reduce and prevent crime threats.In its current form, ballistics is usually divided into the three distinct areas: internal, external, and terminal ballistics. This division is necessary to make the study of separate ballistics aspects more effective, and to provide forensic scientists with sufficient analytical instruments. Moreover, this division is based on the path, which a bullet usually passes down the barrel, through the air, and finally, through a target. Internal ballistics (or initial ballistics) is concentrated around the path, which a bullet passes within the gun (Carlucci & Jacobson, 2007).Although measuring and describing the path of the bullet within the gun is very difficult and almost impossible, forensic scientists use velocity (or muzzle velocity) as the central forensic criterion in the study of internal bullet behaviors. Internal ballistics â€Å"concerns what happens within a time span of in the region of 2 ms between the impact of the firing pin or striker and the exit of the bullet or shot charge from the muzzle end of the barrel† (W arlow, 2004).Energy transfer, pressures and powders, combustion residues, as well as recoil in the weapon are the elements forensic professionals need to know, in order to relate the processes within the gun to the results they have produced on the crime scene. As soon as the bullet leaves the barrel, it becomes an object of external ballistics study. The latter is concerned with the pathway the bullet passes after leaving the barrel and involves the study of missile trajectory, and the impact which air gravity and resistance might have caused on it (Carlucci & Jacobson, 2007).In terms of smooth-bored guns, forensic scientists are usually concerned about the changes that might have occurred in the spread of the shot charge (Warlow, 2004). Crosswinds and the way they change missile trajectory are just another subjects of forensic research in external ballistics. External ballistics usually seeks to determine the scope of influences other materials could produce on the bullet. For exa mple, and Warlow (2004) emphasizes this fact, unburned propellant particles will tend to significantly affect the bullet at close range.Bullet stability, flight, sectional density and shape, and even aerodynamic stabilization form the numerical basis of external ballistics and turn it into a distinctively mathematical field, well-known for its complex algebraic and geometric calculations. The study of the bullet path would be incomplete without researching the processes and changes the bullet undergoes after hitting a target. Upon striking a target, the bullet either deforms or disintegrates, simultaneously damaging or destroying the target (Carlucci & Jacobson, 2007).These elements are the objects of terminal ballistics research. Terminal ballistics professionals work to link the character of the target destruction to the missile trajectory, its velocity, specific characteristics, design, and the features of the target itself. Given that the majority of targets which terminal balli stics investigates are humans, and taking into account the complex structure of the human body, terminal ballistics is probably the most complicated and the most responsible area of forensic firearms science.Researchers suggest that the bullet’s behaviors after hitting the human target are too unexpected and too unpredictable (Carlucci & Jacobson, 2007; Warlow, 2004). Forensic scientists are not always able to establish the link between the pathway the bullet has passed and the injuries found in a victim’s body. That is why terminal ballistics is a complex study of ricochet, impact, penetration, and kinetic forces that are considered responsible for the major motional shifts the bullet undergoes after hitting a target.Forensic ballistics: the new technological stage With the number of physical laws ballistics uses to match the bullets to firearms and to investigate the pathway the bullet passes from the barrel through a target, it is natural that ballistics professiona ls are involved into complex computation processes. However, with the advent of the new technological age forensic scientists have been offered an opportunity to use computer and software technologies for calculation purposes.Now, ballistics software models are extremely sophisticated in contents, but extremely easy in use. IT professionals were able to simplify and integrate the complicated systems of motion, dynamics, gravity and location, as well as hundreds of other physical concepts and principles into a universal system of calculation, which specialists in ballistics use to compute and describe the missile trajectory and bullet flight performance.Unfortunately, there is a whole set of problems to resolve before ballistics software turns into a reliable tool of forensic knowledge. For example, external ballistics technology is concerned with the way equations of motion can be simplified to improve the quality of six-degrees-of-freedom equations and to speed up the process of th eir solution (Belzer, Holzman & Kent, 2006). â€Å"There are also problems with fluid mechanics. These may include matters of universal interest, such as similarity principles, e.g. for transonic flow† (Belzer, Holzman & Kent, 2006). In terminal ballistics, chemistry is the major obstacle IT designers and developers face on their way to creating an effective system of ballistics computation; fluid mechanics also makes it difficult to design complex equations that would take into account the principles of heat conduction, viscosity, chemical reactions, and temperature dependencies (Belzer, Holzman & Kent, 2006).Nevertheless, it is with the emergence of new technologies that ballistics has been given a second breathe and it is in the current technological age that ballistics is likely to become a rapidly evolving area of forensic science and law enforcement, with the emphasis made on the speed and quality of ballistics solutions. Conclusion For many years, ballistics remained a n area of knowledge mostly neglected by forensic professionals.However, as firearms have been gradually turning into the objects of mass production, it was becoming more and more difficult to match bullets to the firearms from which they came. As a result, ballistics has come to represent a complex system of investigation principles aimed at researching the bullet behavior on its way from the barrel and through a target, as well as matching bullets to specific firearms and the marks they have left on the crime scene.Now, under the impact of technological progress, ballistics has been successfully aligned with the complex computation models, and although there is still much to resolve before ballistics becomes a purely technological field, it is obvious that ballistics will remain one of the most rapidly evolving areas of forensic science, with the emphasis made on the speed and quality of ballistics solutions.References Belzer, J. , Holzman, A. G. & Kent, A. (2006). Encyclopedia of science and technology. CRC Press. Carlucci, D. E. & Jacobson, S. (2007). Ballistics: Theory and design of guns and ammunition. CRC Press. Warlow, T. A. (2004). Firearms, the law, and forensic ballistics. CRC Press.