Collaborative Process In Support of Safe Schools Essay Example

Collaborative Process In Support of Safe Schools Essay School violence is not a problem of schools alone. Since students are the primary victims and perpetrators of school violence, they hold a critical key to the success of whatever solutions are developed. Schools must ensure the safety and security of students by adopting a comprehensive approach to addressing school safety that focuses on prevention, intervention, and response planning. Schools must also meet the developmental needs of youth and this requires a coordinated, comprehensive, school-community-wide effort that includes law enforcement, faith groups, businesses, government, seniors, community-based and youth-serving organizations, along with students, teachers, administrators and parents.More than anything else, the school shootings of recent years have taught us that school safety is not about any one method of control: metal detectors, surveillance systems, or swift punishment. Nor is it about any single risk factor such as dysfunctional homes and inadequate schools. We have learned that we cannot identify with certainty those students who, for reasons clear only to themselves, will assault their teachers and peers. We now understand that safe schools require broad-based efforts on the part of the entire community, including educators, students, parents, law enforcement agencies, businesses, and faith-based organizations.Efforts to enhance school safety must involve students at an early age and be reinforced throughout their education. Many communities have reduced school crime, violence, and substance abuse by developing comprehensive safe school plans that are integrated into the overall school improvement process.Schools that have comprehensive violence prevention and response plans in place, plus teams to design and implement those plans, report the following positive results: improved academics, reduced disciplinary referrals and suspensions, improved school climate that is more conducive to learning, better staff morale, more efficient use of human and financial resources, and enhanced safety.The purpose of this paper is to discuss the importance of the collaborative process, identify stakeholders,   and enumerate strategies and programs to promote safe schools.Developing School/Community PartnershipsSafe School StakeholdersAccording to Pollack Sundermann (2001), school/community partnerships are the key to building safe schools and communities. Stakeholders have important roles to play in reducing school violence and improving the learning environment. These people should have an interest and power to create change in the current school learning environment for school safety (Sidoran, 2006). They have to be in a position to maintain momentum, create â€Å"buy-in† with others, and sustain positive visibility. According to the National Center for Safe Routes to School (2006), stakeholders include people with job responsibilities related to Safe Routes to School (SRTS) and community members who are interested or impacted by SRTS. They are divided into 7 categories.First are the educators: school principals, teachers, school nurse, crossing guards, school superintendent, school board members, teacher assistants, after school program staff, nearby university or college educators, community health educators.Second are engineers and planners: City or county traffic engineer; public works streets department personnel; community development and parks/recreation department planners.Third are the enforcers: Local traffic officers, head of the traffic division, police chief, sheriff or chief of the state police;Fourth are the school district police; parent patrol and crossing guards; code enforcement officers.Fifth include the community members: neighbors, users of impacted streets, parents, teens, college students, grandparents and community volunteers (Scouts, faith group members, YMCA/YWCA, Bluebirds, sports leagues, civic organizations, businesses). Bicycle and pedestrian advocates, riding clu bs and walking groups are frequent stakeholders.Sixth, are the elected officials (usually local) may also become SRTS champions.Last but not the least are the emergency responders fire/ambulance EMTS oremergency room personnel.Team DynamicsTeam dynamics is an integral part of every collaborative effort in maintaining safe schools. It involves the continuous interaction and coordination of the stakeholders with the school and among themselves. This can be only made possible through active communication and regular meetings. Whenever people come together as a collaborative, with competing agendas, for the purpose of planning we can expect that it will be time consuming, and at times frustrating. Everyone in the â€Å"community team† has to exercise patience, courage, honesty, and a commitment that they will build consensus for the group toward a common goal (Sidoran, 2006).According to an article in Cops In Schools (2007), â€Å"Each individual and organization brings expecta tions to the collaboration. Before inviting stakeholders, hypothesize about the expectations and potential contributions each person and whether these are within the goals of the community policing effort. Upon inviting the stakeholders to participate, discuss with the potential stakeholder, individual and organizational expectations for the collaboration and assess if these actual expectations are reasonable and within the goals of the community policing effort. Similarly, discuss the contributions and level of involvement that each stakeholder wants and is able to make to the collaborative effort. â€Å"Whether the team is well-established or newly established, there is no assurance that its members will function effectively as a team. Any â€Å"community team† that gathers as a collaborative for school safety must be representative of the school community (Sidoran, 2006).   Indeed, one of the strengths of the Schoolwide Team should be its diversity in expertise, skills, and experiences. The common goal of developing safe schools should galvanize all parties to pool their resources and work collaboratively. Everyone in the â€Å"community team† has to exercise patience, courage, honesty, and a commitment that they will build consensus for the group toward a common goal. Leadership will plan a vital role as various partners come to the table in the interest of planning for school safety. The role of a leader in a collaborative effort underscores the ability to â€Å"make sense† out of the ideas that come to the table and find a way to â€Å"fit† competing and comparable ideas together. The leader must be a strategic planner with a long view of the future and a concern for long-term program evaluation. While the leadership style is critical, the concept of consensus, within the community team can be equally as challenging.Comprehensive School ProgramAfter the school/community profile has been completed and the challenges facing a school have been identified through data analysis, the planning team can begin to prioritize problems and designate goals and measurable objectives that address the schools needs. In prioritizing the problems the plan will address, the planning team should focus on schoolwide prevention and interventions, especially those for targeted students. This comprehensive safe school plan must become an integral part of the school improvement process. For example, after looking at the data and school profile, the team may determine that bullying and harassment are problems. In addition, data may show that discipline problems in the school are more prevalent among boys than among girls, and surveys could indicate that parents underestimate the degree of violence at school.Also according to the California State Board of Education, this comprehensive program should also include a planned sequence of strategies and activities appropriate for all students and should be based on specific needs id entified by a broad-based safe school committee. The program should have a major focus that is preventive in nature and supports the development of youths assets. In addition, it should include provisions to deal with critical issues, such as truancy; racial conflict; bullying; gang activities on campus; violent behaviors; weapons possession on campus; drug, alcohol, and other substance abuse; and natural disasters.The plan should also incorporate after-school programs and extracurricular and co-curricular activities that address individual student needs to belong and to be respected and appreciated.Finally, the plan should include procedures for accommodating children and youth with disabilities.Furthermore, the State Board believes that comprehensive safe school plans and programs should focus attention on the strengths and experiences that students, teachers, administrators, and other school personnel bring to the school campus; the physical setting and conditions in which educat ion takes place; the organizational and interpersonal processes that occur in and around school; and the general atmosphere or spirit of the school.After the planning team has identified the problems, it should draft a general goal statement to serve as a focal point for prevention and intervention efforts: for example, For the next 3 years, Golden Valley Elementary School will create a respectful, peaceful, and disciplined environment. Once the goal has been established, the team must determine measurable objectives. An objective could be measured by using data captured in the school profile as benchmarks. In the example above, a measurable objective could be to reduce the incidence of bullying and harassment over the next year by 25 percent as determined by school-administered student surveys.Identifying Strategies and Implementing ProgramsThe next step in the process is to identify strategies and programs that effectively address the specific needs of students and their families. A programs popularity or the availability of funds to implement it is an inadequate criterion for selecting a program. Educators should take sufficient time to adequately research proposed initiatives, visiting schools implementing similar efforts and thoroughly familiarizing themselves with new strategies. Slow, steady progress is the recipe for sustained success. Staff buy-in is another essential ingredient, for if teachers are not in favor of proposed change, success will be unlikely. Buy-in can be advanced by involving staff in the planning and implementation of the comprehensive safe school plan. In addition, throughout the selection, training, and implementation process, schools must monitor and evaluate a programs effectiveness, modifying it as needed to better address their particular needs.Strategic Planning.An ongoing strategic planning process is used to enable schools to identify their specific needs in regards to creating a more disciplined and productive learning envi ronment. It incorporates the use of a template (SSER: Safe Schools Evaluation Rubric) that outlines the process of improving   the schools leadership teams, promoting school-wide promotion, classroom and non-classroom interaction policies, and individual systems. Problems are identified and analyzed within each problem area. Best practices are established and then implemented at a global level. Effectiveness is continually monitored along a prescribed timeline in order to provide further analysis and possibly other alternatives for specific incidences. All decisions originate from data-based results in order to provide the schools with opportunities to implement positive instructional and learning environments. The school is able to decide what its primary focus and needs is, and analyzes where redundant practices exists so that minimal effort and maximum potential may be achieved (Jannnasch-Pennell, DiGangi, ; Pukys, 2002)Tactical Planning.Tactical planning involves creating a su rvey site of the school grounds. It is a multidisciplinary hazard and vulnerability assessment carried out as part of the emergency pre-planning process. During a walk-through tour of the facility, each room as well as the surrounding grounds and immediate neighborhood is evaluated. The process involves a team of school and public safety officials using a standardized checklist to note findings and recommendations. When combined with student, staff and parent surveys, a review of reported incident data and the community hazard assessment report, a thorough safety evaluation of the school can be achieved. This process is also among the most effective means to determine which types of security and safety equipment, technology, policies and practices should be utilized at the schoolor support facility.Every school should be evaluated by a properly coordinated tactical site survey team at least once each year. More comprehensive than a fire inspection, crime prevention through environme ntal design assessment or simple security audit, the tactical site survey is a multidisciplinary assessment of the facility as well as the grounds, parking areas and even the surrounding neighborhood. Tactical site surveys should also be conducted at support facilities, athletic facilities and any other facility operated by a school system. The tactical site survey is also a crisis preplanning activity where criticalinformation about the facility is noted and recorded for use by public safety responseofficials. (Dorn ; Dorn, 2005)Protective and risk factorsâ€Å"Risk factors† are any circumstances that may increase youths’ likelihood of engaging in risky behaviors. Conversely, â€Å"protective factors† are any circumstances that promote healthy youth behaviors and decrease the chance that youth will engage in risky behaviors (www.helpingamericasyouth.gov, 2007).Risk factors and protective factors are divided into 5 categories. These are individual, family, schoo l, peer group, and community.When schools foster resilience, students are empowered to overcome risk factors that could lead them into making dangerous choices. And when schools enhance protective factors, they offer youth the ability and opportunity to redirect their energies toward achieving success.To further explain, one risk factor in the family is sibling antisocial behavior. If parents fail to set standards for their teen’s behavior, it increases the likelihood that the teen will engage in delinquent behavior. Conversely, a protective factor is effective parenting.Exposure to risk factors in the relative absence of protective factors dramatically increases the likelihood that a young person will engage in problem behaviors. The most effective approach for improving young people’s lives is to reduce risk factors while increasing protective factors in all of the areas that touch their lives so other interventions should create services that address risk factors an d build protective factors for students at risk of developing academic and behavior difficulties. Such interventions can include tutoring, instruction in problem solving, and conflict resolution provided by counseling and mental health staff. Another potential intervention is mentoring, which has been identified as effective in preventing problem behaviors and has a positive effect on most youth (e.g., improving their academic performance and their sense of self-worth).Mitigation of School Violence.All involved in working to prevent or respond to school violence should be aware that no strategy can provide any guarantee against violence erupting. School violence has increasingly come into the public eye due to deadly multiple shootings in both urban and rural areas. Although multiple victim homicides are extremely rare, Physical conflicts, threats, and harassment are, however, still common.These are some of the important causes of school violence: exposure to violence within the fam ily and community, child abuse, poor parenting practices, peer pressure to engage in violent behavior, social prejudices (race, religion, ethnicity, physical appearance, etc.), drug and/or alcohol abuse, and negative self-student image.Again the role of the collaborative process comes into play. Both the community and school stakeholders should develop strategies appropriate for their own particular school and community environments.In order to reduce school violence, one must first start in lowering rates of delinquency, harassment, bullying, suicide, and all other forms of violence and antisocial behavior. Family members, especially the parents, should have an early start in changing their child’s behavior, thus, decreasing would-be criminals.The level of physical security may need to be modified in order to lower schools vulnerability to violent behaviors. Administrators should initiate a comprehensive security assessment survey of their schools physical design, safety pol icies, and emergency procedures (International Association of Chiefs of Police, 2001).The school should also establish a climate that encourages and enables students, teachers to report acts of violence and provide extra counseling to the delinquents. The school counselor should find ways to encourage postive behavior rather than emphasizing on punishment for negative behavior.Student rules must be communicated, understood, and consistently enforced. They also must comply with constitutionally guaranteed due process procedures.To channel violent behavior, the school should also promote free and attractive after-school activities. These include sporting activities, assistance with schoolwork, and social events.The faculty and staff should also be encouraged to challenge the way students think about problem solving. Violence in school settings often erupts as impulsive or irrational reactions to immediate problems.Evaluating the Program and Sharing OutcomesOnce a program or strategy h as been implemented, the process of comprehensive safe school planning is still not complete. Evaluating program results should be a crucial component of every plan.The goals of evaluation are to inform schools about what is and is not working so that they modify their plans accordingly. Once the goals of the evaluation have been established, the planning team must determine what questions should be addressed and which performance indicators should be used. The team must also decide who will manage the evaluation and how the data will be collected, analyzed, and interpreted. The data must then be collected and analyzed and the findings reported in a manner that will facilitate their use. Upon completion of the evaluation, the comprehensive safe school plan should be reviewed in light of its findings and modified accordingly.Evaluation helps foster accountability, determine whether programs have made a difference, and provide personnel with the information necessary to improve servic e delivery. Most important, evaluation can identify whether the implemented program has had any impact on participants knowledge, attitudes, and actions regarding violence, anger, and other targeted behavior. When integrated into the fabric of a program, evaluation can be an important tool in improving the programs quality. The two principal types of evaluation are process and outcome evaluations.Evaluating the progress of a programs implementation assists the planning team in determining if program goals are being met. For example, after a new safe school policy has been adopted, how is it enforced? If the policy mandates parent conferences for all first infractions and suspensions for subsequent infractions, is the policy effective? If not, why? What would be one way to achieve better enforcement? Establishing the nature and extent of program implementation is an important first step in studying program outcomes.ConclusionCommunities across the Nation are beginning to take proacti ve approaches to reducing youth violence in schools. While many school districts are mandating the formulation of safe school plans, schools must go beyond merely creating crisis response plans, which do little to prevent violence. Schools that understand the complexity of youth violence and the steps necessary to address it effectively are developing comprehensive safe school plans that require collaboration among community agencies. They are gathering data and using that data to shape planning and implementation decisions to target specific needs. Recognizing the need to go beyond single-focus responses, they are developing primary prevention plans that begin in kindergarten and are reinforced across grade levels. Comprehensive safe school plans support the development of social skills (e.g., conflict resolution) and a school environment that helps students manage anger, solve problems, and treat others with respect. Such plans also provide the intensive interventions needed by yo uth at particular risk for violence.Our children’s future, and that of our state, depend upon making every school campus a safe learning environment. Troubled children often develop a pattern that leads through escalating behavior problems to eventual violence. We must work tirelessly to recognize early patterns of behavior — such as truancy, vandalism and substance abuse — and implement strategies to prevent youth from turning to more serious crime. If caught early enough, at-risk youth can escape a life of crime and violence.Unfortunately, comprehensive safe school planning will not ensure the elimination of every act of violence on every school campus. Schools that engage in such planning and implement their plans effectively, however, are more likely to foster safe environments for their students and teachers.Finally, schools cannot accomplish this mission in isolation. Success depends on everyone working together — students, parents, school staff, la w enforcement, community service organizations, social service agencies, businesses, local government, faith community leaders and all other community members. Success requires partnerships, cooperation, strong will and commitment.

Ballads essays

Ballads essays Ballads are poems, usually expressed through musical stanzas that tell a story. Readers and listeners from children to adults, all socioeconomic classes and education levels enjoy ballads from the Middle Ages to the present day. Ballads tell stories of a time in which the composer lived. They may be stories about families, fisherman, poor-men, love, heroes, and working classes. Some are funny and some are satirical. The poems or stories are not sophisticated; rather they draw on emotion. People are drawn to folklore and/or a belief in the supernatural. They are moved by the tragedy of loved ones, stirred by acts of bravery, raged by acts of violence, comforted by justice that prevails and humored by good-natured squabbles and quick whit. The main characteristic of a ballad is the beginning usually tells the end of the story. In the Middle Age era, there is little to no background material given and little is known about the characters before the central event is told. Many stories recounted events that were well known to their audience so it was unnecessary to give background information or identify the characters by name. If the story was about a certain king he was simply referred to as the king and everyone knew whom the author was referring to. Popular ballads of todays era give more background information about the characters in the first verse so the audience can relate to the poem or song. Similarities of Middle Age and modern day ballads include the stanzas. The stanza is generally a four or five line phrase that may or may not rhyme. Ballads are kept in simple language and are made up of four to five lines versus. There is usually repetition at the end of the verse, called a refrain, used for the artist to either think up the next verse, as often done during the Middle Ages, or to advance the story as used in popular ballads. Frankie and Johnny, (Boyd Bench) and M...

Contrastive analysis of perception verbs in English and Arabic Thesis - 1

Contrastive analysis of perception verbs in English and Arabic - Thesis Example (Mina smelled the perfume ) (active) (Meher felt a prick in his thumb) (state). (Meher felt sick). (descriptive) Tahir felt his tie (Active) . (Mazi tasted defeat) (descriptive) Lemon tastes bitter (state) (Jack tasted the warm broth) (Active) Chapter 3: Perception verbs in English 3.1  Ã‚   Introduction This chapter presents a discussion on the perception verbs and their usage in English language. It will develop an understanding of the importance and relevance of the correct forms of perception verbs to the meaning of the sentence and will also highlight the basic issues that non-native learners may face when they try to learn the language. This chapter forms an essential background for the conduction of the contrastive analysis between the Arabic and the English language perception verbs.    3.2 What are Perception Verbs Perception verbs are the verbs that define the actions undertaken by our sensory parts. These are an essential element of any languag e as these have the capacity to explain and display a diverse variety of human behavoiurs and nuances. In semantics, perception verbs have been a subject of much debate and research owing to the complexity of their usage as well as their capacity to be modified in language use. The field of perception verbs is one of the important semantic fields that received the attention of linguists since 1970s, along with other semantic fields like basic color terms (Berlin and Kay 1969), body parts (Andersen 1978), cooking verbs (Lehrer 1974), and motion verbs (Talmy 1975). However, while other subjects and aspects of language have been explored in order to assess the richness of the language or to explore the richness with which concepts can be expressed, perception verbs are of interest due to their difficulty to translate into other languages. Perception verbs relate to the active usage of language and portrat not only the perceptions, but often the emotions and the conceptions as well. Thi s makes the usage of the perception verbs complex and difficult to translate in different languages.    Also, other elements of the language like the nouns, vocabulary etc., are easy to learn as these are governed by simple rules of grammar. These semantic fields share universal elements, and exist frequently in many languages. It is a well-known fact that in order to recognize the typological shape of any language, we must be aware of â€Å"the distinctive character of its structure in relation to other languages based mainly on work in general typology, and on contrastive analysis and other types of cross linguistic studies† (Viberg, 2006, p.3). Perception verbs have also â€Å"supplied a rich field of research in linguistics including grammaticalisation, complementation and semantic change† (Ibarretxe-Antunano, 1999, p. 41).      The complexity associated with the perception verbs has its roots in the variety of modes in which perception is understood. Percept ion is a basic human process through which they are able to access external inputs and make sense of their surroundings. However, academic definition of perception is varied as different scholars tend to define perception differently. The definition of perception is essential to understand as it has a direct impact on the development and usage of the perception verbs. Sekuler and Blake defined it as â€Å"a biological process wherein the brain derives descriptions

Joint operations principles, NATO and the Ukraine Crisis Research Paper - 1

Joint operations principles, NATO and the Ukraine Crisis - Research Paper Example The emergence of joint operations is a long story which developed over a long time. This emergence was related to the inherent challenges that affected the general coordination of military forces and their operations. These challenges led to the exploration of alternatives that included the consultation of like-minded partners to conduct operations that had results that affected them in common. The initial attempts however consisted the joint operations involving different forces. With the improvement of military technology, multiservice coordination became even more complex with air power coordination2. Throughout the history of war, various nations have been conducting joint operations and activities against a common enemy. This collaboration has always been related to success in battles. The first ever recorded joint operation in the United States was a dual-service operation in which the Union Army and naval forces in a federal campaign against Vicksburg3. This operation led to the development of unity of effort, mass, leverage and seizing initiative as the first principles of joint operations4. The operation Urgent Fury in Grenada was also an overall success for the United States. The operation introduced a new concept of combining air and land attacks in a coordinated manner and as such was a great success especially due to the use of furious or forceful entry. Over time, various countries have been using the concept of joint operations and its principles to organize and execute military operations and attacks. The most recent and ongoing application of these principles is seen in the Ukrainian crisis. The Ukrainian crisis, which is being executed by the Russians started with the volatile Euromaidan Protests that were witnessed in 2013, November. The involvement of military forces has culminated in Russia’s annexation of the Crimea. These activities have become

American Society and Politics Nowadays Essay Example | Topics and Well Written Essays - 250 words

American Society and Politics Nowadays - Essay Example Those supporting stricter policies assert that illegal immigrants perpetuate poverty because they undermine benefits and wages stipulated for unskilled labor. When the laws are lenient, liberals and business owners in construction, food processing and hotel industries conspire to ignore the process of enforcing immigration law. In politics, an influx of immigrants is a crucial boost to the forces that facilitated their entry into the country. As an example, in the 2012 elections, there were over 12 million Latinos that cast votes (Kerwin, Chishti & Bergeron 69). According to statistics, that figure represents 10 percent of the body of voters in the US and is capable of changing the political landscape. Census forecasts indicate that the Latino electorate alonSe is estimated to reach 29 million voters in 2016, which sets in motion the scramble for both the Democratic and Republican parties to court them and other smaller immigrant groups (Kerwin, Chishti & Bergeron 74). However, when the immigration is not controlled, some unintended consequences may include higher crime rates, drug trafficking and the threat of terrorism. Therefore, this still leaves the debate for either stricter or lenient immigration policies.

Alternative Careers in Law

Alternative Careers in Law Having a law degree offers a world of opportunities. You dont have to be solely a solicitor. One area you can choose to look at is become a barrister. Barrister If youre not too fond of working with the public and just want to specialize and work mostly in the court room, then being a barrister would be a good choice. Barristers are usually hired by solicitors to help them in creating legal arguments that will convince the juries to side with case of the solicitor. The way barristers summarize the reasons why the court should rule in favor of their client can also be a big help in supporting the case of the solicitor they are assisting. Another thing that barristers do is to cross-examine witnesses. Great barristers can sway or influence the courts decision towards their perspective. Another task that barristers do is to do legal research and turn them into opinions, legal documents, and legal briefs that solicitors can use to strengthen their cases. To succeed in being a barrister, youll need to be very detail oriented, highly analytical and logical. These skills will serve you well in building a career in this niche. Paralegal Another field to look at is being a paralegal. Youll be working closely with solicitors and carry out administrative and support work. This includes preparing documents and doing research for the client cases. Depending on the size of the law firm you work with, your responsibilities could vary. In smaller firms, youll play bigger roles such as client interviewing and casework. Being a paralegal can lead you to a training contract if being a solicitor is ultimately you decide to become. So while youre still not sure about being a solicitor, you can start small and be a paralegal first. Legal Information Professional If you love law and books, you can work in the libraries of the solicitors, or specialist libraries that cater to lawyers. You can also choose to work in the libraries of law schools or colleges. You will do legal research and manage the resources of the library. It will also involve training of lawyers who want to understand how to maximize the use of the library. This work will need some technological know-how as libraries of today maximize technology to make research and support services more efficient. This role would also be perfect for you if youre more introverted and dont want to deal too much with the public or the dramas of the court room. Your role as a legal information professional might also include managing the website of the law firm and their social media platforms like Twitter. Tax consultant Another area you could explore would be to become a tax consultant. There are so much rules and legal information about taxes that you could maximize your law degree especially if you specialized in commerce law. The advantage of getting some mastery of taxation in the UK or Europe is that you become more versatile. You can do work related to mergers and acquisitions and wealth management planning. Your skills would also be needed by businesses when they do tax planning structures, especially now that Brexit is on the horizon. You will also become more indispensable as accountancy firms will find your skills attractive and hire you knowing that you have both legal and taxation specializations. Licensed Conveyancer If you like dealing and specializing in properties, then becoming a licensed conveyancer will be ideal for you. As a licensed conveyancer, your work delves in the legal parts of property transactions. Your work will entail giving legal advice to your clients and preparing contracts and leases. In this field of work, you work with other professionals in the property market such as real estate agents, bank lending officers and other lawyers. Your law degree would definitely be useful in the property market as you can work in the legal department of banks, building societies and housing associations. Trade mark attorney This one is perfect for those who who wants to specialize in something very relevant and in demand right now plus being exposed to the broad side of business rather than just strictly focusing on legal matter. As a trade mark attorney, you need to have sufficient knowledge on areas such as copyright, unfair competition, common law and industrial designs. Your work will involve on providing advisory work in the registration of trade marks of your clients. Copyright infringement is so widespread these days that your services will be very important as you can provide advisory on how your clients can prevent infringing the rights of other companies or if other companies are liable for copyright infringement of your clients brands. If there is, you can work with solicitors on pursuing litigation to get some damages from the culprits. Trade mark attorneys can also work in mergers and acquisitions when there are transfers of ownership, licenses, trade marks and brand names involved. Court Clerk If you want to work closely with justices and magistrates, you might want to become a court clerk. They ensure the efficient running of the courts and justice administration. You also need to do court related admin work such as arranging court time and payment of fines. If you persevere in this niche, you can eventually become a justices chief executive. Arbitrator Another field you can explore is arbitration. There are often a lot of industrial and commercial disputes where your services as an arbitrator would be very useful. As an arbitrator, you act as an impartial third party judge to create resolutions that will be accepted by both parties. You will need to be good at interviewing the parties and witnesses so that you can get the necessary facts to create a fair judgment on the dispute. A law degree is indeed a very versatile degree as it offers you many choices for your career. You dont need to be stuck in one area. If you want to grow and explore other niches, a law degree offers you significant opportunities to do so.

Interview Essay - Larry Clayville -- Interview Essays

Interview Essay - Larry Clayville Larry Clayville was born in Ustick, Idaho, on June 11, 1917. Larry explained that "there was once a post office in Ustick, but there is nothing there now. That is how far out in the woods I was". Larry is a very down to earth man who has seen a lot of life. He has read the newspaper every day of his life. He is a Father, a Grandfather, and seems to be a friend to many. Larry came to California for work in 1946. He is a POW survivor, and is a member of the "Lodge," and has many friends there. He is also currently involved in a relationship. Larry's definition of happiness is, "Having plenty to eat, having a warm place to sleep, and having friends and family. That's enough to make me happy." Larry explained that when he was young, happiness was getting "enough to eat." He said, "That was the worst part of the depression, when you thought about it, there were a lot of hungry people". Other than that, his definition of happiness has not changed a lot over the years. How does Larry know when he is happy? "When you just have that good old happy feeling." He defines that as, "When everything just goes good. You get up in the morning and every thing goes right. You are not mad at any body. It's a good feeling." When Larry is unhappy, he "talks to whoever is close." However, he admits that he keeps most of it to himself. Simple things contribute to Larry's happiness. "Just the bare necessities of life keep me happy." The activity that keeps Larry happy is "Living." He explains, "I am happy that I am alive when I wake up in the morning. Oh hey, if I am alive one more day, I have a chance." About the only thing that makes Larry unhappy any more is illness. "There's nothing that will ta... ...u don't like, but hey, if you dislike things enough, you will do something about them." When asked if he is pleased with his current interpersonal relationships, Larry said, "Yes." Larry also had some thoughts on religion. "I know that there is a higher power, and I believe in that. I came from a religious family, and I rebelled against that. But, I do believe there is something there, a Supreme Being or something like that." Larry also gave a piece of advice for achieving happiness. "If you treat people nice, they will treat you nice. Generally speaking. That is the way I have lived, somewhat of a golden rule." I think that Larry is an intelligent and understanding person, and I can tell that he is well loved by his family and friends. What I admire most is that he is a survivor, and will not let himself get down over the fact that life is not always fair. Interview Essay - Larry Clayville -- Interview Essays Interview Essay - Larry Clayville Larry Clayville was born in Ustick, Idaho, on June 11, 1917. Larry explained that "there was once a post office in Ustick, but there is nothing there now. That is how far out in the woods I was". Larry is a very down to earth man who has seen a lot of life. He has read the newspaper every day of his life. He is a Father, a Grandfather, and seems to be a friend to many. Larry came to California for work in 1946. He is a POW survivor, and is a member of the "Lodge," and has many friends there. He is also currently involved in a relationship. Larry's definition of happiness is, "Having plenty to eat, having a warm place to sleep, and having friends and family. That's enough to make me happy." Larry explained that when he was young, happiness was getting "enough to eat." He said, "That was the worst part of the depression, when you thought about it, there were a lot of hungry people". Other than that, his definition of happiness has not changed a lot over the years. How does Larry know when he is happy? "When you just have that good old happy feeling." He defines that as, "When everything just goes good. You get up in the morning and every thing goes right. You are not mad at any body. It's a good feeling." When Larry is unhappy, he "talks to whoever is close." However, he admits that he keeps most of it to himself. Simple things contribute to Larry's happiness. "Just the bare necessities of life keep me happy." The activity that keeps Larry happy is "Living." He explains, "I am happy that I am alive when I wake up in the morning. Oh hey, if I am alive one more day, I have a chance." About the only thing that makes Larry unhappy any more is illness. "There's nothing that will ta... ...u don't like, but hey, if you dislike things enough, you will do something about them." When asked if he is pleased with his current interpersonal relationships, Larry said, "Yes." Larry also had some thoughts on religion. "I know that there is a higher power, and I believe in that. I came from a religious family, and I rebelled against that. But, I do believe there is something there, a Supreme Being or something like that." Larry also gave a piece of advice for achieving happiness. "If you treat people nice, they will treat you nice. Generally speaking. That is the way I have lived, somewhat of a golden rule." I think that Larry is an intelligent and understanding person, and I can tell that he is well loved by his family and friends. What I admire most is that he is a survivor, and will not let himself get down over the fact that life is not always fair.

An Existentialism View Toward Batman and Naruto Essay

I. Theory of Existentialism Existentialism is a philosophical movement that posits that individuals create the meaning and essence of their lives, as opposed to deities or authoritites creating it for them. It emerged as a movement in twentieth-century literature and philosophy, though it had forerunners in earlier centuries. Existentialism generally postulates that the absence of a transcendent force (such as God) means that the individual is entirely free, and therefore, ultimately responsible. It is up to humans to create an ethos of personal responsibility outside any branded belief system. In existentialism views, personal articulation of being is the olny way to rise above humanity`s absurd condition of much suffering and inevitable death. Existentialism is a reaction against traditional philosophies, such as rationalism and empiricism, that seek to discover an ultimate order in metaphysical principles or in the structure of the observed world, and thereby seek to discover universal meaning. Existentialism originated with the nineteenth-century philosophers Soren Kierkegaard and Friedrich Nietzsche. It became prevalent in Continental philosophy, and literary figures such as Fyodor Dostoevsky also contributed to the movement. In the 1940s and 1950s, French existentialism such as Jean-Paul Satre, Albert Camus, and Simone de Beauvoir, wrote scholarly and fictional works that popularized existential themes such as â€Å"dread, boredom, alienation, the absurd, freedom, commitment, and nothingness. † Walter Kaufmann describes existentialism as â€Å"The refusal to belong to any school of thought, the repudiation of the adequacy of any body of beliefs whatever, and especially of systems, and a marked dissatisfaction with traditional phylosophy as superficial, academic, and remote from life. † Existentialism tends to focus on the question of human existence – the feeling that there is no purpose, indeed nothing, at the core of existence. Finding a way to counter this nothingness, by embracing existence, is the fundamental theme of existentialism, and the root of the phylosophy’s name. In existentialism view, they asserts that a human finds oneself already in a world and prior context that the human cannot think away. In other words, the ultimate and unquestionable reality is not consciousness but existence. A central proposition of existentialism is that humans define their own meaning in life. Such a view might be phrased technically by philosophers as existence precedes essence, that is a human’s existence conceptually precedes the essence or meaning that may be ascribed to the life. Satre, in Essays in Extentialism, further highlights this consciousness of being thrown into existence in the following fashion: â€Å"If man, as the existentialist conceives him, is indefinable, it is because at first he is nothing. Only afterward will he be something, and he himself will have made what he will be. † Emphasizing action, freedom, and decision as fundamental, existentialist oppose themselves to rationalism and positivism. That is, they argue against definitions of human beings as primarily rational. Rather, existentialists look at where people find meaning. Existentialism asserts that people actually make decisions based on what has meaning to them rather that what is rational. A further type of existentialism is agnostic existentialists, who make no claim to know whether or not there is a â€Å"greater picture†; rather, they simply assert that the greatest truth is that which the individual chooses to act upon. II. What is Superhero A superhero – sometimes written as super hero – is a fictional character of extraordinary physical ability dedicated to acts in the sake of public interest. Since the debut of the prototypal superhero Superman in 1938, stories of superheroes – ranging from brief episodic adventures to continuing years-long sagas – have dominated American comic books and crossed over into other media. A female superhero is sometimes called a superheroine or super heroine. By most definitions, characters need not have actual superhuman powers to be deemed superheroes, not, although sometimes terms such as costumed crimefighters are used to refer to those without such powers who have many other common traits of superheroes. The two-word version of the term is a trademark co-owned by DC Comics and Marvel Comics. There have been successful superheroes in other countries most of whom share the conventions of the American model. Examples include Cybersix from Argentina, Captain Canuck from Canada and the heroes of AK Comics from Egypt. For this Western area, I will take Batman as the representative. Unlike many superheroes, Batman has no superpowers and instead relies on his own scientific knowledge, detective skills, an athletic abilities. Batman is physically at the peak of human ability in dozens of areas, notably martial arts, acrobatics, strenght, and escape artistry. Rather than simply outfighting his opponents, Batman often uses cunning and planning to outwit them. Batman’s costumes incorporates the imagery of a bat in order to frighten criminals. Japan is the only country that nears the US in output of superheroes. The earlier of these wore scarves either in addition to or as a substitute for capes and many wear helmets instead of masks. Moonlight Mask, Ultraman, Kamen Rider, Super Sentai (the basis for Power Rangers), Metal Heroes and Kikaider have become popular in Japanese tokusatsu live-action shows, and Science Ninja Team Gatchaman, Casshan, The Guyver, and Sailor Moon are staples of Japanese anime and manga. However, most Japanese superheroes are shorter-lived. While American entertainment companies update and reinvent superheroes, hoping to keep them popular for decades, Japanese companies retire and introduce superheroes more quickly, usually on an annual basis, in order to shorten merchandise lines. In addition, Japanese manga often targets female readers, unlike U. S. comics, and has created such varieties as â€Å"magical girl† (e. g. Cardcaptor Sakura) for this audience. For this Eastern area, I will take Naruto as the representative. Naruto whose full name is Uzumaki Naruto is a young boy who dreams of becoming the leader of his Hidden Village. It will be difficult though for Naruto, because when he was a baby an evil demon was placed inside him to stop its rampage. As Naruto grew the townspeople saw Naruto himself as the demon, even though he was merely its container. Naruto lives in a world populated by ninja villages. The ninja serve as the armies for the countries that inhabit the world. Most of the countries have their own Hidden Village, which serves to train and manage the ninja of the country. Also the ninja in the series are able to utilize jutsu techniques, which are the secrecy, body and illusion arts of the ninja. These allow the ninja to perform many amazing skills such as the manipulation of the surrounding elements. III. Batman and Naruto: Their Differences and Their Revelance In Existentialism The true feature of Batman as a common people is Bruce Wayne, a millionaire industrialist. He inherited a big corporation, Wayne Corporation, from his father. The ego ‘Batman’ was born because of two accident. The first was the murder of Bruce’s parents. Bruce witnessed his parent killed in a gun-accident. A street-criminal shot them to death. The second was Bruce falling down into a cave in Wayne’s manor. He fell into a dark and humid cave where a hundred of bats lived. Those two accidents led Bruce to learn about martial arts and gadget-operating skill in order to fight the crime in Gotham city. His fear of bat made him wear a bat-costume in doing his operation. Thus, Batman as a superhero who fight a crime has born. This is the very purpose why Batman wants to fight crime: a personal vendetta against criminals. Since Batman does not have any superpowers, he relies on his own scientific knowledge, detective skills, an athletic abilities. Also his wealth enables him to get much modern and sophisticated gadget in order to beat his nemesis. In other hand, Naruto, instead of his lack of intellectual ability in solving a problem, his friend still considers some of his actions brilliant. Naruto does all of his action by intuition, not by a precise step as a ninja should do. What makes Naruto a superhero is that he possesses massive abundant chakra energy inside his body. This chakra is originated from a Nine-Tailed Demon Fox that is sealed inside his body. Together with his friends and mentor, Naruto solve the problem and fight with the evil ninjas. They act in a group of 4 ,3 ninjas and a mentor. They perform a close combat by using martial arts and ninjutsu, and a long-range combat by using flying dagger or shuriken. Once they accomplished a mission, they report to the hokage, which is the leader of the village. Yet, the very important thing that makes they both become a superhero is that there exist some nemesis, villains, that must be eliminated. They both make some struggles to get rid of those system distracted. What differentiate them is the way they make these struggles. Batman eliminates crime in Gotham by his own rule. He does not obey the rules prevailed in that city. He intentionally takes action againts criminal without involving the authorities. It can be concluded that Batman makes his own system to fix the system. However, Batman – intentionally or not – does not kill his enemy. He just sents those criminals to the authorities, to be prisoned or not. Batman’s worst nemesis, The Joker, is still alive until now. Although they often have some ‘fight’, but neither Batman or The Joker is condemned to death. While Naruto’s job is to keep the system in his village to be kept save. He does not violate the system prevailed in his village, instead he is forced to obey that system. His acts are being ruled by Hokage, the highest authority in the village. He is a kind of ‘paid’ superhero that acts upon a mission that is given by that Hokage. Once they accomplished that mission, they have report to that Hokage. Here, Naruto biggest enemy, Kabuto, is remain alive until now. What makes this difference? It is because the different culture that affect the people in West and East. Why Batman have a nerve to make his own system to fix the main system prevailed in his city is due to the Western way of thinking. Western culture tends to emphasize critical thinking. They are learned to break the rules if they think that there are some errors in those rules. Their new ideas are being welcomed, even they are supported to make new inventions. While Eastern country tend to ‘close their eyes’. They have to accept what the older people says. They are not being couraged to make some critics toward the culture. They tend to give high respect (sometimes not in a proper measure) toward conventional ideas. Here it implies in the way Batman and Naruto makes their struggle to fight crimes. Then another point where existentialism takes place also emmerges. Why those superheroes do not kill their enemies? It is because they ‘need’ their nemesis so that they can be a superheroes still. Let’s we go back to the question of what makes those superheroes superhero? What do they pursue? They want to eliminate crimes. Then we come to the question of what causes this crime? Criminals. So superheroes exist because there are some criminals. If there are no criminals, so there are no superheroes. Like what Satre has said, â€Å"If man, as the existentialist conceives him, is indefineable, it is because at first he is nothing. Only afterward will he be something, and he himself will have made what he will be. † Thus, superhero is nothing if there is no criminal to make him defineable. This is the meaning of existence preceding essence. I would like to use the term that coined by Heidegger, â€Å"throwness†, that is human beings are â€Å"thrown† into existence without having chosen it. Whether superhero or the enemy do not have the power to choose what they want to be. First they just exist in the world, then they just do the thing that they believe as a greatest truth. This is that greatest truth that they choose to act upon to find the essences of their existencies. Noviana Indah Tri Wahyuni a paper for Comparative Studies Superhero Theme.

Crime Hotspots in Washington DC

Crime Hotspots in Washington DC Free Online Research Papers Crime hot spots are considered crime infested areas. A hot spot is an area that has a greater than average number of criminal or disorder events, or an area where people have a higher than average risk of victimization (Weisburd, 2005). Hot spots vary and may be hotter than others. All neighborhoods, good or bad, have crime hot spots. Most streets free from crime have problematic areas. Factors that contribute to hot spots are always different. Most hot spots is a place that several crimes occur in. Even in a high-crime area, crime is concentrated in a few places or places with no crime at all. Underlying causes of crime occur in places where repeated crime with different victims, repeated victimization, and different places. People fall victim to crime doing normal business such as going to and from school, work, bus stops, shopping, or recreation activities. These crimes occur along routes that offenders usually use. Hot spots for crime occur were victim’s frequently visits most such as gas stations, retail stores, convenience stores, and fast food stores. Another hot spot for crime occur along routes with high traffic drug dealing. In recent years, hot spots in Washington, DC have become increasing problematic and increasingly high in crime. These spots include Anacostia, Outter Southeast, H Street Corridor, The NE SE Quadrants, Ivy City, Drake Place, and Trinidad just to name a few. In the fight against crime in hot spots, many police department in DC have adopted many strategic tactics including the use of curfews and surveillance cameras in high-crime areas and initiated new search-and-seize methods to get guns off the street (Lanier, 2005). In May 2008, a rash or fatal shootings in the Trinidad section instituted a five day checkpoint check by officers of any driver wishing to enter the area. Other method that is presently being used In DC to combat the war on crime includes targeted patrols. Target patrols concentrate on crime hot spots and time that they occur, also called hot times. In a targeted patrol, many officers cover a specific area in marked police cars with flashing lights to maximize visibility to offenders (Lanier, 2005). Also, targeting specific areas or different types of crimes with high-tech policing that give investigators the capability to analyze crime minute-by-minute increasing greater ability and success in the attack on crime before it happens. These tactics have proved to be very valuable by reducing crime within 90 days (Lanier, 2005). Research Papers on Crime Hotspots in Washington DCThe Relationship Between Delinquency and Drug UseThe Effects of Illegal ImmigrationAssess the importance of Nationalism 1815-1850 EuropeStandardized TestingIncorporating Risk and Uncertainty Factor in CapitalInfluences of Socio-Economic Status of Married MalesEffects of Television Violence on ChildrenLifes What IfsBionic Assembly System: A New Concept of Self19 Century Society: A Deeply Divided Era

How to Give a Great Presentation

How to Give a Great Presentation How to Give a Great Presentation Giving a presentation is, for many students, a stressful experience; even the most studious of us can find ourselves lost for words when faced with a roomful of expectant faces, gazing out in quiet anticipation. But being able to give an oral presentation is vital for your education and can help your career prospects. Rather than feeling nervous about it, you should therefore think of giving a talk as a chance to develop your communication and presentation skills. There are plenty of things you can do to make giving a presentation go smoothly too, including the following†¦ Practice, Practice, Practice! It’s an obvious place to start, but practicing your presentation will help make sure it goes perfectly on the day. Factors to consider include timing, the structure of your talk and the kind of questions your audience might ask. You should try reading your presentation out loud, as if to an audience. If you have a few willing friends, they could even listen, ask questions and give you feedback. Alternatively, you could also give your presentation to the mirror or record yourself and listen back afterwards. Be Prepared†¦ On the day before your presentation, try to get a good night’s rest. Likewise, on the day, make sure you eat healthily so you’ll have the energy required to engage with your audience. Moreover, try to turn up around fifteen minutes before your presentation is due to begin, or however long you need to settle in and set up any resources you plan to use, such as laptops, projectors or handouts. Be Confident Easier said than done sometimes, but even pretending to feel confident will help you communicate clearly while giving your presentation. Good tips include dressing smartly, making eye contact with your audience and not feeling like you have to apologize for yourself. If you need a moment to gather your thoughts at any point, stopping briefly to take a sip of water will allow you to think (and keep you hydrated). This can be especially helpful when answering audience questions. Be Heard! It’s important to make yourself heard when giving a presentation. This means addressing the entire audience (not just the first row), speaking at a steady pace (not rushing) and vocalizing clearly (not speaking into your chest). It’s a good idea to have notes to guide your presentation, but try not to just read them out loud, as this is often unengaging for an audience. Use Visual Aids These days, most presentations are accompanied by visual aids, such as hand outs and PowerPoint slideshows. These can be a great addition to your talk, but try not to rely on them too much.

Management Concepts Essay Example | Topics and Well Written Essays - 2000 words

Management Concepts - Essay Example There are several reasons for such a feeble sales growth, which are discussed in the next paragraph. Major issues faced by Hogsmeadow Glass center Inventory: Hogsmeadow offers a diverse variety of products to its customers both seasonal and year round ones. The owner finds it extremely difficult to precisely estimate the amount of products, specially the perishable and seasonal ones, and thus ultimately ends up suffering loss due to either selling the off season products on huge discounts or throwing off the spoiled products. Estimating the precise amount of the stock is a crucial financing decision as significant costs are associated with the wrong choice. Estimating too low of the product leads to stock out cost, thus waving the customers away. Keeping a stock also results in cost of maintaining the inventory. Thus it is necessary to calculate the amount at which the overall cost of inventory is minimal. There is no appropriate procedure for the calculation of the stock which resul ts in a mere guess as to the amount to be stocked. This dearly cost them. Honeydukes Restaurant: Honeydukes restaurant is the only eatable spot in the surrounding area and thus often experience a gigantic load of customers to enjoy its eatable products and services. Due to the increase in the load, the resulting large queue often enrages the customers and they turn back without enjoying their meals. Three reasons may account for the resulting long queue. 1. The misallocation of work among the available staff: As evident from the case study, from among the 12 staff members, seven are deployed for kitchen work and one each for remaining errands. This allocation of work among the staff members seem inappropriate which results in people standing for long in queue for their turn in peak time. 2. Small area over which the restaurant spreads: Though the area occupied by restaurant has not been stated, yet it is clear from the case study that restaurant does not have enough seating for peak times when people reserve their places by placing their belongings. This shows that some of the visitors may not find a place to sit in and enjoy. One other reason pointed out in the case study for the seating problem is that people, after enjoying their meals or other orders, just sit there for long without any reason thus further causing the acute shortage of chairs. 3. The part of the self-service procedure: The restaurant has a policy of partly self-service and partly assisted service for its customers. The self service results in long queues, having people to wait for long thus resulting in frustration among them. Division of service between self and assisted may be a suitable option for restaurants having organized systems with efficient and multi tasking personnel and a sufficiently larger area to accommodate for such a system. Though self service essentially reduces cost of staff scheduling but for this to work out, staff should be properly trained to work at their maximum speed so that the customers are catered to instantly. In case of Honeydukes staff members, it seems that the kitchen personnel are not trained to deal with many orders simultaneously as evident from the case study. It takes more then the usual time in peak hours to prepare children lunch boxes. Staffing issues: Hogsmeadow Garden Center also has staffing issues. As stated by Don Dursley, finding the right person for the

Beauty and the Beast Essay Example | Topics and Well Written Essays - 1000 words - 2

Beauty and the Beast - Essay Example Although there are many versions, this paper will compare and contrast Villeneuve version with that of Disney because of the characters used, setting and plotting. The versions are different in some aspects and at the same time similar. For instance, similarities and differences arises by focusing on the main characters in the story. In the Disney version, the Beast is selfish and whiny who revenged actions of others, such as the woman who refused sheltering . This is contrary to the Villeneuve version where the Beast is unselfish and the only wrong portrayed is refusing to marry his governess. For this reason, I see that the characters in the two versions are different in that one is punished for wrongdoing while the other falls victim of injustices. Similarly, I feel the two versions are different in the way they portray the main character, Belle. In the Disney version, she is the only child of the inventor and lives in France. People love her, and they always bust into songs in her praise. She was the beautiful girl in the village, but unaware of her beauty, making her develop an interest in books and adventuring rather than a housewife.Far rell (315) also supports this observation Contrarily, the Villeneuve versions portray Belle as the youngest daughter of the merchant who lives a luxurious life in the city.Okapina (10) also shares the same sentiments. From all these, one character has different meanings hence confusing the reader as portrayed in the two versions. Secondly, I feel the two versions are different on their expositions. For instance, Disney version names Belle’s father as Maurice and he successfully managed the wood chopping invention making him move to different towns with the hope of winning a prize in fair. However, he got lost on his way back in the woods before coming across the Beast’s castle. In Villeneuve version, the father was referred as the merchant who lost all his wealth because of fire and others taken to pay