Unitary and Pluralism

Shawn Hornbeck Kidnapping

Shawn Hornbeck Kidnapping It was a shocking discovery that prompted an emotional response from even the veteran police officers who made it. Looking for a boy who had been kidnapped four days earlier, they found another boy who had been missing for four years. But the miraculous recovery of the missing teen immediately raised as many questions as it answered. On January 12, 2007, the investigation into the disappearance of a 13-year-old Missouri boy  who was last seen four days before getting off the school bus, resulted in the discovery of Shawn Hornbeck, 15, in an apartment near St. Louis. Police serving an arrest warrant in an apartment complex for another person  spotted a white pickup truck that matched the description of one being sought in the disappearance of Ben Ownby, who was last seen near his home in Beaufort, Missouri, about 60 miles southwest of St. Louis. Why Didnt He Escape? When police served a search warrant on the apartment of Michael Devlin, listed as the owner of the pickup truck, they found Ben Ownby along with Hornbeck, who disappeared in October 2002 while riding his bike in Richwoods, Missouri, about 50 miles southwest of St. Louis. Immediately questions were raised as to how Devlin was able to hold Shawn Hornbeck in an apartment for four years without him being able to get away, although he had several opportunities to escape. Neighbors reported seeing young Hornbeck hanging around outside of his apartment complex, unsupervised. He would also ride along the neighborhood streets on his skateboard or bike, alone or with a friend from the complex. When he was nearing the age to get a drivers license, neighbors saw Devlin giving him driving lessons. Most assumed that they were father and son. Hornbeck also had contact with the police four times during his captivity. One time he spoke to the police after he and his girlfriend discovered that his bike had been stolen while parked outside of a shopping mall.   He also had access to a computer and posted on the website dedicated to Hornbeck that his parents put up. He asked in his post how long they would keep looking for their son and he signed it with the name Shawn Devlin. Why didnt he run away? Why didnt he reach out for help? Deal With the Devil When Michael Devlin pleaded guilty in four different courtrooms to charges related to kidnapping and assaulting the two boys, the answers to those questions were revealed. Shortly after Devlin kidnapped Hornbeck, back in 2002, he planned to kill the boy after repeatedly sexually assaulting him. He took Shawn back to Washington County in his pickup truck, he pulled him from the truck and began to strangle him. I attempted to kill (Shawn) and he talked me out of it, Devlin said. He stopped choking the boy and sexually assaulted him again. In what prosecutors called a deal with the devil, Shawn told Devlin at that time that he would do whatever Devlin wanted him to do to stay alive. We know now the details that made him not run away, said Shawns stepfather, Craig Akers. Over the years, Devlin used many methods to control Shawn. The details of the abuse Shawn endured are so horrific and graphic that it was not released by most media outlets, although the reports were readily available. Devlin admitted to making pornographic photographs and videotapes of Shawn and taking him across state lines to engage in sex acts. To continue to control Shawn, Devlin took him with him when he abducted Ben Ownby in January 2007, telling Shawn that because he was in the truck he was an accomplice to the crime. Shawn Protected Ben Ownby Authorities said Shawn was a hero, who tried to protect Ben Ownby from the torture that he had to endure. Devlin told Shawn that he planned to kill Ownby after keeping him a short time. I think that Shawn Hornbeck is really a hero, Ethan Corlija, one of Devlins attorneys, told reporters. He really threw himself on the sword many times so Ben would not have to go through any undue torture. Devlin entered guilty pleas to dozens of charges in four different courts. At last count, he received 74 life sentences to run consecutively, which will keep him in prison the rest of his life. Were just so glad this is the outcome, that the monster is caged and will remain caged, said Craig Akers.

The Use of Landscape as a Means of Commentary Essay

The Use of Landscape as a Means of Commentary - Essay Example 625), moral or philosophical beliefs. Two authors that achieved this within their work were Thomas Cole and Frederic Church. Understanding the way that these two artists achieved commentary through their work in the 19th century is an effective method of examining commentary in landscape painting within the 19th century as a whole. Thomas Cole was an American landscape painter who was one of a group of artists, collectively known as the Hudson River School. Artists within the school focused on national landscapes as a way of reflecting on their own spiritual values and that of the nation. Their paintings often examined the way that the United States, and its people, was attempting to forge a national culture and identity (Hoy, 2009, p. 6). Another aspect of their work was of the potential for America to become a great nation (Kornhauser et al., 2001). For the American landscape painters, the wildness and uniqueness of their landscape provided a way to express the potential that the c ountry had, as well its history. The United States lacked the long cultural history that their European counterparts had, and as such the landscape provided an effective alternative (Kornhauser et al., 2001, p. 6). Cole lived from 1801 to 1848 and was often referred to as the ‘father’ of the Hudson River School. This term was applied to him because he is considered to be the artist that had the most influence in making landscape painting into a respected and popular genre. Cole’s paintings were not accurate representations of actual views that he observed, instead they were compositions. He argued that the use of composition rather than strict reproduction of the environment did not mean his paintings, or those of his contemporaries, were not of nature. Instead, he considered them to bring together many different parts of nature, making a more complete image than could be attained from a single view (Smithson, 2000). This approach also gave Cole the ability to us e his paintings to express viewpoints, and to provide commentary on the world around him and his own particular viewpoints. In his painting The Oxbow, also known by its longer name View from Mount Holyoke, Northampton Massachusetts, after a Thunderstorm, Cole presents a landscape view of a particular area of a valley following a rainstorm. The imagery in the piece is interesting, because it consists of two opposite perspectives. The left hand side of the painting is covered in clouds and is darker. The landscape is that of a wildness, forested and untamed. The right hand side of the image is a sharp contrast, and is brighter, consisting of a civilized region, where the wildness is no longer present, and instead there are areas for farms. In the middle of the piece, small and almost unnoticeable, sits an easel. This image can be interpreted as more than a painted representation of the view that the painter saw, instead the painter makes a clear juxtaposition between how the United St ates was before colonists had made a significant impact and afterwards. The presence of the easel suggests that the artist is attempting to determine the direction that

Concept Paper Essay Example | Topics and Well Written Essays - 1750 words

Concept Paper - Essay Example licies helped to increase economic growth and development in the United Kingdom after the financial crisis of 2009?† The paper identifies the government and the Bank of England as the main actors who create and implement austerity policies. The research identifies three case studies that will help the research in focusing on the unit of analysis and drawing relevant answers to the research questions. Units of analyses are critical factors that help researchers in making accurate and reliable conclusions. This means that units of analysis are the main drivers of research without which it is impossible to undertake a study successfully. The units may be human beings, companies, laws, or geographical regions. Human beings act as units of analyses when they are being studied individually or in groups. These elements are studied when researchers are interested in drawing conclusions about social factors such as behavior, attitudes, and performance in school. Organizations are similar to individuals when studied as units of analyses because they may be studied individually or in groups. Companies are used as units of analyses when studies aim at identifying their performances and behavior (Malici, & Smith, 2013). In this study, human beings and organizations are not critical units of analyses; because the research may not be able to study each one of them in seclusion. This is because the research may not be able to identify specific individuals and organizations in the UK. Geographical regions may also be used as units of analyses in research. These may be individual countries or groups of countries that have similar characteristics. Geographical region is an essential unit of analysis in this research because it aims at focusing only on the United Kingdom. The United Kingdom is a geographical area that consists of three countries. The countries in the region include England, Scotland, and Wales (CLES, 2014)s. The research will focus on the three countries in

New York Project Essay Example | Topics and Well Written Essays - 750 words - 4

New York Project - Essay Example The 12 friends come from the city of Los Angeles and wish to go to the city of New York by flight. If they fly to New York using Delta Airlines they will have to pay a one way price of 33 US Dollars. For all of them, they will have to pay a total of 792 US Dollars for both journeys. The first show that they plan on seeing is a Broadway musical by the name, â€Å"After Midnight†. This musical celebrates the exuberance and glamour of Harlem’s Golden Age. It consists of Harlem’s most popular nightclub. The musical is performed by exceptional jazz at Lincoln Center All-Stars. This is an orchestra consisting of 17 world-class musicians carefully selected by Wynton Marsalis. Marsalis is a 9-time Grammy Award winner. The musical includes songs by Cab Calloway, Harold Arlen, Duke Ellington and their contemporaries. The stage performances and dances make it even more captivating. Charles Isherwood of the New York Times calls â€Å"After Midnight†, â€Å"a depiction of time-traveling back to the heyday of the Cotton Club as it moves through more than 25 songs from the jazz era.† Marilyn Stasio of broadways also describes it as, â€Å"stylized treatment of a midnight floorshow at a 1930s jazz club is gorgeously designed to showcase roof -raising performances from top-flight talent†. Watching the musical from the mid mezzanine section they will have to part ways with 70 US Dollars each. The second show that they plan on seeing is a play by the name, â€Å"The Accidental Pervert†. This play is a one man show, which tells a story about a boy whose journey into manhood begins when he starts watching his father’s X-rated videos. The videos eventually became an ever-present part of the boy’s life. The play depicts the videos to be having dirty contents with no redeeming value. The boy eventually finds redemption from the mess he put himself in when the gets a different perspective of life. This

Behaviourist and Humanist Approaches to Learning

Behaviourist and Humanist Approaches to Learning The means and style by which material is delivered to a learner depends upon a number of factors, not least of which are the traditions of the environment in which they are being presented. The aim of this essay is to explore both behaviourist and humanist approaches to learning and whether there is a place for the latter in a military environment. The behaviourist approach to learning is traditionally used in both military and school environments: it was the main theory from the 1940s to the 1970s. The ideas that give it its foundation are the experiments that were conducted by Ivan Pavlov; these experiments enabled him to influence the behaviour of dogs with the use of external stimuli – an example of this is salivation at the sound of a bell in anticipation of the arrival of food. This was labelled ‘Classical Conditioning’. It was argued that this sort of conditioning plays a big part in human learning, particularly with regard to physiological functioning (i.e. salivation at the sound of a bell) or emotion (i.e. fears and phobias). James Watson embraced these ideas and was the first to use the term ‘behaviourism’. He believed that it was vital, in order to understand human behaviour and therefore learning, for one to adopt a scientifically measurable approach. He argued that all human behaviour is governed by conditioned responses and as such can be controlled and modified to suit any given purpose. He even went as far as to say that he could train any child to fulfil any job in society as long as he was healthy, as he believed that â€Å" there is nothing from within to develop† (1928). Both Watson and Pavlov thought â€Å"that the simultaneous occurrence of events is sufficient to bring about learning† and is â€Å"ordinarily referred to as the contiguity explanation† (Lefrancois 1994). In other words, the sound of a bell will induce salivation in dogs in anticipation of receiving food, once one is associated with the other; the salivation will occur at the sound of a bell after a while, even if there is no food given to the animal. Thorndike saw this in a different way believing that the effect of the response led learning to occur (termed the Law of Effect). He argued that a learner would repeat responses that brought positive results and that behaviour would be modified through a process of trial and error. This idea is what is known as the reinforcement approach which was further developed by B.F.Skinner. He stated that when reinforcement of any response occurs, it will be repeated and that this can enable control to be gained over people. These r einforcements can either be positive or negative – reward or punishment. He fully explored the relationship between responses and reinforcement and concluded that reinforcement brought about learning. This view is referred to as operant conditioning. Skinner contended that for learning to be effective it needed to be tackled in small stages, it needed to be logical/sequential, it needed to be based on prior knowledge, that the desired behaviour needed to be rewarded regularly in the initial stages and that reinforcement of the required or desired behaviour should happen immediately that it occurs. â€Å"†¦Skinner urges educators to focus on reinforcing student success rather than punishing student failure† and that â€Å"†¦reinforcement for appropriate responses is consistent and immediate, and learned behaviours are maintained by intermittent reinforcement schedules† (Ormrod 2004). As we can see, there is no place for feelings and individual thoughts in behaviourist theory. It is only concerned with what can be observed and it contends that evidence gathered through experiments indicates that there are a number of principles which can be applied to learning and that if these were adopted, the process would be made easier. They are the Law of Effect, the Law of Contiguity, the Law of Exercise (repeating an action or behaviour) and the Law of Reinforcement. The problem with this is that behaviourism provides only a very limited and mechanistic or mechanical way of looking at the process of learning, which is far too simple. It takes little to no account of the learner as an individual and assumes that the learner is passive and has no exercise of free will; it does not allow for differences in individuals and it can be manipulative if the provider wishes to use it in this way. By contrast, humanist thinkers such as Maslow and Rogers asked themselves what is it that makes us human. They approached their studies from a completely different angle and looked upon humanity as innately positive, as opposed to previous ideas which apparently painted life in a very dower and pessimistic manner. Rather than concentrating their studies on those who are suffering form illness, they looked at the behaviour of healthy people –â€Å"when you select out for careful study very fine and healthy people†¦you get a very different view of mankind† (Maslow 1971). The humanist approach encourages people to exercise free will in their lives, allowing them to be individuals in their own right and to highlight everything that is positive about them. This enables any given individual to have the opportunity to achieve their maximum possible potential in whatever they choose to do. They contend that purely scientific methods of studying behaviour are inadequate in assessing any human being (Chapter 6 The Humanistic Approach). Maslow presented his studies in the form of a ‘Hierarchy of Needs’ which indicates that all humans work towards satisfying or attaining their perceived needs â€Å"as a ladder of human achievement that must be climbed† (Trigg 2004). This is laid out in the form of a pyramid with each type of need building from the other while being closely interwoven with each other. At the base is the Physiological type which includes basic needs like air, food, water, shelter and sleep; the next type is Safety or Security which is concerned with stability and a feeling of being protected from harm; this leads on to the type which encompasses Belonging and Love which covers relationships with our family and our peers; the fourth level is that of Esteem which deals with issues of achievement, recognition and respect. Maslow separated these and grouped them together and termed them ‘deficiency needs’ or ‘D-motives’ stressing that a lack of fulfilment in an area will cause a person to act to remedy the problem. He felt that the pyramid was the best way to represent this system as people seemed to challenge themselves to achieve and work their way through the types to achieve their full potential; their motivation was to get better and reach their needs leading onto the next level, similar to the way in which a person who is learning a musical instrument will strive hard to achieve the next grade or a computer gamer will keep trying until he achieves the next level. The final type of needs are called ‘growth needs’, ‘being needs’ or ‘B-motives’ by Maslow. Once the initial needs described above are met, the need for the development within the individual becomes the prime driving force. This is described as Self Actualisation within the pyramid: subsequent versions of the hierarchy included more complex subdivisions within this type of need which serve to break down the areas of personal achievement into smaller categories. Maslow (1968) describes this growth as â€Å"†¦a rewarding and exciting process†¦Ã¢â‚¬  which continues to increase as the person develops throughout their life. Rogers holds similar views to Maslow when looking at the concept of self actualisation. He believes that humans are able to push themselves to achieve their full potential and that each and every person is unique in their ideas about themselves. They hold their own image of themselves in their minds in terms of how they see themselves, how much value they perceive themselves as having and how they would like to develop in the future. â€Å"Whether one calls it a growth tendency, a drive towards self-actualisation, or a forward-moving directional tendency, it is the mainspring of life†¦ it is the urge to expand, extend, become autonomous, develop, mature†¦Ã¢â‚¬  (Rogers 1961). He believed that every individual has the ability to solve their own problems and that his role as a therapist was one of being some kind of ‘facilitator’ to aid the individuals thought processes and progress towards resolving their issues. Each ‘facilitator’ needs to displa y honesty, empathy and respect towards those whom he is trying to help. This environment is controlled by the individual who is being helped and Rogers believed that this was the only environment in which genuine learning could take place. Rogers went on to apply these principles to education. ‘Student centred learning’ enables individuals to take responsibility for their learning; the way that the teacher interacts with their class is crucial in the development of an environment that will encourage learning to take place: â€Å"†¦the facilitation of learning rests upon certain attitudinal qualities which exist in the personal relationship between the facilitator and learner† (Rogers 1969). They need to ensure that there are sufficient resources in place to aid the students, that they themselves are prepared to be a living resource and that they are prepared to act as a learner themselves within the classroom. As an idea, this is an alien concept to many teachers, even today. The idea of not being at the head of the class, dictating the direction that the learning is taking is frightening to a good number of educators. The traditional approach to teaching is being firmly challenged here with me mbers of the profession being asked to look at their methods, critically appraise them and react accordingly. The focus in this environment is the student not the teacher and it is â€Å"a system of providing learning which has the student at its heart† (Brandes and Ginnis 1986). Rogers (1984) sums this supportive environment up by commenting that â€Å"person centred education is much like my rose garden – it needs a caring environment to sustain its beauty.† This sort of approach in the classroom can be very effective as long as both the staff and the pupils enter into the process wholeheartedly. There are many different activities that can focus on the student as an individual in order to allow them to develop and grow as individuals and learn from each other. Initially it is important for the group to set out ground rules so that every individual is aware of how the process works and to ensure that all of the group feel comfortable with the approach that is being taken. These ground rules can include things like not interrupting or talking over the top of someone when they are speaking, thus encouraging every individual to have respect for the others. Once the group have agreed to these ground rules, every activity can be approached with individuals having the same expectations of each other. It is important to note that if there are any new arrivals to the group, these need revisiting to ensure that the newcomer also feels a sense of ownership for them. Group activities where everyone has the opportunity to learn are extremely valuable; examples that I have used are mind mapping (brainstorming), problem solving, open discussion and the circle. The great strength of the circle is that everyone can see and hear everyone else; each person, including the facilitator is on the same level and can physically be regarded as being the same – a listener and a learner. The topic of discussion or the theme that is being addressed can then be opened up to the group; each person has the opportunity to speak if they wish to, with the way that this is organised being decided prior to the circle forming. Sometimes hands up can be used, at other times one person in the group can be placed as a chairperson or even a pencil case or ruler could be passed from the person who is speaking to the next person to speak. This way of organising the group allows each person to feel that they can contribute if they wish to and quieter people can also be in volved by the facilitator in order to broaden their horizons. It also encourages students to listen to and take notice of the views of others even if they ultimately reject them as not being for them. It encourages people to be open with each other without fear of being laughed at, shouted down or humiliated because of what they think or say. It does take a while to get used to this system of learning but it has huge benefits for all those who are open to it. It allows the student to appreciate and develop their own views through consideration of others, broadening their outlook in the process. I have heard the expression ‘Oh, I hadn’t thought of it like that’ during circle time on many occasions. Circle time can also be used to feedback from small group discussions and research that has been undertaken outside the classroom. Role plays are another excellent way of finding out what a small group have understood about a particular topic, through the content of their offering to the rest of the class. Not only does this allow the students to express themselves in their own way but it also encourages different styles of learners to flourish in the classroom and further encourages students to learn from one another. Clearly the teacher or facilitator needs to be comfortable with this process as it is taking place and retain their authority within the classroom. This is a difficult balance to find and is one which some people find it almost impossible to do. Within the traditional school environment this sort of approach is unheard of due to the seemingly unstructured and undisciplined way of tackling any work. Military establishments may have the same views due to the highly disciplined nature of what the soldiers are trained to do. However, the question remains as to whether this sort of humanistic approach can work in that environment. It would seem that whether the approach would work would depend upon the nature of what the learner was attempting to learn and where he is attempting to learn it. The military have traditionally relied upon the behaviourist model as it best suits their purpose. The instructors can employ both positive and negative reinforcement to train the soldiers to do what they have to in the field of battle or ‘theatre of war’. Soldiers do not have time to think about how to reload a weapon or whether it is right to fire when they are in the middle of a battle zone. The way that they are taught reflects the arena in which they will have to perform their set tasks; reloading a weapon today is far easier than it was in the days of muskets, but soldiers still have to be disciplined and keep their heads in difficult pressurised situations. Being taught in a mechanised fashion will help them as tasks will become second nature due to the consistent repetition that has taken place on the training ground. My father could still tell me how to strip down, clean, oil and rebuild his weapon in every detail some 20 years after having left the armed forces. This can also be said of manoeuvres that are vital to the survival of a unit of men. They are ‘drummed’ into the minds of the soldiers so that they are become an automatic reaction to a given stimulus. This could ultimately save their lives and the lives of those around them. An example of this is the reaction to a very loud bang in a public house one day while I was enjoying a drink with my two brothers in law, both then in the Army; they had just returned from Northern Ireland when this incident happened. The loud bang went off and I looked around to find them both on the floor tight up against the skirting boards on opposite sides of the room. This was a conditioned response to the loud bang and was as a result of their extensive survival and battle training. Much of military training cannot afford to co ncern itself with the individual needs of each of the soldiers – it must simplify the learning so that the whole reacts (as far as possible) in a predicable way. In short, when an order is given it is obeyed immediately, without fail. There would however seem to be a place for the humanistic approach within the modern military environment too. Within the confines of a classroom, when conducting classes which are concerned with basic skills such as literacy, numeracy and IT there may well be an opportunity to utilise this type of learning strategy. Everyone likes their opinion to be taken notice of, to feel that they are contributing and to be listened to. Those who are undertaking officer training are required to problem solve – this can be done using this different approach and will allow the learner to express themselves as they are doing so. Individuals need to be given the opportunity to develop themselves to the best of their ability and this needs to be facilitated in all environments of learning, including the military. There is a place for freedom of expression, in the right place at the right time. It would seem that there would need to be strong leadership in order that these sorts of methods coul d be introduced and continue to be used in a military environment, as their implementation would involve a change in long held and established practises. There also needs to be an acknowledgement â€Å"that traditional training approaches, which place an emphasis on replication or imitative learning, are unsuited to fostering the longer term individual and organisational development outcomes required by a significantly changed operational environment† (Thomas 2006). Catering for the individual strengths and needs of individual soldiers can foster a greater sense of loyalty in them and an even greater motivation to succeed not only for themselves but their fellow men. This is particularly important in this rapidly changing modern technological world. In the modern military environment, there would seem to be a place for both the traditional behaviourist and the humanist approaches to learning. Given that all those involved understand that certain situations require different methods of teaching to be employed and accept that from the outset, there is no reason why both cannot be employed. All soldiers understand the need to obey orders and that certain tasks will need to be done like an automaton in order for them to be successful in what they do. It is essential that there is also an acknowledgement that there is a place for people to want to achieve the best that they can within their environment as an individual, as well as for the collective. As Rogers (1980) explains â€Å"the actualising tendency can be thwarted or warped, but cannot be destroyed without destroying the organism.† It is also important to note that â€Å"†¦with this self-actualisation, individuals can engender life long learning†¦Ã¢â‚¬  (Ki el 1999). There are many differing ways that people learn and it is up to different organisations to adopt the method or methods that are best suited to bring them success in their field. That does not negate the need however, for all providers to reflect upon and modify their methods to best effect from time to time. The military have hundreds of years to tradition to fall back on, but need to ‘move with the times’ and accept that the humanist approach in certain areas of their educational provision can be of benefit to both individuals and the military as a whole. Bibliography Chapter 6 The Humanistic Approach Brandes, D. Ginnis, P. 1986 A Guide to Student-Centred Learning Oxford: Basil Blackwood Lefrancois, G.R. 1994 from Tutor notes Behaviourist Theories of Learning Maslow, A. 1971 The Farther Reaches of Human Nature New York: Viking Maslow, A. 1968 Towards a Psychology of Being (2nd Ed) New York: Van Nostrand-Reinhold Ormrod, J.E. 2004 Human Learning (4th Ed) from Tutor notes Behaviourist Theories of Learning Rogers, C.R.R. 1961 On Becoming a Person Boston: Houghton Mifflin Rogers, C.R.R. 1969 Freedom to Learn Columbus, Ohio: Charles E Merrill Publishing Rogers, C.R.R. 1980 A Way of Being Boston: Houghton Mifflin Watson, J.B. 1928 The Psychological Care of Infant and Child from Tutor notes Behaviourist Theories of Learning Rogers, C.R.R. 1984 from Frieberg, H.J. 1999 Perceiving, Behaving, Becoming: Lessons Learned Alexandria Association for Supervision and Curriculum Development Kiel, J.M. 1999 Reshaping Maslow’s Hierarchy of Needs to Reflect Todays Educational and Managerial Philosophies Journal of Instructional Psychology, Vol. 26 Thomas, K 2006 Leadership Development in the Military: Bridging Theory and Practice International Journal of Human Resources Development and Management, 6(2-4) Trigg, A.B. 2004 Deriving the Engel Curve: Pierre Bordieu and the Social Critique of Maslow’s Hierarchy of Needs Review of Social Economy, Vol.62

George Orwell’s Animal Farm :: Animal Farm Essays

What is George Orwell’s message in Animal Farm, and how does he use two of the animal characters in the novel to present his political views? In this book George Orwell has tried to put a political view into the story. This political view is that Communist ideas can not work without using excessive power, also that political systems can easily be corrupted by power-hungry people. George Orwell uses animals in this clever allegory to represent humans. Two main characters of ‘Animal Farm’ are Napoleon and Boxer. Napoleon acts like a dictator and leads the farm and animals. He has power over the animals so they have no freedom, so much so, that they can’t rebel against him if they wanted to. Boxer an idealistic follower for Napoleon; he will sacrifice anything for the farm and the other animals. Boxer believes everything that he is told by Napoleon and cannot see that Napoleon is a corrupt leader. As soon as Old Major had died Napoleon took his place as the leader of the Animals, and so he controlled them after the rebellion against humans. At first he was a fair leader and treated the animals kindly, or so they thought. â€Å"The pigs did not actually work, but directed and supervised the others.† This shows that the pigs were lazy and demanding from the beginning when they started to run the farm, and it wasn’t that they grew power-hungry, they already were. The animals started to realise that the pigs were not doing any work. The majority thought there must be an excellent reason for them not doing any work. â€Å"We pigs are the brain-workers. The whole management and organization of the farm depends on us† After hearing this, the animals understood that they were there to do the hard work, but they thought that was because they couldn’t run the farm as well as the pigs. They did not mind lying to the animals and not doing any work while the other animals are. Napoleon knew that there was a chance that the animals might rebel against him so when 9 puppies were born on the farm he took them to train as his bodyguards. â€Å"As soon as they were weaned, Napoleon took them away from their mothers†¦Ã¢â‚¬  After the animals knew what he was doing, even if they did disagree with what he was doing could not do anything about it even if the wanted to either because they were not strong enough or that they were to scared. So this meant that Napoleon could do whatever he wanted to, just like a dictator. The only animal threatening Napoleon’s place in power was Snowball, so

If Wishes Were Horses Essay

The first recognisable ancestor of the rhyme was recorded in William Camden’s (1551–1623) Remaines of a Greater Worke, Concerning Britaine, printed in 1605, which contained the lines: â€Å"If wishes were thrushes beggers would eat birds†. [2] The reference to horses was first in James Carmichael[disambiguation needed]’s Proverbs in Scots printed in 1628, which included the lines: â€Å"And if wishes were horses, pure [poor] men wald ride†. 2] The first mention of beggars is in John Ray’s Collection of English Proverbs in 1670, in the form â€Å"If wishes would bide, beggers would ride†. [2] The first versions with close to the modern wording was in James Kelly’s Scottish Proverbs, Collected and Arranged in 1721, with the wording â€Å"If wishes were horses, beggars would ride†. [2] The modern rhyme above was probably the combination of two of many versions and was collected by James Orchard Halliwell in the 1840s. 1] The last line was sometimes used to stop children from questioning and get to work: â€Å"If if’s and and’s were pots and pans, there’d surely be dishes to do. † In popular culture[edit] The phrase is misquoted in the 2002 television series Firefly in the series finale episode â€Å"Objects in Space† in which Adam Baldwin’s character Jayne Cobb gets upset and says â€Å"Yeah and if wishes were horses, we’d all be eating steak. Star Trek Deep Space Nine Season 1, Episode 16 was called, If Wishes Were Horses. In the episode entitled Things Fall Apart Season Six, Episode 21 of the television series The West Wing, Josh Lyman makes a reference to the poem while in conversation with a female campaign staffer who tells him that if media circumstances were different, their candidate, Matthew Santos, would have already locked up the Democratic party’s nomination for president. Josh responds by saying, â€Å"If wishes†¦ orses†¦ etc. â€Å" She erroneously attributes the quote to Bob Dylan by asking Josh â€Å"What is that from some Dylan song? Guys your age have this thing about Dylan. â€Å"[3] In September 2010, Alexandrea Mellen famously quipped, â€Å"If wishes were horses, then the horse market would collapse†. The phrase is used by the character Spike in the television series Angel. In addition, in the series finale, when another character wishes â€Å"to do more violence†, Spike replies that â€Å"wishes are horses today†.

Ancient Maya Civilization Classic Era

Ancient Maya Civilization Classic Era The Maya culture began sometime around 1800 B.C. and in a sense, it has not ended: there are thousands of men and women in the Maya region still practicing traditional religion, speaking pre-colonial languages, and following ancient customs. Still, the Ancient Maya civilization reached its peak during the so-called â€Å"Classic Era† from around 300-900 A.D. It was during this time that the Maya civilization achieved its greatest achievements in art, culture, power, and influence. The Maya Civilization The Maya civilization thrived in the steamy jungles of present-day southern Mexico, the Yucatn Peninsula, Guatemala, Belize, and parts of Honduras. The Maya were never an Empire like the Aztecs in central Mexico or the Inca in the Andes: they were never unified politically. Rather, they were a series of city-states independent from one another politically but linked by cultural similarities such as language, religion, and trade. Some of the city-states became very large and powerful and were able to conquer vassal states and control them politically and militarily but none was ever strong enough to unite the Maya into a single Empire. Beginning in 700 A.D. or so, the great Maya cities fell into decline and by 900 A.D. most of the important ones had been abandoned and fell into ruin. Before the Classic Era There have been people in the Maya region for ages, but cultural characteristics that historians associate with the Maya began appearing in the area around 1800 B.C. By 1000 B.C. the Maya had occupied all of the lowlands currently associated with their culture and by 300 B.C. most of the great Maya cities had been founded. During the late Preclassic Period (300 B.C. – 300 A.D.) the Maya began building magnificent temples and records of the first Maya Kings began to appear. The Maya were well on their way to cultural greatness. Classic Era Maya Society As the Classic era dawned, Maya society was clearly defined. There was a king, royal family, and a ruling class. The Maya kings were powerful warlords who were in charge of warfare and who were considered to be descended from the gods. Maya priests interpreted the movements of the gods, as represented by the sun, moon, stars, and planets, telling the people when to plant and do other daily tasks. There was a middle class of sorts, artisans, and traders who enjoyed special privilege without being nobility themselves. The vast majority of Maya worked in basic agriculture, growing the corn, beans, and squash that still make up the staple diet in that part of the world. Maya Science and Math The Classic Era Maya were talented astronomers and mathematicians. They understood the concept of zero, but did not work with fractions. The astronomers could predict and calculate the movements of the planets and other celestial bodies: much of the information in the four surviving Maya codices (books) concerns these movements, accurately predicting eclipses and other celestial events. The Maya were literate and had their own spoken and written language. They wrote books on specially prepared fig tree bark and carved historical information into stone on their temples and palaces. The Maya used two overlapping calendars which were quite accurate. Maya Art and Architecture Historians mark 300 A.D. as the starting point for the Maya Classic era because it was around that time that stelae began to appear (the first one dates from 292 A.D.). A stela is a stylized stone statue of an important king or ruler. Stelae include not only a likeness of the ruler but a written record of his accomplishments in the formed of carved stone glyphs. Stelae are common at the larger Maya cities that thrived during this time. The Maya built multi-storied temples, pyramids, and palaces: many of the temples are aligned with the sun and stars and important ceremonies would take place at those times. Art thrived as well: finely carved pieces of jade, large painted murals, detailed stonecarvings, and painted ceramics and pottery from this time all survive. Warfare and Trade The Classic era saw an increase in contact between the rival Maya city-states - some of it good, some of it bad. The Maya had extensive trade networks and traded for prestige items such as obsidian, gold, jade, feathers and more. They also traded for food, salt and mundane items like tools and pottery. The Maya also fought bitterly with one another. Rival city-states would skirmish frequently. During these raids, prisoners would be taken to be used as slaves or sacrificed to the gods. Occasionally, all-out war would break out between neighboring city-states, such as the rivalry between Calakmul and Tikal in the fifth and sixth centuries A.D. After the Classic Era Between 700 and 900 A.D., most of the major Maya cities were abandoned and left to ruin. Why the Maya civilization collapsed is still a mystery although there is no shortage of theories. After 900 A.D., the Maya still existed: certain Maya cities in the Yucatn, such as Chichen Itza and Mayapan, thrived during the Postclassic era. The descendants of the Maya still used the writing system, the calendar and other vestiges of the peak of Maya culture: the four surviving Maya codices are thought to have all been created during the postclassic era. The different cultures in the region were rebuilding when the Spanish arrived in the early 1500s, but the combination of the bloody conquest and European diseases pretty much ended the Maya renaissance. Sources: Burland, Cottie with Irene Nicholson and Harold Osborne. Mythology of the Americas. London: Hamlyn, 1970. McKillop, Heather. The Ancient Maya: New Perspectives. New York: Norton, 2004. Recinos, Adrian (translator). Popol Vuh: the Sacred Text of the Ancient Quichà © Maya. Norman: the University of Oklahoma Press, 1950.

Burger King Core Competencies Essays

Burger King Core Competencies Essays Burger King Core Competencies Paper Burger King Core Competencies Paper Assess the strategic alternative used by the firm Burger King is the world’s largest flame broiled fast food restaurant chain. As of mid-2009, it operated about 12000 restaurants in all 50 states and in 74 countries and U. S. territories worldwide through a combination of company-owned and franchised operations, which together employed nearly 400,000 people worldwide. Two major ways in which Burger King differentiates itself from competitors are the way it cooks hamburgers by its flame broiled method as opposed to grills that fry and the options it offers customers as to how they want their burgers. They also differentiated itself with some innovative advertising campaigns through the years, such as its use of a figure of a man who is the Burger â€Å"King†. In looking for new countries to enter, Burger King looks most favourably at those with large populations (especially of young people), high consumption of beef, availability of capital to franchisees for growth, a safe pro-business environment and availability of a potential franchisee with experience and resources. Outside of burger King’s America’s group (United states and Canada), 37.o percent of the countries and 24.6 percent of the restautants are in Latin American and Caribbean group, yet theses countries accounted for only 13.5 percent of the non Americas group revenue in fiscal 2009. This is largely because many of these countries have a very small populations. So why did Burger King develop a presence in these markets, even though at this writing it is not in countries with much bigger populations such as India,Russia and South Africa. The answer is largely due to a location factor. Burger King remains headquartered in Miami because so many people from Latin American and the Caribbean come to or through Miami, Burger King’s reputation spilled over to that area early on. This simplified gaining brand recognition and accepatance. Further, the nearness of the Latin American and Caribbean countries to Miami enhances the ability of Burger King management to visit these countries and for franchisees to visit Burger King’s headquarters. Overall Burger King owns 12 percent of its restaurants and franchises the rest by owning, Burger King demonstrates market commitment and if the country turns out to be as attractive as anticipated, then the owned operations may be more profitable for Burger King than royalties received from franchisees.

Annotate We Dare Not Postpone Action by CCT Annotated Bibliography

Annotate We Dare Not Postpone Action by CCT - Annotated Bibliography Example onal communions and seven national organizations, including Sojourners—realized that apparently no clergy had ever issued a response to Kings famous letter, even though it was specifically addressed to "fellow clergymen [sic]." In 2013, to mark the 50th anniversary of Kings letter, Christian Churches Together released its thoughtful response, which we excerpt below. —The Editor WE CONFESS. As leaders of churches claimed by more than 100 million Americans; as Catholics, evangelicals, Pentecostals, Orthodox, Historic Protestants, and members of Historic Black denominations; as people of many races and cultures: We call ourselves, our institutions, and our members to repentance. We make this confession before God and offer it to all who have endured racism and injustice both within the church and in society. responsibility to obey the law while neglecting our equal moral obligation to change laws that are unjust in their substance or application. All too often, the political involvement of Christians has been guided by the pursuit of personal or group advantage rather than a biblically grounded moral compass. We confess it is too easy for those of us who are privileged to counsel others simply to "wait"—or to pass judgment that they deserve no better than what they already have. We confess that we are slow to listen and give legitimacy to those whose experience of race relations and social privilege in America is different than our own. We keep the "other" at arms length to avoid hearing the call to sacrifice on their behalf. Our reluctance to embrace our "inescapable network of mutuality" underscores Dr. Kings observation that privileged groups seldom give up their advantages voluntarily. For example, it is difficult to persuade most suburban Christians to demand that they strive for the same quality of education in our cities that they take for granted in their own schools. To the extent that we do not listen in love, our influence in society is limited

Executive Briefing Essay Example | Topics and Well Written Essays - 1750 words

Executive Briefing - Essay Example Strategic planning is about what the organization does; whom it does it to; and how it excels. This paper seeks to analyze the importance of strategic planning to homeland security organizations. Strategic planning, in most organizations, is basically a process used to determine where the organization is headed to over a year or more. Strategic planning therefore includes the mastery of the organization’s mission, vision, strategies, and values (Ahrenfelt, 2006). Strategic planning is therefore important for homeland security organizations in that the process will enable them understand, where they are currently with their services, the people they are serving, where they want to be in the near future, and strategies and courses of action they need to get to the destination of their choice. According to strategic planning, various approaches can be used to achieve components of strategic management. However, to homeland security organizations, it will be vital for them to appl y approaches such as: the Situation Target Proposal Approach, which evaluates the currently existing condition and how it resulted, defines objectives and goals of the organization, and maps the most probable path or route to achieving those objectives and goals; and the Draw See Think Plan Approach, which defines the desired end state or the ideal organization’s image, defines the situation today and determines the existing gap from the idea and the reason for that gap, determine the specific courses of action that must be undertaken in order to seal the gap existing between the ideal state and the current condition, and plans the required resources that will facilitate the execution of strategy activities (Donald, 2004). These approaches describe strategic planning importance to homeland security organizations. Through strategic planning, the homeland security organization is able to train its employees and take positive steps towards establishing a department wide approach which is effective in executing its duties. Strategic planning is important to homeland security organizations, because it helps the department to address the challenge of cultural change and transformation, and aid it ensuring that the workforce possesses the skills and knowledge that is required to respond effectively to both the current and future threats to the organization. Some of the actions already taken by the homeland security organization because of the importance of strategic planning include; issuing the strategic plan for training, establishing training groups and councils in order to increase communication across the components, and providing directly training for particular departmental need (Fridson, 2001). However, without effective strategic planning, homeland security organizations are likely to be impeded by several challenges. This is because without strategic planning, there would be lack of compatible or common information management systems as well as a tra ining terminology commonly understood, hence making sharing of information on training difficult (Donald, 2004). Lack of strategic planning will also lead to unclear relationships of accountability and authority between the components of organization and the office of the human capital. In the absence of strategic planning, planning by the homeland security organization will be insufficiently detailed in ensuring coordination and effective implementation of training efforts. Strategic planning is also important to the homeland secu