The Trip Essays - 9, The Prisoners, Free Essays, Term Papers

The Trip Essays - 9, The Prisoners, Free Essays, Term Papers Ms. Hoogewerf Writing College Success 18 September 2015 The Trip Tomorrow morning! You guys get up bright and early 8 am tomorrow morning and well go. Andrews dad muttered as he staggered out of the kitchen with another beer in his hand. I was at my friend Andrews house with my other friend Ethan. We were in the middle of discussing our plans for jet-skiing the next morning. I knew the plans werent going to go as planned as his dad was obviously drunk as could be. But we eventually decided to go along with it. After forcing ourselves awake the next morning, we walked into the living room to see his dad crashed on the couch. We waited and waited, he didnt budge. Jet skiing was officially out of the picture. I told you guys he was talking nonsense I muttered to my friends as I headed back to bed. I got up early to see your dad fast asleep in front of the TV? my friend Ethan asked Andrew angrily. You guys want to go to Adventure Island instead? said Andrews mom as she walked into the room. We looked at each other hesitantly. A water park full of scre aming kids who use the pools as a toilet? What could be better on a Sunday afternoon? Sure we said shrugging. We would try to make the best out of it. After an hour or so drive later we were walking into the park. None of us had been there in a while so we didnt know quite where to start. Andrews parents found some seats near the wave pool and set all their things down. You guys meet us back here when the park closes. That was 6 hours from then. We didnt think wed need too much time to slide down some slides and splash water in strangers faces. We picked one direction and ran until we came across something interesting. We stumbled upon the entrance to a slide. This looks decent Andrew claimed. We walked through the entrance and started heading up the long spiraled stairs. Excuse me gentlemen, a line is made to wait in, not cut. We turned around to see a short shirtless man with his 2 kids behind him. And then we saw the people behind his kids. And the people behind them. We had walked by a mile long line without even realizing it. This was going to take a while. 45 minutes later, we were getting ready to slide down. It was one pers on at a time so I decided to go first. I slid down into the dark enclosed tube as water rushed by my sides and splashed into my face. The tube open up halfway through the ride and I could finally see where I was. I stuck my arms out to my sides and gripped onto the sides of the slide. With all my strength, I held myself in place from slipping any further and waited for Ethan to slide down behind me. Surely he wouldnt be expecting this. After a few seconds, he rushed up behind me and screamed as he slammed into the back of me. We laughed hysterically as we continued to hold ourselves from sliding any further. Shortly after Andrew slid down and crashed into Ethan. Whats wrong with you guys?! Andrew yelled. If we dont hurry a whole line of people is going to ram into us! he yelled pushing us forward. We finally let go of the sides and continued to slide down. We picked up more and more speed and finally fell into the pool at the end. You guys cant come down at the same time! yelled the lifeguard to the side of the pool. Sorry! We got stuck! Ethan yelled back as he climbed out of the pool. You guys are idiots, we can get kicked out for things like that Andrew said swimming up behind us. I laughed to myself as I heard him say this. Kicked out of Adventure Island? The whole world is over! I screamed sarcastically. Alright fine, act like animals Andrew said letting out a sigh. I knew we wouldnt get kicked out for spicing the experience up a

Use of Deadly Force Criminal Justice Research Paper

Use of Deadly Force Criminal Justice - Research Paper Example NMSP shooting case, it presents unethical police operation that leads to firing a minivan with five kids when Ferrell, the driver failed to follow orders. Whichever the case, this paper uses these incidences to manifest of total disregard of Federal Standards in using excessive force. It is recommended that the police use safer arrest strategies that include loudspeaker notification to surrender and vibrant intelligence information sharing. Besides, the use of temporary visual-impairing strategies when making an entry into a private property suspected to harbor criminals, or narcotic suspects should be put into the police to lower misuse of deadly force. According to U.S Armed Forces, deadly force refers to legal body harm against a suspect or convict that a law enforcer is allowed to use in extreme condition (Halpern & Snider 2012). The enforcement of this disciplinary principle, occasionally, causes bodily harm or even death. Notably, the law provides its users as a means of last resort. In addition, use of deadly force should be intelligently applied to avoid legal suits and potential penalties. The law provides for its use when a person question is a considerable threat to those around. In the wake of increasing in civil rights activism, the deadly force application has continually brought into sharp focus. For instance, Calvo, predicament and the New Mexico Shooting of October 18, 2013 continues to elicit a mixed reaction among different legal experts. One of the most debatable applications of deadly force principle is the Calvos case and Special Weapons and Tactics (SWAT) operation. As Murphy, a member of Calvos family later recalls the men in black had pointed a gun to him while he peeped through the window (Broome 2011). While, the law provides this team to practice deadly force strategy in combating heavily armed criminals, the debate for its action against Calvo continues to stir heated debate. Certainly, Calvos family just like any other family was

The Epic of Gilgamesh Essay Example | Topics and Well Written Essays - 750 words - 3

The Epic of Gilgamesh - Essay Example When he finds this immortal man, Gilgamesh is given two chances at immortality but fails in both quests noticing in his return to Uruk that mortal men have found their own means of immortality through works of art and civilization. As the summary proves, Tablet's XI main theme is human concern on mortality and immortality. Human search of immortality, a theme that has impregnated thousands literary works, is shown in the Tablet through its imagery. As for example, the exhaustive description of Uruk's wall. In this description of Uruk's walls, Gilgamesh shows his audience the strength of the same by pointing the quality materials used to make it. He also focus on its age by referring to ancient characters like the Seven Sages, an idea further emphasized by the repetitions found in this excerpt, which also appears word by word in Tablet I. This strong wall symbolizes man's victory over time and death thus leading mortal people to a kind of immortality achieved through their surviving works (art and civilization). The secondary theme, survival, is closely related with immortality, as men fight against nature/gods (symbolized by the storm) to prevent their own death. This is easily seen in the imagery of the storm described in Utanapishtim flashback story of the Flood. In spite of the fury of gods' storm (or nature in other cases), Utanapishtim and his men manage to survive thus breaking their fate of mortality. For having won their fight against the Flood, those men are rewarded with immortality, only preserved to gods or heroes. Finally, also related with the main theme of immortality by opposition, appears the theme of death. Death, personified, is an evil character that prevents Gilgamesh to fulfil his destiny; death prosecutes him and is always with him, as is shown in this hyperbole. "The Snatcher has taken hold of my flesh, in my bedroom Death wells, and wherever I set foot there too is Death!" (257-59, Tablet XI, The Epic of Gilgamesh) Death is shown as an evil character who is not easily deceived as it happens with Gilgamesh that fails his both chances at immortality, first by falling asleep and second by losing the opportunity to become young again. So in the case of Gilgamesh, death wins the battle as he finally succumbs to its clutches. But he and his people will be always remembered by the strong wall that have constructed around the city. However, the literary devices are not only used in relation with the themes but also with other purposes such as memorization,

An International Study Essay Example for Free

An International Study Essay The third method of research this essay is going to look at is journals. Again these are similar to websites. Journals are generally up to date on the subject that is being researched, and will cover recent topics that are being discussed in the news and that people are researching. The problem with journals is that they are one persons point of view on a certain subject, and could be very bias to one point of view. This means that their may be inaccuracies in the information, or some of it could be made up. The correct way to reference from a journal is the surname of the author or authors, the year of publication, the title of the article, the title of the journal, the volume number, the issue number and the first and last pages of the article. For example Alemayehu E, Mooloy D, Guyatt G, Singer J et al. Variability in Physicians Decisions on Caring for Chronically Ill Elderly Patients: An International Study. Canadian Medical Association Journal 1991, 144(9):1133-1138. The final method of research is newspapers. The positives and negatives of newspapers are similar to that of websites and journals. Newspapers are updated everyday and cover recent topics. Many newspapers tend to be either left wing or right wing, therefore making them bias on certain issues which do not allow fair opinion. These means that there will be inaccuracies in information gathered. Another negative of using newspapers is that some stories may be made up just to make headlines and to sell the newspaper. The way to reference from a newspaper is similar to that of a book and journal, except that as with the journal the volume and issue numbers are not needed. An example of a newspaper reference is, Warnock M. (2008) Legalize assisted suicide, for pitys sake. The Observer. 19th October 2008:p22. The two conventional systems of referencing this essay will look at are the Harvard System and Footnotes. The Harvard System is one of the most commonly used forms of referencing, and different institutions have different variations. The most common way to present it in the U. K is to put the author-date references with the year shown last and titles should now be underlined or in italics (Neville C, 2007). There are both pros and cons of using this system. One pro is that it is both easy to teach and therefore easy to teach (Neville C 2007). Another pro is that it is easy to carry out and there are no distractions such as adding footnotes or endnotes (Neville C 2007). The cons are that the citations can become long winded and it is also difficult to reference television, radio and other audio sources (Neville C, (2007) The complete guide to Referencing and Plagiarism, Open University, Maidenhead) Footnotes or running notes (British Standards) are another conventional method of referencing. This section of the essay will use footnotes to references to give a clear understanding of the way it works. This style of referencing uses bracketed numbers or superscript in the text, for example, Euthanasia can be carried out by giving a lethal injection or by not giving treatment to keep the person alive (1). The number is then referred to at the bottom of the page to inform the reader of the source of information. As with the Harvard Referencing system there are both pros and cons of this system. As there is a history behind footnotes, it arguably gives it a dignified presence(2). Another pro is that it allows the reader to immediately refer to the source, rather than having to turn to the reference or bibliography page(3). The most obvious disadvantage of this style of referencing is that the author is not able to go back and make any additions(4). Some people find that footnotes can distract them from what they are reading(5). 1. BBC News (2006) Ethics of Euthanasia. Accessed 20th October 2008 from the World wide web:http://www. bbc. co. uk 2. Neville C(2007) The complete guide to Referencing and Plagiarism, Open University, Maidenhead 3. Neville C (2007) 4. Neville C (2007) 5. Neville C (2007) In any institution, be that educational or research, there are certain rules that govern the use of information. These are called copyright or intellectual property law. Everyone should know these rules to avoid plagiarism. The rules do not allow anyone to use images, sounds, written words unless permission is given by the creator. The 1988 Copyright, Designs and Patents Act states the duration as; i. For literary, dramatic, musical or artistic works 70 years from the end of the calendar year in which the last remaining author of the work dies. If the author is unknown, copyright will last for 70 years from end of the calendar year in which the work was created, although if it is made available to the public during that time, (by publication, authorised performance, broadcast, exhibition, etc.), then the duration will be 70 years from the end of the year that the work was first made available.

African Drumming :: essays research papers

The music culture model can be used to view music not as a part of culture, but culture as a part of music, which gives a better understanding to outsiders trying to comprehend another society’s music. The first component of the music culture model is ideas about music; this topic is subdivided into music and the belief system, aesthetics of music, context, and history. The second aspect is activities involving music in that culture. The third facet is repertories of music, which includes styles, genres, texts, composition, transmission, and movement. The last part of the music culture model is the material culture of the music, that is, what physical objects are used. By applying the music culture model to the war drumming of the Ewe people of Ghana, a greater appreciation of both the Ewe culture and their music can be attained.   Ã‚  Ã‚  Ã‚  Ã‚  The first aspect of ideas about music is how music relates to the belief system of the people. In the Ewe tradition, music helps people get in touch with their ancestors and feel the power of life. Ancestors are very important to the Ewe because one’s ancestors have the power to work both good and evil on a descendant’s life; therefore, ancestors must be pleased through music. The power of life is also important to the Ewe because most natural things are seen as holy, and the energy force that runs through nature can be tapped through music.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The second idea about music in the music culture model is aesthetics. In the Ewe culture, powerful music is regarded as â€Å"good† music. The force of drumming in a song like â€Å"Agbekor,† for example, helps remind the people of past war victories and bravery shown on the battlefield, an important concept for the Ewe people.   Ã‚  Ã‚  Ã‚  Ã‚  The next aspect examined by the music culture model is the context of the music. Typical Ewe drumming performances are presented at funerals and festivals, where the aim is to reach the spirits of one’s ancestors. Music is a social element for these people, and performances are held for entire villages.   Ã‚  Ã‚  Ã‚  Ã‚  The final idea about music in the music culture model is the history of the music. Drumming is one of the most historically important facets of Ewe culture. In the past, drumming has given the Ewe people freedom by way of intimidating their captors, as well as victories in the battlefield, and the blessings of ancestors. African Drumming :: essays research papers The music culture model can be used to view music not as a part of culture, but culture as a part of music, which gives a better understanding to outsiders trying to comprehend another society’s music. The first component of the music culture model is ideas about music; this topic is subdivided into music and the belief system, aesthetics of music, context, and history. The second aspect is activities involving music in that culture. The third facet is repertories of music, which includes styles, genres, texts, composition, transmission, and movement. The last part of the music culture model is the material culture of the music, that is, what physical objects are used. By applying the music culture model to the war drumming of the Ewe people of Ghana, a greater appreciation of both the Ewe culture and their music can be attained.   Ã‚  Ã‚  Ã‚  Ã‚  The first aspect of ideas about music is how music relates to the belief system of the people. In the Ewe tradition, music helps people get in touch with their ancestors and feel the power of life. Ancestors are very important to the Ewe because one’s ancestors have the power to work both good and evil on a descendant’s life; therefore, ancestors must be pleased through music. The power of life is also important to the Ewe because most natural things are seen as holy, and the energy force that runs through nature can be tapped through music.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The second idea about music in the music culture model is aesthetics. In the Ewe culture, powerful music is regarded as â€Å"good† music. The force of drumming in a song like â€Å"Agbekor,† for example, helps remind the people of past war victories and bravery shown on the battlefield, an important concept for the Ewe people.   Ã‚  Ã‚  Ã‚  Ã‚  The next aspect examined by the music culture model is the context of the music. Typical Ewe drumming performances are presented at funerals and festivals, where the aim is to reach the spirits of one’s ancestors. Music is a social element for these people, and performances are held for entire villages.   Ã‚  Ã‚  Ã‚  Ã‚  The final idea about music in the music culture model is the history of the music. Drumming is one of the most historically important facets of Ewe culture. In the past, drumming has given the Ewe people freedom by way of intimidating their captors, as well as victories in the battlefield, and the blessings of ancestors.

The Truth On Empowerment

1. Empowerment has been criticized since it leaves no one in particular accountable. The goal of empowerment is to provide power to the individual. Each individual is trusted to make his or her own decisions regarding his or her life and work. In this way the individual is also provided with the opportunity to take responsibility for his or her own situation in life and work. Empowerment of course has many levels. Politically, it means that each group of individuals within a society is given the same power and rights as all others. All sectors of society are for example allowed to vote, voice their opinions and follow political channels for change without the need to fear unreasonable persecution or other repercussions. In work, empowerment means that all individuals are allowed to apply for jobs where the likelihood of being accepted for employment depends on nothing except their qualification level. In life, empowerment means that each individual has the same rights to do the same things in society, i.e. enter public places, make use of public transportation, and the like. In terms of accountability, I do not believe that the criticism leveled against empowerment is valid. Instead of only a single entity being accountable for the actions within the whole of society, every individual is now required to take his or her own responsibility for his or her own life and actions. Individual accountability means that responsibility for individual actions lies with the individual. Collective actions are accounted for by groups of people. In this way accountability cannot be required only of leaders or other empowered individuals. Empowerment has the advantage of placing accountability at the location of every person taking certain actions. Indeed, this results in a more responsible society where fewer crimes are committed. Individuals know that certain actions will lead to certain consequences, and this knowledge leads to the accountability necessary to ensure a stable society (Dewettinck, Singh, & Buyens, 2003). 2. â€Å"We practice empowerment because we don't expect our employees to leave their brains at the door.† In the current workplace situation, a business is held to function much better when individuals are given the opportunity to develop to their full potential. Workplace empowerment then means not only empowering individuals to enter any workplace for which they adequately qualify, but also that they function as intelligent beings within this situation. Employees are given the power to think critically about the tasks they are assigned, in order to do these tasks to the best of their ability (Dewettinck, Singh, & Buyens, 2003). Employees are therefore expected to think for themselves. This allows for much more creativity within the company. Leaders who empower their employees have the advantage of a large amount of creative energy to provide solutions to difficult problems. Sharing the power in this way therefore means that the collective company ultimately possesses greater collective power in the business world. Furthermore empowerment within a company means that individuals are recognized for their ability to think individually and creatively. A possible drawback of this approach is that all employees may not be ready to use their individual thinking skills in order to provide the company with creative energy. Indeed, empowering individuals who are not ready could mean disaster for such a company, as incorrect, unmonitored decisions and actions could be very detrimental. It is therefore probably a good idea to first monitor all decisions for which an individual is newly empowered (St. John's University, 1993). Basically, empowerment within a company can greatly enhance its decision-making and creative power. Such empowerment has to be handled with great care, however. Individuals need to be monitored for their readiness to take responsibility within the company. 3. Leadership Style(s)that are related to the statement â€Å"Empowerment has been criticized since it leaves no one in particular accountable†. There are mainly two leadership styles that may criticize empowerment for its apparent lack of particular accountability. These include the directing and coaching style of leadership. With all three of these, the ultimate responsibility lies directly with the leader, although the level of employee responsibility varies (Dewettinck, Singh, & Buyens, 2003). Directing leadership entails a high level of directing and low supportive behavior. All employee actions are directly supervised by the leader, and the leader also takes responsibility for all the decisions. Low supportive behavior then means that the leader determines the tasks necessary, and seldom listens to input from employees. Employees are expected to do what they are told without critically examining decisions. Accountability is then directly with the leader, as employees are in a state of receiving orders and carrying them out without question. In coaching leadership, there is a high level of both directive and supportive behavior. As in the directing style, the leader makes all decisions. However, this process contrasts with the first style, as employees are more actively included: decisions are explained, while the work is continually monitored. Feedback is also given on a continual basis, and employees are expected to learn from their work. All final decisions and responsibilities are with the leader, although employees are allowed to provide input (Chimaera Consulting Ltd, 1999). The argument against empowerment here is then that too many decision makers within a company could defeat the purpose of a company to act as a single entity. There would be no overall leadership paradigm, where a single entity could take the responsibility for any problems. Empowerment in this way would then undermine the collective purpose of the company to conduct their business in a single-minded and focused manner. 4. Leadership Style(s) that are related to the statement â€Å"WE practice empowerment since we don't expect our employees to leave their brains at the door†. Leadership styles that support the above statements include the delegating and supporting leadership styles. The paradigm behind these styles of leadership is, as mentioned above, to make full use of the inherent and creative brainpower of each employee for the benefit of the company. While the overall directive and responsibility for unity still lies with top management, leadership is seen to a great degree as a partnership rather than an unequal power relationship. The delegating style of leadership entails low directive as well as low supportive behavior. The leader provides each employee with tasks. The employee is then expected to carry these out individually, with responsibility, and with the minimum supervision. In this style, the ability of individuals to make critical decisions and carry out tasks unsupervised is recognized. Individuals are therefore empowered to make most decisions, because this leadership style recognizes their ability to do so. Low support means that monitoring is absent to a great degree, while employees are expected to implement their own thinking skills without necessarily first consulting the leader. Problems could arise when incorrect decisions are implemented. Nevertheless, the responsibility for such results then lie with the individual who made the decision, and not with the leader (Chimaera Consulting Ltd., 1999). The supporting leadership style entails low directive, but high supporting behavior. This means that employees are still empowered to make their own, self-reliant decisions, but that they are encouraged and given feedback while doing so. The risk of faulty decision making is lower, as supporting leaders take a more active role than delegating ones. Other behaviors included in this paradigm are collaborating and appreciating actions. Individuals are therefore empowered and recognized for their brain power, but also monitored and led more actively. 5. Situational Leadership and Empowerment. Situational leadership is seen as the new leadership style in order to optimize business practice and revenue. Not only employees, but also leaders, are empowered under this paradigm. Situational leadership means to incorporated whichever leadership style is most appropriate for particular situations. This is done by monitoring the development level of employees. Situational leaders recognized that not all employees may be ready at all times to receive full empowerment, and leadership styles are adjusted accordingly. It is furthermore recognized that development may cease or even regress, and once again leadership flexibility is of the highest importance (Chimaera Consulting Ltd., 1999). In terms of empowerment, situational leadership does not see this as the most important element of business. Although empowerment does play a powerful role, leaders recognize the changing nature of humanity, and adjust their leadership style accordingly. Employee development therefore plays a more important role than empowerment itself. Empowerment is only bestowed when employees are ready for it. Furthermore, the level of empowerment is carefully monitored in order to fit the development of the employee involved. If an employee is for example very developed in his or her assigned job situation, the delegation leadership style would be used. For employees just entering their profession on the other hand, a leadership style with a low empowerment level such as directive leadership would be used. Situational leadership therefore incorporates all of the leadership styles as it suits each particular situation. Flexibility rather than empowerment is the most important element in situational leadership. This requires continual monitoring of each employee situation within the company. Through situational leadership then, each employee is monitored for the maximum benefit of both employees and management.

Essay on Geoffrey Chaucers Canterbury Tales - 1261 Words

Geoffrey Chaucers Canterbury Tales The Knight, Squire, Prioress, The Monk and the Friar are defined by their settings in Geoffrey Chaucer’s Prologue to The Canterbury Tales. 1. Portnoy says in his article in the Chaucer Review that The General Prologue is like a mirror reflecting the individuals appearance which then defines the character of that person.(281) 2. Scanlon backs up Portnoy in his article from Speculum by saying †¦Characters descriptions somehow emerge inevitably from the original intentions of Chaucer’s text or reflect its lasting value. (128) 3. Russell remarks in his book Chaucer the Trivium: The Mindsong of the Canterbury Tales: There is something that seems natural and almost unavoidable in the structure†¦show more content†¦The Knight never said anything boorish, showing he was a wise man. 6. He possessed fine horses, showing he was looked upon as a great man because me must have been given the horses for something good he did, because he couldn’t afford them norm ally. 7. He wore a fustian tunic, stained and dark with smudges where his armor had left a mark, showing he was a very simple man not worried about his appearance. 8. After he finished serving in wars, he came home to do his pilgrimage and render thanks, showing he was religious and a hard worker. SQUIRE The Squire is defined by his settings. 1. The Squire had wonderful agility and strength displaying how he was prepared and fit to be a warrior and has chivalrous qualities. 2. The Squire’s shirt was embroidered like a meadow, bright and full of fresh flowers, red and white, illustrating he was concerned with his appearance and getting a lover. 3. He was singing and fluting all day, always joyful and trying to meet a lady. 4. He knew how to sit on a horse and ride; he could recite songs and poems; he could joust and dance, draw, and write, showing he was almost flawless. 5. Andrew says in The Canterbury Tales: The General Prologue The Squire is like the Knight with the germ or perhaps greater perfection skill, as he blends literature and the arts with his warlike studies. (43) 6. Andrew goes even further by saying The Squire is described as a young, loving, enthusiastic, poetical, romantic, andShow MoreRelatedGeoffrey Chaucers The Canterbury Tales1030 Words   |  5 PagesGeoffrey Chaucer’s The Canterbury Tales is a collection of several tales that are all told by different characters and all convey different messages. The story presented in the general prologue is that a group of pilgrims is traveling to the shrine of St. Thomas Becket, and during their journey they take turns telling tales and talking about themselves. 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