The Baader Meinhof Gang

The Baader Meinhof Gang, also known as the Red Army Faction, was one of the most active militant left-wing groups of postwar West Germany that gained prominence in the 1970s and 80s. Like may other radical communist groups of its time, it was formed with the objective of overthrowing social and political order to give rise to a totalitarian socialist state. Although the group described itself as a ‘Communist Urban Guerilla Group engaged in armed resistance’ its use of arms and weaponry quickly gained it the reputation of being one of the most deadly terrorist groups in Europe at that time.By the end of the 70s the group was responsible for over 30 killings and a series of bombings and kidnappings that aroused severe social and political unrest in the country. The Backdrop of Social & Political Unrest The formation of the Baader Meinhof Group or Gang can be traced back to the social and political instability in West Germany in the late 1960s. As in many industrialized nat ions, young students and workers disillusioned with the ‘oppressive’ regimes of the capitalist government began to stage massive protests.Their objective was to fight for freedom and human rights and they brought issues such as anti-imperialism, racism and the Vietnam War to the forefront of radical politics. The ‘German student movement’ as it was later termed was fuelled by a series of events that took place in the arena of German politics. In 1956, the Communist Party of Germany was banned. Government positions were occupied by ex-Nazis resulting in anger and frustration at the ineffectiveness of de-Nazification after World War II.The media was considered biased as it was controlled by anti-radical conservatives. The mid 1960s saw the merging of the country’s two major political parties- the Social Democratic Party of Germany (SDP) and the Christian Democratic Union of Germany (CDU) to form a new government. This was referred to as the ‘gran d coalition’ in Germany in 1966, with a former Nazi, Kurt Georg Kiesinger, as chancellor. This development was received with outrage from the radicals who viewed it as a collusion of capitalist power as a convenient way to block out the left-wing opposition parties.Since 95% of the Bundestag (West German Parliament) was controlled by the coalition, a new opposition party was formed called the Ausserparlamentarische Opposition (APO) or Extra Parliamentary Opposition, with the objective of carrying out political activity and protests independent of the government. The APO provided a platform for student radicals to wage resistance against the coalition and played a central role in the German student movement.What started out as peaceful demonstrations turned into violent protests on June 2, 1967 when the Shah of Iran, Mohammad Reza Pahlavi, visited West Berlin. During one such demonstration outside the opera house where he was visiting, German student, Benno Ohnesorg was shot i n the head and killed. The police officer responsible for the shooting was later acquitted. Outrage of the radicals led to the creation of a new militant group called ‘Movement 2 June’, named after the date of Ohnesorg’s death.Formation of The RAF It was against the backdrop of this social and political environment and the impact of Ohnesorg’s death that led to the formation of an alliance between Thorwald Proll, Horst Sohnlein, Gudrun Ensslin and Andreas Baader. Together they detonated home made bombs in several Frankfurt department stores to protest against the Vietnam War. All four were subsequently arrested on April 2, 1967 and later convicted of arson and sentenced to three years imprisonment.Three of the members including Baader and Ensslin managed to escape during a special parole for political prisoners. Baader was soon recaptured, while the remaining members fled to France and Italy and hid underground. During his stay in prison, Andreas Baader ga ined permission to write a book on ‘organizing young people on the fringes of society’. For this he was granted the privilege of visiting a library accompanied by uniformed armed guards. It was during one such library visit in 1970 that Baader managed to escape with the help of left-wing journalist Ulrike Meinhof.It was here that the Baader-Meinhof duo came together, referring to their alliance as the Red Army Faction. Soon after, several members of the group went to Jordan where they received training in the use of arms by a military camp run by the Palestinian Liberation Organization. The Rise of the RAF Hereafter the RAF slowly grew to become one of the most prominent left-wing militant groups in West Germany and was engaged in numerous killings, bombings and robberies in attempt to get their message across through force.It attracted members and supporters from several other radical groups across the country such as the ‘Revolutionary Cells’, ‘Move ment 2 June’, the ‘Situationsists’ and the ‘Socialist Patients’ Collective’. Its rules and mission were partly modeled after a revolutionary group in Uruguay called the ‘Tupamaros Movement’ which succeeded in bringing guerilla war against imperialist oppression, under Che Guevara’s government, from rural areas to metropolitan cities. To avoid capture, most members operated under code names and carried out terrorist activities under a single contract.In June 1972, Baader was recaptured along with his accomplice Jan-Carl Raspe, followed by his girlfriend Ensslin and later Meinhof. Although kept in solitary confinement in a high security prison – Stammheim Prison in Stuggart, the group members devised a means of communicating with one another through letters delivered through their lawyers. With the core members of the group in prison, the group’s activities were taken over by a second generation of militants who se aim now was to secure the release of its leaders.This led to some of the worst terrorist attacks in the group’s history. The German Autumn On April 24, 1975, the RAF occupied the German Embassy in Stockholm where it demanded the release of its leaders in return for the freeing of hostages. When the German government refused, the RAF murdered two of the hostages. Baader and his fellow accomplices were finally put on trial in May 1975 – one of the most long drawn out and costly trials in West German history.Exactly a year later in May 1976, Ulrike Meinhof was found dead in her prison cell after an apparent suicide in which she had hung herself with a rope of towels. As the trial progressed, a number of high profile attacks took place. These involved the killing of Federal Prosecutor Siegfried Buback at a traffic signal, along with his driver and body guard, by two members of the RAF in April 1977. Three months later, in July 1977, Juergen Ponto, the CEO of Dresdner Ba nk was shot and killed outside his home in the German town of Oberursel.The following September, Hans Martin Schleyer, head of the German Association of Employers and one of the most powerful industrialists in the country, was kidnapped after his driver and bodyguards were shot dead by RAF militants. After taking Schleyer hostage, the RAF demanded the release of eleven prisoners including the leaders of the RAF at Stammheim Prison. Under the advice of Chancellor Helmut Schmidt, the government decided not to accede and instead set up a crisis committee to investigate the whereabouts of Schleyer.Before the situation could be resolved, another attack took place which marked the culmination of terrorist activities associated with the RAF. This attack took place in October 1977 when Lufthansa flight 181 from Majorca to Frankfurt was hijacked by a group of Arabs who appeared to have close links with the RAF as they also demanded the release of the same prisoners as in the Schleyer case. T he crisis committee again refused to give in to the hijackers demands, after which the flight captain was murdered and his body disposed of on a runway.A rescue operation was quickly put in motion led by under-secretary Hans Jurgen Wischenewski, during which the elite force of the German Federal Police were finally able to free the aircraft by shooting down all four hijackers. Shortly after, success of the rescue operation, with not a single passenger hurt, was made public by the media. The same night, three of the imprisoned RAF members – Baader, Ensslin and Raspe were found dead in their cells in what appeared to be a planned and collective suicide.The same night Schleyer was shot dead and the location of his executed body was communicated to the French press the following day. It was this string of bloody events that is frequently referred to as the German Autumn (Der Deutsche Herbst) The Downfall The ideology behind the 70s killings is still unclear and by the end of the 1970s the group’s sole objective appeared to be the release of its imprisoned leaders. The second generation of RAF members remained active in the 1980s gaining some East German support in the form of shelter and funding.The group continued to target prominent industrialists and executives and in 1985 murdered Ernst Zimmerman, CEO of a German engineering company. This was followed by a bombing at a US airforce base near Frankfurt which killed three. Seimen’s executive, Karl-Heinz Beckurts was killed by a car bomb in 1986. In 1989, Duetsche Bank chairman, Alfred Herrhausen was also killed by a car bomb planted by the RAF. As attacks continued throughout the 1980s and early 90s, the RAF attracted increasingly fewer supporters and less sympathy from the left.Its popularity quickly waned after the fall of the Berlin Wall in 1989 and after a long silence the group announced its dissolution in April 1998. References Alpert, Jane. (1987) The Baader-Meinhof Group: The Inside S tory of a Phenomenon. Translated by Anthea Bell. London: Bodley Head. Becker, Jillian. (1977) Hitler's Children: The Story of the Baader-Meinhof Terrorist Gang. Philadelphia: Lippincott. Katsiaficas, George. (1987) The Imagination of the New Left: A Global Analysis of 1968. Boston: Beacon Press.

Is war ever justified

Wars can be justified through the utilitarian theory and cost benefit analysis. These are dependent on whether the intention of the war is right and the cause for the war is just. Further, wars are only justified when other forms of conflict management have been tried and have failed. There are many types of war, however this essay will focus on military war in particular. Utility Theory and Just War The theory of utility is one way to justify war. The utilitarian approach is defined as the pursuit of the greatest good of society for the greatest number f people in society. There are two branches of utility theory – act and rule.Act utilitarianism looks closely at the Consequences of the act Of war in order to justify engaging in war. Rule utilitarianism will only condone war when the reason for entering a war is just in itself, is based on good intentions and not for selfish reasons. In essence, act utilitarianism can be summarized as the ends justifying the means, while rule utilitarianism can be summarized as genuine intentions justifying the means. For instance, the Allied Forces declaring war on Germany's invasion of their gibbous as well as on their anti-Semitic activities is an example of utilitarianism in action.The declaration of war was to prevent further harm to the world even if it did mean a significant loss to the Allied Forces by engaging in such actions. The end of the German terror as well as the protection Of the persecuted justified the means through which this was achieved. The distinction between act and rule utilitarianism while easily distinguishable in theory, is much harder to apply in real life. The example given above can be categorized under both types of utility theory. The protection of a large persecuted number of people justified entering into war against the anti- Semitic administration in Germany.Viewing it in this manner allows rule utilitarianism to come into play. At the same time, looking at the consequences of war - ? which would be the saving of not only Jews, but also the prevention of invasion of other countries in Europe allows act utilitarianism to justify the Allied Forces declaration on war on Nazi Germany. Utility theory does run the risk of being manipulated and abused and has been used by terrorists and Islamic fundamentalists to justify the use of rower and force for â€Å"jihad† or what they call, â€Å"holy war†.However, it must be noted that utility theory condones war only if it causes the greatest good for the greatest number of society. Even if â€Å"jihad† is considered to be the greatest good, it is only from the perspective of a select few people with biased opinions. Hence, a terrorist's justification of war via utility theory cannot be said to be a true justification at all. Be it act or rule utilitarianism, so long as the ends result in the greatest good for the largest number of people in society and are made with the best intentions in mind, war is justified.Cost-benefit Analysis and Just War The benefits should outweigh the costs in order to justify engaging in war. Cost-benefit analysis is a way of weighing the strengths and weaknesses of alternatives. It helps us determine whether an approach was worth the adoption and practice in terms of benefits in labor, time, Cost savings and so on. It is largely considered an economic analysis and is an approach that can be taken when determining whether a war is justified because of the high socio-economic costs involved in war.A good way to go about analyzing this would be to look at a case study of the Iraq war. The Gulf war resulted in 220,000 Iraqi casualties and a few hundred thousand wounded Iraqis. The costs of war amounted to 6 trillion US dollars. These numbers are neither small nor insignificant. The benefits, however, are the exact opposite. As far as tangible benefits go, the Iraqi economy saw a slight growth in its GAP since the end of the war. Part of this, is a windfal l due to high oil prices but if the war had not taken place, oil sanctions imposed on Iraq would have severely curtailed Iraqi oil sale.This would have further crushed the already dying economy pre-war. Of course, since Cost-Benefit analysis is primarily economic in nature, on paper, the growth in Iraq's GAP is touted by pro-war candidates as being worth the effort. However it would be ridiculous to imagine that Iraq's economy would have grown enough to cover the costs of war even, much less to actually grow enough to recover and sustain the country post-war. Further, as cost-benefit analysis also should include some elements of intangibility, one must take note Of the accessory costs that came along with the war.Besides the devastation and disease that struck Iraq, neighbors Iran also saw acceleration in its nuclear programmed because it saw that as the only way to prevent an imminent US invasion. This is not good for the global economy because it makes the Middle East a very dange rous place. Further, there is a high continuing rate of violence in Iraq because society sees it as the only form of protection for them. Of course, regime change and the demise of Sadism Hussein must be considered in the benefit analysis but despite that, Iraq is still in shambles -? both economically as well as socially.Overall, a cost-benefit analysis allows us another opportunity to evaluate a war and to decide if it can be justified. In the example of Iraq, we can see how it can be used to prove that it cannot be justified. Counter argument However, despite these two analytical methods of justifying war, they come with a caveat. The caveat being that they are only used to justify war when negotiations have failed between parties; all peaceful methods have been already exhausted and war is the final and only option available to them. Unfortunately, this is not always the case.Many a time, countries prepare for war while negotiations are ongoing. Worse still, they may not even en gage in any peaceful forms of collaboration or settlement at all. The notions of war always remain at the back of countries' minds. The Cold War may seem like a successful instance where there were no missiles or bombs unloaded on either the USSR or the US. However, there was a war nonetheless and a war which lasted 30 years. Despite supposed ‘peaceful' negotiations between the two superpowers, the thought of missile warfare was always at the back of their minds.It would not be far-fetched to imagine that this severely impacted the success Of their discussions. One cannot fully and calmly negotiate with a finger on the trigger. It was merely a combination of luck, timing and the right set of leaders that prevented the outbreak of a disastrous third world war. Conclusion War can be justified through two methods – utility theory and cost-benefit analysis. These allow an intangible and tangible account of the ways in which a war can be explained as being necessary.

Final Project: Business Portfolio Presentation Essay

The following is a presentation of information about â€Å"Nick’s Mexican Restaurant†. I will be going into detail about certain things that matter within a business like the organization, potential legal or ethical issues, business culture, types of motivation, human resource management, technology, and operations and materials management. Introduction to Mexican FoodAlthough the restaurant will be mainly Mexican, the menu will also consist of several American dishes and sea food dishes like Caldo de Marisco (seafood soup) and other favorites. Business OrganizationNick’s Mexican Restaurant will be privately owned. Since it is I will be fully responsible for all debts and obligations related my business. First at hand will be the staff, I need to have enough staff to get my business going and have the customers satisfied. My employees will consist of servers, cooks, dishwashers, preps, host/hostess, and a member of management for the kitchen and the front to greet the customers. Always making sure my employees are happy and secure. Taking care of my teams who will in turn take care of our guests, resulting in increased profits. Potential Legal or Ethical IssuesAs far as ethics goes, I will not be doing anything that may be considered illegal nor will my employees†¦I will stress it as much as possible to obey the law and be as clean and neat as possible. Legally you can be sued for almost anything from having a dirty kitchen to a small crack on the parking lot floor. I will be having plenty of insurance and I will make sure my business follows and obeys all kinds of licensing law. I will make sure all tax laws and employment laws will be followed as well. All employees will be treated fairly and will always have the option of leaving if they want. Business CultureNick’s Mexican Restaurant will strive to develop the strongest culture in the business and to out execute our competition. We focus on quality staffing , controlling team turnover and increasing  employee and customer satisfaction. The restaurant will be created to occupy both Mexican and American atmospheres because being here in the Rio Grande Valley, people can’t get enough of good Mexican cooking and a great down-home atmosphere. The restaurant will overlook the down town area for a pleasant dining experience. It will consist of a fancy banquet room that will be used for private and cooperate events, along with a down home dining room that will have a cozy fireplace and hearth. The outside will demonstrate a traditional Mexican style home (stucco) with an orange color motif. Types of MotivationWhen it comes to making my employees happy, I will always strive for that. I have always said, â€Å"happy employees means happy customers†. I will offer several types of incentives to motivate my employees to have great customer service. As the customer is paying, I will offer them a â€Å"report card† sort of speak to fill out about the service they received. If the service was excellent with several comments on it, I will place one from each server at the end of the week and draw to see which will receive a cash prize that week. It is very important that the kitchen stays clean, I will inspect it every week and make sure everything is looking great, if so I will give the kitchen staff a cash prize as well. All this in order to keep my employees happy and wanting more. Human Resource ManagementThe best way to improve the business is to have proper human resource management. Helping employees with common training practice is the best way to achieve growth within the business. Having four to five employees to one trainer would be very beneficial. Since everyone will be trained in a certain way the company will expand fast. Pay and benefits need to be increased if we want employees to stay with the company. Several businesses are offering better pay and benefits; we must retaliate by offering good starting wages and benefits. Retirement and sick leave is some of the issues that need to be operational. Vacation time should be offered after six months of employment and medical leave as well. Pay increases would be done every six months if the employees are doing well instead of yearly. Doing all this will surely help employees determine if the company is worth their services. TechnologyThe restaurant will be able to accept debit/credit cards and any other types of payment. The cash registers will have the options of keeping track of all the sales and transactions that have taken place throughout the day. The employees will have electronic time cards†¦at the beginning of the shift they are to swipe in and the end of the day to swipe out. After every night has passed a report will be printed out so I could look over. Operations and Materials ManagementEvery part of management should have all the materials needed for their area. The kitchen management is in charge of making sure all materials are ordered and products are supplied. I would not want my customers to get upset when they order something on the menu and it is not available due to insufficient ingredients. The front manager is in charge of making sure all napkin holders are stocked and all cleaning supplies are in abundance. The front manager is also to make sure all menus are current and printed correctly, along with cash register paper and credit/debit card machine also have paper. Nick’s Mexican RestaurantWith all this careful planning, Nick’s Mexican Restaurant will surely be one of the most successful restaurants in the Rio Grande Valley. People will love to work with us and dine with us as we will offer the very best in wage and benefits as well as a great mixture of Mexican, American, and seafood dishes. Nick’s Mexican Restaurant, where the food is fresh and the service is exellent!ReferencesNicholas Saldivar. (2008). Job Fair Brochure. Retrieved October 11, 2008, from Nicholas Saldivar, Week Six, BUS 210 Foundations of Business Web site. Nicholas Saldivar. (2008). The Impact of HRM CheckPoint. Retrieved October 11, 2008, from Nicholas Saldivar, Week Seven, BUS 210 Foundations of Business Web site. Nicholas Saldivar. (2008). IT Applications Presentation CheckPoint. Retrieved October 11, 2008, from Nicholas Saldivar, Week Eight, BUS 210 Foundations of Business Web site. Abuelitas , (2008). Menu. Abuelitas Mexican Restaurant. Retrieved October 11, 2008, from http://www.abuelitastopanga.com/menus.htmlAzteca , (2007). Welcome to the Family. Azteca Mexican Restaurants. Retrieved October 11, 2008, from http://www.aztecamex.com

Cooperative Bank A Case of Corporate Restructuring Essay

Cooperative Bank A Case of Corporate Restructuring - Essay Example The paper tells that troubles that may threaten the very existence of an organization can affect all types of organizations, irrespective of size, brand name or type of industry. Some companies that experience extreme difficulties usually seek to apply for insolvency. A larger percentage of companies in the world at the moment are facing strategic issues, liquidity issues and outcome issues. Before an organization applies for insolvency, it usually passes through the three crisis stages. The first is the strategy crisis in which the company is unable to meet its strategic goals or attain long-term success potential. The second stage is the decline of the company’s market share in its respective index. Finally, if the company fails to implement the required corrective actions, its profitability goals will not be met and the company sinks into an earning crisis. In an impending disaster is identified in a timely manner, corrective actions can be undertaken to ensure the company stays afloat. Corporate restricting can also take place due to a change in the ownership structure, demerger or a reaction to company troubles or major business changes such as a buyout. The main purpose of restructuring management is to ensure that a given company under crisis survives in the short term and to reclaim the company’s competitiveness. Corporate restructuring, mainly relies on the zero-sum game. The process of restructuring decreases financial losses and in the process lowering tensions between debt and equity holders in order to jump start a fast resolution of a troubled situation.

Reliability of Standardized Testing Essay Example | Topics and Well Written Essays - 1000 words

Reliability of Standardized Testing - Essay Example If we take into account the basic ideology of standardized testing, it deals with providing information about performance of individual students and also provides an evaluation of the program. In short, we can say that standardized testing makes not only teachers accountable for the poor performance of the students, but also holds the administration equally accountable for the result as well. This is quite pertinent, because the administration is responsible for providing the teachers the basic facilities in order to carry out their jobs, hence the teachers cannot be made scapegoats under this system. Hence this system does have reliability in the sense that every body involved in the education system is accountable to some extent. The reliability of standardized testing has been put under the scanner several times in the past, in fact, as early as in the summer of 1977, at the National Consortium on testing. In this consortium it was decided to "promote a wider understanding of standardized testing among educators, legislators and public at large" (p.2). At that point itself, there was a lot of criticism from a segment of educators and administrators who felt that there had to be changes made in the system. According to Monroe (1924), the standardized tests provided "scientific" and "standard units" (p.7) for measuring the achievements of a student. These arguments are totally valid and indicate the reliability of standardized testing. However, considering there have been enormous changes in the education system, since these comments were made. If we take the current scenario into question, we have to address a host of issues in order to answer this question. There have been a number of testing methodologies that have emerged since then, and in the current scenario, we have to take these into consideration while evaluating the reliability of standardized testing. One of the strongest proponents of standardized testing was Atkinson (2001), who had argued that for use of only standardized tests in admission process in U.S Universities, as he believed that they were quite reliable and provided were fair. He was right in the sense that standardized tests not only provide comprehensive evaluation of the performance of the student, but also strengthen the basic foundation and principles involved in teaching. There are may be varying opinions over standardized testing, but there is no doubt that standardized testing is quite effective efficient. The reliability has often been questioned partly due to the efficiency and effectiveness of this methodology. As mentioned before standardized testing not only evaluates the performance of student, but also tests the efficacy of the teachers, administration and the school itself. In this way everybody involved in the system is accountable and that raises doubts that people involved may get desperate and adopt illegal mechanisms, so that they are not held accountable and this is the reason why the reliability of standardized testing has been questioned. However, the opponents of standardized education system believe that the problem with accountability is that it could cause a cascading effect; in the sense that the teachers may be influenced to design the

Marketing Experiential Exercise Essay Example | Topics and Well Written Essays - 1000 words

Marketing Experiential Exercise - Essay Example Looking at some important insights on how a number of university students decide on their actual purchase of backpacks? As far as modern backpack’s fashion style, convenience and capacity are concerned, there are a lot of stories to tell. Here’s a quite interesting point of view from one of the respondents. â€Å"I prefer a backpack that will make me feel good, aside from the great consideration of its capacity†. There’s no doubt why this respondent rated the three given criteria with five points. â€Å"It feels good when you carry at your back, not just convenience and satisfaction, but a remarkable sense of touch of fashion in it, for fashion is the common trend today, starting from your hairstyle and down to anything else†, she added in a comment. On average, fashion and convenience came on top, followed by capacity as consideration of the respondents prior to the actual purchase of their backpacks. The other respondent stated, â€Å"I think if I am convenient with my backpack, it follows that at some point, it addressed the consideration of its capacity.† The said respondent added, â€Å"In as much as possible, I just want to carry something at my back at a considerable weight, but just enough to satisfy me by giving me a brief space that is required for my belongings.† The survey was conducted at one of the renowned university in town, where there are many university students who gladly have chosen backpacks for daily use in school. Systematic purposive random sampling was employed so as to randomly choose the respondents who are using backpacks, but without considerable bias because everybody in the target population has equal chance of being chosen. The data collection was made possible by employing personal and laddering interviews. Below is the actual analysis based on the respondents’ responses concerning the backpacks in terms of fashion style, convenience and

The Future of Policing in America Essay Example | Topics and Well Written Essays - 750 words

The Future of Policing in America - Essay Example By way of example, the rate of kids joining gangs has increased. Where Hispanic and Asian girls were once satisfied being the girlfriend of a gang member, now they are starting their own gangs. (Felton, 2008) Additionally, as technology becomes more sophisticated, so does the crimes associated with it. Thus, it can reasonably inferred that with an increase in technology, will come an increase in crime. There are various forms of police technology constantly being developed. The Moller M400 Skycar is perhaps the most impressive. With FAA certification expected before 2009, according to Moller International (n.d.), the first deliveries are expected to take place shortly thereafter. As with all new technologies, the first units will not be cheap. The first 500 production models are currently listed between $1,000,000, and $500,000 depending on the delivery position. After that, if production continues and accelerates, Moller is currently estimating that the M400 will sell for between $50,000 and $80,000. This is far cheaper than current private airplanes, and with much improved performance and safety. But, it has been a long time in coming. With the US military currently interested in its development, a successful production vehicle is viable in the near future. Harman (2000). The information contained in Electronic Crime Scene Investigation-A Guide for First Responders (available free of charge and downloadable from the Department of Justice) helps line cops solve crimes that are computer related. Step by step it explains the basic workings of the computer and provides the names of the various parts that make it work. It does not try to go into the technical aspects of this medium, but keeps it simple for the layman to understand. Not only does it talk about just computers, but really as the title suggests, anything that deals with electronic communication. Criminals are certainly using pagers, cell phones, cordless phones, answering machines, digital cameras and the like to commit there criminal acts. Clearly the whole range of electronic communication and information storing, has got to be looked at by law enforcement as a method that can be used by criminals, to exploit as a tool to victimize. The book explains and identifies the various parts of the computer that should be identified by law enforcement as possible evidence of various electronic criminal acts. The Central Processing Unit, keyboard, mouse and monitor are but a few of the main components of the computer that must be identified by law enforcement officers when engaged in the preliminary investigation of electronic crime. Modems, speakers, fax machines and printers are also additional pieces of equipment that must be identified. The fact that most of these electronic devices have the ability to store information must be part of the knowledge that the preliminary crime scene responder possesses. How to access that information has got to be one of the most important aspects of the investigation. Moreover, knowing that you do not have the expertise to access the information is critical.What role will technology play in crime scene

Beowulf and Pride Essay Example | Topics and Well Written Essays - 1250 words - 5

Beowulf and Pride - Essay Example He is thus prone too to the spiritual and psychological shortcomings that come with being human. That includes the possibility of becoming proud. In the end, one can say that it was pride that led Beowulf to his death in that combat with the dragon. He has become old. As Hrothgar probably sees in advance, Beowulf’s pride keeps him from seeing his limitations. This being so, he goes to do battle with the dragon on his own at the end of his life. In so doing Beowulf gets killed. Hrothgar’s words, therefore, ring true. At the height of Beowulf’s success, he knows that Beowulf is vulnerable too. He is vulnerable to becoming proud just like all human beings are. As Hrothgar cautions: â€Å"Ban, then, such baleful thoughts, Beowulf dearest, best of men, and the better part choose, profit eternally; and temper thy pride, warrior famous!†. This paper asserts, therefore, that as mortal and flawed, though Beowulf is the strongest and bravest warrior in all the land, he too is vulnerable to the weaknesses of all men, and in particular he is vulnerable to pride. Pride is the downfall of Beowulf. It is important to see that Hrothgar is speaking from the point of view of experience and great wisdom. That wisdom is forged from his own past success and present misfortune of seeing his kingdom devastated by Grendel. He sees that Beowulf is truly remarkable. He is able to do what his best men cannot. Beowulf is able to slay the dragon and also his mother, with his own hands. He is able to do battle with Grendel without using any arms too. Such is his power and his abilities that he is able to do all of this. Moreover, Hrothgar sees that Beowulf is also very popular. His fame has spread very far. In the midst of all these Hrothgar knows that any mortal man will become proud. When he gives out the warning to Beowulf he is not trying to diminish Beowulf’s success. He is trying to protect him in a way from his own weaknesses.

Business Ethics and Virtue Ethics Case Study Example | Topics and Well Written Essays - 1250 words

Business Ethics and Virtue Ethics - Case Study Example The core of virtue ethics is perfecting attributes such as integrity that makes the individual truly ethical (Crisp 87). Virtue ethics requires the existence of a society that supports and nurtures these virtues. Virtue ethics also requires identification of role models in the society or the moral exemplars that disseminate morality or act of benchmarks of moral character in the society. A virtuous individual will try to emulate the moral exemplars in the community (Mizzoni 105). Virtues develop through continuous learning and practice in ethical decision making. According to Aristotle, a person will improve his integrity and character through repeated self-discipline (Crisp 92). Business ethics entails the principles and standards that shape behavior in the business world. Management roles and especially leadership requires an individual to exercise high ethical standards in making decisions ((Hursthouse 36). For instance, the human resource manager should not disclose employee priv ate information like disease history (Hursthouse 29). Managers face many instances of conflict of interest in day to day running of the business. The management is supposed to make ethical decisions that cater for the welfare of all employees. Most business transactions involve elements of trust, fairness and self-control (Hursthouse 63). Virtue ethics can be applied in business ethics to reduce the instances of corruption and fraud. For instance, a virtuous employee who value trustworthy will consider it wrong to receive kickbacks from a supplier of the organization. Other employees will such employee ethical, but they will also consider the society expectations on such behavior. Unethical behavior results to lost business revenues and high costs of operation thus adversely affecting the profitability and return to the stakeholders. Virtuous salespersons will advise the customer on the health risks associated with the product before closing the sale (Darwall 82). Virtues like trust will eliminate the agency costs associated with monitoring contracts and agreements with stakeholders. Empathy will help the business in identifying and meeting customer needs since economic success depends on courteous treatment of the customers (Statman 45). Honesty is a human characteristic that defines a virtuous person. Honest agents will tell the truth and make true promises (Dobson 1). An honest person can easily be trusted by others since he never lie, steal or cheat. Virtue ethics assert that if children are directed to be honest, they must also be taught the prize of truth. Fairness is another ethical virtue that guides ethical decision making. Fairness entails compliance with the accepted standards of conduct and making decisions without discrimination (Darwall 37). According to Fairness approach by Aristotle, favoritism will benefit a section of the society without any justifiable reason (Dobson 3). Another ethical virtue that individuals try to nurture is justice. Aqui nas has defined justice as the consistent will to render everyone his due. Justice entails doing what is right; therefore, the moral agent has an obligation to render justice and respect the other people in the society. Commutative justice serves equality in the society by restitution (Hursthouse 66). For instance, employees should be compensated according to the efforts and time invested in their work. Deceiving customers on quality of goods and demanding a higher price

Distinktion Between British and American English Essay Example for Free

Distinktion Between British and American English Essay Abstract In this paper, distincion between British English and American English on the phonetic aspect will be discussed. The whole paper is going to be devided into several parts, in the first part various of English accents and the outline of the differences between these two variants of English will be introduced in biref ; In the second part, the representative of British English – Recerved pronunciation will be presented in detail on the aspect of sound system; in the thirt part, the phonetic peculiarities of American English will be discussed; in the last part, the sound system of British English and American English will be compaired in detail, thus the differences will be presented minutely. DIFFERENCE BETWEEN BRITHS ENGLISH AND AMERICAN ENGLISH ON THE ASPECT OF SOUND SYSTEM Outline: The fanous American author and humorist Mark Twain had said that :English and American are separate languages,..when I speak my native tongue in its utmost purity an Englishman cant understand me at all. (The stolen White Elephant) It is ture, we have already heard the concept of American English and British English when we started to learn this language, although we didnt know and cannot distinguish their differences at that time, we knew, at least, they are different. As an English majoring student, now I know they have distinctions in several aspects including vocabulary, pronunciation, spelling, intonation, etc. and it is my horner and pleasure to write on this theme: distinction between American English and British English on the phonetic aspect. Various accents: One thing which should be mentioned at the very begining is that, in fact,there are various accents in English, in general, linguistists devide  them into two groups: American varient of English and British variant of English, which can also be subdevided as in following graphic: Each of the above mentioned accents has their owen features thus different from each other, in this paper, not all these acctents are going to be discussed, only two representatives will be researched, they are the representative of American Enlish : General American English (GA), and the representative of British English: Received Pronunciation (RP), In general, one of the most siginificant parcularities of Brithish accent is it is cadenced, almost every sylable is pronounced clearly, long vowels and short vowels are distinguished obviously. However in American accent it is kind of ambiguous and vague, most of the long vowels are cutted short. For instance, the vowel a in class belongs to long vowel, British always pronounce it intactly, whereas Americans often enunciate it as a short one, it sound like a in the word bad. An other example can be the word aunt, almost all American pronouce it as ant with out expception, which makes it confusing whether they are reffering to their aunt or the ant creeping in front of their house. British accent invariably enunciate voiceless consonant in unstressed sylables clearly, yet Americans pronouce voiceless consonants as voiced ones, as a result, the word Battery was enunciated as Baddery by Americans. In most countries the English learning materials of schools use British standard English. The English channel of China Central Telivision as well as the dialogues between the spoke men of the Ministry of Foreign Affairs and foreing journalists use British English too. Among foreign meida, the accent used by BBC is considered to be acknowledged model of British English. Within Movie stars, Hugh Grant (acted the leading role in Four Wedding and a Funeral) graduated from Oxford University and speaks in standard upper class British accent.. RP: authentic British accent In China, there are various accents in different origins, among them mandarin is the officially stipulated as standard official language, however, although there are also various accents in different origins in Britain, there is no official stipulation on which is the standard one, but in the history of the development of English language, one accent formed its  importance and acknowledged to be the most stand British English, that is: Received Pronunciation, shorter form of which is RP. Retrospect its history, Received Pronunciation formed from an accent used in South Central England. That region extended toward southeast from Midlands to London, among which includes the two famous University towns Oxford and Cambridge. In the 14th century, Received Pronunciation was widely used among traders, and with the rise of Oxford and Cambridge University, this accent is also used by students of the two universities, thus, Received Pronunciation turned into the accent used by people who hav e received good education. From 19th to 20th century, Received Pronunciation became the education language use in British public schools, it was also used by British Broadcasting, and as a result, it is as well named as Public School English and BBC English. The concept of Received English was previously proposed by the English linguistic Daniel S. Jones in his monograph in 1918. To sum up, Received Pronunciation has the following general features: 1. Received Pronunciation is a kind of standard neutral accent, it is deemed to have no definite regional accent character. Whereas, in the British Isles, Received Pronunciation is only used in England, in addition it does not limit area. 2. Received Pronunciation has specific social demarcation. In Britain, RP is regarded as reflection of having received good education, that is, well educated. Hence, it is always connected with upper class of society, sometimes it is termed as Oxford English and King’s/Queen’s English. A coalmine worker frkm Welsh won’t understand and speak elegant Received Pronunciation. 3. Received Pronunciation is always closely bounded together with some particular professions. The main occupations use RP are: lawyers, politicians, diplomats, bond traders, teachers of universities or public schools, as well as announcers of national Broadcasting and Television studios. Evidently, those professions at the same time reflect ‘elegant’ and ‘distinguished’ social positions. What is worth mentioning is that as Received Pronunciation is standard orthodox British English, it is widely used in foreign language education. Therefore, the English learned by non-English first language countries is Received Pronunciation, the English pronounced by some of the excellent learners among them is even more normative than local British people. The principle character of RP is to protrude the sound ‘r’. When two words are connected together, if the  previous one ends with a non-high vowel while the second one starts with a vowel, the RP enunciation will add a non-existing r. By comparing the following two phrases we can see the peculiarities of RP: Regular enuciating situation (ending with a non-high vowel + starting with a consonant): The idea for it saw him in the room. Adding the non-existing r'(ending with a high vowel + starting with a vowel): The idea(r) of it, saw(r) it in the room. Peculiarities of American accent: 1. Abdominal pronunciation: When we listen to American people speak, it is noticeable that their timber is very abundant, the time of resonation sounds very long, even with strong nasal. In fact this is the first peculiarity of American accent abdominal pronunciation. The so called abdominal pronunciation refers to the habit of producing sound from the abdomen in American accent, which is very different in Chinese where the process of sound production is in the chest. More specifically, when we produce vowels, we need to draw in our bellies, then enunciate with vocal cord vibration, only in this way the produced vowels can sound resonant and full. If you want to practice most standard and pure American accent, you must form the habit of producing voice from the abdomen, pronounce with the back of vocal organs, this is the first thing we need to do. 2. Literally pronunciation: The second peculiarities of American accent is literally pronunciation, in general, they are pronounced just as they are spelled., enunciation is more regulated, which exactly match the peculiarity of English language as a kind of phonogram. For instance, the most significant distinction between American accent and British accent is the disposing of the retroflex consonant r. someone always finds it difficult to decide when should he/she roll his/her tongue and when not. It seems very complicated, in fact it is easy when you get it: in American accent, as long as there is letter r in the spelling, you should retroflex when you enunciate the word, on the contrary, if there is no letter r in the word, avoid rolling your tongue by all means. Therefore, we need to retroflex in words like letter, butter,  whereas in words like idea, China we mustn’t roll our tongue. Moreover, American English sounds different from British English mainly because in AE pronunciation tends to agree with spelling. For example, the word vase, according to the rule of ‘if there is a non-pronunced e at the end of the word, then the vowel of that word pronounce its letter sound’, British people pronounce it as [va:z], however, it is enunciated as [veiz] in American English. 3. The third peculiarity of American English is there is clear distinction between stressed and unstressed syllables. When we speak Kazakh and Chinese, every word can be stressed, so our tone sound constant and forceful, but when we speak AE, we have to get rid of this habit. The rhythm of AE comes from alternation of stressed and unstressed syllables, so if we want to make what we say rhythmist, we have to abbey the role of differentiating between stressed and unstressed syllables, also, we should pay attention to stressed syllables of words, firstly, we cannot shift stresses, then we should weaken the syllables without stresses, hence the word industry, the stress falls on the first syllable, but some people may have the habit of putting stress on the second syllable, this is a wrong habit, we must get rid of it. In order to make clear distinction between stressed and unstressed words or syllables, the most important thing to do is to weaken the unstressed syllables, once we can pronounce the unstressed syllables and words correctly, the stressed can be reflected out. Some general differences between American English and British English: 1. The resonance focus of American accent, i.e. where muscle moves most frequently, is on the back of mouth cavity between tongue and palate. That is the so called ‘pronounce rearwardly ’; in British accent the resonance focus is in front of teeth and between the lips, lips and facial muscles moves more frequently, which is so called ‘pronounced forwardly’. 2. In American accent the pitch changes between the syllables rather than within the syllables. There is no pitch glide within the syllables; however, in British accent, they try to emphasize the logically important words by gliding the pitch (The so called pitch glide is to lengthen the syllable and raise the pitch.). 3. There are 3 main vowels pronounce differently in British accent. /o/ in AE is two-stage-enunciation, while in BE a sound / ÊÅ' / is added before /əʊ/ which makes it a three-stage-enunciation. British /É’/  sound brief and powerful, lips glide fleetly, the degree of lip-rounding become smaller. Whereas when pronounce /É”:/ in BE, lips protract forward far away and bend into a round shape, leaving only a small opening. 4. Some sound in British English is different at times. When the sound /i:/ is at the end of a word (especially when spelled as y or ly ), it is weekend to /i/, for instance, in words like pretty, mostly. In American English, the syllables in the end with sound /sri/, /ori/ are always stressed, however, in British English those sounds are weekend to /É™ri/, and stresses are moved forward. For example in words like necessary, ordinary, category, the sound /à ¦/ in British English may change to /É‘:/ when it is in American English, In general, it would change under the following circumstances: * Before /f/, such as after, laugh, half, calf; * Before /s/, such as fast, last, rascal, repast, pass, glass (except for passenger, passage); * Before /th/, such as bath, path, rath, rather, lather (except for gather) * Before /nc/, /nk/ , such as dance, chancellor, lance, france; * Before /nt/, such as advantage, plant, chant, can’t; * Before /nd/ such as commander, demand, slander (except for and, hand, grand, stand) Irregular situations: the sound a does not change in bat, cat, can, changes in banana, example, sample, ranch, branch. Although the sound /u/ in American English might as well not change, but it is common to change to /ju/, for instance, duke, dual, due, neutral, nuclear, news, Tuesday, tune, tunic, lubricate, ludicrous, lunatic. 4. The letter r will drop when it is after a vowel, only when they are followed by another vowel. 6ï ¼Å½In American English sound t at the end of a word is incomplete plosive, while in British English it is complete plosive. 7. There are also a lot of irregular sound changes, for example: (American English→British English)

Behaviourism As A Language Learning Theory English Language Essay

Behaviourism As A Language Learning Theory English Language Essay Introduction Human beings learn every now and then. According to Cambridge Advanced Dictionary (2003), learning can be defined as an activity of obtaining knowledge. We human usually learn or gain knowledge either in a conscious way or subconscious way. Learning is not necessary must be conducted in a formal way such as tutorial, class or lecture; however, we also learn when we having a conversation with others or be it listening to the radio. Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice (1963, cited in Kimble and Garmezy, 1987, p.6). There are actually a few theories been used to describe how knowledge or language is acquired namely Behaviourism, Innatism and Interactionism. For the first part of this assignment will explain these theories various approaches and principles. Then, this paper will focus on the pedagogical implications of each theory in teaching English as a Second Language. Part two will focus on examining the underlying learning theories which could have influenced the teaching-learning activities from a textbook. By the end of this paper, students will be able to differentiate learning theories and adopt the most suitable ones into his/her teaching career. Behaviourism is the earliest language learning theory which is propounded by J.B. Watson (1878-1957) in 1913. This theory is supported and believed by some behaviourists who are Skinner, Pavlov and Thorndike; also, profoundly developed the theory of behaviourism on learning. Behaviourism focuses on observable behaviours which are changed as the symptoms of learning. According to Brown (1987: 17), the behaviouristic approach focuses on the immediately perceptible aspects of linguistic behaviour the publicly observable responses. Learning only occurs when there are changes in behaviour and observable as an evidence of changing. Feeling and mental process are not accepted in Skinners human behaviours theory; however, he still accepted the existence of mind. Behaviourists consider learning a language as a set of mechanical habits which are formed through a process of imitation and repetition. Humans learn a language through repeating the same form and text until it becomes a habit. Children imitate the sounds and patterns which they hear around (Lightbown Spada: 1999). So, it was proposed that learners would repeat words they heard and tried to use it in their conversation until it became a regular basis in life. Behaviourists therefore think that learning a language especially second language (L2) should be learnt through extensive drill and practice. Besides that, behaviourists also justified that learning a new language is learning a new set of habit. According to Ellis (1990), learning could be effected by manipulating the environment to provide the required experience. This lead to the theory formation of habit is related to the environment where learning process actually takes place. These habits formation and the environment are recognized as Stimulus-Response (S-R) by Pavlov and Skinner. In 1950s, school of psychology successfully prevailed S-R in the form of behaviourism to ensure the connection between both elements. Behaviourists might consider effective language behaviour to be the production of correct responses to stimuli (Brown: 1987). According to the theory, behaviour happens in casual, associative chains; all learning is thus characterized as associative learning, or habit formation, brought about by the repeated association of a stilmulus with a response Hadley (1993, cited in Hilgard 1962, p.45). So, its best kn own proponent, B.F. Skinner used rats conclude that conditioning has a 3-state procedure: stilmulus, response and reinforcement. From here, Skinner presumed that human learning and animal learning are parallel; thus, L2 learning is also similar as other kind of learning can be explained by the same laws as well as principles. Every process of learning has to be followed by reinforcement. All learning is the establishment of habits as the results of reinforcement and reward (Demirezen: 1988). In behaviourism, there are two different types of reinforcement. The first one is positive reinforcement, where the response or behaviour is strengthened and positively augmented by praise or reward. For instance, when a student answer a question correct and the teacher award him/her a star, then the student will try to answer another question because he/she is more confident and motivated. In contrast, the second reinforcement is negative reinforcement. If a student been scolded by his/her teacher after got the answer wrong, he/she would tend not to give answer by the next Q A session because it would make him/her feel embarrassed. In short, positive reinforcement helps learners develop correct habits. Furthermore, Behaviourist learning theory also claimed that old habits interfere with the acquisition of new ones. Learning of the L2 would be facilitated since all the learners had to do was to transfer L1 habits (Ellis: 1990). That means errors in first language learning (L1) are the result of interference in L2. It has to be avoided and prevent L1 interference happened as well as corrected on the spot if they do occur. One of the examples of extensively drilling in learning is Audio Lingual Method which is an American method. It is function as a structural approach designed to develop oral communication fluency in L2. Audio Lingual Method is focuses on accuracy (pronunciation and intonation), mistakes should be avoided and corrected immediately if it happened. Ellis (1990: 23) wrote: for learning to be effective habits had to become automatic. In short, language learnings pattern has to be over-learnt and the content based on common days dialogues as well as expression. If follow by the positive reinforcement which will help students to develop correct habits. By then, learning the structures of the language is more emphasized if compare to the vocabulary. Innatism In 1959, Noam Chomsky published Review of Verbal Behaviour to critically criticize Skinners theory of Behaviourism. Innatists claimed that linguistic knowledge is an abstract nature no solely on the set of mechanical habits (imitation and repetition). According to Ellis (1990), new grammatical forms were not acquired through imitation and not stamped in through practice. Language is too complex and occurs too rapidly for it to be learned through imitation. In other words, competence could not be achieved simply to performance due to insufficient of input to enable the child to discover the hidden rules (Ellis: 1990). For Chomsky, children are not necessary to be taught because they will learn in terms of walking at about same age; meanwhile, the environments contribute the most in learning. Chomsky and other linguists argued that children are credited with a special ability to discover the underlying rules of a language system within themselves. This innate and special ability is cal led Language Acquisition Device (LAD) or a little black box and Universal Grammar (UG) which exist in the brain. The LAD contains a set of abstract principles common to all languages which enables the child to produce infinite variety of sentences and construct grammatical sentences. UG was claimed to help children to extract the rules of their language and to avoid grammatical errors (Fromkin, Rodman, Hyams 2007). Therefore, a child has to listen and learn grammar to trigger the LAD or UG which then enables the child to discover the rules of the language. In short, human beings acquire and adapt language in any environment along with input of language or linguistic knowledge. Monitor Model In 1982, Stephen Krashen, who have had a great influence on language learning and acquisition by stimulated the Monitor Model. The Monitor Model consists of five hypotheses which are The Input Hypothesis, The Acquisition-Learning Hypothesis, The Monitor Hypothesis, The Natural Order Hypothesis and The Affective Filter Hypothesis. The first hypothesis is Input Hypothesis. This hypothesis claimed that language acquisition takes place through comprehension input (CI). Comprehensible input is available when students or learners are able to understand messages and their attention is focused on meaning. Besides that, comprehensible input will only occur if the inputs forms and structures pitch one level above the level of student (CI = i + 1). Whatever it pitches one level above learners current level competence, both comprehension and acquisition will occur. Learners will not benefit anything in learning if the input has no element of challenge; however, they will not acquire the knowledge if the input is too difficult. Acquisition leads to the result of comprehensible input and not production or quantity. Comprehensible Input does not have to be fine-tuned and reading is crucial to language acquisition*. The second hypothesis is Acquisition-Learning Hypothesis. This hypothesis explained that adults have two distinct and independent ways to develop knowledge of a second language learning and acquisition. In Krashens view, a learner learns second language whereas a child picks up or acquires his/her mother tongue (first language). Learning is a conscious process with attention to form and error correction. In contrast, acquisition is a subconscious process when a learner is engaged in meaningful communication and focus is on meaning. Both acquired and learned knowledge are separately; therefore, learned knowledge cannot be converted into acquired knowledge. If learner acquires knowledge by naturally, the knowledge will be able to use spontaneously. The third hypothesis is Monitor Hypothesis. Krashen developed this hypothesis and urged that acquired knowledge is responsible for fluency and intuitive judgements about correctness. On the other hand, learnt knowledge can be put to conscious use through the Monitor. A learner will use the monitor through learnt knowledge to correct and check what they say is grammatically. This monitor operates only under three circumstances when there is sufficient time to self-correct, the focus is on form and knowledge of the rules being applied (Hadley: 1993). The fourth hypothesis is Natural Order Hypothesis where grammatical structures are acquired in a natural and predictable order. It shows the evidence whenever the focus is on communication. The last hypothesis is Affective Filter Hypothesis. Affect refers to things as motives, needs, attitures, and emotional states (Lightbown Spada 1999).This hypothesis is connected to the motivation factor. Cook (1993, cited in Krashen 1985, p.3) claims that in order for a learner to success in acquiring knowledge, CI is a necessary but not sufficient due to a mental block that prevents acquirers from utilizing the CI input they receive for language acquisition This mental block is called affective filter. The affective filter is low when the learners motivation and self-confidence is high as well as low anxiety; therefore, more input is available for acquisition. On the other hand, the affective filter is high when learners motivation and self-confidence are low. In short, the success of acquisition is controlled by the affective filter. Interactionism Krashen claimed that every human has a natural innate mechanism to learn a language along with comprehensible input (CI). However, Krashens CI came under challenge by few Applied Linguists namely Evelyn Hatch, Teresa Pica and Michael Long. Michael Long agrees with Krashen that CI is important for language acquisition but how input is made comprehensible (Lightbown Spada: 1999). Language develops as a result when interaction occurs between children and other speakers. Every learner has to converse and communicate with others in order to adapt what they have learnt which shows their competence and understanding. Therefore, a learner will develop his/her language ability when they take part in spontaneous interactions rather than straight drills (Nunen 1991). Correspondingly, Language acquisition is an outcome of interaction between the learners mental abilities and the linguistic environment (Rozzana: n.d.). Native speaker provides language input to language learner; meanwhile, language learner produces the language as the product of output through communication. In fact, interactional modifications usually take place when native speaker modify their speech in order to make their speech comprehensible. It is supported by Long (p.342) that modification is the vital and widely used method of making input comprehensible. Learners will be promoted and engaged into this modification and negotiation of meaning when there is a communication breakdown. There are few examples of interactional modifications which are comprehension checks, clarification requests, confirmation checks, self repetition/paraphrase and use of extralinguistic features. In addition, learners usually engage in learning when information is to be exchanged with each other. During the process of exchanging information or feedback after the conversation, output will be a route to language learning along with interactional modification. Besides that, two-way communication promotes more interactional modification than one-way communication. According to Rozzana (n.d.), for the learner to communicate, he must learn the language and in order to learn it he must communicate. This point often overlooked on how Bangladeshi workers in Malaysia can master simple Bahasa Malaysia although without attending formal tutorial. They acquire the language through social interaction in daily conversation; also, interact with the environment. Henceforth, Longs ideas are identical with Vygotskys theory of Zone of Proximal Development (ZPD) where learners acquire knowledge through interaction with the physical world (Lightbown Spada: 1999). Comprehension Output Both Michael Long and Stephen Krashen agree that CI as a source of acquisition. On the contrary, some interactionists argue that CI is not sufficient for language acquisition depends on some factors which cannot account for the whole of acquisition (cf. Long, 1989:10). Learners need to be instilled language development especially grammatical development. Besides that, learners must be pushed or forced to produce comprehensible target language in order for language development to occur. With this in mind, one of the activities which is called read and respond in Myline whereby students are assigned an article to read and given their opinion critically. So, students are not only received input from teachers whereas trigger their LAD while producing language, either spoken or written. Fours ways (reading, listening, writing and speaking) in which output might play a role in the process of second language learning have been proposed (Swain, 1985). Listening and reading could be the compr ehensible inputs different from speaking and writing which are comprehensible outputs. Learners are given the opportunities to test his/her hypothesis about the language through comprehensible output. This is especially so when learner notices a gap in his/her interlanguage system if there is a communication breakdown. Once the learner realize the gap in interlanguage system, he/she is likely to search their own linguistic knowledge for information which might help to close the gap; also, pay attention to relevant input (Swain, 1993). Hence, learner will focus on form and mismatches between input and output which may also provide some of the information a learner needs about what is not permissible in a language (Long, 1996). Last but not least, CI encourages semantic processing but CO encourages syntactic processing. Audio Lingual Method is a wise method to be used to learn a language; however, it is not enough to suit the advancement of language learning nowadays. Since this theory deduced that learning is a mechanical process but it does not account for the creativity evident in ones ability to produce novel utterances and childrens imitation of structures show evidence of almost no innovation (Brown 1987, Demirezen 1988). Students will find it hardly to converse in the target language when they step into the true sense of the world; also, unable to write or create new sentences.

Trends in UK Rape Statistics Over Time

Trends in UK Rape Statistics Over Time National statistics about crime in England and Wales have been collected and published by the Home Office since 1805 (Clarke, 2006). Originally, the statistics only included proceedings and convictions data from the courts. However, in 1857, data about crimes reported to and recorded by the police were also introduced in to the statistics, with the introduction of the latter, the government seized the opportunity and could exercise oversight over what was then a highly localised policing structure accountable at the local political level (Clarke, 2006, p. 7), meaning that the government could watch over the statistics produced by the police when it came to politics. This essay is going to look at the figures for Rape from these statistics provided, and comment and discuss the trend of rape over the last 120 years, and will also look at the origin and location of these statistics and how they have changed and the impact the changes have had on rape. There are many different definitions to the word Rape in the English language. But overall it is not all that hard to define because most of the definitions broadly have the same concept of what rape is. One definition of Rape, comes from Randy Thornhill and Craig Palmer, who define rape as: copulation resisted to the best of the victims ability unless such resistance would probably result in death or serious injury to the victim or in death or injury to individuals the victim commonly protects (Thornhill Palmer, 2000, p. 1). However, they do also acknowledge that other sexual assaults such as oral or anal penetration of a man or a woman under the same conditions, can also be classed as rape (Thornhill Palmer, 2000, p. 1). Another definition of rape comes from Merriam-Webster, which defines Rape as: unlawful sexual activity and usually sexual intercourse carried out forcibly or under threat of injury against the will usually of a female or with a person who is beneath a certain age or incapable of valid consent because of mental illness, mental deficiency, intoxication, unconsciousness, or deception (Merriam-Webster, 2017, p. 1). However, the main legal definition comes from government legislation website, by The National Archive, under the Sexual Offences Act 2003 which defines Rape as: (1) A person (A) commits an offence if- (a) He intentionally penetrates the vagina, anus or mouth of another person (B) with his penis, (b) B does not consent to the penetration, and (c) A does not reasonably believe that B consents. (2) Whether a belief is reasonable is to be determined having regard to all the circumstances, including any steps A has taken to ascertain whether B consents. (3) Sections 75 and 76 apply to an offence under this section. (4) A person guilty of an offence under this section is liable, on conviction on indictment, to imprisonment for life. (Sexual Offences Act, 2003, p. 1). In addition to this, the Sexual Offences Act 2003 also has definitions of rape for rape offences committed against children under the age of 16 and even younger children, who are under the age of 13. The definition for rape or other sexual activity of a child under 16 is as follows: The elements of the offence are: (A) aged 18 or over intentionally causes or incites another person (B) to engage in an activity the activity is sexual, and either (B) is under 16 and (A) does not reasonably believe that B is 16 or over, or (B) is under 13.(Sexual Offences Act, 2003, p. 1) Finally, the Rape of a child under 13 is defined as: (1) A person commits an offence if- (a)he intentionally penetrates the vagina, anus or mouth of another person with his penis, and (b)the other person is under 13. (2) A person guilty of an offence under this section is liable, on conviction on indictment, to imprisonment for life. (Sexual Offences Act, 2003, p. 1). Now that the definition of rape has been outlined, we can now move on to look at the trend of rape over the last 120 years and how it has changed over time and the reasons for it. If we look at the graph for Rape over the last 120 years, we can see that there has been a huge increase in the amount of rape that has taken place compared to the amount of Criminal Damage that has occurred. As we can see from the graphs below, the trend for Rape has significantly increased over the last 120 years. Even though the graph for Criminal Damage shows that the trend for Criminal Damage has increased, we can see from the chart that criminal damage peaked in 2008/09 and then the figures started dropping, resulting in the trend decreasing. As far as rape goes, the main increase has been over the last 20 years, mainly because of the new laws that were introduced in the Sexual Health Act 2003 replacing the old laws of the Sexual Health Act 1956. As can be seen from the graph, after the new laws were introduced in the Sexual Health Act 2003, the rate of rape per year increased by 2561 between the year 2001/02 and 2002/03. This is because the Sexual Health Act 2003 introduced the new law that allowed for more sexual offences to be classed as rapes. For example, before this new law, it can be seen from the two bar charts below that the rape of a child under 16 or even under 13 wasnt even recorded by the police until 2004/05 when Sexual Health Act 2003 was properly taking form. Further to this, the rape of a female in general wasnt even recorded by the police in these statistics until 1995 as can be seen in the graph below. A reason for this can be because before 1991, it was legal for a husband to rape his wife. This was suggested by Sir Matthew Hale, in Historia Placitorum Coronea, who stated that the husband cannot be guilty of a rape committed by himself upon his lawful wife, for by their mutual matrimonial consent and contract the wife hath given herself up to her husband, consent which she cannot retract (Hale, 1736, p. 629). However, after this case, that rule was abolished by the judge hence making marital rape illegal. Despite this, female rape wasnt recorded pre-1995 because it wasnt until 1994 when S.1 of the Sexual Offences Act 1956 was substituted by S.142 of the Criminal Justice and Public Order Act 1994 to include marital rape, and so added the following to the definition of rape: (3) A man also commits rape if he induces a married woman to have sexual intercourse with him by impersonating her husband.(4) Subsection (2) applies for the purposes of any enactment. (Criminal Justice and Public Order Act, 1994, p. 1). After this law was introduced, female rape started to be recorded by the police. Furthermore, two feminist researchers, Jalna Hanmer and Sheila Saunders, found that the encounters that women faced by men everyday were not revealed in the Crime Survey for England and Wales (CSEW) because the CSEW is not designed to disclose information of that kind of nature. This suggests that rapes which may have occurred prior to 1995 were only reported to the police in the last decade. This may have been because of the changing in the social construction of the police, meaning that there are more female officers now than there used to be, which makes rape victims more likely and willing to talk to instead of male officers. In addition to this, society has also changed to provide more victim support for rape victims by establishing rape centres for victims (Hanmer Saunders, 1984). However, having said this, we are looking at police recorded crime statistics. These statistics are not exactly accurate because there are some rapes or crimes not recorded by the police at all. This is because we are looking statistics from the Crime Survey for England Wales. According to a Crime Statistics 2006 report, by the then Home Secretary of State Charles Clarke, even though there is a lengthy history of reported and recorded crime statistics, that were used to judge police performance, the statistics, for a while now, have been documented as having a number of weaknesses (Clarke, 2006, p. 7). He went on to outline three main weaknesses in the statistics from the CSEW. He stated: First, there have been regular claims that the police adjust their crime statistics to improve measured reported performance (Clarke, 2006, p. 7), meaning that the statistics recorded by the police are not exactly, as they have been adjusted so that the police look more credible and it looks as thou gh they have high performance. Second, the processes and categories used by local police to record crime have historically had a significant degree of local variability; this has made it difficult both to make comparisons among local forces and to form aggregates to provide a meaningful national picture (Clarke, 2006, p. 7). This suggests that the categories that police use to categorise the crimes, are only clear to the local police who have created these statistics, as the statistics are mainly based on the crime in their area, which makes things very ambiguous in the grand scheme of things, when a bigger picture of crime rates in England and Wales. Third, the picture that emerges from recorded crime is potentially distorted by the unknown and uncontrollable variability in the publics reporting of crime to the police (Clarke, 2006, p. 7). This weakness proposes that when the crimes are recorded, the statistics are not entirely accurate because it is not possible to distinguish how many people from the public reported a crime, and how many of the statistics have been adjusted by the police like the first weakness. However, the then home secretary did state that whilst the problems we have remain, there have been several attempts made over the years to address these perceived problems that are there in the Crime Survey for England Wales. These weaknesses are a big factor in the statistics we have for rape, as they came from the CSEW. As the weaknesses mentioned in the report exist, our statistics for rape may not be entirely accurate. This leads us to believe that there may have been more rapes reported by the public but not recorded by the police, and of those that were recorded, only a few maybe accurate as the others may have been adjusted to make the police look more efficient. A further problem this creates for the statistics we have is that, like the second weakness mentioned above, some rape statistics may not have been recorded in the survey by the police as they may not have fell into any of the categories that the police were using to define rape. This could possibly have had a major impact on the statistics we have, hence, impacting the graphs that have been used above to illustrate the trend of rape. To summarise, this essay has looked at the overall trend of rape over the last 120yrs and compared it to the trend of Criminal Damage statistics over the last 120yrs, to show the trend of rape over this period. This essay then delved deeper into the main statistics and broke them down into figures of rape over the last 20 years and then went even further and showed the trends of rape of females of different ages, for example under 16s and under 13s. After that, this essay looked at reasons as to why the statistics are showing what they showed and then went onto discuss the location of where the statistics were found and outlined the problems with the CSEW. Because of these weaknesses, the essay finally looked at how the weaknesses impacted on the rape statistics that we had and used to illustrate the trend of rape from 1898 to 2014/15 which has increased. References   Clarke, C. (2006). Crime Statistics: An Independent review. London: Home Office. Retrieved March 19, 2017, from http://webarchive.nationalarchives.gov.uk/20110218135832/http:/rds.homeoffice.gov.uk/rds/pdfs06/crime-statistics-independent-review-06.pdf Criminal Justice and Public Order Act. (1994, November 3). Criminal Justice and Public Order Act 1994. Retrieved March 13, 2017, from The Government Legislation Website The National Archive: http://www.legislation.gov.uk/ukpga/1994/33/section/142 Hale, S. M. (1736). Historia Placitorum Coronae: The History of the Pleas of the Crown (Vol. 1). Oxon (Oxfordshire): Professional Books Ltd. Hanmer, J., Saunders, S. (1984). Well-founded fear : a community study of violence to women. London: Explorations in Feminism Collective (Great Britain). Merriam-Webster. (2017). Rape. Retrieved February 27, 2017, from Merriam-Webster Online Dictionary: https://www.merriam-webster.com/dictionary/rape Sexual Offences Act. (2003, November 20). Sexual Offences Act 2003. Retrieved February 27, 2017, from The Government Legislation Website The National Archive: http://www.legislation.gov.uk/ukpga/2003/42 Thornhill, R., Palmer, C. T. (2000). A Natural History of Rape: Biological Bases of Sexual Coercion. Cambridge: The MIT Press.

The Old Man And The Sea Compared To Shipwrecked Sailor :: essays research papers

The Old Man and the Sea compared to â€Å"Shipwrecked Sailor† In the stories, The Old Man and the Sea by Ernest Hemmingway and â€Å"Shipwrecked Sailor† by Gabriel Garcia Marques, there are so many similarities, like their losses and their love for the creatures of the sea, that it its eerie. Although, there are many similarities, there are also some differences, such as the main characters’ love for the creatures of the sea. There are more similarities in these stories than differences, in my opinion.   Ã‚  Ã‚  Ã‚  Ã‚  A difference between Santiago in The Old Man and the Sea and the sailor in â€Å"Shipwrecked Sailor† is their knowledge of the sea. Santiago is expressed well as a fecund and resourceful old fisherman of the sea. This is prodigiously expressed when Santiago, †Hooked a patch of yellow Gulf weed with the gaff as they passed and shook it so that the small shrimps that were in it fell onto the planking of the skiff† (Hemmingway p.98). This is the act of a very intellectual and experienced fisherman. Unlike Santiago, the sailor in â€Å"Shipwrecked Sailor† is rather ignorant. Although, this is excused because the man hadn’t the experience at sea that Santiago had. His imbecility is shown when he, â€Å"Lay down at the side of the raft and took a few swallows of seawater† (Marques p.45). This was a rather fatuous action, because the salt dries the body and retains water. That action proves that he is not sea-worthy. So, Santiago i s the more experienced seaman of the two.   Ã‚  Ã‚  Ã‚  Ã‚  A similarity between The Old Man and the Sea and â€Å"Shipwrecked Sailor† was their losses. In the â€Å"Shipwrecked Sailor†, â€Å"The sharks had made off with my prey† (Marques p.44). This event marked the loss of the man’s food supply. It wasn’t a very crucial part of the story, because the man had earlier devoured some raw meat, which had satiated him. In The Old Man and the Sea, â€Å"He did not want to look at the fish. He knew half of him had been destroyed† (Hemmingway p.144). This was a very similar method of loss, which the shipwrecked sailor had faced. This was a tragic loss and abasement to both Santiago and his pride. He was tenacious and worked so hard to obtain the fish, only to have it taken away by sharks. The old man lost the fish, even though he fought valiantly to fend off the attacking sharks.

Our Child of Poverty Essay -- Poverty Essays

Our Child of Poverty From the writer: This paper was inspired by my work on "The Community Child Project" and the book "Amazing Grace" by Jonathan Kozol. The project was a children's literacy initiative that included discussions which pointed to poverty as being a deterrent in children's educational success. I then began to think about perceptions of poverty held by myself an others. I have here attempted to capture those attitudes and identify why I see them as problematic. From the teacher: Sarah found her project for this course (Writing With Theory) in her work in a service learning course she was taking with Rosaria Champagne in ETS. As Sarah began to write, she thought the differences between her own life and the lives of the young girls she was "helping" were extremely large. As she explored her own interests and the conversations she was having with other SU students, she came to think that the differences were much more subtle. Her way of describing the differences, then, came in her use of metaphor and juxtaposition. Sarah was the student in this course who was the most dedicated to the writing--process as well as product. From the editors: This piece addresses the impoverished conditions faced by urban families in America, confronting the issues that many of us dismiss. Smith integrates the novel Push, by Sapphire, with anecdotes of her childhood and reflections upon her experiences with children as a maturing adult. Through application of social theory, textual analysis and literary narrative, this paper demonstrates the author's developing cognition about the hardships endured by the underprivileged and calls for the reader to apprehend these ideals. As Veronica's sisters drove home in their black Lex... ... the negative effects of our behaviors on others. This is apparent in classism with what I'll call the "us-not-them" phenomenon. When we are able to separate ourselves from the other, more specifically the other living in poverty, there is no desire to remedy the situation. When we neglect to foster a sense of community between them and us there is no bond, no relationship. When there is no community it is easy to separate our actions from others. It is impossible to realize the ramifications of classism from within a culture that lacks any cohesive community. We sometimes ask why those living on the streets and in poverty do nothing to help themselves? Let's try to imagine what the reality of their existence is. Try to see what they see. Veronica reminds me as she gives me a ride in her new Pathfinder, "No one would have all those factors beating them down." Our Child of Poverty Essay -- Poverty Essays Our Child of Poverty From the writer: This paper was inspired by my work on "The Community Child Project" and the book "Amazing Grace" by Jonathan Kozol. The project was a children's literacy initiative that included discussions which pointed to poverty as being a deterrent in children's educational success. I then began to think about perceptions of poverty held by myself an others. I have here attempted to capture those attitudes and identify why I see them as problematic. From the teacher: Sarah found her project for this course (Writing With Theory) in her work in a service learning course she was taking with Rosaria Champagne in ETS. As Sarah began to write, she thought the differences between her own life and the lives of the young girls she was "helping" were extremely large. As she explored her own interests and the conversations she was having with other SU students, she came to think that the differences were much more subtle. Her way of describing the differences, then, came in her use of metaphor and juxtaposition. Sarah was the student in this course who was the most dedicated to the writing--process as well as product. From the editors: This piece addresses the impoverished conditions faced by urban families in America, confronting the issues that many of us dismiss. Smith integrates the novel Push, by Sapphire, with anecdotes of her childhood and reflections upon her experiences with children as a maturing adult. Through application of social theory, textual analysis and literary narrative, this paper demonstrates the author's developing cognition about the hardships endured by the underprivileged and calls for the reader to apprehend these ideals. As Veronica's sisters drove home in their black Lex... ... the negative effects of our behaviors on others. This is apparent in classism with what I'll call the "us-not-them" phenomenon. When we are able to separate ourselves from the other, more specifically the other living in poverty, there is no desire to remedy the situation. When we neglect to foster a sense of community between them and us there is no bond, no relationship. When there is no community it is easy to separate our actions from others. It is impossible to realize the ramifications of classism from within a culture that lacks any cohesive community. We sometimes ask why those living on the streets and in poverty do nothing to help themselves? Let's try to imagine what the reality of their existence is. Try to see what they see. Veronica reminds me as she gives me a ride in her new Pathfinder, "No one would have all those factors beating them down."

Mice and Men

George Is starting to appear as more of the leading character as most of the significant Interactions Involve him due to the fact that Leonie Is told specifically not to speak to anyone unless he has to until he can show that he can work and is a great person to have around the ranch.Leonie – Leonie is beginning to appear as almost a child like character who the reader is brought to feel sorry for due to the fact he needs to be told what to do every time something occurs for example when he goes o drink water George needs to tell him to slow down or otherwise he will get sick. Example from chapter 1 supporting my comments: â€Å"Leonie! † he said sharply. â€Å"Leonie, for God' sakes don't drink so much. † Leonie continued to snort Into the pool. The small man leaned over and shook him by the shoulder. Leonie. You goanna be sick Like you was last night† George has always appeared resentful of Leonie from the beginning of the book due to mainly the fact that he was the reason they were forced from weed however there is also slight resent that doesn't always appear from just the basic need of Leonie which George is always required to take care of however he would never let Leonie know he feels this way. A quote to support this would be: Well, how the hell did she know you Jus' wanted to feel her dress?She Jerks back and you hold on like it was a mouse. She yells and we got to hide in a irrigation ditch all day with guys looking' for us, and we got to sneak out in the dark and get auto the country. Leonie carries a dead mouse in his pocket as he Likes to have something to pat and most likely something that could keep him company, this shows the reader that he Is ere child and that we should probably feel sorry for him, as he doesn't exactly know social protocol and how to act properly.George and Leonie had to leave Weed due to the fact Leonie went up to a lady and felt her dress, she believed he was going to assault her and quickly told everyone that is what he did when really all he wanted to do was feel the fabric, a lynch mob was then formed to capture Leonie and they decided to quickly leave the town. George orders Leonie not to talk when they arrive at the weed so that the owners do not get the wrong impression of them and think they are stupid, instead George ants Leonie to show them how well he can work and then he can talk to them.Itinerant workers Like George and Leonie are the loneliest people In the world because they are always traveling and usually alone so they can never stop to meet George and Leonie both dream of one day owning their own ranch where they can tend to animals like rabbits for George, this is important to both of them as it is what pushes them to continue on and fight for what they believe in. The opening scene of the novella describes the tranquility of the Salinas River; it describes a deep pool arched by the branches of sycamore trees.Read this section closely and discuss the feelin g and tone is creates. Why do you think Steinbeck writes so evocatively of this place? Choose THREE sentences or phrases from this opening section and analyses the techniques used by the author and discuss the effect created. Create a vocabulary section at the back of your workbook. Then, find FIVE words to start your list. Write out the word and the definition. Chapter 1 . Choose ONE of the following activities: Look back over Chapter One and find as many references as you can that compare Leonie to an animal.What do you think this means? Make a list of these references and keep adding to it as you read the rest of the chapters. George and Leonie are obviously committed to each other, yet they often criticism each other. Make a list of the negative aspects of their relationship. Explain why you think they stay together in spite of this. Write a character profile of Leonie and George. Describe their physical characteristics, their personalities, hopes, dreams, similarities and diffe rence. Chapter 1 Activity: B) George and Leonie have a lot of negative aspects, most of these are a result ofLien's actions throughout their travels which often result in trouble for the pair however sometimes it is George who does something that Leonie despises. An example of something George does is trying to control everything Leonie does such as not allowing him to keep a dead mouse even though George is Just doing what is best for Leonie however he doesn't know that. Leonie is always doing something that antagonizes George or has negative effects towards him, the biggest one being that he was the reason they had to flee from Weed after a woman believed he was trying o assault her.Chapter 2 – Questions The opening passage of chapter 2 really does convey the dullness of the bunkhouse conditions that they were stuck with or how prioritize work was by displaying how no attention was paid to the bunkhouse by the owners to set concentration on work. Steinbeck is trying to conv ey how dull the building truly is and that people who stay there get hardly any enjoyment but rather are simply there for a paycheck no matter the conditions. George is angered upon entering the house by finding the poison that kills bugs etc. which was put there by Whites, this may be used to introduce him by showing that he was a good morale man (trying to keep bugs away from the house). Candy shows that the boss is a â€Å"pretty nice fell† by telling the story of how one Christmas he brought a whole barrel of whisky for everyone to share. We learn he is not a laboring man by the description of his hand, which describes them as being without calluses. George tries to speak for Leonie as that is what they decided in the last chapter would happen so that Leonie would not appear stupid to the boss and would not get red.He explains this to the boss by saying he is Just his friend but eventually gives up why he must speak for him and tells him to Just watch him work. â€Å"A g uy on a ranch don't ever listen nor he don't ask no questions† This quote reveals that no one really cares about each other on the ranch and everything is money driven which Is the sole purpose in people being there. The threat of Curler could be significant to the duo as he may stop them from working at the ranch and ruining any dreams they have and would leave them in a very difficult situation.George is concerned, as he believed they finally found a place to stay and it could be potentially ruined. Candy offers an insight into all of the other characters that live on the ranch and how they interact with everyone. Curlers wife is largely introduced as being a bit of a slut or being easy, Steinbeck infers this by allowing the other characters to describe all the types of men seen around her and how she is only liked because of her looks.After being scared of how George reacted to Curlers wife's description George try to calm him down by assuring him that he would be safe and nothing would happen to him. Slim is portrayed as being of very high character and almost a lot better than others, weather he believes this as well is unknown however a lot of people both respect and fear him for the power over everyone else he holds.Curler and his wife – The reader is able to gain insight into the relationship, which may craft the experiences George and Leonie face on the ranch due to the couple being so influential and the wife being so controlling meaning Curler could be relationship – We are able to gain more of an insight than we did in previous happens due to there finally being contact with other people, through this we learn just how dependent Leonie really is on George and how that will most likely craft what happens between the pair.Their end goals – We learn of Just truly how much the pairs end goal of owning their own farm pushes them on to go through anything as long as in the end they have each other and their animals. Candy's rel ationship with his dog is a lot like George's relationship with Leonie: they both care for things that other people can't appreciate. – This shows an insight into tot relationships by Steinbeck comparing the two couples even though they could not be more different, This shows the reader that Candy does care for a of things despite his initial impression while also reaffirming the love George and Leonie have for each other.She slang her pups last night, said Slim. â€Å"Nine fame. I drowned four of ‘me right off. She couldn't feed that many. – This shows the hardships people have to go through on the farm and how quickly they Just have to get over it Chapter 3 – Questions George says that Leonie will want to sleep in the barn so that he can be with the puppies for as long as possible. O George explains that Leonie was in an accident as a child and is now a bit under developed which is why he travels with him to take care of him as he can not on his own.Wha t happened that made George stop playing dirty tricks on Leonie? George and Leonie had to flee from weed because of Lenses ignorance in thinking that he could go and touch a woman's dress, she took this as him assaulting her and a lynch mob was soon formed to hunt the pair of Wrongdoers' I believe Carlson is the one who made the decision to shoot Candy's dog. The letter holds significance has it shows how truly lonely people who stay on the ranch are from the writer's personal experience, the fact that he was literate may also be significant.George allows Candy to live with them on the farm due to the money that Candy promised to provide which is about half needed to buy a whole farm. Curler attacks Leonie as he figured out he is very vulnerable and almost child like when really he is a coward. Curler agrees to not get Leonie fired to save himself the embarrassment of being beaten by Leonie who everyone now knows is ‘stupid'. Leonie fears that for hurting Curler George will no t let him tend the rabbits on their dream farm as punishment.Chapter 4 – Questions Crooks seems to have a lot more possessions than anyone else on the farm firstly due to Just the length of time he has been there in comparison to everyone else and also he is a cripple so he normally Just stays in his home and keeps possessions to look at. Crooks instinct to not allow Leonie into his room is purely because of the segregation which was still active back then, Leonie did not understand this concept so crooks just did not let him inside. Crooks believes that everyone needs a companion Just so that they can have someone to talk to and trust in their life.Crooks initial response is that he thinks they are Joking because they will never be able to own a farm together however after he realizes they already have some money for the land his attitude changes and he wants to stay with him if it ever does happen. Men are afraid to talk to Curlers wife because someone may then tell Curler who no matter what actually happened will believe anything and probably kick him or her off the farm. Curlers Wife dislikes talking to Curler because he always talked about abusing people and to begin with she never loved him.Candy gives the reason that she liked them now after they don't believe she will get them fired. Crooks believes that he may soon be off the ranch and therefore can afford to take more risks he also has the backing of Candy, which motivates him. Candy tells Curlers wife that he hears the men coming which makes Candy then want to leave which is what Candy wanted. Quite racist. Chapter 5 – Questions Ellen accidental killed his own puppy by hitting it too hard when it was being subeditor.Curlers wife shares with Leonie that she never liked Curler in the first place and also how she Just wants someone to talk to in a relationship. Curlers wife offers Leonie to caress her hair because she knows he likes soft things and she takes pride in her soft hair. Leonie kills Curlers wife because he thinks that she will scream and get him in trouble, which will result in either Leonie being kicked off the farm, or him not getting to tend to rabbits, the end result is much worse however. George says that Leonie can't escape and live on his own because he believes thatLeonie would not be able to survive on his own Candy's greatest fear is that their dream of owning a farm will not come true. Slim tells Leonie that if they catch Leonie instead of killing him that he would have to go to prison and that would be worse than death for him, like candy's dog for example where it was better to die. The men all think that Leonie is armed because Candy's gun was stolen however it was really George who took it. Carlson plans to shot Leonie right in the guts so that he would tumble over. Candy decides to look after Curlers wife while the others go off searching. Mice and Men Mice and men How does Steinbeck create tension In chapter 3? Steinbeck creates tension In chapter 3 In numerous ways; he describes the layout and lighting of the rooms which gives the reader Insight Into the setting. He describes the conversations in the bunk house, the noise levels and the noises heard from outside again setting the scene. When Steinbeck sets the scenes he uses imagery as a meaning of description. He uses irony in his language, saying one thing or meaning another.He also goes into detail about the dialogue of the characters and the way they speak to one another. All of which creates tension in the chapter. In the opening sentence of chapter 3 it says ‘Although there was evening brightness showing through the windows of the bunk house, Inside It was dusk' so this leads me to believe that the bunk house which Is where this chapter Is based, is a dark and damp place giving the reader a cold atmosphere, which Is normal when an author wants to create tension using Imagery.Steinbeck creates tension in the same way later in the chapter, on page 46 ‘it was almost dark outside now' this shows that it is getting darker outside, so it must be tie late at night, when It's a dark atmosphere it creates tension as you know if you do go out side you won't be able to see this puts the person in an alert state and your body and mind on stand by to react to something being out there. A darker atmosphere makes the scene tenser because you don't know what's going to happen.This is a dialogue from slim; ‘God almighty that dog stinks. Get him auto here, Candy! I don't know nothing that stinks so bad as an old dog. ‘ You Imagine the smell of wet fur and how unpleasant that would be In a small space and how It could make you eel annoyed and highlight the tension which Is already In the room. You goat get him out. ‘ Slim keeps on putting pressure to Candy about the dog, Slim keeps on complaining about Candy's dog because he doesn't like it . Wynn;t you shoot him, Candy?Carlson is just saying shoot the dog and get rid of him before I shoot him for you. He is annoyed that he has to put up with the smell and states he is saying you have no choice but to get rid of that dog. Carlson is a powerful large man who is insensitive so he always speaks his mind even if he hurts people's feelings and this is evident in this sentence. He pressures Candy to have the dog shot this would create extra tension which is evident when they are parts of silence In the chapter. The young man turned to the back of the magazine. ‘ This shows that they are switching the view point to something else, It Is a distraction so that Candy forgets about the shooting of the dog. When I read this It makes me feel tense because I want to know what is going to happen so we read it Taste. You Know Tanat tender Is tension In ten room Walt awkward moments AT tension. Peg 75 the tension begins to mount. Words like ‘nervously create this tension as we liaise that Candy's dog is going to be killed.This scene is in stark contrast to the previous, the hope of the ranch hands has changed as they turn on Candy's dog and we feel the sadness this is going to create. Candy ‘hopelessly hands the dog over and in, ‘hopelessly he means that Candy knows there is no point fighting against the decision he has Just got to back down, his character has been dominated by stronger characters and pressured into handing over the dog by the move dominant characters. It goes on to say ‘Anti nothing left for him. Can't eat, can't see, can't even walk without hurting.Carlson is naming things that Candy's dog has got wrong with him, making up excuses why he wants to kill and get rid of the dog, trying to win round the other characters that he is actually doing the dog a favor. When Carlson and Slim are having a conversation Just before Carlson goes outside and shoots the dog Slim says ‘Take a shovel' this makes us feel tense bec ause it doesn't say why Carlson will need a shovel, and what he wants it for. So creating mystery is it need to bury the dog or to kill the dog? Page 51 – ‘His voice trailed off. It was silent outside. Carillon's footsteps died away.The silence came into the room. And the silence lasted. ‘ In this quote silence or silent is repeated 3 times, this is to make sure we understand that it is silent outside so we can't hear anything at all, ‘Carillon's footsteps died away means that Carlson has gone far away to shoot Candy's dog. The silence also shows how high the tension must be in the bunk house now, the other characters no knowing who to stand by where do their loyalties lie or who is it best to show your sympathy to Carson for as he says Putting the dog out of misery or Candy as he has Just lost his loyal friend for no season other than it smells.Slim said ‘Candy, you can have any one of them pups you want' Slim is saying forget about your old dog you c an have a new one instead to replace, he is trying to break and change the atmosphere in the room because he is scared that Candy will get upset, and react with what people say, and Carlson is not someone who you should stand up to.The silence kept on happening until the end of the chapter this shows that it is silent again, nobody is talking and the atmosphere is tense, no-one wanting to speak in case they say the wrong thing. Candy lay still, staring at the ceiling Candy is staying still and not moving because he is upset, nervous and scared about what has Just happened.After the atmosphere of the shooting and the silence the room then turns to conversations between George and Whit they are discussing Curlers new wife and Delve aggregate to near Ana women Like near won Atlanta themselves so ten tension goes from being scared of what might happen to the dog, then to tension being created in the discussions of women which is quite stereotypical image of women, she will cause fights and tensions with the men in the ranch the tension has gone room annoyance of an old helpless dog to the tension of how a woman can cause tension between men and who think they own her, and whether she deserves what she gets for acting the way she does around them.George sighed â€Å"you give me a good where house every time† he said ‘a guy can go in and get drunk and get everything auto his system all at once' this is a old fashioned stereotypical comment that women should be used in this way to get things out of there system. A strong character in the group voicing his opinion which may not be the same as others creates nervous tension in the room. A gang or team is formed by the remaining people in the bunk house making a dream plan of their own place, they make a pact not to tell the others so tension is caused as the group are scared to tell in case secrets are told. Curler steps over to Leonie asking What the hell you laughing at? Curlers rage then explodes and he hits Leonie, Leonie tries to get George to help him and covers his face George yells at Leonie to get him which he does.Leonie saying You told me to do that George' Leonie will only do what George says and George knows this so he can get him to do anything he wants. Steinbeck creates tension in chapter 3 in a number of ways. Firstly he describes the scene and sets the mood by saying it is dark. It is the end of the day and so the men may be tired and irritable. Steinbeck uses language to show that Candy loves his old dog, but then Carlson suggests it should be shot. This is quite a tense moment and Candy is bullied into agreeing and Carlson can kill Candy's dog. Finally the evening ends in a fight and George badly injures Curler. This atmosphere has been building all night and it does not come as a surprise.