Does the Death Sentence Offer Justice to the Criminal

Does the death sentence offer justice to the criminal or the people who were wronged? The whole world may disagree with these sentiments, if confidently declared that justice would have fully prevailed. Has someone ever lost his/ her kith or kin to a killer and if so, how was the reaction? This is what forms the basis for this argument. Death sentence is not the only way through which justice can be achieved.Advertising We will write a custom essay sample on Does the Death Sentence Offer Justice to the Criminal? specifically for you for only $16.05 $11/page Learn More Corporal punishment is perceived as dreadful. For instance, many people think that working as a hangman is bad. The Society needs to change its belief about abolishing corporal punishment as a means through which equity and justice can be achieved. When speaking about children, there is a need to point out that â€Å"And corporal punishment is incompatible with human rights standards prohi biting cruel, inhuman, and degrading treatment and protecting children from physical violence and mental abuse† (â€Å"American Civil Liberties Union† 1). There is unnecessary cry for revenge especially for people seeking justice which comes as a result of the death of the criminal. If a murderer is allowed to live whether as a free man or serving a life sentence, justice would have failed. Feelings of hatred to the law will forever be engraved in the hearts of those whose loved one was murdered. They may not be noble feelings but they are suffered by almost every human being. It can be argued that two wrongs do not make one right deed but should it be at the expense of frustration, injury and injustice to others? Abolitionists seem to have more force but they tread on dangerous ground. It is widely believed that the core and the only aim of punishment, in this case electrocuting or hanging criminals, is to deter other potential criminals from doing the same crime. This assumption is believed to be part of the fundamental lies that urgently need to be reviewed. Deterrence of course is one of the aims of punishment but it is not the sole reason why criminals should receive a sentence. The victims of the crime feel at solace with the feeling that the law has avenged for them.Advertising Looking for essay on criminal law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Furthermore, facing a consequence is one of the most cruel form of invention whose archaeology is least known to mankind except for the religious people who saw them from the beginning of the world. Each action done in both conscious and subconscious state of mind shall ultimately have the repercussions of the same gravity when discovered. Although most murders occur at flashpoint, there is no justification for such crimes to go unpunished. There is no excuse for doing actions prohibited by the law. Abolishing the death sentence can be equated t o removing one sharp edge of the sword thereby leaving out the consequences for the blood-thirsty and the trigger-happy fellows. This cause revenge seeking persons for murders committed against their loved ones look for alternative methods of expressing their dissatisfaction. Multiple deaths will be the result of this legal negligence. Life imprisonment is an option facing murder criminals. However, lifelong suffering cannot be a replacement for an untimely death. It is not enough to be locked in prison for ending the life of a fellow human being. Amnesty could be an option instead of letting a person defiantly serve life imprisonment knowing that his/her precious life is safe notwithstanding the life he terminated. Most people convicted with minor crimes end up serving life long imprisonment. Individuals in charged with major crimes should face the consequences equal to the crime committed and that is when justice will prevail in the society. One may be accused of championing the f act that death sentence is inhumane or rather indecorous. This provides a chance to find out whether protecting an individual’s life who could not hesitate to fire several bullets to destroy a fellow man is wrong or right. The innocent man may be long dead, well, but the law should not hesitate to do the same to the perpetrator. Given that the felony committed is gravely, the perpetrator has to definitely pay for his actions. In any case, those who commit minor crimes serve their sentences fully without being defended by the legal systems in place. These loopholes ought to be filled to give reason for society to claim that it offers any form of justice to any one that deserves it.Advertising We will write a custom essay sample on Does the Death Sentence Offer Justice to the Criminal? specifically for you for only $16.05 $11/page Learn More Criminal responsibility should be fully paid for without discrimination of the gravity committed by the crim inals. Criminals who commit minor crimes should not be punished at the expense of those committing major crimes. This is an outright injustice. The rule of law should completely prevail or else have it replaced with jungle law without the society’s knowledge. It takes withdrawal from self interest in favour of self respect to agree that murder should be paid with death. The safest method to avoid electrocution is to avoid murder. It is inhumane to terminate the life of a murderer; never-the-less no thought is paid to the implications of allowing a murderer to live. If one acts in a manner that seems to be bad according to the society he ought to expect the same from the same society. The same way anyone performing a felony when the law is barring him to do so is supposed to face the penalty. Capital punishment aims at stopping criminals from continuing in criminal acts. â€Å"The evidence for capital punishment as an uniquely effective deterrent to murder is especially impor tant, since deterrence is the only major pragmatic argument on the pro-death penalty side† (White 1-18). More so, the punishment is aimed at stopping school going persons from cheeky characters. There are many more ways of ensuring order without necessarily terminating capital punishment. Revenge is one of the ways that can be used. In conclusion the society needs to reconsider its moral grounds and practices before deciding to abolish corporal punishment. Societal decadence should be dealt with legally. Will law protect the brains behind the crimes or the victims? Works Cited: â€Å"American Civil Liberties Union.† A Violent Education. Corporal Punishment of Children in U.S. Public Schools, 2009. Print. White, Lawrence. â€Å"An Overview of the Death Penalty and Capital Trials: History, Current Status, Legal Procedures, and Cost†, Journal of Social Issues 50, no. 2 (1994). Print.Advertising Looking for essay on criminal law? Let's see if we can help you! Get your first paper with 15% OFF Learn More This essay on Does the Death Sentence Offer Justice to the Criminal? was written and submitted by user Silver Gorilla to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How to Get Your CDL in Wyoming, Nevada and New Mexico

How to Get Your CDL in Wyoming, Nevada and New Mexico This article is useful for anyone who wants to get your CDL in Wyoming, Nevada or New Mexico. If you want to learn about earning a CDL at other states, we have put together a comprehensive guide on how to get a commercial driver’s license in every state of the country. WyomingIf your vehicle has a gross vehicle weight rating of 26,001 pounds, or more or carries 16+ passengers (including the driver), or you transport hazardous material in an amount which must be placarded,   you are required to have a CDL.To obtain a CDL, you must  complete a series of written knowledge tests, a vision screening, and a driving skills test.Written Knowledge TestsAll written tests are multiple choice, and require a passing score of  80 percent correct. Written tests are valid for two years.You must take a written test  if:You  never been previously licensed in the United States, any U.S. Territory, Canadian Province, or GermanyYour  driving record indicates your last license has been expired, revoked, or denied for two years or longer, or your  privilege to drive has been revoked, canceled or disqualifiedYou are  upgrading your  class of license or adding any endorsementsYou are  removing the air brake restriction â€Å"L;† and you are  removing the Air Over Hydraulics restrictionIf you have  a CDL license with a hazmat endorsement â€Å"H,† you will be required to take the hazardous materials test upon transferring your  out-of-state CDL license. If you already have a  Wyoming CDL, you must  retake the hazmat test if you have not  passed the test within the previous two years.Vision ScreeningYou must receive  a vision reading of 20/40 with both eyes to pass the vision screening. If you cannot  meet this standard with or without glasses, you will have to  obtain a vision statement from an  eye doctor. If you wear contact lenses or glasses during the vision screening, you will be required to wear them at all times while d riving. A vision reading of worse than 20/40 in one eye will restrict you to intrastate driving only.Skills TestA skills test will consist of a vehicle pre-trip inspection, a basic control skills test and an over-the-road skills test. You can only take a skills tests after you have  successfully completed all applicable written tests.You must  test in a  vehicle representative of the class of license for which you are applying. Skills tests will not be conducted in a loaded commercial vehicle; simulated weight is the only thing allowed in trailer. Additionally, placarded vehicles are not allowed to be used for skills testing.The fee for a skills test is $40.Applicants for a Wyoming CDL who hold a valid U.S. Military license must pass all written tests for the class of license they currently hold.DisqualificationsWyoming law  states CDL holders may be disqualified from driving a commercial motor vehicle, have their license canceled, or be prohibited from obtaining a CDL if th ey are convicted of 2 or more serious moving violations in a 3-year period, which may include the following:Speeding 15 mph+Following too closelyNot posessing  a CDL or driving without a CDL on your personImproper or no endorsementsReckless drivingErratic or improper lane changeUse of cell phone OR texting while drivingYou  will have their license cancelled and will be disqualified from driving a CMV or from obtaining a CDL if convicted of:Driving under the influenceDriving with a blood alcohol of .04% or greaterLeaving the scene of an accidentDriving under suspension in a CMVDriving a motor vehicle used in a felonyNegligent operation of a CMV causing a fatalityNevadaCommercial Learner’s Permits (CLPs)Beginning in early 2016, CLPs will be administered  instead of a Commercial Driver’s License Instruction Permit (CDL IP).  To obtain a CLP, you must have a base non-commercial or commercial license. You must  have a CLP to get a CDL.A CLP is valid for 180 days, and must be held for 14 days prior to taking a skills test.Commercial Driver License  (CDL)You must have a CDL to drive a commercial motor vehicle, which is  a motor vehicle or combination of motor vehicles used in commerce to transport passengers or property if the motor vehicle meets the following considerations:The vehicles have  a gross combination weight rating of 26,001 pounds+, inclusive of a towed unit(s) with a gross vehicle weight rating of more than 10,000 poundsThere is  a gross vehicle weight rating of 26,001 pounds or moreThe vehicle(s) are  designed to transport 16 or more passengers, including the driverThe vehicle(s) are  of any size and are used in the transportation of hazardous materials that require placardingYou must be at least 21 years old to be issued a CDL to operate a commercial motor vehicle in interstate commerce and to receive endorsements for passengers or hazardous materials. You must be at least 25 to receive an endorsement for vehicle co mbinations over 70 feet in length.  CDLs issued to applicants age 18 to 20 will contain Restriction R (no passengers or hazmat) and Restriction 2 (intrastate commerce only).Requirements  Ã‚  to ApplyYou must list all states where you have held any commercial or non-commercial driver’s license in the past 10 years. Your driving history in each state will be checked.Commercial drivers must meet the Residency Proof of Identity requirements for a Nevada driver’s license.You must self-certify the type of driving you do and, if needed, submit a Medical Examiner’s Certificate.  Your employer may require a physical even if the state does not.If a physical is required, you must obtain it from a physician listed in the National Registry of Certified Medical Examiners.New MexicoAnyone applying for a CDL Permit, a first-time Commercial License or a Commercial License renewal must have the following documentation:A state birth certificate, U.S. passport, or other proo f of lawful presence in the U.S.A Social Security CardDOT Medical Certification2  verifiable proofs of physical residency in New MexicoA valid New Mexico driver’s/CDL licenseIf  you do  not have a current, valid DOT Medical Certificate on record, you  will be required to submit a copy of your medical certificate.Knowledge TestsYou must  to pass all required CDL Knowledge Tests for the Class and/or type of vehicle you  want to operate.If you  fails any one CDL Knowledge Test, you must wait one week (7 days) from day of testing before retesting.Any applicant may take any one CDL Knowledge Test 3x within a one-year period. After failing 3x, you  must wait one year from the first time tested before retesting.No documentation of any kind and no cell phones are permitted in the test area.If you are  found cheating or committing an offense while testing, you will have your  CDL application or license disqualified for one year and must  obtain a Class D license if holding a CDL.Skills TestsThe Skills Tests, which is made up of the Pre-Trip, Basic Control Skills, and Road Testing, are administered by a third party examiner and will normally take two hours.If you  fail, you  must wait one week from the day of testing before retesting.You  may take the test 3x  within a one-year period. After the third fail, you  must wait one year from the first time tested before retesting.Each part of the Knowledge and Skills Test is graded independently. A passing score is 80% or higher

Professionalism in the Job Environment Essay Example | Topics and Well Written Essays - 1250 words

Professionalism in the Job Environment - Essay Example Professionalism is comprised of attitudes and behaviors. Attitudes are often described and measured because of their relationship to behaviors. Behaviorists use recognition, praise, and a regular feedback system to tell the worker how he is doing. How we do our jobs has a direct impact on one's success in his/her job. When the conduct and behavior of workforce is perceived as unprofessional, it directly impacts the integrity and public relations as a whole in an organization. Unprofessional relationship between senior and junior could affect the morale in workplace. This will result in the emergence of environment of favoritism, misuse of authority and detract of manager's ability as a leader. In an office environment people treat coworkers with a professional respect; in a social setting they treat their friends completely different. The level of personalization in the workplace depends on the context, emotional support, expressions, trust, and situation of the environment. Dressing style is also a key component of professionalism. First impressions count. A professional consultant who doesn't take the time to maintain a professional appearance presents the image of not being able to perform adequately on the job. This professional dress code is codified because many professionals have never been taught appropriate professional appearance and demeanor. ... A fresh haircut, spit-shined shoes and a crisp suit go a long way in establishing a professional demeanor. It's also about quality; most professionals can spot a cheap suit at twenty paces and high-quality dress shoes are de-rigueur. To be successful, research and practice and carefully plan the professional image you want to project. For example, if you come to an interview dressed professionally, you will feel a sense of confidence and others will sense your self-assurance. Many employers interpret your appearance in terms of what you know about the world around you and what attention you give to detail. Effective communication is also the part of professionalism. How you present your ideas are equally important. These communication skills have to be developed, honed and added to on an on-going basis as a part of your job. They are at the heart of interpersonal skills and the greater your awareness of how it all works, the more effective your communication will be. However, even the best communicators can have their communication skills undermined when they get wrong-footed, face potential humiliation, feel misunderstood or get really surprised by someone else's behavior. That's when it all seems to fall apart and people regress to all kinds of inappropriate and unhelpful behavior. One can ensure positive interactions with his coworkers with the use of different mode of communications. If the audience isn't happy with your approach or the communication itself, it has not served its purpose. You can create a positive interaction by including your audience in small talk Just as what yo u say is vital, so is how you say it. Pay attention to kinesics or body movements,

The Rise of E- Business Essay Example | Topics and Well Written Essays - 1750 words

The Rise of E- Business - Essay Example E-business receives due attention due to several reasons. These reasons belong to two main categories: benefits for the suppliers and benefits for the customers. Each of these categories shows how beneficial this new mode of conducting business is. Briefly, e-business is the market for goods and services, which exists online. The suppliers make their goods and services available online, through the websites of their companies. Customers visit these websites, go through the online catalogues and finally select and order their chosen product online. They usually make the payment for these goods and services online as well, after which the supplier couriers the goods to their physical addresses. The efficiency and speediness of this innovative new medium of trade has gained it much popularity throughout the world, as people in both developed and developing countries benefit from this advantageous new option today (Berreby, 2010). Firstly, e-business has led to immense profitability for the supplier side of the market. These suppliers rejoice the numerous advantages virtual trade has over store-based, physical trade. It eliminates the need of large amounts of tangible capital, thus making it a very profitable venture. It replaces the need for inventory and stock collection concerning future predictions of demand. Apart from this, it is also an effective way to keep track of all transactions, since they are all recorded online. Finally, the e-business is one that helps tap into markets all over the world, that is, to reach customers in every country; instead of just the country, the supplier lives in (Li, 2007). These numerous benefits to conducting a business online have led to a sharp rise in e-business over the last decade. Whenever a business is set up, one of the most essential factors to consider is how much startup capital it will require. This refers to the land, buildings, offices, stores, etc. This property needs to be bought or rented, maintained, paid ta xes for and depreciated. All these costs can combine to form a significant chunk of the costs of the business. Apart from this, a large number of employees are required for the upkeep and maintenance of the property, be it repair people, janitors, or other maintenance staff. These numerous employees increase the costs of running a business greatly, and are sometimes responsible for a great cut in profits. E-businesses, however, do not require such buildings and property. The costs of maintaining an online website, although substantial, are not as great as the costs of hiring or buying and depreciating physical property (Karake-Shalhoub, & Qasimi, 2006). This is a major attracting factor for people who choose to start e-businesses. Apart from this, the inventory needs of a physical business are also huge. The seller needs to budget according to the next month, and for this she needs to predict demand for the following period and then order and store that amount of goods in inventory, until they are sold. If any of these inventories is not sold by the end of the next period, it needs to be accounted for, check for expiry and included in the calculations of the following month’s inventory. This procedure takes up a lot of time, money, and effort, and often leads to wastage of goods and shortage of storage space (Stanford-Smith, & Chiozza,

A Study of Using the Central Line Prevention Bundle for Reducing the Research Paper

A Study of Using the Central Line Prevention Bundle for Reducing the Risk of Infections for Patients in the Intensive Care Ward - Research Paper Example These hospitals not only keep their facilities and equipment clean and sterile but they also follow certain procedures or protocol that ensures that there are no further complications or infections for the patient.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One such infection-control procedure or protocol is the Central line bundle. This particular protocol was created in order to help prevent or control central-line infections in the intensive care unit. According to an article by nursezone.com â€Å"central lines† are the catheters inserted into major veins and are used to deliver medication or to replenish body fluids. These are great life support mechanisms; however the article also states that they â€Å"are also dangerous infection risks, responsible for as many as 28,000 deaths each year†. This figure is quite alarming, and this is also the same reason why this paper was created. It is meant to review the Central line bundle protocol and through medical data as well as articles, this paper will attempt to determine just how effective the Central line bundle is in terms of preventing infections for patients in the intensive care ward. This paper will use the PICO(T) method in trying to asses the Central line bundle’s effectiveness in preventing infections. ... Any death on its own has a very alarming effect, but even more so for those deaths that come from the very equipment that were expected to help the patient out in the first place. It now becomes hard to imagine that the very thing that was meant to help alleviate your struggle could potentially cost you more than you bargained for.   This is why the process of making sure that the central line bundle is effective at preventing these types of issues and effective at controlling central-line infections. These steps that have been developed in order to control these types of issues may be the difference between life and death for most patients. This paper’s significance comes in its assessment of the protocol and its conclusion of weather it really is effective or if not doing the protocol will provide the same results. According to the same article by nursezone.com, this protocol is one result of some efforts to reduce central-line infections in the intensive care ward, as wel l as an effort to save 100,000 lives in American hospitals. This paper’s main purpose is to validate if the protocol is effective and in effect, also attempts to validate the efforts made towards saving 100,000 lives in American hospitals. This is one of the main driving forces behind the paper as well as to provide a positive image on the procedures ad effectiveness of hospitals and other intensive care facilities. This is because as we may already know, there are many negative connotations regarding confinement in a medical facility and if the protocol is assessed to be effective, this will shed a positive note on the protocols of medical institutions, as well as remove any negative connotations regarding these types of equipments or procedures. This is very significant to patient outcomes

Non Native Speakers

Non Native Speakers Learning a language outside of your own can be difficult, it has its advantages. Even words that are considered unacceptable in some countries can have its uses, in this case English. The reason for this investigation is based on the concern about the use and perception of swearwords for students who are non native speakers (N.N.S) of English. The issues that I intend to explore are the ideas whether University students who are N.N.S of English are able to define and understand swear words within the English Language and if any similarity exists between our language and theirs. On top of that I would like to find out why they think it is essential to know what some slang words in English mean. To me this seems like a valuable topic as I have not come across a lot of research that can explain the opinions of those who originate from countries where English is not their first. Although I have read extracts from online journals by Tony Thorne, Jean-Marc Dewaele and Forbidden words by Ke ith Allan. Therefore, I found it to be an interesting challenge as it would open up a wider understanding of how opinions may differ between me and a student who comes from a different country. Word count: 458In this investigation I shall be looking at 4 sets of data, focusing on the opinion and answers of each participant. An initial interest in this area of investigation came from Forbidden words by Keith Allan and a journal by Jean-Marc Dewaele. It provided significant ideas as to why taboo language may be just as common in English in comparison to another country. A preparatory study was reading the journal of Jean-Marc Dewaele who looked at The Emotional force of swearwords and Taboo Words in the Speech of Multi-linguals. On personal level I feel this is an excellent area of study as it is one that I have interest in and I am intrigued to see what can be found. The investigation will make use of a list of taboo language within my questionnaire and whether a N.N.S has the ability to recognise and define these words. There should be a difference in the quantity and quality of answers from the N.N.S examining the words that I provide them with, and it also allows for a la rge amount of linguistic theories to be incorporated in the study such as Rod Ellis. There is no particular hypothesis for this investigation as I am not trying to prove a belief nor am I trying to criticise another, it is mostly based on whether there is an influence that our words have on N.N.S of English and if they can define them just as easily as an English person can. Literature Review The word taboo is derived from the Tongan tabu which came in to use around the end of the eighteenth century and according to Radcliffe Brown the word simply means to to forbid, forbidden, and can be applied to any sort of prohibition (Allan Burridge, 2006: 2). The discussion of censoring language tends to lead to other forms of communication such as polite/impolite remarks, euphemisms and dysphemisms. However over time the opinion of Taboo language has seemed to become less of an issue in society, for some reason it has become the norm in a persons language, though there are still those who are less inclined to accept it I have personally come across more who accept it in the United Kingdom. This investigation focuses on university students rather than a vast variety of ages (i.e. under 16 year olds and 30+) There is a serious side to analysing young peoples slang. Latest research suggests that what was once a passing fad may be evolving into a genuine dialect, dubbed multiethnic y outh vernacular, with its own vocabulary, accent and intonation. This new form of English, heavily influenced by Black and Asian speech, may actually displace what used to be known as the Queens English (Thorne, 2007: 1). In comparison to other countries outside of the U.K, in particular citizens from countries where English is not their first language can vary, there appears to be just as many profanities in their languages as well as our own. Every culture and language has taboos; some may be easier to define than others as each language make us of different sets of taboos. An example that can illuminate some difference between swearing is Norwegian and English, the word shit in Norwegian tends to implicate lack of value, however Norway is very religious so calling someone a devil (jà ¦vel) is extremely offensive and looked down upon. Though in English offensive words tend to revolve around words that can also means parts of the human body, rather than just words that may insult a person due to their behaviour, i.e. cunt. In relation to this investigation, Wright (1987) feels that a positive way to teach learners of a second language is by writing instructional questions that invite learners to operate on input in some way (Allan Burridge, 2006: 17). I wanted to get a personal input from every participant that I handed out a questionnaire to in order to gain some variety of opinion between students from numerous cultures and felt this was the best way to do it. This study is based on the numerous classroom techniques that many second language learners (SLL, or SLD Second language developers) are introduced to when acquiring a target language. Wode (1980) thinks that classroom learners are able to utilise different strategies for producing TL and observes that they can memorise or imitate fairly long sentences of speech material (Ellis, 1984: 2) Further studies by Wode (1980) lead to results that showed classroom learners can also produce spontaneous speech just as much as those who learnt in a naturalistic way. There has been criticism for this method though, one by Hatch (1978) who stated that classroom learning tends to require frequency as SLL/SLD can take place so quickly that learners may soon fall behind and end up listeni ng instead of contributing to the tasks so little language is actually learnt and produced correctly, Hatch (1978) writes It is not easy to conduct a case study of an individual learner when this learner is immersed in a class of twenty or more such learners (Ellis, 1984: 8). Reading this influenced me to use fewer participants rather than a vast number, although for statistic analysis it would have proven useful, I was actually more concerned with the individual rather than the group. Using a questionnaire also defines the process of interaction between me (the teacher) and the student (the learner) Language development is the result of an interaction between the learners existing state of knowledge and the linguistic environment to which he is exposed (Ellis, 1984: 13). If this is the opinion during any kind of learning the student may go through, how are they able to come across words that they are not taught in the classroom? It could be subconscious strategies that the learner may use to intake information from everyday activities such watching an English film with subtitles, reading a book with English swear words then looking up what they mean, hearing them from friends or family, the internet and even in popular music, it is reasonable to assume t hat a learners learning style reflects both nature and nurture. The learners personality and cognitive style result in a general preference (Thorne 2007: 1). It also depends on the person and why they may want to learn taboo language in the first place, as Tony Thorne states it could be a way to form an identity, a way of excluding outsiders from their conversations (Thorne 2007: 1) this creates a barrier between them and others who they dont wish to communicate with. More of than not it could be so that they are able to recognize them when other people say these words, so they have the ability to defend themselves it has been said about them. Also as there are more people from non-native English speaking areas moving to places in the U.K it is best for them to know the right words from the wrong, for if one were to use a swear word in a job interview without having a full understanding of what it meant could result in them not getting the job at all. When writing pieces of work it is best to know what words to avoid when creating descriptions, it seems unlikely that a person from Luxemburg may write shit in a biology essay if they had to refer to specific roles of the human body but it is not an impossible mistake to make, or a person from France using the word bitch to either describe her opinions about someone or a female dog in a social situation where it is unlikely to be used. It also fascinates me how a learner manages to apply the rules th at they have learnt during SLL/SLD to words that are considered to be taboo, naturally they may just apply the meaning to what a word in their language may mean if it shares similarities for example being able to define which swear words are nouns or verbs. Scott Thornbury gives advice on teaching methods for second language students, and asks them to think about what kind of linguistic knowledge speakers of a language raw in order to express themselves (Thornbury, 1997: 10). This comes to mind when looking at reasons for how students who are N.N.S. of English (Non native speakers) use these kinds of censored words in order to express themselves, whether it be opinions or actions. Another researcher I found relevant to my investigation was the work of Jean-Marc Dewaele (2004) who states that these words are often among the first ones to be learned in an L2, typically outside the classroom with a gleeful NS of that language (Dewaele, 2004: 205). Dewaele points out that they rarely make an appearance in textbooks or used by their tutor in the classroom due to their offensive nature. Because of this, some language learners appear to lack general knowledge of taboo words so tend not to use them as much, they may come in contact with these words (maybe in conversation or though reading/listening to something) but may not actually know the meaning of the word. This creates a fascination of wanting to learn what these swearwords and other vulgar expressions, not just to be able to understand them but to use in themselves. According to Dewaele knowing how to swear in a foreign language can make you seem sophisticated, well-travelled or at least give you a means to swear in front of others without them thinking of you as a foul-mouthed person (Dewaele, 2004: 206), it can also save the possible embarrassment of ensuring that it isnt used in situations where it can be unacceptable (i.e. classroom talk, church and family gatherings). Word count: 1372 with quotes, 1100 without (272 words in quotes). Methodology The setting I decided to follow was a basic quantitative method using a simple classroom to hand out the questionnaires to all of the N.N.S Students during the last 10 minutes of their English Studies lesson. My reason for choosing this method was because each person could contribute their opinion to our English taboo language and make a comparison with their own, see appendix 1 for an example of the questionnaire that I used in this study. Materials were also simplistic as I wanted to keep things from appearing complicated and stressful for the participants; I handed out a box of pens and pencils and the questionnaires onto separate tables for each of them to decide their preferred writing method and begin the questionnaire once everyone had sat down. I did not have any intention to set a time limit as every participant was different so forcing a time limit could have affected their answers If I had set it for a short amount of time answers may have become basic rather than have any elaboration on their answers. The questionnaire was separated into four separate sections; Definitions, Rating, Opinions and Personal questions (to validate the questionnaire). The reason I thought it best to separate my questionnaire in to sections was to make it look more user-friendly rather than one continuous block of questions. In relation to ethics I knew things would be less difficult as all participants were over the age of 18 therefore gaining permission was not needed and I did not go over any personal boundaries when asking participants questions about the cultural background. Also, the number of participants that filled in my questionnaires were a total of 11, this is because it was difficult to find students other than first year students as they were on tutorial leave although I did manage to get 2 second year students to fill the questionnaire out for me. Receiving their answers were different to those in first year, it was still in a classroom, but it was just the two of them rather than taking part when the first year students did so the experiment took place twice; in the same classroom but at different times. The first section required t hem to define a set of English swear words as best as they could, these words were; Shit, Bollocks, Bastard, Fuck, Wanker, Faggot, Twat, Bitch and Cunt. The second section is where I spotted a problem but this will be explained in the discussion/conclusion, I asked students to rate swear words from a choice of 1-10 (1 being the least offensive and 10 being the worst) in the boxes provided. The final two sections focused primarily on their cultural back ground, where they had come across the English swear words how long they had learnt English for, when they learnt it and whether they thought swear words were more frequent in our language than theirs. Word count: 486 Data analysis/Findings The total number of participants were eleven; though I was not primarily focused on gender I did ask them if they were male or female and the result was 8 females and 4 males; the females appeared to answer the personal questions in more depth whilst the males appeared to answer the definitions in more detail. In relation to the backgrounds of the participants I asked them where did they originate from, the results were; 3 students from France; 2 students from Czech Republic; 2 students from Greece/Cyprus; 1 student from Italy; 1 student from South Korea; 1 student from Luxembourg and 1 other student from Brazil. My questionnaire consisted of 4 sections, each one requiring a different set of answers. The majority of participants provided swear words with a definition and an example. Questionnaire 1 (see appendix 2) gave well thought out answers and examples of sentences along with definitions and if they struggled with the meaning they attempted to make some kind of contribution (alt hough some did just tick the I dont know or pass boxes. An example from Q.1 (Appendix 2) is: Shit Excrement, faeces. Usually attributed to bad things/people. Shit I forgot my hat Bollocks Dont know its mean meaning, but it can be used to describe non-sense or madness. That guys completely bollocks Bastard A very rude/annoying person. Stop blabbering, you bloody bastard Most of the other participants made similar definitions for those three selected words above. Although Questionnaire 3 (see appendix 4) had written down Person without a father when asked to define the word bastard. This shows that they are also aware of another form of definition besides the obvious one used to insult a person who may be rude. Another word that I am glad many (minus questionnaires 2, 5 and 9 : Appendices 3, 6 and 10) managed to define was the word Faggot, most wrote down the definition mean word for a homosexual as it is has only within the past 10/15 years become a popular word in our vocabulary. I make this assumption because most people from England who I have spoken to who are over the age of 30 have not come across the word Faggot much. The first section was considered a success as all participants tried to define words to the best of their knowledge. However it was noticeable to see that the definition for word Twat proved difficult with some being unable to m ake a definition at all, whilst others said it was like another version for some of the previously provided swearwords. The Second section was rating the same words that appeared in the first section. This can be put onto a bar chat to explain how participants rated them. All results for this section have also been created in a tally like form (see appendix 13). So in order to place these words into a bar chat I decided to look at the ranks that the students gave and added them up to see what the total was. To make the bar chat clearer I put the total to a maximum of 90 for each word (as an issue was only 9 words would equal up to 90 if all words were marked as 10). Word Rank (out of 90) Shit 31 Bollocks 31 Bastard 53 Fuck 51 Wanker 53 Faggot 52 Twat 35 Bitch 51 Cunt 82 From the above bar chart is clear to see that cunt was considered the most offensive word by all participants with 82/90 whilst Shit and Bollocks both ended up receiving the lowest rank of 31/90. There were some surprising results for words such as Fuck as it was ranked as a considerably average offensive word along with Bastard, Wanker, Faggot and Bitch; Twat was also ranked quite low down. Unfortunately not many participants answered why they ranked these words with certain numbers apart from questionnaires 1 and 3 who gave a couple of answers for some words, one was in Appendix 2 for Fuck: used so often its almost unoriginal and inoffensive and Appendix 4 answered Not really rude for bollocks and unnecessarily mean for cunt. The next part of section two was to find out where they heard these words, as Id suggested before in the literature review some came across these words when watching films, learnt them from friends or read them in books. Some also said that they are similar to words in their own language; an example of this is from Questionnaire 2 (Appendix 3) who said that the word Bastard was Almost same word in my language and same meaning BÄ tard. In section three I focused on their opinions about taboo language, whether it was more frequent here than in their country and in their own language what was a very offensive taboo (swear) word. Opinions changed between some participants who share the same backgrounds, three participants from France showed different answers; this could be due to what area in France they come from (which I did not ask). Questionnaires 2 and 3 (Appendices 3 and 4) both say that there are more swearwords in their language and that English people swear less whilst questionnaire 4 had the opposite; that English people have more swearwords and use them more often. Although one common ground that these participants had were the same idea answer for the most offensive word in their language; this was Pute/Putain which is the French word for both Bitch and Whore/prostitute. A participant from Luxembourg also used the word Pute when describing what he thought was an offensive word in his language, this shows t hat other cultures may appear to have the same opinion as one another in regards to what is considered to be taboo to them. Other students from different areas like Cyprus and Greece thought that both languages seemed to share the same amount of swear words but thought English people swore more than they did. The same can be said for 2 participants from Czech republic who both shared the same opinion on the most offensive word in their language; Pà ­Ãƒâ€žÃ‚ a/Cunt and ÄŒurà ¡k/Wanker. Although one thought (appendix 8) that swear words in our country and theirs seemed to be the same whilst the other (appendix 9) believe that there are far more words in our language and more frequent use. A student from South Korea was unable to translate her example of an offensive swearword although said it was to do with a Cunt/Slut (See Appendix 10) and that there appears to be the same amount of swearing in her language just as much as ours. All participants have said that they have found themselves using English swearwords since learning them. Every participant in this study think it is important to know wh at certain swearwords in English mean as it saves them from using them without knowing their definition, it allows them to recognize these words when said by other people and also knowing these words helps them find the right situations to use them whilst avoiding the wrong (i.e. in a job interview). The final section was to ask them some personal background questions about their origin and how long theyve known English for. All but one participant (Brazilian student learnt at age 18, see Appendix 12) had begun to learn English between the ages of 6 and 12 and all had learnt English before coming to England. The times each participant has lived in UK varies from 7 months (Cyprus; Appendix 6) to 9 years (France; Appendix 5), with one also living in New Zealand at one point (see Appendix 4). 3328 without quotes 3608 with quotes

Macbeth: Tragedy :: essays research papers

According to the classical view, tragedy should arouse feelings of pity and fear in the audience. Does macbeth do this? Shakespeare’s Macbeth is definitely a tragedy in the sense that it arouses feelings of pity and fear in the audience. Macbeth is a weak minded man who, if sees an opportunity for power follows his ambitions and takes it, even if this is not the rightful thing to do. He is easily persuaded and suffers great guilt. Macbeth the character on his own creates the feeling of pity and fear in the audience. This added to the abundance of other developed characters creates a great tragedy. Pity is felt by the audience at many times. These feeling of pity are quite strong in some instances. The first example of pity is the general feeling for Duncan, Banquo and Macduff and his family after being slaughtered by Macbeth for the only reason of his personal ambition. Duncan was a fair and good king, and had even shown gratitude to Macbeth and Banquo after the battle in Act I. Also there is pity towards Macduff, who after leaving the country returns to find his wife and child murdered. The audience can relate to this by the unfairness in which they were killed in cold blood by Macbeth. The second example of pity in Macbeth is for Macbeth. Even though he had just assassinated Duncan he regretted it and realised what he had done wrong. He realised that Lady Macbeth had encouraged him incorrectly and he was sincerely scared for what he had done: â€Å"I am afraid to think what I have done. Look on’t again I dare not† Act II Scene ii The audience feels pitiful for Macbeth because he knows he has made a mistake and he is suffering for it through the guilt and his conscience. Thirdly the audience feels pity for Macbeth when he sees the vision. Macbeth’s mental state deteriorates severely after killing Duncan, and seeing the ghost of Banquo at his own dinner party in front of the lords do not help his cause. â€Å"If trembling I inhabit then, protest me The baby of a girl. Hence, horrible shadow! Unreal mockery, hence!† Act III Scene iv Macbeth is scared at this point. For a great warrior king to be scared is a big deal in the eyes of the lords and the audience. The audience feels pity for him because he is at a time of weakness which at this stage is uncharacteristic for Macbeth.

Humanities Today Paper Essay

Introduction Humanities is the academic discipline that study human culture , incorporating methods that are critical, analytical and hypothetical that also have important historic components, acclaimed from the approaches from natural science. Humanities consist of philosophy, performing arts, modern and ancient languages, literature, religion and visual. Social sciences such as history, anthropology, area studies, communications studies, cultural studies, linguistics and law are also viewed as segments of humanities. In this meaning the key point for identifying humanities from other modes of individual query is the point that humanities depends on traditional and significant presentation rather than concept and reasoning. Humanities consult about the human’s presentation of his or her environment. The queries come from the common inhabitants or an individuals own concept of the reaction to traditional events and the way that it is indicated by way of art, technology, politics, literature music, structure, and religious beliefs. Other modes of individual query are centered off of confirmed information and scientific concepts. Music Music has changed drastically since the 90’s . Walkman’s and tape players were what were used to listen to music and today technology has change and enables you to listen and access music from the internet such as Pandora, ITunes and you tube, and cell phones such as smart phones and IPod’s. Music has an influence on politics and political movements. Songs such as the national Anthem, patriotic songs and political campaign jingles are all apart of music with in politics these songs are called topical songs (Goodman, 2013). A powerful connection between the art and politics, particularly between various types of art and power, occurs across traditional epochs and societies. As they reply to coexisting events and state politics, art takes on governmental as well as public measurements, becoming themselves a target of debate and even a power of governmental as well as social transformations. Art A great number of colleges offer classes such as computer science, engineering, electronic music and digital art. These classes enable an individual to create and design is through technology. In regards to components, architecture has to do with the preparing, developing and building form, room and atmosphere that indicate efficient, specialized, social, ecological, and visual concerns (Thagard, 2013). It requires the artistic adjustment and synchronization of material, engineering, light and darkness. Architecture involves the realistic aspects of recognizing components, such as arranging, cost effectiveness and development management as certification produced by designers, sketches, plans and specialized requirements, framework and actions of a building or any other kind of system that is to be or has been constructed. Philosophy Philosophy and politics are generally linked together. As both talk about the query of what is excellent and how individuals should remain. From olden days, and well beyond them, the origins of justified reason for governmental power were certainly linked with outlooks on individual instinct (Thagard 2008). In The Republic, Plato provided the discussion that the perfect community would be run by authorities of philosopher-kings, since those best at viewpoint are best able to recognize the excellent. John Dewey, Martin Heidegger, Herbert Marcuse, and Gunther Arendt are outstanding philosophers from the 20th century that seen technology as a pathway to the modern life. One of the attributes the people liked about our new president is that he would end wars. Today he is out in a position to where he is going to have to start a war or end one. According to Shapiro his philosophy is â€Å"Those regimes that break the rules must be held accountable,† he said in 2009, while accepting the Nobel Peace Prize in Oslo, Norway (Shapiro, 2013). Conclusion Implied in many of these justifications supporting the humanities are the components of arguments against community assistance of humanities. John Carroll claims that we reside in a changing world, a world in which â€Å"cultural capital† is being changed with â€Å"scientific literacy† and in which the loving idea of an early humanities student is outdated ( Thagard 2013).

Free Essays on Cultures Effect On Language

were prevalent in the languages of yesterday. multiculturalism: (specific to America) more and more Latin people entering the country, causing a rise in bilingual education and bilingual people, affecting the core language of America, their culture affecting our core language, English cultural evolving of communication which has a trickle-down effect on language: Pony Express, telegraph, telephone, email all had or have different forms of communication Pony Express (just America)- often had lengthy, draw-out letters to friends, loved ones, anyone because delivery was so slow, so an individual would have to put all the events and such that had happened in between long letter deliveries, wonderfully descriptive language painted pictures and happenings for people to imagine on the receiving end telegraph- was short and concise communication because of the construction of the network and the way language was sent an... Free Essays on Culture's Effect On Language Free Essays on Culture's Effect On Language Culture’s Effect on Language generation-specific language Different generations in cultures have common word usage, grammar, slang. Language will mold to the current culture. For example, grammar rules have changed over and over in the U.S. from 1900 up to the current date to adapt to the current cultural status of the country. Each generation in cultures has words or slang specific only to each era, words that fit the current culture which made be laid back, uptight, military, etc., and most of the slang for the era will dissolve in the given culture’s language, but it will not be forgotten. We now live in a heavily technology-based society, all of the cultures do. So now, we have new words such as email, hard disk, Microsoft, catadioptrics, laser disk, Botox, and Bill Gates in our language. All of these words are influenced by our machine-driven culture of today. None of these words were prevalent in the languages of yesterday. multiculturalism: (specific to America) more and more Latin people entering the country, causing a rise in bilingual education and bilingual people, affecting the core language of America, their culture affecting our core language, English cultural evolving of communication which has a trickle-down effect on language: Pony Express, telegraph, telephone, email all had or have different forms of communication Pony Express (just America)- often had lengthy, draw-out letters to friends, loved ones, anyone because delivery was so slow, so an individual would have to put all the events and such that had happened in between long letter deliveries, wonderfully descriptive language painted pictures and happenings for people to imagine on the receiving end telegraph- was short and concise communication because of the construction of the network and the way language was sent an...

Roger Williams University Admissions Requirements

Roger Williams University Admissions Requirements With an acceptance rate of 79  percent, Roger Williams University in Rhode Island is a largely accessible college. Applicants with good grades and test scores within or above the ranges shown by Cappex data have a good chance of being accepted to the school. For complete application instructions and requirements, be sure to visit the schools website. You can also contact the admissions office for information. Calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) Roger Williams University Acceptance Rate: 79  percentGPA, SAT and ACT Graph for Roger Williams AdmissionsRoger Williams University has test-optional admissions. However, students applying to the elementary and secondary education programs are required to submit SAT or ACT scores  and homeschooled students are encouraged to do so.What SAT numbers meanSAT score comparison for Rhode IslandWhat ACT numbers meanACT score comparison for Rhode Island Roger Williams University Description Named after the seventeenth-century founder of Rhode Island, Roger Williams University shares Williams dedication to education, freedom, and tolerance. The university sits on an attractive 140-acre campus overlooking Mount Hope Bay in Bristol, Rhode Island. Roger Williams takes advantage of its waterfront setting. The school has a winning sailing team, and students can take out one of the universitys kayaks during a break. Student life as a whole is active, and students can choose from nearly 100 clubs and organizations. On the academic front, students can choose from over 40 majors, and the curriculum is supported by a 12 to 1  student/faculty ratio  and an average class size of 19. In athletics, Roger Williams sponsors 18 varsity sports. The Hawks compete in the NCAA Division III Commonwealth Coast Conference for most sports. Enrollment (2016) Total Enrollment: 5,193  (4,902 undergraduates)Gender Breakdown: 46  percent male / 54 percent female84  percent full-time Costs (2016-17) Tuition and Fees: $32,100Books: $900 (why so much?)Room and Board: $15,086Other Expenses: $2,810Total Cost: $50,896 Roger Williams University Financial Aid (2015- 16) Percentage of New Students Receiving Aid: 95  percentPercentage of New Students Receiving Types of AidGrants: 92 percentLoans: 66 percentAverage Amount of AidGrants: $14,213Loans: $11,102 Academic Programs Most Popular Majors:  Architecture, Business Administration, Criminal Justice, Marketing, Media Communication, Psychology What major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation and Retention Rates First Year Student Retention (full-time students): 83  percentTransfer-out Rate: 29 percent4-Year Graduation Rate: 55  percent6-Year Graduation Rate: 64 percent Intercollegiate Athletic Programs: Mens Sports:  Baseball, Lacrosse, Soccer, Swimming, Tennis, Wrestling, Track and Field, Golf, Cross CountryWomens Sports:  Basketball, Softball, Tennis, Volleyball, Field Hockey, Lacrosse, Golf, Track and Field If You Like Roger Williams University, You May Also Like These Schools UMass Amherst: Profile | GPA-SAT-ACT GraphUniversity of Rhode Island: Profile | GPA-SAT-ACT GraphBryant University: Profile | GPA-SAT-ACT GraphRhode Island College: ProfileKeene State College: ProfileSalve Regina University: ProfileNortheastern University: Profile | GPA-SAT-ACT GraphUniversity of New Haven: Profile | GPA-SAT-ACT GraphAlfred University: Profile | GPA-SAT-ACT GraphMarist College: Profile | GPA-SAT-ACT GraphSuffolk University: Profile | GPA-SAT-ACT GraphStonehill College: Profile | GPA-SAT-ACT Graph Data Source: National Center for Educational Statistics

Business Management Research Paper Example | Topics and Well Written Essays - 500 words - 2

Business Management - Research Paper Example While costlier than the previous method, the experiment demonstrated promising results, only to be shut down by company executives (Beer, 9). An overemphasis on top-down management forced ASDA’s mid- and lower-level managers to abandon their entrepreneurial spirit and to quit providing upper-level management with valuable insight from the customer and store levels. This is evident in one manager’s quote, â€Å"†¦the stores were full of people who did care, and who knew how to run a store, but were not allowed to do it,† (Beer, 6). The behaviors and activities of executives that led to this culture within ASDA are best stated by the terminology ASDA store employees chose for ASDA’s corporate headquarters: the Dream Factory. As one store manager stated, â€Å" †¦ASDA House never bothered to find out whether their policies had realistic time scales or even whether they were achievable at all,† (Beer, 9). Clearly, top executives had become so focused on the corporate lifestyle they created, complete with â€Å"hunting and partying,† that they were actively choosing to ignore advice from store-level management that could have potentially saved the company (Beer, 6). A human resource manager captured this environment best, stating, â€Å"The top managers at ASDA knew the company had lost focus, but they didn’t seem to care,† (Beer, 6). Clearly, important decisions were waiting on Archie Norman in the winter of 1991 that would affect the future of the company. The important question is what is to be done? How should ASDA turn itself around? I believe the most important lesson new ASDA executives could learn is that top-down, dictatorial management failed in ASDA. The Perry Barr experiment demonstrates the potential impact skill teams and compensation based on skill can have not just on productivity and morale, but on changing the toxic culture at ASDA. Skill teams show employees that upper-level management doesn’t care

Investigation in how inequality of promotions affects employee Literature review

Investigation in how inequality of promotions affects employee attitudes and their effect on the business Glass Ceiling effect - Literature review Example The glass ceiling does not only affect employees in terms of performance, but also affects the success of organizations and the government offices. One of the key reasons why discrimination affects the employees’ performance is the fact that it reduces job satisfaction amongst the women and minorities. This as a result affects their performance in the workplace. This paper will look at the previous studies that have contributed to the development of the literature review relating to glass ceiling effects. It will compare and contrast the work of different researchers that have contributed to the literature review. This paper as well will look at a couple of strands relating to the glass ceiling effect including the pay gap, job satisfaction and promotions, in terms of how they affect employees within an organization. Research questions 1. Is there a relationship between gender and job satisfaction within the workplace? 2. How does the pay gap affect the performance of both wom en and men in the workplace? 3. Does promotion discrimination affect the employees in terms of performance and commitment to the organization? Literature review Job satisfaction A study by Hulin & Smith identified a strong inverse relationship between gender differences within the workplace and job satisfaction amongst employees. ... There is a substantial difference in terms of job satisfaction amongst men and women within the manufacturing plants (Hulin & Smith, 2005). Differences in job satisfaction amongst female and male employees are because of gender-based discrimination. The performance of employees goes down when they feel discriminated, which adversely affect the organization’s performance. A study by Goh & Coh meant to identify the relationship between the personal characteristics and job satisfactions amongst Turkish workers, from a couple of organizations, found similar results as the above study. It found that gender is a key factor that determines job satisfaction amongst employees within the workplace. Another study by the two as well contributes to the glass ceiling effect’s literature. It examined the influence of gender differences amongst 608 Singaporean accountants. The study found that the male accountants were more satisfied than the female accountants (Goh & Coh, 2002). Pay g ap A study Stedham & Yamamura was, meant to examine the effect of the pay gap between female and male managers on job satisfaction, found a progressive relationship amid the two variables. It found that women are not satisfied with their pay, the promotion within organizations, as well as, their entire job satisfaction. On the other hand, men managers are satisfied with their pays. This contributes to the differences amongst male and female managers, in terms of performance within their organizations. Therefore, it is clear that one of the key motivating factors amongst employees and managers as far as performance is concerned is the pay. In other words, the more the wage, so is the performance of an employee (Stedham & Yamamura, 2003). Another study by Howard