The Sun Also Rises - 761 Words

Throughout the entire book of The Sun Also Rises, hardly a page goes by without referencing any alcohol. From the very beginning of the book, the main character/protagonist, Jake meets a young prostitute named Georgette and they have drinks together. She states that, â€Å"Everybody’s sick. I’m sick too†. Bars, dance clubs, cafes where alcohol is served seems to be a place of escape for a majority of the characters. Jake Barnes, like the other characters, uses the consumption of alcohol to escape what realities he face at home, his lust for Brett, but also to forget the things of his past. â€Å"Everybody’s sick. I’m sick too†, Georgette. When reading this line, Georgette and Jake have just met for the first time and they are having drinks of†¦show more content†¦Jake Barnes, like the other characters, uses the consumption of alcohol to escape what realities he face at home, but also to forget the things of his past. Jake is one of t he main characters and the protagonist of the story. He is a World War I veteran that has lost his â€Å"manhood† because of the war. He has love for a woman, Brett that not only wants him, but everybody else as well. He knows he can have her emotionally, but physically it is impossible and will only be a burden on their relationship. We can see that Jake really does not want to be such a heavy drinker for there are a handful of times throughout the story where he surprisingly turns down a drink or two. Jake only seems to be a social drinker, but he goes out so much and with people who drink just because they can that he cannot help but to join along with them. When Brett comes around, she seems to be the main force driving him to drink. She brings the Count to his home and brings champagne and wine there for them to sip upon. And when Jake sees her leave with the Count and other men, it only depresses him more and makes him want to leave the safety of his home and go out to drink and party to escape the loneliness and hurt that Brett has left him with. Although none of the characters speakShow MoreRelated The Sun Also Rises1869 Words   |  8 Pagesâ€Å"Fiesta: The Sun Also Rises† from the American Ernest Hemingway takes the reader in an after World War One Europe. More precisely this novel is based on men and women that experienced this war, with all its pains, changes and consequences. Hemingways narrator , Jack Barnes, is an American journalist who suffers a war-wound that leads him to an emotional wound. Through the novel division in three books, the reader can see an evolution in Jakes behaviour. He goes from a desperate wounded man livingRead MoreThe Sun Also Rises Essay909 Words   |  4 PagesThe Sun Also Rises Mystery Essay Ernest Hemmingway’s novel The Sun Also Rises is not considered to be a mystery. However, through his creative storytelling, Hemingway nimbly evokes an aura of uncertainty and mystique surrounding the relationship of Jake Barnes and Lady Brett Ashley. Their attraction to each other is palpable, yet without the ability to consummate her sexual desires, and the tragic war wound that rendered him impotent, Brett obstinately pursues a variety of other meaninglessRead MoreAnalysis Of The Sun Also Rises 1471 Words   |  6 PagesAccepting the Reality: Crises in Truth in The Sun Also Rises World War I wasn’t just a historical war inflicting staggering casualty numbers and environmental obliterations on the European soil; this catastrophe stole the identities and purposes of the millions who were impacted on and off the battlefield, thus giving rise to the Lost Generation. In his book, The Sun Also Rises, renowned American novelist Ernest Hemingway pictures the drastic effects that the war posed on these helpless souls throughRead MoreEssay on The Sun Also Rises511 Words   |  3 Pages The Sun Also Rises nbsp;nbsp;nbsp;nbsp;nbsp;In Ernest Hemingway’s The Sun Also Rises, Jake Barnes is a lost man who wastes his life on drinking. Towards the beginning of the book Robert Cohn asks Jake, â€Å"Don’t you ever get the feeling that all your life is going by and you’re not taking advantage of it? Do you realize that you’ve lived nearly half the time you have to live already?† Jake weakly answers, â€Å"Yes, every once in a while.† The book focuses on the dissolution of the post-war generationRead MoreReview Of The Sun Also Rises 1188 Words   |  5 PagesJacob Hernandez Mrs. Dell AP Literature 9 October 2017 Related Reading Essay (The Sun Also Rises)   Ã‚  Ã‚   In the post World War I era,   people were affected directly and indirectly from the war in many ways. In The Sun Also Rises by Ernest Hemingway, Jake faces an insecurity which has affected both his masculinity and love life which Hemingway symbolizes with the steer. He copes with these insecurities through alcohol abuse like the rest of the characters and lack of communication. These insecuritiesRead MoreEssay on Sun Also Rises2493 Words   |  10 Pages The Lost of Self quot;One generation passeth away, the passage from Ecclesiates began, and another generation cometh; but the earth abideth forever. The sun also ariseh†¦quot;(Baker 122). A Biblical reference forms the title of a novel by Ernest Hemingway during the 1920s, portraying the lives of the American expatriates living in Paris. His own experience in Paris has provided him the background for the novel as a depiction of the lost generation. Hemingways writing career began early; heRead MoreAnalysis Of The Sun Also Rises 2494 Words   |  10 Pagese theme of male insecurity is a prominent theme in Ernest Hemingway s novel, The Sun Also Rises. While many soldiers suffered from disillusionment with the Great War and how it was supposed to make men of them, Jake bore the additional burden of insecurity because of his war wound. Insecurity operates on several levels and surfaces in many ways through the characters we encounter in this novel. We learn from observing Jake and his friends that manhood and insecurity are linked sometimes unfairlyRead More Sun Also Rises Essay2099 Words   |  9 Pages The Sun Also Rises nbsp;nbsp;nbsp;nbsp;nbsp;The novel starts out when Jake Barnes, Frances Coyne, and Robert Cohn are dining together. Jake suggests that he and Cohn go to Strasbourg together, because he knows a girl there who can show them around. Frances kicks him under the table several times before Jake gets her hint. After dinner, Robert follows Cohn to ask why he mentioned the girl. He tells Robert that he can’t take any trip that involves seeing any girls. nbsp;nbsp;nbsp;nbsp;nbsp;RobertRead MoreThe Sun Also Rises By Ernest Hemingway1649 Words   |  7 PagesThe Sun Also Rises Ernest Hemingway Introduction Ernest Hemingway’s The Sun Also Rises is a classic work of American prose, and is essential to understanding the social climate of the 1920’s, and the â€Å"Lost Generation†. Hemingway’s motley cast of star-crossed lovers, rabble-rousers, expatriates, gamblers, and burgeoning alcoholics reflect the excitement, loneliness, and disillusionment experienced by Hemingway and his contemporaries. In addition, the post-war angst of young people of the time isRead MoreAnalysis Of The Novel The Sun Also Rises 1272 Words   |  6 PagesPortrayal of Human Relationship in Ernest Hemingway’s The Sun Also Rises Hemingway carried the style and attitude of his short stories into his first great novel The Sun Also Rises (1926). He dedicated this novel to his first wife, Hedley Richardson. The novel divided into three books and which also divided into several chapters. The novel begins in Paris, France, moves to Pamplona, Spain and concludes in Madrid, Spain. The Sun Also Rises portrayed the lives of the members of the Lost Generation

Role Model-Kobe Bryant - 896 Words

Tammy Vessels CWV101, Christian worldview Dr. Jim Uhley May 8, 2011 Role Model Essay- Kobe Bryant On April 12, 2011, the San Antonio Spurs went head to head with the Las Angeles Lakers. To give you an overview of the game, the San Antonio Spurs went home with a lost for the game, but in my book I believe that the Lakers lost that night. Now, why I say that is because Kobe Bryant played with a very short fuse on this night, which is a common thing to see. He earned his fifteenth technical foul of the season and coming close to the NBA’s one game suspension. Bryant’s tantrum was really elevated by punching a chair on the bench. Now, I am personally not surprised, since all season long he has thrown these tantrums. I say tantrums†¦show more content†¦Kobe Bryant may have been raised as a Christian, but he has allowed his fame to change him and now he believes from what I can see that he is a God and that everything revolves around him. I can honestly say I pray for his soul. Renferse Sentinel. Los Angeles, Calif.: Sep 9-Sep 15, 2004. Vol. LXX, Iss. 25; pg. A6 http://library.gcu.edu:2048/login?url=http://proquest.umi.com.library.gcu.edu:2048/pqdweb?did=755625871amp;Fmt=7amp;clientId=48377amp;RQT=309amp;VName=PQD . Responding to Bryant with a call for responsibility., Amaechi, John, New York Times 16 Apr. 2011: D2(L). Gale Opposing Viewpoints in Context. Web. http://ic.galegroup.com.library.gcu.edu:2048/ic/ovic/NewsDetailsPage/NewsDetailsWindow?displayGroupName=Newsamp;action=eamp;windowstate=normalamp;catId=amp;documentId=GALE%7CA254125815amp;mode=viewamp;userGroupName=canyonunivamp;jsid=88de6404c88d2058a917389bd3f205c5 â€Å"Kobe Bryant police interview† The smoking Gun, 5-8-2011, http://www.thesmokinggun.com/archive/0924041kobea1.html â€Å"Kobe Bryant’s apology† ESPN.com, 5-8-2011,Show MoreRelatedGenre Of A Motivational Athlete Tweet1334 Words   |  6 Pagescommon. 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Essay1018 Words   |  5 PagesWhen people think of the names Tiger Woods, Kobe Bryant, Alex Rodriguez, and Oscar de la Hoya they think â€Å"superstar†, â€Å"professional athlete†, and â€Å"wealthy†. Some even think â€Å"overpaid† while others believe that they deserve every penny they earn. In 2010 NBA player Kobe Bryant signed a three-year $90 million extension with the Los Angeles Lakers (Source 2).Which equals $30 million per year. In 2009 Kobe Bryant’s contract was worth $25 million a year (Source 2). He received a five million dollar payRead MoreNike : A Long History Of Nike1952 Words   |  8 Pagesthe endorsers, but the assumption is not quite true. For example, Nike stood with the celebrities such as Tiger Woods and Kobe Bryant but did not stood up with Lance Armstrong for a long time. The only reason Nike stood for Tiger Woods was the surv ey results showed that his presence attracted the targeted population. Similarly, Nike had long term contract with Kobe Bryant and there was no evidence to the allegations that was brought against him. But in the case of Lance Armstrong he was provedRead MoreNike Brand Analysis1569 Words   |  7 Pageslucrative deals so that the athletes can wear and represent Nike to its fullest. Nike, unlike its competitors, wants to be seen more as a symbol of strength, dedication, hard work, sweat, perseverance and the desire to succeed. Superb athletes and role models have extreme power over teenagers and often influence them into purchasing products not otherwise thought of. Nike has been able to sign numerous top notch athletes while other companies just simply can ¡Ã‚ ¦t or haven ¡Ã‚ ¦t been able to. Instead of justRead MoreReading And Writing Of Reading976 Words   |  4 PagesAre reading and writing connected? Reading and writing have always been strong elements, in our lives, studies have shown that reading affects writing and vise-versa. 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A Game of Thrones Chapter Seventy Free Essays

string(86) " listen to Old Nan tell her tales of the children of the forest and Florian the Fool\." Jon The mare whickered softly as Jon Snow tightened the cinch. â€Å"Easy, sweet lady,† he said in a soft voice, quieting her with a touch. Wind whispered through the stable, a cold dead breath on his face, but Jon paid it no mind. We will write a custom essay sample on A Game of Thrones Chapter Seventy or any similar topic only for you Order Now He strapped his roll to the saddle, his scarred fingers stiff and clumsy. â€Å"Ghost,† he called softly, â€Å"to me.† And the wolf was there, eyes like embers. â€Å"Jon, please. You must not do this.† He mounted, the reins in his hand, and wheeled the horse around to face the night. Samwell Tarly stood in the stable door, a full moon peering over his shoulder. He threw a giant’s shadow, immense and black. â€Å"Get out of my way, Sam.† â€Å"Jon, you can’t,† Sam said. â€Å"I won’t let you.† â€Å"I would sooner not hurt you,† Jon told him. â€Å"Move aside, Sam, or I’ll ride you down.† â€Å"You won’t. You have to listen to me. Please . . . â€Å" Jon put his spurs to horseflesh, and the mare bolted for the door. For an instant Sam stood his ground, his face as round and pale as the moon behind him, his mouth a widening O of surprise. At the last moment, when they were almost on him, he jumped aside as Jon had known he would, stumbled, and fell. The mare leapt over him, out into the night. Jon raised the hood of his heavy cloak and gave the horse her head. Castle Black was silent and still as he rode out, with Ghost racing at his side. Men watched from the Wall behind him, he knew, but their eyes were turned north, not south. No one would see him go, no one but Sam Tarly, struggling back to his feet in the dust of the old stables. He hoped Sam hadn’t hurt himself, falling like that. He was so heavy and so ungainly, it would be just like him to break a wrist or twist his ankle getting out of the way. â€Å"I warned him,† Jon said aloud. â€Å"It was nothing to do with him, anyway.† He flexed his burned hand as he rode, opening and closing the scarred fingers. They still pained him, but it felt good to have the wrappings off. Moonlight silvered the hills as he followed the twisting ribbon of the kingsroad. He needed to get as far from the Wall as he could before they realized he was gone. On the morrow he would leave the road and strike out overland through field and bush and stream to throw off pursuit, but for the moment speed was more important than deception. It was not as though they would not guess where he was going. The Old Bear was accustomed to rise at first light, so Jon had until dawn to put as many leagues as he could between him and the Wall . . . if Sam Tarly did not betray him. The fat boy was dutiful and easily frightened, but he loved Jon like a brother. If questioned, Sam would doubtless tell them the truth, but Jon could not imagine him braving the guards in front of the King’s Tower to wake Mormont from sleep. When Jon did not appear to fetch the Old Bear’s breakfast from the kitchen, they’d look in his cell and find Longclaw on the bed. It had been hard to abandon it, but Jon was not so lost to honor as to take it with him. Even Jorah Mormont had not done that, when he fled in disgrace. Doubtless Lord Mormont would find someone more worthy of the blade. Jon felt bad when he thought of the old man. He knew his desertion would be salt in the still-raw wound of his son’s disgrace. That seemed a poor way to repay him for his trust, but it couldn’t be helped. No matter what he did, Jon felt as though he were betraying someone. Even now, he did not know if he was doing the honorable thing. The southron had it easier. They had their septons to talk to, someone to tell them the gods’ will and help sort out right from wrong. But the Starks worshiped the old gods, the nameless gods, and if the heart trees heard, they did not speak. When the last lights of Castle Black vanished behind him, Jon slowed his mare to a walk. He had a long journey ahead and only the one horse to see him through. There were holdfasts and farming villages along the road south where he might be able to trade the mare for a fresh mount when he needed one, but not if she were injured or blown. He would need to find new clothes soon; most like, he’d need to steal them. He was clad in black from head to heel; high leather riding boots, roughspun breeches and tunic, sleeveless leather jerkin, and heavy wool cloak. His longsword and dagger were sheathed in black moleskin, and the hauberk and coif in his saddlebag were black ringmail. Any bit of it could mean his death if he were taken. A stranger wearing black was viewed with cold suspicion in every village and holdfast north of the Neck, and men would soon be watching for him. Once Maester Aemon’s ravens took flight, Jon knew he would find no safe haven. Not even at Winterfell. Bran might want to let him in, but Maester Luwin had better sense. He would bar the gates and send Jon away, as he should. Better not to call there at all. Yet he saw the castle clear in his mind’s eye, as if he had left it only yesterday; the towering granite walls, the Great Hall with its smells of smoke and dog and roasting meat, his father’s solar, the turret room where he had slept. Part of him wanted nothing so much as to hear Bran laugh again, to sup on one of Gage’s beef-and-bacon pies, to listen to Old Nan tell her tales of the children of the forest and Florian the Fool. You read "A Game of Thrones Chapter Seventy" in category "Essay examples" But he had not left the Wall for that; he had left because he was after all his father’s son, and Robb’s brother. The gift of a sword, even a sword as fine as Longclaw, did not make him a Mormont. Nor was he Aemon Targaryen. Three times the old man had chosen, and three times he had chosen honor, but that was him. Even now, Jon could not decide whether the maester had stayed because he was weak and craven, or because he was strong and true. Yet he understood what the old man had meant, about the pain of choosing; he understood that all too well. Tyrion Lannister had claimed that most men would rather deny a hard truth than face it, but Jon was done with denials. He was who he was; Jon Snow, bastard and oathbreaker, motherless, friendless, and damned. For the rest of his life—however long that might be—he would be condemned to be an outsider, the silent man standing in the shadows who dares not speak his true name. Wherever he might go throughout the Seven Kingdoms, he would need to live a lie, lest every man’s hand be raised against him. But it made no matter, so long as he lived long enough to take his place by his brother’s side and help avenge his father. He remembered Robb as he had last seen him, standing in the yard with snow melting in his auburn hair. Jon would have to come to him in secret, disguised. He tried to imagine the look on Robb’s face when he revealed himself. His brother would shake his head and smile, and he’d say . . . he’d say . . . He could not see the smile. Hard as he tried, he could not see it. He found himself thinking of the deserter his father had beheaded the day they’d found the direwolves. â€Å"You said the words,† Lord Eddard had told him. â€Å"You took a vow, before your brothers, before the old gods and the new.† Desmond and Fat Tom had dragged the man to the stump. Bran’s eyes had been wide as saucers, and Jon had to remind him to keep his pony in hand. He remembered the look on Father’s face when Theon Greyjoy brought forth Ice, the spray of blood on the snow, the way Theon had kicked the head when it came rolling at his feet. He wondered what Lord Eddard might have done if the deserter had been his brother Benjen instead of that ragged stranger. Would it have been any different? It must, surely, surely . . . and Robb would welcome him, for a certainty. He had to, or else . . . It did not bear thinking about. Pain throbbed, deep in his fingers, as he clutched the reins. Jon put his heels into his horse and broke into a gallop, racing down the kingsroad, as if to outrun his doubts. Jon was not afraid of death, but he did not want to die like that, trussed and bound and beheaded like a common brigand. If he must perish, let it be with a sword in his hand, fighting his father’s killers. He was no true Stark, had never been one . . . but he could die like one. Let them say that Eddard Stark had fathered four sons, not three. Ghost kept pace with them for almost half a mile, red tongue lolling from his mouth. Man and horse alike lowered their heads as he asked the mare for more speed. The wolf slowed, stopped, watching, his eyes glowing red in the moonlight. He vanished behind, but Jon knew he would follow, at his own pace. Scattered lights flickered through the trees ahead of him, on both sides of the road: Mole’s Town. A dog barked as he rode through, and he heard a mule’s raucous haw from the stable, but otherwise the village was still. Here and there the glow of hearth fires shone through shuttered windows, leaking between wooden slats, but only a few. Mole’s Town was bigger than it seemed, but three quarters of it was under the ground, in deep warm cellars connected by a maze of tunnels. Even the whorehouse was down there, nothing on the surface but a wooden shack no bigger than a privy, with a red lantern hung over the door. On the Wall, he’d heard men call the whores â€Å"buried treasures.† He wondered whether any of his brothers in black were down there tonight, mining. That was oathbreaking too, yet no one seemed to care. Not until he was well beyond the village did Jon slow again. By then both he and the mare were damp with sweat. He dismounted, shivering, his burned hand aching. A bank of melting snow lay under the trees, bright in the moonlight, water trickling off to form small shallow pools. Jon squatted and brought his hands together, cupping the runoff between his fingers. The snowmelt was icy cold. He drank, and splashed some on his face, until his cheeks tingled. His fingers were throbbing worse than they had in days, and his head was pounding too. I am doing the right thing, he told himself, so why do I feel so bad? The horse was well lathered, so Jon took the lead and walked her for a while. The road was scarcely wide enough for two riders to pass abreast, its surface cut by tiny streams and littered with stone. That run had been truly stupid, an invitation to a broken neck. Jon wondered what had gotten into him. Was he in such a great rush to die? Off in the trees, the distant scream of some frightened animal made him look up. His mare whinnied nervously. Had his wolf found some prey? He cupped his hands around his mouth. â€Å"Ghost!† he shouted. â€Å"Ghost, to me.† The only answer was a rush of wings behind him as an owl took flight. Frowning, Jon continued on his way. He led the mare for half an hour, until she was dry. Ghost did not appear. Jon wanted to mount up and ride again, but he was concerned about his missing wolf. â€Å"Ghost,† he called again. â€Å"Where are you? To me! Ghost!† Nothing in these woods could trouble a direwolf, even a half-grown direwolf, unless . . . no, Ghost was too smart to attack a bear, and if there was a wolf pack anywhere close Jon would have surely heard them howling. He should eat, he decided. Food would settle his stomach and give Ghost the chance to catch up. There was no danger yet; Castle Black still slept. In his saddlebag, he found a biscuit, a piece of cheese, and a small withered brown apple. He’d brought salt beef as well, and a rasher of bacon he’d filched from the kitchens, but he would save the meat for the morrow. After it was gone he’d need to hunt, and that would slow him. Jon sat under the trees and ate his biscuit and cheese while his mare grazed along the kingsroad. He kept the apple for last. It had gone a little soft, but the flesh was still tart and juicy. He was down to the core when he heard the sounds: horses, and from the north. Quickly Jon leapt up and strode to his mare. Could he outrun them? No, they were too close, they’d hear him for a certainty, and if they were from Castle Black . . . He led the mare off the road, behind a thick stand of grey-green sentinels. â€Å"Ouiet now,† he said in a hushed voice, crouching down to peer through the branches. If the gods were kind, the riders would pass by. Likely as not, they were only smallfolk from Mole’s Town, farmers on their way to their fields, although what they were doing out in the middle of the night . . . He listened to the sound of hooves growing steadily louder as they trotted briskly down the kingsroad. From the sound, there were five or six of them at the least. Their voices drifted through the trees. † . . . certain he came this way?† â€Å"We can’t be certain.† â€Å"He could have ridden east, for all you know. Or left the road to cut through the woods. That’s what I’d do.† â€Å"In the dark? Stupid. If you didn’t fall off your horse and break your neck, you’d get lost and wind up back at the Wall when the sun came up.† â€Å"I would not.† Grenn sounded peeved. â€Å"I’d just ride south, you can tell south by the stars.† â€Å"What if the sky was cloudy?† Pyp asked. â€Å"Then I wouldn’t go.† Another voice broke in. â€Å"You know where I’d be if it was me? I’d be in Mole’s Town, digging for buried treasure.† Toad’s shrill laughter boomed through the trees. Jon’s mare snorted. â€Å"Keep quiet, all of you,† Haider said. â€Å"I thought I heard something.† â€Å"Where? I didn’t hear anything.† The horses stopped. â€Å"You can’t hear yourself fart.† â€Å"I can too,† Grenn insisted. â€Å"Quiet!† They all fell silent, listening. Jon found himself holding his breath. Sam, he thought. He hadn’t gone to the Old Bear, but he hadn’t gone to bed either, he’d woken the other boys. Damn them all. Come dawn, if they were not in their beds, they’d be named deserters too. What did they think they were doing? The hushed silence seemed to stretch on and on. From where Jon crouched, he could see the legs of their horses through the branches. Finally Pyp spoke up. â€Å"What did you hear?† â€Å"I don’t know,† Haider admitted. â€Å"A sound, I thought it might have been a horse but . . . â€Å" â€Å"There’s nothing here.† Out of the corner of his eye, Jon glimpsed a pale shape moving through the trees. Leaves rustled, and Ghost came bounding out of the shadows, so suddenly that Jon’s mare started and gave a whinny. â€Å"There!† Halder shouted. â€Å"I heard it too!† â€Å"Traitor,† Jon told the direwolf as he swung up into the saddle. He turned the mare’s head to slide off through the trees, but they were on him before he had gone ten feet. â€Å"Jon!† Pyp shouted after him. â€Å"Pull up,† Grenn said. â€Å"You can’t outrun us all.† Jon wheeled around to face them, drawing his sword. â€Å"Get back. I don’t wish to hurt you, but I will if I have to.† â€Å"One against seven?† Halder gave a signal. The boys spread out, surrounding him. â€Å"What do you want with me?† Jon demanded. â€Å"We want to take you back where you belong,† Pyp said. â€Å"I belong with my brother.† â€Å"We’re your brothers now,† Grenn said. â€Å"They’ll cut off your head if they catch you, you know,† Toad put in with a nervous laugh. â€Å"This is so stupid, it’s like something the Aurochs would do.† â€Å"I would not,† Grenn said. â€Å"I’m no oathbreaker. I said the words and I meant them.† â€Å"So did I,† Jon told them. â€Å"Don’t you understand? They murdered my father. It’s war, my brother Robb is fighting in the riverlands—† â€Å"We know,† said Pyp solemnly. â€Å"Sam told us everything.† â€Å"We’re sorry about your father,† Grenn said, â€Å"but it doesn’t matter. Once you say the words, you can’t leave, no matter what.† â€Å"I have to,† Jon said fervently. â€Å"You said the words,† Pyp reminded him. â€Å"Now my watch begins, you said it. It shall not end until my death.† â€Å"I shall live and die at my post,† Grenn added, nodding. â€Å"You don’t have to tell me the words, I know them as well as you do.† He was angry now. Why couldn’t they let him go in peace? They were only making it harder. â€Å"I am the sword in the darkness,† Halder intoned. â€Å"The watcher on the walls,† piped Toad. Jon cursed them all to their faces. They took no notice. Pyp spurred his horse closer, reciting, â€Å"I am the fire that burns against the cold, the light that brings the dawn, the horn that wakes the sleepers, the shield that guards the realms of men.† â€Å"Stay back,† Jon warned him, brandishing his sword. â€Å"I mean it, Pyp.† They weren’t even wearing armor, he could cut them to pieces if he had to. Matthar had circled behind him. He joined the chorus. â€Å"I pledge my life and honor to the Night’s Watch.† Jon kicked his mare, spinning her in a circle. The boys were all around him now, closing from every side. â€Å"For this night . . . † Halder trotted in from the left. † . . . and all the nights to come,† finished Pyp. He reached over for Jon’s reins. â€Å"So here are your choices. Kill me, or come back with me.† Jon lifted his sword . . . and lowered it, helpless. â€Å"Damn you,† he said. â€Å"Damn you all.† â€Å"Do we have to bind your hands, or will you give us your word you’ll ride back peaceful?† asked Halder. â€Å"I won’t run, if that’s what you mean.† Ghost moved out from under the trees and Jon glared at him. â€Å"Small help you were,† he said. The deep red eyes looked at him knowingly. â€Å"We had best hurry,† Pyp said. â€Å"If we’re not back before first light, the Old Bear will have all our heads.† Of the ride back, Jon Snow remembered little. It seemed shorter than the journey south, perhaps because his mind was elsewhere. Pyp set the pace, galloping, walking, trotting, and then breaking into another gallop. Mole’s Town came and went, the red lantern over the brothel long extinguished. They made good time. Dawn was still an hour off when Jon glimpsed the towers of Castle Black ahead of them, dark against the pale immensity of the Wall. It did not seem like home this time. They could take him back, Jon told himself, but they could not make him stay. The war would not end on the morrow, or the day after, and his friends could not watch him day and night. He would bide his time, make them think he was content to remain here . . . and then, when they had grown lax, he would be off again. Next time he would avoid the kingsroad. He could follow the Wall east, perhaps all the way to the sea, a longer route but a safer one. Or even west, to the mountains, and then south over the high passes. That was the wildling’s way, hard and perilous, but at least no one wouid follow him. He wouldn’t stray within a hundred leagues of Winterfell or the kingsroad. Samwell Tarly awaited them in the old stables, slumped on the ground against a bale of hay, too anxious to sleep. He rose and brushed himself off. â€Å"I . . . I’m glad they found you, Jon.† â€Å"I’m not,† Jon said, dismounting. Pyp hopped off his horse and looked at the lightening sky with disgust. â€Å"Give us a hand bedding down the horses, Sam,† the small boy said. â€Å"We have a long day before us, and no sleep to face it on, thanks to Lord Snow.† When day broke, Jon walked to the kitchens as he did every dawn. Three-Finger Hobb said nothing as he gave him the Old Bear’s breakfast. Today it was three brown eggs boiled hard, with fried bread and ham steak and a bowl of wrinkled plums. Jon carried the food back to the King’s Tower. He found Mormont at the window seat, writing. His raven was walking back and forth across his shoulders, muttering, â€Å"Corn, corn, corn.† The bird shrieked when Jon entered. â€Å"Put the food on the table,† the Old Bear said, glancing up. â€Å"I’ll have some beer.† Jon opened a shuttered window, took the flagon of beer off the outside ledge, and filled a horn. Hobb had given him a lemon, still cold from the Wall. Jon crushed it in his fist. The juice trickled through his fingers. Mormont drank lemon in his beer every day, and claimed that was why he still had his own teeth. â€Å"Doubtless you loved your father,† Mormont said when Jon brought him his horn. â€Å"The things we love destroy us every time, lad. Remember when I told you that?† â€Å"I remember,† Jon said sullenly. He did not care to talk of his father’s death, not even to Mormont. â€Å"See that you never forget it. The hard truths are the ones to hold tight. Fetch me my plate. Is it ham again? So be it. You look weary. Was your moonlight ride so tiring?† Jon’s throat was dry. â€Å"You know?† â€Å"Know,† the raven echoed from Mormont’s shoulder. â€Å"Know.† The Old Bear snorted. â€Å"Do you think they chose me Lord Commander of the Night’s Watch because I’m dumb as a stump, Snow? Aemon told me you’d go. I told him you’d be back. I know my men . . . and my boys too. Honor set you on the kingsroad . . . and honor brought you back.† â€Å"My friends brought me back,† Jon said. â€Å"Did I say it was your honor?† Mormont inspected his plate. â€Å"They killed my father. Did you expect me to do nothing?† â€Å"If truth be told, we expected you to do just as you did.† Mormont tried a plum, spit out the pit. â€Å"I ordered a watch kept over you., You were seen leaving. If your brothers had not fetched you back, you would have been taken along the way, and not by friends. Unless you have a horse with wings like a raven. Do you?† â€Å"No.† Jon felt like a fool. â€Å"Pity, we could use a horse like that.† Jon stood tall. He told himself that he would die well; that much he could do, at the least. â€Å"I know the penalty for desertion, my lord. I’m not afraid to die.† â€Å"Die!† the raven cried. â€Å"Nor live, I hope,† Mormont said, cutting his ham with a dagger and feeding a bite to the bird. â€Å"You have not deserted—yet. Here you stand. If we beheaded every boy who rode to Mole’s Town in the night, only ghosts would guard the Wall. Yet maybe you mean to flee again on the morrow, or a fortnight from now. Is that it? Is that your hope, boy?† Jon kept silent. â€Å"I thought so.† Mormont peeled the shell off a boiled egg. â€Å"Your father is dead, lad. Do you think you can bring him back?† â€Å"No,† he answered, sullen. â€Å"Good,† Mormont said. â€Å"We’ve seen the dead come back, you and me, and it’s not something I care to see again.† He ate the egg in two bites and flicked a bit of shell out from between his teeth. â€Å"Your brother is in the field with all the power of the north behind him. Any one of his lords bannermen commands more swords than you’ll find in all the Night’s Watch. Why do you imagine that they need your help? Are you such a mighty warrior, or do you carry a grumkin in your pocket to magic up your sword?† Jon had no answer for him. The raven was pecking at an egg, breaking the shell. Pushing his beak through the hole, he pulled out morsels of white and yoke. The Old Bear sighed. â€Å"You are not the only one touched by this war. Like as not, my sister is marching in your brother’s host, her and those daughters of hers, dressed in men’s mail. Maege is a hoary old snark, stubborn, short-tempered, and willful. Truth be told, I can hardly stand to be around the wretched woman, but that does not mean my love for her is any less than the love you bear your half sisters.† Frowning, Mormont took his last egg and squeezed it in his fist until the shell crunched. â€Å"Or perhaps it does. Be that as it may, I’d still grieve if she were slain, yet you don’t see me running off. I said the words, just as you did. My place is here . . . where is yours, boy?† I have no place, Jon wanted to say, I’m a bastard, I have no rights, no name, no mother, and now not even a father. The words would not come. â€Å"I don’t know.† â€Å"I do,† said Lord Commander Mormont. â€Å"The cold winds are rising, Snow. Beyond the Wall, the shadows lengthen. Cotter Pyke writes of vast herds of elk, streaming south and east toward the sea, and mammoths as well. He says one of his men discovered huge, misshapen footprints not three leagues from Eastwatch. Rangers from the Shadow Tower have found whole villages abandoned, and at night Ser Denys says they see fires in the mountains, huge blazes that burn from dusk till dawn. Quorin Halfhand took a captive in the depths of the Gorge, and the man swears that Mance Rayder is massing all his people in some new, secret stronghold he’s found, to what end the gods only know. Do you think your uncle Benjen was the only ranger we’ve lost this past year?† â€Å"Ben Jen,† the raven squawked, bobbing its head, bits of egg dribbling from its beak. â€Å"Ben Jen. Ben Jen.† â€Å"No,† Jon said. There had been others. Too many. â€Å"Do you think your brother’s war is more important than ours?† the old man barked. Jon chewed his lip. The raven flapped its wings at him. â€Å"War, war, war, war,† it sang. â€Å"It’s not,† Mormont told him. â€Å"Gods save us, boy, you’re not blind and you’re not stupid. When dead men come hunting in the night, do you think it matters who sits the Iron Throne?† â€Å"No.† Jon had not thought of it that way. â€Å"Your lord father sent you to us, Jon. Why, who can say?† â€Å"Why? Why? Why?† the raven called. â€Å"All I know is that the blood of the First Men flows in the veins of the Starks. The First Men built the Wall, and it’s said they remember things otherwise forgotten. And that beast of yours . . . he led us to the wights, warned you of the dead man on the steps. Ser Jaremy would doubtless call that happenstance, yet Ser Jaremy is dead and I’m not.† Lord Mormont stabbed a chunk of ham with the point of his dagger. â€Å"I think you were meant to be here, and I want you and that wolf of yours with us when we go beyond the Wall.† His words sent a chill of excitement down Jon’s back. â€Å"Beyond the Wall?† â€Å"You heard me. I mean to find Ben Stark, alive or dead.† He chewed and swallowed. â€Å"I will not sit here meekly and wait for the snows and the ice winds. We must know what is happening. This time the Night’s Watch will ride in force, against the King-beyond-the-Wall, the Others, and anything else that may be out there. I mean to command them myself.† He pointed his dagger at Jon’s chest. â€Å"By custom, the Lord Commander’s steward is his squire as well . . . but I do not care to wake every dawn wondering if you’ve run off again. So I will have an answer from you, Lord Snow, and I will have it now. Are you a brother of the Night’s Watch . . . or only a bastard boy who wants to play at war?† Jon Snow straightened himself and took a long deep breath. Forgive me, Father. Robb, Arya, Bran . . . forgive me, I cannot help you. He has the truth of it. This is my place. â€Å"I am . . . yours, my lord. Your man. I swear it. I will not run again.† The Old Bear snorted. â€Å"Good. Now go put on your sword.† How to cite A Game of Thrones Chapter Seventy, Essay examples

Australian Public and Private Vet

Question: Discuss about theAustralian Public and Private Vet. Answer: Introduction: Vocational and Educational Training is a kind of further training which is given to students who have completed their school degrees and would like to be employed. The Australian government and various sectors provide such training, which results in the overall grooming of the students making them suitable for the professional world. Students get loans for this type of training from both government and private organizations. Overseas students are also provided various training discounts in VET. Recently the market for VET in private organizations is making more profit than the governmental sectors, which is researched by statistical models (Eichhorst et al., 2015). The following report consists of an entire description of the idea of VET, Its function, the loans provided, the training faculty and the turnovers of the industry. Concept of VET: Vocational training is a specific kind of training, which is usually given to individuals who wants their skills to be more polished in the working industry. This training nurtures the education already achieved by the individual making it applicable in the work field. It usually includes students, professionals or degree holders. Undergoing such training helps them to adapt themselves faster to a particular working environment and also a quality performance. People involving themselves in the vocational training reach success much earlier than the students not undertaking such courses do ("Vocational education and training | australia.gov.au", 2016). Initiative of Australia The Australian government has initiated a Vocational education system that has enabled a better professionalism, which resulted in quality work culture. Technical and Further Education (TAFE) institutions in Australia has been engaged in partnership with the Australian government to promote Vocational Education and Training (VET) ("TAFE and VET in Australia - StudyAustralia", 2016). Various private institutions are also establishing themselves in this sector and contributing their time to the development of a strong academic and professional background for the individuals . This, in turn, leads to a quality of work and a well to do workforce who knows their exact job requirement and performs accordingly ("Vocational education and training | australia.gov.au", 2016). The Faculty and Training: The educators involved in this sector provides knowledge that is exactly reflectable in the seekers work quality. These educators usually have a very strong professional success in their job profiles and often tend to discuss their experiences with the students. These help the students in relating themselves to such conditions in the workplace, which ultimately helps to overcome such problems (Garth et al., 2016). This is of immense help for an individual because he can be entirely prepared for various circumstances that he might have to face both mentally and physically. This extra preparatory effort provided by the VET institutes produces individuals efficient and clear about their activities on their work floor thereby creating fewer hassles on their work and thereby a very happy organization (Zimmermann et al., 2013). VET also provides individuals to be appointed in practical sessions beside their classrooms in real working environment. This helps not only gaining knowledge from classroom teachings but also experiences from a real work environment that would enrich his previous academic degree in a much better way (Kemmis, Hodge Bowden, 2014). Governing Bodies: The main governing body that helps in maintaining the various aspects of the vocational education on a national level is known as the Australian Skills Quality Authority or ASQA ("About ASQA | Australian Skills Quality Authority," 2016). It mainly regulates the training and educations which are accredited. They also perform qualitative training sessions with the overseas students from registered institutions like Commonwealth Register of Institutions and Courses for Overseas students or CRICOS ("Vocational education and training | australia.gov.au", 2016). Certificates and Courses: The VET courses may involve some courses both in public and private Registered Training Organizations called RTO may include Certificate l to V (involving the preliminary training of various skills in communication and teamwork. It may continue for about six months or may be of two years that vary according to RTOs ("Vocational education | Study in Australia. Study Abroad with Studies in Australia", 2016). Diploma and Advanced Diplomas mainly help students having an entire idea about industries and professional fields. This might continue for about a year or more. Graduate certificate and diploma courses may include a high degree of Employment based skills and issues. Besides, English language course are conducted to a huge extent both overseas and within Australia which is found to be of great benefit to a large number of students ("Vocational Education And Training: The Australian Model," 2016). Importance of VET: One might be confused by the fact that why would one require VET after acquiring a high degree of qualification in the academic background. High qualifications achieved in schools and colleges usually give an overview of the processes that works in an organization (Waters et al., 2015). It gives a theory-based knowledge of the various models of work and the ways to handle them (Jha Polidano, 2016). It is the firsthand knowledge. Vet provides the experiences and the circumstances that arise while adopting the basic knowledge that is already known ( Mavromaras, Mahateau Wei, 2013). It trains an individual for a more professional approach and basic vocational skills. It mainly focuses on a more practical based approach rather than a theoretical one and helps to display ones knowledge in the organizational platform for a quick experience of the advantages and disadvantages Cooney Stuart, 2013). Two Sectors of VET: Australia possesses two branches in the sector of VET one is the governmental sector that is called TAFE and its associated RTOs (Registered Training Organisations), and the other is the private sectors that consist of various schools and organizations that provide vet. Certain policies are maintained by the system such as the decision of the wages that has to provide to the students (Dustmann Schnberga, 2012). These students are the apprentices who develop their skill as professionals. The wage of them increases as their duration increases. Mostly government of Australia and the various states mainly provides the fund for this training but schools and colleges also provide training with fees received from students. The governmental organizations include RTOs such as the TAFE (Technical and Further Education), various colleges, some schools and different technical as well as agricultural institutions. Private RTOs include a huge variety of associations such as the companies which t rain their workers, business management colleges, various community and clubs that provide such associative training. Market: Statistical Data shows that between the year 2010 and 2014, the number of individuals who takes vocational training remains more or less stable. Recently, it has been noted that number has been falling rapidly as the private organizations are quiet being successful in the arena. A great portion of share has been lost by the governmental organizations. The private sectors have readily gained this share, the number is continuously increasing in the sector, and the government is going through a loss (Biavaschi et al., 2012). Moreover, the data also predicts that employment rates are higher from the private organizations than that of the governmental sectors. Recently, the non-TAFE organizations have attracted a huge market resulting in the loss of TAFE providers. The businesses of the private organizations are also found to be increased by a whopping 200% and a financial profit of about A$ 1000 million. Student load has fallen from about 70% to 40% in the years in Victoria in the number of government-funded student percentage (Hetherington Rust, 2013). South Australia faced a fall from about 70 % to 50%. Loans and Fees: The government as well as the private sector are very much keen towards helping students who are not capable of paying the required fees through various loans and aids. The governmental center helps students by giving various loans. These loans depend on the circumstantial crisis that the students face as well as to underprivileged children who are otherwise having a good academic background (Federation, 2014). The private sectors and the associated registered organizations provide a Commonwealth supported place. They may also provide help to the students for a student contribution,' which is far less than the tuition fees allotted for this cause. Various loans, which are provided by the organizations. One is the HECS-HELP, which helps the Commonwealth students to pay their fees with a good discount. Similar types of various policies are also present to help the student to pay their fees. OS-HELP is provided for the overseas student that helps them in payment of their fees. Other loa ns involve the FEE-HELP and SA-HELP. VET FEE- HELP is the loan provided to the higher degree vocational studies to pay their fees to the organization ("HELP Paying My Fees - Study Assist," 2016). Conclusion: The government and private Vocational and Educational Training of Australia is famous for the variety of students that they produce after the entire duration of the course. The course has indeed found to be successful over the years and in a variety of industries starting from business, management, sales, marketing to hardware, software, grocery, etc. The students are extremely confident and comfortable in the new work place where they get introduced. Researchers have noticed that they can handle various situations in a very smart way and doo not get hyper (Farrell et al., 2013). The main reason for their composed behavior is the way they are groomed during the vocational education training by professional experts. These help them in managing different issues and handling them with professionalism. These, in turn, help the work culture of /Australia to be very much improved. In the long run, Australian organizations employing such officials gets benefitted to receive such students wh o already have a list of activities that they have to perform in the new place (Pearlman et al., 2016). For this development, the government also spends a good amount for students to receive a good feedback such as in the case of workplaces whose economy reaches a high degree. Both governments and private organizations provide loans to help students those who are unable to pay the assigned fees for the courses. Thus in every way VET is essentially correlated with the education of an Australian individual after completion of his academic education and thus results in opening a huge amount of opportunities for the students and their future gets secured. References: About ASQA | Australian Skills Quality Authority. (2016). Asqa.gov.au. Retrieved 15 September 2016, from https://www.asqa.gov.au/about/about-asqa.html Biavaschi, C., Eichhorst, W., Giulietti, C., Kendzia, M. J., Muravyev, A., Pieters, J., ... Zimmermann, K. F. (2012). Youth unemployment and vocational training. Cooney, R., Stuart, M. (Eds.). (2013).Trade unions and workplace training: Issues and international perspectives. Routledge. Dustmann, C., Schnberga, U. (2012). What makes firm-based vocational training schemes successful? The role of commitment.American Economic Journal: Applied Economics,4(2), 36-61. Eichhorst, W., Rodrguez-Planas, N., Schmidl, R., Zimmermann, K. F. (2015). A road map to vocational education and training in industrialized countries.ILR Review, 0019793914564963. Farrell, E., Magin, P., Pirotta, M., van Driel, M. L. (2013). Training in critical thinking and research: an audit of delivery by regional training providers in Australia.Australian family physician,42(4), 221. Federation, At. "A brief history of medical education and training in Australia." (2014). Garth, B., Kirby, C., Silberberg, P., Brown, J. (2016). The utility of learning plans in general practice vocational training: a mixed-methods national study of registrar, supervisor, and educator perspectives.BMC Medical Education,16(1), 211. HELP Paying My Fees - Study Assist. (2016). Studyassist.gov.au. Retrieved 15 September 2016, from https://studyassist.gov.au/sites/studyassist/helppayingmyfees Hetherington, D., Rust, J. (2013). Training days: Models of vocational training provision: Lessons from the Victorian experience.Sydney: Per Capita. Jha, N., Polidano, C. (2016).Vocational Education and Training: A Pathway to the Straight and Narrow"...(No. wp2016n21). Melbourne Institute of Applied Economic and Social Research, The University of Melbourne. Kemmis, R. B., Hodge, S., Bowden, A. (2014). Transferable skills in technical and vocational education and training (TVET): implications for TVET teacher policies in Australia.TVET@ Asia,3, 1-13. Mavromaras, K., Mahuteau, S., Wei, Z. (2013). Labour mobility and vocational education and training in Australia.education and training,23, 10. Pearlman, J., Morgan, S., van Driel, M., Henderson, K., Tapley, A., McElduff, P., ... Magin, P. (2016). Continuity of care in general practice vocational training: prevalence, associations and implications for training.Education for Primary Care,27(1), 27-36. TAFE and VET in Australia - StudyAustralia. (2016). Studyaustralia.eu. Retrieved 15 September 2016, from https://www.studyaustralia.eu/study/tafeandvet Vocational education | Study in Australia. Study Abroad with Studies in Australia. (2016). Studiesinaustralia.com. Retrieved 15 September 2016, from https://www.studiesinaustralia.com/types-of-education/vocational-education#4 Vocational Education And Training: The Australian Model. (2016). Huffington Post India. Retrieved 15 September 2016, from https://www.huffingtonpost.in/entry/vocational-education-and-_b_10587444 Waters, M., Simon, L., Simons, M., Davids, J., Harreveld, B. (2015). A case for scholarly activity in vocational education in Australia.Higher Education, Skills and Work-Based Learning,5(1), 14-31. Zimmermann, K. F., Biavaschi, C., Eichhorst, W., Giulietti, C., Kendzia, M. J., Muravyev, A., ... Schmidl, R. (2013).Youth unemployment and vocational training. now.

Maldives Efforts To Combat Climate Change An Environmental Sciences Essay Example Essay Example

Maldives Efforts To Combat Climate Change An Environmental Sciences Essay Example Paper Maldives Efforts To Combat Climate Change An Environmental Sciences Essay Introduction Global heating has been doing clime alteration and this has been impacting the Earth at an dismaying rate. Maldivian authorities are cognizant of the demand to cut down emanations. The bantam Indian Ocean state of the Maldives will go carbon-neutral within 10 old ages. This was the pledge made by Maldives President Mohamed Nasheed on March 15. The low-lying state will be among the first in the universe to be inundated by lifting sea degrees caused by human-induced clime alteration. The highest point in the concatenation of 1190 islands and coral atolls is merely 1.8 meters above sea degree. The latest research indicates that if present rates of C emanations continue, planetary heating will probably do sea degree rises about one meter by 2100. This is close to duplicate the rise predicted by most scientists merely two old ages ago.1 71. For the Maldives, clime alteration is a existent issue. The 16th Conference of Parties ( COP 16 ) in Cancun, Mexico from 29 November to 10 December. I t estimated that Maldivians emitted 1.3 million tones of C dioxide in 2009 via electricity coevals, conveyance, waste and fishing. This was the same estimated sum of C emitted by flights transporting 650,000 tourers to the Island each twelvemonth. The entire works out at 4.1 tones per Maldivian compared to 23.5 tones per individual per twelvemonth in the United States. 72. These steps were announced in the face of blunt warnings from scientists that lifting sea degrees could steep the Maldives and other low-lying states this century, rendering the Island about wholly uninhabitable with a rise in sea degrees of one meter. 73. Without a planetary understanding to take down GHG emanations to battle clime alteration and lifting sea degrees, the Maldives could vanish from maps in malice of Nashed ‘s efforts.2 Maldives Efforts To Combat Climate Change An Environmental Sciences Essay Body Paragraphs 74. Maldivian President Mohamed Nasheed is listed as the 39th top mind in the universe in Foreign Policy magazine, for his high profile function in battling clime alteration. Top two billionaires have been going the universe – first to China and shortly to India, every bit good as around the US – on a mission to make a planetary nine of â€Å" Great Givers † who will transform philanthropic gift from a interest of the wealthy into a naming for everyone who is rich.3 Combat Climate Change. 75. Solar power helps battle clime alteration, reduces our dependence on imported oil and more significantly cuts out electricity costs. The Maldives stands at the front line of clime alteration and we do n’t hold the luxury of clip to sit and wait for the remainder of the universe to move. 76. The Maldives which is peculiarly vulnerable to lifting sea degrees through planetary heating. The Maldives is made up of about 1200 islands that prevarication of the Indian sub-continent. None of the islands step more than 1.8 meters ( six pess ) above sea degree, doing the state peculiarly vulnerable to a rise in sea degrees associated with planetary heating. The Maldives face a really existent menace from lifting sea degrees and I portion President Nasheed ‘s aspiration to forestall the environmental catastrophe and human rights calamity that would bechance the islands should the universe fail to undertake this job. 77. Our Climate Change Act is the most ambitious in the industr ialised universe, perpetrating to cut nursery gas emanations by 42 per cent from 1990 degrees by 2020 and by 80 per cent by 2050. Scotland besides has 25 per cent of Europe ‘s offshore air current and tidal resources and 10 per cent of wave potency and the capacity make a important difference in run intoing cosmopolitan clime alteration ends. The Maldives to go the universe ‘s first C impersonal state and in bend create a greener, more sustainable hereafter for our planet.4 78. The international community has welcomed President Nasheed ‘s attempts to raise consciousness over the dangers of clime alteration, which threaten to submerse his low-lying state. That same international community must non sit back and ticker as the leftovers of absolutism attempt and drop the Maldives ‘ newcomer democracy.5 Declaration of the Climate Vulnerable Forum. We will write a custom essay sample on Maldives Efforts To Combat Climate Change An Environmental Sciences Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Maldives Efforts To Combat Climate Change An Environmental Sciences Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Maldives Efforts To Combat Climate Change An Environmental Sciences Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer 79. Alarmed at the gait of alteration to our Earth caused by human-induced clime alteration, including speed uping thaw and loss of ice from Antarctica, Greenland, the Himalayas, Mount Kilimanjaro and Mount Kenya, acidification of the universe ‘s oceans due to lifting CO2 concentrations, progressively intense tropical cyclones, more detrimental and intense drouth and inundations, including Glacial Lakes Outburst Floods, in may part and high degrees of sea-level rise than estimated merely a few old ages ago, hazards altering the face of the planet and endangering coastal metropoliss, low lying countries, cragged parts and vulnerable states the universe over. 80. Conscious that our states lie at the clime front-line and will disproportionately experience the impacts of planetary heating, in the terminal clime alteration will endanger the sustainable development and, finally, the endurance of all States and peoples – the destiny of the most vulnerable will be the destiny of the universe ; and convinced that our acute exposure non merely allows us to comprehend the menace of clime alteration more clearly than others, but besides provides us with the lucidity of vision to understand the stairss that must be taken to protect the Earth ‘s clime system and the finding to see the occupation done. 81. Remembering that UNFCCC is the primary international, intergovernmental forum for negociating the planetary response to climate alteration. 82. Stressing that developed states bear the overpowering historic duty for doing anthropogenetic clime alteration and must therefore take the lead in reacting to the challenge across all four edifice blocks of an enhanced international clime alteration government – viz. extenuation, adaptation, engineering and finance – that builds-upon the UNFCCC and its Kyoto Protocol. 83. Taking account their historic duty every bit good as the demand to procure clime justness for the universe ‘s poorest and mo st vulnerable communities, developed states must perpetrate to legally-binding and ambitious emanation decrease marks consistent with restricting planetary mean surface warming to good below 1.5 grades Celsius above pre-industrial degrees and long-run stabilisation of atmospheric nursery gas concentrations at good below 350 ppm, and that to accomplish this the understanding at COP 15 UNFCCC should include a end of top outing planetary emanations by 2015 with a crisp diminution thenceforth towards a planetary decrease of 85 % by 2050. 84. Convinced that those states which take the lead in encompassing this hereafter will be the victors of the twenty-first Century. 85. All other states to follow the moral leading shown by the Republic of Maldives by voluntarily perpetrating to accomplishing carbon-neutrality. Assert that the accomplishment of C neutrality by developing states will be highly hard given their deficiency of resources and capacity and pressing version challenges, without external fiscal, technological and capability-building support from developed states. Declare that, irrespective of the effectivity of extenuation actions, important inauspicious alterations in the planetary clime are now inevitable and are already taking topographic point, and therefore Parties to the UNFCCC must besides include, in the COP15 result papers, an ambitious understanding on version finance which should prioritise the demands of the most vulnerable states, particularly in the near-term. 86. Decide to keep a 2nd meeting of the Climate Vulnerable Forum in Kiribati in 2010 to take forward this enterprise, to further raise consciousness of the exposures and actions of vulnerable states to battle clime alteration, and to magnify their voice in international dialogues. In this context, bespeak support from the UN system to help the most vulnerable developing states take action in chase of this Declaration.6 Kobenhavn. 87. The event preceded the United Nations ‘ Climate Change Conference ( COP15 ) that began, where 192 parties are run intoing with the purpose of explicating an understanding to stabilise the degree of nursery gases in the ambiance. Organizers hope the conference will turn out every bit successful as COP3 in 1997, known as the Kyoto Protocol, which led to understandings on compulsory emanation decreases. During the week-long visit to Denmark, over 200 delegates aged 14-17 from 42 states set up bases in Copenhagen town hall advancing their state ‘s attempts to battle clime alteration. The Maldivian delegates confessed theirs â€Å" was one of the most popular † with many people fascinated by the immediate menace clime alteration and sea degree rise poses for the low-lying island states. Maldivans are an guiltless ( party ) agony from the actions of developed countries.7 88. The issue has taken on urgency in front of a major UN clime alteration conference scheduled f or December in Copenhagen. At that meeting states will negociate a replacement to the Kyoto Protocol with purposes to cut the emanation of nursery gases such as C dioxide that scientists blame for doing planetary heating by pin downing heat in the ambiance. Affluent states want wide emanations cuts from all states, while poorer 1s say industrialised states should transport most of the burden.8 1. The Guardian. 2. hypertext transfer protocol: //www.climateactionprogramme.org. 3. hypertext transfer protocol: //www.asiantribune.com. 4. hypertext transfer protocol: //www.scotland.gov.uk. 5. The Guardian, ibid. 6. hypertext transfer protocol: //www.ecs.org.et. 7. hypertext transfer protocol: //www.minivannews.com. 8. hypertext transfer protocol: //www.msnbc.msn.com.

If I Had a Robot Essays

If I Had a Robot Essays If I Had a Robot Essay If I Had a Robot Essay So, if you had a robot, what would you want it to do for you? Im sure you were Just thinking about that very same question. If you are now asking yourself How does this have anything to do with parenting? let me ease your mind by blowing some smoke up your um, we parents are real busy people. The kind of people who need robots to do stuff for us. She doesnt do windows starpulse. com She doesnt do windows Actually, this reverie came out of three things. 1. My post on Mothers Day gifts led to the revelation by tinkleflick that in addition to the Roomba (the vacuuming robot) here is a Scooba. I need one. 2. My family Just went to the severely overcrowded Makers Faire recently, so we are seriously geeked out on robots right now. (By the way, we came close to touching the brim of Adams hat. You know, Adam Savage from Mythbusters. For geeks I believe that is close to a religious experience, right up there with getting to second base with someone who looks a lot like Princess Lela. ) And 3. I always think about things like this, generally around the time when I have a looming deadline. For years IVe pondered, What would I do on the Holodeck? but rust me, it gets way too raunchy for a family blog. But really, wouldnt you Just stay on the Holodeck forever? Good god, somebody get the geek tranquilizers before I start telling you more about my Rock Band exploits. Anyhow, I made some ground rules because thats how I am. You get to pick five things the robot can do. You can have the robot do one kind of chore, but you cant say a robot that does all the housework because thats like wishing for more wishes and it gets dull. Your robot can only do things people can do, so no robots making you invisible or what-have-you. And yes, many of us would naturally be getting, um, regular servicing, if you will, from the robot. So lets Just concede that it goes without saying, and really, you dont need to say it. Cuddling, however, is still on the table. I will say this exercise is kinda interesting because it makes you think about what in your life is pure drudgery and what you actually enjoy. For example, for a minute I thought about having my robot write blog posts for me, since it would free up so much my time, but realized I enjoy that too much. See how much I love you? of a Job, and thats not right.

Bullying in Schools Essay Example | Topics and Well Written Essays - 2500 words

Bullying in Schools - Essay Example By definition, the term bullying is used to describe a specific behavior pattern, usually found more among boys than among girls. â€Å"Bullying is characterized by bigger and stronger youngsters’ ‘victimizing’ their peers through the repeated use of negative actions, such as physical, verbal or relational aggression†. This gender difference is generally believed to be the result of a stronger male association with physical aggression as an appropriate means of establishing and maintaining peer status or dominance. For many of these children, whether victims or bullies, the patterns for their later treatment in school can be seen to be established to some extent at home. A study conducted by Schwartz, Dodge, Pettit, and Bates found that children who grew up to be aggressive victims in primary school had most often experienced punitive, hostile and abusive family relationships during their preschool years while those engaged in aggressive acts had witnessed greater incidences of adult aggression but had not experienced this aggression firsthand. However, those children who emerged as passive victims of bullying behavior in school demonstrated a little difference between their early home life with those children who were not victims. Early studies looking into the general category of what was initially termed ‘undesirable behavior’, which included acts of bullying, discovered that behavior problems such as bullying increased with age, reaching a peak between the ages of 9 and 13.

Summarizing the information Assignment Example | Topics and Well Written Essays - 250 words

Summarizing the information - Assignment Example The study described in the article analyzed 178 food samples in China. â€Å"Some processed foods contained a concentration of up to1226 mg/kg, which is about 12 times the Chinese food standard† (Deng et al 248). Food additives and raw materials were investigated and it was revealed that row materials contained low concentration of the element under consideration. High concentration of aluminium was found in food additives that amounted to 0.005–57.4 g/kg. It was revealed that the amount of food additive greatly affected the concentration of the element in food. The type of additives also plays a very important role as some of them contain more aluminium. Basing on the results the researchers came to the conclusion those additives, which contain much aluminium should not be applied and it is necessary to replace them with additives, which contain less aluminium. The article is very useful for the research as it provides valuable data on the concentration of aluminium in

Evaluate the Response of the Lloyd George Government to the post-war Essay

Evaluate the Response of the Lloyd George Government to the post-war economic crisis in Britain - Essay Example Its economy observed grave recession for the future years to come. The great Depression of 1929-1933 was also the outcome of the World War I and international economic crisis. David Lloyd George of Liberal Party was the Prime Minister of England during and after the WW-I. Personally, George possessed the instinct of a statesman. First nominated in December, 1916, he was re-elected in December 1918 elections with an overwhelming majority, and it was the hour of trial for the post war government to build the confidence of the masses at the eve where everything was to reconstruct from the zero hour with great patience, endurance and foresight. The beginning of twentieth century witnessed the fastest economic growth in world history. Trade and commerce were at their climax, and England, Germany, France, Belgium and the USA were among the pioneers in respect of rapid economic developments. The escalating British Industry had been depending on its trade and export, which significantly suffered during war due to German blockade everywhere in the Mediterranean. Forty percent of British merchant fleets had been destroyed by German submarines in the war, making it difficult to export goods. Other countries imposed high tariffs on imports to protect their own industries, but this hurt Britains economy. Britains old and outdated factories, machines, and mines also hurt its industries. (Shammons: quoted in http://www.angelfire.com/ca2/shammons/aftermath.html). British economy began to decline right from 1914 partly due to the allocation of resources and concentration at war, and the decline of trade activities as well. The year 1919 brought the happy news of financial reconciliation in England, but it was mere bubble of water, and the recession continued till the world observed the worst form of economic depression in 1921. The Britain foreign investment got a net loss of 300 million

Relationship Between Taste and Consumption

Relationship Between Taste and Consumption The links between taste, consumption, social class and power Introduction The renowned French sociologist and philosopher Pierre-Fà ©lix Bourdieu believed that taste and cultural consumption was inextricably linked to social class, which in itself is determined by those with power and position (Bourdieu’s 1994). His detailed research on the subject concluded that the pressures of the society that we live in thus bring about all human acts and, to this extent are not governed by decisions made by solely by the individual. In his view the society in which we live, together with our standing individual standing within that culture will have considerable influence upon both our particular tastes and the choices of taste that we make. Furthermore, Bourdieu finds that those in a position of power, such as the media and government, by virtue of their position, are consistently using the power that they possess to create and feed the social distinctions that we see about us, and therefore manipulating the consumption pattern. The conclusion of Bourdieuâ₠¬â„¢s research therefore is that the individual does not act autonomously from the dictates of his or her society, but rather reacts to patterns of social distinction that are being presented to them. To assess the validity of this theory, it is the intention of this research to identify, examine and evaluate the potential links that exist between â€Å"taste† and cultural consumption and social class. The research will be segmented in an attempt to first of all provide an understanding of consumption and its cultural relevance and how this can be manipulated by those with the power to do so, before examining the relevant aspects of social class. This process will enable us then to reflect upon taste and reach a conclusion as to whether the hypothesis outlined above is still as relevant in modern society as it was when Bourdieu (1994) conducted his research into the subject. Consumption In the context of this research, the term consumption is not simply being examined in relation to the goods or services that we purchase with the purpose to consume, for example grocery items, although that is an integral element of the purchasing act. However, it also is relevant to the purpose and reasoning that lies behind the consumption process itself. The basic concept of consumption is that we make a choice of purchase based upon a number of factors, for example because we like the taste of the content in the case of food products or we are attracted to the look of the item, as would be the case in the decision for non foodstuff, such as furniture, automobiles, homes and a host of other goods. Irrespective of the validity of these determinates of choice consumption is not â€Å"merely the recognition or miss-recognition of the aesthetic intention† (Storey, 2003, p.48). When we make a product choice we are also, either making a statement about our social position, and ourselves, or reacting to a statement that has been placed before us by others. Furthermore, as is reflected in the term â€Å"keeping up with the Joneses,† an element of our buying patterns will be made in relation to what others, our peers, might have that we do not. In terms of the influence of others, be the media or peers, this may be perceived as a guide to move us in a certain direction or to give us a distinction that we previously did not have. Therefore, it is true to say that the way in which we exercise our right to consumption is determined by the social structure that surrounds us (Mackay 1997, p.255). This can perhaps be better seen when viewed in a historical context. In the Victorian era, when the class situation within UK society was more pronounced, the patterns of consumption were seen as an inherent part of that system, in that the purchase should match the social position. A typical example of this process was obvious in the clothing industry, In those days one purchased clothing, that was considered to be commensurate with one’s standing in society, be that class or professional position. It would have been considered â€Å"an offence to dress above one’s station† (Corrigan 1997, p.6). The theory of consumption being relative to position, and objected too if it does not maintain that distinction has been seen more recently in research conducted by Radway (1990, p.705 and p.710). The case being studied here was the emergence of book clubs and the controversial reaction to this in some areas of society. These book clubs were offering products that ranged from the mass-market romantic and detective novels through to the classics and â€Å"highbrow† products. The controversy arose because many believed that this was an unacceptable intrusion into the considered norm of social culture and distinction. Despite the fact that the social strata and distinction has been blurred to some extent in modern times, to a great degree the cultural habits of consumption still exist and operate in society. Irrespective of the wide variety of goods and products available, the patterns of individual purchase are still determined by the social and cultural position. For example, when faced with a choice for holidays, the general perception is still that the package tour and coastal seaside two-week summer break is mainly the domain of the working class element of society. Similarly, purchasing a Ford car instead of the more expensive Mercedes will automatically make a statement about the buyers standing, therefore producing a social distinction in consumption (Miller 2002, p.275). However, nowadays this pattern is tempered with consumption for the purpose of aspiration. Today the objective of bettering oneself is an integral part of the social culture. Peer pressure has also become more intense. People are concerned with being seen to either maintain their status by ensuring that they have the latest product, as may be the case with their neighbour, or wishing to use consumption and purchase as a way of moving up a position in the social ladder. They use consumption to make a statement to this effect (Brewer 1994, p.275). Furthermore, the availability of the product, in terms of price, model and novelty is also important. Consumption will change as a product becomes more popular. For example, a person of high social standing seeks a product that is not generally available to the masses. This can be seen in the case of the Mercedes car, once solely affordable by the few. As it became more popular and therefore more affordable, the novelty and distinction it gav e to the wealthier elements of society wore off (Miller 2002, p.180), and they sought to re-establish their position by transferring their consumption to more distinction and expensive automobile ranges. Typically, the peer-generated influence can be seen occurring with the â€Å"new rich,† such as footballers, corporate moguls and celebrities. Having achieved a position of wealth such people will use the purchasing process to acquire products that make a conspicuous statement about the new position they have achieved within society (Featherstone 2000, p.20). In terms of other influences on consumption, the advertising and marketing media have played a pivotal role. This has become particularly apparent during the period of rapid developments in technological and digital advances being made in the media. Marketers distinguish their target markets by demographic segments, and therefore operate on the basis of class distinction when determining â€Å"consumption criteria† (Miller 2002, p.112). These organisations will use the segment analysis for a number of reasons. In terms of mass marketing, for instance with grocery and low cost household products, the intention will be too attract the working classes to consume their products in preference. Similarly, this system will be used to drive the â€Å"peer-pressure† determinant, using the subconscious cultural message that to maintain one’s individual standing, these products are culturally essential. At the other end of the scale, Marketers will use their message to acce ntuate the difference in social standing that can be achieved by purchasing their product. Again this can be aptly seen with motor vehicles, where the promoter might use the vision of ownership of a 44, or top of the range vehicle as an indication of higher social standing. From this analysis it can be seen that consumption when viewed on a number of levels does reflect, either directly or indirectly, a social struggle to achieve a certain level of distinction. Consciously or sub-consciously it will affect the consumers position and social standing (Corrigan 1997, p.32). Taste Taste in dictionary terms, is defined as being the manifestation of an individual’s particular preference. This will extend beyond the simple food connotation of the word to all aspects of life, including all of the goods, services and activities they purchase or use. In his research Bordieu (1994, p.42) rightly identifies taste as being a matter of choice, which varies from individual to individual. Therefore, by definition taste has both a positive and negative reaction. For example, one chooses a particular food because of the preference to its taste or conversely rejects of food because of individual’s dislike of its taste. In the same way, similar decisions are made about other goods. Furthermore the levels of taste are varied. For example, one may react on a low level of negatively to something simply on a matter of ascetic taste, as in not being keen on the colour, or the level of taste dislike can reveal itself in the emotion of disgust, which in the case of foo d can even lead to sickness. From the individual point of view taste can therefore be attributable as an indications of the specific preferences of a particular person (Featherstone 2000, p.83). However, having previously stated that taste is a matter of choice, a rider should be added to this. Choice in taste is not always a decision that is taken freely. In most areas of life there is limitations and taste is often one such area. As Bordieu (1994) pointed out in his research, often in our daily lives and decision-making processes our taste decisions are restricted by a choice being forced upon us. For example, to return once again to an automobile comparison, it is often the case when faced with a choice of vehicles to purchase, that one’s deep routed preference would be for a Mercedes. However if the income level of the purchaser is only say $10,000 per annum, this vehicle is clearly out of an acceptable price range. In such a situation one has to make a taste decision based upon an affordable, or forced, range of lower standard vehicles. Therefore taste is tempered by the social and economic position that the individual is situated within. Taste can also be applicable in a cultural sense and in this respect Bourdieu (1984, p.56), states that it can act as a class barrier. As with consumption, again this can be seen as more pronounced in historical times, although it still exists. By nature, the individual will aspire to a certain social level and consequently they will have an aversion to a life-style that does not match with their expectations. In respect of society itself, there are two levels of taste that can be deemed to play both an interactive and exclusive role. These are common taste and class taste respectively. In addition to individual taste, the format of society also dictates that there will be a common taste. This is an element that is shared within the specific culture to which one belongs. For example, within the UK there will be commonly accepted tastes in terms of the way that people should behave, and where the limits of acceptable common legislation should be drawn, although this is by no means the only area of taste that would be considered to be common. However, as Bordieu (1994), this common taste scenario produces a dichotomy. Achieving a balance between the common taste and the taste of individual classes of society is often difficulty. By the simple distinction of their class, there will be those elements of society that will wish at least part of their taste to be separate from those of other classes. For instance, the upper class will have a distinct taste that they would perceive to set them apart from the working class (Bucholtz and Sutton 1999, p.355). Taste and choice is another are where those with power, such as the media, can exercise significant influence. One only has to look at the television to notice the wide range of new products and designs that are constantly being promoted. This can serve to create movement in the individual and social taste requirements (Miller 2002, p.216). Whilst consumers demands and tastes for new products may change, as has been demonstrated this is not always as a result of their own changing tastes (Brewer and Porter 1994, p.601). Similarly, as with consumption, often these taste determinants will be directed at particular demographic segments of the community. A typical example of this occurred when â€Å"Wedgewood Potteries, in north Staffordshire, deliberately tried to direct upper-class taste† through design and promotional efforts (Corrigan 1997. p.9). Taste therefore is influenced by a number of factors, not the least of which is the relative position of the individual â€Å"in the social structure† (Mackay 1997, p.230) of their own culture. Similarly, taste can be distinct between the relative class structures and also can create a tension when seen not to be achieving the correct values (Corrigan 1997, p.100). Social Class What is social class and how does it manifest itself? As will be seen within this section there are many aspects to class and numerous influences attached to its creation and maintenance of the class system. The class system in the UK has been in existence for countless centuries and, despite the moves during the last century to achieve equality is has still managed to survive, particularly, as Bordieu (1994) points in his research, within the higher intellectual and ruling class level. Indeed, as Brewer (1994, p.128), points out, in Wigston Magna, an old village, which is now a part of an expanded city called Leicester, social differences were being created as the village grew. Much of the creation of class Bordieu (1994) puts down to education and language. Success in education is achieve not simply by the act of learning, but also as a result of behaviour and even language, which in turn is a reflection of upbringing. Those students from privileged backgrounds will have learnt how to present themselves physically, in speech and their attitude, whereas the less privileged will not, precisely as a result of the way they have been brought up. Language is also important, not simply because it is a way of communication, but because it is seen as an indicator of position within society. To evidence this one only has to look at the immediate perception that is formed in the mind as a result of the â€Å"mannerism of speech of different social groups† (Bucholtz and Sutton 1999, p.101). Automatically, the subconscious seeks to identify not simply the geographical background, but also their position within society. The way that people speak does therefore te nd to create an immediate recognition of class. There is a natural tendency for people to segregate themselves into groups where they feel comfortable, and an equal tendency to reject or distance themselves from those who do not fit into their own â€Å"circle.† This phenomenon is known as social distinction. Social distinction is what creates the various classes. It is defined by different values, tastes and consumption activity. Furthermore, its occupants rigorously protect it. For example, when describing ourselves to others we tend to refer to the social category that we belong to as a way of distinguishing ourselves from others (Mackay 1997, p.68). Mackay (1997, p.205) further evidences this by explaining how the middle classes, in an attempt to maintain their distinctive class, will put â€Å"geographical distance between itself and manual labour† or working classes. Even within classes that can be demonstrated by economic advantage, there still remains a distinction that is closely protected. The latter half of the last century saw a significant increase of wealth created and attracted to people who previously would have been considered to be working or middle class. As the wealth accumulation continued, these people began to acquire the trappings of the upper classes, such as large land estates, international residences and the like. This situation threatened the existence and position that was previously the domain of the nobility and aristocrats. As Bourdieu (1994) explains, the nobility were not prepared to lose their standing within society, based upon position and breeding, nor would they settle for it being diluted by invasion from individuals who they considered to be of a lower class, irrespective of wealth. Thus they encapsulated the retention of their previous distinction by use of the terms â€Å"old money† and â€Å"new mone y,† Individuals and groups within society use numerous ways to distinguish themselves from other classes. For example, the amount of leisure time that is available to an individual is often used as an example of their social standing (Storey 2003, p.37), as might be their house style where a detached property is viewed a social standing distinct from a terraced. Similarly, ones work position can be used to reinforce the social distinction. Subconsciously, when the terms blue-collar worker, white-collar worker and professional are used in relation to the employment of the individual, there is an automatic social and class distinction attributed to them. Power also helps to maintain the social distinction and class. By its terminology, the government is as guilty of this as any other sector of society. For example, consistent references to being a party of the â€Å"working class† by Labour is intended to distinguish them from the more affluent reaches of the conservatives. Similarly, the media makes use of class distinction in promotional strategy. For example, if a retailer wishes to appeal to the masses, for example with cosmetics, its promotion will lead with the term â€Å"Lower-priced cosmetics† Corrigan 1997, 87. Conversely, if it wishes to appeal to affluent classes it will use quality and aspirations as its message. Conclusion From the research that has been studied during the preparation of this paper, it is concluded that there are numerous and significant links between consumption, taste and social class and power. Despite the fact that the modern trend is towards a more deregulated and less controlled society (Featherstone 2000, p.15), these links still exist, although they manifest themselves in different ways to those that were used in the past. Consumption is still driven by an individual’s desire to better themselves, which is deemed to be achieved by improving ones class or standing in society. Taste is still governed by ones upbringing and changed by both peer pressure and a desire to changes ones position in society, and the various social classes still endeavour to maintain their individuality and distinction from other classes. The major difference in the modern world when compared with the historical structure of society is the manner in which all of these links and distinctions are maintained. Today, the concentration is upon the use of signs and images as a method of promoting ones position in society (Featherstone 2000, p.85). Material possessions, together with the work position are used, consciously or subconsciously, to denote where the individual stands in society in terms of their class. Encompassing all of these aspects in the manipulative forces of those with power, such as the media and government. The government, by attributing demographic segmentation to the population, maintains the concept of different social classes with varying tastes and consumption needs. The media, whilst in many ways performing the same social distinction role as government, also use the individual’s distinctive position to create situations that convey how these positions should be maintained and, in addition, provide a perceived path for the individual to exchange the class and position they are currently in for one that would improve their standing in the community. References Bourdieu, Pierre and Nice, Richard (Translator) (1994). Distinction: A Social Critique of the Judgement of Taste. Harvard University Press. Massachusetts, US. Brewer, J., and Porter, R. (eds.) 1994. Consumption and the World of Goods. Routledge. London, UK. Bucholtz, M., Laing, A.C and Sutton (eds.) (1999). Reinventing Identities. Oxford University Press. New York, US. Corrigan, Peter (1998). The Sociology of Consumption: An Introduction. Sage Publications. London, UK. Featherstone, Mike (2000). Consumer Culture and Post-modernism. Sage Publications. London, UK. Mackay, H (ed.) (1997). Consumption and Everyday Life. The Open University. Milton Keynes, London, UK. Miller. D (2002). Acknowledging Consumption: A Review of New Studies. Routledge. London, UK. Moran, Joe (2005). Hum, ping. rip: the sounds of cooking. The New Statesman. London, UK. Radway, J. (1990). â€Å"The scandal of the middlebrow: the Book-of-the-Month Club, class fracture, and cultural authority†. South Atlantic Quarterly. Fall, pp. 703-7. Storey, J. (2003). Cultural Consumption and Everyday Life. Arnold. London, UK.

Evaluation of Police Officer Candidates Essay -- Selection of Law Enf

Workforce selection practices have become more prominent over the years, particularly with law enforcement recruitments. This enhanced use of process selection allows for more advanced methods of assessing police officers. One reason for this extreme emphasis on selection systems is the elimination of unqualified police recruit applicants, thus ensuring that monetary resources are not wasted on the ill-equipped (Cochrane., Tett., & Vandecreek, 2003). Several factors impact the potential success or failure of police recruits, including tertiary studies; efficient communication skills; previous moral and ethical behaviour and psychological adequacy of recruits. However, just two of the four selection criteria including tertiary studies, and personality suitability will be analysed and evaluated in this literary review. Higher educated police officers are better equipped to serve in today’s complex and challenging environment through greater awareness of social and cultural / ethnic community issues; promoting a more professional image of law enforcement, as well as exemplifying themselves as ‘problem solvers’ rather than ‘reactive agents’(Trfymowych, 2007, pg. 419). Likewise, psychological and personality suitability of employees allows for police officers to screen out psychopathology as well as Identify individuals who match some ‘ideal’ profile of high performing police. Therefore, this review aims to determine whether or not the selected criteria reviewed are valid for use in a police recruit selection process through a detailed evaluation of each criteria. As the role of a police officer is becoming more complex in the 21st century with the advances in social and technological developments, the need for tertiary studi... ...). Psychological testing and the selection of police officers. Criminal Justice and Behaviour, 30 (5), 511-537. Dempsey, J., & Forst, L. (2009). An Introduction to Policing. Cengage Learning, Canada. Metchik,E. (1999). Police Quarterly. An analysis of the â€Å"Screening Out â€Å" Model of Police Officer Selection, 2 (1), 79-95. Smith, M., & Segal, J. (2008). Healing Emotional and Psychological Trauma. In HelpGuide. Web 23 Apr. 2015. http://www.helpguide.org/mental/emotional_psychological_trauma.htm Trofymowych, D. (2007). Police Education Past and Present: Perceptions of Australian Police Managers and Academics. Flinders Journal of Law Reform, 8 (10), 419-433. Vrana, S., & Lauterbach, L. (1994). Prevalence of Traumatic Events and Post-Traumtic Psychological Symptoms in a Nonclinical Sample of College Students. Journal of Traumatic Stress, 7 (2), 289-302.