Death Penalty in the US Term Paper Example | Topics and Well Written Essays - 2000 words

Death Penalty in the US - Term Paper Example In the year 2004, the New York Supreme Court also ruled that the prevailing methods of death penalty were in conflict with the Constitution of the New York. The death penalty in New York was effectively eliminated since the legislature did not attempt to alter the procedures of death penalty. Significance of Death Penalty The theoretical significance of implementing the laws of death penalty comprises three fundamental themes, namely incapacitation, retribution, and deterrence. Incapacitation is the containment of the criminals that keeps them from causing harm to the public as they are in the correctional monitoring. Execution of the criminals in the death penalty is the proper way to ensure incapacitation. Deterrence comprises the direct as well as the indirect advantages of executing the criminals. Retribution includes the philosophical and theoretical tenets of the reason and the way of execution (Grimes, 2010, p. 181). Retribution is a complicated punishment psychology (Bohm, 19 92) and asserts that criminals must be punished for their crime and the severity of punishment must accord with the gravity of the crime committed. It means the payback or requital for the criminal’s action. â€Å"The death penalty has been and continues to be defended on the grounds in which society has the ethical responsibility to protect the welfare and security of its citizens from the heinous crimes which justify such a sentence† (Weatherby et al., 2012). ... Some of these methods are described below: Electrocution New York built the electric chair for the first time in the year 1888 in an attempt to use a more human method of death penalty as compared to hanging (Death Penalty Information Center, 2012). Today, many states in the US use electrocution to give the death penalty to the criminals. To cause the criminal’s death through electrocution, the criminal is shaved and tied to a chair with the help of belts all across the body including the chest, arms, and legs. An electrode in the shape of a skull is attached with the forehead and the scalp upon a sponge that is made sprayed with saline. Conductive jelly is used to moisten another electrode that is attached to the leg of the prisoner. After this, the prisoner is blindfolded. â€Å"After the execution team has withdrawn to the observation room, the warden signals the executioner, who pulls a handle to connect the power supply. A jolt of between 500 and 2000 volts, which lasts for about 30 seconds, is given† (Death Penalty Information Center, 2012). After it has been confirmed that the inmate’s heart has stopped beating, the current is turned off. Lethal Injection Lethal injection is used by 36 states of the US today as the method of execution. In this method, the criminal is bound to a gurney. The execution team places a number of heart monitors upon the individual’s skin. They inset two needles into usable veins in the arms of the inmate. One of the needles is a back-up. The needle is connected with long tubes to numerous intravenous drips. The first drip consists of a saline solution that is harmless and starts immediately. When the warden signals, the inmate is exposed to the witnesses who have gathered in the

Krav Maga Essay Example for Free

Krav Maga Essay Krav Maga is a self-defense system developed for military in Israel and Slovakia that consists of a wide combination of techniques sourced from boxing, Muay Thai, Wing Chun, Judo, jiu-jitsu, wrestling, and grappling, along with realistic fight training. Krav Maga is known for its focus on real-world situations and extremely efficient and brutal counter-attacks. in the mid-to-late 1930s. In the late 1940s, following his immigration to Palistine, he began to provide lessons on combat training to what was to become the IDF, who went on to develop the system that became known as Krav Maga. It has since been refined for civilian, police and military applications. Krav Maga has a philosophy emphasizing threat neutralization, simultaneous defensive and offensive maneuvers, and aggression. Krav Maga is used by Israeli Defense Forces, both regular and special forces, and several closely related variations have been developed and adopted by law enforcement and intelligence organizations, Mossad and Shin Bet. There are several organizations teaching variations of Krav Maga internationally. Etymology The name in Hebrew can be translated as contact combat. The root word krav means battle or combat and maga means contact. Basic principles Krav Maga encourages students to avoid confrontation. If this is impossible or unsafe, it promotes finishing a fight as quickly as possible. Attacks are aimed at the most vulnerable parts of the body, and training is not limited to techniques that avoid severe injury. Drills provide maximum safety to students by the use of protective equipment and the use of reasonable force. Students learn to defend against all variety of attacks and are taught to counter in the quickest and most efficient way. Ideas in Krav Maga include: Counter attacking as soon as possible . Targeting attacks to the bodys most vulnerable points, such as: the eyes, neck/throat, face, solar plexus, groin, ribs, knee, foot, fingers, etc. Maximum effectiveness and efficiency in order to neutralize the opponent as quickly as possible. Maintaining awareness of surroundings while dealing with the threat in order to look for escape routes, further attackers, objects that could be used to defend or help attack, and so on. Training can also cover situational awareness to develop an understanding of ones surroundings, learning to understand the psychology of a street confrontation, and identifying potential threats before an attack occurs. It may also cover ways to deal with physical and verbal methods to avoid violence whenever possible. History Imrich Lichtenfeld was born in 1910 in Budapest, Hungary and grew up in Bratislava . Lichtenfeld became active in a wide range of sports, including gymnastics, wrestling, and boxing. In 1928, Lichtenfeld won the Slovakian Youth Wrestling Championship, and in 1929 the adult championship . That same year, he also won the national boxing championship and an international gymnastics championship. During the ensuing decade, Imis athletic activities focused mainly on wrestling, both as a contestant and a trainer.

Learning Story Example in Child Care

Learning Story Example in Child Care Di Zheng Introduction Children have their own learning story as they explore their social and natural environment. They have their own ways of solving problems and dealing with the issues they face. This makes them unique from one person to another. Furthermore, it helps adult understand the importance of seeing things lightly-no matter how difficult life may seem. Sometimes, it is better to learn from children because their innocence enlightens the adults-through the way they see ideas and things from their perspectives. In early childhood education, teachers are considering even the most basic aspect of childs learning. They identify and strengthen the flourishing skills and abilities of children based on each childs behaviour, actions, and words. Teachers are taking the opportunity to expand the ideas, thoughts, feelings, and abilities of each child when they see interesting events or behaviour. To further understand these ideas, several authors on childhood education provide learning stories. These le arning stories illustrate the journey of toddlers in solving problems and accomplishing tasks. The purpose of this report is to discuss Rubys shopping. This paper aims to explore Rubys demonstrated skills and abilities in her imaginary world. Understanding Rubys capabilities, skills, and personality enable teachers to use different strategies to nurture Rubys experience and understanding. Learning Story Ruby is playing the sandpit making puddings, but she wants to have other ingredients to finish her tasks. She wants apples, bananas, chocolate, and ice cream, but she cannot have it all in the centre so she needs to go shopping. Her teacher assist her in finding the toy fruits and other things, which she enjoys doing. After getting all the things she needed, Ruby talks to her teacher about the experience and she says that she loves buying things. The next day, another teacher joins her to go to a real supermarket to buy things they need. To add more to their shopping list, Ruby asks other teachers what they want her to buy. It gives her more responsibilities than her typical needs. When they reach the supermarket, the teacher, Ruby, and another child, Miller, start to buy everything. They return to the centre after completing their errands and talk about what they learn. The teacher asks Ruby about what she learns and feels while shopping. Ruby says that she loves shopping. During th e first and second activity, the teacher identifies the skills and abilities of Ruby when it comes to money and shopping sequencing. She also knows what to consider and she is firm with her shopping list. Though she tends to forget some things in her list, she shows determination in completing everything. She is also patient in exploring her social environment. Furthermore, she is open to assistance and help when needed. She accepts suggestion and works with it to complete her tasks successfully. The teachers working with her perceive these opportunities and skills in nurturing the mind and wellbeing of the child. Learning Assessment Ruby shows significant interest in her social environment-and she does not simply create things according to rules. She demonstrates her creativity by looking for more resources within her reach. It is true that Rubys make-believe play provides an information exchange within a responsive social context. Rubys use of language in her play as she responds, imagines, questions, describes, creates, and decides shows her independence, confidence, and sense of responsibility for her own learning (p.8). This statement justifies Rubys desire to learn and to explore the resources available for her. As she explores, she learns new things. This can be a form of scientific inquiry wherein she conducts observation, classification, experimentation, prediction, drawing conclusions, and communication of ideas (Neil, 2009). With her teachers help, Ruby is able to accomplish her tasks the scientific way. In this manner, Ruby demonstrates different feelings and emotions that justify her disposition. It is correct to say that her discussion with her teacher going on a trip to the supermarket enabled Ruby to take responsibility for her learning and to express her ideas and feelings, two very significant learning dispositions (p.9). This statement is true because Ruby does not stress herself in finding solution to her problems. She takes one step at a time and completes them successfully. Another important to consider is Rubys mathematical abilities. In the first activity, Ruby knows how to pay for the things she buys to the supermarket. She is aware that everything taken from the supermarket should be paid immediately. This practice is also shown in her journey to the real supermarket. This mathematic ability may not be unique, but interesting to see from a young child. Ruby can have a significant advantage in mathematical concepts and learning because she is aware of numbers and mathematical ideas. It is true that to be good or proficient at mathematics, children must know more than the content. They must be able to communicate the knowledge, connect that knowledge to other mathematical ideas and to other subject areas, represent their understanding, use that knowledge as they solve problems and reason (Copley, 2010, p.29). From this sense, it can be said that mathematics should not only be practiced inside the classroom, but also in everyday life (Peters Rameka, 2 010). In Rubys case, these ideas are perceived because she uses her mathematical knowledge in the real world. She uses math to buy things in the supermarket-not only in money, but also sequencing. It is also important to note that children need to demonstrate a disposition that think flexibility and with persistence about mathematic to solve problems (Copley, 2010, p.29). This thought occurs in Ruby in the first activity. She demonstrates the ability to solve problems by finding more resources. She does not simply complete the pudding; instead, she finds other things to make the pudding better in taste, smell, and appearance. These thoughts show how Ruby is able to apply mathematics in everyday life. Linking to Te Whaariki The Te Whariki is the Ministry of Education in New Zealand providing early childhood curriculum policy statement. This ministry plays an important role in shaping and nurturing early childhood curriculum to help early learners and educators in expanding knowledge, abilities, skills, personality, and identity. The goals of the early childhood curriculum under the Te Whariki include empowerment, holistic development, family and community, and relationships (Ministry of Education, 1996). Empowerment aims to see how children empower their skills and abilities to grow and learn. Holistic development aims to show childrens holistic growth and learning. Family and community aims to expand the knowledge and emotional stability of children with their family and community. Relationships encourage children to establish and learn the different kinds of relationships that they can use in their social connection and interaction. The Te Whariki curriculum aims to establish connection with people an d understand childrens personality, identity, and skills at an early age. Using different teaching strategies and methods, teachers are able to unleash the innate skills of children. After unleashing these skills, the teachers are able to nurturing and mould them according to the desires and personalities of children. In Rubys case, it shows that the teachers are responding to the goals and principles of Te Whariki in empowering, holistically developing, establishing community, and encouraging relationships. Rubys simple journey to the supermarket with Miller and her teacher creates a significant impact to her being because it demonstrates her skills and help her identify the different things available around her. These understandings correspond to Te Whariki. Linking to New Zealand Curriculum In the case of the New Zealand curriculum, Rubys learning story demonstrates her abilities and skills at a young age. In early childhood curriculum, this is an important development because not all children are able to progress as fast as Ruby. This is the reason why numerous childhood education programs and services are available throughout New Zealand-to help and encourage young children to unleash their skills, talents, and knowledge innate to them. It is important to note that early childhood care and education in New Zealand cover the years from birth to school entry age. Although participation is voluntary, attendance levels within early childhood education services continue to increase for all ages (Ministry of Education, 1996, p.17). This statement justifies that early childhood education programs and services reveal that early childhood learners are increasing in population over the years. The probable reason behind this is due to the increasing desire of parents to expose t heir children to the real world (Ministry of Education, 2007). Aside from the fact that some parents do not have sufficient time for their children, encouraging toddlers to communicate and explore their social environment will shape their personality, identity, and way of life (Ministry of Education, 2007). This is the reason why the New Zealand curriculum is imposing strict policies in nurturing and educating young learners. According to the Ministry of Education (1996), Early childhood education services are committed to ensuring that learning opportunities are not restricted by gender, locality, or economic constraints (p.17). This statement argues that the New Zealand curriculum is devoted to provide learning opportunities to any toddle from all walks of life. They do not disregard children according to gender, locality, or economic constraints because they want to provide education for all. This principle of the curriculum is shown in the second activity of Rubys journey to the supermarket wherein the teacher includes Miller into the activity. Two children, a boy and a girl, enjoy the activity as they both want to learn about things. Evaluation Considering Rubys learning story, it can be said that early childhood education is both fun and complicated. Children nowadays need real situations, occurrences, and events to clearly shape their knowledge and abilities (Dunn Stinson, 2012). Due to this, numerous early childhood programs and services are moving beyond the four corners of the classroom and explore the real world with these young learners. However, the prgrams and services provided to these children are related, connected, and in accordance to the standard academic curriculum of early childhood education. The Ministry of Education (1996) emphasizes that many early childhood education services exist as part of a national organisation which provides their philosophical rationale and direction. The particular approach of each organisation to curriculum is an essential part of its identity, and some organisations run specialised training programmes to assist in developing a curriculum appropriate for their particular phil osophy (p.17). From this sense, it can be said that early childhood education should not only be fun, enjoyable, and light. It should also provide extensive learning and exploration according to the goals of early childhood curriculum. The Te Whariki is doing its best to shape the curriculum based on the needs and demands of the children for their innocence is wide and great (Alvestad, Duncan, Berge, 2009). Therefore, they want to explore the world differently-using real experiences, things, and environment. This judgment supports the Ministry of Educations (1996) claim saying that the early childhood curriculum recognises that there can be wide variations in the rate and timing of childrens growth and development and in their capacity to learn new things in new places (p.20). The early childhood curriculum is more complicated than any curriculums because it does not only consider the age and condition of the students, but also their learning abilities, mood, and desires for them t o successfully grow and develop (Blaiklock, 2011). In Rubys case, it is shown that the teachers in the centre are doing their best to provide children the best environment. They show children the real world with great guidance and assistance. Through these things, children would be able to explore their social environment without being vulnerable or hesitant because they know that someone is there to support them. Conclusion Rubys learning story is interesting because she demonstrates strong abilities and skills at an early age. However, not only her abilities and personalities should be considered, but the role and competency of the educators as well. The learning story reveals that the teachers are aware of the importance of the real world-and they go extra mile to provide children their needs in holistic development. As they physically, mentally, and emotionally develop through experiences, children are also able to establish communication and relationships with their community. All these things are shown in Rubys learning story-and they all correspond to the principles and goals of Te Whariki and New Zealand early childhood education curriculum. Reference List [Example] Alvestad, M., Duncan, J., Berge, A. (2009). New Zealand teachers talk about Te WhÄ riki.New Zealand Journal of Teachers Work, 6(1), 3 19. Blaiklock, K. (2011). Te WhÄ riki, the New Zealand early childhood curriculum: Is it effective? International Journal of Early Years Education, 18 (3), 201à ¢Ã¢â€š ¬Ã‚ 212. Copley, J. (2010). The young child and mathematics (2nd ed., pp. 29à ¢Ã¢â€š ¬Ã‚ 44). Washington, DC: National Association for the Education of Young Children. Dietze, B., Kashin, D. (2012). Playing and learning in early childhood education (pp. 320à ¢Ã¢â€š ¬Ã‚ 329). Ontario, Canada: Pearson Canada. Dunn, J. Stinson, M. (2012). Dramatic play and drama in the early years: Re-imagining the approach. In Wright, S. (Ed.), Children, Meaning Making and the Arts (2nd ed, pp. 115-134). Frenchs Forest, Australia: Pearson. Ministry of Education. (1996). Te Whariki. Wellington, New Zealand: Learning Media Limited. Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media Limited. Peters, S. Rameka, L. (2010). Te kakano (the seed): Growing rich mathematics in ECE settings. Early Childhood Folio, 16(2), 8-14.

UPS Delivers the Goods :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  When Jordan Colletta joined UPS in 1975, fresh out of school and newly married, he wasn’t thinking about building a career. He just wanted some security. Now not only is he still a faithful UPS employee, but the former tracking clerk has come a long way—he’s vice president of the shipper’s e-commerce sales team. His advancement in the company was steady, the result of careful planning though UPS’s career-development program. By putting resources into such programs and helping reps set goals and develop skills, businesses can allow employees to grow within their organizations and reduce turnover rates in the process, as UPS has found: Its turnover rate among full time managers in 4 percent.   Ã‚  Ã‚  Ã‚  Ã‚  Developing salespeople starts with a clear mission. At UPS, employees meet annually with managers to identify their strengths and decide what skills they need for a new job within the company. â€Å" We lay the foundation for future development and map out immediate, midterm, and future goals,† Colletta says. â€Å" When I was a tracing clerk, I told my supervisor that my goal was to became a district sales manager. I then became a driver, then a salesperson, and in 1986 I reached my goal.†   Ã‚  Ã‚  Ã‚  Ã‚  Career development entails implementing training programs and Internet career centers that can help companies grow their staffs. Employees take courses in order to acquire the pedigree that will make them candidates for management positions. But learning isn’t just in the classroom. Mentoring programs in which managers coach lower-level employees are also valuable. â€Å"Mentors are especially important,† Colletta says. â€Å"They help you understand the opportunities that are out there. They helped me see what I couldn’t because I couldn’t look that far ahead yet.†   Ã‚  Ã‚  Ã‚  Ã‚  Progress must be routinely monitored. Employee reviews and 360-degree reports are good ways to track improvement. So is a manager’s involvement. â€Å"Have an open door policy to keep the communication lines open,† he says. UPS Delivers the Goods :: essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  When Jordan Colletta joined UPS in 1975, fresh out of school and newly married, he wasn’t thinking about building a career. He just wanted some security. Now not only is he still a faithful UPS employee, but the former tracking clerk has come a long way—he’s vice president of the shipper’s e-commerce sales team. His advancement in the company was steady, the result of careful planning though UPS’s career-development program. By putting resources into such programs and helping reps set goals and develop skills, businesses can allow employees to grow within their organizations and reduce turnover rates in the process, as UPS has found: Its turnover rate among full time managers in 4 percent.   Ã‚  Ã‚  Ã‚  Ã‚  Developing salespeople starts with a clear mission. At UPS, employees meet annually with managers to identify their strengths and decide what skills they need for a new job within the company. â€Å" We lay the foundation for future development and map out immediate, midterm, and future goals,† Colletta says. â€Å" When I was a tracing clerk, I told my supervisor that my goal was to became a district sales manager. I then became a driver, then a salesperson, and in 1986 I reached my goal.†   Ã‚  Ã‚  Ã‚  Ã‚  Career development entails implementing training programs and Internet career centers that can help companies grow their staffs. Employees take courses in order to acquire the pedigree that will make them candidates for management positions. But learning isn’t just in the classroom. Mentoring programs in which managers coach lower-level employees are also valuable. â€Å"Mentors are especially important,† Colletta says. â€Å"They help you understand the opportunities that are out there. They helped me see what I couldn’t because I couldn’t look that far ahead yet.†   Ã‚  Ã‚  Ã‚  Ã‚  Progress must be routinely monitored. Employee reviews and 360-degree reports are good ways to track improvement. So is a manager’s involvement. â€Å"Have an open door policy to keep the communication lines open,† he says.

Manet’s Advertisement An understanding of Vue de l’Exposition Universel

An understanding of Vue de l’Exposition Universelle, Paris 1867 â€Å"Manet a toujours reconnu le talent là   oà ¹ il se trouve et n’a prà ©tendu ni renverser une ancienne peinture ni en crà ©er une nouvelle. Il a cherchà © simplement à   à ªtre lui-mà ªme et non un autre.† Edouard Manet, Motifs d’une exposition particulià ¨re, May 1867 (in Courthion: 139) Manet is a transitional painter, emerging from the realism of the early to mid nineteenth century and a precursor to — included in by some authors — the impressionist movement. The public’s fascination with his work is remarkable. But, as much as his work is appreciated today, he has been criticized and misunderstood by his contemporaries. His radical explorations in composition and representation made him an easy target for unfavorable critics. He has been accused of leaving his paintings unfinished, of not being able to compose, of lack of imagination and even of vulgarity (Hanson, Howard, Mainardi, others). His position as part of the â€Å"tribe of eccentrics† (Chesneau q. in Mainardi: 109) has kept Manet out of the conservative catalog of the Fine Arts section of the Exposition Universelle of 1867 in Paris. Since, in the artist’s words, â€Å"montrer est la question vitale, le sine qua non pour l’artiste† (in Courthion: 140), he was forced to prepare his own show to display his work to the very important public brought to Paris by the world fair. So, he and Courbet borrowed money and set up on the Place de l’Alma, right on the path leading from the Salon at the Place de l’Industrie to the Exposition Universelle on the Champ de Mars (Mainardi: 109). It is in this ambiance of optimistic defiance that Manet produced Vue de l’Exposition Universelle, Paris 1867 , his illustration of the fair. ... ...er Levin Associates, 1988 Hanson, Anne Coffin. Manet and the Modern Tradition. New Haven: Yale U. Press, 1977 Howard, Seymour. â€Å"Early Manet and Artful Error: Foundations of Anti-Illusion in Modern Painting† in Art Journal. New York: College Art Association of America. Vol. 37, Fall 1977: 14-21 L’Exposition universelle de 1867: guide de l’exposant et du visiteur, avec les documents officiels, un plan et une vue de l’Exposition. Paris: Exposition universelle de 1867, 1866 L’illustration. 6 Avril 1867 Mainardi, Patricia. â€Å"Edouard Manet’s ‘View of the Universal Exposition of 1867’† in Arts Magazine. 54(5), January 1980: 108-115 Reff, Theodore, ed. Manet and modern Paris: one hundred paintings, drawings, prints, and photographs by Manet and his contemporaries. Washington: National Gallery of Art, 1982 The Illustrated London News. 6 July, 1867

George Orwells Animal Farm

In George Orwell's Animal Farm, power and control of the farm shifts from Mr. Jones to Snowball and from Snowball to Napoleon. Each, no matter how well their leadership, was corrupted by power in some way as compared to Russian leaders of the time. The most corrupt, Napoleon, uses several methods of gaining mocontrol the Handmaids in almost any way they desire. It is clear that the theme of power and control through the depiction of it’s citizens creates a severely oppressive society. This theme is portrayed by the role of government and the patriarchal society. The government strikes fear on its citizens with the Wall and the Salvaging in the Handmaid’s Tale, the military force in V for Vendetta and the outcasting of animals that do not follow orders in Animal farm. Fear and intimidation are used in the texts and furthermore, power is shown through the patriarchal society, which includes the Commanders, the Commander's Wives, and the Handmaids assigned to them. Overall, the Republic of Gilead institutes power and control in society, therefore forcing its residents into submission and causing them to loose control over their own lives. . re power and luxury.Power and Control â€Å"Once you had the freedom to object, to think and speak as you saw fit, you now have censors and systems of surveillance coercing your conformity and soliciting your submission† (V, â€Å"V for Vendetta†). Throughout history there has been struggle of power and control between a governing body and it's people. In the movie â€Å"V for Vendetta,† the government has ultimate control over it's people in a dystopian future, created by a series of strategic events that could be in the near future for the United States. Good morning/afternoon teachers and fellow students. Today I will be talking to you about Power and Control related to my three texts, Animal Farm by George Orwell, V for Vendetta directed by James McTeigue and The Handmaid’s Tale by Margaret Atwood. Yes it is necessary for the government to impose a certain amount of power and control on its citizens in order for a society to function properly. However, too much power and control in a society eliminates the freedom of the residents, forbidding them to live an ordinary life. In the dystopic futuristic novel, The Handmaid's Tale demonstrates the theme of power and control through an oppressive society called the Republic of Gilead. The government establishes power and control through the use of the Wall, military control, the Salvaging, and the Particicution. The Patriarchal society allows the Commanders to hold immense power over the citizens, while the Commander's Wives hold the power in the household. Generally, the Handmaids do not hold very much power because they are of a lower class in the Patriarchal society. The Republic of Gilead institutes power and control in society, therefore forcing its residents into submission and leaving them completely helpless in a totalitarian regime. Just like in George Orwell's Animal Farm, power and control of the farm shifts from Mr. Jones to Snowball and from Snowball to Napoleon. Each, no matter how well their leadership, was corrupted by power in some way as compared to Russian leaders of the time. The most corrupt, Napoleon, uses several methods of gaining more power and luxury. The citizens in The Handmaid’s Tale know that they are constantly under surveillance, so they try their best to conform to avoid getting caught. The patriarchal society is another factor that develops power and control. The Republic of Gilead is male dominated; the Commanders exercise authority over all the citizens. The Commander has a high status in society, as explained by Ofglen when she says, â€Å"He's way up there†¦ He's at the top, and I mean the very top. At such time it's hard to imagine it† (Atwood 262). The Commander's Wives hold power, for â€Å"they can do almost anything to [the Handmaids]† (Atwood 344). Clearly, the Commander's Wives are permitted to control the Handmaids in almost any way they desire. It is clear that the theme of power and control through the depiction of it’s citizens creates a severely oppressive society. This theme is portrayed by the role of government and the patriarchal society. The government strikes fear on its citizens with the Wall and the Salvaging in the Handmaid’s Tale, the military force in V for Vendetta and the outcasting of animals that do not follow orders in Animal farm. Fear and intimidation are used in the texts and furthermore, power is shown through the patriarchal society, which includes the Commanders, the Commander's Wives, and the Handmaids assigned to them. Overall, the Republic of Gilead institutes power and control in society, therefore forcing its residents into submission and causing them to loose control over their own lives. .

Understanding Behaviours and Attitudes Towards Social Networking

The fast development of social networking that has been detected over the last 2-3 years is indicative of its entry into straight life and it’s mixed with our daily lives. In addition to this, there has also been significant media coverage of the development of social networking, its rapid positive results and worries around the approach. For the purpose of this research report I have intentionally put light on the social and communications facets of social networking sites. The SNS also have some drawbacks associated, such as confusion over privacy settings, probable contact with people one doesn’t know and the unintentional penalties of publicly posting delicate individual material. The purpose of this report is therefore to provide evidence-based insights into the social networking phenomenon which can be used to inform current understanding of usage and societal impacts in the UK, and to help identify some of the current and potential future issues around people’s use of social networking sites. Like other communications tools, social networking sites have certain rules, conventions and practices which users have to navigate to make them understood and avoid difficulties. These range from the etiquette of commenting on other peoples profiles to understanding who one should and shouldn’t add as a ‘friend’. Conceptual Framework Engaging with Social Networking Sites The Social networking sites also preferred to as SNS in the document offer people new and diverse ways to communicate via the internet, from PC or mobile phone. According to Dwyer et al (2007), a social network service focuses on building online communities of people who share interests and/or their activities. Today, there are more than 650 social network sites in the world (Stern, 2006), but no one knows exactly the number. Examples include MySpace, Facebook and Bebo. Creator of SNS authorized people to normally create their own online page, construct and show to online contacts called ‘friend’. According to Boyd (2004), reasons for connecting with friends in social network can be varied and doesn’t unavoidably mean friendship in the daily dialect sense. Users can communicate to other user with the help of their profile they have created. Social networking sites are built for users to interact for different purposes like business, general chatting, meeting with friends and colleagues, etc. SNS offer a gloriously direct tool for what Goffman(1972) calls â€Å"impression management†: the profile page. Just as your choice of clothing and hairstyle signals how you think of yourself (and want others to think of you), so does your choice of profile photo. Many users choose to display the most flattering photographs of themselves that they can. It is also helpful in politics, dating, with the interest of getting numerous advantages with the people they meet. Anecdotal evidence suggests that social interaction with political content of interest is important for young adults (e. g. , Steller, 2008). A study by Conners (2005) reported that Democratic Senate candidates were more likely than Republicans to use Meetup, blogs and other interactive online tools in 2004. (ssrn. om)Recently, the use of network sites has increased overtime with the improvement in technology and the use of mobile phone to surf the web and statistics have shown that 90% of people on the internet at one point in time or the other are visiting SNS (Boyd and Ellison, 2007). Attitudes and behaviours towards social networking sites Users of Social networkers fall into different groups Social networkers are different in approaches to SNS and in their behaviour while usin g them. The site users come under five distinct groups. These are as follows: * Leading Socialisers – (a minority) people who are using sites intentionally to encounter new folks, flirt and to be entertained. * Attention Seekers – (some) are those people who need attention and comments from others online, normally by posting photos and edit their profiles. * Followers – (many) are those people who joined SNS to follow what their peers are doing. * Faithful – (many) people who normally use SNS to renew old friendships, sometimes from school or university. Functional – (a minority) those person who wants to be single while using SNS for a specific purpose. * Focussed – (Mostly business users – Recently added user group) Some users of the sites will create the profile to research the market’s response in a specific geography for the predictions of their business in their geography. Also, as this is an easier way to reach a wider and global consumer base, many corporate houses globally a re using these social sites to advertise or endorse their products and promotions. Non-users comes under into different groups Non-users come under three groups; these are the group those who don’t use the SNS: * Concerned about safety – those people who are concerned about safety online, in specific creation personal details accessible online. According to Smith (2007), seven per cent of American sample said they had been contacted ‘by a stranger who made them feel scared or uncomfortable’. * Technically inexperienced – those people who don’t have knowledge for using internet and computer. Intellectual rejecters – people don’t have interest in SNS and think that it’s a waste of time. How people use social networking sites Profile Creation People normally create their profiles on the basis of their knowledge. User Profiles are normally set questioned as per the site, so it is very optional and depends upon the person what he needs to publish on the site. Normally Users enjoy editing their profiles, watch ing video, playing online games, posting photos. Users generally enjoy from the process of creating a social network, creating a list of friends and using friend’s list to browse profiles. Users share individual material with a wide range of ‘friends’. Communicating with their friends is the most famous social networking activity, but most of adults use their profile to communicate with people they do not know. A few users also mention negative aspects of social networking, and these included anger at others using sites for self-importance, parties organised online getting out of hand, and online bullying. Privacy and safety Privacy and safety issues on social networking sites did not emerge as ‘top of mind’ for most users. Information exchange activities operationalized as the activities of interaction among members of a community that acts as a source of information for other members to deepen and expand friendship (Gruen et al. , 2006. 2007). At most of the time Users of the SNS leaves privacy settings as default ‘open’. Generally those who are new, they give out sensitive personal information, photographs and other content about themselves. Sites define some subset of a profile (such as the user’s name and affiliation) visible by default for searching and identification. Most sites also allow users to relax or strengthen their definition of public information. Privacy expectations in social networks are based on relationships. Typical social networks support friends and networks with privileged access. (Felt, Adrienne, and Evans, David. (2008). Research Strategy I will do a qualitative research to examine in depth people’s attitudes to online social networking, their behaviours while using social networking ites, and the reasons why they use these sites. This will contain an analysis of the research based on several distinct user and non-user segments. Also, I will research on the positive aspects of social network in relation to marketing and research and use of SNS for global business empowerment. This qualitative research will find the use of and attitudes towards social networking sites (both for users and non-users) falling into several distinct segments. Although qualitative in nature, these segments provide an interesting insight into how people currently use and view social networking sites. They also help to highlight that site users are not a uniform group in terms of use, attitudes or behaviour. It will also explain the importance of the segments for users and non-users on different bases. User segments will be organised on the basis of how users will behave when using social networking sites and the non-user segments will be focused why they will stop using the basis of non-users’ reasons for not using the sites.