An Outline and Evaluation of Moral Development Through

An Outline and Evaluation of Moral Development through Piagets Theory and the Social Learning Theory Piaget (1932) developed a major theory based on children’s cognitive methodology when approaching particular moral situations; using the game of marbles and moral stories/dilemmas to evaluate the moral development a child. In his evaluation he categorised children into three stages of moral development i. e. pre-moral (0-5yrs), Moral Realism (5-8/9yrs), Moral Relativism (+9yrs).Concluding that children under five didn’t consider moral reasoning Piaget concentrated on the two latter stages. Piaget believed these stages are innate, they occur naturally; only through cognitive development will a child begin to move from moral realism to moral relativism. Moral realism is when a child has a heteronomous moral perspective with unilateral respect showing unconditional obedience to adults. They are egocentric and their moral judgement is based on consequences and intentions are not considered, with punishment being expiatory and usually unjustifiably severe.When a child reaches the stage of moral relativism, they have an autonomous moral viewpoint, they understand mutual respect and that rules are made through social agreement. They are able to recognise that there is a grey area between right and wrong and their moral decisions are based on intentions rather than consequences. Punishment is reciprocal i. e. shows balance between severity of the crime and the punishment received. He noted the importance of a child’s social environment and their interaction without an authority figure e. . in the school playground, here they learn to negotiate conflict and will start to understand resolution/compromise. According to Wright (1971) Piaget’s theory is supposed to show how a child’s practical moral development occurs but the evidence in fact was based on theoretical morality. Piaget linked this through the concept of conscious realization e. g. children can talk using the correct grammar long before they realize that there are rules that govern grammar.Implying that a child's practical morality shapes their theoretical morality; an adult’s moral influence won’t affect but will only help and guide a child’s theoretical morality catch up with their practical morality. Armsby (1971) suggests young children understand intention and show awareness to avoid damaging valued items, older children find it easier to differentiate the relation between intention and damage. Piaget’s stories confounds intentions and consequences, when approached separately Constanzo et al. 1973) confirmed that with adult disapproval six year olds judged on consequence regardless of intention but with adult approval they as with older children will consider intentions. Notably, social consequences are related to parental tendencies as children generally will have more experience in dealing with ill-intended acts. To sup port Piaget’s theory, Kruger (1992, cited in Gross, 1996) tested conflict resolution amongst children with and without an authoritarian figures involvement by giving them two moral dilemmas and questioning them afterwards.The children who had been paired with an adult had less real insight, lacking moral reasoning because they had given way to the adults understanding. When questioned afterwards, they had a less sophisticated stance-point than the children who had been paired together, showing the advantages attributable to egalitarian active discussion. As Piaget’s investigations were only based on a small amount of subjects, whereas Jose Linaza (1984) interviewed several hundred children in relation to a number of games; participants were from England and Spain, both boys and girls.He re-affirmed Piaget’s findings but found that depending on the games complexity this determined what age certain stages become more apparent, another notable finding was there was no difference between the English and the Spanish children. Turiel (1998) critic’s Piagets methods regarding the moral dilemma questions used as a child would find it difficult to be morally judgemental because of the drastic difference in consequence. i. e. fifteen cups versus one cup, thus tempting the child to ignore intention.Rule et el. (1974) shows that young children understand the difference in intention, particularly dependant on whether the act is pro-social or hostile i. e. if an aggressive act is in defence of another or not. Bandura, McDonald. (1963) doubted Piaget’s theory; in particular the concept of stages by explaining moral judgement through social learning theory, generally children imitated the models behaviour even if their reasoning differed.As social learning theory involves the key factors attention, retention, reproduction and motivation and children are said to be able to imitate others behaviour through observational learning, since moral b ehaviour can be observed and imitated there will be a definite link between SLT and moral development. Bandura et al(1961, cited in Haralambos & Rice, 2002) Bobo Dolls studies on SLT were criticised due to the artificial conditions i. e. he subjects were not geographically selected at random thus pre conditioning could have influenced results and because of the nature of the Bobo Dolls (they sprung back when struck) the children could then have perceived the aggression the models showed towards the dolls as a game. Therefore, the need to have an understanding for the aggression was lacking and since the children observed no vicarious punishment (verbal or physical) they would have no need to make a judgement, they didn’t have any reason to dissuade them from performing the behaviour.Interestingly, Langer (1975) replicating Banduras experiment concluded that his techniques confused the children. After viewing the model half of the children’s moral judgements remained th e same and when they did change their explanations didn’t. When a child is trying to form identification they will associate with and imitate/model themselves on other people’s behaviour/mannerisms. Though this is not confined necessarily and exclusively to parents as other family members, siblings in particular together with peers will play a significant part in a child’s behaviour.A child may imitate a complete stranger’s behaviour especially if vicarious reinforcement is shown as the child then has the motivation to imitate this particular behaviour. Children may imitate behaviour without the insight to make a moral judgement. Notably, Hoffman’s research observed that age dependant children are more likely to imitate a role models deviant behaviour rather than the models compliant behaviour, this emphasises a lack of moral development. (1970, cited in Bukatko & Daehler, 1998) Grusec et. l (1978) focused on whether or not a child would imitate a models good behaviour (donating/giving) with or without verbal instruction. What is shown in her results was that through observing, the majority of children, even without verbal instruction imitated the models behaviour. Nelson (1980) found that children as young as the age of three are able to make intentional based decisions regardless of consequence as long as information on intentions is made clear. Observational learning and principles of reinforcement can not adequately explain all aspects of moral development as a child’s cognitive processes are not fully explored.As explained by Turiel (1983) in this study, children who receive punishment too late for non-compliant behaviour seems to show a leniency towards deviant behaviour, the late timing mentioned only seems to confuse the children, once again showing a lack of understanding/judgement. Insightfully, the above-mentioned studies on moral development confirm clearly that children even from a very young age imitate o ther people’s behaviour and whether they understand the intentions or consequences of any particular behaviour is questionable especially at a young age.The concept of conscious realisation is a cognitive process which would only develop depending on the moral influences of a child’s socialization, emotional attachments, level of education and life experience. Bibliography Armsby, R. (1971) A re-examination of the development of moral judgements in children. Child Development, 42, 1242-1248 Bandura, A. & McDonald, F. J. (1963). Influence of social reinforcement and the behavior of models in shaping children's moral judgments. Journal of Abnormal and Social Psychology, 67(3),  274-281. Bukatko, D. & Daehler, M. W. (1998).Child Development: A Thematic Approach. New York; Houghton Mifflin. p. 410. Costanzo, P. , Coie, J. , Grumet, J. , & Farnill, D. (1973). A re-examination of the effects of intent and consequence on children's moral judgements. Child Development, 44(1) , 154-161. Gross, R. (1996) Psychology: The Science of Mind and Behaviour. London: Houghton & Stoughton. p. 696. Grusec, J. E. , Kuczynski, L. , Rushton, J. P. , & Simutis, Z. M. (1978). Modelling, direct instruction, and attributions: Effects on altruism. Developmental Psychology, 14, 51–57. Haralambos, M. A. & Rice, D. (ed) (2002).Psychology in Focus, Ormskirk; Causeway Press. p. 316-317. Langer, J. (1975). Disequilibrium as a source of development. In P. Mussen, J. Langer, & M. Covington (Eds. ), Trends and issues in developmental psychology (pp. 22-37). New York: Holt, Rinehart, & Winston. Linaza, J. (1984). Piaget’s marbles: the study children’s games and their knowledge of rules. Oxford Review of Education, 10, 271-4. Nelson, S. A. (1980). Factors influencing young children's use of motives and outcomes as moral criteria. Child Development, 51, 823-829. Piaget, J. (1952), Moral Judgement of a Child, London : Routledge and K.Paul Rule, B. G. , Nesdale, A. R . , McAra, J. R. (1974) Children’s Reaction to the Information about the Intentions Underlying an Aggressive Act: Child Development, 45(3) pp 794-798 Turiel, E. (1983)  The Development of Social Knowledge: Morality and Convention. Cambridge: Cambridge University Press, Turiel, E. (1998) Moral development, in: W. Damon (Ed. ),  Handbook of Child Psychology, 5th Edition, Volume 3: N. Eisenberg (Ed. ), Social, Emotional, and Personality Development, pp. 863-932 (New York: Wiley). Wright, D. (1971). The psychology of moral behavior. Middlesex, England: Penguin Books.

Should the English Police Use Firearms

Should the English police carry and use firearms? This essay explores the debate whether the English police carry and use firearms? It is a debate that has been a focal point in the public, policing agency, government and political arenas since the formation of the police. The English police are well known for their ‘unarmed’ tactic of policing and are only a few police forces worldwide that do so. It was this model of policing that Sir Robert Peel tried to distill from when he first formed the Metropolitan Police back in 1829, which as England as a country keeps to its traditions.However, due to increase in gun crime and terrorist attacks it is perhaps maybe time that the English police force kept up with an ever sophisticated and armed criminal/terrorist. In this essay the main themes I will focus on will be the background of the police, British models of policing, for and against armed response and the level of gun crime in the UK. The term ‘police’ deriv ed from the Greek word ‘politeia’ meaning government or state. ‘Police’ refers to a social institution that most modern societies have to ensure social control.In modern society there is an ideological assumption that the police are a fundamental part of social control and without them there would be chaos (Reiner 2000, p1), however not every society has existed with a formal police force. The role of the police in its efforts for the control of crime and maintaining order is one that has changed through history and is an area of great debate in their effectiveness and the functions the police have in modern society.The police in modern society are called upon routinely to perform a wide range of tasks from public reassurance to terrorism and respond to emergencies, critical incidents and crises, many with an element of social conflict (Grieve et al. 2007, p19). A state run police organisation is a modern form of ‘policing’ (Reiner 2000,p2), ho wever ‘policing’ is a different idea to that of the ‘police’. Understanding the function and role of the police requires consideration to the ideology of policing.The concept of policing can be defined as ‘the function of maintaining social control in society’ (Reiner 2000, p3). Policing can be carried out by an array of people and techniques of which the modern idea of the police is one. The police as a specialised institution of social control are seen as a product of the division of labour in modern societies and can be distinguished from other types of policing by their ability to use legitimate force.In modern democracy the police are both the symbolic ‘front’ of the state’s authority and responsible for the protecting individual and collective freedoms (Neyroud & Beckley 2008, p21). In the UK policing is seen to be ‘by consent’ rather than a state run military model, thus its success is dependent on public co-operation and approval than fear (Grieve et. al 2007, p19). The English police force is only a number of police forces in the world were firearms are not routinely carried by all officers.It has kept in accordance to when they were first formed in 1829 by Sir Robert Peel, after the Metropolitan Police Act was passed by parliament. Upon the forming of on Metropolitan police force (1829), Sir Robert Peel’s intention was that the police’s role was for the prevention of crime. Efforts were made so that the new police did not look like soldiers, where Sir Robert Peel tried to avoid accusations of setting up a continental system of ‘agents’ like the French model of policing.The police weaponry was limited to a wooden truncheon, though cutlasses were available for emergencies and for patrolling dangerous beats and inspectors and above could carry pocket pistols (Emsley 1996, p26). The decision not to arm the Metropolitan Police in 1829 was intentional. The us e of force used by the police was only to the extent necessary to secure observance of the law or to restore order only when the exercise of persuasion, advice and warning is found to be insufficient.The aim was to convey ‘civilian’ status (a citizen in uniform), distancing the police from the military. Sir Robert Peel in his model of the Metropolitan police implemented that the police, at all times, should maintain a relationship with the public that gives reality to the historic tradition that the police are the public and the public are the police; the police being only members of the public who are paid to give full-time attention to duties which are incumbent on every citizen in the interests of community welfare and existence.The days of the ‘local bobby on the beat’ and that of a civilian in clothing seemed to be a past time view of the police force by the 1960s. A new system of policing emerged, encouraged by the Home Office, which saw the number of officers on foot and put more into cars. This new system of policing was called ‘unit beat patrol’ (UBP), together with personal radios issued to all officers to enable quicker responses and cover more area (Newburn 2008, p91). This new ystem of policing intended to improve policing and police-community relations, yet it was seen to have the adverse effects. The UBP saw changes not only to the style of policing but also the image, as Chiball (1977) described it: ‘The â€Å"British bobby’’ was recast as the tough, dashing, formidable (but still brave and honest) â€Å"Crime-Buster† (cited in Newburn 2008, p91). However, the most notably change was the model of policing, it had seemed that the original ‘democratic’ model had been replaced by a ‘military’ model of policing.A new trend of hard-liner policing of political and industrial conflict emerged as serious disorder develop in England in the 1970s to 1980s. New fo rces within the police force were developed, specially trained, readily mobile to cope with riots with the formation of The Metropolitan Police Special Patrol Group in 1965. This was a mobile reserve, developed with a paramilitary role in dealing with public order and terrorism (Reiner 2000, p67). All forces produced similar units which were trained in riot control and use of firearms.The military model of policing was ever present during the miners’ strikes of the 1980s, where the police now using centrally co-ordinated police operations and officers were now routinely using riot shields, helmets with visors and long batons in public disorders and riots. The use of force by the police had reached new levels as police used new tactics to ‘disperse and/or incapacitate’ protestors, outlined from the Tactical Options Manual approved by the Home Secretary in 1983 (Emsley 1996, p184).Plastic bullets and CS gas were more commonly deployed and even used in public disord er and riots with the showing of a police force more readily and willing to use excessive force against the public. However, it was common for complaints to be made regarding excessive force by the police but only to be dismissed due to the structure of the complaints system and the legitimacy issues in accountability of the police of use of force.It is evident that the use of force by the police over time has increased and also changed as has the model of policing, tactics, technology and weaponry available to the police. However, what weapons are available to the police and how they use is a topic of public concern and often political controversy. The legal use of force, the Criminal Justice Act 1967 section 3, states the ‘any person may use such force as is a reasonable in the circumstances’ for the lawful purposes. Article 2 of the European Convention amends this provision to equire that the use of lethal force by police officers should be necessary and proportionat e (Newburn 2008, p468). With the emergence of guns more readily available and used by the police, it is only necessary that such overseeing bodies like The Association of Chief Police Officers (ACPO) are formed. Established in 1942, the ACPO function is an independent professionally led body with the aim of centralising the development of policing strategies as a whole (Grieve 2007, p27).In the ‘Manual of Guidance on the Management, Command and Deployment of Armed Officers (2010) the guidelines for using lethal force are as stated in Article 4: ‘Law enforcement officials, in carrying out their duty, shall, as far as possible, apply nonviolent means before resorting to the use of firearms. They may use force and firearms only if other means remain ineffective or without any promise of achieving intended results’†¦Article 5 states: ‘Exercise and restraint in such use and act in proportion to the seriousness of the offence and legitimate objective achieved ’.Consequently, in the UK, police officers are given the discretion to determine if the suspect poses a threat to the police officer or the public as PACE does not actually define what is ‘reasonable force’. In the pursuit of these suspects, police officers are given the power to use deadly force through probable cause of harm. The courts decide whether the use of deadly force is justified or not and in some cases, police officers are charged because their use of deadly force is considered to be unjustifiable. Hence, there is a very thin line separating the justification of the use of deadly force from an act that is unjustified.The ethical and moral dilemma of police officers therefore rests not only on the regulations of their agency but on their analytical and ethical decision. In 2008/09, there were 6,868 authorised firearms officers within the police force which was made up of 136,365 (Home Office, 2010). This is a small minority of police officers who are t rained and authorised to use firearms but when considering that the English police are seen as an ‘unarmed’ force, these numbers are quite high. A debate of great concern for the public but also crime agencies and political arenas, is whether English police officers should carry and use firearms?The increasing use of guns by criminals and gun related deaths to both the public and English police officers has been a catalyst for supporters in the carrying and use of firearms by police officers. The 1960s was seen as the turning point in the arming of police officers as in Shepard’s Bush, London, three plain clothed police officers were shot dead (Newburn 2008, p473). This incident prompted the creation of the Metropolitan Police’s ‘D11’ which trained officers on firearms. However, even with the creation and training of police armed response teams such methods proved inadequate to deal with incidents like the Hungerford massacre.Michael Ryan beca me Britain’s first spree killer (Squires & Kennison 2010 p77), when he killed 16 people. The Thames Valley Police Tactical Arms Firearms team was 40 miles away and took an hour and forty minutes to assemble; this resulted in the debate about the effectiveness of having specific armed response teams and not a general armed police force that could deal with situations more effectively and quicker. In outlining the history of the UK police force Neyroud & Beckley (2008) argues that the baton-days prior 1980s was not enough to protect public safety against criminals.He cites the case of the Hungerford Shootings and the Thames Valley Police Force where an armed man killed two persons and injured one after a random shooting. The police force was heavily criticised because of the length of time it took for the police officers to respond to calls. The police was also criticised because the police use of firearms was largely focused on protecting the safety of the officers and on prev enting fatal shootings, instead of focusing on public safety. Since then, the public expectations of the police and the use of force has been a dilemma for the UK police.Following the shootings, there was a call for more aggressive approach to enforcing the law. Is the use of deadly force justified? For the Thames Valley Police it is justified because it protects not only the police officers but also public security (Neyroud & Beckley, 2008, p253). Security threats cannot be allowed in a society since they affect the confidence of the public on the police. In the terms of consequentialism, shooting a person who is out to massacre innocent is justified because the death of the criminal would mean sparing the lives of many others, restoring the peace and order needed by the society to properly function.The arming of police officers routinely could be considered a small step, as police officers are routinely armed already in a variety of situations, e. g. at airports and when providing security for political leaders or institutions. Already rapid-response units of armed officers are available to deal with armed criminals, but these need to be specially summoned and authorised which consumes time and lead to being ineffective in the situation. Armed police can be seen to reassure law-abiding citizens at a time when gun-related crime is increasing in most European countries and parts of North America.Much public opinion holds that something must be done to tackle this. People may feel safer when they see armed police, especially if they perceive them as a response to a heightened risk. Thus, for example, police officers at British airports and places government buildings routinely carry guns after recent terrorist attacks on England. Just as quickly as incidents brought about a feeling of approving by many of the carrying and use of firearms with deaths of police officers and public, it brought about incidents that gave the disapproval.Having armed police response may have its benefits when dealing with armed and dangerous criminals or terrorist threats; however the problem faced by armed police officers is knowing how much of a threat that suspect really poses and if they are correctly identified as carrying firearms or even the correct suspect. A notably example of these problems faced by armed response police, was the Harry Stanley shooting in 1999. The police received a call that a man believed to be Irish was armed with a shotgun and an armed response team was dispatched to deal with the situation.Upon arriving at the pub the armed response team shouted to Mr Stanley and as he turned the officers took this action as an aim at them with the suspected gun and in response shot him dead. It was revealed that Harry Stewart was in fact carrying a wooden chair leg and posed no threat at all to police officers or the public. However, it was not only the wrongful killing of Harry Stuart that was scrutinised but the events of the incident told by the police officers as it did not match forensic evidence (Squires & Kennison 2010, p172).A similar incident again highlighted the problems faced with armed police officers, the shooting of Jeans Charles de Menezes in 2005. Two weeks after the London bombings, Jean Charles de Menezes was followed by a surveillance team who had mistaken him for Hussain Osman, a suspected failed suicide bomber from the previous day. As Jean Charles de Menezes boarded a train at Stockwell train station he was confronted by anti-terrorism officers who shot him seven times, certain that he was a suicide bomber (O’Driscoll 2008, p341).Initially, a discernible reluctance to accuse the acting officers of any wrongdoing. On the contrary, there was a general acceptance that their actions were both defensible and consistent with Metropolitan Police procedures for dealing with suspected suicide bombers. Viewed in this light, the shooting of Menezes was an unfortunate mistake, but nothing more. The war on terror, it is claimed, presents a novel form of war that necessitates (and therefore legitimates) a robust engagement from the relevant security forces (O’Driscoll 2008, p342).Yet this simple formulation overlooks the possibility that it was the very conditions of the war on terror that gave rise to the circumstances where such a ‘mistake’ could occur. Police violence, according to Box (1983), tends to increase in proportion to the elite’s fear of disorder, and the more fearful the elite, the more likely they are to tolerate illegal violence against potentially dangerous groups (Belur 2010, p323). Thus, in societies with extremely unequal social structures, such as those in some Latin American countries, the fate of the socially marginal is regarded with indifference by the state and the middle-class public alike.Even in strong democracies like the United Kingdom, Jefferson (1990) found that dehumanization and demonization of dissident and marginal groups seek to construct an ‘authoritarian consensus’ among the ‘respectable majority’, which allows them and the government to authorize or condone certain coercive measures (cited Belur 2010, p324). For the debate whether English police officers should carry and use firearms, it is important to look at the statistics of gun crime in England as an indication on the severity of the problem for a justification.There has been a dramatic rise in the ‘street gang’ culture within the UK, characterised by illegal gun ownership and violence (Caddick & Porter 2011, p1). A new wave of gun crime has contributed to the so called ‘gun culture’ that many of the UK’s youths participate in, despite a background of increasingly restrictive legislations and better policy responses. There were 53 fatal police shootings between 1990 and 2011 (Inquest 2011). The figures for fatal shootings might be deemed ‘low’, however the police in Eng land have an international reputation for being ‘unarmed’.Overall, there were 19,951 police operations in 2008/09 in which a firearm was authorised. The overall level of gun crime in England and Wales is very low – less than 0. 5% of all recorded crime. In 2007/8 there were 9,865 offences in England and Wales in which firearms (excluding air weapons) were reportedly used, a 2% increase on the previous year. In 2007/8 there were 455 firearm offences in which there was a fatal or serious injury, 3% lower than in 2006/07. 6. 8% of all homicides committed during 2007/08 involved the use of firearms, down from 7. 8% in 2006/07 (Home Office (2010).Sir Robert Peel back in 1829, formed the Metropolitan Police with the aim to convey ‘civilian’ status (a citizen in uniform), distancing the police from the military. Sir Robert Peel in his model of the Metropolitan police implemented that the police, at all times, should maintain a relationship with the public t hat gives reality to the historic tradition that the police are the public and the public are the police; the police being only members of the public who are paid to give full-time attention to duties which are incumbent on every citizen in the interests of community welfare and existence.There have been a number of major changes to the police force as well as in technology and weaponry which is certainly a necessary solution to new problems faced by the police from criminals. However, there is a reason why as early as 1829, English police officers have remained unarmed. Arming the police is an easy way of ignoring the fundamental failures of society. Guns are not a response to crime. What is actually needed is more effort in preventing crime through detective work and policing strategy rather than focussing on responding to it.Nor does arming the police offer a solution to fundamental socio-political issues which contribute to crime. Routinely arming the police is an uneven respons e to gun crime, as it will affect some sections of the community more than others. For example, as certain ethnic groups are often associated with particular types of criminality, police use of firearms will damage police credibility within communities which feel that they are the subject of too much police suspicion. Even if the police believe they are carrying weapons in self-defence, others will view it as an aggressive act.This is a big change, both culturally and practically. The large majority of policemen and women go through their whole career without handling firearms. Even with the special selection measures and intensive training given to the few firearms officers today, mistakes sometimes occur and innocent people are shot, either by mistake because the armed officers are acting on inaccurate information, or because they are bystanders caught in the cross-fire of a shoot-out. Arming all police officers would mean ditching the current stringent selection methods and inevi tably result in less training being rovided, so mistakes would become much more common and more people would be wounded or killed. If the English police officer has managed to last from 1829 from its first formation without carrying and using firearms then it does not need them now. The current responses in place to terrorist and armed criminals in place are sufficient; although not perfect by any means it would be a devastating blow for the people of England tradition and the effects costly. There are enough replacements to the use of firearms and those options should be explored. References Belur, J. (2010). Why do Police Use Deadly Force?Explaining Police Encounters in Mumbai. British Journal pf Criminology. 50 (5), p320-341. Caddick, A & Porter, E. (2011). Exploring a model of professionalism in multiple perpetrator violent gun crime in the UK. Criminology & Criminal Justice. 1-22. Emsley, C (1996). The English Police: A Political and Social History. Essex: Pearson. Grieve, J et al. (2007). Policing. London: Sage Publications Hallsworth, S & Silverstone, D. (2009). ‘That’s life innit’ A British perspective on guns, crime and social order. Criminal & Criminal Justice. 9 (3), p359-377. Leishman, F & Loveday, B & Savage, S (2000).Core Issue In Policing. 2nd ed. Essex: Pearson. Lutterbeck, D. (2004). Between Police and Military:The New Security Agenda and the Rise of Gendarmeries. Cooperation and Conflict. 39 (45), p45-68. Malcolm, J (2002). Guns and Violence: The English Experience. London: Harvard University Press. McLaughlin, E (2007). The New Policing. London: Sage Publications. Mitchell, L & Flin, R. (2007). Shooting Decisions by Police Firearms Officers. Journal of Cognitive Engineering and Decision Making,. 1 (4), p375-390. Newburn, T (2008). Handbook of Policing. 2nd ed. Devon: Willian Publishing. Newburn, T (2005).Policing: Key Readings. Oxon: Routledge. Neyroud, P and Beckley, A (2008). Policing, Ethics and Human Rights. 2nd ed. D evon: Willian Publishing. O'Driscoll, C. (2008). Fear and Trust: The Shooting of Jean Charles de Menezes and the War on Terror. Journal of International Studies. 36 (2), p339-360. Reiner, R (2000). The Politics of Policing. 3rd ed. Oxford: Oxford University Press. Sharp, D. (2005). Who Needs Theories in Policing? An Introduction to a Special Issue on Policing. The Howard Journal. 44 (5), p449-459. Squires, P ; Kennison, P (2010). Shooting to Kill. Sussex: Wiley ; Sons Ltd.

A Truly Incredible Journey Essay Example | Topics and Well Written Essays - 250 words

A Truly Incredible Journey - Essay Example The title of the story suits perfectly and is appropriate as the story shows a truly incredible journey, demonstrating extraordinary and unwavering love, courage and loyalty of three faithful animals. The story is about three house pets, a young and strong Labrador Retriever, an old yet courageous Bull Terrier and a feisty Siamese cat who are left in the care of John, a family friend as their owners, the Hunters, leave for England. Soon, John sets out and leaves for a long trip. Instincts tell the three to embark on a journey to edge through the Canadian west in search for their loving masters. Facing hunger, starvation, threats and attacks from animals, together the two dogs and the cat learn teamwork and solidarity. Through this, they survive and continue their journey back to their housemasters. Separately, they would never be able to survive the dangers of the woods and succeed. Though, together as a team, they were equipped to endure and face the impediments and obstacles that c ame their way. After challenged with physical attacks, food shortage and separation from one another, they were able to get through.

Critical analysis Assignment Example | Topics and Well Written Essays - 1500 words

Critical analysis - Assignment Example The reason why the Balanced Scorecard notion has so extensively accepted by manufacturing and service companies, nonprofit institutions, and government bodies globally since its opening in 1992: First, preceding methods that included non financial measurements use unplanned gathering of such measure, for instance, checklist of measures for manager to follow of and improve than an inclusive system of related measurements. The Balance Scorecard stresses the linkage of measurement to strategy (Kapalan, Norton, 1993) and cause-and effect linkages that explain the theories of the strategy (Kaplan, Norton, 1996b). The close link between the measurement method and strategy raises the role for non-financial measures from a set checklist to a complete system for strategy accomplishment (Kaplan, Norton, 1996a) Second, The Balanced Scorecard mirror the shifting nature of technology and aggressive benefit of the 19th and much of 20th centuries, corporations attained viable benefit from their investment in and running of tangible assets such as inventory, property, plant, and equipment (Chandler, 1990). Financial systems subjugated by tangible asset, fiscal measurements were sufficient to record investments on company’s balance sheets. However, many factors avert valid assessment of intangible possessions on balance sheets: First, the value from intangible assets is not direct. Resources such as knowledge and technology rarely have a direct impact on income and profit. Enhancement in intangible resources affects monetary outcomes through chains of cause-and-effect interaction linking two or three intermediate phases (Huselid, 1995; Becker, Huselid, 1998). For instance, think of relationship in the management profit (Heskett et al., 1994): investments in employee training lead to development in service quality that leads to high customer satisfaction that causes increased loyalty which generates increased

Education Essay Example | Topics and Well Written Essays - 1000 words - 26

Education - Essay Example nderstand the role of language in the learning process as supported by McConachie and Petrosky (2010) who claim that â€Å"content knowledge cannot be separated from the language to represent it† (p.4). Van Lier and Walqui (2012) also stress the importance of content language by asserting that student comprehension of numerical, graphical and algebraic illustrations is in many cases a product of verbally working out the problems the help of a teacher or peer then articulate such understanding through language. However, even as student’s grasp of the technical language is important, this must be enabled through a well-prepared lesson plan. Therefore, giving student teachers adequate time and flexibility to assess student needs is essential as it allows a teacher to undertake adequate background check on students’ prior academic learning. A teacher trainee can also undertake a reconciliation of state standards and the various developmental, personal and cultural dispositions of the students in order to create teaching resources and approaches that reflect to specific needs of the students (Feiman-Nemser, 2003). Although the requirements of the New York education department through the curriculum provides important guidelines for a teacher to identify essential teaching and learning experiences for the learners, there are some differences at the level of school and individual students that must be considered when planning for a lesson. Therefore, the requirements for a lesson p lan provide teachers with the power to determine complexities that might require changes for them to be implemented successfully. Videotaping of the teaching process helps in creating evidence that the teaching process actually took place. However, this has no real value to educators especially since it provides room for teacher trainees to edit the content until they feel they have a perfect copy. Therefore, the videotape can be considered as being unnecessary for educators, as there are

Systems Development and Design Essay Example | Topics and Well Written Essays - 2000 words

Systems Development and Design - Essay Example al., 2010). Focusing on this aspect, the report analyses the business processes of Amazon.co.uk. The report also includes the application of Unified Modelling Language (UML) case diagrams as a part of business investigation of Amazon. About Amazon.co.uk Amazon is considered as one of the renowned e-commerce organisations, which deals in a variety consumer based products. It is one of the most popular online retail stores, which provides beauty products, apparels, jewels, foods and books among other stuffs. The key reason behind enormity of Amazon is its remarkable product range. Amazon makes every possible attempt in order to tailor the experience of customers. Amazon uses multi-level e-commerce tactics and allows everyone to sell different products by using its platform. Business Processes of Amazaon.co.uk Amazon.co.uk is capable of delivering orders directly to the consumers as it has a strong relationship with suppliers, publishers, producers and other business associates. Moreove r, a considerable number of third party sellers also enable Amazon.co.uk to provide abundant product selections without enhancing the level of stock beyond optimal level. Customer orders are placed through the website of Amazon.co.uk and customers expect instantaneous delivery of products. The base of sales channel of Amazon.co.uk is front-end which serves as the core of the business process. Customers go through the website of Amazon, search different products and place orders. Amazon.co.uk is liable for maintaining every front-end customer relationships and back-end logistics. After placing an order, Amazon.co.uk agrees to use the best internal distribution centre for shipping the order to the customer. The organisation is liable for coordinating the fulfilment of customers’ order. When the products are obtained from internal distribution centres, Amazon picks up, parcels and distributes the order. When the products are obtained from drop shipper, the supplier parcels the i tem and delivers to the customers. This business process requires Amazon.co.uk to maintain an optimum level of stock for instantaneous selling (Chiles & Dau, 2005). The other aspect of Amazon.co.uk is ‘Syndicated Stores’ program which permits different third party organisations to sell products by using the website of Amazon. In such a system, Amazon.co.uk provides the services with respect to technology, inventory and logistics for maintaining proper customer relationships. In this system, customers go through other websites, browse for the products they prefer to purchase and then place the order. The orders are essentially placed on the inventory of Amazon.co.uk and the organisational system determines the transporter which would deliver the products to the customers on time. The fulfilment of the order process execution follows the similar process as the base business process of Amazon.co.uk (Chiles & Dau, 2005). Since Amazon.co.uk acquires different product lines f rom diverse suppliers and assembles them according to the requirements of customers, its business process comprises strong supply chain activities. Amazon.co.uk depends entirely on just-in-time management approach. It has several

Comparison and Contrast Essay Example | Topics and Well Written Essays - 1750 words

Comparison and Contrast - Essay Example Often movie adaptation are a source of disappointment after they are released but this was not so with this movie. Movie adaptations offer a more visual experience of the story but they place certain burdens on the writers and scriptwriters. It is often taxing for the directors to adapt the novel into a movie. Often movie adaptations of a novel are met with a strong sense of anticipation before the release of the movie but viewers are left with a sense of being robbed of the novel’s essence when they watch the movie. This is often because the audience feels that the characters were not portrayed properly in the movie. Also the novel is often shortened when it is adapted into a movie. However, the movie adaptation of To Kill a Mockingbird does not displease the audience. The movie has been able to catch the essence of the novel and is considered to be one of the best movies of modern American cinema. The movie, though has its limitations, but director Robert Mulligan has been able to overcome these to deliver a great piece of film that entices the viewers to read the novel if they have not already done so. The book, To Kill a Mockingbird, is written from the perspective of a small girl, Scout Finch who lives in Maycomb County with her older brother, Jem and father, Atticus. The book deals with Scout’s life in Maycomb at a time when the term desegregation was not coined. The author takes on a narrative form of writing in this book. The movie, has tried to keep up with the similar element of narration. Even as the movie begins, it is clear that the child’s perspective is kept in mind. The movie begins with credits being rolled out with a child-like voice humming in the background. The movie begins on a similar tone as that of the book. The voice of the woman in the background is introduced to capture the narrative form of writing in the original novel. Even the narration offered in the movie

Exam 3 Essay Example | Topics and Well Written Essays - 1500 words

Exam 3 - Essay Example The population has risen exponentially and the economy has revolved into an industrial country. The political system has been changed into a democratic system that is governed by the people. However, the post Mao era has been characterized with some of the Mao era leadership tactics. In the West, the universal view is that, in spite of the drastic economic changes, China’s communist regime has remained unchanged. This essay is a discussion of the political changes and continuities in the post Mao era as compared to the Mao era. In the 1980s, the political atmosphere became repressive and divided. There was an occasional relief after the Mao regime, but there was a return of the frigid Mao regime repression. The government was divided on political liberalization with some favouring political tolerance and others favouring repression to keep order and stability. In 1986, student unrest became imminent in China. They were advocating for improvement of living conditions, racial tensions, party state corruption, and the economic unfairness (Schoppa, 396). Party nepotism had spread over the campuses. They opposed the socialist government under the leadership of Fang Lizhi, a scientist. Police were sent to disrupt the movement of students camped around the city hall. Lizhi was expelled from the party and other liberal intellectuals were asked to resign. The mere opposition of the party led to their expulsion. This indicates the lack of democracy in the post Mao regime. The regime utilized the Mao era tactics to r ule. Therefore, this was a continuation of the Mao regime in China. Currently, the post Mao era has been characterized by dissident resistance movements. The movements are collective, organized, evocative and public. The resistance in the Mao era was different, since it was individual and non-public. The movements have led to an increase in pressure to the government, and thus leading to the release of most of the

Pilot research for the privatization of zain company Paper

Pilot for the privatization of zain company - Research Paper Example For instance, it enables researchers make a choice when they are torn between choosing between a self-administered questionnaire and using interviews. This paper seeks to explicate the steps involved in undertaking a pilot study on the research topic, ‘Privatization of Zain Company in Kuwait.’ Few studies conducted on the telecommunication sector in Kuwait have revealed that privatization of Zain company has played an integral role in the company’s steady growth and expansion. The pilot study was conducted from November and December 2014. In the pilot study, there was strict adherence to study protocol. This implies that a small scale version of the full study was tested. In this regard, sixty one participants randomly selected from customers of Zain Company in Kuwait. The demographics that were emphasized on included age, level of education and the position in which every respondent serves in Zain Company. The researchers invited the subjects to participate in the study. They were given enough time to make up their decision whether they wished to take part in the research or not. They confirmed their consent by signing consent forms. They were then given questionnaires that sought information on their genders, age, profession, educational levels, customer preferences, just to mention but a few. The response rate was recorded and the researchers ensured that data collection went on smoothly. The measuring instrument in this case was the questionnaire. The participants were expected to complete the questions themselves with the help of the research assistants. During this pilot study, it was also vital to ensure that the questionnaire items addressed the research questions accurately. The pilot also tested the appropriateness or comprehensibility of the questionnaire. In addition, it also aimed at finding out whether the questions were clearly understood,

105 Training Essay Example for Free

105 Training Essay Training Principles You will perform the Sit and Reach exercise as described in the lesson and then answer the questions below based on your experiences. Important: Â ·Answer each question in the document by highlighting or bolding your answers. Â ·Save the file as 105training. rtf. Â ·Below the file name is the field for file type. Use the drop down menu to choose Rich Text Format. This will save it with the . rtf file structure required. Â ·Submit the completed assignment for Assessment 1. 05 Training Principles. Complete each exercise below: A. Reach to 0 cm mark and hold 10 seconds B. Reach to 8 cm mark and hold 15 seconds C. Reach to 15 cm mark and hold 10 seconds D. Reach to 22. 5 mark and hold 15 seconds 1. Of the four exercises attempted in the activity I was able to complete A. None of the exercises. B. Item A only C. Items A and B D. Items A, B, and C E. All of the exercises 2. Reaching to 0 cm mark and holding for 10 seconds was: A. Easily done B. Done C. Slightly Difficult D. Very Difficult E. Could not yet reach 3. Reaching to 8 cm mark and holding 15 seconds was: A. Easily Done B. Done C. Slightly Difficult D. Very Difficult E. Could not yet reach 4. Reaching to 15 cm mark and holding 10 seconds was: A. Easily Done B. Done C. Slightly Difficult D. Very Difficult E. Could not yet reach 5. Reaching to 22. 5 mark and hold 15 seconds was: A. Easily Done B. Done C. Slightly Difficult D. Very Difficult E. Could not yet reach Part II: Principle of Overload 1. How frequently would you need to stretch if the sit reach was easily done? A. Very Often – several times a week B. Often – 3 times a week C. Rarely – once a week 2. Which of the above stretches made you work harder (had the greatest intensity)? A. 0 cm B. 8 cm C. 15 cm D. 22. 5 cm

The Gestalt theory and insight

The Gestalt theory and insight The Gestalt theory and â€Å"Insight† Professor Wolfgang Kà ¶hler was one of the founders of the Gestalt psychology. The term â€Å"Gestalt psychology† was first used by Christian von Ehrenfels, the Austrian philosopher, as early as 1890 in his paper â€Å"On Gestalt Qualities†. The Gestaltism was a reaction to some contemporary psychologists. The Gestalt psychology emphasized that behavior cannot be studied by analyzing its components but, rather, it must be studied as a whole, in all its complexity. Kà ¶hler carried out a series of famous experiments during the First World War, studying the behavior of chimpanzees in solving problems. The results of the experiments led him to introduce the notion of â€Å"insight† (Einsicht), which is one of the central terms of the Gestalt psychology. Insight, according to Kà ¶hler, manifests itself in the behavior as a break in the process of learning, i.e. as a real emergence of a solution: the correct adaptive response appears suddenly without being visibly dependent direct on the tests and errors that preceded it. Once it appears, this response is stable, i.e. the subject (hominid or human) is able to reproduce it in an appropriate manner. Theoretically, a Gestalt-adepts â€Å"intuition† is described as a restructuring of the perceptive field: the subject perceives suddenly in his environment new possibilities to action that lead him almost immediately to the solution. The phenomena of conditioning and learning cannot explain this capacity of intuitive restructuring. On the one hand their sequential character actually is directly opposed to the suddenness of insight; on the other hand their associationist and analytical character does not allow the inclusion of global and structural properties of the perception-cognitive field. This conception thus confers on the brain a global capacity to process the environments perceived. To the explicative construction in terms of combination of elements, it substitutes the notion of aptitude to immediate changes of structure. The concept of insight led Duncker (1945) to proposing the general theory of problem solving. Dunckers theory (see a separate section above) is based on the concepts of insight and field. For Duncker, a problem situation comes about when an organism has a goal but does not know how to reach it. The solution, which eliminates this situation by enabling the realization of the goal, generally consists of several successive stages, each marking a progress relative to the foregoing stage. The basic question then is how to advance from the one stage to the other. To answer it, Duncker reuses certain concepts developed by Selz (Mayer, 1992). Selz proposed some of the major ideas in cognitive psychology and formulated the firs non-associationist theory of thinking. Among his seven theses on thinking processes the most remarkable ones are the following: Directed association generates the unit of thought; Forming a structure leads to understanding a problem; Testing for conditions results in solving a problem. Selz gave the following general description to the solution of any problem: Let ?Rb be the structure of a situation in which the task is to find what ‘? covers. Perhaps an individual keeps in his memory the complex aRb, which partially correspond to ‘?Rb. From this, the element a is disclosed. Reaching the solution thus takes place according to a phenomenon of â€Å"resonance† between some generalized objects. In general, â€Å"resonance† can be described as an original combination of known elements. The origin of the combination may be internal (it is the result of imagination), or external (induced verbally). In fact, not every correspondence of a signal to an object implies necessarily a resonance between the object and the signal. It is necessary that the signal be adequate to the object, which means that it should satisfy several conditions: it must be, among others, complete, concise, conformist, etc. The process of problem solution depends closely on the structure of the situation and above all on the â€Å"availability† of the elements of which the solution consists. The elements, in fact, are not distributed randomly, but according to a characteristic organization, whereby some of them stand out. Duncker illustrates this notion by the problem of rays: how can a tumor be destroyed by means of radiation without damaging neighboring tissue? Two test subjects were used to answer the question. To the first group of test subjects the problem was described in the active voice: â€Å"The radiation might destroy also the healthy tissue. How can this be avoided?† The second group of test subjects got the same task, but this time expressed in the passive voice: â€Å"The healthy tissue might also be destroyed. How could it be protected from being damaged by radiation?† The results show that in the first group, 43 % of test subjects link their solution to the intensity of the radiation used. In the second group only 14 % focus on the intensity of radiation. The simple verbal structure of the problem description is sufficient for making the component â€Å"intensity of radiation† less prominent in the latter case than in the former. Last but not least, what is essential in the process of problem solving is the change manifesting itself in that the subject operates in a psychological structure of the situation perceived. This sudden restructuring is nothing else than the insight, the role of which is decisive. How then can the thought handle a given data field to extract from it pertinent information? One could say that the relation between two sets of data A and B is â€Å"totally distinguishable† if it is possible to grasp directly that the affirmation of A implies that of B. A connection will be â€Å"partially distinguishable if only certain traits of B can be grasped or understood parting from A. To explain the existence of such relationships there are, according to Duncker, two traditional responses: either the set B already is contained in A and can be analytically separated from it, or the functioning of the thought is such that that it always must reconnect A and B (a synthetic explication). If different events that compose the universe were not mutually related according to some law, the thought would evidently have no practical efficacy. In reality, these relations must be described not as fixed couplings of defined elements, but rather as a constant structure of variabl es. The principal cause of an effect â€Å"b† may be grasped by abstraction of factors that all possible situations â€Å"b† have in common, as well as those factors that all possible situations â€Å"non-b† do not have in common. It is a process of â€Å"precipitation† of a common aspect of coverage, parting from the inspection of a set of situations belonging to the same class. The result of the precipitation is a change in the configuration the situations envisaged. These situations thus acquire intelligibility that resides in the fact that they are reducible to a general law. This phenomenon can be called, writes Duncker, â€Å"insight of the second degree†. The various elements of a situation, as has been seen, can present very variable degrees of â€Å"availability†. The availability of an object is actually an inverse function of what the author calls its â€Å"fixedness†. For instance, a chimpanzee looking for a stick from which to make a tool, like in Kà ¶hlers experiment, does not recognize it in a branch if the latter still is attached to the tree. In this context the branch constitutes a part of the perceptive unit called â€Å"tree† and, because of this fixedness that anchors it in a definite situation, it is less available for entry into another situation than when it is detached and lies on the ground. Beside this perceptive dependence, the fixedness can also be conditioned functionally. Several of Dunckers well-known experiments reveal that. For instance, two groups of test subjects must discover in a heterogeneous set of objects one that can serve as a counterweight: in this case a book of logarithms. But, before that, one of the groups had first to resolve a mathematical problem requiring the use of the logarithmic tables. It was found that the members of this group less often identify the book in point as a counterweight than do the others. Because of its foregoing usage, which has â€Å"fixed† it as part of a certain function, it is no longer available for a new re-structuring. Another question emerges as a consequence of these results: how can one explain that the perceptive restructurings necessary for a discovery are, according to the individuals, more or less easy? Taking mathematical reasoning as an example, Duncker distinguishes two possible applications: Subjects weak in mathematics are not capable of restructuring easily, because their thinking matter is too rigid, strongly fixed. With individuals gifted in mathematics, there is an abstract level on which the perceptive functions do not interfere, but where only specific mathematical properties are considered. The former hypothesis has a degree of plausibility but it cannot be upheld: in fact, it can be stated that with subjects who are strictly mathematically oriented the perceptive restructuring plays a considerably greater part than with â€Å"ordinary† subjects. Duncker supports, however, the second explanation: it is the different role of perceptive structuring, where the difference refers to the degree with which the material of the thought is organized in depth. This causes the variations in individual performance. It is known that there are subjects of the visual type, with whom the intellectual activities always repose on visual images. By the same token, according to Duncker, many people are unable to explore and treat the problem material if it is not totally permeated with perceptive structures. It has been shown that the Gestalt theoretical notion of insight makes it undeniably possible to describe a plurality of phenomena that are allowed in the problem solving behavior. The notion has fulfilled a certain scientific function in the psychology of the last 100+ years. This advantage is, nevertheless, negatively compensated by a major explicative inability: the concept of intuition rests, almost by definition, out of reach for analysis, and therefore it cannot be included in the causal chain. It thus generates many questions that cannot be answered. Pavlov had noted it immediately and reproached Kà ¶hler for having introduced the â€Å"dualism† and the â€Å"mentalism† in the study of higher processes. If the notion of intuition largely appears as a theoretical instance, is it possible at least to give it precise objective content? Westcott tried to find the answer to this question (see further down). Westcott In his 1968 work, Westcott studied intuition by resorting exclusively to the experimental method. He conceived it initially as a form of inferential behavior and defined it operationally as the fact that an individual solver has attained a solution using less information than is usually necessary. If then for solving a particular problem P, the majority of the population p needs the quantity of information I, any individual who attains the solution using a quantity of information that is less than I displays intuitive behavior vis-à  -vis P. This definition, which is perfectly satisfactory from the scientific point of view, introduces the adoption of differential perspective: the human subjects are more or less intuitive in the same manner as they are more or less intelligent or creative. In his first experimental research Westcott used four kinds of tasks defined by the increasing variety of the type of material (verbal or numerical) and of the type of response (completing series or establishing analogies). These four categories of problems did not require any specialized knowledge, which assured that the test subjects (in Westcotts case students) could be viewed as equals. In solving tasks involving completion of series, the test subjects had at their disposal a set of examples the use of which improved the chances of attaining a solution. The same goes for the problems involving analogies, where the subject was allowed to use as many examples of relations as he pleased. Westcott called every example or additional stage that led to the goal the clue. Each test subject was required to use both the least possible number of clues, and rank, on a four-point scale, the certainty he attaches to each of his responses. Under these experimental conditions, Westcott defined four measures of performance: The quantity of the information used. Instead of the coarse number of clues used by an individual before proposing a solution, it is preferable to ponder the value of the clues used as a function of the mean and the typical spread in the population. The number of correctly solved problems of those twenty that constitute a complete series. The ratio of success (foregoing score) to information demand (first score). This ratio is called efficacy. The mean value of ratings assigned by the subjects to their responses in the twenty problems. The eleven samples studied did not differ with respect to these four measures. In particular, no significant differences are visible between girls and boys. On the other hand, each sample displays a large variability with respect to the scores of the individuals comprising the group, which gives credibility to the idea that individual capabilities differ vastly from person to person. The principal results can be summarized as follows: No correlation exists between successful solving of the tasks and the quantity of information demanded, which a priori could look like a little paradox. But, rather, this result shows that intuition constitutes a differentiating feature: the use of information collected varies greatly from person to person and is independent of the quantity alone. What is important is not the volume of what is received, but rather the specific treatment that the input data receive. Westcott was interested in subjects whose scores were extreme with respect to the two dimensions specified previously. He thus put together four groups corresponding to as many groups of individuals: those who require little information, yet often are successful. Such persons are by definition intuitive subjects, representing no more than 6 % of the total population. those who require little information, but are seldom successful. They are the â€Å"guessers†, free from a real intuitive process. those who need a great deal of information and are often successful. Their performance is prudent, as they never attempt anything if they are under informed. finally, there are those who require a great deal of information and fail most often. They are unable to use information correctly even if the information available is abundant. In all samples studied, a positive correlation exists between success and the degree of confidence in the solutions proposed, which indicates that the test subjects are sufficiently aware of their performance. By contrast, the correlations between confidence and the quantity or information demanded are all negative. It means that the more information a subject demands, the less confidence he has in the responses he gives. Finally, the correlations between confidence and the efficacy score are all positive. Westcott then tried to establish relations that might exist between the four scores mentioned and various aptitudes or personality traits measured by means of various tests. He found a negative correlation between the information demand and the verbal and numerical factors of intelligence, while success, too, seems to be positively related. This confirms the results showing that using intuitive thought seems to go hand in hand with high intelligence. As for personality traits, success is negatively correlated with anxiety. The same goes for the efficacy score, which is also positively related to flexibility. In other words, the subjects who need little information seem to be less stable and more engaged in what they are doing than are subjects who demand much information. The former are also less conformist and less sociable. Finally, the subjects who often succeed tend to be more confident in themselves, while those who often fail are more anxious. The capacity to resolve problems i ntuitively thus belongs to a specific set of personality traits. In the second part of his research, Westcott was interested in the behavior of perceptive inference, conceived a different field of manifestation of the intuitive thought that does not differ fundamentally from problem solving. How do individuals categorize their universe of perceptions? Here, too, the quantity of the information demanded will be considered on the one hand, and the ability to formulate valid conclusions in a perception related task on the other hand. The experimental material used consisted of several images borrowed from childrens books. Each image was cut into a series of seven or eight blocks arranged in the increasing order of completeness. The elements of information occurring in a specific block reappeared evidently in the neighboring block, whereupon the original design gradually re-emerged in its totality. The pictures were presented individually to each subject, beginning by the least complete block, such as a simple sketch of some features. The subjects got the instruction to identify the design as soon as they could, i.e. using the least possible number of blocks. There were thus two different passing conditions: first, the images were presented in the increasing degree of completeness and for as long a time as the subject desired. He could give as many responses as he pleased until he succeeded. Evidently, two measures can be applied here: the mean of the number of responses at which the first attempt to identification is made, and the mean of the number of responses at which the correct answer is given. In the second procedure the subjects could only give one response. The sequence was, however, broken as soon as response, good or wrong, was given. Three scores can be defined here: the mean of the responses corresponding to the demand of information in attempts to resolve the problems; the total number of correct identifications corresponding to the measure of success; and the ratio of the second to the first measure of efficacy. The experiments were carried out on 17 samples, where the age of the test subjects ranged from tender childhood to adulthood. It was thus possible to study individual differences at a given age on the one hand, and the differences between groups as a function of age and the level of education. Westcott has, for instance, established a correlation between the success at examinations and the IQ. This relation seems positive, which confirms the results of the foregoing experiment. Yet, this coarse piece of data for aptitude in mathematics is differentiated according to age. With the youngest ones this aptitude accompanies the higher scores of success and efficiency, while the students results show that this aptitude depends to a lesser degree on efficiency and on a higher demand of information, which does not necessarily accompany success. In other words, Westcott studied the relations between intuitive performance and creativity. The method used consisted of requiring that the teachers teaching the test subjects explain explicitly their own definition of creativity and then rank their students in accordance with this definition. In one of the samples, for instance, the teacher defined creativity by contrasting it to simple imagination and supposed that it requires aggressiveness, initiative, and a minimum of intelligence. Of the 26 test subjects, four most creative and four least creative subjects were selected using this concept. As for the mean number of correct responses obtained, it was found that the most creative students appeared among the top seven individuals, and the least creative ones occupied the bottom five posts. In another sample, the teacher defined creativity by distinguishing it from intelligence, and associating it with flexibility and original expression of oneself. In view of this definition five very creative students along with four very little creative students could be identified. The results obtained confirm those of the foregoing sample: the less creative ones occupy the four lowest tiers as for the number of correct responses provided in the test of perceptive inference. Thus, in the ensemble there is a strong correlation between intuitive behavior and the estimated individual creativity. According to Westcott, the opacity that characterizes the phenomenon of intuition may be due to three causes: it can follow from the fact that certain elements included in the process are inconscient; it can follow from the fact that the relationships between these elements are inconscient; or it can follow from the fact that these elements are comprised in the multiple and complex contexts obtained subliminally, peripherally or accidentally. It is also necessary to note that the intuitive behavior is useful and necessary only in certain situations. In general, our environment is very redundant, it is well informed. It could be said that the same thing is true about creative behavior the emergence of which mostly remains an exceptional phenomenon. Westcotts results make it possible to give a real content to the notion of intuition: the definition of explicit experimental operations permits, at least partially, to eliminate myths about intuition and treat it as a behavior. Of course, these initial results must be largely completed, but they already sketch the path of additional approach to the creative process.

Morally Ambiguous Characters in Fyodor Dostoevskys Crime and Punishmen

Often times in literature, we are presented with quintessential characters that are all placed into the conventional categories of either good or bad. In these pieces, we are usually able to differentiate the characters and discover their true intentions from reading only a few chapters. However, in some remarkable pieces of work, authors create characters that are so realistic and so complex that we are unable to distinguish them as purely good or evil. In the novel Crime and Punishment, Fyodor Dostoevsky develops the morally ambiguous characters of Raskolnikov and Svidrigailov to provide us with an interesting read and to give us a chance to evaluate each character. Svidrigailov is one of the most unfathomable characters in Crime and Punishment. As the novel goes on, Svidrigailov’s pursuit of Dunya progresses into sheer harassment. After eavesdropping on Raskolnikov’s confession to Sonya, he uses his newly acquired information to lure Dunya into his room. Svidrigailov proceeds to promise help to Raskolnikov if she will give him her hand in marriage. He then threatens to rape her when she tries to run away. Right when Svidrigailov appears to be purely evil, he surprises us all when his rational side kicks in and allows Dunya to leave. Although he may seem to be the cold-hearted villain of the book, his good deeds cannot go unnoticed. It cannot be forgotten that he is willing to give Dunya the three thousand rubbles in his wife’s will and offers ten thousand rubbles to help Dunya because he thinks her marriage will be a disadvantage to her in the end. Once Katerina Ivanonva dies, Svidrigailov also promises to pay for t he funeral arrangements and to provide for the children, who will be sent to an orphanage. Although... ...ing to compensate for them. As his guilt is almost done eating him inside and out, Raskolnikov finally admits and with a new love, he points his life in a whole new direction. Svidrigailov’s moral ambiguity seems to play a smaller part in the whole picture than Raskolnikov’s, making a subplot for the story and adding details to make it more exciting. If these characters were both purely evil, and had no guilt whatsoever, this would be simply a boring story of unhinged men. Adding both good and evil sides to an individual adds a little something extra to the story that distinguishes it from many other pieces of literature. Aside from adding to the storyline, these morally ambiguous characters give students a chance to practice their skill at analyzing characters and think for themselves, forming their own outlooks on the characters and the book as a whole.

Computer Use in the Construction Industry :: Expository Essays Research Papers

Computer Use in the Construction Industry Technological advances are benefiting the construction business in many different ways. On-line services, estimating software, and blueprint design (CAD) are just some of the areas that have enhanced the building world. Commercial and residential contractors are suddenly seeing how computer technology can benefit their business and are now utilizing it more and more everyday. For the past thirty to forty years, construction, technologies, and practices had hardly changed. From the drawing boards to finished product, building science stayed very conventional and for the most part simple. According to Building Performance Construction Services, â€Å"Builders are adverse to change.†1 They had a system and it worked, so why change it? Statistically proven, over the past couple of years there has been a significant increase in competition and customer demand. Thus, forcing companies to use advanced building materials, techniques, and technology to keep up to date in the competitive world. Computer programs like estimating software, Computer Aided Drafting (CAD), Excel, and Access are all designed to draw, compute, and keep track of information for you. Estimating software uses pre-programmed data to come up with price figures; they are virtually error free and can be done fast, in a fraction of the time it would take to complete a task in longhand. Computer Aided Drafting, or (CAD), can draw plans that are exactly to scale and viewable in 3D from every angle imaginable. This allows new modern design techniques and style to become possible and put to use. Excel and Access create spreadsheets and compute equations to organize and categorize necessary material. Excel can perform addition, subtraction, multiplication, division, as well as many other functions automatically which can then be applied to a document on the computer, saving a lot of time and paperwork. It is obvious that programs like these make the managerial side of construction much faster and easier. Using advanced equipment is another way computers have revolutionized the building industry. Electronic tools are constantly improving with the use of lasers, digital equipment and battery-power. Lasers for cutting or leveling purposes enable projects to be more precise and accurate. Digital equipment can save needed data on the jobsite to a card/disk, which can then be downloaded and accessed from a computer system. Advances in battery technology can now power many tools changing the way the construction process is approached.

Do Inhaled Corticosteroids have a Long- Term Effect on Growth and Bone Density in Children ? :: essays research papers

Research Synthesis Paper According to American Academy of Pediatrics, â€Å"It is estimated that approximately 15 million people in the United States suffer from Asthma. Asthma is the most common chronic illness in children† ( Schlienger 2004). Although inhaled steroids have been established as the preventive treatment of choice, few studies have been conducted to assess the risks of inhaled steroid therapy. Inhaled corticosteroids are absorbed into the systemic circulation, but the extent to which they have adverse effects on bone density and growth is uncertain. The question is important since according to AAOP, â€Å"10% of the American population take an inhaled corticosteroid regularly and may do so for many years† (2005). In the present paper the role that inhaled corticosteriod steroids have on growth and bone density of children is investigated.   Ã‚  Ã‚  Ã‚  Ã‚  Current guidelines recommend the use of inhaled corticosteroids for children and adolescents with mild persistent or more severe forms of asthma claiming they are safer then oral steroids. According to the American Academy of Pediatrics, â€Å"Inhalation targets corticosteroids directly to the site of airway inflammation with fewer adverse effects compared with oral administration. However, a considerable portion of an inhaled steroid dose is deposited in the oropharynx and subsequently swallowed and absorbed from the gastrointestinal tract. Some fraction will be bioavailable to the systemic circulation, thereby potentially increasing the risk of adverse systemic corticosteroid effects† (Napoli, 2001). In the Healthy People 2010 report, the goal concerning respiratory diseases is to â€Å"promote respiratory health through better prevention, detection, treatment, and education†. Effective health management strategies for meeting this goal include: â€Å"controlling factors that trigger asthma, such as upper-respiratory infections, allergens, food or drug allergies, emotional upset, irritants, and exercise; use pharmacologic intervention tailored to the severity of the disease; provide objective monitoring of lung function; and educate patients with asthma to become active participants in their own care† (HP, 2000). This relates to this topic because education is very important in caring for a patient with asthma. The patient should be taught how to use the corticosteriods and possible side effects that can occur. It is also important to teach patients how to reduce the incidence of asthma so the use of corticosteriods might not be needed.   Ã‚  Ã‚  Ã‚  Ã‚  Through my research I learned that studies investigating the association between inhaled corticosteroid use and bone-mineral density in adults have given inconsistent results. These studies have been small, the duration of treatment has been short, and most have been confounded by patients' previous use of oral corticosteroids.

Holes Essay

Novels are extremely important part in people’s life. They teach us valuable lessons and provide an escape from the real world. Louis Sachar’s novel Holes, allows teenagers to feel for the characters and also allows them to relate to what character is going through. In the novel Holes, there are many characters that teenagers can relate to. One of these characters is Stanley. Stanley is the main character from the novel. When he first arrives at Camp Green Lake Stanley was bullied by the inmates and put in his place. He soon became friends with the inmates from group D. Everyone in group D had a nickname. Stanley had yet to get one but when he was called Caveman for the first time he finally felt that he was accepted into the group. â€Å" you coming caveman? Said squid. Stanley looked around to see that armpit and squid were talking to him†. Another character from the novel that teenagers can relate to is Zero. Zero is a small, shy character who Stanley becomes great friends with in the beginning of the novel. When Zero became friends with Stanley, the reader learnt that Zero is silent because he does not like answering questions because he is cautious of people like Mr. Pendanski, who always mock him. Teenagers can relate to this because they are always wary of what people think about them. Zero was called stupid and dull all the time which makes Zero angry but he can’t do anything about it because he is a lot smaller than the rest of the inmates. â€Å"He is so stupid he doesn’t even know he is stupid†. Zero represents an incompetent teenager that we can all relate to at some point in our life. Louis Sachar uses many themes in the novel Holes. One of these themes is friendship. The benefits of forming solid friendships are clearly shown in the text. Stanley and Zero’s friendship leads to survival and wealth. Once Stanley became Zero’s friend he feels happier than he has ever felt in his life. False friends who are only friendly when they are getting something they want, like X-Ray, are shown to be dangerous. Once X-Ray stops getting benefits out of his friendship with Stanley, he becomes hostile towards him. â€Å" Another very important theme from the novel is Bullying. Bullying is used throughout the novel, which helps teenagers feel and understand what the characters are going through. Bullying is the act upon a person or persons causing harm physically or mentally. This theme adds extra emotion to the novel. The two characters Zero and Stanley are used to generate an authentic and recognisable aspect in the book. Stanley and Zero bond throughout the text and Sachar modifies the language when they are present to relax the reader, so they can interpret the text in their own way this quote clearly describes the beginning of their friendship and allows the reader to warm up to the characters. Conclusion Louis Sachar uses all these techniques to create a fascinating novel that all teenagers can relate to. Sachar uses language techniques appropriately and it enhances the books attractiveness and makes teenagers continue to read the book

Organizational Change and Development

In the past, people have been treated the organization as a closed system, that is to say, organizational behavior and performance are the results from unilateral decision by managers, ignoring the existence of the environment. However, as an open system, the organization and its external environment are interaction and mutual penetration. Environment should be seen as the organizational material, energy, the ultimate resource of information and the key to organization renewal. This paper will discuss the contribution of environmental determinist theories by interpreting Institutional Theory, Population Ecology, Resource Dependence Theory and Business Ecosystem Theory. 2. Institutional theory Starting from the sociological system theory, institutional theory focuses on the isomorphism and similar between organizations, and put it down to the requirements of the institutional environment outside the organization. (Tidd, 2001) In institutional theory, the organization faces with two different environments: technical environment and institutional environment. Technological environment requires the organization must be efficient and organized by the principle of maximum production, while the institutional environment requires organizations must be legitimacy. Meyer and Rowen pointed out that many organizations even had to have the internal operations separated from organizational structure in order to reduce the negative impact from the institutional environment requests on the efficient operation. DiMaggio and Powell further put forward three mechanisms lead to convergence of the organizational type and organizational behavior. Camarinha-Matos, & Afsarmanesh, 2007)The first one is forcing mechanisms, such as government regulations and cultural expectations. The second one is imitation mechanism. When faces with uncertainty problem, organizations tend to adopt the solution used by other organizations in the same organizational field. The last one is regulatory mechanisms, which comes from development and complication of professional networ ks in professional training, and organizational field. Sequential studies take a large number of empirical analyses on the mechanism above. Take Galaskiewicz and Wasserman for example, they confirmed the importance of networking to the mechanism of imitation. They noted that, although the successful organization may be easy to become the object of imitation, the organization managers tend to imitate the organization they trust, such as those that have the interpersonal association with their own organization.

Swot of Nescafe

Background Nestle is a Swiss multinational company which was founded in 1866 and finally formed in 1905 by merging two companies, and it is the largest food company in the world which products include breakfast cereals, pet care, ice cream, bottled water, dairy products, baby foods, chocolate and confectionery, sports nutrition, weight management, food service, culinary, chilled and frozen food, healthcare nutrition, drinks as well as coffee, and it launches a presence in almost every country in the world.And it aims at providing good foods, beverages to customers in order to enhance their lives. As we found that Nestle has nearly 8000 brands in worldwide, we decided to focus on Nescafe which is launched in 1938, a brand of instant coffee. The first instant coffee has been developed for seven years, and it has a huge successful after launching during World War II period. And it can be found in 43 countries in worldwide. And it has different types of products in Nescafe, for instance: single serve coffee, house blend, instant coffee in jars and aluminum packs, etc.It has also launched a coffee machine lately which is greatly helpful in expanding their market share in coffee market. Strengths As Nestle is a well known brand in the world, which means it has a certain and broad geographic coverage in world, so this is good for Nescafe to make any further development and it is believed that Nescafe is the major player in coffee market and it has a strong brand names because of associating with Nestle which has mass market share in the world.Besides, Nescafe has various products in different flavor and packing which can be fit into different market segment, for example, it has house blend coffee for customers who can make coffee at home whenever they want, also instant coffee in jars and aluminum packs which offer customers an experience in drinking coffee in everywhere at anytime. Moreover, Nescafe has a great position as UK’s No. 1 soluble coffee brand also dominant instant coffee market in some countries. So it has a certain amount of loyal customers and good word of mouth is guaranteed.Nevertheless, Nescafe is set at a reasonable price that consumers can afford it easily and it can attract more new customers. Weaknesses Although Nescafe has quite a lot of strength, it still has its weaknesses which are coffee market is nearly saturated and people starts concerning health problems; it is because Nescafe has already been introduced coffee in different forms which are no more new forms can be found, which means Nescafe can only expand their market share by extending the product line.Moreover, it has been recently claimed that caffeine is a central nervous system and metabolic stimulant and it has physically and psychological effect on people if consuming too much; and this can be found in coffee, thus, it may cause a decrease in consumption in coffee as people start caring health problems. Opportunity Even if Nescafe has a big success i n coffee market, there are always many opportunities waiting for it.As I have mentioned before that people start concerning their health problem, it will be a weakness also an opportunity for Nescafe. And it is believed that it will be new and long lasting trend for Nescafe to introduce some new kind of coffee, for example, it has already been launched sugar free coffee, it may also develop organic coffee bean or else coffee which has lower caffeine. Furthermore, Nescafe can open up a Nescafe store which is operating like Starbucks or Pacific coffee company.Actually it is a potential opportunity for Nescafe to maximize its profit and increase its market share, because it can sell Nescafe’s products in the store, also adding some food or new flavor of coffee for consumers. On the other hands, Nescafe should keep tracking on the latest trend which is helpful for it to innovate new flavors which can win acceptance, for examples, developing a new flavor like green tea latte in wh atever form. It will definitely gain consumers’ attention and keep strengthening customers’ loyalty.Last but not least, Nescafe can try to tie-up with some restaurants to provide its products, in order to spread its product all over the world and customers can buy and enjoy it everywhere. Threat Somehow, Nescafe is facing some threats like Starbucks which is an experienced and well known coffee shop that may drag its market share away. Besides, some coffee lovers may in love with the freshness of Starbucks which is selling just in time coffee.Plus, there will always be some instant coffee brands with relatively lower price; it is affecting Nescafe that some instant coffee lovers would like to choose the brands according to price instead of quality. And now the world is facing inflation, so does Nescafe is confronting the same problem. It is because inflation leads the cost of Nescafe rise, and Nescafe have to balance between cost and quality which it cannot lower the q uality standard to decrease the cost. Vice versa, it has a rising cost caused by keeping good quality standard.

Rhetorical Analysis of the Declaration of Independence Essay

In the Declaration of Independence, Thomas Jefferson, one of the founding fathers of the United States, explains to his readers why the colonies chose to abolish Great Britain’s government. His goal is to inform the readers that the government has certain responsibilities to the governed and that the British failed to adhere to its responsibilities to its colonists. His second goal is to justify their actions by explaining why it was not considered treason. By establishing his credibility and appealing to ethos, pathos and logos, Jefferson successfully wrote an informative, impactful, and inspirational document. In order for Jefferson to earn his readers’ support, he needs to establish his credibility. He does so by stating that â€Å"it becomes necessary for one people to dissolve the political bands† and â€Å"a decent respect to the opinions of mankind.† By acknowledging his needs of explaining to his educated readers the reasons for the coloniesâ€℠¢ actions, he shows them that he is an intelligent man of good character and good intentions. In the second paragraph, Jefferson stated â€Å"Prudence, indeed, will dictate that Governments†¦Ã¢â‚¬  to emphasize that he is cautious and reasonable. Before listing the grievances, he stated â€Å"let Facts be submitted to a candid world.† He wishes to share them to an honest and sincere world to establish a common ground with the audience. After listing the grievances, he guaranteed the readers of the colonists’ honest efforts to fix the conflict without having to separate by asserting â€Å"We have petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only repeated injury.† He continues by affirming that the colonists have tried to appeal to the King and â€Å"our British brethren.† His usage of the word â€Å"brethren† shows that he is humble, respectful, and good willed. He concludes the declaration with an honorable avowal which states that the representatives of the United States of America are willing to pledge â€Å"our Lives, our Fortunes and our sacred Honor† for the principles spoken in the declaration. In Jefferson’s declaration, both the organization and the use of logic are effective and adequate. He begins with the colonistsâ €™Â  fundamental beliefs that â€Å"all men are created equal, that they are endowed by their Creator with certain unalienable Rights.† He addresses that the role of the government is to secure and protect the rights of the people. As he proceeds, he states that if the government fails to â€Å"secure these rights,† then â€Å"it is the Right of the People to alter or to abolish it, and institute new Government.† Jefferson then creates a list of ways in which the British government has violated and stripped the colonists of their rights. Through the inductive proof, he explains the reason in which the colonists must become independent from Britain to gain freedom and to be treated fairly. The list of grievances strongly appeals to his audience’s emotions. Jefferson utilizes a powerful, emotional diction to implement the colonists’ sentiments toward the King’s character into his writing. He uses certain words such as tyrants, invasions, murders, abdicated, death, desolation, cruelty, barbarous, and destruction. These words make the audience establish a sympathetic feeling towards the colonists and that the King is â€Å"totally unworthy [to be] the Head of a civilized nation† and â€Å"unfit to be the ruler of a free people.† Jefferson emphatically proves the injustice and brutality of the King and Parliament. Based on the Declaration of Independence, Elizabeth Cady Stanton drafted the Declaration of Sentiments and Resolution to express freedom to the American public for equality with men under the law, in education and employment. Stanton explains to her readers why depriving women from their rights is unconstitutional and unjust. Her first goal is to convince the men and women of the United States in the support of women’s rights movement. . Her second goal is to demand the rights of women as right-bearing individuals be recognized and respected by society. By utilizing logical argument, establishing her credibility and appealing to the audience’s emotions, Stanton is able to convey a sense of endorsement. Stanton modeled her declaration with the Declaration of Independence to illustrate that her list of logical arguments are simple and clear. She states that â€Å"we hold these truths to be self-evident: that all men and women are created equal†¦Ã¢â‚¬  to address that every human being is created with the same qualities; thus, women should not be treated differently. She understands that her audience knows the â€Å"inalienable rights† that the  government must protect and secure. Believing in this belief, Stanton wants the audience to question why women are not awarded with rights when both sexes are claimed to have been given by the Creator. Her references to religion effectively force the audience to believe that the laws created by the government displease God and his law of equality. Stanton proceeds to list the grievances that women experienced in the United States. Her use of diction and syntax evoke certain emotions out of the audience. Similar to the Declarati on of Independence, Stanton uses repetition in her list to emphasize and impact the audience emotionally. In the list, Stanton states that â€Å"he has monopolized nearly all the profitable employments†¦she receives but a scanty remuneration.† This is one of the oppression that effectively appeals to the audience’s emotion. She wants her readers to feel sympathy over what it is like to work tirelessly for long hours to not being able to keep the money. Stanton uses powerful languages such as â€Å"civilly dead† and â€Å"long train of abuses and usurpations† to persuade the audience to see her point and join the movement. For Stanton’s argument to work, she has to earn her readers’ trust. She knows that most of the women will support her demands; however, she especially needs to gain the support from men for the argument to be more effective. She establishes credibility by utilizing similar words from the Declaration of Independence to demonstrate that she is intelligent. In the last paragraph, she states â€Å"we insist that they have imme diate admission to all the rights and privileges†¦Ã¢â‚¬  to show that she is humble and courteous. She is not asking to take anything from men, but rather she is simply insisting that women get the same rights as men. Both drafts consist of definite logical arguments, well-organized ethical and powerful emotional appeals. Thomas Jefferson and Elizabeth Cady Stanton successfully utilize a wide range of elements to draw the audience and convince them to support their cause. Their passion and determination to gain freedom while experiencing the obstacle of unequal rights were strongly expressed in their writings. Although rhetoric is used by many to create a negative connotation, authors utilize rhetorical strategies to achieve their purpose of persuading or informing an argument. Thomas Jefferson was able to eloquently draft an inspirational and resounding declaration formed the basis for the American Revolution. His declaration became a significant role model for other countries and people who were experiencing similar conflicts  such as France and women. By implementing rhetorical devices, he was able to convince many Americans that independence, which they first apprehended as evil, was in truth a benediction.

Music, Folklore,and Nationalism (Music Appreciation) Essay

Music, Folklore,and Nationalism (Music Appreciation) - Essay Example Musical nationalism as a separate movement emerged in the mid-19th century. Most frequently the movement is linked to Russia, Czechoslovakia, Poland and Scandinavian countries, and it is represented in the works of Smetana, Dvorak, Grieg, Sibelius, Glinka and The Five, including Mussorgsky and Rimsky-Korsakov.(Harvard Dictionary of Music) For the most part, the movement coincided with political changes in Europe of that time and the birth of new nations. Sometimes, unfortunately, national pride instigated by folklore and music that carries a note of nationalism, led nations on the wrong path. Richard Wagner, one of the greatest German composers, used folklore and history in his work a lot. Among his many admirers was Adolf Hitler. â€Å"Richard Wagner was Hitlers favorite composer. During World War I, it is reported, he carried Wagners music from Tristan in his knapsack. Often Hitler had Wagners music performed at party rallies and functions.†(fcit.usf.edu) Hitler’s admiration with Wagner was strengthened with composer’s political views and anti-Semitic writings during his life. When it comes to pointing at what element of music describes the best particular cultures, I believe it is the combination of factors. Folk melodies when quoted in classical music pieces have a strong effect. Some cultures rely heavily on specific instruments to express the tradition. Rhythm and harmony are important too. However, I believe that people feel most national pride when listening to folklore music if the music is strong, heroic and grandeur. It is not a coincidence that most national anthems are written in a way that appeals to feelings of belonging and unity. It is not a surprise that Nazi Germany adopted Wagner and his heroic and deeply Teutonic music. Folklore is not limited by boundaries between countries and nations. It travels along with people when they migrate. In that regard, United States, are a great example of how folklore have transcended over thousands