Letter assignment Example | Topics and Well Written Essays - 250 words - 1

Letter - Assignment Example The ability as well as the experience to deal with challenges in the sales management is a key to success of the business (Homburg, Schà ¤fer, and Schneider). I, specifically, thrive on working in a challenging and result-oriented environment. The responsibilities of the position I am applying for would be a new sort of challenge for, and it attracts my attention because of its demand for a person who is very competitive. I assure you that I am the person very competent for this position in the sense of accepting challenges and dealing with them with a calmed mind. I have developed strong sales skills during my career because skills enable one in building a record of continued sales enhancement (Bernan). The attached resume highlights some of my particular accomplishments in the field of marketing and sales management. These accomplishments encourage me and support my interest in a position within your

Strategic Management Analysis Managing change Essay

Strategic Management Analysis Managing change - Essay Example In the case studies under consideration, we will look at two types of organizations - one local public sector organization and the other a private one. Both these organizations have been facing issues on account of the changing environment based on the factors discussed earlier. Let us have a macro level picture of the issues faced by each. In our later sections we will also discuss the various theories related to change management and analyze the two organizations and their strategies in the light of these theories. The public sector organization under discussion is the Haram Commune. A commune is the basic level of the local government in Norway. Haram is an area of one of the counties of Norway, which is faced with a changing demographic profile of its population. As the area does not have sufficient career opportunities, it is faced with the exodus of young population seeking better career prospects outside Haram resulting in shortage of young, highly educated and skilled manpower. The future local job market is expected to be more knowledge-based and hence requires highly educated workforce. The commune, which was so far a public service organization, needed to change its way of functioning to make Haram an attractive business destination. We will analyze the various strategies and their outcomes in our later discussion. Our second organization, Marks and Spencer, had been very successful till 1998. However since then it started facing losses on account of increased competition, lack of abil ity to change with time and risk avoidance strategies. The case later analyses the various strategies employed by two CEOs, Holmes and Rose, with the aim of turning the company around. We will analyze the various strategies in our later sections and also try to see what could be a sustainable change management approach. Literature review Looking at the importance of change for today’s organizations, change management has been an important subject of study and a lot of research has been done in this regard. Some researchers suggest a transition change model whereby â€Å"four interlocking management processes lead to† implementation of sustainable change in an organization (Paton, Paton and McCalman 2008). These processes are described as – trigger layer, vision layer, conversion layer and maintenance and renewal layer (Paton, Paton and McCalman 2008). Sustainable change management requires organizations to identify and open for change to encash upon opportunitie s rather than to overcome crises. They need to have leadership with a vision which establishes and tracks the future course of an organization. (Pettigrew and Whipp 1991). This vision should be converted to actual actions by gathering support within the organization. And

Social Work In Criminal Justice

Social Work In Criminal Justice This module will address the role of social work in the criminal justice context. This context includes a range of agencies working with adults and young persons who are involved in offending and agencies who work with the victims of crime. Social Work within the criminal justice context can therefore involve direct work with people who have offended, for example working as a Probation Officer or working in a voluntary sector organisation that provide services to people involved in the criminal justice system. It also involves working with children and families who may be involved in the criminal justice system or affected by crime. The module will cover the context and settings of social work in the criminal justice system, the principles, methods and interventions of working with offending behaviour; assessment in criminal justice contexts; the impact of crime and working with children and young people in the criminal justice system. A commitment to anti-oppressive practice underpins the module and students will be encouraged to critically think and evaluate their own practice and perspectives. The module runs in Semester One and consists of lectures which take place on Tuesdays from 22/09/09 to 27/10/09. Lectures will be held from 10am to 1pm every Tuesday and on alternate weeks there will also be lectures from 2pm to 4pm in the afternoon. Tutorials will take place on alternate Fridays, beginning on 25/09/09. Students will be divided into tutorial groups and tutorials will run from 12-1pm and 1pm to 2pm on alternate Fridays. Students will be notified of their assigned tutor group in due course. Students will be assessed for via a written assignment which is due for submission on: Monday 2nd November at 4pm. Module Aims Students will understand the social work role within a criminal Justice context, and develop their understanding of the knowledge, skill and value base pertinent to the area of practice. Learning Outcomes Students will understand policy and legislation that informs the social work role in this context. Students will learn the theoretical perspectives informing social work intervention in a criminal justice context. Students will explore the research and methods that inform social work intervention in the criminal justice context. Students will develop skills in the critical examination of theory and its application to practice. Students will understand their own value base in relation to this area and have considered ethical issues in relation to practice. Week 1 Introduction to Social Work and Criminal Justice history, context and settings Date: 22/09/09 Lecture: 10 1pm Nicola Carr Tutorial 25/09/09 (Group 1 (12-1) / Group 2 (1-2) Nicola Carr and Alan Harpur Week 2 Working with offending behaviour- Principles, Methods and Interventions Date: 29/09/09 Lecture: 10am -1pm Nicola Carr Lecture: 2pm -4pm Nicola Carr Week 3 Assessment in criminal justice contexts Date: 06/10/09 Lecture: 10am 1pm Nicola Carr Tutorial: 09/09/09 (Group 1 (12-1) / Group 2 (1-2) Nicola Carr and Alan Harpur Week 4 The impact of offending working with victims of crime and Restorative Justice approaches Date: 13/10/09 Lecture: 10am to 1pm Nicola Carr Lecture: 2pm to 4pm (Victim Panel Susan Reid, Victim Support, Northern Ireland and Christine Hunter, PBNI Victims Unit) Week 5 Public Protection, Prisons and Resettlement Date: 20/10/09 Lecture: 10am to 1pm (PPNAI, Willie McAuley; John Warren, Extern) Tutorial: 23/09/09 (Group 1 (12-1) / Group 2 (1-2) Week 6: Working with young people in the criminal justice system balancing welfare and justice? Date: 27/10/09 Lecture: 10am to 1pm Nicola Carr Lecture: 2pm to 4pm (Kelvin Doherty, Youth Justice Agency) Course Reading Recommended Texts A further extensive list of recommended reading is provided for each week of the course based on subject area. Assessment Assessment of this module is through a written assignment which is due for submission: Monday 2nd November by 4pm. You are required to submit one printed copy to Reception in 6 College Park and one electronic copy via My Modules on Queens Online before 4.00pm on Tues 5th Jan. Please refer to the following link on the Schools web site for submission procedures http://www.qub.ac.uk/schools/SchoolofSociologySocialPolicySocialWork/ImportantNotice/#d.en.93464 Students must answer one of the essay questions below and the word count for this assignment is: 2500 Words +/- 10% Essay Questions Restorative Justice aims to address the consequences of offending for victims and offenders and communities in a meaningful way. Critically evaluate this statement with reference to practice in the Northern Ireland criminal justice system. Young people who are involved in offending should be treated as ‘children first. Discuss this statement with reference to policy and practice in working with young people in the criminal justice system. The history of probation is one of an increased emphasis on public protection. Discuss this statement with reference to probation practice in Northern Ireland. Assessment of the risk of re-offending and risk of harm should guide the nature of intervention with offenders. Critically evaluate this statement with reference to theory, policy and practice. GUIDELINES This assignment should be based on learning from your lectures, workshops and guided study / reading .You are encouraged to start researching and preparing at an early stage as the submission date is A discussion forum will also be established on queens on-line in order to assist you to share ideas with tutors and other students and to seek to share resources for the assignment. REFERENCING Your assignment must be supported with references from relevant readings and you must follow the referencing guidelines relating to books, journals and web based material provided in your course handbook. You are encouraged to read widely in preparing for your assignment, drawing on material from your reading list as well as other relevant material. You should also look at the general assessment guidelines in your assessment handbook for more general assignment writing skills. Essay guidance The best way to structure the answer to a question is to begin with a very brief analysis of what you interpret the question as being about, and then a road-map of how you propose to answer it. This focuses your mind on organising a clear, coherent structure for your answer. Be very careful to indicate as much as possible of what empirical or other evidence there is to support your points. It is not necessary to come to a definite conclusion on the question: uncertainty having weighed the arguments and evidence is almost always an acceptable position. What is essential, however, is that you have given sufficient weight to arguments contrary to your own, with reasons to back up your rejection. Frequently questions require you to present and assess a number of viewpoints, indicated by such instructions as discuss, assess, how far is the case that†¦ etc. But it is always essential to consider what alternative interpretations to your own argument there might be. Source: Oxford University Press (Online Resource Centre) Requirements for the Award of 10 Credit Points In order to be awarded 10 credit points towards the completion of the Bachelors Degree in Social Work students must: Complete and submit a written assignment and gain a mark of at least 40%. Attend at least 80% of all lectures; and Attend at least 80% of all workshops. Students who fail to attend for the required number of lectures and tutorials, or who miss particularly crucial elements of the module, may be required to undertake additional work in order to be awarded credit points. LATE SUBMISSION OF COURSEWORK The Universitys rule is that for work submitted after the deadline, 5 percentage points per working day are deducted from the received mark up to a maximum of five days. Thereafter, the work receives zero. Extensions to essay deadlines are covered by a formal University procedure and may be granted on grounds of ill health or personal circumstances. You need to submit a completed Exemption from Late Coursework Marks Penalty Form (available from the Office, 6 College Park and on the Schools Website www.qub.ac.uk/soc ) within three days of the essay deadline. The form should be accompanied by a medical certificate (NOT self-certification) and/or other written supporting evidence and should be taken to the module convenor, preferably during his/her office hours, who decides whether or not to agree to an extension. Lecture Outlines Week 1 Introduction to Social Work and Criminal Justice history, context and settings Date: 22/09/09 Lecture: 10 1pm This lecture will provide an introduction to the module by outlining the role of social work in the criminal justice context. The first lecture will cover the history of social work within the criminal justice context and will explore theoretical perspectives on the intersection of social work and the criminal justice system. Particular consideration will be given to the role of the social worker within the parameters of the ‘care or ‘control debate. Some of the key phases of social work intervention in the criminal justice system will be explored ranging from original social work role as a ‘court missionary through to the current drive towards interventions based on the assessment of risk and ‘evidence based practice. Tutorial 25/09/09 (Group 1 (12-1) / Group 2 (1-2) Following from the introductory lecture, this tutorial will focus on some of the key paradigm shifts that have influenced the role of social work within the criminal justice context. Students will be encouraged to critically explore the role of social work within this setting. Key Reading Social Work in the Criminal Justice System History, Context and Settings Audit Commission (1989) Promoting Value for Money in the Probation Service, London: HMSO Brownlee, I. (1998) Community Punishment. A Critical Introduction. Essex: Longman Criminology Series Burnett, R. Roberts, C. (Ed.) (2004) What Works in Probation and Youth Justice Cullompton: Willan Chapman, T. and Hough, M. (1998) Evidence Based Practice, London: HMIP Farrant, F. (2006) ‘Knowledge production and the punishment ethic: The demise of the probation service. Probation Journal, 53,4: 317-333 Fulton, B. Parkhill, T. (2009) Making the Difference: an oral history of probation in Northern Ireland. Belfast: PBNI. Available at: http://www.pbni.org.uk/archive/Publications/Other%20Publications/pbni%2025th%20book.pdf Gorman, K. (2001) ‘Cognitive behaviourism and the search for the Holy Grail: The quest for a universal means of managing offender risk. Probation Journal, 48, 3: 3-9 Kemshall, H. (2002) ‘Effective practice in probation: An example of ‘Advanced Liberal responsibilisation? Howard Journal of Criminal Justice, 41,1: 41-58 Lindsay, T. Quinn, K. (2001) ‘Fair Play in Northern Ireland: Towards Anti-Sectarian Practice. Probation Journal, 42, 2: 102-109 McKnight, J. (2009) ‘Speaking up for Probation Howard Journal of Criminal Justice, 48,4: 327-343 Mair, G. (Ed.) (2004) What Matters in Probation Cullompton: Willan Merrington, S. and Stanley, S. (2000) ‘Reflections: doubts about the what works initiative, Probation Journal, 47, 4: 272-275 Robinson, G. Raynor, P. (2006) ‘The future of rehabilitation: What role for the probation service? Probation Journal, 53,4: 334-346 Vanstone, M. (2004) ‘Mission control: The origins of a humanitarian service. Probation Journal, 51, 1: 34-47 Week 2 Working with offending behaviour- Principles, Methods and Interventions Date: 29/09/09 Lecture: 10am -1pm Nicola Carr Lecture: 2pm -4pm Nicola Carr These lectures will focus on the development and use of community penalties. Students will learn about the development of the ‘what works initiative and the drive towards effective, evidence-based practice. Key issues such as risk management and public protection will be explored and students will be encouraged to critically evaluate these developments. Key developments in working with offenders will be outlined including some of the most recent methods of intervention based on research evidence. Key Reading Working with offending behaviour- Principles, Methods and Interventions Andrews, D., Bonta, J. and Hoge, R. (1990a) ‘Classification for effective rehabilitation, Criminal Justice and Behaviour, 17 ,1: 19-52. Andrews, D. et al. (1990b) ‘Does correctional treatment work? Criminology, 28, 369-404 Ansbro, M. (2008) ‘Using attachment theory with offenders. Probation Journal, 55,3: 231-244 Bailie, R. (2006) ‘Women Offenders: The Development of a Policy and Strategy for Implementation by the Probation Board for Northern Ireland Irish Probation Journal, 3, 1:97-110 Batchelor, S. (2004) ‘Prove me the bam! Victimization and agency in the lives of young women who commit violent offences. Probation Journal, 52, 4: 358-375 Bhui, H.S. Buchanan, J. (2004) ‘What Works? and complex individuality. Probation Journal, 51,3: 195-196 Bottoms, A. and Williams, W. (1979) ‘A non-treatment paradigm for probation practice British Journal of Social Work, 9,2: 160-201 Burnett R Roberts C (2004) What Works in Probation and Youth Justice, Developing Evidence Based Practice. Cullompton: Willan Burnett, R. McNeill, F. (2005) ‘The place of the officer-offender relationship in assisting offenders to desist from crime. Probation Journal, 52,3: 221-242 Bushway, S.D.; Thornberry, T.P. Krohn, M.D. (2003) ‘Desistance as a developmental process: A comparison of static and dynamic approaches. Journal of Quantitative Criminology, 19, 2: 129-153 Cherry, S. (2005) Transforming Behaviour: Pro-social Modelling in Practice. Cullompton: Willan Dixon, L. Ray, L. (2007) ‘Current issues and developments in race hate crime Probation Journal, 54,2: 109-124 Farrall, S. Bowling, B. (1999) ‘Structuration, human development and desistance from crime. British Journal of Criminology 17, 2: 255-267 Farrall, S. (2002) Rethinking What Works with Offenders: Probation, Social Context and Desistance from Crime. Cullompton: Willan Healy, D. ODonnell, I. (2008) ‘Calling time on crime: Motivation, generativity and agency in Irish Probationers. Probation Journal, 55,1: 25-38 Jordan, R. OHare, G. (2007) ‘ The Probation Board for Northern Irelands Cognitive Self-Change Programme: An overview of the pilot programme in the community. Irish Probation Journal, 4,1: 125-136 Loughran, H. (2006) ‘A place for Motivational Interviewing in Probation? Irish Probation Journal, 3,1: 17-29 Martinson, R. (1974) ‘What works? Questions and answers about prison reform, ThePublic Interest, 10, 22-54 McCulloch, P. (2005) ‘Probation, social context and desistance: retracing the relationship. Probation Journal, 52,1: 8-22 McGuire, J. Priestly, P. (1995) ‘Reviewing â€Å"what works†: Past, present and future. In J. McGuire (Ed.) What Works in Reducing Re-offending. Sussex: Wiley McNeill, F. (2001) ‘Developing effectiveness: Frontline Perspectives, Social Work Education, 20,6: 671-678 McNeill, F. (2006) ‘A desistance paradigm for offender management Criminology and Criminal Justice, 6, 1: 39-62 McWilliams, W. (1987) ‘Probation, pragmatism and policy, Howard Journal of Criminal Justice, 26,2:97-121 Maruna, S. (2001) Making Good: How Ex-Convicts Reform and Rebuild their Lives. Washington D.C. : American Psychological Association Maruna, S.; Immarigeon, R. LeBel, T.P. (2004) ‘Ex-offender Reintegration: Theory and Practice In: S. Maruna and R. Immarigeon (eds.) After Crime and Punishment: Pathways to Offender Integration, Cullompton: Willan Miller, W. Rollnick, S. (2006) Motivational Interviewing, Gilford Press, New York Raynor, P. Vanstone, M. (1994) ‘Probation practice, effectiveness and the non-treatment paradigm, British Journal of Social Work, 24,4: 387-404 Rex, S. (1999) ‘Desistance from offending: Experiences of probation, Howard Journal of Criminal Justice, 38, 4: 366-383 Rex, S. Bottoms, A. (2003) ‘Evaluating the evaluators: Researching the accreditation of offender programmes. Probation Journal, 50,4: 359-368 Smith, D. (2004) ‘The uses and abuses of positivism, in G. Mair (Ed.) What Matters in Probation, Cullompton: Willan Vanstone, M. (2000) ‘Cognitive-behavioural work with offenders in the UK: a history of an influential endeavour, Howard Journal, 39,2: 171-183 Week 3 Assessment in criminal justice contexts Date: 06/10/09 Lecture: 10am 1pm Nicola Carr Assessing the risk of re-offending and the risk of harm is one of the core tasks of the social worker within the criminal justice system .This lecture will cover the background of assessment and some of the factors that impact on assessment. Particular attention will be paid to research evidence concerning, dynamic and static risk factors in relation to offending. In addition, attention will be paid to protective factors and research relating to desistance from crime. An overview will be provided of a range of risk assessment tools currently in use within the criminal justice system. Tutorial: 09/09/09(Group 1 (12-1) / Group 2 (1-2) Nicola Carr and Alan Harpur This tutorial will be in a workshop format and will focus on the use of risk assessment tools in relation to the assessment of the risk re-offending and risk of harm with the aim of planning interventions to address these areas. Assessment in criminal justice contexts Aye-Maung, N. Hammond, N. (2000) ‘Risk of re-offending and Needs Assessments: The Users Perspective. (Home Office Research Study 216). London: Home Office Best, P. (2007) ‘ The Assessment, Case Management and Evaluation System (ACE) in Northern Ireland. Irish Probation Journal, 4,1: 101-107 Kemshall, H. (1998) Risk in Probation Practice. Aldershot: Ashgate Kemshall, H. (2003) Understanding Risk in Criminal Justice. Berkshire: Open University Press Kemshall, H. (2008) Understanding the Management of High Risk Offenders. Berkshire: Open University Press Merrington, S. Skinns, J. (2002) ‘Using ACE to Profile Criminogenic Needs, Probation Studies Unit ACE Practitioner Bulletin No. 1, University of Oxford. Available at: http://www.crim.ox.ac.uk/publications/psubull1.pdf ODwyer, G. (2008) ‘A Risk Assessment and Risk Management Approach to Sexual Offending for the Probation Service. Irish Probation Journal, Vol. 5: 84-91 Robinson, G. (2002) ‘Exploring risk management in probation practice: contemporary developments in England and Wales. Punishment and Society, 4, 1: 5-25 Robinson, G. (2003) ‘Implementing OASys: lessons from research into LSI-R and ACE Probation Journal, 50, 1:30-40 Week 4 The impact of offending working with victims of crime and Restorative Justice approaches Date: 13/10/09 Lecture: 10am to 1pm Nicola Carr This lecture will address issues concerning the impact of crime, and will explore issues relating to victims of crime. The concept of the ‘victim of crime will be critically assessed with reference to a range of literature, and the victims role within the criminal justice system will be explored. The role of the Social Worker in working with victims of crime will also be analysed. The principles and practices of restorative justice approaches will be examined and explored specifically in relation to the Northern Ireland context. Lecture: 2pm to 4pm (Victim Panel Susan Reid, Victim Support, Northern Ireland and Christine Hunter, PBNI Victims Unit) The afternoon lecture will involve a panel presentation from representatives from two agencies working with victims of crime. The presenters will focus on particular issues and themes relating to their work and students will have an opportunity to discuss the issues raised. Victims and the Impact of Crime Hoyle, C. Zedner, L. (2007) ‘Victims, victimization and the criminal justice system. In M. Maguire; R. Morgan R. Reiner (Eds.) The Oxford Handbook of Criminology (Fourth Edition) Oxford: Oxford University Press Hunter, C. (2005) ‘The View of Victims of Crime on How the Probation Board for Northern Ireland Victim Information Scheme Might Operate Irish Probation Journal, 2,1: 43-47 Norton, S. (2007) ‘The place of victims in the Criminal Justice System. Irish Probation Journal, 4,1: 63-76 Williams, B. (2009) ‘Victims In: C. Hale; K, Hayward; A. Wahidin E. Wincup (Eds.) Criminology (Second Edition) Oxford: Oxford University Press Restorative Justice Braithwaite, J. (1989) Crime, Shame and Reintegration. Cambridge: Cambridge University Press. Campbell C, Devlin R, OMahony D, Doak J (2005) Evaluation of the Northern Ireland Youth conferencing Service NIO Research and Statistical Series: Report No 12 Daly, K. (2002) ‘Restorative Justice: The real story Punishment and Society, 4,1: 55-79 Daly, K. Stubbs, J. (2006) ‘Feminist engagement with restorative justice. Theoretical Criminology, 10, 1: 9-28 Gelsthorpe, L. Morris, A. (2002) ‘Restorative youth justice. The last vestiges of welfare? In: J. Muncie; G. Hughes E. McLaughlin (Eds.) Youth Justice Critical Readings. London: Sage Gray, P. (2005) ‘The politics of risk and young offenders experiences of social exclusion and restorative justice. British Journal of Criminology, 45,6: 938-957 Hamill, H. (2002) ‘Victims of paramilitary Punishment Attacks in Belfast. In C. Hoyle R. Young (Eds.) New Visions of Crime Victims, 49-70., Oxford: Hart Hoyle, C. (2002) ‘Securing restorative justice for the â€Å"Non-Participating† Victim. In: In C. Hoyle R. Young (Eds.) New Visions of Crime Victims, 97-132., Oxford: Hart McEvoy, K. Mika, H. (2002) ‘ Restorative Justice and the critique of informalism in Northern Ireland. British Journal of Criminology, 42, 3: 534-562 McLaughlin, E.; Fergusson, R.; Hughes, G. Westmarland, L. Restorative Justice: Critical Issues London, Sage Marshall, T. (1999) Restorative Justice: An Overview. London: Home Office. Available at: http://www.homeoffice.gov.uk/rds/pdfs/occ-resjus.pdf Morris, A. (2002) ‘Critiquing the critics: A brief response to critics of restorative justice. British Journal of Criminology, 42,3: 596-615 OMahony, D. Doak, J. ‘Restorative Justice- Is More Better? The Experience of Police-led Restorative Justice in Northern Ireland The Howard Journal of Criminal Justice, vol. 43, no. 5 Shapland, J.; Atkinson, A.; Atkinson, H.; Dignan, J.; Edwards, L; Hibbert, J. Howes, M.; Johnstone, J.; Robinson, G. Sorsby, A. (2008) Does restorative justice affect reconviction? The fourth report from the evaluation of three schemes. London: Ministry of Justice. Available at: http://www.justice.gov.uk/restorative-justice-report_06-08.pdf Zehr H Towes B (EDS) Critical Issues in Restorative Justice, Willan Publishing Week 5 Public Protection, Prisons and Resettlement Date: 20/10/09 Lecture: 10am to 1pm (Nicola Carr and Willie McAuley, PPNAI) Public protection has formed an important part of the work of criminal justice agencies in recent years. This lecture explores the ‘public protection discourse, and its practical implications in relation to new ‘public protection arrangements. The second part of this lecture will focus on the role of social work in relation to prisoners and their families and the role of resettlement. Tutorial: 23/09/09(Group 1 (12-1) / Group 2 (1-2) This tutorial will follow from this weeks lecture and address issues in relation to prisoners, the effects of imprisonment and resettlement. Public Protection, Prisons and Resettlement Burnett, R. Maruna, S. (2006) ‘The kindness of prisoners: Strengths-based resettlement in theory and action. Criminology and Criminal Justice, 6, 1: 83-106 Corcoran, M. (2007) ‘Normalisation and its discontents: Constructing the ‘irreconcilable female political prisoner in Northern Ireland. British Journal of Criminology, 47,3: 405-422 Her Majestys Inspectorates of Prison and Probation (2001) Through the Prison Gate: A Joint Thematic Review. London: Home Office. Available at: http://www.justice.gov.uk/inspectorates/hmi-prisons/docs/prison-gate-rps.pdf Kemshall, H. (1996) Reviewing Risk: A review of the research on the assessment and management of risk and dangerousness: Implications for policy and practice in the Probation Service. London: Home Office Kemshall, H. Maguire, M. (2001) ‘Public Protection, partnership and risk penality: The Multi-Agency risk management of sexual and violent offenders. Punishment and Society, 3,2: 237-264 Lewis, S.; Vennard, J.; Maguire, M.; Raynor, P.; Vanstone, M.; Raybould, S. Rix, A. (2003) The Resettlement of short-term prisoners: an evaluation of seven pathfinders. London: Home Office. Available at: http://www.homeoffice.gov.uk/rds/pdfs2/occ83pathfinders.pdf McEvoy, K.; Shirlow, P. McElrath, K. (2004) ‘Resistance, transition and exclusion: Politically motivated ex-prisoners and conflict transformation in Northern Ireland. Terrorism and Political Violence, 16, 3: 646-670 Maguire, M. Raynor, P. (2006) ‘How the resettlement of prisoners promotes desistance from crime: Or does it? Criminology and Criminal Justice, 6, 1:19-38 Maruna, S. Liebling, A. (2004) The Effects of Imprisonment. Cullompton: Willan Matthews, R. (2009) ‘Prisons in C. Hale; K, Hayward; A. Wahidin E. Wincup (Eds.) Criminology (Second Edition) Oxford: Oxford University Press Public Protection Arrangements Northern Ireland (PPANI) Guidance to Agencies. Belfast: Northern Ireland Office. Available at: http://www.publicprotectionni.com/ Scraton, P. Moore, L. (2004) The Hurt Inside. The Imprisonment of women and girls in Northern Ireland. Belfast: Northern Ireland Human Rights Commission. Available at: http://www.statewatch.org/news/2004/oct/the-hurt-inside-nihrc.pdf Scraton, P. Moore, L. (2005) ‘Degradation, harm and survival in a womens prison. Social Policy and Society, 5, 1: 67-7 Wahidin, A. (2009) ‘Ageing in prison: crime and the criminal justice system. In: C. Hale; K, Hayward; A. Wahidin E. Wincup (Eds.) Criminology (Second Edition) Oxford: Oxford University Press. Week 6: Working with young people in the criminal justice system balancing welfare and justice? Date: 27/10/09 Lecture: 10am to 1pm Nicola Carr Working with young people who are involved in the criminal justice system involves addressing the context of offending and the welfare needs of the young person. This lecture will cover the theories and practices that inform this work, with reference to research literature and the current system and policy context in Northern Ireland. Lecture: 2pm to 4pm (Kelvin Doherty, Youth Justice Agency) The afternoon lecture will be delivered by Kelvin Doherty, from the Youth Justice Agency, who will provide an overview of the youth conferencing service in Northern Ireland. The lecture will focus on the aims, rationale and operation of youth conferences through an interactive session. Working with Young People in the Criminal Justice System Campbell, C.; Devlin, R.; OMahony, D.; Doak, J.; Jackson, J.; Corrigan, T. McEvoy, K. (2006) Evaluation of the Northern Ireland Youth Conference Service. Belfast: Northern Ireland Office. Available: http://www.nio.gov.uk/evaluation_of_the_northern_ireland_youth_conference_service.pdf Ellison, G. (2001) Young People, Crime, Policing and Victimisation in Northern Ireland. Belfast: Institute of Criminology and Criminal Justice, Queens University. Available at: http://cain.ulst.ac.uk/issues/police/ellison00.htm Graham, J. Bowling, B. (1995) Young People and Crime (Home Office Research Study No. 145), London: Home Office Hamilton, J.; Radford, K. Jarman, N. (2003) Policing, Accountability and Young People. Belfast: Institute for Conflict Research. Available at: http://www.conflictresearch.org.uk/documents/policeyp.pdf Include Youth (2008) A Manifesto for Youth Justice in Northern Ireland. Belfast: Include Youth. Available at: http://www.includeyouth.org/fs/doc/Include-Youth-Manifesto-2008.pdf Leonard, M. (2004) Children in Interface Areas: Reflections from North Belfast. Belfast: Save the Children Muncie, J. (2004) Youth and Crime (Second Edition) London: Sage NICCY (2008) Children in Conflict with the Law and the Administration of Juvenile Justice. Belfast: NICCY. Available at: http://www.niccy.org/uploaded_docs/1_71784_NIC71784%20Childrens%20Rights%20Text%208.pdf

Global Warming and the Kyoto Treaty Essay -- Climate Change and the Ky

According to David Easterling, principal scientist at the National Climatic Data Center in Asheville, N.C. in twenty years the United States has had thirty seven weather related catastrophes each with damages exceeding one billion dollars (Levin 1). A country as wealthy as the United States can afford to pay thirty seven billion dollars in twenty years, assuming of course that the weather related disasters only cost one billion dollars each. Unfortunately, the weather does not work that way. Hurricane Katrina alone may have cost one hundred billion dollars (Tucker 13). What could be causing these devastating storms? Many atmospheric scientists like Kerry Emanuel believe that global warming is the cause of the increased ferocity of the hurricanes (Nash 38). With the polar temperatures increasing the icecaps are melting. Without the ice to reflect the sun's light, the water absorbs the heat. This creates a vicious cycle. The ocean levels rise with their temperatures. Hurricane Katrina was only a category one hurricane when it crossed Florida. However, when it reached the newly warmed Gulf waters, hurricane Katrina ballooned into a mind-blowing category five hurricane that destroyed the gulf region (McKibben, Year One 30). The melting of the polar icecaps has long been believed to be caused by global warming. Until recently, the cause of global warming itself has largely been up for debate. Now atmospheric scientists attribute global warming to increased greenhouse gases, such as carbon dioxide, in the earth's atmosphere (Greenstone 323). With the knowledge that carbon dioxide causes global warming countries can start taking actions to prevent future global warming. The United States alone produces twenty four percent of the world... ... 166 Issue 1 (2004): 10-12. Phelps, Megan. "More Action, Less Hot Air." The Mother Earth News Vol. 210 (2005): 30. Stenger, Richard. "Man on the Moon: Kennedy Speech Ignited the Dream." CNN.Com. 25 May 2001. Time Warner. 30 Nov. 2013 . Sunstein, Cass R. "It's Only $300 Billion If We Can Fund the War in Iraq, Why Can't We Fund the Kyoto Protocol?" The Washington Post 10 May 2006. 12 Nov. 2013 . Tucker, Patrick. "The Rising Costs of Global Warming." The Futurist Vol.39 Issue 6 (2005): 13. "Warming Trends What Global Climate Changes Could Mean for Wisconsin." Wisconsin Natural Resources 12 Nov. 2006. Wisconsin Department of Natural Resources. 12 Nov. 2013 .

Lessons Learned from Fall of Karna Essay

Karna is one of the central characters in the epic Mahabharata, from ancient India. He was the King of Anga. Karna was one of the greatest warriors whose martial exploits are recorded in the Mahabharata, an admiration expressed by Krishna and Bhishma within the body of this work. Karna was the son of Surya and Kunti. He was born to Kunti before her marriage with Pandu. Karna was the closest friend of Duryodhana and fought on his behalf against the Pandavas in the famous Kurukshetra war. Karna fought against misfortune throughout his life and kept his word under all circumstances. Many admire him for his courage and generosity. It is believed that Karna founded the city of Karnal. Many believe that he was the greatest warrior of Mahabharata since he was only able to be defeated by Arjuna along with a combination of three curses, Indra’s efforts and Kunti’s request. Karna’s father was the solar deity Surya and his mother’s name was Kunti. Karna was born before his mother’s marriage to prince Pandu. The story of Karna’s miraculous birth is this: When Kunti was a young woman, a wise though irascible old man, the sage Durvasa, visited her father’s palace, where Kunti served him with utmost care for an entire year. Pleased by her service and hospitality, the sage foresaw that Kunti would have difficulty having a child after her marriage to Pandu, and granted her a boon to overcome this difficulty. By this boon she could call upon any god of her choice, and receive a child through him. Out of curiosity, Kunti still being unmarried, she decided to test the power of the mantra and called upon the god Surya. Compelled by the power of this mantra, Surya appeared before her and handed her a son, who was as radiant and powerful as Surya himself. The baby was wearing armour (‘Kavacha’) and a pair of earrings (‘Kundala’). Though Kunti had not physically given birth to the baby, she was unwilling to be accused of being an unmarried mother and so with the help of her maid Dhatri, she placed the baby Karna in a basket and set him afloat on ‘Ashwa’ a tributary of the holy river Ganges, the Ashwanadi, in the hope that he would be taken in by another family. The child Karna was found by Adhiratha, a charioteer of King Dhritarashtra of Hastinapur. Adhiratha and his wife Radha raised the boy as their own son and named him Vasusena. He also came to be known as Radheya, the son of Radha. The name Karna, however, denotes ‘ear’, because Karna was born with divine earrings. The emotional bond between Karna and his foster parents would remain strong throughout his life, filled with love, respect and affection. Karna happily performed his duties as their son, but as he grew up, he became more interested in the art of warfare than in merely being a charioteer like his father Adhirata. Karna met Dronacharya, who was an established teacher in the art of warfare. Dronacharya taught the Kuru princes, but refused to take Karna as his student, since Karna was a son of a charioteer and Dronacharya only taught Kshatriyas, or warriors. After being refused by Dronacharya, Karna sought his brother Shona’s help. But according to Indian culture, to learn an art you must have a guru (teacher), so Karna appointed the sun god as his guru, learned to wield his weapons during the day by gathering information about the various ayudhas (weapons) and practiced with them after sundown. Such was the life ok Karna, valiant, courageous and above all generous. Battle at Kurukshetra forms a vital part of the great epic of Mahabharata which was believed to have continued for eighteen days. The battle dates from 5561 BC to 800 BC and it is based upon the astronomical and literary information from the epic itself. The mythology of the Kurukshetra war is also traced to the Battle of the Ten Kings which is also described in the Rig Veda. As per Aryabhatta, the great mathematician and astronomer of India, the Mahabharata was fought during the year 3137 BC. It was also known as the â€Å"Battle for Dharma†. In this battle at Kurukshetra two families, the Pandavas and the Kurus fought for kingship and the supportive kings took part in the Great War and war ended with the victory of the Pandavas. Karna was the great tragic hero of the Mahabharata. He was a brave and expert warrior, who was first son of Kunti and thus the half-brothers of Pandavas. Duryodhana was his friend and appointed him as a King of Anga. But legend exceeds far more his role of just being a King. Karna also fought the great Battle of Kurukshetra for the Kaurvas. Karna fought the great battle of Kurukshetra with a great courage and grace. But he entered the battlefield only at the eleventh day as he felt insulted because Bhishma, the chief in commander of Kaurava’s side assigned Karna with a less important position. Bhishma knew that Karna was Kunti’s son and he did not want that brother’s fight among themselves. For that reason he wanted to put Karna away of battlefield. On the thirteenth day of battle, Dronacharya organized ‘Chakravyuha’, a specific arrangement of the army. Only Arjun and Krishna knew how to invade ‘vyuha’but they were purposefully taken to another side of battlefield. Arjuna’s son Abhimanyu knew how to go inside the Vyuha. He entered there alone and was killed by seven warriors, among which Karna was also present. On the nightfall of fourteenth day, Bheema’s son Ghatotkacha started killing the Kaurava army in a mass. Duryodhana requested Karna to stop him and Karna employed the Shakti weapon on him. After being used once, Shakti returned to its real owner, Indra. Now Karna did not have any divine weapon to kill Arjuna while Arjuna had a wider range of divine weaponry. However Karna knew that he must face Arjuna in the battle and one of them would certainly die. On the fifteenth day of the war, Dronacharya, the gurus of Pandavas and Kauravas died in the battle and Karna was appointed as commander-in-chief of Kaurava’s side. Karna had individual confrontation with all the Pandavas, except Arjuna and he defeated all of them but did not kill anybody as he promised to Kunti. On the seventeenth day of battle, Arjuna and Karna finally confronted. The two of them were greatest among all the warriors. Karna had a bow gifted by Parashurama known as Vijaya (Pinakin). On Duryodhana’s request, Shalya who was the maternal uncle of Pandavas became the charioteer of Karna. Karna did not have the Shakti weapon with him anymore. The battle was indeed an intense display of amazing archery, valor and courage. Since Karna had no divine weapon, he devised an intelligent strategy to defeat Arjuna, which was entirely based on his personal ability. Karna set naga-astram on Arjuna targeting his head. Krishna, being the charioteer of Arjuna, plunged the chariot in the earth to save Arjuna. The fierce arrow thus hits Arjuna’s only saving his life. During this severe combat, Karna’s chariot wheel got stuck in loose soil as per the curse on Karna given by the Brahmin, Karna asked Shalya to get down and take the wheel out of the mud but Shalya refused. Then Karna got down by himself to take out the chariot and asked Arjuna for a recess in the battle. Arjuna agreed but Krishna reminded him Karna’s merciless nature while killing his son Abhimanyu. Karna was not able to lift the chariot wheel nor could he recall how to use the ‘Brahmastra’ as per the curse of Parashurama. In the meanwhile Arjuna administered the terrible weapon ‘Anjalika’ on Karna and beheaded the great warrior. After Karna’s death Kunti revealed the secret of Karna’s birth to her sons. Pandava grieved Karna’s death. Yudhisthira was especially stirred at this incident. He cursed all women that henceforth they would not be able to keep a secret. Karna was the tragic hero of epic Mahabharata. He was a brave hero and courageous spirit who fought against his destiny all his life. His death was also tragic though full of courage, valor and honor that took him to rise to immortality beyond the moral death. Karna was famous for his generosity and an example of a futile life in spite of having all the good qualities. Karna’s character in the Mahabharata is one that has fascinated everyone. His story is one of the saddest, since he was ill-fated ever since his birth. There are valid reasons, though, for all of his actions and their repercussions. Karna, though born a prince, was brought up by a poor father and this led to a refusal for teaching by Dronacharya, the teacher of princes. Karna eventually approached Parashurama who taught him the usage of Brahmastra but also cursed him for killing his cow. This curse led to Karna’s downfall, as explained here: Once in the ashram of Parashurama, Karna fired an arrow aimlessly and a cow belonging to a Brahmin died. The Brahmin cursed him saying â€Å"Let the wheel of your chariot get stuck in the mud and at that very instant let someone kill you. This is your punishment for killing an innocent cow†. Aimless actions almost always have unwanted consequences and this seemingly harmless action cost Karna heavily, as this is exactly how he was killed in the battle of Kurukshetra. Indra (the king of Gods), father of Arjuna did not want Karna to become more powerful and hence ensured that Parashurama found out that his disciple was not a Brahmin. At that instanct, Parashurama cursed Karna, a Kshatriya, for lying and said, â€Å"When you are fighting with an enemy and the enemy is about to kill you, you will forget everything you learnt from me†. At the battle of Kurukshetra, at a crucial moment, Karna forgot the holy incantations required to fight Arjuna and this led to his defeat. Duryodhana had become a good friend of Karna, made him a prince and hence Karna joined the Kauravas. Along with Duryodhana, he developed hatredness towards Arjuna and all the other Pandavas,unaware that they were his brothers. Indra soon devised a plan to get hold of the earrings and the divine armor of Karna, which would protect him at all times. Suryadeva, Karna’s father, advised him to not give his armor and earrings to anyone. But when Indra pretended to be an ordinary Brahmin and asked for the armor and earrings, Karna gave them away as he had immense respect for Brahmins and was a kind man. This left him very vulnerable in the battle field. After the Kurukshetra war was declared, Kunti approached Karna, hoping to make him change sides. She accepted him as her son and asked him not to wage a war against his own brothers. But Karna refused, saying he would not fight any of her sons except for Arjuna. He said he was highly indebted to Duryodhana and it was time for him to show loyalty and gratitude to his dear friend. Such intense loyalty and ethics are traits of a good man, but Karna failed to see the difference between the right and wrong. Apart from the humiliation of Draupadi, which Karna did with the Kauravas, his other biggest mistake was killing Arjuna’s son Abhimanyu, by unfair means and in a way that was against the fair code of war. He was compelled by his loyalty to Duryodhana but going against what is right is not justifiable. Thus Karna and Arjuna got involved in an intense fight. Karna first used the Sarpastra, an arrow which is shaped like a snake, aiming it at Arjuna’s throat but Lord Krishna, Arjuna’s charioteer, managed to save Arjuana. Though the arrow flew back to Karna and asked him to use it again, Karna refused to do so as he promised his mother that he would never use the same weapon twice. Karna was always a man of his word and this again is the trait of a highly righteous person. But his failure to judge the consequences of such promises led him into trouble.

Opening Case.

I researched the entrepreneurial story of giftzip. com. This is about Giftzip. com by Sam Hogg who is the founder. He took MBA course from Michigan State University. When he took the courses he and friend thought about waste and discarded plastic gift card and he decided to make it online. After he gets MBA degree he established Giftzip. com and he makes large choice to buy gift card from $25~$250 on the net. Also recipient gets gift card by redeem code or e-mail from the company that they look at it.Sam Hogg has difficulty with big retailer such as amazon. com he almost gave up when he failed to make a deal with them. However he waited the time comes and luckily his business turned succeed. In fall 2008 gift market grows, people are more prefer to buy gift card on the internet and feel comfortable. It turns Giftzip as successful company and in 2009 Giftzip designated as 10 hot startups to watch. And Gift card industry expected to top $100 billion.Reread the opening case, and then li st all the smart or effective moves Sam Hogg made in the early days of building GiftZip. com. Which three moves were most instrumental in GiftZip. com’s early success? Be prepared to justify your selections. 1. He did what others didn’t do before. – (Challenging) 2. He continues to control his company whether it will be succeed or be fail. And he got luck to succeed it. 3. As Sam’s entrepreneurship he believes that his idea/work will be succeed.

Essay Service

Essay Service Essay Service Essay Service If you are looking for some extra help online to give your writing skills a boost in the form of an essay service - then here is what you should be on the look out for. Make sure that you have accessed a premier academic writing service that offers the finest essay service for coursework and other written assignments.You need to zero in on a credible site that ensures that their essay service guarantees 100% original and well-researched papers. Essay Service Checklist Before entrusting your essay to just any site online-you need to check on their credentials. Ask yourself: Does the essay service meet the required standards of academic writing by checking on their track record? Does the essay service consists of a dedicated team of capable academic writers? How many years of experience do they have to back up their essay service? What do past customers feel about the essay service you are planning to tap? Will the essay service tailor your essay to your exact specifications-including the reading sources, the length as well as the required format? Are they backed by experience in different kinds of essays at the Bachelor, Masters and PhD levels? Glance at the Company's Features Does the essay service consist of a competent team of dedicated professionals that can write your essay from scratch? Do they have a track record for academic excellence? How has their reach expanded over the years? Are their writers qualified with a Masters or PHD under their belt or do they use the services of college students trying to make some extra pocket money? Can the essay service offer you essays that are written in fluent English with zero errors and proper grammar? How are their formatting skills? Are they equally adept at papers in MLA, APA, Chicago and other required formats? Further Points to Crosscheck On Can they teach you the ropes of creative writing and how to develop an argument to write winning essays? Is there a proper linkage between cause with effect? In other words does the essay have a logical flow? Are they equally adept at essays in the arts as well as the sciences? Are they punctual? You could just land yourself in a soup if you do not ensure that you are tapping in to the services of credible essay services to make sure you do your homework before entrusting an essay service with your assignment: Read also: Writing Editing Paper Editing Tips Help Editing Essay Editing Essay Company

Homeless vote essays

Homeless vote essays Los Angeles social advocates, who were the first in the nation to submit homeless shelters as polling place, are working to increase the numbers of homeless and low-income voter who vote. They hope to register 5000 new voters and plan extensive voter education and mobilization drives before Nov. 2. In California, several ballot initiatives are particularly compelling to homeless and low-income individuals. According to the National Coalition for the Homeless, voter registration drives show that about 60% of homeless people identify themselves as Democrats, 20% as Republicans and 20% as independents. The overall number of homeless people appears to be growing. Census data from 2000 show that homeless and low-income individuals are the least likely to register to vote and the least likely to turn out at the polls, but they are surprisingly well informed about local, national and even international events. Los Angeles registration drives have been a model for other cities for concentrated homeless population. Homeless people have the right to vote, and hope to register hundreds of them for this year's elections, to make sure their voices are heard on social issues and to encourage them to participate actively in society. As an example of how homeless people could make a difference by voting, 2000 Florida presidential election results, in which W. Bush beat Al Gore by only 537 votes to win the presidency. By exercising their right to vote, it makes them feel like they are part of a community, whether they are living at the LAX or one of the downtown bridges. ...

4th Gospel Revision Notes

(18) (ii) Consider critically the extent to which subjectivism poses problems for these concepts. 12) (Total for Question 4(a) = 30 marks) OR (b) (i) Analyse the contribution made by emotivism to debates about ethical language. (18) (ii) To what extent do the problems of ethical language remain unsolved? (12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Examine the religious significance of either the teachings of Jesus concerning the Kingdom of God (Luke’s Gospel) or the teaching of the Prologue (Fourth Gospel). (18) (ii) To what extent are these teachings important for an understanding of the gospel? (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘The gospel was written to reveal the nature of Jesus as the Christ. ’ Examine this claim regarding the purpose of either Luke’s Gospel or the Fourth Gospel. (18) (ii) To what extent may other purposes for the gospel be equally important? (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) With reference to either Luke’s Gospel or the Fourth Gospel, examine the reasons why the religious and political authorities put Jesus to death. (18) (ii) To what extent was Pilate responsible for the death of Jesus? (12) (Total for Question 18(a) = 30 marks) OR b) (i) Examine the significance of the religious symbolism contained within the crucifixion narrative of either Luke’s Gospel or the Fourth Gospel. (18) (ii) To what extent does the resurrection narrative add to an understanding of the rest of the gospel? (12) (Total for Question 18(b) = 30 marks) Ethics EITHER 3 (a) (i) Analyse the important features of either Deontology or Virtue Ethic s. (18) (ii) Consider critically how effective the selected theory may be as a guideline for moral living. (12) (Total for Question 3(a) = 30 marks) OR (b) (i) Examine the key ideas of Natural Moral Law. 18) (ii) To what extent do critiques of the link between religion and morality undermine the value of Natural Moral Law? (12) (Total for Question 3(b) = 30 marks) EITHER 4 (a) (i) Examine key ideas associated with either justice or law and punishment. (18) (ii) Evaluate the view that objectivity and relativism pose problems for the concept selected in part (i). (12) (Total for Question 4(a) = 30 marks) OR (b) (i) Examine the problems which scholars have identified regarding the use and meaning of ethical language. (18) (ii) To what extent may these problems be solved? 12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Either examine the important features of Luke’s presentation of Jesus’ teaching on the Kingdom of God or examine the key ideas of t he Prologue (Fourth Gospel). (18) (ii) Evaluate the claim that this teaching/these ideas are crucial to the meaning of the gospel. (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘A careful reading of the gospel reveals the purpose the author had for writing it. ’ Examine this claim with reference to either Luke’s Gospel or the Fourth Gospel. 18) (ii) Evaluate the view that knowing the purpose of the gospel does not add to our understanding of its meaning. (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) ‘It was the religious officials who were responsible for Jesus’ death; the political authorities had nothing to do with it. ’ Examine this claim with reference to either Luke’s Gospel or the Fourth Gospel. (18) (ii) Evaluate the view that conflict was crucial to the ministry of Jesus. (12) (Total for Question 18(a) = 30 marks) OR (b) (i) Analyse three examples of religious symbolism in the crucifixion narrative of eith er Luke’s Gospel or the Fourth Gospel. 18) (ii) Evaluate the claim that the resurrection adds little to our understanding of the ministry of Jesus. (12) (Total for Question 18(b) = 30 marks) Ethics EITHER 3 (a) (i) Examine the important concepts of two critiques of the link between religion and morality (18) (ii) To what extent do these critiques succeed in weakening the link between religion and morality? (12) (Total for Question 3(a) = 30 marks) OR (b) (i) Analyse the key features of either Natural Moral Law or Virtue Ethics. (18) (ii) Evaluate the extent to which the selected theory can withstand criticism. (12) (Total for Question 3(b) = 30 marks) EITHER 4 (a) (i) Examine central ideas relating to justice and law and punishment. (18) (ii) To what extent does objectivity pose challenges for imposing punishment? (12) (Total for Question 4(a) = 30 marks) OR (b) (i) Analyse two problems raised by the use and meaning of ethical language. (18) (ii) Evaluate the view that these problems cannot be solved. (12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Examine the key religious concepts of either the teachings of Jesus concerning the Kingdom of God (Luke’s Gospel) or the teaching of the Prologue (Fourth Gospel). 18) (ii) Evaluate the claim that these teachings lay down the primary themes of the gospel. (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘The Gospel was written to make clear the identity of Jesus. ’ Examine this claim regarding the purpose of either Luke’s Gospel or the Fourth Gospel. (18) (ii) Evaluate the claim that there are also other important purposes for the gospel. (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) With reference to either Luke’s Gospel or the Fourth Gospel, examine the [pic][? ] |'(*,. /@AGJKY[^_pqrs†¹ Zâ€Å" ¤?  ¬iaiaiaiaiaiOAa ·a ·?  ·aâ„ ¢? A†¦? {†¦A{A{A{†¦g†¦? u†°OJ[? ]QJ[? ]U[pic]^J[? ]mHnHu[pic]h? †ºOJ[? ]QJ[? ]contribution of both the religious and political authorities to the death of Jesus. (18) (ii) Consider critically the claim that it was Pilate who was responsible for the death of Jesus, not the Jewish leaders. (12) (Total for Question 18(a) = 30 marks) OR (b) (i) ‘The religious symbolism of the crucifixion narrative is vital to understanding the whole gospel. ’ Examine the meaning of this claim. (18) (ii) To what extent does the resurrection narrative enhance that understanding? (12) (Total for Question 18(b) = 30 marks) 4th Gospel Revision Notes (18) (ii) Consider critically the extent to which subjectivism poses problems for these concepts. 12) (Total for Question 4(a) = 30 marks) OR (b) (i) Analyse the contribution made by emotivism to debates about ethical language. (18) (ii) To what extent do the problems of ethical language remain unsolved? (12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Examine the religious significance of either the teachings of Jesus concerning the Kingdom of God (Luke’s Gospel) or the teaching of the Prologue (Fourth Gospel). (18) (ii) To what extent are these teachings important for an understanding of the gospel? (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘The gospel was written to reveal the nature of Jesus as the Christ. ’ Examine this claim regarding the purpose of either Luke’s Gospel or the Fourth Gospel. (18) (ii) To what extent may other purposes for the gospel be equally important? (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) With reference to either Luke’s Gospel or the Fourth Gospel, examine the reasons why the religious and political authorities put Jesus to death. (18) (ii) To what extent was Pilate responsible for the death of Jesus? (12) (Total for Question 18(a) = 30 marks) OR b) (i) Examine the significance of the religious symbolism contained within the crucifixion narrative of either Luke’s Gospel or the Fourth Gospel. (18) (ii) To what extent does the resurrection narrative add to an understanding of the rest of the gospel? (12) (Total for Question 18(b) = 30 marks) Ethics EITHER 3 (a) (i) Analyse the important features of either Deontology or Virtue Ethic s. (18) (ii) Consider critically how effective the selected theory may be as a guideline for moral living. (12) (Total for Question 3(a) = 30 marks) OR (b) (i) Examine the key ideas of Natural Moral Law. 18) (ii) To what extent do critiques of the link between religion and morality undermine the value of Natural Moral Law? (12) (Total for Question 3(b) = 30 marks) EITHER 4 (a) (i) Examine key ideas associated with either justice or law and punishment. (18) (ii) Evaluate the view that objectivity and relativism pose problems for the concept selected in part (i). (12) (Total for Question 4(a) = 30 marks) OR (b) (i) Examine the problems which scholars have identified regarding the use and meaning of ethical language. (18) (ii) To what extent may these problems be solved? 12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Either examine the important features of Luke’s presentation of Jesus’ teaching on the Kingdom of God or examine the key ideas of t he Prologue (Fourth Gospel). (18) (ii) Evaluate the claim that this teaching/these ideas are crucial to the meaning of the gospel. (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘A careful reading of the gospel reveals the purpose the author had for writing it. ’ Examine this claim with reference to either Luke’s Gospel or the Fourth Gospel. 18) (ii) Evaluate the view that knowing the purpose of the gospel does not add to our understanding of its meaning. (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) ‘It was the religious officials who were responsible for Jesus’ death; the political authorities had nothing to do with it. ’ Examine this claim with reference to either Luke’s Gospel or the Fourth Gospel. (18) (ii) Evaluate the view that conflict was crucial to the ministry of Jesus. (12) (Total for Question 18(a) = 30 marks) OR (b) (i) Analyse three examples of religious symbolism in the crucifixion narrative of eith er Luke’s Gospel or the Fourth Gospel. 18) (ii) Evaluate the claim that the resurrection adds little to our understanding of the ministry of Jesus. (12) (Total for Question 18(b) = 30 marks) Ethics EITHER 3 (a) (i) Examine the important concepts of two critiques of the link between religion and morality (18) (ii) To what extent do these critiques succeed in weakening the link between religion and morality? (12) (Total for Question 3(a) = 30 marks) OR (b) (i) Analyse the key features of either Natural Moral Law or Virtue Ethics. (18) (ii) Evaluate the extent to which the selected theory can withstand criticism. (12) (Total for Question 3(b) = 30 marks) EITHER 4 (a) (i) Examine central ideas relating to justice and law and punishment. (18) (ii) To what extent does objectivity pose challenges for imposing punishment? (12) (Total for Question 4(a) = 30 marks) OR (b) (i) Analyse two problems raised by the use and meaning of ethical language. (18) (ii) Evaluate the view that these problems cannot be solved. (12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Examine the key religious concepts of either the teachings of Jesus concerning the Kingdom of God (Luke’s Gospel) or the teaching of the Prologue (Fourth Gospel). 18) (ii) Evaluate the claim that these teachings lay down the primary themes of the gospel. (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘The Gospel was written to make clear the identity of Jesus. ’ Examine this claim regarding the purpose of either Luke’s Gospel or the Fourth Gospel. (18) (ii) Evaluate the claim that there are also other important purposes for the gospel. (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) With reference to either Luke’s Gospel or the Fourth Gospel, examine the [pic][? ] |'(*,. /@AGJKY[^_pqrs†¹ Zâ€Å" ¤?  ¬iaiaiaiaiaiOAa ·a ·?  ·aâ„ ¢? A†¦? {†¦A{A{A{†¦g†¦? u†°OJ[? ]QJ[? ]U[pic]^J[? ]mHnHu[pic]h? †ºOJ[? ]QJ[? ]contribution of both the religious and political authorities to the death of Jesus. (18) (ii) Consider critically the claim that it was Pilate who was responsible for the death of Jesus, not the Jewish leaders. (12) (Total for Question 18(a) = 30 marks) OR (b) (i) ‘The religious symbolism of the crucifixion narrative is vital to understanding the whole gospel. ’ Examine the meaning of this claim. (18) (ii) To what extent does the resurrection narrative enhance that understanding? (12) (Total for Question 18(b) = 30 marks)

Food Policy Essay Example | Topics and Well Written Essays - 2500 words

Food Policy - Essay Example The 15 member states of EU are also a habitat of giant food and beverage multinational enterprises, which have enormous influence on the global food environment, considering that these firms are producing both agricultural and manufactured products. The main thrust of this paper is to investigate global food policies (e.g., causes, solutions, & objectives), as well as the macro-environment of the food sector. In addition, this paper will evaluate the current trends in the food sector and various marketing strategies and issues within the global food business. 2.0 Global Food Policy According to Pinstrup-Andersen and Cheng (2009:1), ‘Food policy is a plan of collective action intended to influence and determine decisions, actions, behavior, and perceptions to enable people to achieve certain objectives.’ At present, the world’s food system or new departure programme ultimate objective is the ‘integration of consumer protection and food safety - and a focus on issues of transparency, participation, and accountability’ (Houghton et al., 2007:15). ... coli, and many more. This event has weakened the consumer’s confidence on food businesses, as well as to the government’s capacity of directing food firms to produce and sell safe and quality food products. Thus, the new food policy gave emphasis on consumer protection and interest or made end-users the core of the reform food safety system (Bergeaud-Blackler, 2004:11). Causes. The EU consumer policy is created because of the declaration that a single market efficiency will be attained only if consumers will actively participate in market activities, as an evidence that their confidence is already reinstated. After the foodborne disease scandal, the government has decided to ‘put food safety at the top of political agenda’ (Halkier and Holm, 2006:127), and it established minimum standards for the entire food fabrication, processing, and marketing (Burnett and Oddy, 1994). The serious food incident is a big challenge to food businesses all over the world bec ause food demand, sales, and consumer confidence have declined to the extent that some companies go bankrupt. The consequences are even more complicated considering that food firms need to invest a large amount for a product checking to restore the public confidence toward ‘food supply, food science, food law and food controls’ (van der Meulen and Freriks, 2006:157). Solutions. Setting policies to form a functional food system needs careful analysis on things that are directly or indirectly involved such as the economy, food chain management, environment, and marketing issues. An integrated policy is difficult to obtain because policy makers need to examine the different macro-economic environmental issues (e.g., culture, history, economic affairs, export & import trading, etc.) of many countries

Hart-Fuller Debate Essay Example | Topics and Well Written Essays - 3000 words

Hart-Fuller Debate - Essay Example Introduction to Hart’s Concept of Law: Hart in his book addresses three critical issues. The questions which arise from these legal issues are (1) how does law differ from and how is it related to orders backed by threats? (2) How does legal obligation differ from, and how is it related to, moral obligation? (3) What are rules and to what extent is law an affair of rules?1 Laws, Commands and Orders: Hart argues in the first chapter of his book that laws are varieties of imperatives which differ in nature according to the tone of the individual. The acts of human beings to ask someone for help, to request someone for an act, or to order someone to do or to abstain from doing something, which might be backed by threat, or in other case where a man might be coerced to do something are all an indigenous part of the social nomenclature in which the society thrives and survives. Hart argues that law is a social construction backed by history. Law is an institution which always did n ot exist. It emerged for special reasons, and because of those reasons it has taken the form it takes. Law as the Union or Primary and Secondary Rules: Fundamental lawmaking power rests of the customary social rule, and it is through this rule that the sovereign authorises itself to make laws. Hart argued that law is nothing but a social construction of primary and secondary rules. In order to understand the effect of such rules, it is crucial to realise that Hart identified Rules of behaviour and rules of recognition as minimum standards for the existence of a legal system. We shall analyse the understanding of these rules later in the paper, but for now, it is important to draw a distinction to draw a parallel between these two rules and associate them with the primary and secondary rules. Primary rules may be defined as such ruled which guide behaviour of an individual by imposing duties on people, secondary rules provide for identification, change and enforcement of primary rule s. Both these rules are attached to the law of recognition and behaviour and the law works within this social pattern living in the society. Rules are present when there is a certain kind of social practice, regular behaviour together with the set of attitudes known as acceptance.2 Sovereign and Subject: Hart conceptualises that wherever there is a law, there is a sovereign, characterised negatively and positively by reference to the habit of obedience; a person or body of persons whose orders the great majority of the society habitually obey. This is the fundamental relationship between the subject and the sovereign.3 The most basic characteristic of democracy is the uninterrupted continuity of law making power by rules which bridge the transition from one lawgiver to another: these regulate the succession.4 Hart argues that in a sovereign State the laws are made through the acceptance of obedience of the majority of the people. The Constitution is the document which authorises the legislature to make laws for the people, but the legislature is not beyond the law since the power vested in him was granted by the Constitution itself. Therefore, it can be argued that the Constitution is the supreme law of the land and the law making bodies come under the purview of the Constitution. However, the lawmaker is not limited by the Constitution in order to enact laws, and he has the will to be obeyed by the

Strategic Business Leadership in Wendicon Technologies Limited Essay - 1

Strategic Business Leadership in Wendicon Technologies Limited - Essay Example It is evidently clear from the discussion that the engineers often complain of getting delayed in their operational pursuits for needing to fill up manual timesheets from the different consumers to which they render services. Owing to the need for filling in manual timesheets the engineers often get delayed in being able to serve other consumers in the region. Thus, they steadily arise the need for innovating the current manual process to make it electronic. This would help in enhancing the customer servicing activity of the company and in motivating the internal people to work in an innovated atmosphere. The management team of the company continually worked to render innovation in the existing operational process of management of manual timesheets. To render innovation in the business process the team worked to align the capability of the staff along with the available resources to help build innovative systems. The management team has focused on aligning the professional capability of the technical base of the organization to help construct an electronic commerce application which would reach a larger consumer base via the iPads. However to counter the process of innovation in a successful manner the company management has helped aside a large pool of funds to help in the enhancement of the infrastructural base. The innovation team of the concern would help in the construction of an electronic data sheet which would be transmitted to the consumer through the help of iPads. This innovation rendered to the process would help the consumers get timely notifications of the work performed by the engineers following which invoices would be dispatched to them. In the process of rendering the process innovation, the company is required to estimate the turnover of the same in terms of the investment rendered.

Research philosophies and approaches Essay Example | Topics and Well Written Essays - 3000 words

Research philosophies and approaches - Essay Example Aesthetics pertain to what man considers beautiful or appealing. As art, architecture is also a form of expression executed in a manner considered appealing or beautiful. In constructing a structure, however, man uses inputs as well as produces waste. The use of inputs and wastes both affect man’s existence and in sustaining his way of life. Thus, the professional architect has to be responsible not only for his final product but also with the way he or she is able to produce his own product. It follows that the relevant philosophies that a professional architect should study must cover the following: man’s philosophies for existence and living that are basic for architectural designs the philosophies related to aesthetics and art as the bases for architectural designs that can be considered as aesthetically beautiful or artistic the relevant philosophies or ethics that the professional architect can adopt, and the philosophies relevant for professional architectural pr actice. Hence, the foregoing are some of the general areas in philosophy research that are most relevant for a professional architect or someone who seeks to become a professional architect. In developing research methods for any research, some of the more relevant philosophical perspectives are logical positivism, verstehen, and hermeutics. II. Man’s Philosophy for Living Man’s philosophy for living is varied. For example, a man’s philosophy for living may be simply to enjoy life and get the best pleasures from life. The situation of his or her fellow human being does not disturb him because the world is a jungle where the fittest rule and survives. He or she does not care for his or her fellow human being because he or she does not feel any sense of responsibility for another person. The need for architectural designs from this type of a person is simple: what appeals to him or her without regard to the possible effects of a design may have on resource use and wastes. On other hand, another philosophy of living can be altruistic or oriented to be of service to others. This can be reflected in how basic architectural decisions are made. For instance, an altruistic design may call for ensuring that architectural designs are useable by the disabled like the limping or lame, the blind, the aged, or those who are weak. The architectural designs of buildings, streets, and houses may be such that spaces are created for the disabled or for an aging and younger population. Another philosophy of living, however, may call for the use of more obviously expensive materials associated with wealth and power. This type of architectural clients may require, for example, floors or walls that are lined with gold or precious stones. They may require a Jacuzzi right in their rooms or a pool in many parts of their house with a specification that they are installed in an obvious way and that neighbors are made aware that they have these. The need for architect ural designs is not only for the sake of living and comfort but, more importantly, for conspicuous consumption. Conspicuous consumption may or may not be psychological but probably it is not only philosophical. As a philosophy for living, conspicuous consumption may result from a need to have a better standing in society. The standing can lead to better social influence, power, and esteem by the other members of society. Finally, another philosop

Review Essay Example | Topics and Well Written Essays - 500 words - 16

Review - Essay Example For example, while Mrs. Saunders is a very independent woman and a threat, Victoria is a child, who has no class and little effects  on the society. In the second act, although the class difference between the four women characters can be determined, it is not as widely as in the initial action. All women lie in the middle and lower-upper class in the economy classes, with minuscule differences in the hierarchy. As noted, Churchill attempts to analyze the position of women in the society and their empowerment (Churchill, 2013). In the year 1992, Los Angeles experienced the most destructive riots, which were characterized by excessive violence. This play was written to analyze the tension and problems that were the underlying factors behind the unrest. Some of these factors include racial tension, brutality by the police, and weak leadership in the urban centers. The play takes an empirical view of the events that led to the violence, including ethnic tensions, as well as tensions between people of different class. This play uses a historical analysis approach to ignite a combination of enlightening and meaningful basis that brings up painful and emotions. For example, the play refers to instances where people from different races blamed those of different races for their losses after the Rodney verdict. One congresswoman is shown to have fought very hard for people, arguing that she is seeking to make the Whitehouse understand the plight of the people who have been ignored through the riots (Twilight: Los Angeles. 1992, 2014). Carmen is portrayed as the most provocative of all the girls in a place located near a cigarette factory, such that a man would barely pass without having a glance at her. Carmen sings Habanera, which fascinates all young men present save for Don Joe. Before leaving, and Carmen provokes him by throwing flowers at him. Back in the factory, Carmen is blamed for a quarrel that the girls get into, and

Discuss the contrasting literary styles used in James Baldwin's Essay

Discuss the contrasting literary styles used in James Baldwin's Sonny's Blues and Tim O'Brien's The Things They - Essay Example Literary Analysis Paper The stories of James Baldwin and Tim O’Brien have a common element amongst them, mentioned explicitly; the attribute of undergoing struggle. In O’Brien’s book, struggle and hardships can be seen through the eyes of American soldiers fighting in the Vietnam War, whereas in Baldwin’s tale, Sonny is seen fighting life and addictions in order to patch his relationships with other people around him as well as himself. ‘The Things They Carried’ is about experiences that the soldiers, led by Tim O’Brien went through, which included tangible as well as intangible important elements. These included emotions and feelings like fear, dread and guilt, as well as the kind of machines and guns which formed an inherent part of their routine lives in the War. ‘Sonny’s Blues’ is about a young heroin addict, set in a post World War era, depicting a great amount of political and economical tension raging in Ameri ca at the time, with respect to culture and the old arts. The book is a story full of symbolism; in this particular tale, O’Brien has marked a very vivid description of all the objects that the various soldiers carry with them.

Review Essay Example | Topics and Well Written Essays - 500 words - 16

Review - Essay Example For example, while Mrs. Saunders is a very independent woman and a threat, Victoria is a child, who has no class and little effects  on the society. In the second act, although the class difference between the four women characters can be determined, it is not as widely as in the initial action. All women lie in the middle and lower-upper class in the economy classes, with minuscule differences in the hierarchy. As noted, Churchill attempts to analyze the position of women in the society and their empowerment (Churchill, 2013). In the year 1992, Los Angeles experienced the most destructive riots, which were characterized by excessive violence. This play was written to analyze the tension and problems that were the underlying factors behind the unrest. Some of these factors include racial tension, brutality by the police, and weak leadership in the urban centers. The play takes an empirical view of the events that led to the violence, including ethnic tensions, as well as tensions between people of different class. This play uses a historical analysis approach to ignite a combination of enlightening and meaningful basis that brings up painful and emotions. For example, the play refers to instances where people from different races blamed those of different races for their losses after the Rodney verdict. One congresswoman is shown to have fought very hard for people, arguing that she is seeking to make the Whitehouse understand the plight of the people who have been ignored through the riots (Twilight: Los Angeles. 1992, 2014). Carmen is portrayed as the most provocative of all the girls in a place located near a cigarette factory, such that a man would barely pass without having a glance at her. Carmen sings Habanera, which fascinates all young men present save for Don Joe. Before leaving, and Carmen provokes him by throwing flowers at him. Back in the factory, Carmen is blamed for a quarrel that the girls get into, and

Alcoholic Beverage and Scott Russell Sanders Essay Example for Free

Alcoholic Beverage and Scott Russell Sanders Essay Analysis of â€Å"Under the Influence† by Scott Russell Sanders Scott Russell Sanders’ narrative essay â€Å"Under the Influence† is a piece about his experiences with his alcoholic father. To describe these experiences, Sanders uses animalistic diction, asyndeton, and explains how his father’s disease creates insecurities in himself. Sanders’ purpose is to describe life with an alcoholic in order to demonstrate the effects and devastation in correlation with the â€Å"disease†. Using negative connotation, Sanders creates animal-like characteristics when writing about this father’s illness. Sanders reminisces about this childhood when he would â€Å"tiptoe past [his father], as past a snoring dragon†(59); he is portraying his father as a creature known for being a giant, angry, fire breathing monster. While intoxicated, people are often referred to as having â€Å"dragon’s breath†, which is why Sanders chooses a dragon over any other monster or creature. When Sanders’ father argues with his mother, â€Å"he snarls back, she yells, he growls† (59); this gives the father traits of an animal showing that his disease is dehumanizing and turning him into a monster when he drinks. In addition, Sanders’ gives his father animalistic qualities in contrast to his mother. His mother would regularly address the fathers’ alcohol problem which would lead to an argument in which the father would â€Å"grunt† and â€Å"snarl† while the mother â€Å"yells†. This implies the father is an animal while the mother still has human qualities. The disease of alcoholism not only destroys the father, but also places several insecurities inside Sanders himself. Sanders feels that maybe if he â€Å"[earned] A’s in school, [won] baseball games, [or fixed] the broken washer† (59), it would take away the â€Å"ache that gnaws† at this father. Seeing his father drink as a child, Sanders feels tha t it is his fault that his father drinks as much as he does, because he is not the great son every father dreams of having. Sanders also recognizes that he is more likely to become an alcoholic and shies away from â€Å"nightclubs, from bars, from parties where the solvent is alcohol† (68). He is reluctant to drink alcohol because he is insecure about his ability to resist acquiring the â€Å"illness† (â€Å"†¦a glass of wine, a can of beer, nothing stronger, nothing more. I listen for the turning of a key in my brain.†); since statistics show that since his father is an alcoholic, the disease is contagious. Using asyndeton, Sanders shows how certain memories are stronger than others. When using the asyndeton, (â€Å"our father prowls the house, thumping into furniture, rummaging in the kitchen, slamming doors†¦Ã¢â‚¬ )(59), it gives the effect that these memories are often repeated over a long period of time and he remembers vividly, this technique gives a tone that Sanders is annoyed and somewhat depressed with the effects of his father’s drinking. If these memories were frequently happening, Sanders probably became annoyed of seeing his father under the influence and going through the same routine everyday, and becoming depressed knowing that there is something wrong with his father and that he is hurting from his illness. These strategies give us a deeper understanding of the life of an alcoholic and how it not only destroys the one with the disease, but the people around them. If you were Sanders, how well should your shining armor stand against the dragon of alcoholism?

Valentine By Carol Anne Duffy English Literature Essay

Valentine By Carol Anne Duffy English Literature Essay Romeo and Juliet is a well-known tragedy by the playwright William Shakespeare that was written in the late 16th century. It is a story of how the children of two rival families meet and instantaneously fall in love. Carol Anne Duffys modern day poem Valentine much like Romeo and Juliet is very firmly themed around the strong feeling of love but is a more controversial love poem in which Carol Anne Duffy compares love to strange objects such as an onion. In my essay I will compare ways in which this theme is presented to the reader and discuss both writers ideas and attitudes to love. Romeo and Juliet is possibly the most famous classic love story there is. But there are many types of love that the play refers to. True love is the most obvious and this love is communicated between the two main characters in the play; Romeo and Juliet. The first sign of true love is through love at first sight where Romeo says of how Juliet doth teach the torches to burn bright! Imagery is used here by Shakespeare to evoke a mental image of natural light shining from Juliet. This light imagery emphasises Juliets beauty and how to Romeo, she is the only one he sees in the room. To a reader, this immediately puts both Romeo and Juliet in isolation signifying such intense, physical feelings and attraction on Romeos behalf. In modern society, some may view this as sexual love or lust but love at first sight was accepted by Elizabethan society. Juliet also uses light imagery to express how she sees her relationship with Romeo in the famous balcony scene (Act 2 Scene 2). She describes it as being too like the lightning suggesting that it is moving too quickly. However, Juliet may have used this to describe Romeo as her light in a dark sky and a ray in a dark world. This representation used by Shakespeare could imply what his ideas were of the Elizabethan world that he lived in. In Act 1 Scene 5, we also see Shakespeares use of religious imagery to experience a deeper connection as Juliet is shown to also be overwhelmed by Romeo as she accepts his offer of a kiss by [letting] lips do what hands do; pray. By this, Shakespeare is writing as Romeo to ask for their lips to meet, like hands may do in a prayer and for Romeo to fulfil the physical feelings felt by him earlier in the Act upon first seeing Juliet. The use of these religious overtones here indicates that the love shared by Romeo and Juliet can only be described by such spiritual and religious terms. Though it seems that it is only Romeo who uses religious overtones by calling Juliet his dear saint and describing how he is willing to worship her, we also see this imagery used by Juliet in Act 2 where she describes Romeo as being the god of her idolatry almost opposing religion by defining Romeo as her God to worship. Both Romeo and Juliet express true love through one of its strongest ways; death. For both characters, it is either to live with the other or if that is not possible (which it isnt because of the feud) then to simply die. This idea of fate and tragedy is presented to the audience in the plays prologue where these two characters are described as a pair of star-crossed lovers [who] take their life. This quote at the beginning of the play will have given the impression of no hope and unchangeable tragedy to an Elizabethan theatre audience as they delve deeper into the story. This technique of using death to symbolize love is shown by Shakespeare when Romeos addiction of true love draws him to go into the Capulet garden and find Juliet on her balcony. It is here where Romeo tells Juliet that he would rather face death than have to live and deal with Juliets rejection, My life were better ended by their hate than death prorogued, wanting of thy love. Romeo use of this quote is to almost show commitment and willingness to sacrifice anything for Juliet and to open up his true feelings; even though a modern audience may see these sudden feelings as overly exaggerated due to love being seen as something that grows over time by many people now and not something that can occur within a few hours. This illustrates the differences in social, cultural and historical views on love from the Elizabethan period in which Shakespeare lived and the present world. Shakespeares use of language and structure in Romeo and Juliet contributes and further enhances the feelings involved in the play to an audience. An example of this is Shakespeares use of sonnets. This poetic form commonly featured 14 lines and was written in iambic pentameter to give structure and flow. Sonnets were also poems of the time that symbolised love. This sonnet form in is shown after the wedding night where Romeo has to leave but he in so in love that he tells Juliet he will risk getting caught and stay, I have more care to stay than will to go Come, death, and welcome! Juliet wills it so. Again this quote expresses how Romeo puts Juliet and her happiness before death. This language and structure is used by Shakespeare along with its relation to love and death give the quote a true portrayal of the emotions involved between Romeo and Juliet. What true love also does to both these character is change them. In Juliets case, it gives her strength to disobey obey her parents. This was unheard of in the Elizabethan era as woman had very limited rights despite the fact that the monarch at the time was indeed was a female monarch (Queen Elizabeth I). In Juliets time, daughters were expected to obey whatever their parents command was, whereas today, teenagers have more control over their own lives and opinions. Juliets love for Romeo gives her the strength to deny the marriage proposal to Paris and face any consequences that came with that. Juliet says of how, He shall not make me there a joyful bride, and she will not marry yet but when she does, It shall be Romeo, In contrast, Act 1 Scene 3 shows how obedient Juliet was before meeting Romeo. She shows this when the subject of arranged marriage with Paris is brought up early in the play. Juliet speaks of how she will not endart [her] eye any further than her parents consent gives strength to make it fly. Here Juliet does more than just agree with her parents, but she further elaborates by explaining how she will not like him any more than her parents would like her to. This again demonstrates how deeply in love both Romeo and Juliet were with one another as Juliet challenges her parents word. Another way love presented in the play that also helps express how true Romeo and Juliets love was and illustrates how Romeo changes when meeting Juliet is Courtly love or Petrarchan love. Courtly love was love from afar. It is little known of today but it is clearly shown to us by Shakespeare in the play that this love was a common idea in his time. This form of love is demonstrated through Romeo and his infatuation and obsession with Rosaline early in the play. As the audience, we never meet Rosaline and only discover the depth of Romeos so called love for her. In Act 1 Scene 1, Romeo expresses how he sees Rosaline as being, rich in beauty when Romeo first appears in the play. Before seeing Juliet, Romeo was obsessed with Rosaline as was often found with tears augmenting the fresh mornings dew and [locking] fair daylight out. This quote displays Romeos depression as his love for Rosaline was never returned. Courtly love in this play helps the audience understand the intensity of Romeos feelings upon seeing Juliet. It is like he totally forgets about Rosaline when he says, Did my heart love till now? For I neer saw true beauty till this night. This implies that Romeos short, courtly obsession with Rosaline was nothing in comparison to the emotions he now feels looking at Juliet. This will have left any Elizabethan audience puzzled and thinking of how Romeo is just loves fool. What we do learn about Romeo now is that he was not in love with Rosaline but instead was in love with the idea of being love but experiences love at first sight when he sees Juliet. From this we learn that Romeo and Juliet change after meeting one another. Meeting Romeo gives Juliet strength to go against her parents word and meeting Juliet makes Romeo forget about Rosaline. Shakespeares use of courtly love is to elevate and display the depth of love shown between Romeo and Juliet. The use of these many features by Shakespeare give a modern day reader an image of a perfect, heavenly match/relationship, one that many people long for today where one is willing to give their lives for one another but one that will have been more believable to an Elizabethan audience because of their ideas of love and how someone can fall in love. Such impressions illustrate the changing views of love throughout history in different cultures. However this also helps demonstrate the power that love has had over time because of how humanity can form an emotional connection with it so easily whether it is fiction or not which explains why Romeo and Juliet has been so popular, even 400 years after it was written. Love is something that everyone can relate to whether they have experienced it or not and this is why Romeo and Juliet has been so influential and significant to many readers across the world in either a historic and modern world. Valentine is a poem written in 2010 by Carol Anne Duffy, the current poet laureate. The poem expresses Duffys unusual point of view on love. This is clear from the title and the first line in the poem. The title Valentine is almost misleading as a reader goes on to read the first line where Duffy explains how it is not a red rose or a satin heart. Duffy uses this sentence along with its aloneness below the title to set the tone of the poem of defying tradition. Duffys poem is formed around the extended metaphor of an onion. To many people, Duffys comparison may be seen as very controversial initially as she replaces giving a red rose with giving something bizarre like an onion. However, Duffy uses her cleverness to explain how she used the extended metaphor of giving an onion as something that is more special due to the deep meaning it holds to her and its similarities to love. An example of this is how Duffy describes how an onion can blind you with tears Like a lover. Using this language feature of a simile allows for a connection to be built between an onion and love by explaining how an onion that makes you cry is like the pain caused by love can make you cry. Tears are often something that is provoked by either happiness or sadness. This illustrates the ups and downs of a relationship that a lover is involved in. The word blind can also refer to how love can blind someone in love, making them unable to see anything wrong in their lover . Tears are used here as a physical barrier to not being able to see and also to refer to the ups and down faced by in a relationship. Carol Anne Duffy also goes on to other links between her onion and its message of love to the reader. Duffy suggests how the layers of an onion can represent a wedding ring, Its platinum loops shrink to a wedding ring. The word shrink from platinum loops to a wedding ring could possibly convey Duffys view on marriage. Maybe Duffy is implying that an onion and its loops are more valuable than a wedding ring as it has to shrink and reduce down in size, like marriage may shrink passion and love in relationship. Many may view this as Duffy insulting marriage which may suggest why she is unmarried. But, this distinctive thinking is what matches with the tone of the entire poem; that of slightly defying tradition and going against what people have never questioned. In this case it is marriage, but as discussed above it was traditional valentine gifts. Duffy explains her view and these similarities and previous controversy for many readers changes to an understandable connection and reasoning for Duffys view of why she would use the extended metaphor of an onion. This view may suggest and give a reader an impression of Duffys personality, of how she may look at objects very differently with critical thought. The language used in Valentine helps make the poem more personal to a reader as Duffy uses the words I and you rather than talking in 3rd person. This gives the impression that these feelings have indeed been experienced by Duffy. When looking at the structure of Valentine, a reader can say that the structure and form of the poem is very irregular with single lined verses, lines of different lengths and single words followed by full stops. Where Shakespeare uses the traditional love poem structure of a sonnet, Duffy chooses not to. Again, this expresses how Duffy is being different and opposing what is seen as normal for the style of a love poem. It shows a difference between Shakespeares writing and attitudes to Duffys more controversial poem by the use of the word Not to achieve effect. This is because Shakespeare merely presents love in Romeo and Juliet but Duffy both presents and expresses her view on love in Valentine. Despite the differences in both writers attitudes and ideas to love, the play and poem also have many similarities. A similarity in content is through the use of light imagery. It is used in Shakespeares Romeo and Juliet to signify beauty and also views on society by Shakespeare but it is also used in Duffys Valentine. In the poem, this light imagery is represented through how an onion promises light. This light can be seen as Duffy expressing the good things that make up a relationship as light is related to good just like darkness is often related to all things bad. In this case, the light is like the careful undressing of love. Duffy is literally undressing and taking a different viewpoint to express her thoughts on love through explaining all things she believes are good and bad about a relationship. We know this as she goes from talking about this light to telling readers of how love can make you blind. However the major similarity between both Romeo and Juliet and Valentine is how they both involve defying common social views and structure in different contexts. Shakespeare expresses this through the characters Romeo and Juliet where they defy their family structures, the Montagues and the Capulets, in order to be with one another. Juliet also goes against her parents word and both Romeo and Juliet speak of how they would idolise and worship each other which oppose religion and Christian tradition as idol worship. Duffy challenges normal thought throughout her poem to achieve effect and communicate her views to a reader. Even the structure of Valentine is very different to any love poem which is usually written as a sonnet like it is written by Shakespeare. I believe both Shakespeares and Duffys techniques of exploring love in different times and contexts are very effective on a reader or an audience. Duffys ideas and presentation of this theme of love can be seen as appealing due to its more unique approach. But, because Duffys views are different to that of modern society it can also be seen as less influential than Romeo and Juliets presentation of this perfect couple to audiences and readers throughout history. Love in Romeo and Juliet is easier to relate to for anyone because most people in life long for their romeo or their juliet and it is only a presentation of love, not a totally different view of love. It is because of this Romeo and Juliet has been so popular in many forms of entertainment including theatre and now even movies.