Conservation Easements Research Paper Example | Topics and Well Written Essays - 1250 words

Conservation Easements - Research Paper Example A conservation easement is a restriction land owners voluntarily put on themselves on specified uses of property to preserve natural, cultural or productive features (Parker). The conservation easement is made official by a legal agreement between the land owner and the ‘holder’ of the easement. A conservation easement usually takes place between individuals, governments or not for profit organizations. It must be noted that the conservation easement does not deprive the owner of legal ownership and grants him the right to determine the type of land uses to continue and those to restrict. The holder of the right is granted the authority to assess the condition of the property to ensure that it is in accordance with terms of the agreement (Merenlender, Huntsinger and Guthey). Conservation easement based acquisition is largely a voluntary method that hinges on private ownership and management of land aimed to meet conservation costs, thus avoiding high financial cost and p olitical difficulties associated with public acquisition and management. (Merenlender, Huntsinger and Guthey). These agreements are usually perpetual and the financial incentives associated with such agreements depend on the compliance with terms of agreements. Land Trusts: - Land trusts are local, regional or national nonprofit organizations that work to preserve the land for its natural, agricultural, historical, scientific or leisure value. These trusts work with land owners to verify the easement agreement and finalize the financial benefits due to the owner. Once agreed, they monitor and assess the property and ensure that the terms of the agreement are abided by. Legal action can be initiated by the trust if violations are observed on the part of the owner. It is essential for the land owner to select an organization that has the financial capacity to handle long term responsibilities. Goal and Importance of Conservation Easements: - Conservation easement is a unique tool that enables land owners to conserve their property for natural, productive or cultural features along with tax benefits in case of voluntary payments. In a vastly changing economy and economic uncertainty, land owners are allowed to preserve their real estate to pass it to their children without bearing the burden of taxes and other costs (Parker). Conservation easements are usually donated to nonprofit organizations who work for the better of the society hence individuals can not only preserve their belongings but also serve their society well. It is important to note that conservation easements allow the owner to control access to his property. This is essential considering that the agreements are often misinterpreted as submission of power. The owner can bring in anyone he wants to the specific property under agreement. The primary purpose of such agreements is to preserve specific land from certain forms of use or development in order to preserve it for a greater purpose. It is imp ortant that such agreements thrive in order to ensure the sustainability of the environment. Conservation easements have met significant approval from the public due to the previously prevalent federal regulations. However, these agreements are customized and it is difficult to gauge the success of these agreements. All agreements are designed specifically and serve as a pact between landowners and land trusts rather than the environment; therefore, there is always room for manipulation or noncompliance with the essence of environmental protection and conservation. History and Use of Conservation Easements: - From the early 19th century, the United States laws of land preservation have been dictated by the federal government; the central approach has been land

The European Court of Human Rights Essay Example | Topics and Well Written Essays - 750 words

The European Court of Human Rights - Essay Example This is with the respect that human rights and freedoms should be upheld and respected at all costs. In some instances, the European Court of Human Rights has come under sharp scrutiny and focus. This is a direct result of its overall mandate, jurisdictional application and accrued results (Mignon, 2012). This paper will dissect an article on the European Court of Human Rights. It will provide an in depth analysis and summation of the article with the aim of synthesizing the author’s thoughts. It should be realized that the need and respect for international justice and reprieve was one of the leading building blocks of the European Court of Human Rights. As a direct result, the pressure that the court faces over the years has created scenarios where the United Kingdom has opted to drop out of the convention. The court is experiencing fierce battles with many terming it a gross violator of human rights. This is a direct result of the many rulings and judgments made that favor terrorists and prisoners at the expense of ordinary people (Smith & Van-Der-Anker, 2005). In other instances, the court has been observed to blatantly ignore common sense in many of its rulings. During the formation of the court, Sir Winston Churchill envisioned a judicial process that could never interrupted. This was an emergent need as many governments had submerged many of their judicial ideals in totalitarianism and dictatorship. Churchill’s ideology was highly strengthened as the world watched the disaster that claimed lives during the Nazi regime. The court gained powers and support to ensure that it could adequately deal with such international injustices (Mignon, 2012). It is not possible to ignore the amount of work that has been concluded by the court. The court has set historical rulings at both individual and national level. This has guaranteed many people in Europe, rights and privileges that they could not previously attain. Despite this, there is a frenzy of r eactions that have decried the decisions arrived at by the court. In an analytical way, the author states that there are instances where the court has shrugged off external opinions regarding judicial interpretation (Smith & Van-Der-Anker, 2005). This is especially in cases where the court is seen to have handed down an unpopular judgment. In other areas, it has been observed that the court has failed to offer compensation to plaintiffs that rightfully deserved compensation. This is one of the reasons why the change of laws to counter the court’s rigidity has been presented by external pressures. The back log of cases that the court is experiencing is a direct result of the lengthy periods that take to interpret laws (Mignon, 2012). This results in inefficiency as speedy judgments are made without due consideration for all the required legal proceedings. In other areas, the court struggles to apply existing laws to new states. This is because the laws may not be directly appl icable in the new states. In conclusion, the author accepts that the creation of the European Court of Human Rights was a formidable idea. Over the years, the court has deliberated on a lot of issues. This is a direct result of law application and understanding (Keller & Sweet, 2008) . However, despite this positive strides, there a few areas that have been left behind. As a result, laws have been misinterpreted, a myriad of cases pending, threats of

A Book Report On Go Ask Alice English Literature Essay

A Book Report On Go Ask Alice English Literature Essay Alice is the main character. She is the writer of the diary. Alice is fifteen years old and dies when she just turned 17. Her name is not known, her name is not mentioned in the book, so the gave her the name Alice. She is very shy, and not self-confident. Especially in the beginning of the story, she is not very happy with her weight and it takes a long time to find new friends when they move to another city. After she meets a lot of people and did a lot of things, she learned very much. She is really growing up during the story. She gets a lot of life-experience which gives her more self-confidence. Drugs make her feel like shes got a place in the world. In the end everything is going well, she finally got what she wants and she finally turned her back to drugs. But than she dies at the age of seventeen. Quotes and examples: I dont know why I have to be so insecure and frightened. I havent even known Fawn very long and yet Im almost jealous of all her other friends. I think theyre prettier and smarter and that no one really wants me around which is pretty stupid since they keep inviting me over there all the time. I guess Im just a jerk. I just hope none of them has heard all the rotten stories that went around about me. b) Chris is a very good friend of Alice. Together, the move to San Francisco, and start a new life. Chris is a nice girl, but she also uses a lot of drugs. Joel is a student at the university where Alices father works. She met him at the library, and after their meeting, they are very close friens. Joel is a very nice guy, he works hard, but also wants to be with Alice. He is very faithful to Alice. Even when she uses a lot of drugs. c) Tim and Alexandria (Alices brother and sister) Alices parents Alices grand-parents -Richie Ted Roger A couple of people at Alices school -Gerta -Beth 5. Message While reading the book you can learn more about drugs and drug addiction. You also can learn that you never should use drugs. I think the writer, Alice, has written this story because she was writing a diary about her drug addiction. I think the editors have made a book of Alices diary, to show everyone the dangerous of drugs. The hidden message is conveyed to the reader, because Alice, a drug addict herself tells about her experiences with drugs. The most experiences are tragic. And it shows that you never should use drugs. Quotes: The garbage that goes with drugs makes the price too goddamned high for anyone to pay. After youve had it, there isnt even life without drugs. Its a prodding , colourless, dissonant bare existence. When I go into counselling Im really going to try to make kids see that getting into drugs simply isnt worth the bull shit! B: YOUR OPINION: 1. Which character(s) did you like? Joel and Chris Joel: A student of the school where Alice s father works. Alice can trust him, she can tell him everything and he is very faithful. Chris: Chris, is a very good friend of Alice. Shes a nice girl. She wants to support Alice. The girls van trust each other and move together to San Francisco. Quotes and examples: Joel: I met a boy in the library today. His name is Joel Reems and he; s a freshman. We studied together, then he walked me over to daddys office. Daddy was so busy, so we sat on the front steps of his building and waited for him. I decided to not pretend to Joel, but just to tell the truth about myself and let him take it or leave it (well almost all the truth). I told him I was only sixteen and just had library privileges because of my dad. He s really a very sweet guy, because he just laughed and said that it was all right because he hadnt planned to ask me to marry him this semester anyway. When dad came out, he sat on the steps for a while and the three of us talked like we had known each other always. It was great! Before Joel left he asked me when Id be studying again and I said that I spent my entire waking hours studying, which seemed to please him. Chris: Chris feels a little guilty but Im delighted that we turned on again, we belong to the world! The world belongs to us! 2. Which character did you dislike? Richie and a couple of people of Alice s school. Richie used Alice, and make her use more drugs. He was not good for Alice. I also disliked a couple of people of Alices school. The people threw drugs in her bag and in her food. These are the children who bullied her. Examples and quotes: Richie: Richie and I never go anywhere. Its almost a ritual for him to pick me up, spend a few minutes with my parents and then rush over to the apartment he shares with Ted. I really wish we could be together stoned every night, but he only let me come over when he restocks my acid supply and gives me enough grass and barbs to last me until I see him again. People of Alices school: I was walking home from the store and a carload of kids pulled up beside me and began shouting things like: well, if it isnt easy lay, Mary Pure. No, its Miss Fink Mouth. Miss super Fink Mouth. Miss Double Triple Fink Mouth. I wonder what would happen if we stashed some shit in her old mans car? Wouldnt that be great having her father, the professor, picked up? Then they called me every rotten name in the book and roared of laughing hysterically, leaving me some emotionally crushed and battered and beaten. I think theyre just threatening me, trying to drive me crazy. But who knows? 3. What did you feel when you read the story? It was very beautiful, but also exciting to read Alices first drug-experience. Beautiful: She describes it, as something wonderful, a beautiful experience. But I felt also excited, because I knew that, this first experience was the reason for her whole drug addiction. Examples and quotes: My whole body was tense at every muscle and a feeling of weird apprehension swept over me, strangled me, suffocated me. When I opened my eyes, I realized that it was just Bill who had put his arm around my shoulder. Lucky you, he was saying in a slow-motioned record on the wrong speed voice, but dont worry, Ill baby-sit you. This will be a good trip. Come on, relax, enjoy it. He caressed my face and neck tenderly, and said, Honestly, I wont let anything bad happen to you. Suddenly he seemed to be repeating himself over and over like a slow-motioned echo chamber. I started laughing, wildly hysterically. It struck me as the funniest, most absurd thing I had ever heard. Then I noticed the strange shifting patterns on the ceiling. Bill pulled me down and my head rested in his lap as I watched the pattern change to swirling colours, great fields of reds, blues and yellows. I tried to share the beauty with the others, but my words came out soggy, wet and dripping or tasting of colour. I pulled myself up and began walking, feeling a slight chill which crept inside as well as outside my body. I wanted to tell Bill, but all I could do was laugh. Soon whole trains of thought started to appear between each word. I had found the perfect and true and original language, used by Adam and Eve, but when I tried to explain, the words I used had little to do with my thinking. I was losing it, it was slipping out of my grasp, this wonderful and priceless and true thing which must be saved for posterity. I felt terrible and finally I couldnt talk at all and slumped back onto the floor, closed my eyes and the music began to absorb me physically. I could smell it and touch it and feel it as well hear it. Never had anything ever been so beautiful. It was a part of every single instrument, literally a part. Each note had a character, shape and colour all its very rest of the score so that I could consider its relationship to the whole composition, before the net note sounded. My mind possessed the wisdom of the ages and there were no words adequate to describe them 4. What is your favourite part? My favourite part of the book, is the part where Alice met Joel and she felt in love with him. This is almost the only happy thing in Alices life. Joel supports her. And never let her down. 5. What do you think about the theme? Yes, I know a bit more about drugs addiction now. I new a lot about drug addiction before reading the book. But now I saw this theme through the eyes of a drug addict. And while reading this book, I know that I never will use drugs. The writer made the message clear by telling that you can easily become an addict and that it may become your death. And that its not always a nice experience when you use drugs. I think this message is very important. Especially because more people are using drugs. Drugs arent good for your health and you can get addicted. So less people should use drugs. 6. Questions to the writer. -What do you think of the people who edit you diary? Dont you think your privacy is violated, now the whole world can read through your feelings and memories? -That final overdose, was it accidentally, or intentional? -What would you do when you were still alive? -I would like to know this answer because Alice didnt edit her diary herself. She never knew that her diary has become a book. -I would like to know this answer because, when you read the part of the final overdose, you dont know if it was accidentally or intentional. -I would like to know this answer because, Alice is now dead. But I wonder when she was still alive, would she go further with her drug addiction or would she go searching for help and start a new life. C: THE SUMMARY Summary: Page 1-19 At the 16th of September Alice starts writing her diary. Her boyfriend Roger has broken up with her. She felt like her whole world collapsed. But then everything seems to be better, she and her parents would move to another city. She decided to start a new happy life. She wanted to change. And she wanted to lose pounds and started a died. Alice is a bit afraid to move and isnt sure if this is the right decision. At the 4th of January they moved. She thinks the house is beautiful. She didnt like her first school day. No one had spoken to her. But a few days later she found a miserably, nobody friend named Gerta. Then she met a Jewish girl, Beth. Who she thinks is really nice and she can trust her. Page 20-39 In the summer Beth has to go on a Jewish summer camp. Alice goes in the summer to her grandparents. Jill asked Alice to go to an Autograph party. The people at Jills party had done something in her drink. This became her first drug experience. Alice went on a date with Bill. He introduces her torpedos and speed. She had used it. Her grandpa has had a little heart attack. Jill invited Alice to a party. But she uses her grandparents as excuse. Bill called her to go on a date. Her grandmother insists her to go out. But she only want to baby sit when he wants a trip. But when she was at Bills house she decided to go on a last trip. She isnt no longer a virgin anymore. Shes afraid that shes pregnant. She wanted to go home. But her mom and dad thought that she should wait until next week to come home. Roger came by with his parents to visit Alice and her grandparents. Roger kissed her. Alice finally goes to her home. Roger wrote her a letter asking her if she was all right. But she hadnt got the energy to answer him. She got to see the doctor. He gave her sleeping pills. Her period started. So she wasnt pregnant. Now she can throw away her sleeping pills. Beth came back from camp. But shes hardly the same person. Roger is definitely going to the military school. Page 40-59 He went with Chris to the town to drink some coffee. Chris gave Alice a red candy type thing. And told her to use it so she would feel better. Chris is going to try that Alice gets a job with her. Alice got the job. She had to take Dexies to stay high at school and at work and on dates and to do her homework. Chris and Alice are ready to cut out. Chris has a friend in San Francisco who could help them get a job. She smoked pot for the first time. And she thought that is was even greater than she expected. Richie gave Alice some joints to smoke when shes alone. Alice and Chris are thinking about quitting their jobs. Alices deeply in love with Richie and she wanted to spend as much time with him as she can. Alice and Chris sold drugs for getting some money. Richie only lets Alice come over to restock her acid supply.Shes pushing at high school. She even sold drug to the kids on the grade school. She found Richie and Ted in their apartment making love to each other. Chris and Alice decided its impossible to change while theyre hereso theyre going to cut out and go to San Francisco. Alice decided that she has got to turn Richie in to the police. Alice was sneaking off in the middle of the night to Salt lake city and San Francisco. Its hard for Chris and Alice to find a job. Alice took a job in some crappy little lingerie store. Alice is getting more homesick every day. She thought of going home, when she wasnt so afraid of Richie. She quitted her Job and was looking for a more interesting one. She got a job, by a Mario Mellani shop. She likes her new job. Mr. Mellani invited her to go to his home. She liked it. Shelia invited Chris and Alice to a party. At Shelias party Alice smelled something, it was a joint. One of the men passed her a joint. Shelia has parties almost every night. And Chris and Alice are always invited. They nearly always using her place as a crash pad. Rod, Shelias current boyfriend introduced them to heroin. At first they were a little afraid. But they did use it. Then Alice realized that Rod and Shelia had taken turns raping Chris and Alice and treating them sadistically and brutally. Chris and Alice decided to leave this screwed up scene. They decided that they maybe should start a shop close to Berkeley. Page 60- 79 They found a new home, close to Berkeley. They made a shop of the half part of the apartment. The showroom looks adorable. Theyre doing good business. Alice is thinking a lot about going home. She wanted to go home around Christmas. Alice called her mother. She was so glad to hear something from Alice. And Alice told her that they did be back on the first plane. Shes glad to be home again and see her mom, dad, grandparents, brother and sister. Alice wanted to be sure that Richie and Ted dropped out. Alice felt grown-up. Her mom and that were planning a New-years party. It was really fun. Alice started school again. Joe came to her asking if she was holding. She was almost forgotten that so short a time ago she was a pusher. Alices family and Chris spent the weekend in the mountains. It was really great. Lane insisted Alice to get him a new contact. He made her promise to get at least a lit for tonight. George took Alice on a date, but it was all ruined because Joe and Lane were in her head tonight. She had used drugs again. Lane was hit. Alices mom and dad sent her to a headshrinker. Lane was sent to a lock-in, dry-out school. Alice got high and left home with some other kids. When shes in some town, she cant find any of the kids she came with. She went to a church. The people helped her. She got a shower, clothes and food. She met Doris in the doctors waiting room. She said that Alice could come share her pad. Doris had a whole can of pot. Page 80-89 Doris went really low. Alice and Doris ran out of pot and money. They were hungry. Alice caught a cold. She was very sick. Alice and Doris wanted to cut out of that asinine assed place. They wanted to go to a rally in Southern California. They got a ride. But the truck driver threaded them badly. So they took another ride. The rally in Southern California itself was great. Acid, booze and pot as free as the air. Alice had to have sex, if she didnt, her supply would be cut off. Alice talked to and old priest who really understood young people. He called her mom and dad. The still loved her and came to get her. If Alice is out of school she wants to help people like her. Page 90-109 Alice started a new diary. Alice thought that drugs werent worth the bull shit. Her grandparents came to visit her. They looked much older. She wanted to make her grandparents proud again. She had to go back to school again. While Alice was lying on her bed, planning her mothers birthday, she got a sort of awful flash back, that she would rather forget. Jan asked Alice to go to a party, but she said:no thanks. Alices grandpa had had a stroke. Her grandpa is doing worse. Hes in a coma. Than her grandpa died. Someone had put a joint into Alices purse. She was scared. Alice met Joel at the school library. He walked every day with her to her dads office. Joel came over to Alices home. It became a fantastic evening. Her dad is trying to get Joel a scholarship. Page 110-129 Jan came over and wanted to baby sit. But she was really stoned. So Alice called her parents. Jan told something to everyone at school. So everyone looked and laughed at her. Alice acted like she was sick, so she didnt had to go to school. Alice met Marcie in the supermarket. She asked Alice to go to a party. But Alice said:No thank you. At the 16th of June, Alices grandmother died in her sleep. Joel gave her Alice a lot of strength and offered her to go to the funeral. When Joel left, he kissed her on the lips for the very first time. Alice was one day walking on the street when some guy she even didnt knew grabbed her and kissed her. It was very humiliating. She was very frightened. Her mother wanted to drive her to the university to see Joel. And Alice told him everything. But he understood her. Then she went in some kind of hospital jail. Her hands were completely damaged. Alice found out how she got the acid. Her dad says that someone put it on the chocolate covered peanuts. She thought that she had worms all over her. So when she tried to put them off, she had hurt herself. Alice got a package of letters from Joel. Alice had to go to a youth center, a crazy house. She was scared. Page 130-149 At the youth center were a lot of crazy people. She got to talk to Dr. Miller. He told her that no one could help her in the youth center. She first had to admit that she had a problem. When they were in the recreation room. Alice asked Babbie to talk in her room. But Babbie thought that Alice wanted sex with her. After school she had group therapy. But she didnt said much. Her mom and dad came to visit her. She had a session with doctor Miller. She told him about her social work plans. He said that she must talk to other kids about their backgrounds. They went swimming with everyone. In the bus Alice was sitting next to Margie. She asked Alice to go with her and take off. Alices mom and dad came to visit her again and brought a letter from Joel. Alice could finally go to home. She was happy to be at her house again. Her dad had to go to work at somewhere else. But theyre not going through Chicago after all. Theyre making staff changes at the university and her Dad has got to get back. Page 150-159 Alice met Fawn at the store and she invited Alice to come over and go swimming in their pool. Alices old piano teacher asked her to be a solist at her outstanding student recital. She got another letter from Joel. He cant wait to see her. Alice went to a party of Fawn. It was great. Frank asked Alice out. But she said that she was too busy with family things. Joel was visiting her at her home. He kissed her again. She had to go to school again. But shes scared. She decided not keeping a diary anymore. Alice died three weeks after she decided not keeping a diary anymore. Her parents found her dead. If it was an accidental overdose or a premeditated overdose, no one knows. Expectations: I expected that everything would came good with Alice. I expected that she would do anything to stay away from the drugs. The book didnt end the way I had expected. Alice died instead of everything would be good. I would have liked it to end in a different way. I would have liked it that Alice was still alive. And that she good live her life further without drugs. Overall opinion: I liked the book, because while reading this book I know a lot more about drugs. I also liked the book because you can see everything through the eyes of a drug addict. And normally you only hear stories about drugs from people who have never used drugs.

Surface Tension :: essays research papers fc

Surface Tension   Ã‚  Ã‚  Ã‚  Ã‚  My problem was to find out how to test or measure surface tension. I think the reason of some of the force in surface tension is cohesion and gravity. Surface Tension is the condition existing at the free surface of a liquid, resembling the properties of an elastic skin under tension. The tension is the result of intermolecular forces exerting an unbalanced inward pull on the individual surface molecules; this is reflected in the considerable curvature at those edges where the liquid is in contact with the wall of a vessel. Because of this property, certain insects can stand on the surface of water. A razor blade can also be supported by the surface tension of water. The razor blade is not floating: if pushed through the surface, it sinks through the water. More specifically, the tension is the force per unit length of any straight line on the liquid surface that the surface layers on the opposite sides of the line exert upon each other. The tendency of any liquid surface is to become as small as possible as a result of this tension, as in the case of mercury, which forms an almost round ball when a small quantity is placed on a horizontal surface. The near-perfect spherical shape of a soap bubble, which is the result of the distribution of tension on the thin film of soap, is another example of this force; surface tension alone can support a needle placed horizontally on a water surface.   Ã‚  Ã‚  Ã‚  Ã‚  Surface tension depends mainly upon the forces attraction between the particles within the given liquid and also upon the gas, solid, or liquid in contact with it. The molecules in a drop of water, for example, attract each other weakly. Water molecules well inside the drop may be thought of as being attracted equally in all directions by the surrounding molecules. However if surface molecules could be displaced slightly outward from the surface, they would be attracted back by the near by molecules. The energy responsible for the phenomenon of surface tension may be thought of as approximately equilivant to the work or energy required to remove the surface layer of molecules in a unit area. In comparison, organic liquids, such as benzene and alcohol's, have lower surface tensions, whereas mercury has a higher surface tension . An increase in temperature lowers the net force of attraction among molecules and hence decreases surface tension.   Ã‚  Ã‚  Ã‚  Ã‚  Surface tension is also viewed as the result of forces acting in the plane of the surface and tending to minimize its area. On this basis.

Florence vs. Board of Chosen Freeholders of county of Burlington et al. Essay

Florence vs. Board of Chosen Freeholders of county of Burlington et al. Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1. The case is subtitled â€Å"Certiorari to the United States Court of Appeal for the Third Circuit.† What is the meaning of â€Å"Certiorari†?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Certiorari is an order by a higher court to review the subordinate court. In this the higher court request the lower court to bring the case forward so that it can review how the lower court has gone about with it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2. Which justice wrote the majority opinion for the court? Which justices joined him/her?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Justice Kennedy wrote the majority opinion. Chief Justice Roberts, Justice Alito, Justice Breyer later on joined him,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   3. In five sentences or fewer and in your own words, what are the underlying facts of this case?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The case involves a plaintiff who was found guilty of a misdemeanor and given a fine for a traffic offense. However, he felt that the police had violated his rights and went to the Supreme Court to seek a certiorari for the court to look at the decision of the lower courts but the court of appeal affirmed the decision by the lower courts.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   4. What was the main legal issue in this case? In other words, which constitutional provisions were allegedly violated?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The main legal issues was whether the police had actually violated a fundamental right in the constitution. The right to privacy is the constitutional question in this case. Who did Petitioner sue? (Who was defendant in original case?)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   5. The petitioner was the board of chosen freeholders of the county of Burlington.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What was the decision of the District court?                   6.The district court held that there was a violation of the fourth amendment.                   7.And how about the Appeals court? What was their decision?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The court of appeal upheld the decision of the district court.                   8. The U.S. Supreme Court noted in the majority decision that Appeals courts around the country have been split on this issue. Did this influence the Supreme Court’s decision to hear this case? Why?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This did not affect this case as the court applied their discretion to see the events that had been currently been brought before the court and keep aside the ideas that had ever applied in other cases. The court was also interested to create a precedence as such.                   9. The majority cites the case Block v Rutherford, 468 U.S. 576. For what purpose did they bring up this case?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The court used this decision to try and explain the reason for upholding the third circuit as such. This tries to explain the reasons as to why the court upheld it and also show situation which the issue of contraband banning could be used. The court used this to show that if the arrested party was a person of higher degree crime then he could be denied the rights.                   10. The court also raises Hudson v. Palmer, 468 U.S. 517. What point were they trying to make here?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The use of this case was also to try and explain why the court had made this decision as such and also show instances that such a decision would not amount to infringement of rights.                   11. And Atwater v. Lago Vista, 532 U.S. 318 was discussed in depth. In your own words, what were the facts of that case?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the case the petitioner had come to court to seek whether undoubted security imperatives that are involved in jail supervision override an assertion that some of the detainees must evade from the invasive search.                   12.Why did the majority cite the Atwater case?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The majority cited this case to act as a guideline as to whether there can be limitation to enjoyment some rights as such.                   1. The majority lists the many types of contraband that can be smuggled into jails. List at least six examples.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mobile Phones, Drugs, Weapons, Glass materials, Illegal clothing, Messages to other prisoners                   2. Oklahoma City bomber Timothy McVeigh was discussed. Why?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This situation was discussed to show the situations that the right can be limited. The right is explained that it can be limited in cases that the arrested party would pose a threat to the security of the public.                   3. Chief Justice Roberts issued a â€Å"concurring† opinion. What is a â€Å"concurring† opinion?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A concurring opinion is an opinion that goes in line with the decision and majority opinion of the courts.                   4. In your own words, what is Chief Justice Robert’s point?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Chief justice Roberts tries to explain the impossibility of the court giving the exclusion of a rule delivered by the same court as such. J                  5. ustice Alito also filed a concurring opinion. What was his point?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   His opinion was that the court will not be present at all times to ensure that the offenders are not subjected to these conditions. He tries to explain the fact that a judicial officer cannot always be present in the police stations to ensure that the right is not infringed at all.                   6. Who wrote the dissenting opinion? And who joined him/her?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The dissenting opinion was written by Justice by Breyer                   7. The dissent said that a certain standard should apply to searches. What standard were they recommending?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The standard that he sets is the determination of the weight of cases so as to be able to know how serious a matter could be before opting to go ahead to conduct searches on a detainee.                   8. The dissent, too, cites Atwater v. Lago Vista, 532 U.S. 315. Why?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The opinion cites this case to cite situations I which the right to privacy could be limited and not in minor offences such as the one brought before the court of justice.                   9. On page 5 of the dissent the justices refer to â€Å"amicus† briefs. What is an Amicus brief?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As a matter of fact, an amicus brief simply means an intervening brief to a case presented before the court of law.                   10. What examples did the dissent include to show those strip-searched for minor offenses?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The dissent uses the example of traffic offenders being subjected to the same manner just as the people involved in major state offences.                   11. If you were on the court, would you side with the majority, the dissent, or one of the concurring opinions? Why?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Most importantly, I would side with the decent since they have managed to show conclusively how the right can be infringed as such and also tries to protect the rights of minor offenders as well. References Florence vs. Board of Chosen Freeholders of county of Burlington et al. (2012)566. U.S Source document

Native American Storytelling Lit Paper

Native American Storytelling November 12, 2012 ENG/301 Native American Storytelling Native American literature is the root of cultural storytelling, which is told through oral tradition, this consist of stories and songs verbally. Native American literature use literary conventions in the root of myth and symbolic examples in storytelling. The book â€Å"Native American Literature: A Brief Introduction and Anthology† gives good insight into the Native American ways of life and how storytelling is a part of that life.Short stories by Simon Oritz and Luther Standing Bear share life experience and cultural diversity. The reader can see how historical, social and political, and cultural ways play a role in the Native Americans storytelling. Storytelling is important in Native American literature. It began through â€Å"†¦both oral performances and in the imagination of written narratives, cannot be discovered in reductive social science translations or altogether understood in historical constructions of culture in one common name† (Vizenor, 1995, p. 1).Storytelling is the verbal source of stories; a well told story takes its reader on a quest or journey and well descriptive. â€Å"The metaphors in oral stories are mundane, abstruse, mysterious, unnamable, and more, but few collections in translation reveal the rich context of the songs and stories† (Vizenor, 1995, p. 7). Native American culture uses stories and songs to entertain as well as a way to teach the youth and inspire. Storytelling is an important tool in the Native American society. Storytelling is how Native Americans passed down the history, heritage, and traditions of their culture. Tragic wisdom is the source of native reason, the common sense gained from the adverse experience of discovery, colonialism, and culture domination† (Vizenor, 1995, p. 6). Native American literature use different types of literary conventions in storytelling traditions. According to Sinnaeve (2012) website, the Native American literary conventions are trickster, death, creation myths, and spiritual relationship to the land. â€Å"The trickster is an important literary and critical presence in contemporary Native American studies† (Cox, 2005, p. 252). Tricksters come in many forms â€Å"such as Raven, Spider and Coyote are haracters in Native American mythology who represent the underside of human nature† (Sinnaeve, 2012). â€Å"In this literary critical context, a trickster uses sleight of hand and tongue to evade, manipulate, and subvert the colonial world† (Cox, 2005, p. 252). In the poem â€Å"My Father’s Song† written by Simon Ortiz, the poem speaks of the importance of creation. The creation of life, land, and plantation, the story is about a boy who is learning to planet corn. â€Å"We planted corn one spring at Acu – we planted several times but this one particular time I remember the soft damp sand in my hand† (O rtiz, 1981/1995, p. 260).Within the field the boy and his father found a nest of mice, the father showed the boy how to gentle pick them up, and take them to the end â€Å"of the field and put them in the shade† (Ortiz, 1981/1995, p. 260). The purpose of literary conventions in storytelling helps to educate the new generation, â€Å"These stories have been carried down orally for generations, often by parents teaching their children about fundamental cultural truths† (Sinnaeve, 2012). The Native American people went through many changes throughout history, social and political, and cultural events. A social and political event was the education of young Native Americans.In 1879, many Native American children were put into the United States Government schools, to teach the youth of the White man’s ways and language. In the story â€Å"My People, the Sioux,† written by Luther Standing Bear, one learns of the hardship the children had to go through. â€Å"I t is my desire that all people know the truth about the first Americans and their relations with the United States Government† (Bear, 1975/1996, p. 33). In this story Bear tells the reader how Native American schools began. A man name Captain Pratt though, to better the White people he should â€Å"†¦get some young Indians children and educate them† (Bear, 1975/1996, p. 4). The United States government approved the education of Native American children. Captain Pratt was not prepared to start school, â€Å"He brought some of the Indian prisoners from Virginia with him, and they remained in the Carlisle Barracks until Captain Pratt could go to Dakota and return with his first consignment of ‘scholars’† (Bear, 1975/1996, p. 34). When the young Native Americans first arrived they had to sleep on the cold hard floor, later on they were given bags to fill up with straw to sleep on, but the children had to fill them up themselves.The children only had the blankets they brought from home. For breakfast the children had bread and water, and lunch meat, bread, and coffee. The children were all renamed with a white man’s name, but they were not taught how to pronounce the names. The author, Bear, was one of the first Native American boys to learn his name; in the story the reader can see how proud he was of his accomplishment. The children had their haircut as a White man’s haircut and soon after wore clothing as the White man. Bear and his cousin, although, bought White man’s clothes with the money their parents sent them.The Native American children choose a religion for themselves then attended Sunday school for those religions. â€Å"I did these duties all the time I was at Carlisle School, so in the early part of 1880, although I was a young boy of but twelve, I was busy learning everything my instructors handed me† (Bear, 1975/1996, p. 44). The root of storytelling is through the Native American cul ture. Storytelling takes the reader or listener on a journey of the culture and life experience of the people within the culture. Native Americans use literary convention, such as trickster, death, creation myths, etc. to create more allusion.It gives the story more purpose by teaching the reader through the story of the trickster character. Storytelling shares life experience, such as learning to read and write in Bear story â€Å"My People, the Sioux. † Although the reader can see how the White man treated the Native American children a bit harshly, the Native American children overcame it and received an education out of the experience. Native Americans use storytelling for different events and ways of life, such as pass down and education on the cultural history, traditions, knowledge, cares wisdom, morals, and lessons. Reference Bear, L. (1995). My People, the Sioux. In G.Vizenor (Eds) Native American literature. A brief introduction and anthology. New York, NY: Addison- Wesley. (Original works published in 1975) Bridges, K. (2011). South Ark: South Arkansas Community College. Retrieved from http://www. southark. edu/index. php/dr-ken-bridges/1392-united-states-since-1876 Cox, J. H. (2005). Living Sideways: Tricksters in American Indian Oral Traditions. Melus, 30(2), 252. Oritz, S. (1995). My Father’s Song. In G. Vizenor (Eds) Native American literature. A brief introduction and anthology. New York, NY: Addison-Wesley. (Original works published in 1981) Sinnaeve, V. (2012). Wise Geek. Retrieved from

Amish essays

Amish essays The Church Today and Tomorrow, edited by David Wieand, is a collection of papers from the Bethany Faculty Series. The main idea of this book is to look at the Brethren church and recognize the psychology and the meaning behind the Brethren ways. When the book talks about the church, it mentions that the Brethren church focuses on the New Testament. Jesus was more the source of spiritualism and moral truth (12). The book also states the churches view of church and state. The Brethren believe in peace, and of staying out of war. Many members have accepted military duty, though, and have developed a just war theory (37). Conflicts have arisen between the church and state during the past 100 years. The Brethren do believe in voting and in expressing opinions to the government. With this belief, the understanding of keeping church and state separate is still understood. Brethren try to work with the government to solve problems. The church is a follower of God first, and to th e country second (47). The Church Today and Tomorrow also looks at the downfalls of the church. Religious illiteracy is a major issue that is addressed and there are possible solutions to help fix this problem. A final focal point of this book is the mission of the Brethren church today. The church focuses on teaching the young about the Brethren religion and about teaching new members right from wrong according to Brethren beliefs. These were the main points that were picked up from reading this book edited by Wieand. The Amish was a more fun and interesting book for me to read. This narrative book tells stories about an Amish family, but along with this it tells a lot of about the Amish culture. The stories reveal differences between the several types of Amish (the strict conservatives and the more liberal groups). The Amish, like other Anabaptist groups, show their belief of adult baptism. The young Amish boy or girl does no...

20 Exemplification Essay Topics on Myths and Religion

20 Exemplification Essay Topics on Myths and Religion Myths are a part of the human cultural fabric due to their place through the years in helping man understand his environment as well as his place in it. Therefore, we have myths in science, in philosophy, psychology and religion - which is the topic special emphasis will be placed on today. Myths have been an important part of how human cultures have viewed religion, the creation story and the moral fabric of human society. Therefore before going further to providing exemplification essay topics of its role in religion, having a clear understanding of what both terms mean and how they interrelate is important to the development of this article. The term ‘myths’ has been described or defined in numerous ways but for the purpose of its relation to religion, the definition of myths been ideologies or credos which can be illustrated by stories but do not have their roots in the defining stories, will serve as the perfect description of mythology. Religion on the other hand consists of a set of beliefs, actions and rituals employed in the worship of a divine being. And in most cases, the set of beliefs and rituals are a proponent of one myth or the other. Finally, for those writing myths and religion, here are exemplification essay topics you can choose from that we believe will simplify the task of writing on this subject matter. Also note that an exemplification essay will be included at the end to provide you with important directions to take when drafting yours: Myth, Ritual and Religion The Role Myths Play in the Origin of the World Myths and Understanding the Concepts of Afterlife The Creation Story and Its Mythical Influences The Parallels Between Ancient Rituals and Modern Religion Pagan Myths and the Origins of Hell Belief in a Trinity and its Mythical Components The Impact of Ancient Mythology on Modern Religion Mythical Rituals and Symbols in Ancient Greek Beliefs The Function of Mythology and Religion in Ancient Societies Spiritual Stories, Myths and Legends in Religion The Importance of Myths in Ancient and Modern World Bible Myths and their Parallels in Other Religions Trees in Mythology, Legend, Symbolism and Religion Flood Myths in the Religions of the Ancient World The Importance of Understanding Mythology and its Religious Undertones Understanding the Difference Between Myth and Religion Sacred Myths: The Stories of the World’s Religions The Ancient Beginnings of the Virgin Birth Myth The Resurrection Myth and its Effect on Religion These are 20 exemplification essay topics you can choose from when given the academic task of writing on myths and religion. With little research, these interesting topics which deal with the origin and history of most of the world’s religion can be worked on by you. To further simplify your task, here is a sample essay on one of the topics listed above. Sample Exemplification Essay: The Impact of Ancient Mythology on Modern Religions The first human society developed in ancient times, the Sumerians, has been credited with starting civilization by creating urban societies at that time for human habitation. To ensure a peaceful lifestyle, the Sumer people created a set of rules and beliefs which turned into the local religion of the times to govern the moral fabric of the society. And as with most ancient religions, the set of beliefs which the Sumerians turned to were from old tales that were handed down from generation to generation through oral communication. These old tales are collectively known as Myths and this essay will be discussing the integration of myths into today’s popular religious beliefs. The three major religions of the modern world- Judaism, Christianity and Islam- all have similar beliefs concerning the creation story due to the fact that they all branched out from the Abrahamic faith. Proponents of these religion believe that the earth and its surrounding environment were called out of nothing by a supreme being but this belief system which was also orally passed down has been explored by even older religions and their myths. An example of similar creation myths that predated the above religions include the Sumerian belief of the world being created by Nippur, Enki and Enlil from nothingness. Also, in ancient Egypt, the Egyptians believed in the creation of the world from nothingness by the Ogdoads- a set of ancient Egyptian gods. These myths which were passed around for millenniums were finally put to words by both cultures in their respective times thereby leading to future discovery in modern times. A study of the creation belief of the Abrahamic religion shows some element quite similar to the mythological tales of the Sumerian and Egyptian religions. In the case of the Abrahamic belief system, a divine being had created the world out of nothing- either by himself or in company with other deities- from darkness and nothingness to light and form. Another instance is the belief in the trinity particular to some Christian sects. Here, it is believed that the divine creator consists of three co-equal gods in one central Supreme Being. This belief also stems from ancient mythology that predates Christianity by thousands of years such as in Babylon, where its priests taught about the trinity of gods- Baal, Ashtoreth and Tammuz- as coequal gods in one divine being. Also in ancient Rome, this belief was also well known and has been attributed as the inspiration behind the Christian trinity. In many instances, it can be shown that ancient story telling techniques which included embellishments by the story teller were used as a means of transferring religion from one era to the other. In some cases, these stories became over-embellished as they were retold thereby becoming so fantastical they were categorized as myths and in time, these myths found their way into religion as we know it today. Here we come to the end of this sample exemplification essay topic on myth and religion and we do hope it provided you with some insight on how to kick start your project. Don’t forget to also visit our 10 facts on Sumerian culture. Lastly, anyone looking for a set of guidelines on essay writing should also endeavour to read the last piece in this series on writing an exemplification essay. References: Turville-Petre, E. (1964). Myth and Religion of the North: The Religion of Ancient Scandinavia, 55. Wikipedia.com. (2014). Triple Deity. https://en.wikipedia.org/wiki/Triple_deity Charles, T. (2013). The Myth of the Holy Trinity. http://submission.org/Myth_of_Trinity.html William, H. (2005).  Classical Mythology: A Guide to the Mythical World of the Greeks and Romans, 306. http://books.google.com/books?id=_s8nSgrD0jkCpg=PA306dq=%22structures+reflecting+the+number+three%22lr=as_drrb_is=qas_minm_is=1as_miny_is=2009as_maxm_is=12as_maxy_is=2009as_brr=0as_pt=ALLTYPES West, L. (2007)  Indo-European Poetry and Myth. Oxford University Press, 140-1, 379-385. Hawting, R. (1999)  The Idea of Idolatry and the Emergence of Islam: From Polemic to History, 130-132. Leiren, I. (1999).  From Pagan to Christian: The Story in the 12th-Century Tapestry of the Skog Church. http://faculty.washington.edu/leiren/vikings2.html

!9th Century Europe and Rizal

Rizal and The 19th Century Europe The 19th Century Europe gave rise to different spectacular developments around the world. It was at this period in history when nationalism grew to every abused heart especially the Frenches which gave rise to French revolution. It was at this juncture that Spain had political instability which paved way to the freedom of some of its colonies. The Enlightentment Period has truly enlightened the thoughts of people for this century gave birth to the new direction of thought.Traditional mentality was said to be its first reaction, followed by the advancement of science. Another spectacular development in this era was the dispersion of brilliant thoughts from influential philosophers which made a path for freedom from traditionalism to different countries such as France and USA. True enough, this century is the century of revolution and the Enlightentment Period which served the background of thoughts in the mind of our national hero, Rizal. Rizal as a dedicated citizen who had great hopes to gain independence to our country observed Europe and its whole events including the revolutions inside and outside the continent and its advancement. As an exceptional thinker, Rizal took the opportunity to learn and to understand the conspiracies around him and his observations made him visualize the desire of the oppressed people which he related it to his aggrieved countrymen.He witnessed the cruelties in the 19th Century Europe and saw the hearts of the people on fire. Through these, he valued freedom of thought, equality of men, he inherited nationalism. This period really made tremendous effects to Rizal and to his works such as his famous novels and the Propaganda movement which latter granted our motherland the freedom and independence after his death. Truly, 19th Century Europe served his mind right and he was able to inherit the spirit of this age.

The Influence of Islam on GCC Businesses and their Ethical Behavior Essay

The Influence of Islam on GCC Businesses and their Ethical Behavior - Essay Example It is evidently clear from the discussion that all Islamic countries within the GCC are expected to be ethical in ways alike to their conformist counterparts.   As mentioned in their associations, these ethics include additional working operations with skills and integrity, diligence, care, avoiding the conflict of interest just to mention but a few. As ethics and values link to the ideas of what is wrong and right in the organizational context, for Islamic countries it will also be impacted by the Islamic principles of morality and legality. As such, Islamic states of the GCC will have extra ethical dimensions coming from their adherence to the morals and laws of Shari’ah. Though major Islamic businesses have discussed problems linked to the application of laws and rules to ethical practice, the association between ethics and morality has at some limit been neglected. In GCC business transactions, when the legal and ethical values are presumed to exist, some might argue, as particular Shari’ah scholars do, that as long as the needs and stipulations of the agreement are satisfied, the business deal will be both ethical and legal. Nevertheless, this argument might not have credence as the result of business transactions can cause adverse effects on the moral and social welfare of the citizens. A particular way of relating ethics to morals is in examining the impacts of actions of companies on the society. As mentioned by Carroll and Schwartz: â€Å"a business will be ethical only if it encourages good in the society.† That same logic is used to determine the ethical activities and transactions of the GCC. Precisely, activities of the GCC business will be ethical when it enables welfare (maslahah) and morality of persons within the society. On the contrary, a particular business that poses adverse effects on either Islamic morals or welfare of the people would be seen as unethical.

Hypotheses Essay Example | Topics and Well Written Essays - 1000 words

Hypotheses - Essay Example A second booklet was then distributed with hypothetical terror act media, and with either an Anglo-American or Middle-Eastern defendant. For each of type of terror act half of the booklets had an Anglo-American defendant, and half had a Middle-Eastern defendant. Participants were asked to record their confidence of guilt of the defendant. A significant interaction effect found that participants were more confident of guilt for the Anglo-American defendant for the political terror act as compared to the Middle-Eastern defendant for the religious terror act ( = 0.25, p = 0.01). While results were contrary to the hypothesis, the high-profile terror act may have skewed results. The first hypothesis was supported in that jurors exposed to political media coverage of terror acts were more confident of the defendant's guilt, as compared to jurors exposed to religious media coverage. Additionally, the jurors were more confident of the Anglo-American defendant's guilt when they had been exposed to media about the political terror act, as compared to confidence in the guilt of the Middle-Eastern defendant for a religious terror act. ... Abshire and Bornstein (2003) found that Anglo-American jurors were more likely find to an African-American guilty as compared to African-American jurors. And Brewer (2004) reasoned that racial identification occurs, to some degree, between jurors and the defendant, dependant on the ethnicity of the defendant and the victim/s. The present results are counter to these arguments, despite the majority of the mock jury being Anglo-American. Hence, it is suggested that a degree of impartiality does exist when racial issues are not salient reasons for the terror attack.The primary limitation of this study was that the demographic characteristics of the juror's were not included in the design. As such, the sample could have been stratified to ensure equal numbers across ethnicity and gender. In regards to ethnicity, non Anglo-Americans are not a homogenous group, and there is a lack of empirical evidence to support a bias of non Anglo-Americans in being more confident of the guilt of an Angl o-American as compared to a non American defendant. Demographic data would have enabled the present study to extend on previous studies of cross-ethnic effect, as well as exploring possible gender differences. It would also have been useful to control for juror political and religious affiliations. Also, it may have been useful to determine if juror attitudes towards print media in general had an effect on outcomes. It is also recommended that future studies measure mock jury attitudes toward defendants of different ethnicities both before and after giving them a hypothetical scenario, to see if attitudes remain constant.In conclusion, this research revealed that jurors are not more confident in finding

The Tyranny of the Majority Essay Example | Topics and Well Written Essays - 1000 words

The Tyranny of the Majority - Essay Example Gayism and lesbianism are two practices strictly prohibited in the Arab world, and any one seized in the practice or openly advocates to have practiced it face dire consequences. Massad observed that the supporters of gay international movement have produced literature used to disseminate information about gays and lesbianism in the Arab world. Moreover, Mossad noted the oppression in which most gays and lesbians leave in the Arab world, and most of them do not dare come out, though there are reported numerous cases of male homoeroticism. The fact that people fear coming out openly as gays or lesbians explains the precarious situation of these people in the Arab world, where culture is held conservatively, and all expected to tow a single line of culture and religion. In fact, Mossad remarks that the concept of homosexuality in the Arab world is considered unfamiliar as people do not expect to have any homosexuals or lesbians among their societies. Amar explains the perceptions of most leaders in the society towards those considered undertaking odd practices within a society. The Brazilian purity campaigns targeted prostitutes in all Brazilian cities. The prostitutes were considered an eye sore and a bad image to the cities and the country at large and had to be removed. As Amar explains, the main motive behind the massive sweeps of prostitutes in Brazilian cities was to facilitate the country clean its name not to be associated with promotion of sex tourism and prostitution. 4 The use of the church, provincial military police, feminist groups and international organizations, though obligated to help poor people involved in prostitution  targeted  getting rid of prostitutes from cities. On the contrary, the aim was not offering help to prostitutes to change their lives towards more sociable behavior. In this case, the police  were  the â€Å"moral guardians of the society and the campaigns were aimed at â€Å"disciplining the public sociability.5 This was a case of tyranny of the majority; they forced norms and values to others regardless of their views and perceptions. For many years, the American whites had protected the purity of the white race by discouraging and even criminalizing any sexual association between with whites and immigrants from Asia or Africa. Shah reported the surveillance of the borderlands that brought an ambiguity of contingency to protect American men from threats posed by different groups of masculinities, considered fo reign and degenerate.6 Therefore, racialization increased construction of masculinity in America  based on racial and sexual topologies necessary for  checking any relationships between their males and foreign immigrants. The immigrants were considered impure and a threat to the purity for the whites. Moreover, Naber explains the efforts to create Arab cultural identity especially among daughters in families.7 As Naber remarked, when a daughter rejected the concept of Arab womanhood even after migrating to a

Project Management Essay Example | Topics and Well Written Essays - 1500 words - 1

Project Management - Essay Example Most pizzerias do not use a high temperature brick oven for their day to day operations due to their size, weight, and high operational costs. The difference of D'Angelo Pizzeria lies in the patent pending light weight, efficient, modular oven design exclusive to our company. Patents can protect a product innovation up to 20 years (Ustpo, 2008). By combining the freshest ingredients our specially developed fermented dough formula and our revolutionary patent pending oven design, D'Angelo Pizzeria provides the genuine pizza experience with subtle aromas and outrageous flavors that only a properly prepared pizza and high temperature brick oven can provide. D'Angelo incorporates fully equipped high end pizza parlor with three independently controlled high temperature pizza ovens on an 8'x12' temperature controlled trailer. Our exclusive franchising concept will bring to the masses a superior quality pizza experience at a competitive price. The priority of the project is to open the two pilot stores, not selling franchises since it is going to take six months to a year prior to the company been ready to sell franchises (Projectkickstart, 2011). Objectives: The goals of this project are: 1) To finalize the design, build and test the D'Angelo Pizzeria final trailer prototype and custom outdoor enclosed tarp for customer seating with a capacity for 24 individuals 2) To design and test manufacturing operational procedures and build all the necessary operating infrastructure for the manufacturing of trailers, distribution and customer service of the D'Angelo Pizzeria franchise. 3) To interview and hire the necessary personnel for the operations of the D'Angelo Franchise division. 4) To document and write the franchisee, employee, training and operational manuals for the D,Angelo Pizzeria franchise. 5) To build the trailers for the first two corporate owned D,Angelo Pizzerias 6) To launch the grand opening of the first two corporate owned D'Angelo pizzerias and franchise division. In order to complete the project a we will need to concentrate our efforts in the following important items or deliverables (Desouza, 2008): 1) Outline and design layout and equipment requirements for final trailer prototype. 2) Investigate and compare available suppliers for equipment and raw materials requirements. 3) Acquire bids from chosen suppliers for the unmodified trailers ,equipment, food and general staples. 4) Sign a contract with one supplier for the trailer and equipment and two suppliers for food and operational supplies. 5) Finalize enclosure design for the three modular ovens to be used in the chosen trailer model. 6) Order trailer, equipment and materials from chosen suppliers for leasehold improvements and final trailer prototype. 7) Acquire bids and choose one fabrication shop for custom sub assemblies to be used in the trailer. 8) Lease suitable commercial building for the warehouse and manufacturing area and corporate facilities for D'Angelo Pizzeria corporate headquarters. 9) Incorporate D'Angelo Pizzeria Co. and franchise division. 10) Interview and hire personnel for D’Angelo Pizzeria manufacturing and corporate operations. 11) Assemble final trailer prototype and perform testing and debugging. 12) Choose and document final design parameters for trailer after prototype testing. 13) Establish and

Summaries of Articles Essay Example | Topics and Well Written Essays - 500 words

Summaries of Articles - Essay Example Another form of music of the white and black which came from the same origin is religious music. Beginning in the mid-17th century, black slaves receives religious instructions from their masters. At the same time, British preachers have also started their religious missions in their American colonies thereby influencing both races in the nation. Camp meetings for the black slaves become the most important venue where Africans absorbed hymns and Gospel songs. The shape-note method which is both utilized by black slaves and Americans serve a clear indication of the influence of British in south music. Recognizing the rapid advancement in technology in the modern world, this journal article examines the transformation from music publishing to MP3. The article recognizes the profit motive of business organizations engaged in the production of music and the utilization of technology in order to maximize returns. The author stresses that the understanding of how music evolved can be traced to the understanding of where technology developed. It then equates music popularity and culture with industrialized economies which can produce music most efficiently. From the humble publishing of music, the world has witnessed the burgeoning power of private labels in music production. However, this trend is now being altered through the internet technology which allows artists to market their musical creations to the public. The main argument of the author in the novel is the inexistent conflict between the black and the white. This is highlighted through the four movies which are given as examples in order to prove his point which includes Uncle Tom’s Cabin, The Birth of a Nation, The Jazz Singer, and Gone with the Wind. His apparent goal is to prove that Jewish immigrants and their offspring â€Å"as vaudeville performers, songwriters, and motion picture moguls become the examples for a structure of exploitation produced a

The Cold War and American Foreign Policy Essay Example | Topics and Well Written Essays - 1000 words

The Cold War and American Foreign Policy - Essay Example Two names more important than perhaps any other in terms of The United States foreign policy and its impact, position and effect in the Cold war are those of Paul Nitze and George Kennan, senior officials in the American administration, with sharply contradicting views and positions of strategy. Each had a highly contrasted sense of policy from the other, in terms of how the United States should take a stand towards the Cold War and what would be the most favorable policy for their victory and the Soviets’ defeat. These views and the lives of these two men are outlined in Nicholas Thompson’s book, The Hawk and The Dove, and are investigated in the paragraphs to follow, along with the question of who influenced American foreign policy more favorably and what effect it would have on the ultimate result of the Cold War. To outline their most fundamental disagreement in a nutshell, one believed in prevention and the other believed in action. One of them, Nitze, believed the ir strategy should be to surpass any limits of capability the soviets may hold them responsible for and then act on them, while the other, Kennan, believed to think like the soviets would, try to analyze their intentions and then counter or contain them until they themselves internally collapsed, known as his policy of containment. Kennan, who believed in the latter, was of the belief that the soviets were fundamentally weak and insecure and that it would not take much for them to collapse, assuming they were handled correctly. Nitze on the other hand was of the opposing view that the Soviets were fast gaining power and that Moscow would attain strategic superiority from the United States in a few years, which he hoped to counter before it occurred. Where Kennan believed that it just took to understand the Soviets’ intentions and thoughts to end the cold war, Nitze believed it took to understanding and surpassing their every capability. To understand how fundamentally differe nt the two men were, it is of interest to note that foreign policy aside, they even differed on their own country: Kennan condemned America for its vulgar culture, and its people for having a complacent and mediocre standard. Nitze on the other hand was convinced of America’s power and central hold on the world. Therefore, given their completely contrasting view, one ready to take the back-seat and one ready to accelerate with full force, they can both be said to sum up the two sides of a generation’s argument on the Cold War and America's foreign policy regarding it. Of course there were also many incidents where the two men, who were close friends, did agree, such as the Marshall Plan, or their stance on the American position in Vietnam, in which cases they tended to prove that they were quite correct in their judgment and often received favorable reaction. Nonetheless, those few times aside, they had different viewpoints at a primary and fundamental level, thereby m aking it more likely for them to disagree than agree. These differences however did not prevent them from seeking mutual benefit from each other’s policies. For example, Nitze extracted military benefit from Kennan’s theory of containment, by negotiating deals with Soviets regarding the United States military, and by keeping the military and its allies safe. Kennan on the other hand enjoyed a certain level of military and otherwise superiority from which to excise his policy of containment, thereby proving that each was necessary factor in American policy on the Cold War and that while each contradicted each other, it did not necessarily mean that they clashed with each other. Where the differences in their thinking arose from is of no mystery, as it was indeed early experience in the lives of both these men that were to shape them for the rest of their life. One’s experience with the Cold War, Nitze's, consisted of dealing with the live aftermath of a Nuclear W ar, on the scene

Summaries of Articles Essay Example | Topics and Well Written Essays - 500 words

Summaries of Articles - Essay Example Another form of music of the white and black which came from the same origin is religious music. Beginning in the mid-17th century, black slaves receives religious instructions from their masters. At the same time, British preachers have also started their religious missions in their American colonies thereby influencing both races in the nation. Camp meetings for the black slaves become the most important venue where Africans absorbed hymns and Gospel songs. The shape-note method which is both utilized by black slaves and Americans serve a clear indication of the influence of British in south music. Recognizing the rapid advancement in technology in the modern world, this journal article examines the transformation from music publishing to MP3. The article recognizes the profit motive of business organizations engaged in the production of music and the utilization of technology in order to maximize returns. The author stresses that the understanding of how music evolved can be traced to the understanding of where technology developed. It then equates music popularity and culture with industrialized economies which can produce music most efficiently. From the humble publishing of music, the world has witnessed the burgeoning power of private labels in music production. However, this trend is now being altered through the internet technology which allows artists to market their musical creations to the public. The main argument of the author in the novel is the inexistent conflict between the black and the white. This is highlighted through the four movies which are given as examples in order to prove his point which includes Uncle Tom’s Cabin, The Birth of a Nation, The Jazz Singer, and Gone with the Wind. His apparent goal is to prove that Jewish immigrants and their offspring â€Å"as vaudeville performers, songwriters, and motion picture moguls become the examples for a structure of exploitation produced a

Examination Essay Example for Free

Examination Essay English Language and Literature (Specification B) Unit 3 Talk in Life and Literature 9. 00 am to 11. 00 am Thursday 24 June 2010 For this paper you must have: l a 12-page answer book. ELLB3 Time allowed l 2 hours Instructions Use black ink or black ball-point pen. l Write the information required on the front of your answer book. The Examining Body for this paper is AQA. The Paper Reference is ELLB3. l Answer one question from Section A and Question 5 from Section B. l Do all rough work in your answer book. Cross through any work that you do not want to be marked. l Information The texts prescribed for this paper may not be taken into the examination room. l The maximum mark for this paper is 96. l All questions carry equal marks. l You will be marked on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. l l Advice You are recommended to spend one hour on Section A and one hour on Section B, including planning. H/Jun10/ELLB3 ELLB3 2 Section A – Talk in Life and Literature Answer one question from Section A and Question 5 in Section B (printed on page 10). The set plays for this unit are Hamlet, The Rivals, A Streetcar Named Desire and Translations. Read the passage from the play you have studied and answer the question related to it. NB: the questions are different on each play. EIThER Question 1 0 1 Hamlet – William Shakespeare Explore the ways in which Shakespeare presents the theme of falseness in this passage. In your answer you must consider how the playwright uses literary, linguistic and rhetorical devices and conventions to create specific dramatic effects. Where is Polonius? In heaven. Send thither to see. If your messenger find him not there, seek him i’th’other place yourself. But if indeed you find him not within this month, you shall nose him as you go up the stairs into the lobby. king (to attendants) Go seek him there. hamlet ’A will stay till you come. Exeunt attendants king hamlet king Hamlet, this deed, for thine especial safety, Which we do tender as we dearly grieve For that which thou hast done, must send thee hence With fiery quickness. Therefore prepare thyself. The bark is ready and the wind at help, Th’associates tend, and everything is bent For England. amlet For England? king Ay, Hamlet. hamlet Good. king So is it, if thou knewest our purposes. hamlet I see a cherub that sees them. But come, for England! Farewell, dear mother. king Thy loving father, Hamlet. hamlet My mother. Father and mother is man and wife; man and wife is one flesh; and so, my mother. Come, Exit for England! king Follow him at foot. Tempt him with speed aboard. Delay it not. I’ll have him hence tonight. Away! For everything is sealed and done That else leans on the affair. Pray you make haste. Exeunt all but the King H/Jun10/ELLB3 3 And, England, if my love thou holdest at aught – As my great power thereof may give thee sense, Since yet thy cicatrice looks raw and red After the Danish sword, and thy free awe Pays homage to us – thou mayst not coldly set Our sovereign process, which imports at full, By letters congruing to that effect, The present death of Hamlet. Do it, England. For like the hectic in my blood he rages, And thou must cure me. Till I know ’tis done, Howe’er my haps, my joys were ne’er begun. Exit Turn over for the next question Turn over H/Jun10/ELLB3 U oR Question 2 0 2 The Rivals – Richard Brinsley Sheridan Explore the ways in which Sheridan presents father-son relations in this passage. In your answer you must consider how the playwright uses literary, linguistic and rhetorical devices and conventions to create specific dramatic effects. sir anthony And it is my wish, while yet I live, to have my boy make some figure in the world. I have resolved, therefore, to fix you at once in a noble independence. Sir, your kindness overpowers me. Such generosity makes the gratitude of reason more lively than the sensations even of filial affection. I am glad you are so sensible of my attention; and you shall be master of a large estate in a few weeks. Let my future life, sir, speak my gratitude: I cannot express the sense I have of your munificence. Yet, sir, I presume you would not wish me to quit the army? O, that shall be as your wife chooses. My wife, sir! Ay, ay, settle that between you; settle that between you. A wife, sir, did you say? Ay, a wife. Why – did not I mention her before? Not a word of her, sir. Odso! I mustn’t forget her though. Yes, Jack, the independence I was talking of is by a marriage. The fortune is saddled with a wife – but I suppose that makes no difference? Sir! Sir! You amaze me! Why, what the devil’s the matter with the fool? Just now you were all gratitude and duty. I was, sir: you talked to me of independence and a fortune, but not a word of a wife. Why what difference does that make? Od’s life, sir! If you have the estate, you must take it with the livestock on it, as it stands. absolute sir anthony absolute sir anthony absolute sir anthony absolute sir anthony absolute sir anthony absolute sir anthony absolute sir anthony H/Jun10/ELLB3 5 absolute If my happiness is to be the price, I must beg leave to decline the purchase. Pray, sir, who is the lady? What’s that to you, sir? Come, give me your promise to love and to marry her directly. Sure, sir, this is not very reasonable, to summon my affections for a lady I know nothing of! sir anthony absolute sir anthony I am sure, sir, ’tis more unreasonable in you to object to a lady you know nothing of. Then, sir, I must tell you plainly, that my inclinations are fixed on another. Sir, my heart is engaged to an angel. absolute sir anthony Then pray let it send an excuse. It is very sorry but business prevents its waiting on her. But my vows are pledged to her. Let her foreclose, Jack; let her foreclose. They are not worth redeeming. Besides, you have the angel’s vows in exchange, I suppose; so there can be no loss there. You must excuse me, sir, if I tell you, once for all, that in this point I cannot obey you. Hark’ee Jack. I have heard you for some time with patience. I have been cool, quite cool; but take care. You know I am compliance itself when I am not thwarted; no one more easily led when I have my own way – but don’t put me in a frenzy! Sir, I must repeat it: in this, I cannot obey you! Now, damn me, if ever I call you Jack again while I live! absolute sir anthony absolute sir anthony absolute sir anthony Turn over for the next question Turn over H/Jun10/ELLB3 U 6 oR Question 3 0 3 A Streetcar Named Desire – Tennessee Williams Explore the ways in which Williams presents the relationship between the sisters in this passage. In your answer you must consider how the playwright uses literary, linguistic and rhetorical devices and conventions to create specific dramatic effects. This extract is not reproduced here due to third-party copyright constraints. H/Jun10/ELLB3 Turn over for the next question Turn over H/Jun10/ELLB3 U oR Question 4 0 4 Translations – Brian Friel Explore the ways in which Friel presents love and courtship in this passage. In your answer you must consider how the playwright uses literary, linguistic and rhetorical devices and conventions to create specific dramatic effects. Yolland Maire. She still moves away. Maire Chatach. She still moves away. Bun na hAbhann? (He says the name softly, almost privately, very tentatively, as if he were searching for a sound she might respond to. He tries again. ) Druim Dubh? Maire stops. She is listening. Yolland is encouraged. Poll na gCaorach. Lis Maol. Maire turns towards him. Lis na nGall. Maire Lis na nGradh. They are now facing each other and begin moving – almost imperceptibly – towards one another. Carraig an Phoill. Yolland Carraig na Ri. Loch na nEan. Maire Loch an Iubhair. Machaire Buidhe. Yolland Machaire Mor. Cnoc na Mona. Maire Cnoc na nGabhar. Yolland Mullach. Maire Port. Yolland Tor. Maire Lag. She holds out her hands to Yolland. He takes them. Each now speaks almost to himself/herself. Yolland I wish to God you could understand me. Maire Soft hands; a gentleman’s hands. Yolland Because if you could understand me I could tell you how I spend my days either thinking of you or gazing up at your house in the hope that you’ll appear even for a second. Maire Every evening you walk by yourself along the Tra Bhan and every morning you wash yourself in front of your tent. H/Jun10/ELLB3 9 Yolland I would tell you how beautiful you are, curlyheaded Maire. I would so like to tell you how beautiful you are. Maire Your arms are long and thin and the skin on your shoulders is very white. Yolland I would tell you †¦ Maire Don’t stop – I know what you’re saying. Yolland I would tell you how I want to be here – to live here – always – with you – always, always. Maire ‘Always’? What is that word – ‘always’? Yolland Yes-yes; always. Maire You’re trembling. Yolland Yes, I’m trembling because of you. Maire I’m trembling, too. (She holds his face in her hand. ) Yolland I’ve made up my mind †¦ Maire Shhhh. Yolland I’m not going to leave here †¦ Maire Shhh – listen to me. I want you, too, soldier. Yolland Don’t stop – I know what you’re saying. Maire I want to live with you – anywhere – anywhere at all – always – always. Yolland ‘Always’? What is that word – ‘always’? Maire Take me away with you, George. End of Section A Turn over for Section B Turn over H/Jun10/ELLB3 U 10 Section B – Talk in Life and Literature Question 5 0 5 Text A is an extract from Educating Rita (190), a play by Willy Russell set in a northern university. Frank is a middle-aged lecturer, and Rita his Open University student. She has just had an angry quarrel with her husband, who despises her longing for an education. She is anxious to know what Frank thinks about her essay on Macbeth. Text B is part of a transcription of a university tutorial. The tutor is discussing Julie’s essay with her. Compare the two texts, commenting on the ways in which they reflect the differences and similarities between talk in life and talk in literature. In your answer you must explore the relationship between context, purpose and audience and the ways in which speakers’ attitudes and values are conveyed. End of Questions H/Jun10/ELLB3 11 Text A (breaking away from him): It’s all right – I’ll be O. K. Just give me a minute. (She dries her eyes. ) What was me Macbeth essay like. frank: Oh sod Macbeth. rita: Why? frank: Rita! rita: No, come on, come on, I want y’ to tell me what y’ thought about it. rank: In the circumstances †¦ rita (going and hanging her bag on the back of the swivel chair): It doesn’t matter, it doesn’t; in the circumstances I need to go on, to talk about it an’ do it. What was it like. I told y’ it was no good. Is it really useless? frank sits in the chair. frank (sighing): I – I really donà ¢â‚¬â„¢t know what to say. rita: Well try an’ think of somethin’. Go on. I don’t mind if y’ tell me it was rubbish. I don’t want pity, Frank. Was it rubbish? frank: No, no. It’s not rubbish. It’s a totally honest, passionate account of your reaction to a play. It’s an unashamedly emotional statement about a certain experience. ita: Sentimental? frank: No. It’s too honest for that. It’s almost – erm – moving. But in terms of what you’re asking me to teach you of passing exams †¦ Oh, God, you see, I don’t †¦ rita: Say it, go on, say it! frank: In those terms it’s worthless. It shouldn’t be, but it is; in its own terms it’s – it’s wonderful. rita (confronting him across the desk): It’s worthless! You said. An’ if it’s worthless you’ve got to tell me because I wanna write essays like those on there. (She points to the essays on the desk. ) I wanna know, an’ pass exams like they do. frank: But if you’re going to write this sort of stuff you’re going to have to change. ita: All right. Tell me how to do it. frank (getting up): But I don’t know if I want to tell you, Rita, I don’t know that I want to teach you. (He moves towards the desk. ) What you already have is valuable. rita: Valuable? What’s valuable? The only thing I value is here, comin’ here once a week. frank: But, don’t you see, if you’re going to write this sort of thing – (He indicates the pile of essays. ) – to pass examinations, you’re going to have to suppress, perhaps even abandon your uniqueness. I’m going to have to change you. rita: But don’t you realize, I want to change!

Motivations of Counselling and Therapy Professions

Motivations of Counselling and Therapy Professions A friend in need is a pain indeed. With bumper stickers like that, it is hardly surprising that people might wonder about the counselling and therapy professions: Why would anyone in their right mind want to spend their working days listening to other peoples tales of woe, whether stranger, friend or foe? Is the desire borne of altruism, voyeurism, narcissism, masochism, egoism or some other ism? Could it be based in guilt, power, control, compassion, inferiority, a passion for puzzle solving, an urge to rescue or unmet intimacy needs? After all, the saying says you teach best what you most need to learn. Many therapists and counsellors may well be trying to work out their own stuff and that may even be useful if it is accepted that the person, self and psyche of the practitioner is an integral part of their working day. However, the so-called wounded healer must be extremely careful to ensure their own stuff does not get in the way of the job: To help their clients help themselves. This paper will review literature related to the reasons people select a career in counselling or therapy. While some authors group counselling and psychotherapy the so-called fifth profession others lump together social workers, psychologists, psychiatrists and/or psychoanalysts. For the purposes of brevity, this paper will use the word therapist to refer to counsellors and psychotherapists, as does apparently much of the literature. To limit the scope of the review, it does not include literature focused on specific fields or client groups, such as school counselling. As most in-depth research related to professional motivations was undertaken before the 1980s when the social and professional landscape was considerably different most of the material reviewed has been written in the past decade as much refers to the earlier sources anyway. The major work in the field a classic two-volume study on the career determinants of psychotherapists by Henry, Sims, and Spray is more than 30 years old. While some more recent books touch on the topic through the personal stories of working therapists, new research is surprisingly scant. Various studies and surveys show the most common reason given for studying counselling or therapy as the predictable I want to help people but that is just the tip of the iceberg. As Farber and Northcross (2005) point out, the decision is not as simple as that and involves many conscious and unconscious motives, a little bit of chance and the real reason may not even be fully known until late in a therapists career. Motivations seem rarely discussed in mental health journals or coursework and are more likely to arise in informal conversations or therapy sessions (Farber Northcross, 2005). The question as to why the profession seems so uninterested in its own motivations would, in itself, be worthy of exploration. Sussman, through his 2007 book, and Barnett, in her journal article the same year, provide more recent insights into the unconscious motivations of those who choose to train and work as therapists. Sussman contends that the decision to become a psychotherapist involves multiple factors, some healthy and others neurotic (or psychotic), with motives and personality patterns deeply rooted in the therapists developmental past and the dynamics of the family of origin (Sussman, 2007). Barnetts study of therapists unconscious motivations for their choice of profession arose from her observation of the recent substantial increase in the number of counselling courses on offer and the number of people wishing to become counsellors and psychotherapists. In her interviews with nine experienced psychoanalytic and psychodynamic psychotherapists about their professional and personal histories, Barnett noted two major themes of early loss and narcissistic needs, emphasising the need for personal therapy for safe and effective practice. Farber, Manevich, Metzger Saypol (2005) took a two-pronged approach to the question, Why do people become psychotherapists?, by looking both at common elements and specific factors. Interestingly, the approach is similar to efforts in identifying the factors effecting psychotherapeutic change (Imel Wampold, 2008). Several distinct themes recur throughout the literature but most authors seem to agree that no single factor is responsible for a persons motivation to become a therapist. Just as the nurture or nature debate is inconclusive, so too may be the question of professional motivation. On the whole, two broad factors seem to draw therapists to the profession: Personal needs, whether conscious or unconscious; and the possession of attributes or talents lending themselves to the therapeutic role. Themes While a therapists personality naturally influences theoretical orientation and techniques, the emphasis on therapist variables in outcome research does not help explain what initially attracts people to the profession. A common theme in the literature is that of cultural or social marginalisation, the external counterpart of inner feelings of alienation and difference which may lead to concern with others and where we fit in society the concept of the wounded healer. Many writers mostly therapists contend that painful, early childhood experiences lead to a heightened awareness of distress in self and others, predisposing career choice. Considering the number of people who might have painful early experiences, the theory does not explain why only a small proportion of them choose to become therapists. Becoming a writer, or creative artist in any field, is perhaps as likely a response to early childhood pain as becoming a therapist. Psychological-mindedness an interest in why people think, feel and behave the way they do whether genetic or arising from childhood experiences, may be another core component in the would-be therapists make-up. Psychoanalytically, a wish to understand is in essence a wish to control ones experience or to avoid pain. Apart from thinking style and experiences, some therapists are no doubt drawn to the field by the promise of career satisfaction through personal and professional rewards. Other motivations might include a desire to understand or help people, enhanced sense of identity, self-growth, intellectual stimulation, autonomy and independence, freedom, making a difference, controlled intimacy, self-expression and authenticity. These motivations are likely to vary between private practice and the modern managed care environment (short-term, evidence based, red tape-ridden and lower paid favouring CBT, medication and the medical model). Many therapists hope to become an ascendant agent in intimate relationships without some of the risks for hurt and disappointment that we experienced in our earlier attempts at love and friendship, particularly within our own families (Goldberg, 1986, as cited in Farber et al., 2005). The need to help and understand self through the suffering of others may be a less conscious need. A career as a therapist might attract people who feel frightened and impotent, giving them a chance to control and influence their clients lives (Bugental, 1964, as cited in Farber et al., 2005). The parentified child, a role reversal where the child sacrifices his or her own needs for a parent and/or sibling, might also be a would-be therapist. Maeder (1989) asserted that therapists, as children, were often in the role of caretaker and confidante and chose their profession to fill their own emotional void. They were lured, knowingly or unknowingly, by the position of authority, by the dependence of others, by the image of benevolence, by the promise of adulation, or by a hope of vicariously helping themselves through helping others (Maeder, 1989, as cited in Farber et al., 2005). Sussman, through interviews with 14 therapists, found that therapists unconscious motivations reflected psychological needs related to sex and aggression, being affirmed by others, and feeling intimately connected. For example, a therapists needs for sexual gratification could be indirect (voyeuristic interest in patients sex lives) or, more rarely, direct (sexual relations with clients). Sussman posited that a career as an altruistic healer could be a defence against unpalatable aggressive instincts. A sadistic aspect of the profession was that, in often focusing on patients weaknesses, the therapist shatters their illusions and sense of grandiosity (2007). Ghent goes as far as to suggest that therapists are masochists: What other occupation has built into it the frustration of feeling helpless, stupid, and lost as a necessary part of the work? (1999). Sussman (2007) also suggests the existence of an element of narcissism among therapists who might benefit as much as their clients from the safety of a structured, boundaried holding environment on a regular basis (in fact, he devotes an entire chapter to therapist narcissism in his book based on a comprehensive survey of motivations, an extensive review of the literature and discussion of the results of his qualitative study of therapists). Narcissism featured strongly in another qualitative study involving talking with 11 experienced therapists (Barnett, 2007). Nine made reference to experiences of early loss and deprivation and eight to narcissistic needs. Alice Miller, in The Drama of the Gifted Child, proposed that future therapists often had narcissistic mothers and learnt to tune into others to stay connected (Miller, 1995). Of course, narcissistic personalities may adopt many careers other than therapy creative writers may also strongly tend to narcissism. Wheeler too warns of narcissistic therapists using patients as self objects who potentially massage egos with their adoration and appreciation, or support the therapists self-esteem with their dependence and vulnerability and they gaze into the pool of the clients eyes to see themselves (Wheeler, 2002). The therapeutic relationship is unusually demanding and involves being tested emotionally, intellectually and even practically and physically. Training and personal therapy can help with tolerance and understanding but the therapist needs the emotional capacity at the start. If the calling to this work is fuelled by the wounded healer hypothesis, the key question must be how psychopathology can be used to serve, not exploit, the client. Wheeler posits, if somewhat obviously, that the students desire to work with a particular client group might come from unresolved conflicts and represent a projection of the wounded parts of self. Interestingly, she questions whether the practice of ma tching like with like for example, pairing therapists who have been abused with other abuse survivors should be encouraged. Along with the possibility of greater resonance and empathy lies the opposite over-identification, projection, collusion, merger, denial or abuse. Perhaps trainees should be steered away from working with client groups with whom they have shared experiences to see whether they can genuinely enter the world of the other and whether there is a capacity for tolerating difference when there is less potential for self gain (Wheeler, 2002). However, surely the training of therapists should tell neophyte therapists before they start work with real clients whether they have the capacity to enter the world of another and tolerate difference without self gain. In their ground-breaking 15-year international study, Orlinsky and Ronnestad (2005) focused broadly on the formative experiences, practices, and development of psychotherapists at all career levels through a series of systematic, controlled, clinically and theoretically informed analyses. In response to a question asking To what extent do you feel that your development as a therapist has been influenced by the motivation to explore and resolve your personal problems? about the relationship of personal problems to career choice, nearly half (48%) of 3577 respondents answered much or very much and only 16% said not at all or slightly (Orlinsky Ronnestad, 2005). Work by Skovholt, Jennings, and Mullenbach identified several themes in the life of 10 master therapists they studied, including the presence of significant but not overwhelming stress in their early years (Skovholt et al., 2004, cited in Farber et al., 2005). Another theme in the literature is the role of intellectual curiosity, an early interest in reading and the humanities, and a teacher or mentor in the therapists career choice (Farber et al., 2005). Still, all these factors are common to any form of creative endeavour as an adult creative, intelligent children are typically curious, read voraciously, are good observers, and seek a mentor or trusted person who will not only teach them but be an audience for their thoughts and discoveries. Psychologists Murphy and Halgin (1995) compared a group of 56 psychotherapists with 53 social psychologists for their study into the influences on career choice. They found that clinical psychologists were more likely than social psychologists to have been influenced in their career selections by distress during their life, desires to resolve personal problems, and opportunities for career achievement and advancement. Most respondents did not view problematic histories as central to their choice of career, and the magnitude of difference between the two groups of professionals was small. The finding is perhaps not surprising considering the scientific nature of psychology where objective data and evidence-based methodologies might hold more weight than the self of the practitioner. In a qualitative study of social workers practising as counsellors and psychotherapists, Lewis (2004) found that gender and class had a strong influence on the career choices made by men and women in social work. Women in the sample had pursued career directions with a strong clinical focus combined with roles such as management, supervision and training and were more likely to express the need to balance their working lives with the needs of their families. Men were more likely to pursue careers in management and express feelings of responsibility to provide for their families once children were born. The analysis of data also found that men were more likely to identify their family origins as working class, while women identify their backgrounds as middle class. Zagier Roberts (1994) maintains that many of the conscious choices made by helping professionals are based on idealism. However, ideals are rooted in the unconscious and can contribute to primitive defenses, such as her example of psychoanalysts who deeply need to believe in their costly and time-consuming approach to continue the work necessary to meet their own unconscious needs. People with similar needs are often drawn to a certain setting to work through their own unresolved issues and this can stir up collective defences (Bion, 1961, cited in Zagier Roberts, 1994). Professional idealism and group identity can blind practitioners to the weaknesses of a particular therapeutic approach while failure in their work can trigger guilt and anxiety, prompting primitive defences to maintain self-esteem. As the person of the therapist is a tool in the work, perhaps workers hope that they have enough goodness to heal others. Healthy boundaries are necessary to ensure optimal distance between client and helper. Rigid boundaries and labelling clients as crazy or unfortunate and the helpers as the sane experts is not useful. The so-called charity model does not honour those who it seeks to help if the lines between sympathy and empathy become blurred. At the other extreme, professional helpers might feel guilty for being more educated or wealthy than their clients and may unconsciously try to lessen those differences through over-identification, leading to despair and burn-out. The need for clear client-therapist boundaries and realistic task definition is essential (Zagier Roberts, 1994). Personal therapy is another factor that seems to influence therapists career choice to varying extents. Having experienced the transformational effect of therapy may well lead to a desire to share the magic with others. Using personal experience to help another while continue healing ones self is a powerful motivator for many (Sussman, 2007). Controversies and debates The wounded healer notion seems to be one of the most common themes but does not explain why everyone damaged as a child does not become a therapist or why some therapists do not have a history of childhood pain. Farber and colleagues point out that adopted children are more likely to choose a career similar to their biological parents than their adoptive parents (Farber et al., 2005). The authors seem to think that the most essential of all factors contributing to therapy as a career choice is psychological-mindedness, which may be partly innate but increased through personal therapy and distress. They contend that high psychological-mindedness generally leads to a quest for greater understanding of self and others and ultimately the need to help others in a way that feels personally satisfying (Farber et al., 2005). However, as they point out, that does not explain why some therapists are more research oriented. One would not inherit psychological mindedness but, rather, a genetic trait of the order of introversion which would then evolve into, and be shaped into, what would be called psychological mindedness. Another way of understanding would-be therapists desire to help is through social learning theory that they have been differentially reinforced for certain activities, including listening to and emotionally supporting others. Perhaps it is not a matter of how much pain potential therapists experienced in childhood but how they perceive or construct those experiences. Rather than minimising, repressing or suppressing the experiences, they try to find meaning and make sense of them. Childhood, family, society and culture contribute to everyones choice of profession, not just therapists. The idea of the wounded healer makes sense that the therapist is psychologically curious as a result of his or her own personal suffering and conflicts, providing an awareness and sensitivity to understand and help others. Perhaps the question is not so much about whether or not therapists were wounded as children but whether they have begun healing their own wounds so they do not infect their clients or at least know they are wounded and are willing to consider the impact of this one their work with clients. Kottler (2004) is brutally honest about the realities, as he sees them, of being a therapist and asserts that most practitioners understand that they risk their own mental health through working so closely with people who are emotionally disturbed, in pain or in crisis. He wonders how therapists cannot but be polluted to some extent by the suffering of others and whether Freuds notion of detachment was more about protecting the practitioner than the client. Kottlers long list of negatives includes a sense of responsibility, repetition, boredom, feelings of inadequacy, isolation, brain strain, stress from systems and re-opening of ones own wounds. He cites the fact that even person-centred pioneer Carl Rogers nearly had a breakdown after being stalked by a deeply disturbed client, although other factors might also have contributed to Rogers vulnerability at the time. Yalom (2001) clearly regards therapy as a calling rather than a profession, valuing interpersonal skills, sensitivity, awareness, warmth and humour. He too is a realist sharing actual stories from his own practice and his writings inspire trainees. Yalom operates from an existential and interpersonal frame of reference, advocates a pluralistic approach and draws on a variety of theoretical models. He quotes Erik Erikson as describing the post-narcissism late-life stage as generativity, when people begin to focus less on self and want to pass on their wisdom to the next generation. Perhaps that could be a motivation for older students enrolling in counselling and therapy courses. It might be too that therapists real reasons for choosing to work in the field can be better understood with hindsight and professional maturity. Yalom writes simply and to the point in snack-sized chapters about balancing the magic, mystery, and authority that come with the job of freeing clients of their reliance on therapy. Sussman (2007) too provides inspiration to newcomers to this curious calling and both his work and Yaloms would do well as required reading in training for supervisors and students. Evaluation Limitations in much of the research to date is that findings are based on small sample groups (fewer than 15) for unstructured interview data and that comparison groups are rarely used to compare therapists motivations with other professionals. With the exception of studies by Elliott and Guy (1993) and Fussell and Bonney (1990), investigators have not used comparison groups to distinguish therapists experiences from those of other professions, such as teaching, nursing or accounting. As stated in the introduction, much of the data on therapists motivations was collected several decades ago when the profession was dominated by male Jewish psychoanalysts. It should also be acknowledged that personal motives are difficult to investigate, especially if not well understood by the therapist responding to a survey question or interview. Todays therapeutic landscape is vastly different with more female practitioners and a growing reliance on brief, solution-focused and cognitive modalities. More new studies are needed to determine whether the career motivations of therapists now aged over 50 differ significantly from those of younger therapists. Research on whether therapist career motivations vary with age, theoretical orientation or gender identity remains to be done. Conclusions So, what makes a counsellor or psychotherapist? Clearly, the question is as complex as the individuals themselves. It is likely that the answer cannot be found in a single gene, experience, mentor, book, film, event or training course. Most probably, the motivation is drawn from a mix of ingredients in varying measures including sensitivity, early distress in self and others, an interest in emotion and behavior, personal therapy, being a confidante and having an influential mentor. It should also be stressed that unconscious, dysfunctional motives for becoming a therapist, such as a need for power or recognition, can coexist with altruistic and caring motives. However, a motivation driven by personal needs, whether conscious or unconscious, carries a risk of harmful or poorly directed practice. Thorough interviews of prospective trainees, supervision focused on the self of the therapist as well as case management, ongoing or intermittent personal therapy, peer support and professional development are critical mechanisms to minimise the risk that motivations associated with personal needs do not impact on clients adversely. Without awareness of their own shadows and blind spots, practitioners risk using clients to fulfil their own unmet needs. Whether wounded or not, anyone considering a career in the field should illuminate their own hidden motivations before trying to enlighten others. Personal therapy and self-monitoring, whether through individual or group therapy, should be a mandatory requirement in training and for membership of all professional associations. Although the jury is still out on whether personal therapy improves client outcomes it should be stressed that nobody, even therapists with decades of experience, ever finishes his or her own work it is a lifelong process. Regardless of motivation, aspiring counsellors and therapists cannot be expected to be healed when they start their training course but must at least be open to change and feedback through the process if they are to help others. Periodically re-examining motivations for working in the field might be a useful exercise during times of uncertainty, fatigue and disillusionment. For example, therapists who enter the field primarily for intellectual and creative stimulation might burn out more quickly working in a managed-care CBT environment than someone with the freedom of private practice. Perhaps it would motivate therapists to attend more professional development events, join a peer network, or explore new theoretical models or client groups. Re-visiting the motivations for entering such a challenging profession could serve to revitalise, rejuvenate, renew, refresh and remind practitioners of the unique and meaningful benefits of this privileged work. As Norcross and Guy (2007) discovered in their interviews with master therapists, refocusing on the rewards of practising psychotherapy enabled many to reduce their work-related distress: Much like reminding yourself of why you fell in love with your partner, such reflection on your role as a psychotherapist can refresh our sense of calling (p. 20). So, what brings you here today?