Impact Of Computer Technology On Communication Essay

1. ABSTRACT Technological development has had a strong impact on the way society communicates, particularly with its acceleration in the last few centuries. From the invention of the telegraph and telephone to the advent of the Internet, technology has given people tools to not only keep in touch with each other, but also express their feelings and opinions to a broader audience than would otherwise have been impossible. Everything has both a positive and negative impact, and the impact of technology on the communication process also comes as mixed baggage. It is the purpose of this paper to discuss the positive and negative impacts of computer technology on communication. In this article, we would be discussing the impact of popular technological elements like emails, telephones, cellphones etc. on our means of communication. INTRODUCTION Communication is an essential part of life. The use of technology can be a great help to people in communicating, reducing the time it takes. But technology can have consequences of reducing person-to-person interaction without the device as an intermediary. Email Electronic mail, or email, was one of the first changes in how people use technology to communicate with individuals. The ability to release information to many different people at once, without calling a meeting or requiring printing of the materials, turned into a money- and time-saving device. Text Messaging Text messaging also has its own language, an abbreviated form of speech that has found its way into classrooms and businesses. People are more likely to pull out their phone and start texting while sitting at the table for dinner or while having a conversation in person. The actions of texting may seem rude under conventional social norms, leading to misunderstandings. Instant Messaging Instant messaging has been around since the 1990s. It was primarily used by people to communicate while doing homework and just to keep in touch. It was texting before text messaging became affordable. Businesses realized the potential of real-time communication at the computer between employees and implemented it. Instant messaging, or IM, has allowed people to reach other people without having to use the phone. Social Media Social media have been a revolution in how people plan events and communicate with one another. Rather than talking to their friends in person, they can post a comment about their life. The revolution of social media has allowed people to rekindle friendships, make new friends and gain new interests. 1. Positive Effects of Technology on Communication Technology has transformed the once big and far world into a tiny global village. Thanks to technology, we now have the power to communicate with anybody on the other side of the world. The points below summarize these benefits. 1.1. Keeping in Touch For more than a century now, technological advances have brought the world closer, making communication across long distances easier. Telegrams are faster than letters; phone calls, in turn, are faster than telegrams, as well as easier and more pleasant, since they require no go-between and allow users to hear each other’s voice. Cell phones take this one step further, allowing people to call and speak with each other regardless of their location. Online communication of all types is the most efficient yet, with email being a near-instantaneous version of the paper letter; webcams, paired with communication programs such as Skype, iChat or Google Video  Chat, make it possible to see the person you are speaking with rather than just hear his voice. 1.2. Doing Business The same technological advances that have simplified and improved personal communication have also had the same beneficial effects on business. Communication between colleagues is near-instantaneous whether they are a few rooms or a few countries apart; video conferencing allows companies to have workers scattered around the globe while but still hold efficient meetings and discussions; business networking is made easier by social media and online networks designed specifically for that purpose, such as LinkedIn. Perhaps most importantly, companies can expand beyond their local market and gain a wider customer base simply by maintaining an active online presence. 1.3. Overcoming Disabilities Technology has both improved communication for disabled people and made it possible where it previously wasn’t. Hearing aids boost the hearing of partially deaf people, making it easier to understand speech, while cochlear implants restore hearing to the completely deaf. Speech-generating devices give people with severe speech impairments a way to express themselves: perhaps the most famous user of such a device is scientist Stephen Hawking. Further advances in technology may result in functional brain-computer interface systems, restoring the ability to communicate to people who have lost it entirely, such as sufferers of locked-in syndrome. 1.4 Reaching a Broader Audience As people’s ability to communicate improves, the reach of their messages widens. This can be especially important in politics and activism. For instance, photos and video recorded covertly through a cell phone can be quickly and easily shared online through websites such as YouTube, making it harder for oppressive regimes to keep control; social networks such as Facebook and Twitter can be used to organize and coordinate meetings and protests. The Egyptian revolution of 2011-2012 was spurred greatly by social media. 2. The Negative Effects of Technology on Communication 2.1. Privacy Communicating via computers can help people bridge large geographical gaps and access remote information, but doing so may open up a person’s privacy more than he might want. With an in-person meeting or phone conversation, there is a relative assurance that details of those exchanges will remain private. However, with email, text messaging or message boards, there is a record of what people say. Information is not just thrown out into the air like speech, but it stored as a permanent record. There is an inherent danger when third parties can access these online â€Å"conversations.† Similarly, social networks and other Internet-based communication tools are vulnerable to privacy breach, as users often engage in these activities on public networks, leaving personal information, potentially, out in the open. 2.2. Misinterpretation The fact that most communication taking place on computers comes in the form of text can actually be a negative in terms of our ability to understand things clearly. Even with email, it is possible for information to be misconstrued or the emotion of a statement to be missed. Saying â€Å"thanks a lot† to someone in an e-mail message, for instance, could be used to genuinely relay gratitude. On the other hand, it could indicate a negative feeling of someone being put in a tough position. The context clues that a person provides with their body language and tone of voice are lost in this scenario. Users get around some of this confusion by using emoticons — keyboard characters that serve as a shorthand for mood and feeling — but a great deal of subtlety can be missed without seeing how someone reacts with their body language and voice. 2.3 Dependency Society’s dependency on computers for communication is also a dangerous game, as outside forces can prevent communication in a variety of ways. Earthquakes, floods and hurricanes have caused various slowdowns and stoppages of Internet connectivity for people all over the world. Additionally, reliance on social networks and email can have the unintended consequence of opening a person up to identify theft attempts and email scams. Even the outside force of political unrest can threaten a user’s ability to communicate, as the 2011 demonstrations in Cairo and Libya  resulted in government shutdowns of the Internet, drastically curtailing each country’s ability to communicate, both nationally and internationally. 2.4. Impact on children The minds of children are like blank pages. As we know that the generation of this era has a high level of dexterity. Their elevated cleverness allows them to fill those pages very fast with the provided information. Such information can be extracted not only from books and other educational materials but also from games, TV shows and texting. . Now, more and more people are interacting with others through different platforms like apps, role-playing online games, social networks, etc. This advancement has hampered the physical interaction skills of many children. Due to that they don’t know how to interact with others when they meet them in-person or what gesture they should carry. A limited use of gadgets can be quite useful for children as it will allow them to be up to date with the current technology. However, the overuse of these advancements can really hamper or even damage their development in the personal growth, communication and educational department. 2.5 Elevated Exasperation These days, children indulge themselves in internet, games or texting. These activities have affected their psyche negatively, consequently leading to increased frustration. Now they get frustrated whenever they are asked to do anything while playing games or using internet. For instance, when their parents ask them to take the trash out, they get furious instantly. This behavior has shattered many parent-children relationships. 2.6. Deteriorated Patience Patience is a very precious virtue and its scarcity could deteriorate a person’s Will. Determination is a necessity that comes with patience and without it no individual can survive the hardships of life. According to studies, tolerance in children is vanishing quite increasingly due to the improper use of technology. For example, children get frustrated quickly when they surf internet and the page they want to view takes time to load. 2.7. Declining Writing Skills Due to the excessive usage of online chatting and shortcuts, the writing skills of today’s young generation have declined quite tremendously. These days, children are relying more and more on digital communication that they have totally forgot about improving their writing skills. They don’t know the spelling of different words, how to use grammar properly or how to do cursive writing. CONCLUSION While technology did make communications faster and easier, it has also made, at times, communication more distracting and less clear.With any technological innovation and use of computer, communication issues of privacy, trust, security, and social control have been raised as computers have become more pervasive.. As you can see, the impact is both positive and negative. But logically thinking, technology has bettered the communication process and has done negligible harm. The positive points of the technological advancements cover up the negative points. It all depends on how we use these means; use the technological means of communication for sane purposes, and don’t abuse them for malicious motives REFERENCES [1.] Kiesler, S., Siegel, J., McGuire, T. W. (1984). Social psychological aspects of computer-mediated communication. American Psychologist, 39(10), 1123-1134 [2] Smilowitz, M., Compton, C. D., & Flint, L. (1988). The effect of computer mediated communication on an individual’s judgement: A study based on the methods of Asch’s social influence experiment. Computers in Human Behavior, 4,311-321. [3] Freeman, S.C. and L.C. Freeman 1979 â€Å"The networkers network: a study of the impact of a new communications medium on sociometric structure†. Social Science Research Reports, No. 46. University of California,Irvine. [4] Tanis, M. (2003). Cues to Identity in Computer Mediated Communication. The impact on Person Perception and Subsequent Interaction Outcomes. Thesis University of Amsterdam. Enschede: Print Partners Ipskamp.

American Involvement in Somalia

This is a continuation of my research into the American involvement in the Somali civil War between 1992 and 1994. This paper will attempt to fit the historical data into some of the various ideas put forth in the Kriesberg book, though, unfortunately, the war did not really develop in the same way that the book might describe due to the complete failure of the mission and the brief time of actual American combat. Nevertheless, Kriesberg will provide a useful theoretical starting point to understand this conflict and its ultimate lack of resolution. The civil war that the US was supposed to stop continues without resolution to this very day.1. Escalating the war took place in three rapid stages. All of these were American led operations, though under the cover of â€Å"UN Resolutions† which seemed to provide some kind of a moral stamp on the operation. The three stages were all complete failures from every conceivable point of view. Conventionally, they are called, in order UN OSOM I, UNITAF and finally, UNISOM II, which was finally terminated in 1994 (Lyons, 1995, 39). All of these acronyms concern either UN or US projects in Somalia. The first, in 1992, saw the deployment of only a handful of peacekeepers once most of the factions in the country agreed to some kind of mediation.But as soon as the grand total of 50 men landed, the factions refused any kind of negotiation and immediately resumed fighting. UNOSOM I was considered a bad joke at best. However, the US took over operations a brief time later under UNITAF, which was basically an American controlled operation. In early 1993, the US sought to intervene under the cover of both UN diplomacy and under the idea of â€Å"humanitarian intervention,† a concept where the state intervening does not have any real political capital to gain, but is intervening to save lives and avert famine.But the reality is that the US was interested in controlling Somalia for one reason: to keep it from falling int o the hands of the Islamic movement of General Mohammed Farah Aidid (Lyons, 1995, 39-42). Aidid very quickly succeeded in making himself the most powerful faction leader in Somalia, and in his turn, made himself the anti-American and anti-Israeli leader in the war, holding to a semi-communist kind of Islam that sided with Sudan and, to some extent, Syria in the middle east (Schultz, 2006, 92-94). Aidid also condemned American involvement in the Iraq war.Hence, very quickly, the Clinton administration dropped both te UN and the â€Å"humanitarian† cover and sought to capture Aidid at all costs. Aidid was a threat to both US and Israeli interests for several reasons, dealt with in detail in the last paper: first, Somalia is an oil-rich state, second, it helps control access to the Red Sea, and third, it controls access, to some extent, to the equally oil-rich state of Sudan, where western backed rebels in oil rich Darfur are fighting the Islamic state of Omar Bashir (Kreitzman, 2006).Hence, Somalia was considered a strategic country on all counts. The American force was fought to a draw by Aidid’s forces in the famed 1993 Battle of Mogadishu. It was not long after that that both UNITAF and UNOSOM II, engaged in at the same time, withdrew its forces from Somalia. 2. There was an US brokered attempt to create a unified faction against Aidid in Ethiopia (then a pro-US power in the region), but negotiations quickly broke down (Lyons, 1995, 40-41 also 45). But this is where the American failure can be more closely analyzed.First of all, the Americans approached negotiations as a purely zero-sum game (Kriesberg, 2006, 273). The point of negotiations in 1993 was not to end the war, but to escalate with, with a strongly western backed coalition against Aidid. Since there was no real understanding of the ideas of all factions, political or religious, the US also, secondly, stereotyped its opponents: the Muslims were evil, foul and, worse, anti-Israel, and t he others were secular and progressive (Kreisberg, 2006, 280).Hence, both due to the zero-sum question as well as stereotyping, the US could not successfully operate on Somali territory, even if the number of soldiers escalated higher. The zero-sum aspect of this is also connected to what Kriesberg calls â€Å"cognitive dissonance† in warfare–that is, an intervening party must convince themselves that the official reason that one is intervening is the real one (Kreisberg, 2006, 157). Of course, no serious person could possible pull that off, and hence, there was a schism in the mentality of the intervention from day one.Since the real purpose behind US intervention was to install a secular government friendly to American interests, and the â€Å"humanitarian† rhetoric went out the window at an early date once Aidid became powerful and popular, the official purpose and the real purpose of the intervention became an â€Å"open secret† early on. This could o nly hamper American efforts. As General Montgomery pointed out, the issuance of UN Security Council Resolution 814, with tacit U. S. support, clearly changed the mission. â€Å"For us there was no such thing as mission creep,† he pointed out, â€Å"because it was very clear at the outset what we were supposed to do.† While the resolution was unrealistic and overly ambitious, General Montgomery insisted the taskings in it were clear enough (Hoffman 2004). Nothing could be further from the truth. If anything, â€Å"mission creep† was the order of the day. Directives from Washington differed from directives from the UN. Washington wanted Aidid, while the UN wanted some kind of humanitarian action. But this is not atypical from upper brass in the military establishment, as much a political position as a military one.Ultimately, there was a superficial resolution of the problem by saying that the reason the humanitarian disaster occurred was that Aidid made sure the food aid did not get to â€Å"the people. † This assertion has no evidence to underscore it. But even more, the US got involved in an obscure part of the world for oil and Israeli interests. The US had no real comprehension of the religion and culture of either the Islamic or Christian Somalis. The US, as mentioned in the last paper, failed miserably in the propaganda war once Aidid made it clear that the US was an invading and imperial force working at the behest of wealth and power.This set of ideas helped bring Somalis to his side, and made the US look bad. But American ignorance of the real situation and the perception of US interests among the common population ultimately forced the withdrawal of all troops by 1994 with little having been done. 3. The consequences of this intervention were absolutely disastrous. Since 1992, roughly 1. 2 million Somalis have lost their lives. Starvation is the order of the day, and the war continues without abatement. Aidid himself was ki lled in a gun battle in 1996, yet his movement remains strong.But more abstractly, there are indirect consequences. First, the US realized that any serious commitment needed a large number of troops with strong air support. Second, the approbation of the UN, while having no military value, has a strong degree of moral value. Third, Americans are not interested in long term warfare, unless a major event can take place where Americans are killed. Hence, 9/11 gave both the US and the Israelis a green light to take care of their political problems with little fallout (at least in the short run). Fourth, there needs to be a constant threat to keep Americans interested.Since Somalis did not threaten Americans, it was very difficult to maintain American interest or support. But constructing an ubiquitous web of Islamic terror cells might keep Americans interested. In reality however, none of these lessons were truly learned, and the realist approach to intervention still maintains itself: the US will intervene whenever its financial interests are concerned, which includes protecting the hated state of Israel at all costs to her prestige or credibility. Even more, the UN ended up looking like a paper tiger, a tool of US interests and without a clear agenda of its own.It was a disaster in every significant way. 4. The sort of warfare one is looking at in Somalia is clearly â€Å"zero-sum. † The US intervened solely out of an interest in African oil and the control of access to the strategic Red Sea. The failed negotiations in Ethiopia produced no results because of American ignorance and the refusal of US negotiators to permit Aidid to have any say in the matter. Hence, it became officially clear (contra the words of General Montgomery above) that the real purpose of the mission was to keep Aidid away from power at all costs.But in rejecting the most popular and powerful faction in the country and trying to cobble together a coalition of small and non-ideologica l factions led to complete disaster, and American intelligence completely failed to figure out who was who, and who wanted what (Razack, 2004, 44). The US failed due to the â€Å"social psychological† atmosphere that they themselves created (Kriesberg, 2006, 147). Aidid saw through the American purpose from the outset, which permitted him to construct an Islamic nationalist base that proved very popular. That was a nut that the semi-committed Clinton administration could not understand or crack.Furthermore, organizational structure of Aidid’s forces also changed (Kriesberg, 2006,158). As he became more and more popular, it became clear that his organization became more powerful, regularized and disciplined. As mentioned in the last paper, Aidid began providing his own social services, paving roads and even contemplated minting his own currency, all of which the US was determined to destroy, apparently on â€Å"humanitarian grounds. † 5. In Conclusion, Kriesberg can help us understand the war in Somalia and the American failure in several ways. First, the US stereotyped its enemy and the Islamic world in general.Second, it approached the war as a zero-sum game, with everything on the secular warlords and nothing on Aidid. Instead of talking with him and respecting his popularity, the US attempted to destroy his very base of power and his functioning administration (Lyons disagrees with this, and claims the US did briefly negotiate with Aidid, pp 43, but it went nowhere). Third, the US entered this war without any real understanding of the mentality of third world people in an impoverished state. Like in Iraq, it was assumed that the US would be greeted as peacekeepers. Instead, they were greeted as occupiers (Razack, 2004, 10-11).Fourth, the US did not have a clear sense of mission. While official sources held that the mission was truly humanitarian, from the outset it was clear that the purpose was to keep Aidid and all like him from power and make certain a pro-US leader was installed in this strategic country. Aidid, a man of great military and political talent, took advantage of all these failures to eventually drive the US out of Somalia. Bibliography: Hoffman, Frank (2004). â€Å"One Decade Later: Debacle in Somalia. † The Proceedings of the Naval Institute. January. (www. military. org) Kriesberg, L.(2006). Constructive Conflicts. Rowman and Littlefield. Kretzman, Steve (2003). â€Å"Oil Security, War and the Geopolitics of United States Energy Planning. † Multinational Monitor, Jan/Feb. Lyons, Terrence (1995) Somalia: State Collapse, Multilateral Intervention and Strategies for Political Reconstruction. Brookings Institute Razack, Sherlene (2004). Dark Threats and White Knights: The Somalia Affair Peacekeeping and the New Imperialism. University of Toronto Press Shultz, Richard (2006) Insurgents, terrorists and Militias: The Warriors of Contemporary Combat. Columbia University Press

Economics of Sumeria

By 7000 BCE there was farming, which required permanent settlement. ————————————————- By 4500 BCE, people archaeologists call Ubaidians were living in towns near where the Tigris and Euphrates rivers emptied into the Persian Gulf. EKONOMIKS –( http://earlyworldhistory. blogspot. com/2012/01/sumer. html poltics) (http://www. sjsu. edu/faculty/watkins/sumer. htm-poltics) This was  Mesopotamia  (Greek for â€Å"between two rivers†). It was around 4000 BCE that a people called Sumerians moved into Mesopotamia.By 3800 BCE the Sumerians had supplanted the Ubaidians and Semites in southern Mesopotamia. They built better canals for irrigating crops and for transporting crops by boat to village centers. They improved their roads, over which their donkeys trod, some of their donkeys pulling wheeled carts. And the Sumerians grew in number, the increase in population the key element in creating what we call civilization Do you know? Civilization is a word derived from an ancient word for  city. LIVINGS around each city were fields of grain, orchards of date palms, and land for herding.Besides planting and harvesting crops, some Sumerians hunted, fished, or raised livestock. In addition to an increase in population, civilization was also about variety, and enough food was produced to support people who worked at other occupations — such as the priesthood, pottery making, weaving, carpentry and smithing. There were also traders, and the Sumerians developed an extensive commerce by land and sea. They built seaworthy ships, and they imported from afar items made from the wood, stone, tin and copper not found nearby The Sumerians used slaves, although they were not a major part of the economy.Slave women worked as weavers, pressers, millers, and porters. The social structure of the Sumerians was decidedly different from other societies of th at and later times. The Sumerian communities were city states organized around a temple and ruled by a priesthood. There was a class of craftsmen in addition to the priests and peasants. The craftmen devoted most of their time to producing things for either the temples or the warrior-soldiers which protected the temple community. The people were to devote their lives to propitiating the gods to prevent calamities from befalling the community.

Case Study Research in Supply Chain Management Essay

Case Study Research in Supply Chain Management - Essay Example Supply chain management is developing as one major approach in business management together with the administration. Supply chains are sets of organizations and streams of chains. These streams include finances and products. To achieve a competitive position, (Handfield and Nichols, 1999, p.2) notes; supply chain management should be integrated into improved chain relationship. In the research methodology, two issues were looked at, the first analysis of the research content then outline of the research. Through content analysis research process that was conducted was described according to five steps outlined by Stuart et al. (200) suitable for empirical methods. A model of this process has four steps comprising; material collection, descriptive analysis, dimension selection and material evaluation. Case study research definition makes an empirical inquiry that seeks to establish a contemporary phenomenon within the context that pertain real life. The case study can be used for three different purposes. According to (Yin 2003, p. 3) one of those purposes is a determination of the feasibility of the procedure used in that research. Another purpose is describing completely the phenomenon within the context. It also explains the happenings of the data. For contrast, some cases use replication logic. However, they can be used in the selection of typical cases in the set domain (Eisenhardt, 1989). This particular context gives rise to the question whether the whole study was deeply based.

The Tender Submission Research Paper Example | Topics and Well Written Essays - 1000 words

The Tender Submission - Research Paper Example Once the team has completed, it should have a complete background of the engineering companies and their employment habits. The second team in the group will be involved in getting information about the criteria for accreditation by the Accreditation Board for Engineering and Technology. This will help the group assess the students and teachers satisfaction on the board. This will be conducted by holding interviews with teachers, students, and subordinate staff. This will give the interviewers an idea of the relationship between the students and staff. The bottom line is that there is a need to establish the relationship and level of satisfaction of the students and the staff. The third group will be involved in assessing the graduates’ level of knowledge and how much they understand in the field of engineering. Graduates mainly gain knowledge in one area and then they do not have much knowledge in other areas. This group will be tasked to find out the areas where the graduate s have much knowledge in and the areas that they do not have the knowledge. The research team will get information through the use of questionnaires and interviews. After getting the necessary information, they will generate a report showing the graduates’ areas of strength and the demand for these areas in the market. After the third group has delivered their report, the fourth group will find out about the skills needed by the engineering industry. They will visit companies and conduct interviews so as to know the kind of skills that these companies need. This will help the schools and graduates know the skills in demand and thus concentrate on them. This group will also try to find out if the graduates already employed usually possess these skills and if they meet the company’s expectations. The data analyst and the project manager will use the reports generated by the first four groups to come up with a solution to improve the graduates’ skills. The report w ill also include tips to improve the quality of education at the University of Glamorgan. It will also show the core qualities in demand by engineering companies and the qualities possessed by the graduates from the same University. All the groups in the team will come together and develop a report based on all the five reports from the various groups. The report will reflect the technical methods of improving engineering skills at the University of Glamorgan. It will also show the organizational structure of how these skills can be implemented to meet the market demands in the field of engineering. Finally it will also focus on the University’s academics and create great emphasis on the core skills that most companies are after. This will be used as a guideline that teachers and instructors can use to improve the students’ skills in those skills that most engineering companies are after. Risk Assessment Risk assessment is part of risk management. It involves determina tion of qualitative or quantitive risk values in a given situation. In this research, risk assessment will be applied in all stages to ensure the elimination of any threat or situation that might hamper the research. The risk assessment will be carried out before each task starts. The assessment will involve systematic analysis of the task and identify the possible hazards that the team members might face. This will enable the team to be ready for such problems and will have the means or ways to overcome them.

Winning in a world where hard work and talent is not enough Essay

Winning in a world where hard work and talent is not enough - Essay Example This paper offers an analysis of Reardon’s (2006) work in comparison to and in relation to DuBrins (2007) work on Leadership on the basis of concepts, principles and themes. Winning in a World where Hard Work and Talent as not enough Introduction In the book, It’s all politics; Winning in a World Where Hard Work and Talent Aren’t Enough; the author’s main objective was to bring out the fact that, this is a time when politics is the most significant factor that enables people to attain top most positions in most sectors of life, paying attention to business and economics. It shows that the world we live in today is highly competitive, and not everyone who works hard gets the expected reward. The author explains that nowadays everything is all about politics. Those who are politically strong, in that, they say the seemingly right things at the right time to the right people are the ones who emerge as winners in the end. No matter how one works as hard as an ant, with talents that one can ever imagine, the result is that politics still reigns (Reardon, 2006). In fact, in work places, the bell that rings only produces the sound of politics. Discussion Reardon (2006) brings out the concept that politics does not entail one being sly and devious, but it involves being ready to listen to fellow workmates, creating a good relationship with them and also trying to make everyone improve on his or her goals. Through these relationships, one can hold strong ties with people who can be able to offer a ladder push in terms of hierarchical positions in the work place. Politics has a lot in it other than what people stereotype about it. It involves critical thinking, being open-minded and being socially active (Reardon, 2006). When combined with both hard work and talent, politics acts like the salt that makes food tasty. It can make a person who is talented and industrious to get rewards that one can never imagine. The key theme brought out by Rear don (2006) is the theme of leadership. Leaders have to have well-defined skill set to enable them rule effectively. A leader is a person that people in the society, home, workplace or school look up to in times of problems and despair with the hope of changing their lives positively. A leader is one who can help others to live to their dreams and expectations. Leaders should be able to familiarize with the people they serve, knowing what problems they undergo and how to solve each one of them (Reardon, 2006). They should be social beings who are ready to serve their people under whatever circumstances they go through. She brings out a principle that, people who are experienced in politics, should take time to learn and practice about so many things so that they are not caught unawares by any circumstance that prevails. They know what they are to say and should be remarkably flexible in terms of conversations so that they are able to discuss anything with anyone. Leaders should know when and how to twist a discussion so as not to say things that will later be put against them (Reardon, 2006). They should think first before acting, and they should not jump into conclusions. People with an advantage in politics are those who are keen to give an ear to what other people say, and do not pay more attention to what they tell others In the book, Leadership: Research Findings, Practice, and Skills, Dubrin’s (2012) main purpose is to show what leadership entails. He gives out the skills that one who is called a leader should have. He brings out a vivid understanding of what leadership and leadership principles involve or entail. He explains the meaning of leadership and explains what it does not

Racial Violence - The Case of George Zimmerman Essay

Racial Violence - The Case of George Zimmerman - Essay Example Racial violence is not like other types of violence because its primary cause is based on beliefs of superiority and hatred of other individuals or groups who are destined to be inferior due to their ethnicity; and due to their physical features like skin color. Racial violence takes many forms. It can be as subtle as teasing or pushing and can be severe as murder, physical assault, and genocide (Browne-Marshall 15-18). This essay analyzes a recent racially charged issue—the case of George Zimmerman, a Hispanic guard who killed a young black man, Trayvon Martin, allegedly as an act of ‘self-defense’. This case is analyzed in terms of the causes and effects of racial violence. The Role of Race in Zimmerman’s Case Although racial violence is more obvious, other types of violence are similarly destructive. There is an increasing number of evidence that continuous harassment negatively affects the health of its victims. It inflicts psychological and physical pa in which is passed on to subsequent generations (Gruber 1573). Being constantly anxious or fearful because one is racially different and continuous harassment are root causes of poor self-worth and mental disorders. People who are subjected to racial violence usually accept or embrace an identity with the undesirable images they are assigned to. Resistance at times results in greater and more severe discrimination and violence (Bonilla-Silva 22). The belief that everyone is created in God’s image is hollow when the identity one embraces is that of a lowly, insignificant individual. The death of Trayvon Martin compelled Americans, once more, to confront the nation’s tragic history of racial violence. Nevertheless, possibly because the death of Martin evidently resembles the death of a huge number of young black men in the past and recent times, the debate over the issue seemed historically inclined.

Cocaine effects on a newborn Essay Example | Topics and Well Written Essays - 750 words

Cocaine effects on a newborn - Essay Example Another risk is â€Å"placental abruption†, a premature separation of the placenta from the uterus wall which may cause excessive bleeding and death risk to both the mother and baby (â€Å"Cocaine Addiction and Pregnancy: Effects on Newborns†). Cocaine effect on newborns is serious. The pregnant woman’s use of cocaine can decrease the supply of nutrients and oxygen to the growing fetus. Cocaine-exposed babies have low birth weight, low Apgar score, shorter length and smaller head circumference than unexposed babies. These consequences can be a sign of future developmental delays and abnormalities. Babies from mothers using cocaine have greater possibility of being born prematurely. These babies experience breathing difficulties which may cause stroke even before birth or immediately after birth. Stroke can lead to the development of lifetime brain and developmental disorders (â€Å"Cocaine and Pregnancy†). newborns are often irritable, hyperactive, sleepless and have a low frustration tolerance, muscular stiffness, visual disturbances, low feeding and sucking abilities and sensory incapacities. There have been reported cases of loose bowels, vomiting, and seizure occurrences. A number of these problems may last for 2 to 2  ½ months after birth (â€Å"Cocaine and Pregnancy†). Cocaine-exposed newborns may go into deep sleep for longer than usual (Gorski). Pregnant mothers who uses cocaine for an extended duration may deliver babies that have birth defects and abnormalities in the face, brain, heart, eyes, limbs and muscles. Some babies may be born with intestinal, genitals and urinary problems (â€Å"Cocaine and Pregnancy†). When cocaine enters the placenta, it disturbs the circulation inside the fetus’ body. Cocaine stays in the body of the developing fetus for an extended duration. That is why evidences of cocaine can be found in the urine and hair

Case Study - College Rigistration Project Example | Topics and Well Written Essays - 500 words

- College Rigistration Project - Case Study Example A clear objective should be set for each person before any action plan can begin. The objectives should be measurable, finite, meaningful and realistic. Then, the relevant tasks required to accomplish the set objectives should be identified. At the same time, deadlines should be set for each of these tasks because tasks without deadlines do not become completed tasks. The inputs necessary for the projects schedule should also be taken into consideration for the project to be a success. Several input types will be required to facilitate the project. These would include personal and project calendars to help understand the working days and shifts. A description of the project scope will also help determine the key start dates, major assumptions behind the plan and the key limiting factors to the project. Project risks should be clearly identified and understood to ensure that there is enough extra time to deal with identified risks. A list of activities and resource requirements should be determined. The management needs to understand the resource capabilities and experiences available. This would also entail evaluation of how company holidays and staff vacations will affect the project schedule and detailing means of overcoming such effects. Approaches to conflict resolution would entail use of ‘compromising’ technique. This is better described as a ‘give and take’ method where parties in conflict negotiate to reach a mutually satisfactory solution. Either party will cede ground to reach a decision thus leaving each person satisfied. ‘Avoiding’ is another technique which can be used. It is better described as a ‘withdrawal style’. It entails postponing an issue for later periods or just withdrawing from the situation altogether. This is however a provisional solution because the problem or disagreement will continue to reoccur. Another style to use would be the ‘Smoothing’ technique which is also known as

Athenian Proxeny Decree Essay Example | Topics and Well Written Essays - 1500 words

Athenian Proxeny Decree - Essay Example Whatever the authorities and the Greek leaders have in mind in the granting and institution of proxenia is the concern of this paper. The researcher shall attempt to make a comprehensive discussion of what the word really means. It shall trace its origin and the significance of its institution in the history and the struggle of Athens as an imperialist empire. Specifically, this paper shall deal with the political implication of the word by answering the following questions: (1) How did proxenia help to articulate the relations between Athens and her allies (2) How do the extant proxeny decrees enhance our understanding of proxenia And (3) What specific problems of interpretation do the epigraphically attested proxeny decrees present This paper is a significant study as it shall provide the students better understanding of what proxenos means. It also provides understanding of the significance of proxeny decrees and the impact of such to the early societies of Athens and its allies. The rationale of the proxeny decrees shall be unraveled which provides the researcher rich understanding as regards to what Athens want to achieve from its allies for the good of its people and for the great elader of Athens. Most importantly this study is significant to the society as it shall be able to provide some theories that other researchers can use in conducting deeper studies not only of Athenian Proxeny decrees but on the political and cultural life of the Athenians. Proxenia in the Articulation of Athens Relations with her Allies As Athens rose to its imperialistic power it was necessary to hold on to many of its allies. It needed to make peace with different nations such that of Persia. It needed to make Sparta recognize the 30 years of peace. It needed to establish alliances to different countries in order to win several wars. Athens implemented policies that could not only reform its own cities but it also made changes on policies concerning their foreign activities however, these provoked war and affected many of its intimate allies as they were called to fight and play their roles in the battles. Athens at that point needed to have people who would be more concerned in establishing good relationship with other nations. Proxeny decrees were found out for instance to have entered into by several nations to be come allies of the Athenian empire. Athens created and imposed several proxeny decrees creating the proxenos and granting such individuals several privileges making sure that they would serve Athenian empire with utmost loyalty. Having served for the glory of the Athenian empire proxeny decrees were later established to honor and grant privileges to these foreign benefactors. Oaths of allegiance were also imposed on defeated allies. As regards to their enemies and allies that turned against the Athenian empire proxy decrees were also imposed depriving them of opportunities for better political and economic standing. Mattingly (1996) described explicitly in his book the plight of Chios that remained "autonomous" ally of the Athenian empire but when they begun to build a new wall that brought suspicions to the powerful Athenian empire, they were told to put down the wall to which they complied with

Understanding Today's Generation Research Paper

Understanding Today's Generation - Research Paper Example Although there are a range of factors that contribute to this divergence which has been noted, it cannot and should not be ignored that one of the fundamental aspects motivating this divergence and change is with respect to several of the most dominant generations that defined the 20th century. Accordingly, it is necessary to examine and understand the Baby Boom Generation (1946 to 1964) and Generation X (1965 to 1983). As a means of realizing the unique dynamics that existed within these generations and the continued impact upon the way in which development is realized, it will further be necessary to draw a level of prediction with regards to the generation of the Millenials (1984 to 2002). Firstly, with regards to the Baby Boom Generation, one of the most prevalent differentials that exist is with relation to the role that minorities and women play within society as well as the extent to which technology pervades, and the way in which individuals communicate and identify with one another. Interestingly, the interview that was performed helped to highlight this very differential with regards to the way in which technology was seen as one of the most important differentials separating the Baby Boom Generation from that of Generation X, and the Millenials (Martacchio 395). However, what cannot be said is that from the interview that was conducted the individual respondent was of the view that either Generation X or the Millenial generation were â€Å"worse† than her own. This is an interesting concept to integrate with due to the fact that pervasive societal knowledge and impressions from the media oftentimes integrate a belief that current society is declining and far worse with respect to overall morality and ethics than the ones which it been evidence previously. However, as stated, neither the research which was performed to inform this particular essay nor the interview led credence to this particular point of view. Said the interviewee with regards to the negative role of technology within current generations and society, â€Å"People do not have real face time with each other to communicate verbal or non-verbally† (Holmes 2). In this way, the reader can see that the most important piece of information which was related was with respect to the way in which technology and technological advancement have weakened human communication within current generations. Interestingly, Generation X stands in stark contrast to many of the more rigid and conservative mores and norms that the Baby Boom generation exhibited. Ultimately, before delving too deeply into Generation X and/or seeking to understand prime motivators and reasons for behavioral actions, it must be understood that this was the first generation that grew up in an era that was not defined by the Second World War. Rather, this was a generation of political action, protests, civil rights, and the Vietnam War. In this way, the reader can and should realize the Generati on X takes many of the positive features from the Baby Boom Generation as well as many of the positive features from the Millenials. This is due to the fact that, according to the research which has been read to direct this analysis, Generation X traditionally has a work ethic that is on par if not above that of the Baby Boomer generation. Yet a further interesting dynamic exists within this particular generation due to the fact that it was the first generation that was able to integrate directly with the growing technological revolution which took place (Shoch 26). Whereas the Baby Boom Generation was necessitated to create the technological revolution and seek to integrate life within it, Generation X was able to grow up in a world that

Parole and Truth in Sentencing Essay Example for Free

Parole and Truth in Sentencing Essay To understand parole one needs to know what parole is and what it means. Parole is the status and early release of a convicted offender who has been conditionally releases from prison by a paroling authority before his or her sentence is expired. Parole and Probation have similar conditions. While an offender is on parole they have certain rules they need to follow. There is another form of parole which is Federal parole. Federal parole was determined by the Parole Board under the United Stated Parole Commission. Federal parole was changed after the Sentencing Reform Act. The Sentencing Reform Act was a part of the U. S. Federal statute that was intended to increase the consistency in the United States federal sentencing; this abolished federal parole all together. Parole was introduced by Brockway Zebulon in 1876 as a way to reduce jail overcrowding and as a way to rehabilitate offenders by encouraging them to win back their freedom with good behaviors. The role of parole was to reduce prison terms based on good behavior. Another role of probation was to supervise the convicted after being granted parole and grant freedom to those who had uncertain sentences. The reduction of jail terms after good and responsible behavior use to reduce indeterminate sentences. â€Å"There are 25 percent of inmates who are freed from prison are still paroled by the paroling authority, such as a parole board† (Schmalleger, F). Some conditions that affect parole would be the specific terms needed to be followed by the parolees. A parolee must check in with his parole officer within 24 hours after his release, they may be required to live in a certain area or with a certain person, and they may be required to stay away from certain people. If any of these stipulations are broken the parolee will go back to prison to serve out the remainder of their time of incarceration. This is also known as revocation of probation. Revocation of probation is an administrative action of a paroling authority removing a person from parole status. Once an offender is back in prison he has to serve out the remainder of his time and also anytime he may get from any other crimes he may have committed. Some typical conditions that affect whether a person gets parole are the nature of their crime, prior criminal record, and most importantly the amount of time already served. The goals of truth in sentencing are to improve the delivery of proportionate punishment and promote stability and predictability in offenders. â€Å"The abandonment of the rehabilitation goal, combined with a return to determine sentencing in many jurisdictions including the federal judicial system has reduces the amount of time an average corrections client spends on supervised parole†(Schmalleger,F pg. 424). In 1981 there was a revision that ensured that the credits to good behavior would exceed the length of the jail term: The more number of years one was to serve in prison the more the number of months they were likely to get. The credits were as follows five days per month on sentences between six months and one year, six days per month on sentences between 1 years and three years, and eight days per month on jail term between 5 years and 10 years. Convicts that were sentenced to life in jail were to be released on the basis of parole once they served 15 years in prison. There were other amendments that were done in the year 1930 and years after which have overseen the current parole regime that we have today. The probation and parole system is very intricate and is changed greatly overtime. Parole and probation are used all over the country and varies from state to state: even the truth in sentencing laws differ state to state. There are more parolees on parole than there has ever been all across the country and that number will only rise. As overcrowding continues to go on in prison, offenders will be released I feel like before they should be. Prison is meant to rehabilitate and to make the criminal think twice before committing a crime or giving him the skills he need to conduct a legal life style. Probation and Parole are 2 things that are an important part of the criminal justice systems.

Freedom of Expression and Right to be Forgotten

Freedom of Expression and Right to be Forgotten How best can the tension between freedom of expression and the right to be forgotten be resolved? Thesis statement The right to be forgotten is one of the important human rights to protect individuals privacy. It has been assumed that the right to be forgotten (RTBF) breaches the freedom of expression and that it justifies censorship. However, the tension between the RTBF and freedom of expression could be resolved by raising individuals awareness and understanding of this right and its role in promoting individuals personal information and their freedom on the Internet. Justification This paper considers how the tension between freedom of speech and the RTBF can be effectively resolved due to the growing international concern recognised as pertaining to the increasing conflict between informational privacy and the protection of online communication in the European Union (EU) due to the European Court of Justices (ECJs) decision in Case C-131/12 Google Spain SL, Google Inc. v. Agencia Espaà ±ola de Proteccià ³n de Datos, Mario Costeja Gonzà ¡lez [2014] All ER (EC) 717. This is because the achievement of informational privacy is meant to be weighed against the recognition of freedom of expression as a right for individuals to have been identified under the EU Charter of Fundamental Rights 2000 along with the European Convention on Human Rights 1950. Therefore, the key question to be resolved in this instance through the completion of this paper is: what can be done with a view to properly balancing the achievement of informational privacy with the recognition of the freedom of expression in the EU moving forward as a result of the ECJs decision in Costeja Case? Literature Review When it comes to considering the literature to have arisen in this area, there has long been a significant amount of controversy regarding the practicality involved recognising a right to be forgotten as a human right internationally regarding access to information in view of current rulings vagueness for the purpose of looking to implement this kind of right (McNealy, 2012). The reason for this is that there has been some significant uneasiness about the effect of the recognition of the right to be forgotten upon freedom of expression as a right (Craig and de Bà ºrca, 2015). In addition, the same is also arguably true of the way in which the right to be interacts with the right to privacy. In order to discuss this problem, the RTBF must be defined. McNealy (2012) and Koops (2012) are agreed that the RTBF means the right to have information deleted after a certain time, the right to have a clean slate, and the right to be connected only to present information. Based on this definition, the RTBF is an optional right that individuals could benefit from it to delete their personal information. However, from data protection and internet quality perspective, it has been claimed if the RTBF would serve to reduce the internets quality effectively through a combination of censorship and the rewriting of history to suit individuals (McNealy, 2012). A supporting view of what has been mentioned, Gattuso (2015) believed that although the RTBF is seems to be a way of protecting individuals privacy, it is a new phase of censorship upon internet world and it has been established only to justify the censorship. Moreover, linked to McNealy point of view, Lee (2015), argued that one of the main reasons for the clash between freedom of expression and the RTBF is based on individuals right to ask search engines to delete specific information which will lead to reduce search controllers data. In other words, it could be said that there is a wide held assumptio n assume that the RTBF is been recognized not to protect privacy but to breach the freedom of expression and to control web pages and limit it access. However, it has been argued that there is a need to consider the right to be forgotten in this regard is in view of the fact that the reality is that there are few other protections that have been made available against the harm that, for example, the sharing of revenge porn can do in practice to individuals reputations in public (McNealy, 2012). In other words, it could be argued that the RTBF is one way of protecting individuals privet life, and, as an optional right, it might play a significant role in terms of reduce the negative impacts of technology by helping people, who found their personal information exposed, to live without being stigmatized (Wright,2015). Which means that the main aim pf this right is to encourage individuals to live within their societies without the harmful effect of the new Yellow Press on their personal life (Hughes and Richards, 2015). In regards to freedom of expression, both freedom of expression and the privacy are fundamental human rights, and none of these rights suppresses the other. However, it has been assumed that although there are numerous benefits associated with the ECJs decision with a view to safeguarding individuals interests regarding both their personal information and their image publicly, there are also several important detriments to be accounted for (Franztziou, 2014). For example, it has been claimed that the decision of the ECJ in Mario Costejas case will contribute to minimizethe exercise of freedom of expression as one of the most important fundamental human right. Moreover, ECJ decision could be utilised to then suit individuals personal interests regarding freedom of informations recognition along with what is deemed in the public interest where the decision of the Court is applied strictly in this area of concern moving forward and it will reduce the full expression right (Franztziou, 2 014). Therefore, Rushdie (2015) stressed that the freedom of expression must be absolute and protected, otherwise, it will lose its sacredness. However, ECJs decision in Case of Mario Costeja has proved particularly important regarding the internets operation along with online governances future in line with the tension between freedom of expression and the RTBF (Harvard Law Review, 2014). The court clearly stated specific conditions to allow individuals to ask search engines to delete their personal information, the information must be inadequate, irrelevant or no longer relevant which aim to reduce the exploitation of the RTBF (the ECJs). To conclude, when it comes to balancing the achievement of informational privacy with the recognition of the freedom of expression in the EU moving forward as a result of the ECJs decision in the Costeja Case, it is arguable the ECJs balancing approach to have been taken in this case could be considered to be little more than an incremental move (Lytras, 2015). Moreover, it could be state that the RTBF is not an absolute right, this is because it is also to be noted that there have also been certain limitations with regard to the application of the right to be forgotten in a jurisdiction, including the lack of ability to be able to require the removal of information that is held by companies beyond the remit of the EU (Horspool and Humphreys, 2016). The reason for this is that there is a need to understand that there is not currently a universal framework in place so as to permit individuals to then exert control over the way in which their image is presented publicly online(ibid). O n the other words, although the privacy right is an important human right, the RTBF is not an idol right which seeks to suppression other fundamental human right, in particular, freedom of expression. (Factsheet on the Right to be forgotten ruling, 2014). Based on what has been presented it could notice that there is no direct relation between the RTBF and freedom of expression (Steinbart et al, 2015). Moreover, it could be argued that both rights are important and been balanced, and the tension between two rights could be solved by rising individuals awareness and search companies that both rights are complementary, not opposite. List of references Bert-Jaap Koops, Forgetting footprints, shunning shadows: A critical analysis of the right Case C-131/12 Google Spain SL, Google Inc. v. Agencia Espaà ±ola de Proteccià ³n de Datos, Mario Costeja Gonzà ¡lez [2014] All ER (EC) 717 Craig, P. and de Bà ºrca, G. (2015) EU Law: Text, Cases and Materials. 6th Edition, Oxford University Press. European Commission (2014) Factsheet on the Right to be forgotten ruling [online] available from >http://ec.europa.eu/justice/data-protection/files/factsheets/factsheet_data_protection_en.pdf< [20 February 2017]. European Convention on Human Rights 1950 European Union Charter of Fundamental Rights 2000 European Union Data Protection Directive 95/46/EC Franztziou, E. (2014) Further Developments in the Right to be Forgotten: The European Court of Justices Judgment in Case C-131/12, Google Spain, SL, Google Inc v Agencia Espanola de Proteccion de Datos Human Rights Law Review, 14(4), 761. Gattuso, J.L. (2015) Europes latest export: Internet censorship [online] available from [20 February 2017] Harvard Law Review. (2014) Case Comment: Google Spain SL, Google Inc. v. Agencia Espaà ±ola de Proteccià ³n de Datos Harvard Law Review, 128, 735. Horspool, M. and Humphreys, M (2016) European Union Law. Oxford: 9th Edition, Oxford University Press. Lee, E. (2015) The right to be forgotten v. Free speech [online] available from: [20 February 2017]. Lytras, C. (2015) Right to be Forgotten: Europes cutting edge weapon to fight Google? European Public Law: EU eJournal, 12(106). McNealy, J. (2012) The Emerging Conflict Between Newsworthiness and the Right to be Forgotten, North Kentucky Law Review, 39(2), 119. Richards, Neil M. and Hughes, Kirsty, The Atlantic Divide on Privacy and Speech (2015). Andrew T Kenyon (ed), Comparative Defamation and Privacy Law (Cambridge Press 2015) Available at SSRN: https://ssrn.com/abstract=2648307. Salman Rushdie, Salman Rushdie on Charlie Hebdo: Freedom of speech must be absolute (Mashable, 15 Jan 2015) [20 February 2017] Steinbart, P.J., Truog, D., Keith, M.J. and Babb, J. (2015) The right to be forgotten: Exploring consumer privacy attitudes about the final stage of the information life cycle. to be forgotten in big data practice, 8 SCRIPTED 229, 236 (2012).

The Soviet Union :: essays research papers

While in the Soviet Union for six months, I learned a lot aboout the lives of people living there. When (find word) the American democratic and the Soviet (find word) approach to government I found major differences in each system approach to personal freedoms of it's citizens, structure of government, and control over society.   Ã‚  Ã‚  Ã‚  Ã‚  There is a major difference in citicens personal freedoms. Here in America the government attempts to preserve individual freedoms and promote equality of opportunity. But over in the Soviet Union the government considers their goals because the state is more important than individual rights and liverties. Americans can say, write, or protest whenever they want, and they cannot be punished because of the freedom of speech, press, and assembly. Also the police need a written warrent to search you or your home because citizens are protected by the 4th amendment. Citizens in russia may be punished by being sent to the (find word) in Syria, or taking their life if they publicly criticize it's leaders. The government does not allow people to establish newspapers that oppose it. Also the secret police don't need a reasonable cause to search your home or yourself. The citicens rights ain the Soviet Union are very different from Americans.   Ã‚  Ã‚  Ã‚  Ã‚  The structure of the government in Russia is very simple. The government, mostly Stalin, has the power. Absolute authority over the country is in the hands of one leader. There are no free elections, and the only way to remove a dictator is by force. Fear and threats are used to keep peace. Over here in America the power is in the hands of many elected officials. Government is limited by the consent of government. There are many political parties, and power in government changes through peaceful means. Government in America is very complex.   Ã‚  Ã‚  Ã‚  Ã‚  Russian society evolves around one person, and that is Stalin. He has control over everything. He owns all the property and businesses. He wants people to think that he takes everything people make and gives it back equally, but he really gives most of it to the military and forgain countriesfir money. Peasants are starving to death just because Stalin wants to have the best military.America, on the other hand, citizens control the economy and the social aspects of their lives.

King Arthur Essay examples -- Essays Papers

King Arthur Character Analysis Although King Arthur is one of the most well-known figures in the world, his true identity remains a mystery. Attempts to identify the historical Arthur have been unsuccessful, since he is largely a product of fiction. Most historians, though, agree that the real Arthur was probably a battle leader of the Britons against the Anglo-Saxons in the sixthth century. In literature, King Arthur's character is unique and ever changing, taking on a different face in every work. There is never a clearly definitive picture that identifies Arthur's character. It is therefore necessary to look at a few different sources to get better insight into the character of Arthur, the once and future king. GRAPH Arthurian literature can be divided into two basic categories, pseudo-histories and romances. The main difference between the two is that pseudo-histories such as Wace and much of the Celtic work, for example, Geoffrey of Monmouth show Arthur as a strong, central character, making him the dominant figure in the story. He is the one who goes on quests and battles, gaining respect and glory for his court. In romances, however, Arthur is most often overshadowed by his knights, staying mainly in the background as the source and the inspiration behind their great chivalric deeds. GRAPH The first written chronicle of Arthur's adventures comes from Nennius, a monk from North Wales. In his ninth century writing, Nennius tells of Arthur's twelve victories over the Saxons but describes him only as a dux bellorum "a leader of battles" and not a king. It was Geoffrey of Monmouth who first proclaimed Arthur as king in his twelft... ... continues to personify the ideal of the chivalric code and remains a glorious, beloved, and respected king whose authority stays intact despite his weaknesses. These qualities make King Arthur a true legend, which continues to fascinate and intrigue audiences throughout the generations. Sources of information Abrams, M. H. The Norton Anthology of English Literature. New York: W. W. Norton & Company, Inc., 1993. Cavallo, Adolfo Salvatore.Medieval Tapestries in the Metropolitan Museum of Art. New York: The Metropolitan Museum of Art, 1993. Lacy, Norris J. The Arthurian Encyclopedia. New York: Peter Bedrick Books, 1986. Broughton, Bradford B. Dictionary of Medieval Knighthood and Chivalry: Concepts and Terms. New York: Greenwood Press, 1986. Camelot and Arthurian Legend: Arthur. online 4/27/98 http://www.eliki.com/ancient/myth/camelot/arthur

Aspects and Impacts of Generational Diversity Essay -- Law Enforcement

Aspects and Impacts of Generational Diversity This paper examines several aspects of generational diversity and its impact on law enforcement organizations. As the law enforcement profession prepares to move into the future it must also make ready for a changing of the guard, which will soon take place. The Traditionals and Boomers have been joined by two younger and vastly different generations of employees who bring new perspectives to law enforcement. This paper briefly discusses a few of the characteristics most commonly associated with each generation and how generational diversity will: Æ’Â ¶ CREATE CHANGE IN LAW ENFORCEMENT ORGANIZATIONS. Æ’Â ¶ AFFECT RECRUITING ACTIVITIES. Æ’Â ¶ AFFECT HOW TRAINING IS VIEWED BY MANAGEMENT AND PERSONNEL. Æ’Â ¶ REQUIRE NEW SKILLS AND MANAGEMENT TECHNIQUES TO MOTIVATE A DIVERSE WORK FORCE. Æ’Â ¶ RESULT IN CHANGING THE DYNAMICS OF LAW ENFORCEMENT MANAGEMENT AND CULTURE. Managing generational diversity will be a challenge that will have a tremendous impact on the future of law enforcement. Organizations will adapt out of necessity, to meet the challenge of successfully integrating four generations. EXECUTIVE SUMMARY Generational diversity is an emerging issue for law enforcement. Today ¡Ã‚ ¦s workforce is different from any other in history now that four generations are working side-by-side. Law enforcement managers will have to learn to recognize the changing dynamics of personnel and develop strategic new approaches to old problems. Traditionals were simply grateful for jobs and focused on stability, they were not inclined to question authority. Boomers inherited the need for stability and wanted a better life; many focused so much energy on work that it became their identity. Generation X was the first group to question authority, they want to be involved in the decision making process and are unwilling to wait until retirement for their rewards. Generation Y also wants to be more involved in decisions, have more flexibility, and like Generation X see work as the means to support their lives, not as a basis for self-image as the Boomers did. Creative new recruitment and motivational techniques become critical as the number of applicants drop and the need for qualified personnel increases. Younger members of Generation X and Generation Y are becoming more and more val... ...or Smaller Police Departments. Goodrich, J. (2004, Summer). Making the Most of Generational Differences [Electronic version]. The Criminal Justice Institute ¡Ã‚ ¦s Management Quarterly. Hatfield, S.L. (2002, Jul/Aug). Understanding the Four Generations to Enhance Workplace Management [Electronic version]. AFP Exchange. 22, 72-74 Homer. (800 B.C.  ¡V 700 B.C.) The Iliad. Epic Greek poem. Lancaster, L. & Stillman, D. (2002) When generations collide. New York: Harper Business Leo, J. (2003, November 3). The good-news generation [Electronic version]. U.S. News & World Report. 135 (15) p60, 1p, 1c Segal. (2002, February). Providing public sector services in a time of change: The total rewards perspective. [Electronic version]. Public Sector Letter. 2-4. Southard, G. & Lewis, J. (2004, April). Building a Workplace That Recognizes Generational Diversity. Public Management (PM) Magazine. 86 (3) Retrieved October 14, 2004 from http://www2.icma.org/pm/8603/southard.htm Tulgan, B (2002). Managing the generation mix, four generations in conflict [excerpt video overview]. RainmakerThinking, Inc. Retrieved October 22, 2004 from http://www .rainmakerthinking.com/mixtrng.htm

The Three Little College

Students Once Upon a time, there were three piglet sisters who decided to take the next step in their life a go to college. After twelve years of grade school the felt that going to college was greatest achievements of all. The three piglets' names were: Jasmine who was majoring in Nursing, Vanessa who was majoring in Criminal Justice, and Elizabeth who was majoring in Accounting. They all had outstanding grades so there college of choice was ISIS. Before they knew it, they were now known as the USC Trojan!Moving day came along and they were all signed up to live in a dorm together which made the college experience even better. â€Å"Hey Jasmine, did you bring the hair dryer? † Vanessa asked, one's, sissy I brought the hair dryer and all our other hair supplies, don't worry. † Jasmine replied. These sisters Just wanted to make sure they had everything†¦. What do you know they made it to their dorm and were ready for their classes to start? Everyone's' classes starte d the next day. As the next day comes to an end the piglets meet In the dorm and tell each other how amazing everyone's classes are. This is amazing!!!! † Elizabeth shouted. As years go by and the sisters are closer and closer to their graduation date, they each decided that they should move into a small house with some other roommates. A few months go by and they moved into a house with four other people who they have been friends with since the beginning of their college experience. â€Å"Just a few more months left you guys! We can do this! † yelled out one of the roommates, Rebecca. Before they know It they are down to Just a few weeks till graduation. Everyone Is excited but that Is all bout to change.See what they didn't realize was that the City of Los Angels is known for having severe earthquakes during this time of year. So while all the girls made a visit to the mall†¦ BANTAM!!!!! Out of nowhere a 7. 8 earthquake struck the City of Los Angels! Things were thrown everywhere, people were falling, buildings were falling down to pieces, people were yelling! This earthquake was a very serious one and the coast wasn't clear until half an hour later! Can you Imagine?! The girls were safe because they made the best choice and found a large sturdy table to take over underneath.The girls were devastated about what happened but they decided to not think about It and Just think about their soon to be graduation. As they headed back home, Jasmine yelled, â€Å"Ahhhhhhh, What happened here! † Their house collapsed from top to bottom, they then realized their house was right above the San Andrea Fault. Jasmine and Rebecca started sobbing, no one knew what to do. Elizabeth starting talking to the girls and said, † Common you guys we can't let this get to us we are close to graduation we need to be excited not sobbing tears even If our house Is own to pieces, In the mean time we can stay at my Grandmas house. â€Å". â€Å"Ahhhhhhhh!! !! â€Å", â€Å"Wahoo†, ‘Yahoo! † the crowd shouted. The girls were graduating after four long years. The girls, ‘We did It you guys! † 3 PIGS By Jog]tailboard college of choice was USC. Before they knew it, they were now known as the USC the hair dryer? † Vanessa asked, miss, sissy I brought the hair dryer and all our other comes to an end the piglets meet in the dorm and tell each other how amazing guys! We can do this! † yelled out one of the roommates, Rebecca. Before they know it hey are down to Just a few weeks till graduation.Everyone is excited but that is all one and the coast wasn't clear until half an hour later! Can you imagine?! The girls to not think about it and Just think about their soon to be graduation. As they headed are close to graduation we need to be excited not sobbing tears even if our house is down to pieces, In the mean time we can stay at my Grandmas house. ,†Ã¢â‚¬ ¦.. â€Å"Ahhhhhhhh!!!! â€Å", †Å"Wahoo†, Niamey! † the crowd shouted. The girls were graduating after four long years. The girls, â€Å"We did it you guys! †

Post-Compulsory Education and Training Essay

* Learning Objectives Justify your choice by reference to the cohort analysis, scheme of work and the assessment schedule.LO1 – To be introduced to the meaning of Autism and Asperger’s syndrome, and compare and contrast the difference between the two conditions.LO2 – After watching a video, all learners will be able to discuss the triad of impairments linked with autism.LO3 – All learners will be introduced to the term ‘Theory of Mind’ and how this develops in children.LO4 – All learners will be able to identify the key components of The Sally Anne study. Most learners will able to summarise its strengths and weaknesses in supporting Theory of Mind.LO5 – Most learners will correctly answer an OCR past paper exam question on Baron-Cohen.LO6 – All learners will consolidate their learning with an interactive plenary on the topic covered in today’s session.The aims and objectives in this lesson were chosen in order to r elate to OCR Psychology (3.2 AS Unit G542: Core Studies) Allowing the students to be aware of this link to the assessment criteria will keep them motivated, and give their learning purpose to aim for a long term goal. The Learning Objectives have been differentiated to allow for learning to take place at all levels, and to allow for inclusion for all, despite the fact that candidates may have difficulties i.e. one learner has Asperger’s syndrome, and another has dyspraxia. These objectives will be achieved using all 3 VAK learning styles.(Honey and Mumford 1992)The learning objectives are differentiated and specific, measureable, achievable, realistic and timely (SMART) to ensure accessibility (Wallace, 2011) * Teaching and Learning Activities Justify your choice of methods and resources to be used by matching them against learning objectives using reasons and evidence from appropriate models of learning. The teaching and learning activities for this session have been designed to introduce a new topic in Psychology, Core Studies. As this is an introductory lesson to a topic, I have prepared learning activities which are accessible to all the learners, to ensure that nobody is excluded at any time. (Wallace 2005) All activities are varied to accommodate all levels and learning styles (VAK) as pupils are often a combination of visual, audio and kinaesthetic. (Claxton 2002)I will promote inclusiveness during the session by having a list of key words if at any point they are unsure; have specific instruction written down as well as reading them out. Hand-outs will be given out with a choice of colour, and supporting any learners one to one where necessary. I intend to keep learners motivated by making everyone feel comfortable and safe in the classroom environment, ensuring a sense of belonging and to meet all learners self-esteem needs encouraging praise and independence where necessary and promote optimism so that all students are self-actualised (Maslow 1908-1970) Ensuring the humanistic learning theory is addressed, I will allow drinks of water when necessary, and provide fairness and equality for all learners. (Disability and Equality Act 2010)Room set-up- Arrange the tables into groups. This will encourage all learners to get involved (every learner matters) and to make sure that no learner is seated with their back to me and that I am not sitting behind a desk as this creates a physical barrier between the teacher and learner and encourages eye contact. (Wallace 2007)Questioning- Non directed questions will be asked at the beginning of the session to assess prior knowledge, which will be demonstrated through a thought-shower on the board (visual and auditory). Through-out the session the questions will become directed and scaffolded (Bruner, cited in Jarvis 2004) to assist in gaining knowledge and answers from learners.When asking questions, use learners names your and prior knowledge of their ability and personality (as I have never taugh t this class before, they have been given name stickers) This ensures that learners feel valued and supported. (Keeley-Browne 2007)Pre-starter – I have included a pre-starter activity, as with it being a 3pm class, students can often come in lethargic and unmotivated. They often need some immediate stimulation, to wake them up and encourage a productive lesson.Starter – We will create a though shower (visual) on the board to assess prior knowledge of this new topic being covered, and it gives the learners ownership of their own work, as their input is what gets written on the board. Prior learning experiences have the potential to enhance or interfere with new learning’ (Knox, 1997)Main Learning Process – The majority of the lesson is based around PowerPoint slides, videos and group discussion/work. This ensures that all three domains of learning are being addressed – cognitive (thinking in their groups and whilst listening to the presentation), affective (feeling how autistic people may feel after watchi ng the video clips), and psychomotor (applying their knowledge in a hands on task) (Bloom et al, 1971) This adopts VAK learning styles. Everyone benefits from using a wide variety of styles also known as whole brain learning. (Coffield et al 2004) When learners make an interesting observation/ comment, or get an answer correct, it is vital to give them praise. Many learners in sixth form can have low self-esteem; therefore giving out praise when warranted can enhance their feeling of self-worth and competence by acknowledging their qualities and strengths (Vizard 2007.)Group Work – Group work can be a largely effective way of learning, taking strengths from each individual and combining it for model answers. In this session, learners will be split up into groups for part of the task, ‘As well as being an enjoyable activity in itself, this provides huge opportunities for learning. It requires that learners process the new material and make personal sense of it.’ (Petty 2009) From the cohort analysis, I am aware of who works well and encourages/motivates each other. The learners are aware of this themselves, and usually sit with the people/person they work well with. If people are distracted then I will take action by changing the group dynamics. In their groups they will discuss one of the triad of impairments from their prior knowledge and information given on a video. This shows that they can apply the knowledge they have gained the thought shower and video into a new situation. (Blooms Taxonomy – application of knowledge.) Once they have completed their group work, they will now share and discuss their ideas with the rest of the class, by sticking their A3 sheet of ideas on the board. (Think, pair, share.)Hand-out- All work sheets are on coloured paper (if possible), which aids any dyslexic learners without them standing out, as the whole class will have the same colours. ‘Everyone who can benefit from further education should be able to participate’ (John Tomlinson 1996) The PowerPoint presentation will be accessible on Moodle for future reference and revision purposes.Assessment for Learning- A past paper question will be asked in order to assess their level of understanding from the lesson. They will complete the question under exam conditions (no notes or talking, and timed) and peer mark the question. They will be given feedback on which is a model answer, and which isn’t sufficient, and I will collect in and monitor progress. It is imperative feedback is given (Black & William, 1998).Plenary- All learners will participate in an interactive activity to assess and ensure learning has taken place (formative assessment.) Looking at the cohort analysis, and after a couple of lessons observing this group, I have noticed they work well as a whole class and enjoy interactive plenaries. The Deal or No Deal task will allow learners to gain feedback from the teacher, peers and feedback from themselves as they answer questions. It has been suggested that formative feedback has some of the most positive effects on learners. The greatest effect is on the weakest learners (Black and William, 1998) The group can become a little bit chatty and excitable when completing a group task, therefore I will need to manage the noise levels.Rewarding good behaviour and achievement allows learners to be respected and valued for who they are, how hard they have tried and what they have achieved and build up a mutual and trusting relationship between the teacher and learner, allowing the learner to feel safe and valued in class. This is expressed as ‘unconditional positive regard’ (Rodgers 1983)Try and make students feel good about themselves, even when you are criticising their work/ answer and trying to guide them onto the right path (two stars and a wish) Articulate the standards you have identified, i.e. elaborate what will actually happen in terms of teaching and learning activities against each standard, Do not just list or re-state the standards you have ticked off.You may group related standards together where they are addressed through one activity.Standard(s): AP 4.1 Use relevant theories of learning to support the development of practice in learning and teaching.Articulation: Use of Maslows Hierarchy of Needs. Proving a safe and comfortable learning environment, using praise to build up self- esteem on order to achieve self-actualisation. Blooms Taxonomy was also used applying the knowledge from the video clips and PowerPoint in the session to the group work on The Triad of Impairments.Standard(s): AP 4.2 Reflect on and demonstrate commitment to improvement of own personal and teaching skills through regular evaluation and use of feedbackArticulation: I write a reflection after every taught session. I plan to use De Bonos Thinking Hats after this session, using the feedback gained on the scales given to the class at the beginning and the end of the session.Standards(s): AP 6.2 Demonstrate good practice through maintaining a learning environment which conforms to statutory requirements and promotes equality, including appropriate consideration of the needs of children, young people and vulnerable adults.Articulation: This lesson meets the statutory requirements of a teacher required by Cronton Sixth Form College, meets the requirements of the examining body. The lesson filly includes all learners, and the cohort analysis has allowed me to be aware of individual needs and requirements.Standard(s): BP 1.1 Establish a purposeful learning environment where learners feel safe, secure, confident and valued. Articulation: Again this links to Abraham Maslows ‘hierarchy of needs’, providing a safe classroom environment, allowing for students to pass through all the stages to become self-actualised. Applying Rodgers ‘unconditional positive regard’ throughout the session, rewarding and praising good behaviour will allow for learners to feel valued and respected. Standard(s): BP 2.1 Provide learning activities which meet curriculum requirements and the needs of all learners. Articulation: The aims and objectives in this lesson were chosen in order to relate to OCR Psychology (3.2 AS Unit G542: Core Studies)The Learning Objectives are all differentiated, which will meet all learners various needs so ensure learning takes place. This links into Every Learner Matters.Standard(s): BP 2.4 Apply flexible and varied delivery methods as appropriate to teaching and learning practice.Articulation: There are many different delivery methods used for learning in this session, allowing for all types of learners to learn and achieve (VAK.) Such methods used are throughout the session are thought showers, questioning, practical hands-on activity, video clips, group work, peer assessment an interactive assessment activity.Standards(s): BP 3.1 Communicate effectively and appropriately using different forms of language and media, including written, oral and non-verbal communication, and new and emerging technologies to enhance learningArticulation: I will use various forms of communication during the session. Using theory on paralanguage to ensure my body language is open, e.g. no folded arms, eye contact and make sure I circulate the room so everybody feels included. I will have a steady pace, clarity and tone in my discussion and instruction (behaviourist). All meta-language used is listed on a key terms sheet to help with meaning of words, and the PowerPoint is clear and concise. I have implemented video clips on PowerPoint to keep up with emerging technologies, as oppose to me talking all of the time. This breaks up the lesson into chunks (cognitive theory) which makes them gain fulfilment and enjoyment out of the tasks (humanism)Standard(s): BP 3.3 Structure and present information clearly and effectively.Articulation: All information is presented on a PowerPoint, on hand outs and also read out so that it is clear for all students and their learning style. The lesson is all structured, differentiated and timed to allow for learning to take place in all learners. The presentation (including video clips) will be made available on Moodle for future reference and revision purposes.Standards(s): BP 5.1 Select and develop a range of effective resources, including appropriate use of new and emerging technologies.Articulation: The resources chosen for this session are varied in learning styles (VAK) and include all 3 theories of learning to ensure the lesson appeals to all, and doesn’t get monotonous. There is a PowerPoint presentation, group work, key words hand-out, a booklet to fill in whilst being accompanies by new and emerging ICT technologies. This includes video clips in the PowerPoint and an interactive Deal or No Deal Plenary.Standards(s): CP 1.1 Ensure that knowledge of own specialist area is current and appropriate to the teaching context.Articulation: I have ensured my knowledge of the topic autism is totally up to date and current. Figures and facts change yearly, so it is important to keep up to date. I have broken down my knowledge of Psychology from my degree to A level standard, so it can be inclusive to all learners, whilst still capable of stretching and challenging the more able learners.Standards(s): DP 1.2 Plan teaching sessions which meet the aims and needs of individual learners and groups, using a variety of resources, including new and emerging technologiesArticulation: This session meets the aims of the curriculum for this module, meets the schemes of work and is differentiated so that it is inclusive to all learners in this cohort (from Aspergers syndrome through to gifted and talented student). The resources compliment the plan and are varied in learning style and theory, whilst adopting new technology methods, such as interactive games for plenary in formative assessment.Standards(s): EP 1.3 Develop, establish and promote peer and self-assessment tools, including where appropriate, those which exploit new and emerging technologies. Articulation: This lesson will consist of them self-assessing their initial knowledge of autism, whilst continually self-assessing through the lesson. I will reinforce this with praise at correct answers and good feedback, and guide it through direct and non-directed questioning. Peer assessment will take place during the formative assessment (past paper questioning) Standard(s): EP 2.1 Apply appropriate methods of assessment fairly and effectively.Articulation: Directed and non-directed questioning is used; giving learners at all levels the opportunity to participate in the lesson. The Deal or No Deal formative assessment task allows all learne rs to participate, and makes assessing what they have learnt interactive and fun.

Legal Aid

â€Å"It is difficult to judge the success of reforms in legal aid provision as we lack agreement on the aims and objectives of a legal aid system†. Discuss. INTRODUCTION Legal aid helps with the costs of legal advice for people who can’t afford it. If anyone needs help with the costs of legal advice, he can apply for legal aid. Whether he   will receive it depends on: the type of legal problem he has; his income (how much he earn) and how much capital (money, property, belongings) he has; whether there is a reasonable chance of winning his case and whether it is worth the time and money needed to win.The legal aid scheme was set up after World War 2 by the  Legal Aid and Advice Act 1949[1]  in UK. The Legal Aid system was mainly introduced to help people who otherwise would not be able to afford it, to gain access the courts. It therefore enabled them to get a fair hearing and resolve legal problems. Legal Aid is central to a society based on social justice. It i s there to help everyone who really needs it. And by reducing discrimination based on a person’s financial standing, it enables fair access for all to the courts.We have to remember that before Legal Aid was introduced, many people could not afford to get the protection of our legal system due to the high costs involved. Thus, the aim of the Legal Services Commission[2]  is to make quality legal aid accessible to everyone thereby ensuring effective delivery of justice and legal advice. The aims and objectives of it are, * help people to resolve their legal problems as soon as possible * make it easier for people to get legal help especially if they belong to a disadvantaged group * help people find alternatives to going to court Provide a high quality legal service. HISTORY OF LEGAL AID SYSTEM Prior to  Access to Justice Act (AJA) – 1999[3]  in UK, legal aid service was based upon demand laid system. The system became increasingly expensive to run while catering for fewer and fewer people. In 1950, 80% of the community was covered by legal aid provision. In 1998, the provision of legal aid had fallen to less than 40%[4]. From the mid 1980s, various Lord Chancellor tried to reform the system. Their task was made acute by the fact that expenditure on legal aid doubled to ? 1. 4 billion over a four year period to 1995.A variety of reforms were attempted. Payment systems were changed, eligibility criteria revised and control shifted from the Law Society to the Legal Aid Board (Legal Aid Act 1998)[5]. In 1997, Labour government suggested that there might be a change in the direction of legal aid policy[6]. A number of the changes have been made by the  Children Act – 1989[7]  and the  Courts and Legal Services Act – 1990[8]. In 1993, two significant changes were made. Standard fees for criminal legal aid in the Magistrates Courts were introduced and the practice of franchising was initiated.However, over the past seven years, the cost of civil and family legal aid had tripled which meant; the taxpayers were paying more and getting less in return. The problem was not simply the rising costs. As fewer people were becoming eligible for legal aid, it would appear that expenditure was not accompanied by an increase in value for money. Therefore, in 1996, Lord Mackay capped the legal aid budget[9]. CHANGES AND ADVANTAGES IN LEGAL AID SYSTEM Following the  Access to Justice (AJA) Act – 1999, there had been many changes in legal aid system in UK.Access to Justice (AJA) Act – 1999  established a Legal Service Commission[10](LSC) to maintain and develop the Community Legal Service[11]  (CLS), replaced of civil legal aid and Criminal Defense Service, replaced of criminal legal aid. Section 5 of Access to Justice Act (AJA) – 1999[12]  provides the budget for the Legal Service Commission (LSC) to maintain the Community Legal Service (CLS) fund. The Legal service Commission (LSC) funds th ese services by entering into contracts with solicitors by way of a franchise. The main aim for introducing the franchise scheme was to secure value for money.Therefore, if solicitors feel that there are few chances of success in a case, they are deterred from expending money given to them by the Legal Service Commission (LSC). Thus, this leads to effective fund management on the part of the solicitors. Those who are ineligible for public funding, have to pay privately for legal services and this can be expensive. For this reason, the Lord Chancellor has developed the Conditional Fee Arrangement (CFA), which is a no win, no fee basis[13]. It was introduced by the Courts and Legal Services Act 1990 and was extended recently by the  Access to Justice Act (AJA) – 1999.However, it does not apply in criminal case, family case etc. Under the  Access to Justice Act (AJA) – 1999, not only the court can order a losing party to pay the costs and success fee to the winning pa rty, but it is also possible, by virtue of  Section 29, Access to Justice Act (AJA) – 1999[14], to ensure against losing a case, which if won, the court may order the losing party to pay the cost of the insurance premiums. The Criminal Defense Service[15]  (CDS) was established under  Section 12 Access to Justice Act (AJA) – 1999[16]  for the purpose of securing those individuals who are involved in criminal investigations or criminal proceedings.They have access to ‘such advice, assistance and representation as the interests of justice require’. It is funded in a similar way as Community Legal Service (CLS), by the issue of franchise contracts, grants or loans or through the establishing and maintaining of advice and assistance bodies. Moreover, a duty solicitor scheme, which is free, is available to those people who are arrested and held in custody at a police station. LIMITATIONS OF ACCESS TO JUSTICE ACT (AJA) – 1999 However, despite the above, the legal aid service is still not very effective. There are lack of commitment and poor communication from the lawyers.Community centers and Law centers are more effective in providing help and assistance. There are lack of advisers in areas like social security, housing, disability discrimination, employment and immigration. There is a distinct problem of ‘Access to Justice’ in certain where there are no solicitors who do publicly-funded work. Even, those solicitors who do publicly-funded work cut back on the number of cases they take on due to low rates of pay. Beside, the statutory charge may mean that a claimant may have nothing left even though he/she has won the case. CARTER REVIEWIn 2006, Lord Carter, in his review, drew attention to the need to continue reforming legal aid[17]. The review was concerned with the design of an efficient procurement system that also contained quality guarantees. Thus, it was based on the notion of an open and responsive mark et. The review argued that cost increases because of systematic weakness in the way legal aid services are procured and therefore, inefficiencies increases in the way the services are delivered. The Carter review recommended that fees should be paid on a fixed or graduated scale. However, fixed fees will impact negatively on advice, particularly in more complex cases.This will eventually result into work being done by para-legals and less qualified advice workers. Some research available to Carter Review suggested that whereas small firms could provide criminal legal aid in an efficient manner, larger firms were not able to do the same. This would suggest that further research would be required on the impact of reform as it might drive out of the market those very firms that were best suited to provide value for money in provision of legal service. CONCLUSION Implementation of legal aid act in both developed and underdeveloped countries indicates government’s willingness to s erve the poor.However, the government must also ensure that the act is regularly reviewed to address loopholes. The Government should follow a strategy of continuous improvement. In order to judge the success of reforms in legal aid provision, it is necessary to first establish a set of criteria against which it will be evaluated. These criteria should be set by the Government officials, Judges, and Legal Aid experts. Few criteria that could be used to evaluate the system are given below. * Administrative efficiency with focus on the procedural aspects of legal aid applications. Easy access to the courts irrespective of claimant’s or defendant’s financial means. * Initiative to create awareness in rural areas, especially in under-developed countries. * Effect of legal aid on tax payers. It is also essential to have accessible legal aid services beyond the government organizations. An active partnership between and NGO and a government agency can play a very significant role in social service delivery. They compensate for each other’s weaknesses and deficiencies. However, the government has to balance the needs for legal aid with the pressuring needs of other social services such as healthcare and education.