Capital Puinishment Essays - , Term Papers

Capital Puinishment Capital Punishment is an Unlawful and Ineffective Deterrent to Murder The United States is one of the few countries left in the world to practice the savage and immoral punishment of death. Retentionists argue that the consequence of death prevents people from committing the crime of murder. It is proven that the death penalty does not deter persons from committing murder, nor does it serve as an example of the consequences of capital crimes to society. Furthermore, it is impossible to guarantee that the criminal justice system will not discriminate against or execute the innocent. Above all, the methods of execution are horrifying and barbaric, as well as the devaluing of a human life. We must realize that the life of a murderer is worth as much as the life of the victim. An indecent justice, one that takes human lives based on ideals of vengeance and violence, is an immoral system that is unacceptable. The most widely used argument in support of capital punishment is that the consequence of execution influences criminal behavior more effectively than imprisonment does (?Against the Death Penalty?). Although the argument may sound reasonable, in reality the death penalty fails as a deterrent. First, punishment can only be a useful deterrent if it is rational and immediately used. Capital punishment cannot meet those conditions. The number of first degree murderers who are sentenced to death is small, and of this group an even smaller number of people are eventually executed. Moreover, the possibility of increasing the number of convicted murderers sentenced to death and executed by requiring mandatory death sentences was declared unconstitutional in 1976 Jewett 2 (National Coalition to Abolish the Death Penalty). Murder and other crimes of violence are not always premeditated. For example; gang violence, drive by shootings and kidnaping for ransom are serious crimes that continue to be committed because the criminal thinks he is too clever to be caught. Most capital crimes are committed during times of great emotional trauma or under the influence of drugs or alcohol, when logical thinking is in no doubt absent (NCADP). In such cases, a person will commit a crime of violence regardless of the consequences. The majority of the evidence shows that the death penalty is in no way more effective in deterring murder than life imprisonment. Evidence of past use of the death penalty establishes reasonable doubt that it does not deter murder, and there is no evidence to prove otherwise. In a thorough report on the effects of criminal sanctions on crime rates, the National Academy of Sciences concluded that it is misleading to justify the use of capital punishment on such ?fragile? and ?uncertain? results (NCADP). Moreover, there are clinically documented cases that reveal the death penalty actually provoked the capital crimes it was intended to prevent (Mappes). These include cases involving the so-called ?suicide by execution syndrome? in which a person with a desire to die but also fears taking his own life will commit murder, believing the state will execute him. The use of the death penalty obviously guarantees that the criminal will never commit another crime, for the murderer is dead, but , there is no evidence that capital punishment deters another individual from committing murder (Glover 139). Furthermore, it is a high moral price to pay when studies have proven that few convicted murderers commit further crimes of violence. An alternative, one that is far less inhumane, is a policy of life imprisonment without the Jewett 3 possibility of parole (139). It is commonly reported that Americans approve of the death penalty. But, more careful analysis of the attitudes of the public shows that Americans prefer alternatives to capital punishment (Smart). In fact, most Americans would oppose the death penalty if convicted murderers were sentenced to life without parole and required to make some form of financial restitution. In a 1993 nationwide survey 77 percent of the public approved of the death penalty, but the poll dropped to 41 percent if the alternative is no parole plus restitution (Smart). Only a minority of the American public would favor the death penalty if offered alternatives. By law, the trial and sentencing of the accused must be conducted with the utmost fairness,

Six Sigma ought to be a learning process. The WritePass Journal

Six Sigma ought to be a learning process. Introduction Six Sigma ought to be a learning process. ).   The Six Sigma approach links the (Gutià ©rrez, Bustinza and Molina 2012). This is an indication of the ability of the firm to take in new information and make it work within the existing infrastructure (Ibid). With a clear benefit related to the capacity to identify and adapt this element is a learning cornerstone (Ibid).   In order to balance this area of improvement Six Sigma identifies five fields that must be addressed including the define, or identification stage followed by the measurement phase to gauge the extent of the issue, then an analysis of the issue must be performed based on these initial components(Gygl et al 2005). This analysis will then be subject to improvement, alleviating the root cause, followed by the creation of new controls in order to better maintain integrity (Ibid).   Again, personal experience has demonstrated the value of progress built on the capacity to learn and adapt. The design or redesign phase is often more than a simply tweak to an existing system, commonly requiring a complete reconceptualization of the model (Harmon 2007).   Several fundamental business causes are credited with needing this step.   An organisation may simply choose to upgrade or completely reinstall a process in order to make progress (Gygl et al 2005).   Or, during an on-going improvement process, a discovery making a new process essential is made. Further, a company may see a long term advantage by offering an entirely new product or line, making this step essential (Ibid). There is a five step process to achieving this goal of design or process redesign. This process includes the Define, or identification of goals for the new process, Match, or the development of performance requirements, to Analyse or the analysis using the performance requirements created, Design and implement, refers the creation and subsequent implementation of the developed process followed by the Verify, or testing to make sure that the new process lives up to the specifications of the required research (Gygl et al 2005). This design stage of the Six Sigma process incorporates the lessons gained from each step by the company to create and then implement a complex goal (Macadam, Antony, Kumar and Hazlet 2012).   Yet, the lessons learned from the experience may differ with each team member, making future application difficult (Lifvergren et al 2012). With each application personal experience will impact application and can only be improved through additional experience.   With the creation of learning process for the team membership, the capacity for the team to achieve a successful resolution to the process is enhanced (Sony and Naik 2012).   Conversely, the overly complex nature of the Six Sigma method can lead to unnecessary delays in development and production (Macadam et al 2012). Personal experience during the implementation of Six Sigma illustrates the very complex methods required to generate the expected results. This overly complex approach has delayed project production by adding in sev eral elements to be considered that were time consuming to attend to.   The effort to add organisational learning to this aspect is difficult as the need to incorporate all of the diverse elements is hard to do. The Process Management section is required in the presence of the need for a fundamental change in the manner in which a business operates (Gygl et al 2005). Often credited with being the most challenging potion of the Six Sigma process, this entails a similar approach as did the first two sections. This process includes the defining stage, or the identifications of key requirements, the measuring of performance phase, the comparison of requirements and current production levels, the analysis stage is need in order to determine the best methods for process refinement and the controlling process performance stage in order to maintain the progress gained through the experience (Ibid). This step of the Six Sigma process allows for the company to identify their fundamental challenges, learn from the determined shortcomings and achieve success through implementation (Parast 2011). The step by step organisation of goals enables streamlined learning process that allows for a companywide learning component. Arumugam, Antony and Kumar (2013) illustrate their argument that Six Sigma enhances the learning process in order to produce better results. Incorporating the two organizational elements of Six Sigma resources, technical and the social or team safety factor, their research supports the argument that he Six Sigma project teams are a deliberate extension of the process and promote organizational learning (Ibid).   This study demonstrated that the project resources clearly impact the knowing-what and knowing how.   Additionally, the team psychological safety factor impacts the knowing how learning mechanism (Ibid).     The knowing how balances the influences of the knowing what on overall project success, a clear indication of learning. Lifvergren et al (2010) credits the Six Sigma learning process as creating a seventy five per cent success rate over the course of twenty two Six Sigma projects. In this case success is defined as the business increasing revenue and enhancing operations (Lifvergren et al 2010). Further, the lessons learned during this period, were then utilized to contribute to other developing projects adding to the fundamental value of the technique (Ibid).   Personal experience has taught that The Six Sigma method enables an atmosphere of targeted learning for the team members, which in turn allows for enhanced benefits. Organisational Theory and Six sigma’s contribution to the learning organisation Organisational theory describes the interaction between the activities of the business and the world (Jones 2010).   Organisations are formed around a group of people working together towards the same goal. Organisational learning is defined as the change in the organisations knowledge base as the entity accrues experience (Argote 2012). This involves both the area of declarative knowledge, or facts, and the procedural knowledge which encompasses the related skills and routines, the concept touches on every level of business. This suggests that as an organisation grows and operates it also learns (Ibid). Others argue that the process of gathering experience is not strictly confined to operational production, but can in fact be made of theoretical and secondary experience (Easterby-Smith and Lyles 2013). Organisational learning directly impacts the quality and performance of the company (Argote 2012).   This element has been argued to be a measureable indication of a companyâ€⠄¢s wellbeing (Ibid). The capacity to read the signs of the world around them enable these forms of company to ‘learn’ from the environment, and by doing so, is able to create a sustainable model.   Modern researches have determined that organisational learning within an organization may be measured either by assessing cognitions of the membership (Easterby-Smith and Lyles 2013).   Others argue that the behavioural approach is the better method of evaluation with research focus on the practice and routines of the membership and take note of how performance characteristics change (Pepper 2010). In both approaches, it is the membership that is evaluated as well as their response to the environment around them. Six Sigma contributes to the organisational learning process by laying out a clear set of guidelines, which can lead to a successful resolution (Aboelmaged 2010). With a wide array of both statistical tools and methods, the opportunity to become overly dependent on a single approach can diminish the results (Snee 2010). The wide range of available mechanisms adds depth and adaptability to the Six Sigma process (Pepper 2010). However, the converse argument describes this as an overly convoluted process that will only lead to a dearth of data which will in turn become a detriment to the application (Snee 2010).   Six Sigma contributes to the learning process by laying out the process clearly, this allows for a companywide approach that serves to utilize the wide range of experience innately available. How can six sigma be implemented into the organizational learning mechanism The Six Sigma process can be implemented through the management phase that provides support for the company (Nair, Malhotra and Ahire 2011).   The roles of executive leadership, or the CEO, the Champions or stewards of the Six Sigma implementation, Master Black Belts or in-house coaches and Black Belts as experts on specific elements provide a clear tool for Six Sigma to be implemented into the organisational learning mechanism (Ibid). Others cite these very same elements as being contrary to the organisational learning effort by making it overly complex (Nair et al 2011).   Further, the organisational learning effort can be hampered by a lack of qualified leaders, crippling the time frame (Livfergren et al 2010). This system offers advanced training and certification in Six Sigma components in order to alleviate this same issues as well as enhance the opportunities for positive organisational learning experiences (Basu and Wright 2012). Yet, personal experience has illustrated t he fact that many of these trained advisors are ill equipped for each unique Six Sigma application experience. The concept of organisational learning incorporates many of the same mechanisms that the Six Sigma uses (Basu et al 2012). For example the initial step within each of the Six Sigma basic processes consists of the identification and subsequent definition of the issue at hand in order to understand the limits (Ibid).   The organisational learning approach utilizes the concepts of experience and inquiry in order to bridge the conceptual gaps found in the business world (Easterby-Smith and Lyles, 2012). The compatibility of goals allows for a Six Sigma approach that closely correlates to the companies need to be progressive (Basu et al 2012). Further, the Measure and Analyse elements of the Six Sigma approach enable a clear benefit to the organisational learning efforts, as the company or issue at hand is scrutinized, measured and considered in detail (Glyn et al 2012).   However, personal experience has illustrated that this over attention to detail can create the opportunity for or ganisational learning that is hampered by the over exposure to diverse theories. The process of organisational learning is further supported by the Six Sigma’s elements of improve and control (Argote 2012). The recognition and resolution of the issue being researched leads to a more informed membership that will in turn provide improved performance.   Others argue that the increased scrutiny only adds to the member’s opportunity to fall prey to delay (Basu et al 2012).   In each case the Six Sigma supports the organisational learning process as well as adds to the quality of analysis and provision for resolution. How can six sigma influence organisational learning? Six Sigma has several opportunities to enhance organisational learning at every level of operation (Yun and Chua 2002).   Others argue that the implementation of the Six Sigma process is a waste of resources (Eng 2011).   Innovation and consumer satisfaction by the Six Sigma concept enables a better outreach capacity for the entire organisation, directly enhancing the entities ability to learn (Yun et al 2002).   Others cite the elements of the system as being less than innovative or original; in fact, arguing the system is redundant (Argote 2012). However, the complex nature of the Six Sigma mechanism allows for a comprehensive examination of the even the most detailed business, adding to the opportunity to accurate organisational learning. Over exposure and reliance on the statistical tools related to the Six Sigma system are a common criticism of the system (Corbett 2011). Others cite the availability of wide range of tools an asset during the often exhaustive examination process (Eng 2011).   Further, the Six Sigma method has been argued to an extension of the Total Quality Management, or TQI, system, and in no substantial way new or innovative (Corbett 2011). However, others find the nature of method, both reassuring and inclusive (Eng 2011). Conclusion The Six Sigma process has become a matter of substantial debate as business turn to emerging theory in order to streamline operations.   The evidence produced in this study has illustrated the divide over the systems complexity, yet exposed the industries need for the tool. With the capacity to assess and identify and subsequently improve, the Six Sigma system adds depth to any organisational learning experience. Further, the knowledge gained during this exposure will be available for later use.   Utilizing the Six Sigma elements including Black Belts and Master Black Belts, the incorporation into any existing organisational learning model is made possible.   Yet, this same issue of complexity has the potential to derail and diminish the return of the Six Sigma experience if the process lacks consideration or balance during implementation. Eventually, as with any highly refined tool, the Six Sigma has the capacity to become a valuable element of the organisational learning experience.   Yet, the success or failure of application will rely on the methods chosen as well as the professionals responsible for the analysis. References Aboelmaged, M. G. (2010). Six Sigma quality: a structured review and implications for future research. International Journal of Quality Reliability Management, 27(3), 268-317. Anand, G., Ward, P. T., Tatikonda, M. V. (2010). Role of explicit and tacit knowledge in Six Sigma projects: An empirical examination of differential project success. Journal of Operations Management, 28(4), 303-315. Argote, L. (2012).  Organizational learning. Boston: Kluwer Academic. Arumugam, V., Antony, J. and Kumar, M. (2012). Linking learning and knowledge creation to project success in Six Sigma projects: An empirical investigation.  International Journal of Production Economics. Basu, R. and Wright, J. (2003).  Quality beyond Six Sigma. Oxford: Butterworth-Heinemann. Corbett, L. (2011). Lean Six Sigma: the contribution to business excellence.  International Journal of Lean Six Sigma, 2 (2), pp. 118131. Desai, D. (2010).  Six sigma. Mumbai [India]: Himalaya Pub. House. Easterby-Smith, M., and Lyles, M. A. (Eds.). (2011). Handbook of organizational learning and knowledge management. Wiley.com. Eng, T. Y. (2011). Six Sigma: insights from organizational innovativeness and market orientation. International Journal of Quality Reliability Management, 28(3), 252-262. Gutià ©rrez, L. G., Bustinza, O. F., and Molina, V. B. (2012). Six sigma, absorptive capacity and organisational learning orientation. International Journal of Production Research, 50(3), 661-675. Galganski, C. J., and Thompson, J. M. (2008). Six Sigma: an overview and hospital library experience. Journal of Hospital Librarianship, 8(2), 133-144. Harmon, P. (2007).  Business process change. Amsterdam: Elsevier. Lifvergren, S., Gremyr, I., Hellstrà ¶m, A., Chakhunashvili, A., and Bergman, B. (2010). Lessons from Sweden’s first large-scale implementation of Six Sigma in healthcare. Operations management research, 3(3-4), 117-128. Martin, J. 2007.  Lean six sigma for supply chain management. New York: McGraw-Hill. Kumar, M., Antony, J., and Tiwari, M. K. (2011). Six Sigma implementation framework for SMEs–a roadmap to manage and sustain the change. International Journal of Production Research, 49(18), 5449-5467. Nair, A., Malhotra, M. K., Ahire, S. L. (2011). Toward a theory of managing context in Six Sigma process-improvement projects: an action research investigation. Journal of Operations Management, 29(5), 529-548. Parast, M. M. (2011). The effect of Six Sigma projects on innovation and firm performance. International Journal of Project Management, 29(1), 45-55. Pepper, M. P. J., Spedding, T. A. (2010). The evolution of lean Six Sigma. International Journal of Quality Reliability Management, 27(2), 138-155. Snee, R. D. (2010). Lean Six Sigma–getting better all the time. International Journal of Lean Six Sigma, 1(1), 9-29. Sony, M., and Naik, S. (2012). Six Sigma, organizational learning and innovation: An integration and empirical examination. International Journal of Quality Reliability Management, 29(8), 915-936. Yun, J. Y., Chua, R. C. (2002). Samsung uses Six Sigma to change its image. In Six Sigma Forum Magazine, 2(1), 13-16. SQ Quality Press.

Discussion on Darwin's Dangerous Ideas Essay Example | Topics and Well Written Essays - 500 words

Discussion on Darwin's Dangerous Ideas - Essay Example Dr. Charles Darwin came up with the great theory of evolution and the principle of natural selection in which only the best prepared organisms with the most desired genes live to maturity and mate to produce offspring with better traits to enable them survive in the environment with varied challenges. The theory has been largely used to explain the differences between organisms of similar species. Polar bears in the Antarctica regions are more hairy than those found in the Savanna regions in South America. The difference in these animals, as per Darwin’s explanation, results from the need of the polar bear to insulate from the stinging cold of the Antarctica regions. Darwin’s ideas are considered dangerous as they oppose the largely believed notion that God created all the animals with the uniqueness they posses. Darwin clearly explains that the environment in which an organism lives plays a major role in designing the features it posses. When man realized that he could find practical answers to the problems facing him, he started questioning the validity of the gospel spread by the church. Diseases like plague, malaria, cholera had their causes easily explained and treatment crafted from the very principle of their existence. This saw a mass boycott of followers from the church in mid 18th century. People started losing faith in the unseen and instead embraced science as it provided realistic solutions to the problems facing the people. This was unlike the ideas spread by the church where people believed that sufferings were as a result of sin and thus people were accustomed to embracing pain believing they were punishment for their past transgressions. Darwin observes that the warm and humid areas offer breeding ground for mosquitoes thus the high prevalence of malaria in such areas. Such findings are very practical and explain the prevalence of malaria in tropical Africa. Furthermore, from his

Requirement analysis Coursework Example | Topics and Well Written Essays - 750 words

Requirement analysis - Coursework Example The efficiency of the system has been lowered making it not to be reliable. The unreliable system takes a long time for it to enable the customers to sign an application form. The application form enables the customers to open an account, well known as trading product account. The share trading account is categorized into, high risk accounts, medium risk account, low risk accounts and also specific market account. Hence, the choice of the account to be opened depends highly on the customers. The system has got a lot of complications and this becomes the requirement analysis. They include; the time taken for a customer to complete the application process is long (Holmes, et al. p.21), implying that a lot of questions are asked and this makes the entire process tiresome. Printing time is highly delayed as the delay may take up to twenty four hours. So the enterprise stockbrokers have come up with an objective of enhancing the efficiency of the online stock trading system. The ES has a way of reducing the printing time and also reducing the application time (P arrish, et al. p. 54). Enterprise stockbrokers have come up with investigation techniques that combine both the measures and the goal driven analysis to ensure the efficiency of the system (Aalst, et al. P. 87). It has introduced a new and accurate requirement analysis procedures that can react effectively to changes or rather business adjustment. The proposed methodology reflects on the emerging issues and ensures that the objective of enterprise stockbrokers are obtained and also ensures that the enterprise stockbrokers system adds value to the business. This entails to the item or arrangement that is consistently conveyed by the project. Note that toward the starting this can be a bit fluffy if the last objective or even extension have not been characterized yet. This second layer represents the Business System and involves the last item, as well as those stakeholders

Aiming at greater Workforce Diversity within LOCOG Coursework

Aiming at greater Workforce Diversity within LOCOG - Coursework Example ..............................................3 Increasing organisation’s turnover and cohesiveness.................................................3 Eliminating organisational clash with government or workers union........................4 3. Human resource management contribution to workforce diversity...........................4 Increasing competition and justice in Recruitment....................................................5 Rewarding employees................................................................................................5 Developing SMART goals........................................................................................5 Developing outplacement support............................................................................6 4. Conclusion................................................................................................................6 5. Bibliography.......................................................................... ...................................7 Aiming at greater Workforce Diversity within LOCOG Introduction Diversity in an organisation is an admirable attribute because it creates various opportunities of handling challenges of the organisation. Workforce diversity is evident in an organisation when practices and policies of an organisation consider other approaches to service delivery other the prevailing constituency (Shen, et al., 2009, p. 235). Human resource management theorists attribute organisations’ success to workforce diversity. The idea behind this argument posits that employees’ contribution to the organisation contributes to success. Organisation practices, which include promoting and hiring, must consider avenues, which will bring success to the organisation. Workers demonstrate professional attributes when exposed to environment where their services are relevant (Mannix & Neale, 2005, p. 32). The objective of LOCOG is to offer effective services to clients. The relation between the objective and the span of organisation life demands that it must create an environment, which steers it towards achieving its objective as well as satisfying the employees. Importance of workforce diversity Workforce diversity will enable LOCOG to reflect of clients make up because the organisation’s obligation is to deliver services to multicultural society. For example, Olympic Game fans would come across the globe. The workforce of the organisation must demonstrate that they can service interest of multicultural community. Language factor with respect to employability is an aspect that the organisation must address. The organisation must gear up to global competition. Sourcing of the workers should reflect on global image. Firms offering services in multicultural environment must source employees with multicultural abilities because it would enable the firm to project global image (McCuiston, et al., 2004, p. 75). Innovation is an aspect that LOCOG cannot afford to ignore. The proficiency to develop novel ideas for the firm would come from a diversified workforce. Studies show that homogenous organisations fail to project diversified approaches in handling their challenges because of the commonness (Mannix & Neale, 2005, p. 35). The commonness limits organisation progress because all workers would be thinking in the same way. Societal influences contribute to an individual performance. Many organisations insists on given duration of experience because it has been proved scientifically individual’

Kwalitatief beschrijvend onderzoek

Kwalitatief beschrijvend onderzoek Soort onderzoek Er is gekozen voor een kwalitatief beschrijvend onderzoek. Er wordt een antwoord gezocht op de vraag wat de gevolgen zijn van een loyaliteitsconflict bij jongeren met een licht verstandelijke beperking. Binnen dit onderzoek zijn er interviews gehouden met zes jongeren in de leeftijd van 7 t/m 16 jaar. Binnen de interviews is er gebruik gemaakt van een genogram. Als achtergrondinformatie is er gebruik gemaakt van de literatuur. Onderzoeksontwerp Om het onderzoek te kunnen uitvoeren is er een plan van aanpak opgesteld volgends de stappen van Baarda (2005). Er is een topiclijst opgesteld aan de hand van de attenderende begrippen uit de gebruikte literatuur. Een topiclijst is een lijst met daarop onderwerpen die aanbod komen bij de interviews. Uit de verschillende bestaande interviews is er voor dit onderzoek gekozen voor een gedeeltelijk gestructureerd interview. Dit houdt in dat de topiclijst dient voor de onderwerpen die besproken worden en deze lijst geeft de voorkeur aan van de volgorde van de vragen. Een gedeelte van de vragen staan dus vast aan de hand van de topiclijst. De onderzoeker heeft deze keuze gemaakt om een rode draad te hebben tijdens het interview en omdat de jongeren een licht verstandelijke beperking hebben en snel afgeleid zijn. De interviews zijn afgenomen bij zes respondenten van de naschoolse dagbehandeling uit Terneuzen. Er is voor gekozen om de jongeren op hun eigen behandelgroep te ondervragen omdat de behandeling in hun dagelijkse routine zit en omdat dit een vertrouwde omgeving is. Onderzoekseenheden/respondenten SOORTSTEEKPROEF!! De onderzoekseenheden zijn alle zes verbonden aan oftewel de naschoolse dagbehandeling 12 tot 16 jaar of de naschoolse dagbehandeling 6 tot 12 jaar, beiden gevestigd in Terneuzen. Er is gekozen voor een beredenerende selecte steekproef bij het onderzoek. De kinderen/jongeren zijn zorgvuldig gekozen, hierbij is gekeken naar de aard van het loyaliteitsconflict, de leeftijd en naar de bijkomende individuele problematiek. De jongeren zullen bevraagd worden hun eigen behandelgroep. Hiervoor is gekozen omdat het voor de jongeren/kinderen een veilige vertrouwde plek is waar ze zich op hun gemak voelen. Tevens zal er tijdens het interview een genogram gemaakt worden met de respondenten. Op deze manier wordt inzichtelijk gemaakt hoe het kind het systeem ziet. Ook wordt er tijdens het interview gebruik gemaakt van de familierelatietest. Door het gebruik van zowel de genogram als de familierelatie test geven de jongeren/kinderen op een speelse manier antwoord op de vragen en is het interview afwisselend. Voor jongeren met een lichtverstandelijke beperking is het moeilijk om geconcentreerd te zijn en te blijven. De onderzoeker hoopt dat, door de afwisseling binnen het interview, de concentratie te kunnen behouden, Dataverzameling en verwerking Om binnen dit onderzoek gegevens te verzamelen is er gekozen voor het afnemen van interviews. De keuze om interviews af te nemen is gevallen omdat, het afnemen van interviews, beschreven staat als een ultieme methode voor het achterhalen van attitude, kennis, gevoelens en meningen (Baarda,2005). Binnen dit onderzoek is het van belang om de mening, attitude en gevoelens van de respondenten te achterhalen. De interviews waren gedeeltelijk gestructureerd, dit houdt in dat er van te voren per onderwerp een hoofdvraag vast stond. De interviews werden gehouden aan de hand van de op voorhand gestelde topiclijst. (ZIE ) Per topic stond er 1 hoofdvraag vast, de resterende vragen zijn ontstaan tijdens het interview. De topiclijst is opgesteld aan de hand van de gebruikte literatuur. De interviews hebben maximaal 45 minuten geduurd. Er is er voor deze tijd gekozen omdat de respondenten een licht verstandelijke beperking hebben en zij maximaal 45 minuten hun concentratie bij dit onderwerp konden houden. Het eerste interview was een proefinterview, dit om na te gaan wat de duur van het interview zou zijn en of de interviewvragen voldoende waren om tot resultaten te leiden. Alle interviews zijn opgenomen, de respondenten zijn hiervan op de hoogte gesteld bij aanvang van het interview. De opgenomen interviews zijn op een later tijdstip uitgeschreven. Dit om de dataverwerking zo efficià «nt mogelijk te laten verlopen. En de validiteit te vergroten. Aan de interviews hebben zes respondenten meegewerkt in de leeftijd van 7 t/m 16 jaar. De interviews waren 1-1 en werden gehouden op het kantoor in de groep. Hiervoor is gekozen omdat dit een rustige en vertrouwde plek is van de jongeren. Tijdens het interview zijn er, naast de vaste vraag per topic, voornamelijk open vragen gesteld. Aan de hand van de topiclijst werden er voornamelijk open vragen gesteld daarnaast was het belangrijk voor de interviewer om door te vragen en samen te vatten, dit om duidelijk te krijgen of de interviewer de informatie van de respondent goed begreep en om de aandacht van de respondenten bij het gesprek te houden. Tevens is er tijdens het interview geobserveerd, hierbij werd voornamelijk gelet op de houding en de non verbale communicatie van de respondenten. Ook is er gebruik gemaakt van een genogram. Door het maken van een genogram wordt inzichtelijk hoe de respondent zijn gezinssysteem plaatst. Tevens zal dit middel dienen om over dit onderwerp in gesprek te komen. Een voorbeeld van een gebruikt genogram is te zien in bijlage op bladzijde. Dataregistratie Voor dit onderzoek is er voor gekozen om bandopnames te maken van de afgenomen interviews. Op deze manier wordt er direct geregistreerd, dit verhoogt de validiteit van het onderzoek. Alle respondenten zijn op voorhand op de hoogte gesteld van de bandopnames en hebben hier allemaal toestemming voor gegeven. Een interview is te vinden in bijlage op bladzijde Verder zijn er tijdens de interviews aantekeningen gemaakt van opvallendheden, denk hierbij aan non verbale communicatie. Data analyse De gegevens uit de interviews zijn volgens de stappen van Baarda (2005) uitgewerkt. Vervolgens zijn de gegevens geanalyseerd volgens de analysestappen van Baarda (2005). De interviews worden letterlijk uitgeschreven. DATA ANALYSE BESPREKING VALIDITEIT EN BETROUWBAARHEID Validiteit en betrouwbaarheid Het is van belang dat het duidelijk is waar de onderzoeksresultaten op gebaseerd zijn, het is de bedoeling dat ze controleerbaar en inzichtelijk zijn. Het is voor de onderzoeker van belang dar er rekening gehouden wordt met het hebben van de eigen mening en deze niet mee te laten tellen bij het interview. Voor een kwalitatief onderzoek is het van belang dat duidelijk wordt waar de onderzoeksconclusies op gebaseerd zijn, ze moeten controleerbaar en inzichtelijk zijn. Betrouwbaarheid en validiteit In dit verslag heeft de onderzoeker duidelijk beschreven over welke onderzoekssituatie, populatie en methode van onderzoek het gaat en dat hierover uitspraken gedaan zijn. Voor het kwalitatief onderzoek geldt namelijk dat het duidelijk moet zijn waar de onderzoeksconclusies op gebaseerd zijn, ze moeten controleerbaar en inzichtelijk zijn. Als onderzoeker is het belangrijk om bewust te zijn van de eigen mening, dat deze geen invloed gaat uitoefenen tijdens het interview. Er bestaat namelijk de mogelijkheid dat er zaken over het hoofd gezien worden waardoor zaken niet of minder opvallen door de onderzoeker. Hierdoor is het van belang dat de onderzoeker een duidelijke mening heeft en deze kan beschrijven om misverstanden te voorkomen. Om de validiteit van het onderzoek te vergroten is er bij dit onderzoek gekeken naar de interne, externe- en dataverzamelings-geldigheid. Om de interne geldigheid van dit onderzoek te verhogen is er tijdens de keuze voor het onderzoeksontwerp kritisch gekeken naar welk ontwerp het meest geschikt was om antwoord te krijgen op de hoofdvraag van het onderzoek. Om de externe geldigheid van het onderzoek te vergroten is er tijdens het interviewen zoveel mogelijk geprobeerd om de gegevensverzameling in de originele situatie uit te voeren. Dit werd gedaan door de interviews op de slaapkamer van de respondent zelf te laten plaatsvinden. Door de kritische beschrijving van de onderzoekssituatie en populatie is eveneens de geldigheid vergroot, aangezien het op deze manier mogelijk werd om conclusies uit dit onderzoek te projecteren op vergelijkbare situaties, generaliseren. Kortom de onderzoekssituatie werd beschreven en geà ¯nterpreteerd vanuit het gezichtpunt van de clià «nt. De eerder genoemde datatriangulatie (verschillende dataverzameling technieken) van het onderzoek verhoogt de dataverzamelingsgeldigheid. De andere maatregelen die getroffen zijn door de onderzoeker om de betrouwbaarheid te vergroten is het onderzoeksgebied en de topiclijst af te bakenen hierdoor is de interne validiteit gewaarborgd. De onderzoeker had ook naar de populatie frequentie gekeken, doordat er acht clià «nten naar deze woonvorm waren verhuist, (wat een kleine hoeveelheid is voor een kwalitatief onderzoek) werd er afgesproken dat er minimaal vijf clià «nten aan dit onderzoek moesten deelnemen. Hierdoor kon de onderzoeker de validiteit beter waarborgen. Mochten er geen vijf clià «nten deelnemen aan het onderzoek, dan zou het onderzoek niet uitgevoerd worden doordat het dan niet betrouwbaar was. Hier heeft de onderzoeker goed over na gedacht, waardoor deze zo zorgvuldig en zo duidelijk mogelijk informatie verstrekt heeft aan de clià «nten met betrekking tot het onderzoek. De interviews zijn alleen door de onderzoek afgenomen, en de vragen zijn zoveel mogelijk eenduidig en in dezelfde stijl gesteld. Tevens is er van te voren een topiclijst opgesteld zodat alle clià «nten dezelfde onderwerpen krijgen, het geeft richting aan de gesprekken. Het interview is opgenomen op een cassetterecorder zodat er geen aantekeningen gemaakt werden zodat het gesprek efficià «nt kon verlopen, daarnaast ontstond er zo min mogelijk vertekening van de resultaten. Voor het gebruik van deze apparatuur werd vooraf toestemming gevraagd aan de respondenten. Om sociale wenselijkheid toch zo veel mogelijk te voorkomen, werd door de onderzoeker een duidelijk kader aangegeven waarin het gesprek plaats vond. In dit inleidend gedeelte werd door de onderzoeker uitgelegd waar het interview voor diende en hoe de gegevens gebruikt werden. Er werd duidelijk aangegeven dat de resultaten geheel anoniem verwerkt werden. De vragenlijst, de validiteit hiervan werd getoetst door het kenniscentrum. Het kwalitatieve gedeelte (interview) Volgens de stappen van Baarda (2005) moesten de gegevens vanuit het interview verwerkt worden. Daarna werden de gegevens geanalyseerd aan de hand van de analysestappen volgens Baarda. Bij kwalitatief onderzoek bestaan de gegevens niet uit cijfermateriaal maar vooral uit interviewgegevens. De gegevens werden letterlijk uitgeschreven als tekst (transcriptie). Hierbij zat ook een omschrijving van de respondent, de interviewsituatie, het tijdstip van andere relevante informatie, zoals opvallend non-verbaal gedrag. Het gaat daarna om de analyse van deze teksten. In deze analyse worden de volgende stappen onderscheiden: Selectie van de tekst op relevantie en het schrappen van niet relevante informatie. De probleemstelling vormt hierbij het uitgangspunt. Opdeling van relevante tekst in fragmenten en wel zo dat elk fragment informatie geeft over slechts een onderwerp. Codering van tekstfragmenten. Elk tekstfragment wordt voorzien van een of meer labels (code) waarmee de inhoud van het fragment zo goed mogelijk wordt weergegeven. Ordening en reductie van labels. De verschillende labels die aan de tekstfragmenten gegeven zijn lopen veelal uiteen. Ze zijn van een verschillend abstractieniveau en soms wordt voor het zelfde thema meerdere labels gehanteerd. De labels worden hier geclusterd rond een bepaald thema en daarna wordt er een ordening aangebracht, zoals in tijd. Controle van de labels. Is het label systeem volledig? Is nieuwe informatie zonder problemen onder te brengen in de verzamelde labels? Is er sprake van verzadiging? Definià «ring van de labels: Wanneer de kernlabels zijn benoemd, moet er voor iedereen uit de definitie duidelijk zijn wat er onder verstaan wordt. Controle van de betrouwbaarheid. Zou een andere onderzoeker tot dezelfde labeling komen en worden tekstfragmenten onder dezelfde labels ingedeeld? Door een ander de tekstfragmenten opnieuw te laten labelen en in te de delen kan dit beoordeeld worden. Beantwoording van de probleemstelling. Voor de uiteindelijke analyse moet weer teruggegaan worden naar de probleemstelling van het onderzoek. De onderzoeker is na gegaan of de kernlabels alle even belangrijk waren in het kader van de probleemstelling of dat er nog een zekere hià «rarchie moet worden aangebracht. Resultaten en analyse van het onderzoek (8 tot 10 paginas) Inleiding In hoofdstuk vijf is een uitgeschreven interview terug te vinden in bijlage ., dit interview is uitgeschreven volgens de stappen van Baarda. Binnen dit onderzoek zijn de volgende kernlabels op de voorgrond gekomen; Sekse, nationaliteit, gebeurtenissen verwerken, gevoelens, Afweermechanismen, gezinssysteem, zondebokmechanisme,loyaliteit, schuldgevoel, balans, destructief recht, tegenstrijdige eisen van ouders. Sommige citaten van de geà ¯nterviewden staan vermeld onder de bovengenoemde kernlabels. Verder is er in dit hoofdstuk te lezen hoe het onderzoek gegaan is in de praktijk. Onderzoek het veldwerk in de praktijk Het onderzoek heeft plaatsgevonden op twee groepen van de naschoolse dagbehandeling in Terneuzen van Stichting AZZ. De reden hiervan is omdat de onderzoeker werkzaam is op een van de groepen en regelmatig met jongeren te maken heeft met jongen van gescheiden ouders. De respondenten van het onderzoek zijn allemaal in behandeling op de naschoolse dagbehandeling en zijn zorgvuldig geselecteerd. De jongeren zijn kinderen van gescheiden ouders, en lijken een loyaliteitsconflict te ervaren. De onderzoeker kent drie van de respondenten van de groep waarop ze werkzaam is. De andere drie respondenten zijn van de naschoolse dagbehandeling 12-, en waren onbekend voor de onderzoeker. Met de respondenten van de 12- groep heeft de onderzoeker eerst kennis gemaakt door een aantal keer op de groep te komen en met ze te kletsen over de dagelijkse dingen. Op deze manier was de onderzoeker niet meer vreemd voor de respondenten en verliep het interviews makkelijker. De interviews zijn afgenomen onder de behandeltijd omdat de jongeren dan op de groep zijn en hier niet speciaal voor terug hoefden te komen. De interviews zijn afgenomen op het kantoor in de groep. De interviews zijn allemaal opgenomen op een bandrecorder en verwerkt en geanalyseerd zoals staat beschreven in hoofdstuk vier. Interviewverwerking Het uitwerken van de interviews is gebeurt naar aanleiding van het stappenplan voor een kwalitatief onderzoek, volgends Baarda (2005). De interviews zijn letterlijk uitgeschreven en de opvallendheden zijn tijdens de interviews genoteerd en later in de interviews verwerkt. De genogram en de familierelatietest zijn hulpmiddelen om tot antwoorden te komen tijdens de interviews. En om de concentratie van de respondenten erbij te houden. De topiclijst is gebruikt als uitgangspunt voor de kernlabels. Door de tekst in te delen met bijbehorende fragmenten, zijn er labels ontstaan die weer een onderdeel van de kernlabel zijn. De labels die uit de interviews naar voren kwamen zijn bij elkaar gezet en daar is dan het kernlabel uitgekomen, dus de topic en daar zijn de citaten van de geà ¯nterviewden geplaatst. Op deze manier wordt er een overzichtelijk beeld gecreà «erd over de mening van de respondenten over het betreffende onderwerpen. Op de volgende bladzijden staan de kernlabels nader toegelicht. Sekse, nationaliteit, gebeurtenissen verwerken, gevoelens, Afweermechanismen, gezinssysteem, zondebokmechanisme,loyaliteit, schuldgevoel, balans, destructief recht, tegenstrijdige eisen van ouders Kernlabel: Feiten Kernlabel: Gebeurtenissen verwerken De respondenten geven aan dat ze allemaal moeite hadden met de echtscheiding van hun ouders. Aangegeven wordt dat de ouders veel ruzie maakte en dat ze wel blij zijn dat dat over is. De respondenten geven aan dat ze van mening zijn dat het belangrijk is dat het uitgelegd wordt aan de kinderen waarom de ouders uit elkaar gaan. Niet bij elke respondent is dat gebeurt. Aan sommige geà ¯nterviewden is niet uitgelegd waarom de ouders uit elkaar gingen. Ze geven aan dat ze dit vervelend vonden omdat ze ook wel wisten wat er aan de hand was. Sommige jongeren zeggen er met een aantal familieleden over te hebben kunnen praten , andere zeggen het er niet over gehad te hebben. Een respondent verteld over zijn manier van de gebeurtenis verwerken: Ma vertelde (maakt haakjesgebaar met zijn handen) het want we reden wat rond in Hulst en we reden een straat in en daar stond een bordje verkocht op, en toen zei ma dat we hier gingen wonen, dat ma weg ging van mijn pa. Ik wist wel dat ze ruzie hadden maar ik wist niet dat ze uit elkaar gingen. Ik wilde liever bij mijn pa wonen maar ik was nog klein hà ¨?, dus ik had niks te zeggen Een andere respondent zegt: Toen ik hoorde dat mijn ouders uit elkaar gingen kon ik er niet met mijn moeder over praten, want zij was vet verdrietig dus hield ik alles maar voor me en deed ik gewoon alles wat ik altijd al deed. Gewoon school, en niet zeiken. Het was erger voor mijn moeder niet voor mij, dat zei mijn oma ook. Kernlabel: Gevoelens en schuldgevoel Verdriet wordt het meeste genoemd bij het bespreken van de gevoelens van de geà ¯nterviewde. Ze vertellen verdrietig geweest te zijn omdat er veel spanningen waren tussen de ouders en ze zagen dat de ouders hier ook verdriet om hadden. De geà ¯nterviewde voelde zich machteloos omdat ze niks konden doen. Ook de gevoelens boos en bang worden genoemd. De geà ¯nterviewden zijn vooral bang omdat er iets ging veranderen en ze niet wisten hoe het dan zou zijn, en bang om een ouder kwijt te raken.

Essay --

By the end of 18th century, with the industrialization of steel and glass, architecture began to take on a different role in the society. Architecture was no longer about building structures for an individual, but was about concerning with beauty, style, and aesthetics within the technology of space (Conway 8). The idea that building plus art equals architecture was no longer valid, as the equation undermined the true meaning of architecture. In Understanding Architecture, Hazel Conway states, â€Å"the allocation of living space is economically, socially, and culturally determined† (6), when discussing the purpose of architecture. This means that the surrounding environment of the building, also referred to as built space, is often intertwined with social relationships. Built space can be defined as the philosophical way of referring to architecture. To a certain extent, the architecture becomes about the philosophical investigation into built space, rather than establishing a single building. Through the examples of artists and architectures, such as Rachel Whiteread, Robert Smithson, Meis Van Der Rohe, and Gordon Matta-Clark, this paper will demonstrate how art pushes architecture into critical examination of built space. In doing so, it will be evident that artists and architecture define sculpture, object, prototype, installation, network, building, assemblage, and/or habitat differently. An artist who dealt with technologies of built space is Rachel Whiteread. The core concepts of Whiteread’s work includes, playing with negative space and scale, and focusing on line and form. In the piece called Judenplatz Holocaust Memorial a.k.a. Nameless Library, Whiteread uses sculpture to represent what is not there, the empty space. By... ...about recreating scale. When a person sees this piece from an airplane view or on a balcony, he or she will experience the massive quantity of the artificial nature that has been produced. However, when a person sees this piece from a ground level, the 14,000 translucent, white boxes just becomes a boring, everyday object. Depending on the location of the viewer’s presence, the piece symbolizes a different meaning. This piece is similar to the works of Tara Donavon, whose core concepts include playing with scale and working with multiplicity. She is known to use everyday household materials to create large-scale installations and sculptures. In the piece Styrofoam Cup Sculpture, Donavon glues countless amount of Styrofoam cups together to create a synthetic material that challenges the viewer’s to have second thoughts about the basic functions of everyday material. Essay -- By the end of 18th century, with the industrialization of steel and glass, architecture began to take on a different role in the society. Architecture was no longer about building structures for an individual, but was about concerning with beauty, style, and aesthetics within the technology of space (Conway 8). The idea that building plus art equals architecture was no longer valid, as the equation undermined the true meaning of architecture. In Understanding Architecture, Hazel Conway states, â€Å"the allocation of living space is economically, socially, and culturally determined† (6), when discussing the purpose of architecture. This means that the surrounding environment of the building, also referred to as built space, is often intertwined with social relationships. Built space can be defined as the philosophical way of referring to architecture. To a certain extent, the architecture becomes about the philosophical investigation into built space, rather than establishing a single building. Through the examples of artists and architectures, such as Rachel Whiteread, Robert Smithson, Meis Van Der Rohe, and Gordon Matta-Clark, this paper will demonstrate how art pushes architecture into critical examination of built space. In doing so, it will be evident that artists and architecture define sculpture, object, prototype, installation, network, building, assemblage, and/or habitat differently. An artist who dealt with technologies of built space is Rachel Whiteread. The core concepts of Whiteread’s work includes, playing with negative space and scale, and focusing on line and form. In the piece called Judenplatz Holocaust Memorial a.k.a. Nameless Library, Whiteread uses sculpture to represent what is not there, the empty space. By... ...about recreating scale. When a person sees this piece from an airplane view or on a balcony, he or she will experience the massive quantity of the artificial nature that has been produced. However, when a person sees this piece from a ground level, the 14,000 translucent, white boxes just becomes a boring, everyday object. Depending on the location of the viewer’s presence, the piece symbolizes a different meaning. This piece is similar to the works of Tara Donavon, whose core concepts include playing with scale and working with multiplicity. She is known to use everyday household materials to create large-scale installations and sculptures. In the piece Styrofoam Cup Sculpture, Donavon glues countless amount of Styrofoam cups together to create a synthetic material that challenges the viewer’s to have second thoughts about the basic functions of everyday material.

Hunger in San Diego Persuasive Speech

1 | Page . Attention Step . When will you eat next? Will you be eating dinner tonight? . Need Step . Today, there are over 446,000 people that are going hungry in San Diego County. http://sandiegofoodbank. org/hunger-in-san-diego/ . A story of a fellow San Diegan and her family who are also having hunger problems. 1. Alejandra in her late 20s moved in with her sister Marisol, her husband, and her three kids to help take care of them. 2. Marisol worked days and Alejandra nights so there was always someone to take care of the kids. 3.Marisol’s husband lost his job as construction worker, Marisol was laid off from hers as a housekeeper at a Holiday Inn, and then Alejandra lost her restaurant job. 4. It became hard for them to find work, but eventually Marisol’s husband found few jobs as a handyman and Marisol worked cleaning a few houses. 5. Barely got by, and it was hard for them. 6. Cupboards were generally empty except for a little of rice and beans. 7. Main concern was children, so adults would often eat little or nothing at all so the kids would have enough. . Eventually got support from church and then San Diego Food Bank. †¢ Here is a picture of Alejandra picking up food at the San Diego Food Bank. That is a real story about a real hunger problem. http://sandiegofoodbank. org/newstypes/client-profiles/ 2. Feedingamericasd. org says that: †¢ 1 out of 4 children in San Diego don't know where their next meal is coming from†¦ †¢ Scientific evidence suggests that hungry children are less likely to become productive citizens. A child who is unequipped to learn because of hunger and poverty is more likely to be poor as an adult. . You see†¦. our bodies are like engines, engines need fuel, we need food, and both are required to move forward. 2. So next this quote is from sandiegohungercoalition. org, Ken Hecht, executive director of California food policy advocate says that: â€Å"Given the extent of food insecurity in San Di ego County and across the country, we must not undermine critical efforts to protect families against hunger, and improve health through good nutrition,† You know†¦.. we must all realize that hunger can happen to any of us, all it takes is: †¢ Losing our job †¢ Having a health crisis †¢ Or any other unusual emergency expense. Such as a major car repair. ?And†¦ We must all be aware†¦That it’s important that San Diego County has food bank agencies to provide support to people who are low income or have sudden crises. . Satisfaction Step . We†¦.. Should look for opportunities†¦ to support the San Diego Food Bank. . There are many ways to support the Food Bank, we can†¦ †¢ Donate food items Support them financially †¢ Or we can volunteer. . aThe San Diego Food Bank has been around since 1977 and has been serving ever since because of†¦ People’s food†¦ financial†¦ and voluntary support. . So†¦Y es, this solution will take time out of your day and/or money if you would like to help. But, think of the good you would do by simply donating 10 dollars, taking 3 hours out of your Saturday or Sunday, or even collecting a few cans of food from your neighbors or workplace to just do something good for a local family in need. Visualization Step . So†¦just look around places you go in San Diego, maybe you see a homeless guy asking for money for food, or maybe it’s your next door neighbor who doesn’t have enough to eat, or maybe even a friend who’s hungry but too reluctant to say. †¢ The sad fact is that nearly half a million people in San Diego County don’t have enough to eat. . Imagine that there was a place where all of those hungry people could go to get food. I know of a place, the San Diego Food Bank. . Action Step . Fact is†¦people are hungry†¦. ut the San Diego Food Bank is there to help. . So today, I would like to encourage you to pull out your phones when you leave this classroom today, simply text capital letters â€Å"SD† to 20222, and this will make a 10$ donation to the San Diego Food Bank, just a simple thing, yet that 10 dollars will provide 30 meals for people in need. . This week, I myself am going to make a ten dollar donation and drop off a bag of food to the Food Bank. . If San Diegans work together, we can eliminate hunger in San Diego County.

Worked, Wrought and Overwrought

Worked, Wrought and Overwrought Worked, Wrought and Overwrought Worked, Wrought and Overwrought By Maeve Maddox Judging by comments and emails I receive whenever I write about the verb wreak, some English speakers believe that the past tense of wreak is wrought. That’s not the case. Wrought is an archaic past tense form of the verb work. Work and wreak derive from different Old English verbs: wyrcan (do, make) and wrecan (to avenge). Both work and wreak belong to a class of irregular verbs that have acquired regular -ed endings in modern English. If wreak had remained irregular, its forms would probably look like these: â€Å"wreak, wroke, (have) wroken.† The verb work has a modern -ed ending, but the old past tense wrought survives in a few contexts and idioms. Writing in the early 20th century, H. W. Fowler (Modern English Usage) commented on the fact that the past form of work was in a state of transition: The decline of the form wrought is so manifest, yet so far from complete, that it is impossible to say from year to year where idiom still requires it and where it is already archaic. In the 1965 edition, Gowers, changed â€Å"disappearance† to â€Å"decline,† perhaps because the old form continued to be used in the sense of done, made, fashioned, or brought about: The stage show is tight and well-wrought.- 1997 book about Jazz. The metaphorical movement of coming into that understanding is beautifully wrought with the use of a large black drapery that the congregation passes beneath as four of the dancers hold the corners.- 2013 opera review To see the changes Edward Snowden wrought, just look at your smartphone- 2014 headline. The reason that many speakers associate wrought with wreak may have to do with the fact that we have two idioms with the word havoc. A storm or other disaster â€Å"wreaks havoc,† but people and institutions can â€Å"work havoc.† The â€Å"works havoc† idiom is not as common as it was, but it is still found in recent use: Disability is damaging to one’s self-esteem. It works havoc with one’s relationships and can do irrevocable harm to an entire family’s life.- 1991 Congressional Record. In actual fact, the volume of such movements is fairly modest, but their public echo is deafening and works havoc in politics and the labour movement. 2006, Library of Economics and Liberty. It is as the past tense of work that wrought appears in an obituary of Margaret Thatcher: Saying it would take years to cure Britain of the havoc wrought by socialism, Mrs. Thatcher warned, â€Å"Things will get worse before they get better.† The adjective overwrought, on the other hand, does not mean the same thing as the adjective overworked. An â€Å"overworked employee† is one who does an excessive amount of work. Overworked can also be applied to nonhuman things to mean that they are being used to excess: †Unique† is one of the most overworked words in advertising. The phrase people are our most important resource has become a tired,  overworked cliche.   Gently massage overworked muscles, prompting nutrient-rich blood to flow through, replenishing them. The adjective overwrought can convey a sense of exhaustion from overwork, but overwrought describes the emotional agitation, impatience, and shortness of temper associated with exhaustion: According to a government survey, US workers feel overwrought and unproductive. The [employee] may be subject to verbal abuse by juveniles and will be required to remain calm in stressful situations involving agitated, irate or overwrought juveniles and family members. When AU administrator James Mooney polled professors about grade complaints, he was appalled to learn that some overwrought parents call professors directly to complain.   Applied to nonhuman entities, overwrought means â€Å"excessively elaborate or exaggerated.† Here are some examples of this use: [The instructor’s] supervisors at first supposed his overwrought language denoted a mental affliction. Overwrought descriptions  like these sap the power from the scene. The film  suffers  from an  overwrought narrative, with one melodramatic event after another. After a thousand years, wrought continues to enrich the language. It is not, however, the past tense of wreak. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Addressing A Letter to Two PeopleThe Many Forms of the Verb TO BEEpidemic vs. Pandemic vs. Endemic

Free Essays on Pablo Picasso

Pablo Picasso Pablo Picasso was probably the most famous artist of the twentieth century. During his artistic career, which lasted more than 75 years, he created thousands of works, not only paintings but also sculptures, prints, and ceramics, using all kinds of materials. He almost single-handedly created modern art. He changed art more profoundly than any other artist of this century. First famous for his pioneering role in Cubism, Picasso continued to develop his art with a pace and vitality comparable to the accelerated technological and cultural changes of the twentieth century. Each change embodied a radical new idea, and it might be said that Picasso lived several artistic lifetimes. Picasso was born on October 25, 1881, in Malaga, Spain, son of an artist, Jose Ruiz, and Maria Picasso. Rather than adopt the common name Ruiz, the young Picasso took the rarer name of his mother. An artistic prodigy, Picasso, at the age of 14, completed the one-month qualifying examination of the Academy of Fine Arts in Barcelona in one day. From there he went to the Academy of San Fernando in Madrid, returning in 1900 to Barcelona, where he frequented the city's famous cabaret of intellectuals and artists, Els Quatre Gats. The years of 1901 to 1904, known as the "blue period" because of the blue tonality of Picasso's paintings were a time of frequent changes of residence between Barcelona and Paris. During this period, he would spend his days in Paris studying the masterworks at the Louvre and his nights enjoying the company of fellow artists at cabarets like the Lapin Agile. 1905 and 1906 marked a radical change in color and mood for Picasso. He became fascinated with the acrobats, clowns and wandering families of the circus world. He started to paint in subtle pinks and grays, often highlighted with brighter tones. This was known as his "rose period." In 1907, Picasso painted "Les Demoiselles d'Avignon,"... Free Essays on Pablo Picasso Free Essays on Pablo Picasso Pablo Picasso Pablo Picasso was probably the most famous artist of the twentieth century. During his artistic career, which lasted more than 75 years, he created thousands of works, not only paintings but also sculptures, prints, and ceramics, using all kinds of materials. He almost single-handedly created modern art. He changed art more profoundly than any other artist of this century. First famous for his pioneering role in Cubism, Picasso continued to develop his art with a pace and vitality comparable to the accelerated technological and cultural changes of the twentieth century. Each change embodied a radical new idea, and it might be said that Picasso lived several artistic lifetimes. Picasso was born on October 25, 1881, in Malaga, Spain, son of an artist, Jose Ruiz, and Maria Picasso. Rather than adopt the common name Ruiz, the young Picasso took the rarer name of his mother. An artistic prodigy, Picasso, at the age of 14, completed the one-month qualifying examination of the Academy of Fine Arts in Barcelona in one day. From there he went to the Academy of San Fernando in Madrid, returning in 1900 to Barcelona, where he frequented the city's famous cabaret of intellectuals and artists, Els Quatre Gats. The years of 1901 to 1904, known as the "blue period" because of the blue tonality of Picasso's paintings were a time of frequent changes of residence between Barcelona and Paris. During this period, he would spend his days in Paris studying the masterworks at the Louvre and his nights enjoying the company of fellow artists at cabarets like the Lapin Agile. 1905 and 1906 marked a radical change in color and mood for Picasso. He became fascinated with the acrobats, clowns and wandering families of the circus world. He started to paint in subtle pinks and grays, often highlighted with brighter tones. This was known as his "rose period." In 1907, Picasso painted "Les Demoiselles d'Avignon,"...

The Work and Tools of a Surveyor Essay Example | Topics and Well Written Essays - 1000 words

The Work and Tools of a Surveyor - Essay Example This very well depicts that the area is a hot spot and opening a shop in this locality can be an added benefit. Since the proximity to upper parliament and market square is quite close, there is no doubt about the potentiality of the location. The construction of external walls is of bricks and concrete and roof is of concrete alone. The appeal of the building is unconventional and as a result reflects an element of antiquity to the outsiders. The window frames look fragile and not well maintained with defective glass panes. The interiors of the building was checked thoroughly in order to have an analysis of the defects in construction .This would help in understanding the short comings which could negatively affect the potentiality of the property and can give rise to excessive expenditure in future. Even though some areas were not accessible to be inspected .Apart from roofs to which access was not possible, the inspection took place from basement to second floor. The ladder was used for some areas in the ceilings in the look out for defects. At the time of evaluating the property was not occupied and was semi –furnished with well maintained carpets. The building is not in a very good condition and looks not maintained well. The doors have become weak and flooring needs to be refurbished. Ceilings are moderately in good form and skirting of the wall made of timber need some varnishing. The exterior of the building needs to be painted in order to retain a novelty appearance. The windows frame joints needs some finishing as the joints are visible. The window pane needs to be painted as its is fading and wood is detoriating and ageing. The lintel of the first floor main door is corroding and this can happen to other doors as well. The windows are single glazed and could be changed to double glazed if the expense allow. Some of the wood works are in poor condition and the mastics showing around the frame are shrinking. Bathrooms

Corruption In The United States Essay Example | Topics and Well Written Essays - 1000 words

Corruption In The United States - Essay Example Most obseThere are few things determining corruption in the United Sates. The economic approach to corruption in the US starts with the costs and benefits facing corrupt potential public offices. As put across, corruption is actually the use of public office or power for personal gains. In American, the most rampant determinant of corruption is the ability of a public official to increase someone’s private wealth by paying that person using money from the public purse. In extreme cases, this someone could be just the public official himself. Additionally, the other means by which public officials create wealth for themselves is through the transfer of government property to private persons for their own benefit (Williams and Kenneth 6-8). For instance, the transfer of government land to traction companies in the nineteenth century is a popular form of corruption. Furthermore, the other primary form of corruption is the creation of private wealth through manipulation of office power or enforcements of legal rulings in favor of personal gains. Some recent data collected from different states in the US reveal that the rising corporate agriculture to dominate the economies of rural and farm communities is one of the most devastating events of corruption in this country’s history. The data put across that, sixty years ago, there were over six million farms dotted across the landscape of America. Later, the number declined to only two million whereby the large numbers of these are small and medium-sized operations. sized operations. Surprisingly, the bulk of profits from corporate agriculture accrue to only a few hundred super farms. Few companies control most of these farms and there are increasing cases of vertical integration. These companies are flourishing and rural communities are suffering economically, socially, and environmentally due